Assam TET 2025: TET-cum-Recruitment Test 2024 (TCR-2024), Paper II
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Question Booklet No.0
Question Booklet Code
TCR–2024 Paper–II
A Roll No.
Time Allowed : 1:30 p.m. to 4:00 p.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 1:30 p.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–II/202-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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>à¡ú
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A¡¹à Òì¤ >à¡ú
F š¹ãÛ¡à=¢ã[ƒKìA¡ [>¹ãÛ¡ìA¡¹ ëƒ*Úà ó¡ìi¡à ™åv¡û¡ l¡üš[Ñ‚[t¡ šìy ƒå¤à¹ ѬàÛ¡¹ A¡¹ìt¡ Òì¤, šø=³¤à¹ tò¡à샹 š¹ãÛ¡à A¡ìÛ¡
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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
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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¡
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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–II/202-A 3 [ P.T.O.
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SPACE FOR ROUGH WORK TCR–2024/P–II/202-A 5 [ P.T.O.
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10. Sana is in grade VIII. She is into playing sports like cricket. Her friends and classmates
describe her as a ‘tomboy’, and she does not have any problem with it. However, some of her
friends often make fun of her as she behaves like ‘boys’ and does not dress up like ‘girls’. As
a teacher, how would you ensure your class does not engage in gender discrimination?
(A) Discuss current teenage fashion trends with respect to different genders
(B) Engage in topics on how boys and girls should dress up
(C) Engage in body positive dialogue with students to talk about gender role identity
(D) Talk to Sana’s mother and resolve the problem
11. l¡üZW¡t¡³ >¸àÚàºÚ¹ ë³ï[ºA¡ "[‹A¡à¹ ÎसÑz A¡¹à¹ Ζƒ®¢¡t¡ ®¡à¹t¡ãÚ Î}[¤‹à>¹ 32 >} ƒó¡àt¡ l¡üZW¡t¡³ >¸àÚàºÚ¹ *W¡¹ W¡šà¹
Îå[¤‹à "àìá¡ú Òü [>³—[º[Jt¡ ëA¡à>ìi¡à ëÛ¡yà[‹A¡à¹¹ [®¡t¡¹t¡ šì¹?
(A) šøà=[³A¡ ëÛ¡yà[‹A¡à¹
(B) š¹à³Å¢³èºA¡ ëÛ¡yà[‹A¡à¹
(C) "àšãº™åv¡û¡ ëÛ¡yà[‹A¡à¹
(D) γà‹à>¹ šøAõ¡[t¡¹ *š¹t¡ Òü [>®¢¡¹Åãº
11. ®¡à¹ìt¡¹ Î}[¤‹àì>¹ 32 >} ">åìZრë³ï[ºA¡ "[‹A¡à¹ šøìÚàìK¹ \>¸ Îå[šø³ ëA¡àìi¢¡ ™à*Ú๠"[‹A¡àì¹¹ K¸à¹à[–i¡ šøƒà>
A¡ì¹¡ú &[i¡ Îå[šø³ ëA¡àìi¢¡¹ [>³—[º[Jt¡ ëA¡à>ô &[v¡û¡Úàì¹¹ ³ì‹¸ šìØl¡?
(A) ³èº &[v¡û¡Úà¹
(B) l¡üšìƒÅ³èºA¡ &[v¡û¡Úà¹
(C) "à[šº™åv¡û¡ &[v¡û¡Úà¹
(D) γà‹àì>¹ šøAõ¡[t¡¹ l¡üš¹ &[i¡ [>®¢¡¹Åãº
11. ^maV gß{~{Oa{Z X\$m 32 Am Jw{X _moZWmBIm° ~mhm`Zm`{Z WmIm` Om°{gZ {~{Oagm{b`md WmßZmo hmZm`{Z _moZWmBIm°
hmoWmaXm|ü& ~o`mo Jmhm`md hmoZm`\$moa{Z JoOoamd Om°{gZ {~{Oagm{b{Z ~~o hmoImZm` {g_m{Z (Jurisdiction) ~mhmJmoAmd
JmoΩb°`mo?
(A) Jw~° {g_m
(B) ~mogmoZm[a {g_m
(C) Am{nb{Z {g_m
(D) O|Zm gwÚmßZm` amhm{Z gm`md gmoZmamo
11. Article 32 of the Constitution of India guarantees the right to move the Supreme Court for
enforcement of the Fundamental Rights. This falls under which among the following kinds of
jurisdiction of the Supreme Court?
(A) Original jurisdiction
(B) Advisory jurisdiction
(C) Appellate jurisdiction
(D) It depends upon the nature of remedy
TCR–2024/P–II/202-A 10
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12. A¡áà¹ãÎA¡º¹ ¹à\‹à>ã [l¡³àšå¹ ëA¡à> "àìÒà³ ¹\àÒü ƒJº A¡[¹[áº?
(A) ¹ç¡‰ [Î}Ò (B) Kƒà‹¹ [Î}Ò
(C) Wå¡×}³åR¡ (D) ¹àì\Å«¹ [Î}Ò
12. A¡áà¹ã ¹àì\¸¹ ¹à\‹à>ã [l¡³àšå¹ ëA¡à>ô "àìÒà³ ¹à\à ƒJº A¡ì¹[áìº>?
(A) ¹ç¡‰ [Î}Ò (B) Kƒà‹¹ [Î}Ò
(C) Îå×}³å} (D) ¹àì\Å«¹ [Î}Ò
12. H$N>mar\$moa{Z amOWmd{Z {X_mnwaIm° gmoa Amh_ amOm`m goZmZ° bmXm|_moZ?
(A) È–' qgh (B) JXmYa qgh
(C) gwh˛ß_wß (D) amOoÌda qgh
12. Dimapur, the capital of the Kachari Kingdom, was occupied by the Ahom King
(A) Rudra Singha (B) Gadadhar Singha
(C) Suhungmung (D) Rajeswar Singha
13. Choose the option with the correct narration of the given sentence :
He said, “I saw you a few days ago.”
(A) He said that he had seen me a few days ago.
(B) He said that he had seen me a few days before.
(C) He said he had seen me a few days ago.
(D) None of these
14. &i¡à [>¤¢àW¡>t¡ ƒå\> šøà=¢ãìÚ "}ÅNøÒo A¡[¹[ạú ³åk¡ 뮡ài¡à¹¹ 10% 뮡ài¡àì¹ ë®¡ài¡ƒà> >A¡[¹ìº "à¹ç¡ 3300 \>
뮡ài¡àì¹ NOTA (")t¡ 뮡ài¡ [ƒìº¡ú ™[ƒ \ں஡ A¡¹à šøà=¢ã\ì> í¤‹ 뮡ài¡¹ 60% 뮡ài¡ ºà®¡ A¡[¹ 6000 뮡ài¡t
\ں஡ A¡ì¹, ët¡ì>Ò’ìº ëÎÒü [>¤¢àW¡>¹ 뮡ài¡à¹ t¡à[ºA¡àt¡ [A¡³à> 뮡ài¡à¹ "à[Ạ[>o¢Ú A¡¹à¡ú
(A) 37000 (B) 25000 (C) 33300 (D) 30000
14. &A¡[i¡ [>¤¢àW¡ì> ƒå\> šøà=¢ã "}ÅNøÒo A¡ì¹[áìº>¡ú ë³ài¡ 뮡ài¡ƒàt¡à¹ 10% 뮡ài¡ƒàì> [¤¹t¡ =àìA¡> &¤} 3300 뮡ài¡ƒàt¡à
NOTA (")ët¡ 뮡ài¡ šøƒà> A¡ì¹>¡ú [¤\Úã šøà=¢ã ë³ài¡ šøƒv¡ í¤‹ 뮡àìi¡¹ 60 Åt¡à}Å ºà®¡ A¡ì¹> &¤} 6000 뮡àìi¡
\ں஡ A¡ì¹>¡ú 뮡ài¡à¹ t¡à[ºA¡àÚ ë³ài¡ 뮡ài¡àì¹¹ Î}J¸à [>o¢Ú A¡¹¡ú
(A) 37000 (B) 25000 (C) 33300 (D) 30000
TCR–2024/P–II/202-A 11 [ P.T.O.
