Assam TET 2025: TET-cum-Recruitment Test 2024 (TCR-2024), Paper I
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Question Booklet No.0
Question Booklet Code
TCR–2024 Paper–I
A Roll No.
Time Allowed : 9:00 a.m. to 11:30 a.m. (2½ Hours) Total Marks : 140
(1 mark for each question)
Before filling the OMR Answer-Sheet, the candidate must ensure that all the pages from
1–80 are printed in order in the Question Booklet and ensure that the OMR Answer-Sheet
belongs to him/her only. In case of any discrepancy, immediately inform the Invigilator
to replace your Question Booklet/OMR Answer-Sheet.
IMPORTANT INSTRUCTIONS
F Do not open the Question Booklet before 9:00 a.m. in the Examination Hall.
F Read the questions carefully before marking the right answer with blue/black ballpoint pen only
in the appropriate circle of the OMR Answer-Sheet, as firstly there is provision of negative
marking of 0·25 mark per question for wrong answer as well as for selecting more than one
option of a question, and secondly no extra OMR Answer-Sheet will be provided for any mistake
or correction.
F In case of use of Non-Standard OMR Answer-Sheet, the candidate must properly write his/her
Roll No., Question Booklet Serial No., Question Booklet Code in the space provided in the OMR
Answer-Sheet by shading and by writing in alphabet and numerical on the front page as well as
on the back page. Otherwise the OMR Answer-Sheet will not be evaluated.
F Candidates will have to sign twice, once in the Photo Attendance Sheet presented by the Invigilator
on duty after taking their seats in the Examination Hall, and the other, at the time of handing over
their OMR Answer-Sheet to the Invigilator after the completion of the Examination. Cases where a
candidate has not signed while submitting the OMR Answer-Sheet, he/she shall be treated as absent.
F Candidate should clearly write his/her Roll No. in the space provided in the Question Booklet.
F The candidate should make sure that the Question Booklet No. and corresponding Question
Booklet Code is properly written/shaded in the OMR Answer-Sheet by him/her. For example, in
filling up the Question Booklet Code, if the candidate gets Question Booklet Code ‘A’, then
he/she should fill up ‘A’ in the box provided in the OMR Answer-Sheet and also shade the circle
‘A’ in the OMR Answer-Sheet.
F Candidate should do all the necessary rough work on the Question Booklet in the space provided.
Rough work should not be done on the OMR Answer-Sheet or on any other paper. If any rough work or
overwriting is done or whitener is used on the OMR Answer-Sheet, the OMR Answer-Sheet will not be
assessed.
F In case of any discrepancy or confusion in the medium/version of the questions, the English
version will be treated as the authentic version.
F No candidate will be allowed to leave the Examination Centre during the examination hours.
F Any candidate found using unfair means including carrying restricted items like mobile phone,
calculator or any electronic gadget or objectionable materials, etc., which are not allowed in the
examination halls/rooms shall be disqualified.
F This Question Booklet consists of 140 multiple-choice type questions, all carrying 1 mark each
approximately from :
Pedagogy : 50 marks
About Assam and its People : 35 marks
General Mathematics (10th Standard) : 15 marks
General English : 30 marks
General Studies and Current Affairs : 10 marks
TCR–2024/P–I/201-A 1 [ P.T.O.
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OMR l¡üv¡¹šy[i¡ šè¹o A¡¹¤à¹ šè줢 š¹ãÛ¡à=¢ãìA¡ "¤Å¸Òü [>[ÆW¡t¡ Òìt¡ Òì¤ ë™ šøÅ—šìy 1–80 š™¢”z γÑz
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A¡¹à Òì¤ >à¡ú
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ëºJà ÒÚ¡ú l¡üƒàÒ¹oѬ¹ê¡š, šøÅ—šìy¹ ëA¡àl¡ šè¹o A¡¹à¹ γÚ, š¹ãÛ¡à=¢ã¹ šà*Úà šøÅ—šìy¹ ëA¡àl¡ ‘A’ =àA¡ìº OMR
l¡üv¡¹šìy¹ [>[ƒ¢Ê¡ Ñ‚àì> ‘A’ [ºJìt¡ Òì¤ &¤} [>[ƒ¢Ê¡ ¤õv¡ ‘A’[i¡ A¡àìºà A¡¹ìt¡ Ò줡ú
F š¹ãÛ¡à=¢ã ÎA¡º ‹¹ì>¹ šøìÚà\>ãÚ JÎØl¡à (rough) A¡à\ šøÅ—šìy ëƒ*Úà Ñ‚àì> A¡¹ìt¡ šà¹ì¤>¡ú š¹ãÛ¡à=¢ã JÎØl¡à
(rough) A¡à\ OMR l¡üv¡¹šy ¤à ">¸ ëA¡àì>à ‹¹ì>¹ A¡àKì\ A¡¹ìt¡ šà¹ì¤> >à¡ú ™[ƒ š¹ãÛ¡à=¢ã &Òü JÎØl¡à
(rough) A¡à\ OMR l¡üv¡¹šìy A¡ì¹> ¤à Îàƒà ¹R¡ ¤¸¤Ò๠A¡ì¹>, t¡ì¤ ëÎÒü OMR l¡üv¡¹šìy¹ ³èº¸àÚ> A¡¹à
Òì¤ >à¡ú
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¤ìº Ko¸ A¡¹à Ò줡ú
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F š¹ãÛ¡à=¢ã샹 š¹ãۡ๠Һ/A¡ìÛ¡ ëA¡àì>à [>[ȇý¡ Îà³Nøã 뙳> ë³à¤àÒüº ëó¡à>, A¡¸àºAå¡ìºi¡¹ &¤} ëA¡àì>à í¤ƒå¸[t¡A¡
K¸àì\i¡ ¤à "àš[v¡A¡¹ Îà³Nøã Òüt¡¸à[ƒ ¤Ò> A¡¹à¹ ">å³[t¡ ëƒ*Úà Òì¤ >à¡ú š¹ãÛ¡à=¢ã샹 ™[ƒ ëA¡àì>à "Î; l¡üšàÚ "¤º´¬>
A¡¹ìt¡ ëƒJà ™àÚ ¤à t¡òà¹à ™[ƒ l¡üšì¹ l¡ü[À[Jt¡ š¹ãۡ๠[>ڳγèÒ l¡üÀVQ> A¡ì¹>, t¡ì¤ tò¡à샹 "ì™àK¸ ëQàÈoà A¡¹à Ò줡ú
F &Òü šøÅ—šìy 140i¡à ¤×³åJã šáì–ƒ¹ šøÅ— =àA¡ì¤ &¤} šøìt¡¸A¡[i¡ šøìÅ—¹ \>¸ 1 >´¬¹ =àA¡ì¤¡ú [>³—[º[Jt¡ [¤ÈÚγèìÒ¹
\>¸ "à>å³à[>A¡ šøÅ— Î}J¸à ‹à™¢ A¡¹à ÒìÚìá :
[ÅÛ¡o íźã : 50 >´¬¹
"γ &¤} &¹ ³à>åìȹ δšA¢¡ : 35 >´¬¹
Îà‹à¹o K[ot¡ (ƒÅ³ ëÅøoã) : 15 >´¬¹
Îà‹à¹o Òü}¹à\ã : 30 >´¬¹
Îà‹à¹o "‹¸Ú> &¤} Îà´ß[t¡A¡ Qi¡>àšø¤àÒ : 10 >´¬¹
TCR–2024/P–I/201-A 3 [ P.T.O.
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SPACE FOR ROUGH WORK TCR–2024/P–I/201-A 5 [ P.T.O.
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10. t¡º¹ ëA¡à>ìi¡à ëKài¡¹ W¡à[¹*J> ëƒÅ G20-¹ ΃θ?
