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CTET 2023: August, Paper 2, set E

  • Paper code: Paper 2
  • Language: Bilingual
  • 84 pages
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P-II/E                                               ( 14 )
41.   The area of a rectangle whose sides are 41.              {H$gr Am¶V H$m joÌ’$b, {OgH$s ^wOmE± 176 cm Am¡a
      176 cm and 56 cm is equal to the area of a               56 cm h¢, EH$ d¥Îm Ho$ joÌ’$b Ho$ ~am~a h¡ & d¥Îm H$s
      circle. What is the circumference (in cm) of the         n[a{Y (cm ‘|) ³¶m h¡ ? ( = 22 br{OE)
                         22                                                                   7
      circle ? (Take  =     )                                 (1)   396
                          7                                    (2)   352
      (1) 396                                                  (3)   440
      (2) 352                                                  (4)   308
      (3) 440
      (4) 308                                          42.     {d‘mAm| 40 cm  36 cm  x cm dmbo EH$ R>mog KZm^
42.   The cost of painting the surface of a solid              Ho$ n¥îR> H$mo < 20 à{V 100 cm2 H$s Xa go n|Q> H$amZo
      cuboid of dimensions 40 cm × 36 cm × x cm at             H$s bmJV < 1,032 h¡ & x H$m ‘mZ ³¶m h¡ ?
      < 20 per 100 cm2 is < 1,032. What is the value           (1)   20
      of x ?                                                   (2)   15
      (1) 20                                                   (3)   24
      (2) 15                                                   (4)   12
      (3) 24
      (4) 12
                                                       43.     PQRS       EH$ MVw^w©O h¡, {Og‘|     PQ = PS     Am¡a
                                                               RQ = RS h¡ & Bg MVw^w©O Ho$ ~mao ‘| {ZåZ{b{IV ‘| go
43.   PQRS is a quadrilateral in which PQ = PS and
      RQ = RS. Which of the following statements is            H$m¡Z-gm H$WZ g˶ h¡ ?
      true about this quadrilateral ?                          (1) BgHo$ {dH$U© ~am~a h¢ &
      (1) Its diagonals are equal.                             (2) BgHo$ {dH$U© nañna b§~ h¢ &
      (2) Its diagonals are perpendicular to each              (3) à˶oH$ {dH$U© à˶oH$ erf© na H$moU H$mo
            other.                                                    g‘{Û^m{OV H$aVm h¡ &
      (3) Each diagonal bisects the angle at each
            vertex.                                            (4) BgHo$ {dH$U© nañna g‘{Û^m{OV H$aVo h¢ &
      (4) Its diagonals bisect each other.             44.     ABCD EH$ g‘MVw^©wO h¡, {Og‘|  ADB = 25° h¡ &
44.   ABCD is a rhombus in which  ADB = 25.
                                                               V~, (2  BAD −  ABC) H$m ‘mZ h¡ :
      Then, the value of (2  BAD –  ABC) is :
                                                               (1)   230°
      (1) 230
                                                               (2)   240°
      (2) 240
                                                               (3)   210°
      (3) 210                                                 (4)   260°
      (4) 260
45.   What is the mean of the mode, median and
                                                       45.     ZrMo {XE JE Am±H$‹S>m| Ho$ ~hþbH$, ‘mÜ`H$ Am¡a n[aga
      range of the data given below ?
                                                               H$m ‘mܶ ³¶m h¡ ?
      17, 8, 11, 13, 9, 14, 10, 11, 16, 23, 15, 7              17, 8, 11, 13, 9, 14, 10, 11, 16, 23, 15, 7
      (1)   13                                                 (1)   13
      (2)   12·5                                               (2)   12·5
      (3)   13·5                                               (3)   13·5
      (4)   12                                                 (4)   12
                                  SPACE FOR ROUGH WORK / aµ\$ H$m`© Ho$ {bE OJh
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( 15 )                                                             P-II/E

46.   If x = 198  550 and y = 3 99  3 363, then 46.           ¶{X x = 198  550 Am¡a y = 3 99  3 363 h¡,
       1 1
          is equal to :
       x y                                                      Vmo 1  1 ~am~a h¡ :
                                                                      x       y
      (1)   0·01                                                (1)       0·01
      (2)   0·03                                                (2)       0·03
      (3)   0·33                                                (3)       0·33
      (4)   0·1                                                 (4)       0·1

47.   If p = (12·34 × 1010) – (5·67 × 109), then p is 47.       ¶{X p = (12·34  1010) – (5·67  109) h¡, Vmo p H$mo
      expressed in standard form as :
                                                                ‘mZH$ ê$n ‘| {ZåZ Ûmam 춺$ {H$¶m OmVm h¡ :
      (1) 1·1773 × 1011
                                                                (1)       1·1773  1011
      (2) 1·1773 × 1010
                                                                (2)       1·1773  1010
      (3) 1·773 × 1011
                                                                (3)       1·773  1011
      (4) 1·773 × 1010
                                                                (4)       1·773  1010
                                     –1
                              1
48.   By which number should  –         be multiplied                                          –1
                              4                         48.   {H$g g§»¶m go  – 1                H$mo JwUm {H$¶m OmE Vm{H$
                                                                                           4
      so that the product is the reciprocal of
                                                                                       –1
                                                                JwUZ’$b  – 7 
            –1
       7                                                                                  H$m ì`wËH«$‘ hmo ?
      –  ?                                                                     4
       4
           7                                                         7
      (1)                                                       (1)
          16                                                        16
          16                                                        16
      (2)                                                       (2)
           7                                                         7
            16                                                        16
      (3) –                                                     (3) –
             7                                                         7
             7                                                         7
      (4) –                                                     (4) –
            16                                                        16

49.   If 313632 = p2 × q5 × r4, where p, q and r are 49.        ¶{X 313632 = p2  q5  r4 h¡, Ohm± p, q VWm r
      prime numbers, then what is the value of                  A^mÁ¶ g§»¶mE± h¢, Vmo (p + q – 2r) H$m ‘mZ ³¶m h¡ ?
      (p + q – 2r) ?                                            (1)       8
      (1) 8                                                     (2)       7
      (2) 7
                                                                (3)       9
      (3) 9
      (4) 6                                                     (4)       6

                               SPACE FOR ROUGH WORK / aµ\$ H$m`© Ho$ {bE OJh
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P-II/E                                               ( 16 )
50.   Marks obtained by Sunita in her pre-board 50.           gwZrVm Ûmam àr-~moS>© narjm ‘| àmßVm§H$ ZrMo {XE JE h¢ :
      examination are as follows :                             {df`                       A§H$
        Subject            Marks
                                                               A§J«oµOr                     72
         English              72
         Hindi                84                               qhXr                         84
         Mathematics          96                               J{UV                         96
         Science              80                               {dkmZ                        80
         Social Science       68
                                                               gm_m{OH$ {dkmZ               68
      If a pie chart is constructed for the above data,
      then what will be the angle of the sector               ¶{X Cn`w©º$ Am±H$‹S>m| H$m EH$ nmB© MmQ>© ~Zm¶m OmVm h¡,
      representing marks obtained by Sunita in                Vmo gwZrVm Ûmam J{UV ‘| àmßV A§H$m| H$mo Xem©Zo dmbo
      Mathematics ?                                           {ÌÁ¶I§S> H$m H$moU {H$VZm hmoJm ?
      (1)   75·6                                             (1)   75·6
      (2)   72                                               (2)   72
      (3)   86·4                                             (3)   86·4
      (4)   64·8                                             (4)   64·8
51.   The volume of a right circular cylinder of
                                                     51.      {H$gr b§~-d¥Îmr¶ ~obZ H$s b§~mB© 1·2 ‘rQ>a h¡ Am¡a
      length 1·2 metres is 4620 cm3. What is the
      curved surface area (in cm2) of the cylinder ?
                                                              BgH$m Am¶VZ 4620 cm3 h¡ & ~obZ H$m dH«$ n¥îR>r`>
      (Take  =
                22
                   )                                          joÌ’$b (cm2 ‘|) ³¶m h¡ ? ( = 22 br{OE)
                 7                                                                               7
      (1) 2640                                                (1)   2640
      (2)   2200                                              (2)   2200
      (3)   2860                                              (3)   2860
      (4)   1980                                              (4)   1980

52.   If F, V and E are respectively the number of 52.        ¶{X F, V Am¡a E H«$‘e: {H$gr {Ì^wOmH$ma {àµÁ_ Ho$
      faces, vertices and edges of a triangular prism,        ’$bH$m|, erfm] Am¡a {H$Zmam| H$s g§»¶mE± h¢, Vmo
      then which of the following statements is               {ZåZ{b{IV ‘| go H$m¡Z-gm H$WZ g˶ h¡ ?
      true ?                                                  (1)   4F + 2V – 3E = 6
      (1) 4F + 2V – 3E = 6
                                                              (2)   2F + 3V – 2E = 10
      (2) 2F + 3V – 2E = 10
                                                              (3)   2F + 4V – 3E = 8
      (3) 2F + 4V – 3E = 8
      (4) 3F + 2V – 2E = 11                                   (4)   3F + 2V – 2E = 11