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6
+ b6 - c6
31. ™[ƒ a 2 + b 2 = c 2 , ët¡ì>Ò’ìº a ¹ ³à> Ò’¤
a 2b 2c 2
(A) 1 (B) – 1 (C) – 3 (D) 3
6
+ b6 - c6
31. ™[ƒ a 2 + b 2 = c 2 ÒÚ, t¡ì¤ a &¹ ³à> [>o¢Ú A¡¹¡ú
a 2b 2c 2
(A) 1 (B) – 1 (C) – 3 (D) 3
6
+ b6 - c6
31. Ow{X a 2 + b 2 = c 2 , A„bm a {Z _mZm OmJmoZ
a 2b 2c 2
(A) 1 (B) – 1 (C) – 3 (D) 3
a6 + b6 - c6
31. If a 2 + b 2 = c 2 , then the value of is
a 2b 2c 2
(A) 1 (B) – 1 (C) – 3 (D) 3
32. NEP 2020t¡ Îà³[NøA¡®¡àì¯ šø³èº¸¹ t¡à[ºA¡à [ƒÚà íÒìá¡ú &K¹àA¡ã [ÅÛ¡A¡¹ ƒõ[Ê¡t¡ í¤È³¸³èºA¡ Îà³à[\A¡ Î}ÑAõ¡[t¡—¡[™
\à[t¡, [º}K, ¤o¢, ‹³¢, "e¡º "à¹ç¡ "Û¡³t¡à¹ ‡à¹à šøì¹à[W¡t¡—ÒùàÎ A¡¹àt¡ &[i¡ [¤ƒ¸àºÚ¹ Î}ÑAõ¡[t¡ [A¡ l¡üšàƒàì>ì¹ K[k¡t¡
ëÒà¯à l¡ü[W¡t¡?
(A) ÎA¡ìºà [ÅÛ¡à=¢ãA¡ γƒõ[Ê¡ì¹ ëW¡à¯à, šÛ¡šà[t¡Œ >A¡¹à "à¹ç¡ [>Ú³ ³à[> >W¡ºà áày-áàyãA¡ [>º´¬> A¡¹à
(B) A¡ìk¡à¹ ¤¸¯Ñ‚àNøÒo¹ ‡à¹à í¤È³¸³èºA¡ Î}ÑAõ¡[t¡¹ "¯Îà> Qìi¡à¯à, ëA¡[t¡Úà¤à Åà[Ñz [ƒ¤ ºKà ÒÚ ë™[t¡Úà ëÎÒü š”‚à
&ìA¡¤àì¹ "[>¤à™¢ íÒ šì¹
(C) Ζµà>ÎèW¡A¡ Î}ÑAõ¡[t¡¹ "¯º´¬> A¡¹à, [ÅÛ¡o šø[yû¡Úàt¡ ®å¡º ëÒà¯àìi¡à Ѭ஡à[¯A¡, ëA¡àì>à‹¹o¹ Åà¹ã[¹A¡ Åà[Ñz¹ š=
ë>àìºà¯à
(D) A¡à[Ò>ã¹ ³àì\ì¹ [ÅÇ¡ÎA¡ºA¡ >ã[t¡[ÅÛ¡à šøƒà> A¡[¹ ÎA¡ìºà ³à>åÒ ë™ &ìA¡Òü ÒÚ, ëÎÒü ‹à¹o๠šø¯t¢¡> A¡[¹
[ÅÛ¡à=¢ãÎA¡ìº [¤ƒ¸àºÚt¡ ëA¡ì> "àW¡¹o A¡¹à l¡ü[W¡t¡ ëÎÒü [¤ÈìÚ [ÅÛ¡àƒà> A¡¹à
32. NEP 2020 šø³èº¸ * [¤>¸àìι &A¡[i¡ ë¤à‹K³¸ t¡à[ºA¡à šøA¡àÅ A¡ì¹ìá¡ú &A¡\> [ÅÛ¡ìA¡¹ ƒõ[Ê¡®¡Uãìt¡ \à[t¡, [ºU, ¤o¢,
‹³¢, "e¡º &¤} "Û¡³t¡à-δš[A¢¡t¡ í¤È³¸³èºA¡ Îà³à[\A¡ šø=à ÒùàÎ A¡¹à¹ \>¸ &A¡[i¡ [¤ƒ¸àºìÚ¹ Î}ÑAõ¡[t¡ [A¡ l¡üšàƒà>
[>ìÚ K[k¡t¡ Ò*Úà l¡ü[W¡t¡?
(A) šÛ¡šà[t¡Œ >à A¡ì¹ ÎA¡º [ÅÛ¡à=¢ãìA¡ γƒõ[Ê¡ìt¡ [¤W¡à¹ A¡¹à &¤} [>Ú³ ë³ì> >à W¡ºà [ÅÛ¡à=¢ã샹 ¤[ÒÍH๠A¡¹à
(B) A¡ìk¡à¹ ¤¸¤Ñ‚à NøÒìo¹ ‡à¹à í¤È³¸³èºA¡ Î}ÑAõ¡[t¡¹ "¤Îà> Qi¡àì>à¡ú A¡Jì>à šøìÚà\>³ìt¡à¡ Åà[Ñz ëƒ*Úà ƒ¹A¡à¹ ™[ƒ
ëÎÒü š”‚à &ìA¡¤àì¹ "[>¤à™¢ ÒìÚ šìØl¡
(C) δ¶à>ÎèW¡A¡ Î}ÑAõ¡[t¡ "¤º´¬> A¡¹à¡ú [ÅÛ¡o šø[yû¡ÚàÚ ®å¡º Ò*Úài¡à Ѭ஡à[¤A¡, ëA¡àì>à ‹¹ì>¹ Åà[Ñz¹ š”‚à "¤º´¬>
>à A¡¹à
(D) A¡à[Ò>ã¹ ³à‹¸ì³ [ÅÛ¡à=¢ã샹 >ã[t¡[ÅÛ¡à šøƒà> A¡ì¹ ÎA¡º ³à>åÈ ë™ &A¡ &Òü ‹à¹o๠šø¤t¢¡> A¡¹à &¤} [¤ƒ¸àºìÚ
[ÅÛ¡à=¢ã샹 [A¡¹ê¡š "àW¡¹o A¡¹à l¡ü[W¡t¡ ëÎ [¤ÈìÚ [ÅÛ¡à ƒà> A¡¹à
TCR–2024/P–II/202-A 22
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34. Student A in your class has a problem with student C and they are often found engaging in
quarrels and they disrupt the classroom in the absence of teachers. Next Monday, they will
have to sit together as part of the rotational seating arrangement. However, student C has
approached you and has personally requested you to change the seat for them. According to
you, what is the desirable step you would take here to avoid conflict in the classroom?
(A) Students create such problems. Such trivial issues should not be addressed, moreover
this will set negative example for everyone else in the class to change their seats
whenever they want
(B) Seating arrangements ensure learners should not sit with their friends, and to maintain
discipline, in such a case, it is better to separate students A and C, and make them sit
in single seats to avoid any issue
(C) As this is part of the classroom rule, it is not possible to change seats based on
individual’s choice. It is better to talk to students A and C, make them resolve their
problem
(D) Seating arrangements affect social dynamics in the classroom thereby impact student
learning. It is better to negotiate with students A and C by providing them with choice,
at the same time reason out their problems to help them understand better
35. Fill up the blank with the correct option :
Macbeth is a tragedy of a man who was _____ with great qualities.
(A) empowered (B) endowed
(C) obsessed (D) possessed
36. "஡¸”z¹ão®¡àì¯ l¡ü;ÎàÒ [ƒ¤¹ ¤àì¤ &K¹àA¡ã [ÅÛ¡ìA¡ ‘[ÅA¡à¹ ÒìA¡ [ÅA¡à’¹ [ƒÅt¡ [A¡ A¡[¹¤ šàì¹?
(A) ®¡Ú "à¹ç¡ ³à>[ÎA¡ W¡àš Îõ[Ê¡ A¡[¹
(B) šø[t¡‡[–‡t¡à³èºA¡ š¹ãÛ¡o¹ ‡à¹à
(C) [>\¹ A¡à³¹ [ƒÅt¡ "àP¡¯à¤îº "à¹ç¡ t¡à¹ *š¹t¡ ƒJº "à[>¤îº ët¡*òìºàA¡A¡ ÎÒàÚ A¡[¹
(D) i¡[ó¡¹ ƒì¹ ¤àÑz¯ šå¹ÑH๹ A¡=à íA¡
36. ‘ëÅJ๠\>¸ [ÅÛ¡à’¹ ºìÛ¡¸ &A¡\> [ÅÛ¡A¡ tò¡à¹ áày-áàyãìA¡ A¡ã®¡àì¤ "஡¸”z¹ão®¡àì¤ ëšø¹oà ë™àKàì¤>?