(A) "àì\¢[si¡>à, ë³[GìA¡à, ƒ[Û¡o "à[óø¡A¡à "à¹ç¡ tå¡A¢¡ã (B) "ìÊ¡ö[ºÚà, A¡à>àl¡à, ³àºìÚ[áÚà "à¹ç¡ [>l¡ü[\ìºr¡
(C) ¤øà[\º, Òü¹à>, ëW¡ï[ƒ "๤ "à¹ç¡ [®¡ìÚi¡>à³ (D) Òüìr¡àì>[áÚà, \àšà>, [á}Kàšå¹ "à¹ç¡ ƒ[Û¡o ëA¡à[¹Úà
10. [>³—[º[Jt¡ ëA¡à>ô γèÒ[i¡ G20-¹ W¡à¹[i¡ ΃θ ¹àÊ¡ö?
(A) "àì\¢[–i¡>à, ë³[GìA¡à, ƒ[Û¡o "à[óø¡A¡à &¤} tå¡[A¢¡ (B) "ìСö[ºÚà, A¡à>àl¡à, ³àºìÚ[ÅÚà &¤} [>l¡ü[\º¸àr¡
(C) ¤øà[\º, Òü¹à>, ëÎï[ƒ "๤ &¤} [®¡ìÚt¡>à³ (D) Òüì–ƒàì>[ÅÚà, \àšà>, [ÎUàšå¹ &¤} ƒ[Û¡o ëA¡à[¹Úà
10. Jmhm`{Z ~~o hm›Om`md Jß~´°~mo amBOmoAm G20 {Z gmo–mo_m?
(A) AmaOoZ{VZm, _opägH$'$, Imobm Am{\´$H$m Amamo VwH$s© (B) AÒQ¥>o{b`m, H$mZmS>m, _mb`{g`m Amamo {ZC{Obo S>
(C) ~´m{Ob, BamZ, gm°{X Ama{~`m Amamo {^`oVZm_ (D) B›XZo{g`m, OmnmZ, qgJmnwa Amamo Imobm H$[a`m
10. In which one of the following groups are all the four countries members of G20?
(A) Argentina, Mexico, South Africa and Turkey
(B) Australia, Canada, Malaysia and New Zealand
(C) Brazil, Iran, Saudi Arabia and Vietnam
(D) Indonesia, Japan, Singapore and South Korea
11. [¤¤õ[t¡ I : šøà¹[´±A¡ íÅů A¡àºt¡ [ÅÇ¡ì¯ Î¹ç¡ Î¹ç¡ A¡à¹ot¡ J} ëƒJå¯àÒü [¤¹[v¡û¡ šøA¡àÅ A¡ì¹¡ú
[¤¤õ[t¡ II : íÅů A¡àº¹ šàá¹ š™¢àÚt¡ ëƒJà ™àÚ ë™ ët¡*òìºàA¡A¡ γàìºàW¡>à ¤à "à*A¡ào A¡[¹ìºìÒ J} l¡üìk¡¡ú
™å[v¡û¡ : [ÅÇ¡ì¯ íÅů¹ š¹à íA¡ìÅ๠"¯Ñ‚àt¡ šøì¯Å A¡¹à¹ ºìK ºìK [>\¹ "àì¯K [>Ú”|o A¡[¹¤îº [ÅìA¡¡ú
Î[k¡A¡ [¤A¡¿ [>¤¢àW¡> A¡¹A¡¡ú
(A) [¤¤õ[t¡ I "à¹ç¡ [¤¤õ[t¡ II ƒåìÚài¡àÒü ÎòW¡à "à¹ç¡ ™å[v¡û¡ìi¡à í¤‹
(B) [¤¤õ[t¡ I "à¹ç¡ [¤¤õ[t¡ II ƒåìÚài¡àÒü ÎòW¡à [A¡”ñ ™å[v¡û¡ìi¡à¹ ºKt¡ ëA¡àì>à δšA¢¡ >àÒü
(C) [¤¤õ[t¡ I Ç¡‡ý¡, [¤¤õ[t¡ II "Ç¡‡ý¡ "à¹ç¡ ™å[v¡û¡ìi¡àì¯ [¤¤õ[t¡ I¹ í¤‹t¡à šøƒà> A¡ì¹
(D) ƒåìÚài¡à [¤¤õ[t¡ìÚ ®å¡º [A¡”ñ ™å[v¡û¡ìi¡à í¤‹
11. [¤¤õ[t¡ I : šøà¹[´±A¡ íÅŤA¡àìº [ÅÇ¡¹à ëáài¡ ëáài¡ A¡à¹ìo ¹àKà[Þt¡ ÒìÚ šìØl¡ &¤} ¤ƒì³\à\ ëƒJàÚ¡ú
[¤¤õ[t¡ II : š¹¤t¢¡ã íÅŤA¡àìº ¹àìK¹ [¤ìÑó¡à¹o Qi¡ìt¡ šàì¹ ™[ƒ [ÅÇ¡¹à šøàÚÅÒü γàìºà[W¡t¡ &¤} l¡üìš[Û¡t¡ ÒÚ¡ú
A¡à¹o : [ÅÇ¡¹à ™J> š¹¤t¢¡ã íÅŤA¡àº &¤} íA¡ìÅà¹A¡àìº l¡üš>ãt¡ ÒÚ t¡J> t¡à¹à t¡à샹 "àì¤KìA¡ [>Ú”|o A¡¹ìt¡
ëÅìJ¡ú
Î[k¡A¡ [¤A¡¿[i¡ [>¤¢àW¡> A¡¹ç¡>ú
(A) [¤¤õ[t¡ I &¤} [¤¤õ[t¡ II l¡ü®¡ÚÒü Ît¡¸ &¤} A¡à¹o[i¡ í¤‹
(B) [¤¤õ[t¡ I &¤} [¤¤õ[t¡ II l¡ü®¡ÚÒü Ît¡¸ [A¡”ñ A¡à¹o[i¡ "
(C) [¤¤õ[t¡ I Ît¡¸, [¤¤õ[t¡ II "Ît¡¸, A¡à¹o[i¡ [¤¤õ[t¡ I ëA¡ í¤‹t¡à šøƒà> A¡ì¹
(D) l¡ü®¡Ú [¤¤õ[t¡Òü "Ît¡¸ ™[ƒ* A¡à¹o[i¡ í¤‹
TCR–2024/P–I/201-A 11 [ P.T.O.
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30. Which of the following statements about children are correct?
I. Children are passive recipients of knowledge.
II. Children are problem solvers.
III. Children are scientific investigators.
IV. Children are active explorers of the environment.
Select the correct option.
(A) I, II and IV only (B) II, III and IV only
(C) I, II, III and IV (D) I, II and III only
31. From the options given below, choose the word that is most nearly the same in meaning to
the word ‘Synopsis’.
(A) Index (B) Mixture
(C) Summary (D) Puzzle
32. [A¡ìÅà¹-[A¡ìÅà¹ãÎA¡º¹ ³à\t¡ ‘cyberbullying’ šø[t¡ì¹à‹ A¡¹à¹ A¡à™¢A¡¹ã l¡üšàÚ ëA¡à>ìi¡à?
(A) "š¹à‹ãA¡ Åà[Ñz [ƒÚà (B) Òü–i¡à¹ì>i¡¹ ¤¸¯Ò๠Îã[³t¡ A¡¹à
(C) [l¡[\ìi¡º >àK[¹A¡Œ¹ šøW¡à¹ A¡¹à (D) ">ºàÒü> "àW¡¹o l¡üìšÛ¡à A¡¹à
32. [A¡ìÅà¹-[A¡ìÅà¹ã샹 ³ì‹¸ ‘cyberbullying’ šø[t¡ì¹à‹ A¡¹à¹ A¡à™¢A¡¹ã l¡üšàÚ ëA¡à>[i¡?
(A) "š¹à‹ãìA¡ Åà[Ñz ëƒ*Úà (B) Òü–i¡à¹ì>ìi¡¹ ¤¸¤Ò๠Îã[³t¡ A¡¹à
(C) [l¡[\i¡àº >àK[¹A¡ìŒ¹ šøW¡à¹ A¡¹à (D) ">ºàÒü> "àW¡¹o l¡üìšÛ¡à A¡¹à
32. bmB_moZ\$moa{Z JoOoamd "gmB~ma~wqb'Im° hmo~WmZm`{Z Jmoºm| amhm`m _m?