                                SPACE FOR ROUGH WORK / aµ\$ H$m`© Ho$ {bE OJh
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( 17 )                                                 P-II/E
53.   P is a point on line AB and PQ is a ray such 53.     aoIm AB na EH$ q~Xþ P pñWV h¡ VWm PQ EH$ {H$aU
      that  QPA = 7x and  QPB = 5x. Then, the            Bg àH$ma h¡ {H$  QPA = 7x Am¡a  QPB = 5x h¡ &
      value of (8x – 10) is :                             V~, (8x − 10) H$m ‘mZ h¡ :
      (1)   118                                           (1)   118
      (2)   110                                           (2)   110
      (3)   140                                           (3)   140
      (4) 102                                             (4)   102
54.   S is a point on side PQ of a triangle PQR such 54.   {H$gr {Ì^wO PQR H$s ^wOm PQ na S EH$ q~Xþ Bg
      that RS = PS = QS. If  QPR = 15, then the          àH$ma pñWV h¡ {H$ RS = PS = QS h¡ & ¶{X
      value of (2  PQR –  PRQ) is :                       QPR = 15 h¡, Vmo (2  PQR −  PRQ) H$m ‘mZ
      (1)   50                                            h¡ :
      (2)   60                                            (1)   50
      (3)   45                                            (2)   60
      (4) 75                                              (3)   45
55.   When a shopkeeper sells item A for < 384,            (4)   75
      then there is a loss of 20% and when he sells 55.    O~ EH$ XþH$mZXma dñVw A H$mo < 384 na ~oMVm h¡, Vmo
      item B for < 400, then there is a profit of 25%.     Cgo 20% H$s hm{Z hmoVr h¡ Am¡a O~ dh dñVw B H$mo
      What is the profit/loss percent, if he sells both    < 400 na ~oMVm h¡, Vmo Cgo 25% H$m bm^ àmßV hmoVm
      items for a total of < 852 ?                         h¡ & ¶{X dh XmoZm| dñVwAm| H$mo Hw$b {‘bmH$a < 852
      (1)   Profit, 6·5%                                   na ~oMo, Vmo CgH$m bm^/hm{Z à{VeV Š`m hmoJm ?
      (2)   Loss, 5%                                       (1) bm^, 6·5%
      (3)   Loss, 7%                                       (2) hm{Z, 5%
      (4) Profit, 7·5%                                     (3) hm{Z, 7%
56.   A sum of < 12,000 amounts to < 15,972 at a
                                                           (4) bm^, 7·5%
                                          1
      certain rate percent per annum in 1 years,
                                          2         56.    < 12,000 H$s EH$ am{e {H$gr {ZpíMV à{VeV dm{f©H$
      when the interest is compounded half-yearly.         ã¶mO Xa na 1 1 df© ‘| < 15,972 hmo OmVr h¡, O~
      What will be the amount of the same sum in                         2
                                                           ã¶mO AY©dm{f©H$ g§¶mo{OV hmoVm h¡ & dhr am{e CVZo hr
      same time and with the same rate, if interest
      is compounded annually ?                             g‘¶ ‘| Cgr ã¶mO Xa go {H$VZr hmo OmEJr, ¶{X ã¶mO
      (1) < 15,840                                         dm{f©H$ g§¶mo{OV hmoVm h¡ ?
                                                           (1)   < 15,840
      (2) < 15,420
                                                           (2)   < 15,420
      (3) < 15,950
                                                           (3)   < 15,950
      (4) < 14,520
                                                           (4)   < 14,520
                              SPACE FOR ROUGH WORK / aµ\$ H$m`© Ho$ {bE OJh
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P-II/E                                                  ( 18 )

57.   If 5x2 – 8y – 20x + 2xy = (x + a) (bx + 2y), 57.            ¶{X 5x2 – 8y – 20x + 2xy = (x + a) (bx + 2y) h¡,
      then the value of (a – b) is :                              Vmo (a – b) H$m ‘mZ h¡ :
      (1)   9
                                                                  (1)   9
      (2)   –1
                                                                  (2)   −1
      (3)   –9
                                                                  (3)   −9
      (4)   1
                                                                  (4)   1
58.   If A = x2 (1 – 3y2), B = x (xy2 – 2x) and
                                                            58.   ¶{X A = x2 (1 – 3y2), B = x (xy2 – 2x) Am¡a
      C = 3y (y – 4x2y), then
                                                                  C = 3y (y – 4x2y) h¡, Vmo
      A + B – C = px2 + qx2y2 + ry2.
      What is the value of (5p + q – r) ?                         A + B – C = px2 + qx2y2 + ry2 h¡ &
      (1)   12                                                    (5p + q – r) H$m ‘mZ ³¶m h¡ ?
      (2)   10                                                    (1)   12
      (3)   18                                                    (2)   10
      (4)   8                                                     (3)   18
                                                                  (4)   8
59.   Which of the following are divisible by 2, 3 and
      11 ?
                                                       59.        {ZåZ{b{IV ‘| go H$m¡Z-go 2, 3 Am¡a 11 go {d^mÁ¶ h¢ ?
      A.    8448                                                  A.    8448
      B.    9812                                                  B.    9812
      C.    9126                                                  C.    9126
      D.    9636                                                  D.    9636
      Choose the correct option :                                 ghr {dH$ën H$m M`Z H$s{OE :
      (1)   A and B                                               (1) A Am¡a B
      (2)   B and D                                               (2) B Am¡a D
      (3)   A and D
                                                                  (3) A Am¡a D
      (4)   A and C
                                                                  (4) A Am¡a C
60.   The solution of the equation
      (x  1) – (2x  4)   1                                                 (x  1) – (2x  4)   1
                             is also the solution of 60.         g‘rH$aU                             H$m hb, {ZåZ
            3 – 5x         23                                                      3 – 5x         23

      the equation :                                              g‘rH$aU H$m ^r hb h¡ :
      (1)   5 (2x + 1) = 3 (x + 1)                                (1)   5 (2x + 1) = 3 (x + 1)
      (2)   3 (2x + 3) = 2 (x + 3)                                (2)   3 (2x + 3) = 2 (x + 3)
      (3)   3 (2x + 3) = 5 (x + 1)                                (3)   3 (2x + 3) = 5 (x + 1)
      (4)   2 (2x – 3) = 3 (x + 1)                                (4)   2 (2x – 3) = 3 (x + 1)
                                     SPACE FOR ROUGH WORK / aµ\$ H$m`© Ho$ {bE OJh
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( 43 )            P-II/E




Candidates should answer questions
from the following Part only if they
have opted for ENGLISH as
LANGUAGE  I.


narjmWu>§ {ZåZ{b{IV ^mJ Ho$ àíZm| Ho$ CÎma
Ho$db V^r X| `{X CÝhm|Zo ^mfm  I H$m
{dH$ën A§J«oµOr MwZm hmo &
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P-II/E                                            ( 44 )