(A) ®¡Ú &¤} ³à>[ÎA¡ W¡àš Îõ[Ê¡ A¡ì¹
(B) šø[t¡‡[–‡t¡à³èºA¡ š¹ãۡ๠‡à¹à
(C) [>ì\¹ A¡àì\¹ šø[t¡ &[KìÚ ™à*Ú๠\>¸ &¤} ëÎÒü A¡àì\¹ l¡üš¹ ƒJº "à>๠\>¸ t¡à샹ìA¡ ÎÒàÚt¡à A¡ì¹
(D) i¡[ó¡¹ ³ìt¡à šå¹ÑH๠šøƒà> A¡ì¹
TCR–2024/P–II/202-A 25 [ P.T.O.
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40. ®¡à¹t¡ãÚ Î}[¤‹à>¹ ëA¡à>ìi¡à ">åìZრ³ìt¡ "γ [¤‹à>ή¡à¹ A¡à™¢A¡àº 5 ¤á¹ ¤å[º [>‹¢à¹o A¡¹à íÒìá?
(A) ">åìZრ181 (B) ">åìZრ172
(C) ">åìZრ161 (D) ">åìZრ150
40. ®¡à¹t¡ãÚ Î}[¤‹àì>¹ ëA¡à>ô ">åìZრ³ìt¡ "γ [¤‹à>ή¡à¹ A¡à™¢A¡àº 5 ¤á¹ ¤ìº [>‹¢à¹o A¡¹à ÒìÚìá?
(A) ">åìZრ181 (B) ">åìZრ172
(C) ">åìZრ161 (D) ">åìZრ150
40. ^maV gß{~{Oa{Z ~~o X\$m (Article) ~m{X`° Amgm_ {~YmZ g^m{Z g_Im° ~m (5) ~mogmoa {W Imbm_Zm` OmXm|?
(A) X\$m 181 (B) X\$m 172
(C) X\$m 161 (D) X\$m 150
40. Which Article of the Indian Constitution lays down the duration of the Assam Legislative
Assembly as five years?
(A) Article 181 (B) Article 172
(C) Article 161 (D) Article 150
41. ¤àGà [\ºà Îõ[Ê¡ A¡ì¹òàìt¡ ëA¡à> ëA¡à> [\ºà¹ "}Å ëºà¯à íÒ[áº?
(A) ¤¹ìši¡à, >º¤à¹ã, A¡à³¹ê¡š "à¹ç¡ ƒ¹}
(B) ëKà¯àºšà¹à "à¹ç¡ ëA¡àA¡¹àc¡à¹
(C) ¤R¡àÒüKòà* "à¹ç¡ ëA¡àA¡¹àc¡à¹
(D) ƒ¹}, ¤¹ìši¡à "à¹ç¡ >º¤à¹ã
41. [>³—[º[Jt¡ ëA¡à>ô ë\ºàP¡[º¹ "}Å [>ìÚ "àÎàì³¹ ¤àGà ë\ºà K[k¡t¡ ÒìÚ[áº?
(A) ¤¹ìši¡à, >º¤à[Øl¡, A¡à³¹ê¡š &¤} ƒà¹à}
(B) ëKàÚບàØl¡à &¤} ëA¡àA¡Øl¡àc¡àØl¡
(C) ¤UàÒüKòà* &¤} ëA¡àA¡Øl¡àc¡àØl¡
(D) ƒà¹à}, ¤¹ìši¡à &¤} >º¤à[Øl¡
TCR–2024/P–II/202-A 28
Text of page 30
Direction : Each of the questions (Question Nos. 43 to 47) 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.
Back in the day, the Assyrians were one of the Near East’s biggest superpowers, controlling a land-
mass that stretched from Iran to Egypt. They accomplished this feat with military technologies that
helped them win any open-air battle or penetrate any fortified city. Back in the ninth to the seventh
centuries BCE, attack was all about the siege ramp, an elevated structure that hauled battering
ramps up to the enemy’s city walls and let the Neo-Assyrian soldiers wreak havoc on their enemies.
Constructed in Israel, the Assyrian siege ramp at Lachish is the only surviving physical example of
their military prowess in the entire area that they campaigned in, or ruled over. Now, for the first
time, a team of archaeologists led by Professor Yosef Garfinkel and Dr. Madeleine Mumcuoglu of
the Institute of Archaeology at the Hebrew University of Jerusalem (HU) has reconstructed how the
Assyrian army may have built the ramp and used it to conquer the city of Lachish. The team drew
on a rich number of sources about this historical event to provide this complete picture. The
outstanding amount of data includes biblical texts (2 Kings 18:9–19:37; 2 Chronicles 32; Isaiah
36–37), iconography (stone reliefs depicting Assyrian battle scenes) and Akkadian inscriptions,
archaeological excavations, and 21st century drone photographs.
Lachish was a flourishing Canaanite city in the second millennium BCE and had been the second
most important city in the Kingdom of Judah. In 701 BCE, Lachish was attacked by the Assyrian
army, led by King Sennacherib. Garfinkel’s analysis provides a vivid account of the construction of
the massive ramp that was built by the Assyrians so that they could haul battering ramps up to
the hilltop city of Lachish, breach its walls, and totally overrun the city. There have been several
conflicting views on how the formidable task of constructing the ramp was achieved. However, the
rigorous method employed by Garfinkel and his team, including photogrammetric analysis of aerial
photographs and creating a detailed digital map of the relevant landscape, produced a practical
model that accounts for all available information about that battle.
The research suggests that its construction began about 80 metres away from the walls of the city
of Lachish, close to where stones required for the ramp could be quarried. In about 25 days, the
ramp, which was the shape of a giant triangular wedge, could have reached the city walls. “This
model assumes the Assyrians were very efficient, otherwise, it would have taken months to
complete”, said Garfinkel.
43. What is the main purpose of the passage?
(A) To describe warfare tactics of ancient Assyrians that made them formidable foes
(B) To provide a description of the construction of the Assyrian siege ramp at Lachish
(C) To describe an archaeological dig supervised by Professor Yosef Garfinkel
(D) To show that a lot of extant historical texts support evidence of Assyrian military
campaigns
TCR–2024/P–II/202-A 30
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44. Which of the following can be inferred from the passage?
(A) Iconography and inscriptions are a rich source of the history of an area
(B) Lachish was the second most important city in the Kingdom of Canaanite after Judah
(C) Assyrian siege ramp at Lachish is one of the few surviving physical examples of
Assyrians’ military ingenuity
(D) Garfinkel and his team have come up with one of the most credible descriptions of the
building of the ramp at Lachish
45. Which of the following words from the passage means ‘destruction’?
(A) Havoc (B) Breach
(C) Quarried (D) Excavations
46. Which of the following can be inferred from the passage?
(A) Without photogrammetric analysis of aerial photographs of the area, Garfinkel and his
team would have struggled to piece together the chronology of events
(B) The siege ramp and battering ramps came into use on the battlefields less than two
thousand years ago
(C) Assyrians were the Near East’s biggest superpower, controlling a landmass that
stretched from Iran to Egypt
(D) None of these
47. Which of the following cannot be inferred about the Assyrians?
(A) Their military prowess was formidable
(B) They did not just rely on brute force to win battles
(C) They were avid students of the history of warfare
(D) They were quite adept and fast at building ramps
48. áày-áàyã¹ ³èº¸àÚ>A¡ [ÅÛ¡A¡ÎA¡ìº [ÅÛ¡àƒà>t¡ ëA¡à> "”zƒ¢õ[Ê¡ [¤A¡[Åt¡ A¡[¹¤îº ¤¸¯Ò๠A¡[¹¤ šàì¹?
(A) l¡üZW¡t¡¹ ëÅøoãîº l¡üv¡ão¢ Ò’¤ ºKà áày-áàyãA¡ [W¡>àv¡û¡ A¡¹à
(B) [¤ƒ¸àºÚ¹ ³à>¹ ºKt¡ Î}K[t¡ >=A¡à áày-áàyãA¡ l¡üv¡ão¢ >A¡¹à
(C) [ÅÛ¡à=¢ã¹ šøìÚà\> ">å™àÚã [ÅÛ¡àƒà> A¡¹à š‡ý¡[t¡¹ ÎàºÎº[> A¡¹à
(D) áày-áàyãA¡ ‘l¡ü^º’ "à¹ç¡ ‘ƒå¤¢º’ ëÅøoãt¡ ®¡àK A¡¹à
48. áày-áàyã샹 ³èº¸àÚ>ìA¡ [ÅÛ¡A¡¹à ëA¡à>ô "”zƒ¢õ[Ê¡ KìØl¡ ët¡àº¤à¹ \>¸ ¤¸¤Ò๠A¡¹ìt¡ šàì¹>?