(A) XmB{Z{J[aIm° gmOm hmoZm` (B) B›Q>maZoQ> ~mhm`Zm`Im° I_ Imbm_Zm hmoZm`
(C) {X{OQ>ob ZmoJmoam[a \$mogmdZm` (D) AZbmBZ AmIwIm° JmaZm`
32. What is an effective way to address cyberbullying among adolescents?
(A) Punishing offenders (B) Restricting internet
(C) Promoting digital citizenship (D) Ignoring online behaviour
33. ®¡à¹ìt¡ [¤³à> šø[t¡¹Û¡à ¤õ[‡ý¡ A¡ì¹òàìt¡ l¡üÄt¡ ëš–i¡[W¡¹ 뮡[¹ìÚ–i¡¹ ¤àì¤ ëA¡à>J> ëƒÅ¹ íÎìt¡ &J> Wå¡[v¡û¡ ѬàÛ¡¹ A¡[¹ìá?
(A) "àì³[¹A¡à (B) ¹à[áÚà
(C) óø¡àX (D) \à³¢à>ã
33. [¤³à> šø[t¡¹Û¡à ¤õ[‡ý¡ A¡¹ìt¡ l¡üÄt¡ š¸à–i¡[ι ®¡¸à[¹ìÚì–i¡¹ \>¸ ®¡à¹t¡ ëA¡à>ô ëƒìŹ Îàì= &A¡[i¡ Wå¡[v¡û¡ ѬàÛ¡¹ A¡ì¹ìá?
(A) "àì³[¹A¡à (B) ¹à[ÅÚà
(C) óø¡àX (D) \à³¢à[>
TCR–2024/P–I/201-A 21 [ P.T.O.
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Direction : Each of the questions (Question Nos. 38 to 42) is based on the passage given below.
The questions are to be answered on the basis of what is stated or implied in the passage. Choose
the most appropriate response that accurately and completely answers the question.
It’s one of the abiding mysteries of the ancient world, how on earth did they make Dhaka muslin?
The fabric, popular all the way from the 2nd century BCE to 18th century CE, is the stuff of
legend : Woven so fine that it was translucent, with a thread count so high that a six-yard sari
could pass through a wedding ring. It was worn by Greek aristocracy and Mughal and French
royalty; written about by Jane Austen and Leo Tolstoy; described as ‘woven air’. Production ceased
in the 19th century, as an industrializing Britain crushed India’s once-thriving weaver
communities. The cotton plant it was made from is now extinct. The strain of bamboo used in the
loom is extinct too.
But a new effort aims to revive Dhaka muslin. When they started this project, it felt like they were
operating in a vacuum, according to researcher Saiful Islam, who has been spearheading the
Bengal muslin initiative since 2014. Islam and his team have travelled across 11 countries,
including India, Turkey and China, meeting academics, historians and crafts people. They all said
the same thing : the fabric was made in the East Bengal region, but the plant (Gossypium
arboreum var. neglecta, known locally as phuti karpas) has gone extinct. Using close to 100 books,
the researchers began to piece together the production process. They found that the fabric was the
result of an elaborate 16-step process (each with its own sub-processes). The phuti karpas, which
grew only on the banks of the river Meghna, had unusual tensile properties that allowed it to be
stretched thin enough to achieve the high thread counts. To try and find a variety of cotton similar
to the phuti karpas, the researchers collected samples from in and around Kapasia. DNA analysis
showed a 70% match with one of the samples. So they started cultivating it on small patches in
Kapasia and along the Meghna river in an attempt to replicate soil and climate conditions as
closely as possible. The first crop of this new phuti karpas was harvested in 2017. The team
brought the raw cotton to India and had it spun at a type of manual spinning machine. Over and
over, the yarn kept snapping at the loom. They could not get the weave fine enough. It took four
months to produce a sari with a thread count of 300; eight months to reach a count of 400. The
team has hit 500, but only for a few inches. If they cross a thread count of 1000, the world could
finally have an answer to the mystery of just how they did it, all those years ago.
38. Dhaka muslin was described as ‘woven air’ because
(A) it was worn by Greek, Mughal and French aristocracy
(B) it was woven so fine that it was translucent
(C) it was written about by Jane Austen and Leo Tolstoy
(D) it is not produced anymore
TCR–2024/P–I/201-A 24
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39. Which of the following statements cannot be inferred from the passage?
(A) The cotton plant that Dhaka muslin was made from is now extinct.
(B) The British tried their best to revive production of Dhaka muslin.
(C) The strain of bamboo used in the loom is now extinct.
(D) Dhaka muslin was a result of an elaborate 16-step process.
40. In the passage, what does the idiom ‘operating in a vacuum’ mean?
(A) In isolation (B) In cohesion
(C) In conflict (D) In tandem
41. The answer to the mystery of how the Dhaka muslin was spun so fine will come
(A) when better machines are made to spin the yarn
(B) when the cotton plant matches the original one
(C) when the weavers cross a thread count of over thousand
(D) All of these
42. This passage can best be described as
(A) abstract (B) narrative
(C) argumentative (D) expository
43. t¡ºt¡ [ƒÚà ³èº¸àÚ>γèÒ¹ [®¡t¡¹t¡ ëA¡à>ìi¡à A¡³ "”z®¢å¡[v¡û¡³èºA¡?
(A) šø³àoãAõ¡t¡ š¹ãÛ¡à (B) [ÅÛ¡ìA¡ št¡à š¹ãÛ¡à
(C) [ÅA¡>¹ ¤àì¤ ³èº¸àÚ> (D) ³èº¸àÚ> [ÒW¡àìš [ÅA¡>
43. [>³—[º[Jt¡ ëA¡à>ô ³èº¸àÚ>[i¡ A¡³ "”z®¢å¡[v¡û¡³èºA¡?
(A) šø³àoãAõ¡t¡ š¹ãÛ¡à (B) [ÅÛ¡A¡ìƒ¹ ë>*Úà š¹ãÛ¡à
(C) [ÅJì>¹ \>¸ ³èº¸àÚ> (D) ëÅJà [ÒÎàì¤ ³èº¸àÚ>
43. Jmhm`md hmoZm` ~ogoZ gwZm`\$moa{Z ~~o H$_{gZ gmogZOmZm`?
(A) _mZXm›XmJmoZmß Am›OmX (B) \$moam|{J[a`m bmZm` Am›OmX
(C) gmobm|Zm`{Z WmIm` ~ogoZ gwZm` (D) gmobm|Zm` ~m{X`° ~ogoZ gwZm`
43. Which of the following assessments are the least inclusive?
(A) Standardized exams (B) Teacher-made tests
(C) Assessments for learning (D) Assessments as learning
44. ™[ƒ &i¡à "àÚt¡¹ íƒQ¢¸ 10% ¤õ[‡ý¡ ÒÚ "à¹ç¡ šøÑ‚ 10% ÒùàÎ ÒÚ, ët¡ì>Ò’ìº "àÚt¡ìÛ¡yìi¡à¹ A¡à[º
(A) &ìA¡ =à[A¡¤ (B) 1% ¤õ[‡ý¡ Ò’¤
(C) 1% ÒùàÎ Ò’¤ (D) 10% ¤õ[‡ý¡ Ò’¤
44. ™[ƒ &A¡[i¡ "àÚt¡ìÛ¡ìy¹ íƒQ¢¸ 10% ¤õ[‡ý¡ A¡¹à ÒÚ &¤} šøÑ‚ 10% ÒùàÎ A¡¹à ÒÚ, t¡ì¤ "àÚt¡ìÛ¡y[i¡¹ ëÛ¡yó¡º A¡t¡
Òì¤?