                                               PART IV
                                             LANGUAGE I
                                              ENGLISH
Directions : Answer the following questions by 94.           Read the example of what a learner does and
selecting the correct/most appropriate option.               choose the strategy that matches the example.
                                                             “If I don’t know what something means, I look
91.   A teacher showed a movie with the captions to          it up.”
      learners in Class VI. The movie is based on
      one of the chapters in the textbook. The movie         (1)   Consulting reference materials
      with captions on will encourage :                      (2)   Using opportunities for practice
      (1) listening strategies, active viewing, and
           motivating the students to use authentic          (3)   Confused state of mind
           language material.                                (4)   Focusing on collocations
      (2) active viewing and listening.
      (3) the students to watch more such movies. 95.        A diagnostic test is used to assess :
      (4) listening strategies by verbal clues and to        (1)   learners’ ability to summarise the main
           appreciate the actions of actors, and to                points in a text.
           write a review.
                                                             (2)   learners’ ability to recognise their own
92.   Read the following statements and choose the                 language mistakes.
      correct option :
                                                             (3)   and    rank     learners   in     order   of
      Assertion (A) :
      A child in his early childhood stage uses more               achievement.
      verbs than nouns and ignores the grammar               (4)   learners’ strong and weak points in
      rules.
                                                                   language.
      Reason (R) :
      They lack vocabulary range.
                                                       96.   A proficiency test always assesses :
      (1)   (A) is true, but (R) is false.
                                                             (1)   the level of language that learners have
      (2)   Both (A) and (R) are true, but (R) is
                                                                   reached.
            not the correct explanation of (A).
      (3)   (A) is false, but (R) is true.                   (2)   the language that students have been
                                                                   taught.
      (4)  Both (A) and (R) are true and (R) is the
           correct explanation of (A).                       (3)   the multisensory learning experiences.
93.   A child shares her language classroom                  (4)   the language of daily conversation.
      experiences with her mother and says that
      sometimes we cover our eyes and the teacher
      asks us to pick an object out of a bag. Then we 97.    A teacher divided learners into groups, and
      have to try to describe it. It’s a really good way     asked them to do a quiz about ‘elephants’
      to learn.                                              before reading a story about them. The
                                                             objective of the teacher is to :
      This comment shows the child’s preference of
      learning. Identify her preference.                     (1)   generate interest in a topic.
      (1) I remember language well when I move.              (2)   give peer feedback.
      (2) I remember language well when I hear it.
                                                             (3)   write a text review.
      (3) I remember language well when I copy it.
      (4) I remember language well when I see it.            (4)   test their memory.
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( 45 )                                                   P-II/E
98.   In a language classroom, a student is 102. To assess whether students have understood
      disturbing the class. To handle this disruptive how to use the narrative skill, a teacher
      student, the teacher should :                   should ask students to :
      (1)   first talk to the children to offer remedies.       (1)   share   an    incident    when    they     were
                                                                      surprised.
      (2)   address the diligent students.
                                                                (2)   circle the verbs and adjectives in the text.
      (3)   depend on the parents to offer remedies.
                                                                (3)   correct the mistakes in the use of
      (4)   report the behaviour of the student to the                describing words.
            school authority.                                   (4)   read a story and answer
                                                                comprehension-based questions.
99.   When students “brainstorm ideas, organise,
      draft, edit and revise their work,” which skill
                                                      103. A teacher of Class VII is facilitating the
      does this process reflect ?
                                                           reading of books other than the prescribed
      (1) Reading skill                                    textbooks. She is promoting their :
      (2)   Speaking skill                                      (1)   Intensive reading
      (3)   Writing skill                                       (2)   Shared reading
                                                                (3)   Extensive reading
      (4)   Listening skill
                                                                (4)   Guided reading
100. Read the following statements and choose the
                                                     104. The principal asked the language teacher to
     correct option :
                                                          select the textbooks and other resources for
     Assertion (A) :
                                                          the new session. While selecting them, which
     Reading and writing skills help in critical
                                                          one of the following is not relevant ?
     thinking at the primary level.
                                                          (1) Adaptability of the books and resources
     Reason (R) :
                                                          (2) Learning needs and languages known to
     Critical thinking is a sub-skill of reading and
     writing.                                                  children
                                                          (3) Level of the students
     (1) Both (A) and (R) are true, but (R) is
          not the correct explanation of (A).             (4) Conceptual complexity and density of
                                                               material
     (2) Both (A) and (R) are true and (R) is the
          correct explanation of (A).                105. The teacher developed the criteria to monitor
      (3)   (A) is false, but (R) is true.                      the use of language materials by learners.
                                                                Which criteria are most important and helpful
      (4)   (A) is true, but (R) is false.
                                                                in monitoring the use of material ?
101. Language skills are best learnt :                          (1)   Present,     prepare     and   practice     the
                                                                      material
      (1)   with the help of challenging             and
            mechanical language drills.                         (2)   Usability, repetition and production of
      (2)   if the teacher focuses on one skill at a                  utterances
            time.                                               (3)   Observation,      feedback     sessions     and
      (3)   if they are dealt with in an integrated                   written reports
            manner.                                             (4)   Checklist,    assumptions      and   learning
      (4)   only   through       written     tests   and              outcomes
            assignments.
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Directions : Read the extract given below and 110. Identify the poetic devices in Line 1 and
answer the questions (Q. Nos. 106 to 111) that follow           Line 10.
by selecting the correct/most appropriate option.               (1) anaphora, metaphor
                                                                (2) personification, simile
  1 Love came to Flora asking for a flower
                                                                (3) metaphor, simile
      That would of flowers be undisputed queen,
                                                                (4) alliteration, simile
      The lily and the rose, long, long had been
      Rivals for that high honor. Bards of power
  5 Had sung their claims. ‘The rose can never 111. Complete the word analogy :
                                                  tower         delicious : inviting :: strife : ?
      Like the pale lily with her Juno mien’ –                  (1) conflict
      ‘But is the lily lovelier ?’ Thus between                 (2) melody
      Flower-factions rang the strife in Psyche’s               (3) adventure
                                                  bower.        (4) discussion
      ‘Give me a flower delicious as the rose            Directions : Read the passage given below and
  10 And stately as the lily in her pride’ –
                                                         answer the questions (Q. Nos. 112 to 120) that follow
      ‘But of what colour ?’ – ‘Rose-red’, Love first
                                                         by selecting the correct/most appropriate option.
                                                  chose,
      Then prayed, ‘No, lily-white – or, both provide;’ 1       A majority of people think that their dream
      And Flora gave the lotus, ‘rose-red’ dyed,         job is too hard to achieve, too competitive and
      And ‘lily-white’, the queenliest flower that believe that it is all a matter of luck. All this is true
                                                  blows. actually, but why should that stop anyone from
106. Which of the following attributes is not trying to get the job they really want ? A really
      associated with the lily ?
      (1) The colour red                                 determined person will always succeed and, in many
      (2) Stateliness                                    ways, will need other people to give up trying so
      (3) The colour pale white                          that he can succeed.
      (4) Loveliness
                                                         2      Many job seekers feel limited by the choices
107. Read the following statements and choose the
                                                         they made at college. They may think that because
      correct option :
      Assertion (A) :                                    they studied marketing, all they can ever do is work
      The poets did not declare the lily as the queen in marketing. All the evidence shows that, in fact,
      of flowers.                                        employers are less interested in acquired knowledge
      Reason (R) :                                       than the ability to think and learn. It is also very
      The lily was pale coloured.                        difficult to predict the needs of society. For example,
      (1) (A) is true, but (R) is not the only reason if a person chose to study dentistry because there
            for it.
                                                         was a lack of dentists when he was in high school,
      (2) (A) is not true, (R) is partially true.
      (3) Both (A) and (R) are true.                     that may not be the case when he graduates. The
      (4) Both (A) and (R) are not true.                 needs of employers and the economy can change
108. Psyche’s garden echoed with the sounds of a very quickly, and often unexpectedly.
      dispute between the supporters of :
      (1) Love and bards of power.                       3      Of course, if it is a very tough time
      (2) the lotus and the rose.                        economically,   it is hard to find employment straight
      (3) all the 3 flowers – rose, lotus and lily.      after university, but it is by no means impossible. It
      (4) the lily and the rose.                         might take several months longer to find a job after
109. Identify the rhyme scheme in lines 1 – 4.           graduating, but there is work out there. A really key
      (1) abab                                           piece of advice is never to get downhearted by
      (2) aabb                                           rejection because there will probably be a lot you
      (3) abba                                           can do to achieve your dream job, whatever it is. You
      (4) abcb
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must never give up. Be prepared to work hard and 116.         Identify the underlined words (parts of speech)
for long hours without necessarily climbing up the            in the following sentence :
career ladder. There is a lot to be said for learning         A majority of people think that their dream
your trade from the bottom up. At the start, there            job is too hard to achieve.
will probably be little money, but it will be worth it        (1) noun, adjective
in the end. The best jobs are not supposed to be              (2) adjective, noun
easy — that is what makes them challenging. And if            (3) adverb, noun
you like a challenge, just keep your head down and            (4) noun, adverb
go for it.
                                                       117.   Job seekers feel limited by the choices they
112. Read the following sentences :
                                                              made at college.
      A. Determined people succeed occasionally.
                                                              The underlined phrase means :
      B. Few people believe that getting their
                                                              (1) to feel dejected
           dream job is a matter of luck.
      C. A majority of the people think that dream            (2) to feel constrained
           jobs are highly competitive.                       (3) to feel limitless
      (1) B and C are incorrect, A is correct.                (4) to feel confused
      (2) A and B are incorrect, C is correct.
      (3) A and B are correct, C is incorrect.         118.   Read the following statements and choose the
      (4) A and C are incorrect, B is correct.                correct option :
                                                              Assertion (A) :
113. Why is it not easy to predict the needs of
     society ?                                                It is quite easy to get a job immediately after
                                                              graduating from a university.
     (1)   Job seekers don’t take appropriate career
                                                              Reason (R) :
           decisions.
                                                              The   economic       scenario      regarding      job
     (2)   Employers only seek graduates who are              generation is difficult.
           knowledgeable.                                     (1)   (A) does not justify (R).
     (3)   The needs of the employers and economy             (2)   Both (A) and (R) are incorrect.
           are changing at a fast pace.                       (3)   (A) is incorrect, but (R) is correct.
     (4)   Because there is a lack of dentists in the         (4)   Both (A) and (R) are correct.
           society.
                                                        119. ‘Learning the trade from the bottom up’
114. A job seeker who likes challenges should keep           means :
     his head down. This means he should ______.
                                                              (1)   from the lowest        to   the   highest   in
     (1)   walk away in anger                                       hierarchy.
     (2)   bow down his head                                  (2)   trading places with others.
     (3)   avoid troublesome situations                       (3)   from your colleagues.