(A) l¡üZW¡t¡¹ ëÅøoãìt¡ l¡üv¡ão¢ Ò*Úà šøìÚà\> &³> áày-áàyã샹 Î>àv¡û¡ A¡¹à
(B) [¤ƒ¸àºìÚ¹ ³àì>¹ ÎìU ÎU[t¡ >à =àA¡à áày-áàyã샹 l¡üv¡ão¢ >à A¡¹à
(C) áày-áàyã샹 šøìÚà\> ">å™àÚã [ÅÛ¡o š‡ý¡[t¡¹ ƒõ[Ê¡®¡Uã š[¹¤t¢¡> A¡¹à
(D) ëÅøoãA¡ìÛ¡ áày-áàyã샹 ‘l¡ü^º’ &¤} ‘ƒå¤¢º’ &Òü ƒåÒü ëÅøoãìt¡ ®¡àK A¡¹à
TCR–2024/P–II/202-A 31 [ P.T.O.
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71. As a teacher teaching the age group of 12–18 years, how would you support the learners to
create a positive environment at school?
(A) Create a conflict-free environment where learners can freely express themselves and
their personal issues and concerns by being able to share in an anxiety-free manner
(B) Everyone has been through teenage years, sometime teenagers can be irrational,
therefore, it is important for them to distinguish between right and wrong
(C) Teenagers enter risky behaviours like unprotected physical contact, drug abuse,
alcohol, unsafe driving, instigate daring challenges with peer groups. Therefore,
appropriate disciplinary actions must be taken against such children
(D) Inculcate good moral behaviour by regularly conducting religious and value-based
education
72. ‘"γ Îà[Òt¡¸ ή¡à’¹ ‘ëºàìKà’ ëA¡àì> ¤>àÒü[áº?
(A) ëÅà®¡à ¤øÕ¡ (B) [t¡ºA¡ ƒàÎ
(C) ™åKº ƒàÎ (D) ë¤oå [³Åø
72. ‘"γ Îà[Òt¡¸ ή¡à’¹ ‘ëºàìKà’¹ >A¡Åà ëA¡ "S¡> A¡ì¹[áìº>?
(A) ëÅà®¡à ¤øÕ¡ (B) [t¡ºA¡ ƒàÎ
(C) ¡™åKº ƒàÎ (D) ë¤oå [³Åø
72. "Ag_ gm{hÀ` g^m'{Z bJ'dm (logo) gmoa gw~wßOm| _ha hmoOmXm|_moZ?
(A) e'^m ~´˜ (B) {VbH$ Xmg
(C) OwJb Xmg (D) ~oZw {_l
72. The logo of ‘Asam Sahitya Sabha’ was designed by which person?
(A) Sobha Brahma (B) Tilak Das
(C) Jugal Das (D) Benu Mishra
73. [A¡ìÅà¹-[A¡ìÅà¹ãÎA¡º¹ A¡à¹ìo ¤¸[v¡û¡Œ [¤A¡àŹ ëÛ¡yt¡ [>³—[º[Jt¡ ëA¡à>ìi¡à Τàìt¡àîA¡ ¤àf¡>ãÚ [ƒÅ?
(A) Ît¡ã=¢¹ ³à\t¡ ѬãAõ¡[t¡ (B) šøàœ¡¤ÚÑH¹ š¹à ѬãAõ¡[t¡
(C) íÅ[Û¡A¡ ëÛ¡yt¡ Aõ¡[t¡Œ (D) ">àîÅ[Û¡A¡ [ƒÅt¡ Îó¡ºt¡à
73. [A¡ìÅà¹-[A¡ìÅà¹ã샹 ¤¸[v¡û¡Œ [¤A¡àìŹ ëÛ¡ìy [>³—[º[Jt¡ ëA¡à>[i¡ Τ¢à[‹A¡ ¤àf¡>ãÚ l¡üšàÚ?
(A) ÎÒšàk¡ã샹 ³ì‹¸ ѬãAõ¡[t¡ (B) šøàœ¡¤ÚÑH샹 ‡à¹à ѬãAõ¡[t¡
(C) íÅ[Û¡A¡ Aõ¡[t¡Œ (D) ">àîÅ[Û¡A¡ ëÛ¡ìy Îó¡ºt¡à
73. Jmhm`{Z ~~o`m bmB_moZ\$moa{Z Jmd Om°JmZm`Im° {gZm`{WZm`{Z ~`{ZºwB~mo AmOmdOm{gZZm` amhm?
(A) bmoJmo\$moa{Z JoOoamd JZm`OmZm` (B) ~°gmoJmoam{Z\´$m` JZm`Zm` _moZZm`
(C) gmobm|WmB`m[a _moZ\wß$Zm` (D) gmobm|WmB`m[a Z{L> {~{WL>md Om\wß$gmaZm`
73. Which of the following is most desirable for the identity development of adolescents?
(A) Acceptance among peers (B) Acceptance from adults
(C) Academic achievements (D) Success in co-scholastic areas
TCR–2024/P–II/202-A 43 [ P.T.O.
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74. [ÅÛ¡o¹ "[®¡`¡t¡à &Òüƒì¹ š[¹A¡¿>à A¡[¹¤ ºàìK ™àìt¡ [ÅÛ¡o "=¢¤Ò ÒÚ¡ú [>³—[º[Jt¡ ëA¡à>ìi¡àì¯ [ÅÇ¡¹ "=¢¤Ò [ÅÛ¡o¹
ëÛ¡yt¡ šøì™à\¸ >ÒÚ?
(A) ³àì=òà [¤ÈÚ¤Ññ ³>t¡ ëšìºà¯à¹ [®¡[v¡t¡ A¡¹à šå>¹à¤õ[v¡
(B) [¤ÈÚ¤Ññ¹ "à‹à¹t¡ šøÅ— l¡üxàš> A¡¹à
(C) [¤ÈÚ¤Ññ¹ *š¹t¡ "àìºàW¡>à "à¹ç¡ ™å[v¡û¡Kt¡ š™¢àìºàW¡>à A¡¹à
(D) [¤ÈÚ¤Ññ ¤à [¤ÈÚ¹ *š¹t¡ šøƒÅ¢> A¡¹à
74. [Åۡ๠"[®¡`¡t¡à &³>®¡àì¤ š[¹A¡¿>à A¡¹à šøìÚà\> ™àìt¡ [ÅÛ¡à "=¢¤Ò ÒÚ¡ú [>³—šøƒv¡ ëA¡à>ô [ÅÛ¡o "[®¡`¡t¡à[i¡ [ÅÇ¡¹
"=¢¤Ò [Åۡ๠ëÛ¡ìy šøì™à\¸ >Ú?
(A) ëA¡¤º³ày [¤ÈÚ¤Ññ Ѷ¹o A¡¹àì>๠[®¡[v¡ìt¡ A¡¹à šå>¹à¤õ[v¡
(B) [¤ÈÚ¤Ññ¹ [®¡[v¡ìt¡ šøÅ— ít¡[¹ A¡¹à
(C) [¤ÈÚ¤Ññ¹ l¡üš¹ "àìºàW¡>à &¤} ™å[v¡û¡šèo¢ š™¢àìºàW¡>à A¡¹à
(D) [¤ÈìÚ¹ l¡üš¹ l¡üšÑ‚àš>à A¡¹à
74. gmobm|WmBIm° Am|{WJmoZmß Imbm_Zmo WmIm` gmobm|WmB{Z am|Jm°{W{Z gm`md _moOmß Wmß{I ZmOmdZmßJm°ü& Jmhm`md hmoZm` gmobm|Zm`{Z
~~o am|Jm°{W`m JW'\$moa{Z Am|{WJmoZmß gmobm|WmBOm| bmo~~m J°`m?
(A) JmhmB Am`XmIm° JmogmoImßhmoZmo WmIm` Omdbo{\$ZZm`
(B) Am`Xm{Z gm`md gm|{W\$moaIm° OWmBZm`
(C) Am`Xm{Z gm`md gmdam`Zm` Amamo Xm›Wo {~Xm›Wo Imbm_Zm`
(D) Am`Xm{Z gm`md {Xp›W\wß$Zm`
74. Learning experiences should be planned in a manner so as to make learning meaningful.
Which of the given learning experiences does not facilitate meaningful learning for the
children?