(A) &A¡Òü =àA¡ì¤ (B) 1% ¤õ[‡ý¡ šàì¤
(C) 1% ÒùàÎ šàì¤ (D) 10% ¤õ[‡ý¡ šàì¤
TCR–2024/P–I/201-A 25 [ P.T.O.
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57. Jmhm`{Z ~~o`m gmobm|Zm`{Z WmIm` g°Wmo?
(A) gmobm|Zm`m AmIwdmd Aam`Wm gmobm`Zm` bm~mo`mo Om`Im° gmobm`{\$ZZmo hm`m
(B) JmoXmZ am|Jm°{WOm| gmobm|Zm`Im° ZmOmdZmo hm`mo
(C) gmobm|Zm` JmohmoAm gmgo _mZ{g{Z IQ {Z gm`md gmoZmamo
(D) gmobm|Zm`m Oo„bm~mo XmOm~WmB Amamo CXmß am|Jm°{W
57. Which of the following is true about learning?
(A) Learning is a permanent change in behaviour that cannot be undone
(B) Learning can be adapted through new experiences
(C) The ability to learn depends solely on the IQ of an individual
(D) Learning is always a positive and liberating experience
58. From the options given below, choose the word that is most nearly opposite to the word
‘Gallant’.
(A) Fine (B) Bold
(C) Coward (D) Frolic
59. š¹ãۡ๠¤àì¤ š[¹A¡¿>à šøÑñt¡ A¡¹à¹ γÚt¡ t¡º¹ ëA¡à>ìi¡à [¤ì¤W¡>à A¡¹à >ÒÚ?
(A) [¤ÈÚ (B) [>샢Å>à³èºA¡ l¡üì„Ÿ
(C) šøÅ—¹ ‹¹o (D) šàk¡ƒà>¹ γÚ
59. š¹ãۡ๠šø[t¡[º[š ít¡[¹ A¡¹à¹ γìÚ [>³—[º[Jt¡ ëA¡à>ô [¤ÈÚ[i¡ [¤ì¤W¡>à A¡¹à ÒÚ >à?
(A) [¤ÈÚ (B) [>샢Å>à³èºA¡ l¡üì„Ÿ
(C) šøìÅ—¹ ‹¹> (D) šàk¡ƒàì>¹ γÚ
59. Jmhm`{Z ~~o _moZgoIm° _moZgo AmZOmX{Z Blueprint Im° {W`m[a Imbm_Zm`md bm\$mZm` Om`m?
(A) Am`Xm (B) {~WmoZm[a Wmß{I
(C) gm|{W\$moa{Z _ha (D) \$moam|Zm` g_
59. Which one of the following is not taken into consideration while preparing the blueprint for a
test?
(A) Topic (B) Instructional objective
(C) Form of questions (D) Teaching time
60. ƒåi¡à šõ=A¡ šàyt¡ =A¡à KàJã¹ "à¹ç¡ šà>ã¹ ">åšàt¡ yû¡ì³ 4 : 1 "à¹ç¡ 3 : 2. [A¡ ">åšàt¡t¡ ƒåìÚài¡à šàyt¡ =A¡à [³Åøo ƒåi¡à
[³Òºàìº KàJã¹ "à¹ç¡ šà>ã¹ ">åšàt¡ 5 : 3 Ò’¤?
(A) 2 : 5 (B) 5 : 2 (C) 7 : 1 (D) 1 : 7
60. ƒå[i¡ [®¡Ä šàìy =àA¡à ƒå‹ &¤} \캹 ">åšàt¡ 4 : 1 &¤} 3 : 2. 5 : 3 ">åšàìt¡ ƒå‹ * \캹 >tå¡> [³Åøo ëšìt¡ Òìº
"à³à샹 šày ƒå[i¡¹ [³ÅøoìA¡ A¡ã ">åšàìt¡ ë³Åàìt¡ Òì¤?
(A) 2 : 5 (B) 5 : 2 (C) 7 : 1 (D) 1 : 7
TCR–2024/P–I/201-A 32
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72. [³¹ \峺àA¡ "γ "àyû¡³o A¡[¹¤îº ëA¡àì> šk¡àÒü[áº?
(A) "àA¡¤¹ (B) \àÒà}[K¹
(C) Å«àÒ\àÒà> (D) +¹}ì\¤
72. ³ã¹ \峺àìA¡ "àÎà³ "àyû¡³o A¡¹ìt¡ ëA¡ šà[k¡ìÚ[áìº>?
(A) "àA¡¤¹ (B) \àÒàUã¹
(C) Åà\àÒà> (D) +¹Uì\¤
72. {_a Ow_bm`m Amgm_Im° JmΩbmo~Zmo X°WmBhaOmXmooß_moZ
(A) AmH$~a (B) Omhmß{Ja
(C) emhOmhmZ (D) Am°aßOo~
72. Mir Jumla was sent to invade Assam by
(A) Akbar (B) Jahangir
(C) Shah Jahan (D) Aurangzeb
73. ³[Ò³à ëÅøoã¹ "à> áày-áàyãÎA¡º¹ ƒì¹ A¡=à >A¡Ú, t¡àÒü [>\तãÚàîA¡ š[Øn¡ ®¡àº šàÚ "à¹ç¡ ¤¸[v¡û¡Kt¡®¡àì¯ A¡à³ A¡¹àìi¡à
šá–ƒ A¡ì¹¡ú l¡üî³Òt¡ãÚà A¡à™¢A¡ºàš¹ γÚt¡ t¡àÒü [>³àt¡ íÒ =àìA¡ "à¹ç¡ Nøç¡š¹ Ît¡ã=¢ÎA¡º¹ íÎìt¡ ë™àKàì™àK >A¡ì¹¡ú
[ÅÛ¡A¡ [ÒW¡àìš "àšå[> ³[Ò³àA¡ ëKài¡¹ A¡à™¢A¡ºàšt¡ \[Øl¡t¡ Ò’¤îº ëA¡ì>îA¡ ÎÒàÚ A¡[¹¤?
(A) áàyãK¹àA¡ã¹ Ѭ®¡à¯îº ºÛ¡¸ A¡[¹ "àìºàW¡>๠šø¤àÒt¡ ¤¸àQàt¡ >Qi¡àÒü "àìºàW¡>à W¡[º =à[A¡¤îº [ƒ¤ ºàìK
(B) ƒºãÚ "àìºàW¡>à W¡[º =A¡à¹ γÚt¡ áàyãK¹àA¡ãA¡ ">à>åË¡à[>A¡®¡àì¯ š™¢ì¤Û¡o A¡¹à
(C) áàyãK¹àA¡ãA¡ šõ=ìA¡ ³à[t¡ "à[> t¡àÒü "}ÅNøÒo >A¡¹à¹ A¡à¹oìi¡à š¹ãÛ¡à A¡¹à
(D) "àìºàW¡>๠³à\t¡ t¡àÒüA¡ ÎÒ\ Ò’¤îº "à¹ç¡ "}ÅNøÒo A¡¹àìi¡à [>[ÆW¡t¡ A¡[¹¤îº t¡àÒü¹ >à³ìi¡à Îì´¬à‹> A¡[¹¤ ºàìK
73. ³[Ò³à t¡à¹ ëÅøoã¹ ">¸à>¸ áày-áàyã샹 ³ìt¡à ë¤[Å A¡=à ¤ºà ‹¹ì>¹ >Ú, ëÎ [>ì\-[>ì\Òü šØl¡ìt¡ ®¡àº¤àìÎ &¤}
¤¸[v¡û¡Kt¡®¡àì¤ A¡à\ A¡¹ìt¡ šá–ƒ A¡ì¹, ƒºKt¡ A¡à™¢A¡ºàìš¹ Î³Ú ëÎ Wå¡š =àìA¡ &¤} ƒìº¹ ">¸à>¸ ÎÒšàk¡ã¹ ÎìU
ë™àKàì™àK ¹àìJ >à¡ú &A¡\> [ÅÛ¡A¡ [ÒÎàì¤ "àš[> ³[Ò³àìA¡ ƒºKt¡ A¡à™¢A¡ºàìš \[Øl¡t¡ Ò*Ú๠\>¸ A¡ã®¡àì¤ ÎÒàÚt¡à
A¡¹ì¤>?