     (4)   confront challenging situations                    (4)   inter-departmental learning.

115. What advice does the writer             not   give 120. Complete the word analogy :
     employment seekers in para 3 ?                          expectedly : unexpectedly :: rejection : ?
     (1)   To be dejected by rejection                        (1)   eviction
     (2)   To be prepared for long hours of work              (2)   probation
     (3)   To never give up the search for a dream            (3)   dejection
           job                                                (4)   selection
     (4)   To be patient in the search for a job
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( 53 )               P-II/E




Candidates should answer questions
from the following Part only if they
have opted for ENGLISH as
LANGUAGE  II.


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P-II/E                                            ( 54 )

                                               PART V
                                           LANGUAGE II
                                             ENGLISH
Directions : Answer the following questions by 125. Which of the following supports a pre-reading
selecting the correct/most appropriate option.      activity ?
121. Which one of the following is not a classroom          (1)   Asking learners to summarise the text
     resource for learners in teaching-learning of          (2)   Using a prediction task
     language ?
                                                            (3)   Teaching grammatical structures
     (1)   Classroom library
                                                            (4)   Using paraphrasing tasks
     (2)   Reading corner
     (3)   Classroom procedures                        126. Which of the following is true about remedial
     (4)   Word wall                                        teaching ?
                                                            (1)   Providing   support              to         improve
122. Read the following statements and choose the
                                                                  performance
     correct option :
     Assertion (A) :                                        (2)   Showing sympathy to backward students
     A plan for individualised learning must be             (3)   Providing extra        marks          to    improve
     created by a language teacher.                               performance
     Reason (R) :
                                                            (4)   Giving extra attention to gifted children
     There is diversity in learners in the learning
     of new languages.
     (1) (A) is true, but (R) is false.             127.    Read the following statements and choose the
     (2) Both (A) and (R) are true, but (R) is              correct option :
          not the correct explanation of (A).               Assertion (A) :
     (3) (A) is false, but (R) is true.                     English is an associate official language in
     (4) Both (A) and (R) are true and (R) is the           India.
          correct explanation of (A).                       Reason (R) :
                                                            English is taught as a foreign language in
123. In which method does the learners’ first               Indian schools.
     language play a central role in teaching ?
     (1) Communicative        language      teaching        (1)   (A) is true, but (R) is false.
         method                                             (2)   Both (A) and (R) are true, but (R) is
     (2) Grammar-Translation method                               not the correct explanation of (A).
     (3) Task-based learning                                (3)   (A) is false, but (R) is true.
     (4) Direct method
                                                            (4)   Both (A) and (R) are true and (R) is the
124. Chetan’s first language was Bhojpuri. Since                  correct explanation of (A).
     arriving in Tamil Nadu, he no longer speaks
     Bhojpuri and only speaks English with the 128.         Which     one    of   the   following        is   not   a
     natives. When the new second language
     replaces the native language, this is an               characteristic of a language ?
     example of :                                           (1)   Language is symbolic.
     (1) Code-mixing                                        (2)   Language is static.
     (2) Subtractive bilingualism
                                                            (3)   Language is social.
     (3) Code-switching
                                                            (4)   Language is systematic.
     (4) Bilingualism
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129. Read the following statements and choose the 134.       Children’s informal interactions, friendships
     correct option :                                        and relationships with others in their
     Assertion (A) :                                         community are based on their use of which
     Prompting students to recall previous                   form of language ?
     knowledge is important.                                 (1)   Accommodation
     Reason (R) :
                                                             (2)   Assimilation
     Recalling the previous knowledge helps
     students connect the known knowledge to the             (3)   Language socialization
     new knowledge.
                                                             (4)   Enculturation
     (1) (A) is true, but (R) is false.
     (2) Both (A) and (R) are true, but (R) is
                                                  135.       In the case of vocabulary use, grammar
          not the correct explanation of (A).
                                                             provides a pathway for learners to :
     (3) (A) is false, but (R) is true.
     (4) Both (A) and (R) are true and (R) is the            (1)   combine lexical items into meaningful
          correct explanation of (A).                              and communicative expressions.
130. A teacher of Class VIII asked her learners to      (2) re-tell listening inputs into oral output.
     produce a leaflet about saving energy at home
                                                        (3) draft formal pieces of writing in higher
     as an assignment. This task will cater to
                                                            classes.
     which feature of language ?
     (1) Question forms                                 (4) speak in formal situations with greater
     (2) Positive imperatives                               accuracy and confidence.
     (3) Comparative
     (4) The past tense                            Directions : Read the passage given below and
131. While planning a lesson, one of the objectives answer the questions (Q. Nos. 136 to 142) that follow
     is to enable learners to produce typical by selecting the correct/most appropriate option.
     business communication with customers. This
     objective matches with one of the types of text       “Let’s go! We are going to be late!” shouted
     genres listed below :                           Glen gleefully as he tightened his schoolbag on his
     (1) Report                                      back. Three other faces broke into a smile upon
     (2) Description
                                                     hearing his words. They could not wait to soak their
     (3) Article
     (4) Letter                                      feet in the water and perhaps catch a small fish or

132. A teacher asked students to look at the four two, just for kicks. They were clearly not heading
     musical instruments in the picture, and towards where they should be — school. The cold
     discuss why they are used in different musical imposing white building became smaller and
     contexts. Choose the cognitive skill that
                                                    smaller. Their little hearts grew braver by the
     matches this activity :
     (1) Analyzing                                  minute. They knew exactly where to go.
     (2) Composing
                                                         The canal was huge but that morning, there
     (3) Reasoning
     (4) Imagining                                  was only a small lazy stream of dirty water in it.
                                                    With great gusto, Glen, the leader of the pack,
133. When monolingual speakers move from formal
     to informal modes of speech within the same hoisted himself over the railings and climbed down
     spoken or gestured idea, they are engaging in :   the huge monsoon drain. In the process, he got
     (1) Code-mixing                                   himself very dirty, but the excitement of truancy
     (2) Code-switching
                                                       was too great to be bothered by some loose buttons
     (3) Dialects
     (4) Sociolinguistics                              and tears in his shirt.
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       In a fraction of seconds, the other boys joined 140. Arrange these sentences as per the sequence
                                                            in which they occur in the passage :
him. Soon, screams and laughter of delight
                                                            A. Glen climbed down the huge monsoon
reverberated into the air but no one else could hear            drain.
them for they had chosen a canal that was far from          B. Soon, his friends joined Glen at the canal.
anyone. Glen spied many tiny fish darting to and fro        C. Glen climbed over the railings with
in the murky water. They had no economical value                excitement.
and were practically worthless but nevertheless, the        D.  The boys caught fish in the dirty water.
thrill of catching them bare-handed was priceless.          (1) C  A  B  D
                                                            (2) D  C  B  A
Glen raced after an extra fat one. He plunged his
                                                            (3) B  A  D  C
hands to grab it only to have it slip between the
                                                            (4) A  C  D  B
cracks of his fingers.
                                           141. Identify the underlined words (parts of speech)
136. How many boys had missed school to go      in the sentence given below :
     fishing to the canal that day ?            Glen spied many tiny fish darting to and fro in
     (1) Four                                   the murky water.
                                                (1) adverb, adjective
     (2) Five
                                                (2) verb, noun
     (3) Three                                  (3) verb, adjective
     (4) Two                                    (4) adverb, noun