(A) Repetition based on mere recall of content
(B) Formulating questions on content
(C) Discussion and debate on the topic
(D) Presentation on the topic
75. Fill up the blank with the correct option :
Please pour the milk _____ the glass.
(A) in (B) into
(C) at (D) on
76. "γ¹ ëA¡à>J> [\ºà¹ "=¢ ‘šàÒ๹ [\[º[A¡ =A¡à W¡Ò¹’?
(A) [ƒ³à ÒàW¡à* (B) W¡¹àÒüìƒl¡ü
(C) A¡à[¤¢ "à}º} (D) [W¡¹à}
76. "àÎàì³¹ ëA¡à>ô ë\ºà[i¡¹ >àì³¹ "=¢ Òº ‘šàÒàìØl¡¹ l¡üš¹ "¤[Ñ‚t¡ ƒã[œ¡³à> ÅÒ¹’?
(A) [ƒ³à ÒàÎà* (B) W¡¹àÒüìƒ*
(C) A¡à[¤¢ "à}º} (D) [W¡¹à}
TCR–2024/P–II/202-A 44
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76. Amgm_{Z ~~o {Obm{Z _wßIm° "hmOmo{Z gm`md Om|ªbm~~m` WmZm` gha' hmoZZmZ° {_{WZm` Om`mo?
(A) {X_m hmgmd (B) MamBXoC
(C) H$m{~© Amßbß (D) {Mamß
76. The name of which district of Assam means ‘a shining town situated on a hill’ ?
(A) Dima Hasao (B) Charaideo
(C) Karbi Anglong (D) Chirang
77. Fill up the blank with the correct option :
Please do not _____ the offer made by the Chairman.
(A) refrain (B) refute
(C) refuse (D) refuge
78. "àì¯K-">å®è¡[t¡¹ [¤A¡àŹ ëÛ¡yt¡ íA¡ìÅ๠A¡àº &A¡ Î}줃>Å㺠γڡú ëÊ¡>ôºã Òº ">åÎ[¹ &Òü γÚìW¡à¯àA¡ [A¡ ¤å[º
"àJ¸à [ƒ¤ šà[¹?
(A) "[Ñ‚¹t¡à¹ Î³Ú (¤ÚÎ) (B) ‹å³åÒà "à¹ç¡ ³à>[ÎA¡ W¡àš¹ Î³Ú (¤ÚÎ)
(C) ³à>[ÎA¡ W¡àš "à¹ç¡ l¡üì‡K¹ Î³Ú (¤ÚÎ) (D) ‹å³åÒà "à¹ç¡ ëJ[ºì³[º¹ Î³Ú (¤ÚÎ)
78. "àì¤[KA¡ [¤A¡àìŹ ëšøÛ¡àšìi¡ ¤Ú@Î[Þê¡A¡àº &A¡[i¡ Î}줃>Å㺠š™¢àÚ¡ú С¸à>ºã Òº-&¹ ³ìt¡ ¹ê¡šà”zì¹¹ &Òü γÚA¡àº
[¤ìÅÈ®¡àì¤ š[¹[W¡t¡
(A) "[Ñ‚¹t¡à¹ ¤ÚÎ [ÒÎàì¤ (B) c¡Øl¡ &¤} ³à>[ÎA¡ W¡àìš¹ ¤ÚÎ [ÒÎàì¤
(C) ³à>[ÎA¡ W¡àš &¤} l¡üì‡ìK¹ ¤ÚÎ [ÒÎàì¤ (D) c¡Øl¡ &¤} [¤ÅõTºà¹ ¤ÚÎ [ÒÎàì¤
78. bmB_moZ ~°gmoAm Jmogmop¡bXm[a (Emotional) Om°JmZm` {~{WL>md _moZgo {JWmdZm WmImoü& Stanley Hall {Z ~m{X„bm, ~o
gmobm`Zm`{Z g_Im° gm~{gZ° {_{WZm` Om`mo
(A) Wm{WaJ°{` ~°gmo {hgm~° (B) ~mah˛ßIm Amamo Jmogmo ~oam_{Z ~°gmo {hgm~°
(C) Jmogmo ~oam_ Amamo CgwIwWw{Z ~°gmo {hgm~° (D) ~mah˛ßIm Amamo XJ' _J'{Z ~°gmo {hgm~°
78. Adolescence is a sensitive stage in the context of emotional development. According to
Stanley Hall, this period of transition is better known as the
(A) age of turbulence (B) age of storm and stress
(C) age of stress and anxiety (D) age of storm and turmoil
TCR–2024/P–II/202-A 45 [ P.T.O.
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81. "γt¡ ‘KòØl¡ [ƒ¯Î’ ëA¡à> [ƒ>à šàº> A¡¹à ÒÚ?
(A) 22 "ìC¡à¤¹ (B) 22 ëW¡ìœ¡´¬¹
(C) 21 >쯴¬¹ (D) 20 ëW¡ìœ¡´¬¹
81. "àÎàì³ ëA¡à>ô [ƒ>[i¡ ‘Kr¡à¹ [ƒ¤Î’ [ÒÎàì¤ šàº> A¡¹à ÒÚ?
(A) 22 "ìC¡à¤¹ (B) 22 ëÎìŸi¡´¬¹
(C) 21 >쮡´¬¹ (D) 20 ëÎìŸi¡´¬¹
81. Amgm_md "Jm›Xm gmZ'Im° (Rhino Day) _m„bm \$m{b`mo?
(A) 22 AäQ>~a (B) 22 goflQ>oÂ~a
(C) 21 Z~oÂ~a (D) 20 goflQ>oÂ~a
81. When is Rhino Day observed in Assam?
(A) 22nd October (B) 22nd September
(C) 21st November (D) 20th September
82. From the options given below, choose the word that is most nearly the same in meaning to
the word ‘Alacrity’.
(A) Briskness (B) Fear
(C) Frankness (D) Alarm
83. Îà³à[\A¡ ³à‹¸³¹ ‘Òü>óÃå¡ì¯X๒¹ ™åKt¡ ¤× [A¡ìÅà¹-[A¡ìÅà¹ãìÚ ‘ëҹ硯๠®¡Ú-ëÛ¡y’t¡ ëÎà³àÒü šì¹¡ú
[A¡ìÅà¹-[A¡ìÅà¹ãÎA¡º¹ Îà³à[\A¡ "à”z@[yû¡Ú๠‹à¹o๠¤× š[¹¯t¢¡> íÒìá¡ú Îà´ß[t¡A¡ š[¹[Ñ‚[t¡¹ Î[k¡A¡ ¤¸àJ¸à [A¡ Ò’¤?
(A) Îà³à[\A¡ ³à‹¸³t¡ Òü>óÃå¡ì¯Xà¹ÎA¡ìº [A¡ìÅà¹-[A¡ìÅà¹ãA¡ [¤[®¡Ä Δñ[Ê¡¹ "஡àÎ [ƒìÚ [™ ët¡*òìºàA¡¹ šW¡–ƒì¤à¹ šè¹o
A¡ì¹, ëÎìÚ Î³Ú¹ ºKt¡ [³[º W¡ºàìi¡à šøìÚà\>
(B) [A¡ìÅà¹-[A¡ìÅà¹ãìÚ Îà´ß[t¡A¡ Qi¡>௺㹠ºKt¡ [>\A¡ "àšìl¡i¡ A¡[¹ Ît¡ã=¢¹ "àKt¡ [>\¹ `¡à> ƒÅ¢à¤ šàì¹
(C) [A¡ìÅà¹-[A¡ìÅà¹ã¹ Îà³à[\A¡ ³à‹¸³¹ šø[t¡ "àA¡È¢o [W¡”z๠A¡à¹o >ÒÚ, [A¡ìÚàì>à šõ[=¯ã κ[> íÒ "àìá K[t¡ìA¡
Îà´ß[t¡A¡ Qi¡>௺㹠ºKt¡ [>\ìA¡ "àšìl¡i¡ A¡¹àìi¡à ƒ¹A¡à¹
(D) >tå¡> t¡=¸ ëÎòàt¡ &A¡ [>W¡à, [A¡ìÅà¹-[A¡ìÅà¹ãìÚ [>\ìA¡ Îà³à[\A¡ ³à‹¸³¹ šø[t¡ "àÎv¡û¡ A¡[¹ tå¡[ºìá
83. Îà³à[\A¡ ³à‹¸³ šø®¡à¤Åàºã샹 ™åìK "ì>A¡ [A¡ìÅà¹-[A¡ìÅà¹ã [>ì\ìA¡ ‘Òà[¹ìÚ ëó¡ºà¹ "e¡ìº’ Jòåì\ šàÚ¡ú ¤Ú@Î[Þê¡A¡àìº
Îà³à[\A¡ [³=[ÍI¡Ú๠‹à¹o๠¤×º š[¹¤t¢¡> ÒìÚìá¡ú Îà´ß[t¡A¡ Qi¡>๠š[¹ìšø[Û¡ìt¡ ΤìW¡ìÚ Î[k¡A¡ ¤¸àJ¸à A¡ã?