(A) áàyã¹ šøAõ¡[t¡ ">å³à> A¡ì¹ "àìºàW¡>๠šø¤àìÒ ¤¸àQàt¡ >à Q[i¡ìÚ "àìºàW¡>à W¡ºìt¡ [ƒìÚ
(B) ƒºKt¡ "àìºàW¡>à W¡ºàA¡àºã> áàyã[i¡ìA¡ ">à>åË¡à[>A¡®¡àì¤ š™¢ì¤Û¡o A¡ì¹
(C) áàyã[i¡ìA¡ "àºàƒà®¡àì¤ ël¡ìA¡ ëA¡> ëÎ ƒºKt¡ "àìºàW¡>àÚ "}ÅNøÒo A¡¹ìá >à t¡à¹ A¡à¹o[i¡ š¹ãÛ¡à A¡ì¹
(D) áàyã[i¡ ™àìt¡ ѬàZá–ƒ¸ ë¤à‹ A¡ì¹ &¤} "àìºàW¡>à W¡ºàA¡àºã> "}ÅNøÒo A¡ì¹ t¡à [>[ÆW¡t¡ A¡¹à¹ \>¸ t¡à¹ >à³ Îì´¬à‹>
A¡ì¹
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79. Choose the correct option to fill in the blank :
Ice cream is made _____ water.
(A) of (B) from
(C) with (D) in
80. ³àl¡ü–i¡ì¤i¡> š[¹A¡¿>๠"‹ã>t¡ "γ¹ ëA¡à>J> [\ºàt¡ Ko쮡ài¡ ">å[Ë¡t¡ íÒ[áº?
(A) [ůÎàK¹ (B) º[J³šå¹
(C) ëKà¯àºšà¹à (D) [W¡ìºi¡
80. ³àl¡ü–i¡¤¸àìi¡> š[¹A¡¿>๠"‹ãì> "àÎàì³¹ ëA¡à>ô ë\ºàÚ Ko쮡ài¡ ">å[Ë¡t¡ ÒìÚ[áº?
(A) [ŤÎàK¹ (B) º[J³šå¹
(C) ëKàÚບàØl¡à (D) [Îìºi¡
80. Mountbatten hm~m\$m[a{Z {gL>md Amgm_{Z ~~o _moZgo {Obm`md gw~wß^Q> OmXm|_moZ?
(A) {e~gmJa (B) b{I_nwa
(C) Jdmbnmam (D) {gboQ>
80. Under the Mountbatten Plan, a referendum in Assam was to be held in the district of
(A) Sivasagar (B) Lakhimpur
(C) Goalpara (D) Sylhet
81. &i¡à šàÒüìšì¹ &i¡à ëi¡}[A¡ 6 Qsi¡àt¡ šèo¢ A¡[¹¤ šà[¹, [A¡”ñ ëi¡}[A¡ìi¡à¹ t¡º¹ ">¸ &i¡à ¤[ÒK¢³> šàÒüìš ëi¡}[A¡ìi¡à Jà[º
A¡[¹¤ šà칡ú A¡³¢W¡à¹ã\ì> ³> A¡¹à >à[áº ë™ t¡º¹ ¤[ÒK¢³> šàÒüšìi¡à ëJàºà [áº, ™à¹ ¤àì¤ ëi¡}[A¡ìi¡à šèo¢ A¡[¹¤îº
1 Qsi¡à ë¤[á Î³Ú ºà[Kº¡ú šà>ã ®¡ì¹à¯à šàÒüšìi¡à ¤Þê¡ =à[A¡ìº šà>ã *ºàÒüì™à¯à šàÒüšìi¡àì¯ [A¡³à> γÚt¡ ®¡[t¢¡
ëi¡}[A¡ìi¡à Jà[º A¡[¹¤ šà[¹¤?
(A) 42 Qsi¡à (B) 7 Qsi¡à
(C) 49 Qsi¡à (D) 36 Qsi¡à
81. &A¡[i¡ šàÒüš 6 Qsi¡àÚ &A¡[i¡ i¡¸àS¡ ®¡[t¢¡ A¡¹ìt¡ šàì¹, [A¡”ñ i¡¸àS¡[i¡¹ t¡ºìƒìÅ "à¹* &A¡[i¡ ¤[ÒK¢³> šàÒüš [Ạë™[i¡
i¡¸àS¡[i¡ìA¡ Jà[º A¡¹ìt¡ šà칡ú "šàì¹i¡¹ ëJÚຠA¡ì¹>[> ë™, ¤[ÒK¢³> šàÒüš[i¡ ëJàºà [Ạó¡ìº i¡¸àS¡[i¡ ®¡[t¢¡ Òìt¡
"[t¡[¹v¡û¡ 1 Qsi¡à Î³Ú ë¤[Å ëºìKìá¡ú \º ®¡[t¢¡ A¡¹à šàÒüš[i¡ ¤Þê¡ =àA¡ìº ¤[ÒK¢³> šàÒüš[i¡ A¡t¡ γìÚ ®¡[t¢¡ i¡¸àS¡[i¡
δšèo¢¹ê¡ìš Jà[º A¡¹ìt¡ šà¹ì¤, [>o¢Ú A¡¹¡ú
(A) 42 Qsi¡à (B) 7 Qsi¡à
(C) 49 Qsi¡à (D) 36 Qsi¡à
TCR–2024/P–I/201-A 44
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Direction : Each of the questions (Question Nos. 92 to 96) is based on the passage given below.
The questions are to be answered on the basis of what is stated or implied in the passage. Choose
the most appropriate response that accurately and completely answers the question.
Unbound by human owners and the constraints of ‘petdom’, they live the doggiest of dog lives :
they sleep when they want, mingle with friends they choose, pee when the urge hits, and eat when
hungry—as long as food can be found. Wandering the streets of Chennai in Southern India, we saw
them dozing alone or in company on pavements, seeking shelter from the heat under a van,
watching children playing on the beach, or being cared for by local residents. Part of Indian street
life, these free-living dogs stand in stark contrast to the culture of pet ownership found in the West.
Not only do they defy the image of the out-of-control and marauding canine stalking the
sensationalist articles of 19th century newspapers in Western Europe and North America, they ask
us to question our sanitized cities and stewardship of a world with nature at so much risk.
India’s robust street dogs also challenge the supposed superiority of pedigree that dominates dog
breeding today. One of us recently adopted a street dog from Romania. Bell Kanmani was brought
to the United Kingdom by one of the many charities picking up street dogs there and finding them
new homes abroad. While walking her in the UK, Bell Kanmani’s human is regularly confronted
with the question, “What breed is your dog?” The response that she is just a ‘dog’ only serves to
prompt further speculation about what mix of breeds she might be : everything from a collie to a
Jack Russell. Having grown up in India, Kanmani’s human finds strange, and rather disturbing,
this idea of dogs as necessarily belonging to a particular breed or mixture of breeds. She is familiar
with dogs who have lineages free of any human breeding, not necessarily belonging to humans or
doing what humans command them to. These unowned and breed-free dogs are now often known
as street or village dogs, or—our preferred term—free-living dogs.
Too often in the West, dogs are seen through the prism of pedigree, and connected to their owner
via collars and leashes. All too often, the realities of how dogs and humans live together in the
Global South are overlooked. As a country with a significant street dog population, India is a good
place from which to explore how humans and canines share street life in cooperative ways that
move beyond images of free-living dogs as dangerous.
Exposing the reality is crucial given rising media calls for culling Indian street dogs, exposing them
to rhetorical and actual violence. The condemnation of street dogs as risky and unwelcome is
rooted in colonial attitudes, and overlooks complex and varied everyday interactions, often
positive, between dogs and humans. Discussing their lived experience will help the dogs
themselves, and also help us reflect on how humankind can share the planet with all the other
creatures who live on it.