137. The word ‘lazy’ in the phrase ‘a small lazy 142. Complete the word analogy :
     stream of dirty water’ means :                   imposing : impressive :: truancy : ?
                                                      (1) foolhardiness
     (1) tired
                                                      (2) absenteeism
     (2) slow                                         (3) lying
     (3) lethargic                                    (4) play-acting
     (4) murky
                                                 Directions : Read the passage given below and
138. Why did the boys’ hearts grow braver by the answer the questions (Q. Nos. 143 to 150) that follow
     minute ?                                    by selecting the correct/most appropriate option.
     (1)   They were excited to have missed school.
                                                        Reach Out! is an organization that runs
     (2)  They knew exactly where they were
                                                  week-long summer camps, designed to give young
          headed.
                                                  people the skills to be the leaders of the future. The
     (3) They knew that their teachers couldn’t camps help to create confident young people who
          find them.                              wish to improve not only themselves, but the world
     (4) They could no longer see the school around them. Varying in age from 12 to 17, young
          building.                               people come to attend the camps in Canada and the
                                                  USA from across the world. They spend their time
139. Where should the boys have been at that time learning leadership skills, considering and
     of the day ?                                 discussing important issues such as pollution and
     (1) At home                                  health, and helping in the local community. They
     (2) At school                                also meet many other people who have the same
     (3) Playing with friends                     interests and beliefs and frequently make
     (4) By the canal                             friendships that will last a lifetime.
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      There is no average day at the camp and 145.          To prepare themselves and get warmed up for
changes are made to the timetable, which is handed          the busy day ahead, the young people :
out daily, to allow room for exciting events as they        (1)   get up as early as 7 a.m.
come up. However, camp members generally get up
                                                            (2)   eat a heavy breakfast.
at 7:00 a.m. and, once they’ve eaten breakfast, start
their day with outdoor games to get them warmed             (3)   partake in some outdoor games.
up for the busy day ahead. There are workshops in           (4)   attend workshops.
the morning on skills such as public speaking, and
then there’s an hour for lunch at noon. For one hour 146.   In the afternoon, which of the following
                                                            activities can camp members not select ?
in the afternoon, camp members have the
opportunity to select from various activities that          (1)   Basketball and songwriting
include dancing, yoga, basketball and song writing.         (2)   Yoga and public speaking
       During the time at camp, there is a day known        (3)   Dancing and yoga
as Action Day. This is when small groups go out             (4)   Basketball and dancing
with   an   adult   group   leader   to   work   with
organisations in the neighbourhood.... Reach Out! 147. The camps are justifiably named ‘Reach Out!’
                                                          because :
This can involve organisations dealing with housing,
                                                          (1) members are encouraged to collaborate
journalism, healthcare or the environment, to name             with neighbourhood organizations.
just a few. Evenings are spent watching                   (2) young people find it exciting to reach the
documentary films or listening to guest speakers.              camping site.
The aim is to encourage the young people to go out        (3) they are action packed throughout the
and make the world a better place.                             day.
                                                          (4) young people work under group leaders.
143. Read the following statements and choose the
      correct option :                               148. All the seven days at the camp are :
      A. Reach Out! camps are week-long summer            (1) planned in a way to collaborate with local
                                                               organizations.
           camps that are organized all across the
                                                          (2) action days.
           world.
                                                          (3) tiring and average.
      B. Young people in the age group of
                                                          (4) not the same routine-wise.
           12 – 17 years attend these camps.
      C. These young people come to learn 149. Identify the underlined words (parts of speech)
           leadership skills.                             in the sentence given below :
      (1) B and C are correct, A is incorrect.            They also meet many other people who have
                                                          the same interests and beliefs.
      (2) A and C are incorrect, B is correct.
                                                          (1) adverb, noun
      (3) A and B are correct, C is incorrect.
                                                          (2) adverb, adjective
      (4) A, B and C are all correct.                     (3) conjunction, verb
144. Why do young people from all over the world          (4) preposition, noun
      come to these camps ?
                                                     150. Complete the word analogy :
      (1) For fun and friendships
                                                          confident : shy :: average : ?
      (2) To improve themselves and the world             (1) similar
           around them                                    (2) below par
      (3) To while away their time                        (3) extraordinary
      (4) To improve their leadership skills only         (4) understated
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       ÎÒàÚA¡t¡ &ìA¡ ‹¹ìo &Òü ëA¡àl¡ìi¡à [ºJà "àìá ¡ú š¹ãÛ¡à=¢ãìÚ ÒüÚ๠[A¡¤à ëJ[ºì³[º ëƒ[Jìº [>¹ãÛ¡A¡A¡ \>ठ"à¹ç¡
       ®¡àÈà ÎÒàÚA¡ š¹ãÛ¡o ¤Òã κàÒü º’¤ ¡ú
 6. &Òü š¹ãÛ¡o ¤Òã¹ ƒåi¡à Jr¡ – W¡tå¡=¢ "à¹ç¡ še¡³ ÒüÚàt¡ 60i¡à W¡³å ‹¹o¹ šøÅ¥ "àìá ¡ú šøìt¡¸A¡ šøÅ¥ìt¡ 1 >´¬¹îA¡ [ƒÚà
       íÒìá :
       Jr¡ IV : ®¡àÈà I ("γãÚà)                                                 (šøÅ¥ 91 ¹ š¹à šøÅ¥ 120 îº)
       Jr¡ V : ®¡àÈà II ("γãÚà)                                                 (šøÅ¥ 121 ¹ š¹à šøÅ¥ 150 îº)
 7. Jr¡ IV t¡ ®¡àÈà I ¹ ¤àì¤ 30i¡à šøÅ¥ [ƒÚà íÒìá "à¹ç¡ Jr¡ V t¡ ®¡àÈà II ¹ ¤àì¤ 30i¡à šøÅ¥ [ƒÚà íÒìá ¡ú &Òü š¹ãÛ¡o
       ¤Òãt¡ šøÅ¥Î³èÒ ëA¡¯º "γãÚà ®¡àÈ๠¤àì¤ìÒ [ƒÚà íÒìá ¡ú ®¡àÈ๠ëÛ¡yt¡ ™[ƒ ®¡àÈà I "=¤à ®¡àÈà II "γãÚàt¡
       ¤à[Òì¹ ">¸ ®¡àÈàt¡ šøÅ¥ [ƒÚà íÒìá ët¡ì>Òìº E ëA¡àl¡¹ ëÎÒü ®¡àÈàìi¡à¹ šøÅ¥ =A¡à š[¹[ÅÊ¡ (®¡àÈà) š¹ãÛ¡o ¤Òã Jå[\
       º’¤à ¡ú ët¡à³à¹ šø-šyt¡ l¡üìÀJ A¡¹à ®¡àÈàìi¡àt¡ìÒ š¹ãۡ๠l¡üv¡¹ [º[J¤ šà[¹¤à ¡ú ®¡àÈ๠š[¹¤v¢¡> ">å³[t¡ì™àK¸
       >ÒÚ ¡ú
 8. š¹ãÛ¡à=¢ãìÚ ®¡àÈà II ¹ (Jr¡ V) šøÅ¥ì¤à¹¹ l¡üv¡¹ ®¡àÈà I (Jr¡ IV) t¡ [>¤¢à[W¡t¡ A¡¹à ®¡àÈ๠ƒì¹ A¡[¹¤ ºà[K¤ ¡ú
 9. šøìÅ¥àv¡¹¹ ¤àìƒ ¤à[Ò¹à A¡à™¢ ëA¡¯º š¹ãÛ¡à ¤Òãt¡ =A¡à [>‹¢à[¹t¡ k¡àÒüt¡ìÒ A¡[¹¤ šà[¹¤ ¡ú
 10. šøÅ¥¹ l¡üv¡¹ì¤à¹ ëA¡¯º OMR l¡üv¡¹ A¡àA¡t¡t¡ìÒ [º[š¤‡ý¡ A¡[¹¤ ºà[K¤ ¡ú ët¡à³à¹ l¡üv¡¹ì¤à¹ Ιì⥠A¡¹òà ¡ú l¡üv¡¹
       κà¤îº ¤Kà "=¤à ">¸ ¹} ¤¸¯Ò๠A¡[¹¤ ë>à¯à[¹¤à ¡ú
šøà=¢ã¹ >à³ (њʡ®¡àì¯) ______________________________________________________________________________
ì¹àº >´¬¹ : Î}J¸àì¹ _________________________________________________________________________________
             : "àJì¹ì¹ ________________________________________________________________________________

š¹ãÛ¡àìA¡@ƒø (њʡ®¡àì¯) _____________________________________________________________________________
šøà=¢ã¹ W¡Òã ________________________________________ [>¹ãÛ¡A¡¹ W¡Òã _____________________________________
Facsimile signature stamp of
Centre Superintendent ____________________________________________________________________________
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ASSAMESE                    (3)         P-II/E




    š¹ãÛ¡à=¢ãìÚ ™[ƒ ®¡àÈà — I ¹

    [¤A¡¿ "γãÚà íºìá, ët¡[t¡ÚàìÒ

    [>³¥[º[Jt¡ ®¡àK¹ šøÅ¥ì¤à¹¹ l¡üv¡¹

    A¡[¹¤ ú
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P-II/E                                              (4)                                            ASSAMESE