(A) Îà³à[\A¡ ³à‹¸ì³¹ šø®¡à¤Åàºã¹à [A¡ìÅà¹-[A¡ìÅà¹ã샹 t¡à샹 šá–ƒP¡[º šè¹o A¡¹à¹ [¤[®¡Ä Δñ[Ê¡¹ "஡àÎ ëƒÚ,
Îåt¡¹à} γìÚ¹ ÎìU t¡àº [³[ºìÚ W¡ºà šøìÚà\>
(B) [A¡ìÅà¹-[A¡ìÅà¹ã¹à t¡à샹 γ¤ÚÎã샹 ÎìU t¡à샹 `¡àì>¹ A¡=à [¤[>³Ú A¡¹ìt¡, Îà´ß[t¡A¡ Qi¡>àP¡[º¹ ÎìU
[>ì\ìA¡ "àšìl¡i¡ A¡¹ìt¡ šá–ƒ A¡ì¹
(C) [A¡ìÅà¹-[A¡ìÅà¹ã샹 Îà³à[\A¡ ³à‹¸³ δšìA¢¡ "t塸;ÎàÒ [>ìÚ [W¡”z๠ëA¡àì>à šøìÚà\> ë>Òü, A¡à¹o šõ[=¤ã š[¹¤[t¢¡t¡
ÒìZá¡ú Îà´ß[t¡A¡ Qi¡>ऺ㹠ÎìU δšõv¡û¡ =àA¡ài¡à ¤¸[v¡û¡¹ šìÛ¡ šøìÚà\>ãÚ
(D) >tå¡> t¡=¸Î}NøÒ "àÎ[v¡û¡\>A¡¡ú [A¡ìÅà¹-[A¡ìÅà¹ã¹à Îà³à[\A¡ ³à‹¸³ ¤¸¤Òàì¹¹ ëÛ¡ìy [>ì\샹ìA¡ "àÎv¡û¡ A¡ì¹
t塺ìá
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101. t¡ºt¡ [ƒÚà [ÅA¡> "Û¡³t¡àγèÒA¡ ÒüÚ๠šøAõ¡t¡ l¡üšÎK¢¹ ºKt¡ Î\à*òA¡ :
1. [l¡Wô¡ìº[GÚà a. [ÅÇ¡¹ ³i¡¹ [ÑHº¹ γÞÚt¡ "Îå[¤‹à
2. [l¡Wô¡ìA¡ºAå¡[ºÚà b. ®¡àÈà ¤å\àt¡ "Îå[¤‹à
3. [l¡Wô¡Nøà[ó¡Úà c. šk¡>t¡ "Îå[¤‹à, ¤à>à>, Òüt¡¸à[ƒ
4. [l¡Wô¡ìšø[GÚà d. K[ot¡¹ γà‹à>t¡ "Îå[¤‹à
5. [l¡Wô¡ìó¡[W¡Úà e. [ºJàt¡ "Îå[¤‹à, ¤à>à>¹ [>ڳ௺㠤å[\ ëšà¯àt¡ "Îå[¤‹à
(A) 1–e, 2–d, 3–c, 4–a, 5–b (B) 1–c, 2–d, 3–e, 4–a, 5–b
(C) 1–b, 2–d, 3–e, 4–a, 5–c (D) 1–a, 2–d, 3–b, 4–c, 5–e
101. [>³—[º[Jt¡ [ÅJ> "Û¡³t¡àP¡[ºìA¡ t¡à샹 šøAõ¡t¡ l¡üšÎK¢ ">å™àÚã Îà\à* :
1. [l¡Îìº[GÚà a. [ÅÇ¡¹ W¡º> Û¡³t¡àÚ Î³ÞìÚ¹ "Û¡³t¡à
2. [l¡ÎA¡¸àºAå¡[ºÚà b. ®¡àÈà ë¤àc¡à¹ "Îå[¤‹à
3. [l¡ÎNøà[ó¡Úà c. šk¡> "Û¡³t¡à, ¤à>à>, Òüt¡¸à[ƒ
4. [l¡Îìšø[GÚà d. K[oìt¡¹ γà‹à> A¡¹à¹ ëÛ¡ìy "Îå[¤‹à
5. [l¡Îìó¡[\Úà e. ëºJ๠"Îå[¤‹à &¤} ¤à>à>[¤[‹ ë¤àc¡à¹ "Îå[¤‹à
(A) 1–e, 2–d, 3–c, 4–a, 5–b (B) 1–c, 2–d, 3–e, 4–a, 5–b
(C) 1–b, 2–d, 3–e, 4–a, 5–c (D) 1–a, 2–d, 3–b, 4–c, 5–e
101. Jmhm`{Z gmobm|Zm` hmamo{L>Im° ~o{Z AmaOmWmd {Xp›W{WOm| Jmoamo~hmo :
1. {Xgbopäg`m (Dyslexia) a. JW'gm{Z Motor skills Im° \$moZmßOm~Zm`{Z O|Zm
2. {XgHo$bHw${b`m (Dyscalculia) b. amdIm° ~w{OZm`{Z O|Zm
3. {XgJ´m{\$`m (Dysgraphia) c. \$am`ImßZmo hm{`, ~mZmZ, ~m`{X
4. {Xg‡opäg`m (Dyspraxia) d. gmZImp›W Imbm_Zm`{Z O|Zm
5. {Xg\o${g`m (Dysphasia) e. {baZmo hm{`, ~mZmZImp›W ~w{OZmo hm{`
(A) 1–e, 2–d, 3–c, 4–a, 5–b (B) 1–c, 2–d, 3–e, 4–a, 5–b
(C) 1–b, 2–d, 3–e, 4–a, 5–c (D) 1–a, 2–d, 3–b, 4–c, 5–e
101. Match the following learning disabilities with their appropriate symptoms :
1. Dyslexia a. Difficulty in coordination between child’s motor skills
2. Dyscalculia b. Problems in language comprehension
3. Dysgraphia c. Difficulty in reading, spelling, etc.
4. Dyspraxia d. Problem in doing mathematical operations
5. Dysphasia e. Difficulty in writing, understanding spelling conventions
(A) 1–e, 2–d, 3–c, 4–a, 5–b (B) 1–c, 2–d, 3–e, 4–a, 5–b
(C) 1–b, 2–d, 3–e, 4–a, 5–c (D) 1–a, 2–d, 3–b, 4–c, 5–e
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102. Fill up the blank with the correct option :
Please don’t break in _____ our conversation.
(A) at (B) with
(C) upon (D) of
103. ƒål¡àº γà> l¡üZW¡t¡à¹ ³³¤à[t¡ δšèo¢îA¡ a[º¤îº yû¡ì³ 8 Qsi¡à "à¹ç¡ 10 Qsi¡à Î³Ú ºàìK¡ú ™[ƒ ƒåìÚàl¡àº ³³¤à[t¡ [ÎÒòt¡¹
[>[ƒ¢Ê¡ aº> ë¤Kt¡ &ìA¡ºìK aìºà¯à ÒÚ, ët¡ì>Ò’ìº [A¡³à> Î³Ú [šW¡t¡ [ÎÒòt¡¹ l¡üZW¡t¡à¹ ">åšàt¡ 5 : 6 Ò’¤?
(A) 3 Qsi¡à (B) 3 Qsi¡à 30 [³[>i¡
(C) 4 Qsi¡à (D) 4 Qsi¡à 40 [³[>i¡
103. &A¡Òü l¡üZW¡t¡à¹ ƒå[i¡ ë³à³¤à[t¡ ™=àyû¡ì³ 8 Qsi¡à &¤} 10 Qsi¡àÚ Î´šèo¢¹ê¡ìš aºìt¡ šà칡ú ™[ƒ l¡ü®¡ÚÒü t¡à샹 [>\ [>\
K[t¡ìt¡ &A¡Òü γìÚ aºìt¡ Ç¡¹ç¡ A¡ì¹, t¡ì¤ A¡t¡ Î³Ú šì¹ t¡à샹 l¡üZW¡t¡à¹ ">åšàt¡ 5 : 6 Òì¤?