92. How are Indian street dogs viewed by humans in India?
(A) Indians prefer owning pedigree dogs, but they tolerate street dogs
(B) Indians are very curious about what mix of breeds could a street dog be
(C) Indians and Indian street dogs coexist in a way that defies stereotypes
(D) Indian perception of street dogs is turning negative due to Western influence
TCR–2024/P–I/201-A 50
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93. How is the perception of a dog of indeterminate breed different in India from in the West?
(A) In the West, it evokes curiosity, while in India, it does not hold any importance
(B) While Westerners cull such dogs, Indians prefer coexisting with them
(C) Both Indians and Westerners acknowledge the inferiority of street dogs
(D) None of these
94. Which of the following most accurately describes what the underlined sentence means in the
context of the passage?
(A) In the West, dog owners are more affectionate towards their dogs than dog owners in
India
(B) In the West, dog owners are more possessive of their dogs than dog owners in India
(C) In the West, dog owners use high-tech dog-care accessories to track their pets
(D) Dog owners in the West care more about the pedigree of their dogs than about a
genuine connection
95. Which of the following best describes the tone used by the author?
(A) Informative and analytical
(B) Indifferent and detached
(C) Passionate and empathetic
(D) Cynical and critical
96. Which of the following words from the passage means ‘descent’?
(A) Stewardship
(B) Pedigree
(C) Prompt
(D) Speculation
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99. &\> ³à>åìÒ ët¡*ò¹ [>\Ѭ ë¤K¹ 5 P¡o ë¤Kt¡ °³o A¡[¹ìº 21 Qsi¡àt¡ &J> [>[ƒ¢Ê¡ k¡àÒüt¡ l¡üš[Ñ‚t¡ Ò’¤ šà칡ú ™[ƒìÒ
7
ët¡*ò [>\Ѭ ë¤Kt¡ °³o A¡ì¹, ët¡ì”z ët¡*ò¹ [A¡³à> Î³Ú ¹à[Ò Ò’¤?
(A) 5 Qsi¡à (B) 7 Qsi¡à
(C) 15 Qsi¡à (D) 6 Qsi¡à
99. &A¡\> ³à>åÈ tò¡à¹ [>\Ѭ ë¤ìK¹ 5 P¡o ë¤ìK °³o A¡¹ìº 21 Qsi¡àÚ &A¡[i¡ [>[ƒ¢Ê¡ Ñ‚àì> ëšòïáìt¡ šàì¹>¡ú ™[ƒ [t¡[> tò¡à¹
7
[>\Ѭ ë¤ìK °³o A¡ì¹>, t¡ì¤ [t¡[> A¡t¡ Î³Ú ¤òàW¡àìt¡ šà¹ì¤>?
(A) 5 Qsi¡à (B) 7 Qsi¡à
(C) 15 Qsi¡à (D) 6 Qsi¡à
99. gmgo _mZ{g`m {~{Z Jw~° Jmoº°{W{Z 5 \$mZ Jmoº°{W`md Xmd~m`mo„bm 21 K›Q>m`md _moZgo {W Om`Jm`md gh°Zmo hm`moü& {~{Z
7
Jw~° Jmoº°{W`md Xmd~m`mo„bm {~hm ~ogo~mß g_ a°Im OmJmoZ?
(A) 5 K›Q>m (B) 7 K›Q>m
(C) 15 K›Q>m (D) 6 K›Q>m
5
99. Travelling at th of his original speed, a person reached a place in 21 hours. How much
7
time would he have saved if he had travelled at his original speed?
(A) 5 hours (B) 7 hours
(C) 15 hours (D) 6 hours
100. POCSO "àÒü> ">åÎ[¹ [ÅÇ¡¹ ¤¸àJ¸à [A¡?
(A) 18 ¤á¹¹ t¡º¹ [™ ëA¡àì>à ¤¸[v¡û¡ (B) 16 ¤á¹¹ t¡º¹ [™ ëA¡àì>à ¤¸[v¡û¡
(C) 14 ¤á¹¹ t¡º¹ [™ ëA¡àì>à ¤¸[v¡û¡ (D) 10 ¤á¹¹ t¡º¹ [™ ëA¡àì>à ¤¸[v¡û¡
100. POCSO "àÒü> ">å™àÚã [ÅÇ¡¹ ¤¸àJ¸à A¡ã?
(A) 18 ¤áì¹¹ >ãìW¡ ë™ ëA¡àì>à ¤¸[v¡û¡ (B) 16 ¤áì¹¹ >ãìW¡ ë™ ëA¡àì>à ¤¸[v¡û¡
(C) 14 ¤áì¹¹ >ãìW¡ ë™ ëA¡àì>à ¤¸[v¡û¡ (D) 10 ¤áì¹¹ >ãìW¡ ë™ ëA¡àì>à ¤¸[v¡û¡
100. POCSO AmBZ{Z ~m{X„bm JW'{Z ~wß\$moa{W`m _m?
(A) 18 ~mogmoa ~°gmo{Z C›X° Om`{IOm`m gmgo (B) 16 ~mogmoa ~°gmo{Z C›X° Om`{IOm`m gmgo
(C) 14 ~mogmoa ~°gmo{Z C›X° Om`{IOm`m gmgo (D) 10 ~mogmoa ~°gmo{Z C›X° Om`{IOm`m gmgo
100. Who is a child as per POCSO Act?
(A) Anyone below 18 years of age (B) Anyone below 16 years of age
(C) Anyone below 14 years of age (D) Anyone below 10 years of age
TCR–2024/P–I/201-A 53 [ P.T.O.
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101. iå¡[> >ƒãJ> ëA¡à> [\ºàt¡ "¯[Ñ‚t¡?
(A) ëÅà[ot¡šå¹ (B) ëKàºàQài¡
(C) >º¤à¹ã (D) ³à\åºã
101. iå¡[> >ƒã ëA¡à>ô ë\ºàÚ "¤[Ñ‚t¡?
(A) ëÅà[ot¡šå¹ (B) ëKàºàQài¡
(C) >º¤à¹ã (D) ³à\å[º
101. Vw{Z X°_m`m ~~o {Obm`md Xß?
(A) e{UVnwa (B) JbmKmQ>
(C) Zb~m[a (D) _mOwbr
101. The river Tuni is situated in the district of
(A) Sonitpur (B) Golaghat
(C) Nalbari (D) Majuli
102. &K¹àA¡ã [ÅÛ¡ìA¡ ët¡*ò¹ šøà=[³A¡ ëÅøoãìA¡àk¡àt¡ 󡺚øÎè [ÅÛ¡o l¡üÄt¡ t¡ºt¡ [ƒÚà ëA¡à>ìi¡à l¡üšàìÚì¹ A¡[¹¤ šàì¹?
(A) [ÅA¡>¹ Î¹ç¡ Î¹ç¡ šƒìÛ¡š¹ ¤àì¤ šå¹ÑH๠"àK¤ìØn¡à¯à
(B) A¡W¡¹; "à¹ç¡ ">åÅãº>
(C) áày-áàyãÎA¡º¹ ³à\t¡ šø[t¡ì™à[Kt¡à¹ ³ì>஡௠K[Øn¡ ët¡àºà
(D) áày-áàyã¹ \ã¯>¹ íÎìt¡ [¤ÈÚ¤Ññ Î}ì™àK A¡¹à
102. [>³—[º[Jt¡ ëA¡à>ô l¡üšàìÚ &A¡\> [ÅÛ¡A¡ tò¡à¹ šøà=[³A¡ ëÅøoãA¡ìÛ¡ 󡺚øÎè [ÅÛ¡o š‡ý¡[t¡ ¤õ[‡ý¡ A¡¹ìt¡ šàì¹>?