                                                  ®¡àK IV
                                                  ®¡àÈà I
                                                  "γãÚà
[>샢Š: šøÅ¥ >} 91¹ š¹à 105îº "ài¡àÒüt¡îA¡ l¡üš™åv¡û¡ 93. &[i¡ [ÅÇ¡ì¯ t¡à¹ ®¡àÈ๠ëÅøoãìA¡àk¡à¹
[¤A¡¿ l¡üv¡¹ìi¡à ¤à[W¡ l¡ü[º*¯òà ú                         "[®¡`¡t¡à¹ [¤ÈìÚ íA¡ìá [ÅÛ¡ìA¡ ëA¡[t¡Úà¤à
91.   &K¹àA¡ã [ÅÛ¡ìA¡ ÈË¡ ëÅøoã¹ áày-áàyãγèÒ                 [ÎÒòt¡A¡ W¡Aå¡ ³å[ƒ ë¤K &i¡à¹ š¹à [A¡¤à ¤Ññ &i¡à
      [º[Jt¡ [Åì¹à>à³ =A¡à W¡º[ZW¡y &J> W¡à¤îº
      [ƒìá ¡ú W¡º[ZW¡yJ>¹ A¡à[Ò>㮡àK ëtò¡*ìºàA¡¹             l¡ü[ºÚà¤îº [ƒìÚ "à¹ç¡ ¤Ññìi¡à Wå¡Òü W¡àÒü ëÎÒüìi¡à¹
      šàk¡¸šå[=t¡ =A¡à šàk¡ &i¡à¹ 뮡[i¡t¡ šøÑñt¡ ¡ú          [¤ÈìÚ ¤o¢>à A¡[¹¤îº [ƒìÚ ¡ú &Òü ëJºìi¡à
      [º[Jt¡ [Åì¹à>àì³ì¹ íÎìt¡ W¡º[ZW¡yJ> W¡à¤îº              ëJ[º [Å[A¡¤îº ®¡àº ¡ú
      [ƒ [ÅÛ¡A¡ K¹àA¡ãìÚ áày-áàyãÎA¡º¹ [A¡                    [ÅÇ¡[i¡¹ ³”z¤¸¹ š¹à t¡à¹ [ÅA¡> "Køà[‹A¡à¹
      l¡ü;Îà[Òt¡ A¡[¹¤îº ëW¡Ê¡à A¡[¹ìá ?
                                                              (preference of learning) [A¡ ëÎÚà [W¡[Òû¡t¡
      (1) Åø¯o         ëA¡ïź, Î[yû¡Ú ƒÅ¢> "à¹ç¡
               áày-áàyãÎA¡ìº [>®¢¡¹ì™àK¸ ®¡àÈà Îà³Køã         A¡¹òà ¡ú
               ¤¸¯Ò๠A¡[¹¤îº "àKøÒã A¡[¹ ët¡àºà              (1) ³Òü W¡ºà-[ó¡¹à A¡[¹ìº ®¡àÈàìi¡à ®¡àºîA¡
      (2) Î[yû¡Ú ƒÅ¢> "à¹ç¡ Åø¯o                                      ³>t¡ ¹à[J¤ šàì¹òà ¡ú
      (3) áày-áàyãÎA¡ºA¡ ët¡ì> ‹¹>¹ W¡º[ZW¡y
                                                              (2) ³Òü Ç¡[>îº šàìº ®¡àÈàìi¡à ®¡àºîA¡ ³>t¡
               "à¹ç¡ ë¤[áîA¡ W¡à¤îº l¡ü;ÎàÒ [ƒÚà
      (4) ì³ï[JA¡ Òü}[Kt¡¹ ‡à¹à Åø¯o ëA¡ïź,
                                                                      ¹à[J¤ šàì¹òà ¡ú
               "[®¡ì>t¡àÎA¡º¹ A¡à™¢¹ źàK ëºà¯à               (3) ³Òü ë™[t¡Úà ">åA¡¹o A¡ì¹òà, ®¡àÈàìi¡à
               "à¹ç¡ γàìºàW¡>à [ºJà                                  ®¡àºîA¡ ³>t¡ ¹à[J¤ šàì¹òà ¡ú
92.   l¡ü[v¡û¡ (A) : îÅů¹ "๴±[> A¡àºìW¡à¯àt¡               (4) ³Òü ë™[t¡Úà ¤Ññ &i¡à ëƒJà šòà*, ®¡àÈàìi¡à
                         [ÅÇ¡ì¯ [¤ìÅȸt¡îA¡ [yû¡Úàšƒ
                         ë¤[áîA¡ ¤¸¯Ò๠A¡ì¹ "à¹ç¡                    ®¡àºîA¡ ³>t¡ ¹à[J¤ šàì¹òà ¡ú
                         ¤¸àA¡¹o¹ [>Ú³ì¤à¹t¡ P¡¹ç¡â« 94.      ‘‘³Òü ë™[t¡Úà [A¡¤à "=¢ ¤å[\ >àšòà*, ët¡[t¡Úà
                         [>[ƒìÚ ¡ú                            ³Òü [A¡t¡àš¹ šàt¡ ºå[i¡Úà*ò ¡ú’’
      ™å[v¡û¡ (R) :      [ÅÇ¡¹ Ŧ®¡àr¡à¹ i¡>[A¡Úàº
                         >ÒÚ ¡ú                               l¡ü‡ýõ¡t¡ ¡l¡üƒàÒ¹o¹ l¡ü[v¡û¡ìi¡à šnò¡à "à¹ç¡
      *š¹t¡ [ƒÚà l¡ü[v¡û¡ "à¹ç¡ ™å[v¡û¡¹ "à‹à¹t¡              [ÅÛ¡à=¢ãìÚ [A¡ A¡ì¹ "à¹ç¡ [A¡ ëA¡ïź "¯º´¬>
      "ài¡àÒüt¡îA¡ l¡üš™åv¡û¡ l¡üv¡¹ìi¡à ¤à[W¡ l¡ü[º*¯òà ¡ú   A¡ì¹ t¡àì¹ íÎìt¡ [³º =A¡à ëA¡ïźìi¡à ¤à[á
      (1) (A) Ç¡‡ý¡, (R) "Ç¡‡ý¡ ¡ú                            l¡ü[º*¯òà ¡ú
      (2) (A) "à¹ç¡ (R) l¡ü®¡ìÚ Ç¡‡ý¡, [A¡”ñ (R),             (1) šøÎ}K-Îà³Køã¹ ¤¸¯Ò๠A¡¹à
               (A)-¹ Ç¡‡ý¡ ¤¸àJ¸à >ÒÚ ¡ú
                                                              (2) ">åÅãº> A¡¹à¹ Îåì™àK KøÒo A¡¹à
      (3) (A) "Ç¡‡ý¡, (R) Ç¡‡ý¡ ¡ú
                                                              (3) [‡‹àKøÑz ³à>[ÎA¡ "¯Ñ‚à
      (4) (A) "à¹ç¡ (R) l¡ü®¡ìÚ Ç¡‡ý¡ "à¹ç¡ (R) íÒìá
               (A)-¹ Ç¡‡ý¡ ¤¸àJ¸à ¡ú                          (4) Ŧ[¤>¸àÎt¡ P¡¹ç¡â« [ƒÚà
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P-II/E                                             (6)                                        ASSAMESE