(A) 3 Qsi¡à (B) 3 Qsi¡à 30 [³[>i¡
(C) 4 Qsi¡à (D) 4 Qsi¡à 40 [³[>i¡
103. WZ° g_mZ Om°WmB{Z __~m{W Am~wL>° Im_Zmo \$m[a`° 8 K›Q>m Amamo 10 K›Q>m g_ ZmßJm°ü& Ow{X WZ°~mo __~m{WIm° O`°
Im_hmoZm` Om`mo, A„bm ~ogmoa{Z {W Im_Zm` ImaWmB`md ~ogo~mß g_{Z CZmd ~o Om°WmB{Z ÈOwWmB`m 5 : 6 OmJmoZ?
(A) 3 K›Q>m (B) 3 K›Q>m 30 {_{ZQ>
(C) 4 K›Q>m (D) 4 K›Q>m 40 {_{ZQ>
103. Two candles of same height can burn completely in 8 hours and 10 hours respectively. If
both start burning at the same time at their respective speed, then find after how much
time, the ratio of their heights becomes 5 : 6.
(A) 3 hours (B) 3 hours 30 minutes
(C) 4 hours (D) 4 hours 40 minutes
104. ³À샯¹ "à> &i¡à >à³ [A¡ "à[áº?
(A) >¹>à¹àÚo (B) Ç¡Aá‹k\¡
(C) [¤Å«[Î}Ò (D) ÒüÚ๠&\>* >ÒÚ
104. ³Àìƒì¤¹ "š¹ >à³[i¡ A¡ã?
(A) >¹>à¹àÚo (B) Ç¡Aá‹k\¡
(C) [¤Å«[Î}Ò (D) &ò샹 ëA¡l¡üÒü >>
104. _ÑXod{Z Jw~wZ _wL>m _m_moZ?
(A) ZaZmam`U (B) ewäb‹dO
(C) {~Ìd qgh (D) {~gmoa{Z gmgo~mo ZL>m
104. What is the other name of Malladev?
(A) Naranarayan (B) Sukladhvaj
(C) Biswa Singha (D) None of them
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105. Fill up the blank with the correct option :
She has _____ luggage with her.
(A) much (B) many
(C) any (D) All of these
106. í³ƒà³ íÒìá
(A) δ²à”z "ìÒà³ÎA¡º "à¹ç¡ ¹\àÎA¡º¹ γà[‹Ñ‚º
(B) l¡àR¡¹ š=à¹
(C) ³[–ƒ¹
(D) ëJº-닳à[º¹ A¡à¹ìo Î}¹[Û¡t¡ "e¡º
106. í³ƒà³ Òº
(A) "àìÒà³ "[®¡\àt¡ * ¹à\à샹 γà[‹Ñ‚º
(B) [¤Ñtõ¡t¡ ëÛ¡y
(C) ³[–ƒ¹
(D) ëJºà‹åºà¹ \>¸ Î}¹[Û¡t¡ "e¡º
106. _°Xm_m OmXm|
(A) JoXoa Jmobmd Amh_\$moa Amamo amOm\$moaIm° \$~J´m Om`Jm
(B) Jwdma \$moWma\$moa
(C) _p›Xa\$moa
(D) aßOm-~mOm{Z WmIm` {WImZm` Om`Jm
106. Maidams are
(A) elaborate burial tanks of Ahom Nobility and Kings
(B) large fields
(C) temples
(D) enclosures for sporting activities
107. ‘‘šøAõ¡[t¡¹ š¹à "àòt¡[¹ "Òà [ÅÛ¡àÒü [ÅÇ¡¹ "®¡à¯>ãÚ Û¡[t¡ A¡[¹ìá¡ú’’ &Úà A¡à¹ ƒõ[Ê¡®¡}Kã?
(A) "¹[¤–ƒ ëQàÈ (B) ¹¤ã–ƒø>à= k¡àA塹
(C) ³Òàuà KàÞê¡ã (D) &Wô¡. ¹à‹àAõ¡Ì¡>
107. ‘‘šøAõ¡[t¡ ë=ìA¡ [¤W塸t¡ Ò*Úà [ÅÛ¡à-š‡ý¡[t¡ [ÅÇ¡¹ "®¡à¤>ãÚ Û¡[t¡ A¡¹ìá¡ú’’ &[i¡ A¡à¹ ƒõ[Ê¡®¡Uã?
(A) "¹[¤–ƒ ëQàÈ (B) ¹¤ã–ƒø>à= k¡àA塹
(C) ³Òàuà KàÞê¡ã (D) &Î. ¹à‹àAõ¡Ì¡>
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Direction : Each of the questions (Question Nos. 123 to 126) 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.
Sarah was in her late teens when it first happened. A normal Thursday, it was early morning and
pitch-black outside. The wind rattled the trees, branches rapping the windowpanes like a nervous
visitor at the door. She could feel it was nearly time for her to get up, and heard her parents
moving around downstairs.
As she opened her eyes for the first time, something changed. A dark realization—two, in fact.
She couldn’t move her body. And she wasn’t alone.
Something in the corner of her bedroom was waiting there. It was watching her. Something very
old, almost primal. It emanated a vital sense of malice.
Later that day, she sat her father down at the kitchen table. “OK dad, I need you to tell me about
ghosts.”
What Sarah (not her real name) experienced that morning was sleep paralysis, a phenomenon that
affects about 7 percent of adults. It happens because, when we awake, our muscles aren’t always
ready—even if our minds are conscious and alert. It is a natural consequence of the muscle
paralysis most of us experience when in rapid eye movement (REM) sleep, in the shallow waters of
our sleep cycles in the early morning. Without sleep paralysis, we might act out dreams and
nightmares (people for whom that does occur—those with REM sleep behaviour disorder—
generally have poor health as a consequence).
Estimates vary, but about half of everyone who experiences sleep paralysis will have hypnagogic
hallucinations at the same time. Hypnagogia refers to unusual experiences around the boundaries
of sleep : the shout of a name, a flicker out of the corner of your eye, or even a sudden touch as you
drift off. The most common hypnagogic experience in sleep paralysis is this mysterious ‘feeling of
presence’ : the sensation that someone is there, without any clear sensory evidence or even any
input from the outside world. And the presences that come during sleep paralysis are often of the
worst kind—pure malevolence, as if something had just stepped straight out of a nightmare and
into your bedroom.
Feelings of presence (FP) are, at their core, just that : feelings. While we routinely think of
hallucinations as auditory or visual in nature, the FP experience involves the mere sense that
someone else is present without a visual, auditory or sensory cue.
123. Which of the following is true of sleep paralysis?
(A) It affects less than 1/10th of the population
(B) It leads to muscle paralysis
(C) It is likely to be protective in nature
(D) All of these
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124. What is the relationship between sleep paralysis and hypnagogic hallucinations?
(A) People who experience sleep paralysis seldom experience hypnagogic hallucinations
(B) There is a big possibility that people who experience sleep paralysis also experience
hypnagogic hallucinations concurrently
(C) Sleep paralysis and hypnagogic hallucinations are always accompanied by the
perception of someone’s/something’s presence
(D) Sleep paralysis is usually accompanied by the presence of something malevolent but
that doesn’t happen in hypnagogic hallucinations
125. Which of the following words from the passage means ‘radiating’?
(A) Rapping
(B) Primal
(C) Emanated
(D) Rattled
126. Which of the following can be inferred from the passage?
(A) Sarah’s episodes of sleep paralysis happened more than once
(B) There was a spectral, malicious presence in Sarah’s room during her sleep paralysis
(C) Muscle paralysis happens to everyone during their REM cycle
(D) Sarah saw a ghost in her room when she woke up
127. ëÅøoãìA¡àk¡àt¡ ¤¸[v¡û¡Kt¡ [®¡Ät¡à šè¹o A¡[¹¤îº &K¹àA¡ã [ÅÛ¡ìA¡ [A¡ƒì¹ ¤¸¯Ñ‚à NøÒo A¡[¹¤?