(A) ëÅJ๠ëáài¡ ëáài¡ šƒìÛ¡ìš¹ \>¸ šå¹ÑH๠šøƒà> A¡¹à
(B) [l¡öº &¤} ">åÅãºì>¹ ³à‹¸ì³
(C) áày-áàyã샹 ³ì‹¸ šø[t¡ì™à[Kt¡à¹ ³ì>஡ठKìØl¡ tå¡ìº
(D) áày-áàyã샹 \ã¤ì>¹ ÎìU [¤ÈÚ¤Ññ¹ Î}ì™àK Q[i¡ìÚ
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107. "γt¡ Ñ‚à[št¡ ëÒà¯à šø=³ W¡àÒ ëA¡à´šà>ã ëA¡à>ìi¡à?
(A) ë™à¹Òài¡ W¡àÒ ëA¡à´šà>ã (B) "γ ëA¡à´šà>ã
(C) "γ-ë¤}Kº W¡àÒ ëA¡à´šà>ã (D) &Òüì¤à¹¹ ëA¡àì>àìi¡àì¯Òü >ÒÚ
107. "àÎàì³ Ñ‚à[št¡ Ò*Úà šø=³ W¡à ëA¡à´šà>ã ëA¡à>[i¡?
(A) ë™à¹Òài¡ W¡à ëA¡à´šà>ã (B) "àÎà³ ëA¡à´šà>ã
(C) "àÎà³-ë¤Uº W¡à ëA¡à´šà>ã (D) &P¡[º¹ ëA¡àì>à[i¡Òü >Ú
107. Amgm_md Jm`gßZm` {J{~{gZ gmhm {~bmB H$Ânm{Z`m _m?
(A) OahmV gmhm H$Ânm{Z (B) Amgm_ H$Ânm{Z
(C) Amgm_-~|Jb gmhm H$Ânm{Z (D) ~o\$moa{Z _moZgo~mo ZL>m
107. The first tea company established in Assam was
(A) Jorhat Tea Company (B) Assam Company
(C) Assam-Bengal Tea Company (D) None of these
108. Choose the correct option to fill in the blank :
Before you gave answers, Sir _____ them to us.
(A) sent (B) will send
(C) had sent (D) was sending
109. t¡º¹ ëA¡à>K¹àA¡ã ‘ë\à>àA¡ã ™åK’¹ "”z®å¡¢v¡û¡ >à[áº?
(A) ºÜã>à= ë¤\¤¹ç¡¯à (B) W¡–ƒø A塳๠"àK¹¯àºà
(C) ëÒ³W¡–ƒø ëKàѬà³ã (D) [>[‹¹à³ ó¡à¹ì¯º
109. >ãìW¡¹ ëA¡à>\> ‘ë\à>àA¡ã ™åK’-&¹ "”z®¢å¡v¡û¡ >>?
(A) ºÜã>à= ë¤\¤Øl¡æÚà (B) W¡–ƒøA塳๠"àK¹*Úàºà
(C) ëÒ³W¡–ƒø ëKàѬà³ã (D) [>[‹¹à³ ó¡à¹*ìÚº
TCR–2024/P–I/201-A 58
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115. Choose the correct option to fill in the blank :
He has been invested _____ great military honour.
(A) by (B) with
(C) above (D) on
116. ®¡à¹t¡¹ ëA¡ÒüJ> ¹à\¸¹ ºKt¡ "γ¹ Îã³à ºKºà[K "àìá?
(A) 7 (B) 6 (C) 8 (D) 5
116. ®¡à¹ìt¡¹ A¡t¡P¡[º ¹àì\¸¹ ÎìU "àÎàì³¹ Îã³à Î}™åv¡û¡ "àìá?
(A) 7 (B) 6 (C) 8 (D) 5
116. ^maV{Z Jß~ogo amBOmo\$moaOm| Amgm_{Z {g_m`m Zmß\$mZm Xß?
(A) 7 (B) 6 (C) 8 (D) 5
116. Assam has common boundary with how many Indian States?
(A) 7 (B) 6 (C) 8 (D) 5
117. [ÅÇ¡¹ [¤A¡àÅ [¤[®¡Ä šø[yû¡Ú๠‡à¹à šø®¡à[¯t¡ ÒÚ [™ì¤à¹ Òüìi¡àì¯ [Îìi¡à¹ ºKt¡ \[i¡º®¡àì¯ \[Øl¡t¡ íÒ =àìA¡¡ú `¡à>³èºA¡
"[®¡`¡t¡à "à¹ç¡ l¡ü„ãš>àÒü [ÅÇ¡¹ [W¡”zà šø[yû¡Úà, ¤å[‡ý¡³v¡à "à¹ç¡ ®¡àÈ๠[¤A¡àÅA¡ šø®¡à[¯t¡ A¡ì¹¡ú ëÎÒü ">åÎ[¹ t¡º¹ ëA¡à>ìi¡à
[ÅÇ¡¹ γ>ãÚà "à¹ç¡ šøàœ¡¤ÚÑH¹ íÎìt¡ δšA¢¡ "à¹ç¡ ët¡*òìºàA¡¹ ¤¸[v¡û¡ŒA¡ šø®¡à[¯t¡ A¡ì¹?
(A) `¡à>³èºA¡ šø[yû¡Úà (B) í\[¯A¡ šø[yû¡Úà
(C) Îà³à[\A¡-"àì¯[KA¡ šø[yû¡Úà (D) l¡üÄÚ>³èºA¡ šø[yû¡Úà
117. [ÅÇ¡¹ [¤A¡àÅ [¤[®¡Ä šø[yû¡Ú๠‡à¹à šø®¡à[¤t¡ ÒÚ, ë™P¡[º &A¡[i¡ ">¸[i¡¹ ÎìU \[i¡º®¡àì¤ \[Øl¡t¡ =àìA¡¡ú `¡à>³èºA¡
"[®¡`¡t¡à &¤} l¡ü„ãš>à [ÅÇ¡¹ [W¡”zà šø[yû¡Úà, ¤å[‡ý¡³v¡à &¤} ®¡àÈ๠[¤A¡àÅìA¡ šø®¡à[¤t¡ A¡ì¹¡ú t¡ƒ>åÎàì¹ [>³—[º[Jt¡ ëA¡à>[i¡
ÎÒA¡³¢ã &¤} šøàœ¡¤ÚÑH샹 ÎìU [ÅÇ¡¹ δšA¢¡ * t¡à샹 ¤¸[v¡û¡ŒìA¡ šø®¡à[¤t¡ A¡ì¹?
(A) `¡à>³èºA¡ šø[yû¡Úà (B) í\[¤A¡ šø[yû¡Úà
(C) Îà³à[\A¡-"àì¤[KA¡ šø[yû¡Úà (D) l¡üÄÚ>³èºA¡ šø[yû¡Úà
TCR–2024/P–I/201-A 62
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129. What does it mean to use an expression like ‘a child with special needs’?