102.   [ÅÛ¡à=¢ãìÚ ¤o¢>๠ƒÛ¡t¡à ¤å[\ šàÒüìá ë> >àÒü 105. [ÅÛ¡à=¢ãìÚ ¤¸¯Ò๠A¡¹à ®¡àÈà Îà³KøãγèÒ¹
       \à[>¤¹ A¡à¹ìo [ÅÛ¡ìA¡ ëtò¡*ìºàA¡A¡ [A¡             ¤¸¯Òà¹ š™¸¢ì¤Û¡o A¡[¹¤îº t¡ºt¡ l¡üìÀJ A¡¹à
       A¡[¹¤îº [ƒÚà l¡ü[W¡t¡ ?                            W¡t¢¡Î³èÒ¹ ëA¡à>ìi¡à "ài¡àÒüt¡îA¡ P¡¹â«šèo¢ t¡=à
       (1) [ÅÛ¡à=¢ãÎA¡º        "[®¡®è¡t¡ ëÒà¯à ¤à         l¡üšì™àKã ?
             "àÆW¡™¢W¡[A¡t¡ ëÒà¯à "[®¡`¡t¡à &i¡à¹         (1) Îà³KøãγèÒ¹ šøÑñt¡A¡¹o, l¡üšÑ‚àš> "à¹ç¡
             [¤ÈìÚ A¡’¤îº [ƒÚà                                     ">åÅãº>
                                                          (2) ¤¸¯Òà¹ì™àK¸t¡à, šå>¹à¤õ[v¡ "à¹ç¡ ¤à[Oµt¡à
       (2) šàk¡ìi¡àt¡ =A¡à [yû¡Úà "à¹ç¡ [¤ìÅÈo
             šƒÎ³èÒ Qè¹oãÚàîA¡ [W¡[Òû¡t¡ A¡¹à                      ¤à ¤v¡ûõ¡t¡à¹ ó¡º
                                                          (3) 𙏢ì¤Û¡o,           ó¡ãl¡ì¤A¡ "à¹ç¡ [º[Jt¡
       (3) Ŧ ¤o¢>¹ ®å¡ºì¤à¹ Ç¡‹¹à¤îº [ƒÚà
                                                                   šø[t¡ì¤ƒ>
       (4) Îà‹å      &i¡à š[Øn¡¤îº [ƒÚà "à¹ç¡             (4) š¹ãÛ¡o t¡à[ºA¡à, ">å³à> ¤à ‹à¹oà "à¹ç¡
             ë¤à‹Û¡³t¡à[®¡[v¡A¡ šøÅ¥¹ l¡üv¡¹ [ƒ¤îº                 [ÅA¡> ó¡ºàó¡º
             [ƒÚà                                   [>샢Š: l¡ü‡ýõ¡t¡ A¡[¤t¡àìi¡à¹ "à‹à¹t¡ t¡à¹ t¡ºt¡ [ƒÚà
                                                      šøÅ¥Î³èÒ¹ (šøÅ¥ >} 106¹ š¹à 111íº) "ài¡àÒüt¡îA¡
103. Μ¡³ ³à>¹ &K¹àA¡ã [ÅÛ¡ìA¡ šàk¡¸šå[=¹ l¡üš™åv¡û¡ [¤A¡¿ìi¡à ¤à[á l¡ü[º*¯òà ¡ú
     š[¹¯ìt¢¡ * ">¸à>¸ [A¡t¡àš šØn¡àt¡ P¡¹ç¡â«
                                                 ëA¡à> Źt¡¹ Îå‹àA¡¹ "à[Ò
     [ƒìá ¡ú &ÒüìÛ¡yt¡ [ÅÛ¡A¡K¹àA¡ãìÚ ëA¡ì> ‹¹o¹
     šk¡>A¡ l¡ü;Îà[Òt¡ A¡[¹ìá ?                  ë\à>àºã ™à[³>ã ëÎàoàºã A¡[¹
     (1) šå}Jà>šå}J (Intensive) šk¡>             "àA塺 šøào¹ ëW¡t¡>à Ò[¹ìº
     (2) ®¡àK-¤ìi¡à¯à¹à ¤à "[³º-[³º šk¡>         ë³àÒ> ¤òàÒã¹ ³õƒåº Îåì¹
     (3) ¤¸àšA¡ ¤à [¤Ñzõt¡ (Extensive) šk¡>      ëA¡à> "t¡ãt¡¹ ¤àt¡[¹ [ƒìº ?
     (4) [>샢[Åt¡ šk¡>                          [>[áKà ¤ão๠[á[K K’º tò¡à¹
                                                 Îå¹¹ Aò¡š[> Ò’º "à[\ Îà¹
104. &K¹àA¡ã "‹¸Û¡Òü ®¡àÈ๠[ÅÛ¡A¡A¡ >tå¡>
     ëÅøoãì¤à¹ "๴± ëÒà¯à¹ "àìK "àìK šàk¡¸šå[=  [A¡ì>à [¤¹Òt¡ W¡à[i¡-óå¡[i¡ íA¡
     "à¹ç¡ ">¸à>¸ γº ¤àá[> A¡[¹¤îº [ƒìá ¡ú      ƒåKàìº ƒåW¡Aå¡ W¡Aå¡ìºà ¤Òü
     [ÅÛ¡A¡\>¹ W¡Ú>-šø[yû¡Úàt¡ t¡ºt¡ [ƒÚà        [A¡Ò¹ 뤃>à ¤åAå¡t¡ Îà³[¹
     ëA¡à>ìi¡à šøàÎ}[KA¡ >ÒÚ ?
                                                 ³¹³ [¤W¡à[¹ [¤ºàìºòà ¤àt¡[¹
     (1) γº "à¹ç¡ šå[=γèÒ¹ "[®¡ì™à\>t¡à
           (adaptability)
                                                 ëÎï "àA¡àÅ A¡ºãÚà ë³Qt¡
     (2) [ÅÇ¡¹ [ÅA¡>-šøìÚà\> "à¹ç¡ [ÎÒòìt¡ \>à
                                                 K¹[\ l¡ü[k¡º ¤[ºÚà ¤b
           ®¡àÈà`¡à>                             ëA¡à³º t¡à>¹ γº Ò[¹ìº
     (3) [ÅÛ¡à=¢ã¹ Ñz¹                           W¡A¡à-³A¡à ÒàÚ [¤\åºã ºt¡àÒü
     (4) ‹à¹o๠\[i¡ºt¡à "à¹ç¡ Îà³Køã¹ K®¡ã¹t¡à  ëA¡à> "t¡ãt¡¹ ¤àt¡[¹ [ƒìº ?
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ASSAMESE                                         (7)                                             P-II/E

106.   ‘‘A¡[¤t¡àìi¡àt¡ ΃õÅ ¤o¢ ¤àA¡¸¹ ëÅÈt¡, "à¹ç¡ 111. ‘³õƒåº Îå¹’-¹ "=¢ íÒìá —
       ëA¡àì>à ëA¡àì>à ëÛ¡yt¡ ³à\ìt¡à šå>¹à¤õv¡ íÒ        (1) ¤ö\t¡à>
       A¡à¤¸Å¹ã¹ ¤¸g>à³Ú A¡[¹ tå¡[ºìá ¡ú’’
                                                          (2) ìA¡à³º Îå¹
       — Òü ëA¡à>[¤‹ "º}A¡à¹¹ l¡üƒàÒ¹o ?
                                                          (3) ¤ão๠Îå¹
       (1) l¡üš³à
                                                          (4) ³¹³ [¤W¡¹à Îå¹
       (2) ¹ê¡šA¡

       (3) ">åšøàÎ                                  [>샢Š: l¡ü‡ýõ¡t¡ Kƒ¸à}Å š[Øn¡ t¡à¹ t¡ºt¡ [ƒÚà
       (4) l¡ü;ìšøÛ¡à
                                                    šøÅ¥Î³èÒ¹ (šøÅ¥ >} 112¹ š¹à 120îº) "ài¡àÒüt¡îA¡
                                                    l¡üš™åv¡û¡ [¤A¡¿ìi¡à [>¤¢àW¡> A¡¹òà ¡ú
107. A¡[¤t¡àìi¡àt¡ ¤¸¯Òê¡t¡ ‘Îå‹àA¡¹’ Ŧ¹ "=¢
     íÒìá —                                                "t¡ãt¡ ®¡à¹t¡¤È¢t¡ áàÚà šåt¡ºà "à¹ç¡ ¹áã
     (1) ¤òàÒã                                     šåt¡ºà¹ šøW¡º> "à[Ạ‘¹à¯o áàÚà’ Ò’º l¡ü[¹È¸àt¡
     (2) A¡[¤
                                                   "[t¡ šøàW¡ã> A¡àºì¹š¹à \>Îà‹à¹o¹ ³ì>à¹g>¹
     (3) ì\à>
                                                   l¡ü섟 šøƒ[Å¢t¡ áàÚà šåt¡ºà >àW¡¹ ">åË¡à> ¡ú
     (4) "³õt¡
                                                   l¡ü[¹È¸àt¡ ‘¹à¯o áàÚà’ >ài¡A¡A¡ áàÚà¤à\ã ¤à áàÚà>ài¡
108. "àA塺 šøào¹ ëW¡t¡>à ëA¡àì> Ò[¹[Ạ?          ¤å[º* \>à ™àÚ ¡ú ®¡K¯à> ¹à³ #Ŭ¹¹ "¯t¡à¹,
     (1) ì³àÒ> ¤}Åã¹ Îåì¹                          ëÎìÚìÒ ¹à³¹ áàÚà ¡ƒõŸ³à> >ÒÚ ¡ú "à>Òàìt¡
     (2) ì³àÒ> ¤ão๠Îåì¹
                                                   ¹à¯oìA¡ ‹[¹ "à> ÎA¡ìºà W¡[¹y¹ áàÚà ƒõŸ³à> ¡ú
     (3) ¤[ºÚà ¤ö\Òü
                                                   ¹à¯o [™ìÒtå ³åJ¸ W¡[¹y, ëÎìÚìÒ áàÚà >ài¡A¡A¡ ‘¹à¯o
     (4) Źt¡¹ "àA¡àŹ W¡@ƒøÒü
                                                   áàÚà’ >àì³ì¹ >à³A¡¹o A¡¹à íÒ[Ạ¡ú Kò௹ [>¹Û¡¹
109. ‘ë³àÒ> ¤òàÒã¹ ³õƒåº Îåì¹’ A¡¹à A¡à™¢ìi¡à [A¡ ëºàìA¡ ¤Kà A¡àìšà¹t¡ áàÚàÒü Îõ[Ê¡ A¡¹à A¡ºàA¡ ™àƒå
     "à[Ạ?                                       ¤å[º ®¡à[¤[Ạ¡ú ëÎìÚìÒ šåt¡ºà >àW¡ ëƒJål¡ü¯à
     (1) ëA¡à³º t¡à>¹ γº Ò¹o A¡¹à
                                                   [Å¿ãÎA¡ºA¡ P¡oã ¤à ™àƒåA¡¹ ¤å[º[Ạ¡ú ¤È¢à ˜¡t塹
     (2) ¹ê¡ìšà¯àºã Åใã [>Åàìi¡à ëÎàì>à¯àºã A¡[¹
                                                   ¤à[Òì¹ l¡ü[¹È¸à¹ 뮡ïìKà[ºA¡ &ìºA¡àt¡ šøàÚ ÎA¡ìºà
           ët¡àºà
                                                   γÚìt¡ ‘¹à¯o áàÚà’ šøƒ[Å¢t¡ íÒ[Ạ¡ú ‘¹à¯o áàÚà’
     (3) ìA¡àì>à¤à "t¡ãt¡¹ ¤t¡¹à [ƒÚà
                                                   ¤á¹ìi¡àt¡ &¤à¹ šøƒÅ¢> >Ò’ìº "e¡ºìi¡àt¡
     (4) ƒåKàìº ƒå‹à[¹ W¡Aå¡ìºà ë¤à¯àÒü [ƒÚà
                                                   ³à[¹-³¹A¡, "àA¡àº, ¤à>šà>ã "à[ƒ šøàAõ¡[t¡A¡ ƒå왢àK
110. ³¹³ [¤W¡à[¹ ëA¡àì> ¤àt¡[¹ [¤ºàÒü[Ạ?
                                                   ÒÚ ¤å[º Kòà*¤àÎãìÚ [¤Å¬àÎ A¡[¹[Ạ¡ú ëÎìÚìÒ
     (1) [>[áKà ¤ão๠[á[K ë™à¯à tò¡àì¹
                                                   ¤á¹ìi¡àt¡ l¡ü;šàƒ> ëÒà¯à Åθ "=¤à l¡üšà[\¢t¡ "=¢¹
     (2) Źt¡¹ Îå‹àA¡ì¹
                                                   [A¡áå "}Å ‘¹à¯o áàÚà’ l¡üšì®¡àK A¡[¹¤îº
     (3) W¡A¡à-³A¡à [¤\åºã ºt¡àÒü
     (4) A¡[¤ìÚ [>ì\
                                                   "àáåt¡ãÚàîA¡ ¹à[J[Ạ¡ú
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P-II/E                                          (8)                                       ASSAMESE