(A) γ³à>¹ [ÅÛ¡à "à¹ç¡ ³èº¸àÚ> A¡¹à
(B) ³èº¸àÚ>t¡ šøàœ¡ >´¬¹¹ "à‹à¹t¡ áày-áàyãA¡ šõ=A¡ A¡¹à
(C) áày-áàyã¹ ºKt¡ Î}ºàšt¡ [³[ºt¡ íÒ ët¡*òìºàA¡¹ ƒõ[Ê¡®¡}Kã¹ ¤å\ ëºà¯à
(D) A¡ìk¡à¹ [>ڳ௺ã áày-áàyã¹ *š¹t¡ ¤º¯;¡ A¡¹à
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128. Consider the following statements with reference to the PRERANA Program :
1. It is an experiential learning for developing leadership qualities in students of class VI
to XII.
2. It is a week-long residential program that has been launched by the Ministry of Skill
Development and Entrepreneurship.
Which of the statements given above is/are correct?
(A) 1 only (B) 2 only
(C) Both 1 and 2 (D) Neither 1 nor 2
129. 12 - 2 2 + 3 2 - 4 2 + 5 2 - 6 2 + ... + 97 2 - 98 2 + 99 2 ¹ ³à> Ò’¤
(A) – 5050 (B) 4950 (C) – 4950 (D) 5050
129. 12 - 2 2 + 3 2 - 4 2 + 5 2 - 6 2 + ... + 97 2 - 98 2 + 99 2 -&¹ ³à> Òº
(A) – 5050 (B) 4950 (C) – 4950 (D) 5050
129. 12 - 2 2 + 3 2 - 4 2 + 5 2 - 6 2 + ... + 97 2 - 98 2 + 99 2 {Z _mZm OmJmoZ
(A) – 5050 (B) 4950 (C) – 4950 (D) 5050
129. The value of 12 - 2 2 + 3 2 - 4 2 + 5 2 - 6 2 + ... + 97 2 - 98 2 + 99 2 is
(A) – 5050 (B) 4950 (C) – 4950 (D) 5050
130. \> [l¡[¯¹ ³ìt¡ &K¹àA¡ã [ÅÛ¡ìA¡ áày-áàyãA¡ `¡à>¹ š=t¡ "àP¡¯àÒü [>¤ ºàìK _____ [ÒW¡à줡ú
(A) Îå[¤‹à šøƒà>A¡à¹ã (B) š=šøƒÅ¢A¡
(C) ƒàÅ¢[>A¡ (D) &Òüì¤à¹¹ ëA¡àì>àìi¡àì¯Òü >ÒÚ
130. \> [l¡l¡üÒü¹ ³ìt¡ &A¡\> [ÅÛ¡A¡ áày-áàyãìA¡ `¡àì>¹ šì= &[KìÚ [>ìÚ ™àì¤> _____ [ÒÎà줡ú
(A) Îå[¤‹à šøƒà>A¡à¹ã (B) š=šøƒÅ¢A¡
(C) ƒàÅ¢[>A¡ (D) &P¡[º¹ ëA¡àì>à[i¡Òü >Ú
130. John Dewey {Z ~m{X„bm gmgo \$moam|{J[a`m \$am`gm\$moaIm° {J`mZ{Z bm_m`md _____ _ha° AmdJm`bmßhmoZmßJm°ü&
(A) Im~whmo{J[a (B) {XWm{J[a
(C) gmZgw_°{J[a (D) ~o\$moa{Z _moZgo~mo ZL>m
130. According to John Dewey, the teacher should guide students as _____ in the path of
knowledge.
(A) facilitator (B) guide
(C) philosopher (D) None of these
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134. Priyam is in grade II. She lives two separate identities. She often finds herself in conflict to
what she has learnt at home and what she enjoys doing in her peer group. She enjoys
making music, hanging out with her friends, and they have a major role in her life. Her
mother has approached you and has complained about her friends, and their ‘influence’ in
her life. As a teacher, what do you understand of this situation?
(A) Priyam is in peer pressure, her mother is right and she should not get ‘influenced’ by
her peers
(B) Priyam is exploring her personal identity, her choices and interest, it is natural to have
dilemma and conflict to be part of two separate cultures
(C) Priyam needs to be serious about her academics, her priorities need to be reoriented
(D) Priyam has found a core group of friends. However, you understand school friends are
not forever, she will eventually grow out of it
135. Fill up the blank with the correct option :
Italy has a lot to offer India in her efforts to leap _____ the 21st century.
(A) in (B) into
(C) over (D) to
136. Kì¯Èoà ">å™àÚã &i¡à í¤[W¡y¸šèo¢ ëÅøoãìA¡àk¡àt¡ &\> [ÅÛ¡A¡¹ áày-áàyã¹ š¹à šøt¡¸àÅà _____ ët¡*òìºàA¡¹ [ÅA¡>¹
*š¹t¡¡ú
(A) P¡¹ç¡Œšèo¢®¡àì¯ šø®¡à¯ 뚺àÚ (B) &A¡³ày [>o¢àÚA¡ ÒÚ
(C) δšA¢¡™åv¡û¡ >ÒÚ (D) ëA¡àì>à šø®¡à¯ >욺àÚ
136. Kì¤Èoà ">å™àÚã &A¡[i¡ í¤[W¡y¸šèo¢ ëÅøoãA¡ìÛ¡ &A¡\> [ÅÛ¡ìA¡¹ tò¡à¹ áày-áàyã샹 A¡àá ë=ìA¡ šøt¡¸àÅà _____
áày-áàyã샹 ëÅJ๠l¡üš¹¡ú
(A) P¡¹ç¡Œšèo¢ šø®¡à¤ [¤Ñz๠A¡ì¹ (B) &A¡³ày [>o¢àÚA¡ ÒÚ
(C) δšA¢¡™åv¡û¡ >Ú (D) ëA¡àì>à šø®¡à¤ [¤Ñz๠A¡ì¹ >à
136. gß{OaZm` ~m{X`° ~m`{X amoImo_ JmoZmß WmImoIWm`md, gmgo \$moam|{J[a{Z \$am`gm{Z\´$m` _moZZmo {_qO{WZm`m {~gmoa{Z
gmobm|Zm`md _____ü&
(A) JmoZmßWma Jmohmo_ Imob°`mo (B) _moZgob' {Wamß Imbm_J´m Om`mo
(C) gmo_mo›Xmo Wm\$mXoaOm~Zm` OmZmL>m (D) Oo~mo Jmohmo_ Imob°`m
136. Research suggests that in a diverse classroom, a teacher’s expectations from her students
_____ their learning.
(A) have a significant impact on (B) are the sole determinant of
(C) should not be correlated with (D) do not have any effect on
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SPACE FOR ROUGH WORK TCR–2024/P–II/202-A 78
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SPACE FOR ROUGH WORK TCR–2024/P–II/202-A 79 [ P.T.O.
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SPACE FOR ROUGH WORK
★ ★ ★
TCR–2024/P–II/202-A 80 BDS25
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GOVERNMENT OF ASSAM
OFFICE OF THE DIRECTOR OF SECONDARY EDUCATION, ASSAM KAHILIPARA, GUWAHATI-19
TCR - 2024 ( Paper-II - Provisional Answerkey )
Question Booklet Code (Set) - A
Q.No. key Q.No. key Q.No. key Q.No. key Q.No. key
1 B 29 B 57 B 85 C 113 B
2 A 30 B 58 C 86 A 114 A
3 C 31 C 59 C 87 A 115 C
4 B 32 C 60 D 88 D 116 B
5 A 33 A 61 A 89 D 117 B
6 A 34 D 62 D 90 C 118 C
7 C 35 B 63 C 91 A 119 D
8 D 36 C 64 C 92 C 120 D
9 C 37 C 65 A 93 A 121 A
10 C 38 A 66 C 94 A 122 B
11 A 39 D 67 A 95 D 123 C
12 C 40 B 68 A 96 A 124 B
13 B 41 A 69 C 97 D 125 C
14 A 42 C 70 D 98 A 126 A
15 B 43 B 71 A 99 A 127 C
16 D 44 D 72 C 100 B 128 D
17 A 45 A 73 A 101 B 129 B
18 D 46 D 74 A 102 C 130 A
19 A 47 C 75 B 103 C 131 D
20 B 48 C 76 B 104 A 132 D
21 A 49 C 77 C 105 A 133 A
22 A 50 B 78 B 106 A 134 B
23 D 51 B 79 D 107 B 135 B
24 C 52 D 80 C 108 B 136 A
25 A 53 D 81 B 109 BD 137 C
26 B 54 B 82 A 110 B 138 A
27 B 55 A 83 A 111 C 139 A
28 D 56 C 84 C 112 C 140 DPage 1 of 80
Source: Directorate of Secondary Education. Question paper published by Directorate of Secondary Education.