(A) A child who has abilities that are different from an average child, here the deviation is in
terms of mental, physical, psychological and social needs
(B) A child who is different because of her socio-economic status
(C) A child who is gifted and talented in all spheres of academics
(D) A child who has become popular in the class because of intelligence
130. 1 + 1 + 1 + 1 + ... + 1 + 1 ëÅøoãìi¡à¹ ë™àKó¡º Ò’¤
2 6 12 20 132 156
11 12 10
(A) (B) (C) 1 (D)
12 13 11
130. ëÅøoã 1 + 1 + 1 + 1 + ... + 1
+
1
-&¹ ë™àKó¡º Òº
2 6 12 20 132 156
11 12 10
(A) (B) (C) 1 (D)
12 13 11
1 1 1 1 1 1
130. + + + + ... + + {Z XmOm~Jmg°`m OmJmoZ
2 6 12 20 132 156
11 12 10
(A) (B) (C) 1 (D)
12 13 11
1 1 1 1 1 1
130. The sum of the series + + + + ... + + is
2 6 12 20 132 156
11 12 10
(A) (B) (C) 1 (D)
12 13 11
131. "à[ƒt¡¸ >¯³ ëÅøoãt¡ š[Øn¡ "àìá, ët¡*ò ¤¹ Î[yû¡Ú "à¹ç¡ Aáàá¹ &i¡à [š[¹Úƒt¡ &ìA¡i¡à k¡àÒüt¡ ¤[Ò =à[A¡¤îº "Îå[¤‹à šàÚ
ëÎÒü ¤àì¤Òü ët¡*ò Aáàá W¡[º =àìA¡àìt¡ ëÅøoã¹ š¹à *ºàÒü ™à¤îº ®¡àº šàÚ¡ú Åøã³t¡ã ų¢à &K¹àA¡ã A¡ìk¡à¹ Òü}¹à\ã¹
[ÅÛ¡[Úyã¡ú ët¡*ò¹ AáàṠγÚt¡ ëA¡àì>* A¡=à šà[t¡¤îº ÎàÒÎ >A¡ì¹ "à¹ç¡ ÎA¡ìºà γÚìt¡ ">åÅàÎ> ¤\àÒü ¹Jàìi¡à "àÅà
A¡ì¹¡ú &[ƒ> ët¡*ò "à[ƒt¡¸A¡ Aáàá¹ ¤à[Ò¹t¡ Qè[¹ ó塹à ëƒ[J캡ú ët¡*ò "à[ƒt¡¸A¡ [ÅÛ¡à [ƒÚ๠l¡üì„ìŸ š¹¯t¢¡ã ƒå[ƒ>¹ ¤àì¤
ët¡*ò¹ Aáàá¹ ¤à[Ò¹t¡ [=Ú íÒ =à[A¡¤îº [ƒìº¡ú ®¡àº ƒì¹ š[¹[Ñ‚[t¡ìi¡à "‹¸Ú> A¡[¹ [¤ìÅÃÈo A¡¹A¡¡ú
(A) "à[ƒt¡¸A¡ ">åÅàÎ> [ÅA¡à¤ ºà[K¤ >Òìº ët¡*ò &Òü ®å¡ºìi¡à¹ šå>¹à¤õ[v¡ A¡[¹¤
(B) Åøã³t¡ã ų¢àÒü ët¡*òA¡ &ì> Åà[Ñz [ƒ¤ >àºà[K[Ạt¡à¹ š[¹¯ìt¢¡ ët¡*òA¡ Ît¡A¢¡¤àoã [ƒ ³àA¡ ëƒl¡üt¡àA¡îº &J> šy
š[k¡Úठºà[K[áº
(C) Åøã³t¡ã ų¢à &K¹àA¡ã A¡ìk¡à¹ [ÅÛ¡[Úyã, ët¡*ò [>\¹ ëÅøoãìi¡à ‘Òü–i¡àì¹[C¡®¡’ A¡[¹ tå¡[º¤îº [>\¹ šàk¡ƒà>¹ ‹¹o κ[>
A¡[¹¤ ºà[K[áº
(D) "à[ƒt¡¸ íÒìá &ì> &\> áày [™ ³ì>àì™àK¹ "®¡à¯ "à¹ç¡ "[‹A¡ Î[yû¡Út¡à (hyperactivity) 뤳๹ ‡à¹à
"àyû¡à”z¡ú ëÎÒü ¤àì¤ ët¡*òA¡ ³àì\ γìÚ [¤¹[t¡ šøƒà> A¡[¹ Qè[¹¤ [ƒÚàìi¡à šøìÚà\>ãÚ
TCR–2024/P–I/201-A 71 [ P.T.O.
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138. You are the class teacher of grade X. It is observed that a group of students from English
period are often missing their classes, although you meet them during morning attendance,
however, it is brought to your notice they are mostly not in the class during the English
period. What would you do to ensure students do not miss their classes during school
hours?
(A) Make a note of the repeated behaviour, and call for a group meeting with the students
and the concerned teacher to understand their reasons and then take appropriate
actions
(B) Observe their behaviours, tell them the importance of board exams, and the
consequence of failing the exams if they miss the classes
(C) Reach out to them individually to tell them why they should not miss classes, inform
the school authorities and their parents regarding the same
(D) Make a note of the behaviour, catch hold of the missing students using CCTV cameras
and give them the final warning
139. Choose the correct option to fill in the blank :
Columbus was in search _____ America.
(A) for (B) of
(C) about (D) under
140. “To uphold and protect the sovereignty, unity and integrity of India” &Òü ¤àA¡¸Åà[¹ t¡º¹
ëA¡à>ìi¡àt¡ "”z®å¡¢v¡û¡ íÒ "àìá?
(A) Î}[¤‹à>¹ šøÑzà¯>à (B) ¹àÊ¡ö š[¹W¡àº>๠[>샢Å>à³èºA¡ >ã[t¡
(C) ë³ï[ºA¡ "[‹A¡à¹ (D) ë³ï[ºA¡ A¡t¢¡¤¸
140. “To uphold and protect the sovereignty, unity and integrity of India” —[>³—[º[Jt¡ ëA¡à>[i¡¹
šøoãt¡ [¤‹à>?
(A) Î}[¤‹àì>¹ šøÑzà¤>à (B) ¹àÊ¡ö š[¹W¡àº>๠[>샢ÅàuA¡ >ã[t¡Î³èÒ
(C) ë³ï[ºA¡ "[‹A¡à¹ (D) ë³ï[ºA¡ A¡t¢¡¤¸
140. “To uphold and protect the sovereignty, unity and integrity of India” Am Jmhm`{Z ~~o`md
{WImZmZ° XmoZOmZm`?
(A) gß{~{OV{Z {J{~ ~wß{W (B) hmXa gm_bm`Zm`{Z {~WmoZ Imp›W
(C) Jw~° _moZWmB (D) Jw~° Im_m{Z
140. “To uphold and protect the sovereignty, unity and integrity of India” is a provision made in
which of the following?
(A) The Preamble of the Constitution (B) The Directive Principles of State Policy
(C) The Fundamental Rights (D) The Fundamental Duties
TCR–2024/P–I/201-A 77 [ P.T.O.
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SPACE FOR ROUGH WORK TCR–2024/P–I/201-A 78
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SPACE FOR ROUGH WORK TCR–2024/P–I/201-A 79 [ P.T.O.
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SPACE FOR ROUGH WORK
★ ★ ★
TCR–2024/P–I/201-A 80 BDS25
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GOVERNMENT OF ASSAM
OFFICE OF THE DIRECTOR OF SECONDARY EDUCATION, ASSAM KAHILIPARA, GUWAHATI-19
TCR - 2024 ( Paper-I - Provisional Answerkey )
Question Booklet Code (Set) - A
Q.No. key Q.No. key Q.No. key Q.No. key Q.No. key
1 A 29 C 57 B 85 A 113 D
2 A 30 B 58 C 86 D 114 C
3 A 31 C 59 D 87 A 115 B
4 B 32 C 60 D 88 D 116 A
5 D 33 B 61 A 89 D 117 C
6 D 34 C 62 A 90 C 118 C
7 D 35 A 63 C 91 D 119 D
8 B 36 D 64 C 92 C 120 A
9 B 37 A 65 A 93 A 121 D
10 A 38 B 66 B 94 D 122 C
11 A 39 B 67 A 95 A 123 D
12 C 40 A 68 C 96 B 124 C
13 B 41 C 69 B 97 C 125 D
14 B 42 D 70 A 98 A 126 B
15 D 43 A 71 D 99 D 127 A
16 D 44 C 72 D 100 A 128 B
17 A 45 C 73 D 101 D 129 A
18 D 46 A 74 A 102 D 130 B
19 B 47 B 75 A 103 C 131 D
20 C 48 D 76 A 104 D 132 B
21 A 49 A 77 D 105 A 133 B
22 D 50 D 78 B 106 B 134 A
23 A 51 B 79 B 107 B 135 B
24 C 52 C 80 D 108 C 136 A
25 B 53 B 81 A 109 D 137 A
26 A 54 B 82 D 110 C 138 A
27 B 55 A 83 A 111 D 139 B
28 C 56 D 84 D 112 A 140 DPage 1 of 80
Source: Directorate of Secondary Education. Question paper published by Directorate of Secondary Education.