       ®¡à¹t¡¤È¢¹ áàÚà šåt¡ºàì¤à¹ šø‹à>t¡– áàKºã šø[t¡ó¡[ºt¡ ÒÚ ¡ú >àÒü¤à &ì>ƒì¹* ®¡à[¤¤ š¹à ™àÚ
"à¹ç¡ Ò[¹o๠áàìºì¹ ít¡Ú๠A¡¹à íÒ[Ạ¡ú ‘¹à¯o ë™ ¹R¡¹ ¤¸¯Ò๠ëÒà¯à¹ "àK칚¹à ¹à¯o áàÚà >ài¡¹
áàÚà’¹ šåt¡ºàì¤à¹ ít¡Ú๠A¡¹à íÒ[ẠÒ[¹o๠šøW¡º> íÒ "à[Òìá ¡ú ‘¹à¯o áàÚà’ >ài¡¹ áòà
áàìºì¹ ¡ú šàáîº Ò[¹o๠áູ "®¡à¯t¡ Îà‹à¹o šåt¡ºàì¤à¹¹ "}K-šøt¡¸}Kì¤à¹ ël¡àJ¹ ël¡àJ¹îA¡
W¡[¹yì¤à¹ áàKºã¹ áàìºì¹ ít¡Ú๠A¡¹à íÒ[Ạ™[ƒ* A¡à[i¡ l¡ü[º*¯à >ÒÚ ¡ú &ìl¡àJ¹ áàºìt¡Òü &i¡à δšèo¢
'Ŭ[¹A¡ W¡[¹yì¤à¹ Ò[¹o๠áູ ¤à[Òì¹ "à> \”ñ¹ W¡[¹y A¡à[i¡ l¡ü[ºÚठºàìK ¡ú šåt¡ºàì¤à¹t¡ [™ìÒtå¡
áàìºì¹ ít¡Ú๠>A¡[¹[Ạ¡ú šåt¡ºàì¤à¹¹ l¡üZW¡t¡à áÚ ë\à¹à >à=àìA¡ ëÎìÚìÒ ‘¹à¯o áàÚà’¹ šåt¡ºà Îe¡àº>
Òü[e¡¹š¹à *k¡¹ Òü[e¡ 𙢔z ¡ú &i¡à [¤ìÅÈ šø[yû¡Ú๠A¡¹à [Å¿ã\> "[t¡ [>šåo ëÒà¯à "à¯Å¸A¡ ¡ú¡
³àì\[ƒ Ò[¹oà ¤à áàKºã¹ áàºJ> ѬZá A¡¹à ÒÚ ¡ú
                                                      112. ¤Kà A¡àìšà¹t¡ áòà 뚺àÒü \㯔z ë™> ºKà
       áàÚà šåt¡ºà ít¡Ú๠A¡[¹¤îº šø=ì³ Ò[¹oà ¤à           ëºàA¡ š[¹ì¯Å¸ A¡ºà š[¹ì¯Å> A¡[¹¤ š¹à
áàKºã¹ áàºJ> K¹³ šà>ãt¡ [A¡áåÎ³Ú [t¡ÚàÒü ë=à¯à             ëºàA¡ÎA¡ºA¡ *[Øl¡"à (l¡ü[Øl¡Úà) Kd¡à ëºàìA¡
ÒÚ ¡ú ÒüÚ๠šàát¡ áàºJ> šà>㹚¹à tå¡[º [®¡t¡¹¹             [A¡ ¤å[º íA¡[Ạ?
ó¡àºìi¡à ëW¡àA¡à áå¹ãì¹ ®¡àºîA¡ š[¹ÑHþ๠A¡[¹ ëºà¯à        (1) šà[º

ÒÚ ¡ú áàºJ>¹ [®¡t¡¹¹ ó¡àºìi¡à š[¹ÍHþ๠ëÒà¯à¹              (2) ®¡à¯¹ãÚà
šàát¡ áàºJ> ºå[i¡ÚàÒü íº ë>à³ =A¡à ó¡àºìi¡à¹               (3) ¹à¯o áàÚà
ë>à³ì¤à¹ ëW¡àA¡à áå¹ãì¹ "òàt¡ì¹à¯à ÒÚ "à¹ç¡ áàºJ>          (4) P¡oã
W¡à[¹*[šì> W¡à[¹\> ëºàA¡¹‡à¹à γà>®¡àì¯ i¡à[> ‹[¹
&i¡à š[¹ÍHþ๠³¹àšài¡¹ ¤Ñz๠*š¹t¡ ë=à¯à ÒÚ ¡ú 113. l¡ü‡ýõ¡t¡ Kƒ¸à}Ź "à‹à¹t¡ Ç¡‡ý¡ l¡ü[v¡û¡ìi¡à ¤à[á
áàºJ> ëAò¡àW¡ JàÒü >à™à¤îº W¡à[¹*ó¡àìº W¡à[¹i¡à ¤òàÒ¹      l¡ü[º*¯òà ¡ú
Åºà ¤à K\ຠ³à[¹ ¹à[t¡ìi¡à í= [ƒÚà ÒÚ ¡ú šàá[ƒ>à         (1)   ‘¹à¯o áàÚà’¹ šåt¡ºàì¤à¹            ¤Kà
[A¡áå šøJ¹ Î虢¹ ëšàÒ¹t¡ áàºJ> Ç¡A¡à¤îº [ƒÚ๠                 A¡àìšàì¹ì¹ Î\à ÒÚ ú
ºKìt¡ Î虢¹ ëšàÒ¹ ™àìt¡ šøt¡¸Û¡®¡àì¯ >šì¹ ¤à             (2)   ‘¹à¯o áàÚà’¹ šåt¡ºàì¤à¹ šè줢 ëA¡¯º
                                                               áàKºã¹ áàìºì¹ ít¡Ú๠A¡¹à íÒ[Ạ¡ú
ë¤[áîA¡ >šì¹ t¡à¹ ¤àì¤ &J> ¤Kà A¡àìšà¹ áàºJ>¹
*š¹t¡ n¡à[A¡ [ƒÚà ÒÚ ¡ú &[ƒ> ®¡àºîA¡ Î虢¹ ëšàÒ¹         (3)   ‘¹à¯o áàÚà’¹ šåt¡ºàì¤à¹t¡ ëA¡àì>à
                                                               ë\à¹à >à=àìA¡ ¡ú
š¹à¹ šàát¡ áàºJ> [A¡áå ѬZá íÒ šì¹ ¡ú ¹à¯o áàÚà
                                                         (4)   ‘¹à¯o          áàÚà’¹      šåt¡ºàì¤à¹¹
>ài¡A¡¹ ¤àì¤ áàºJ> δšèo¢îA¡ ѬZá Ò’¤îº [ƒÚà
                                                               "}K-šøt¡¸}Kì¤à¹       ël¡àJ¹-ël¡àJ¹îA¡
>ÒÚ, ™àìt¡ áູ šøàAõ¡[t¡A¡ ¹}ìi¡à ¤Kà A¡àìšà¹t¡               A¡à[i¡ l¡ü[º*¯à ÒÚ ¡ú
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ASSAMESE                                            (9)                                             P-II/E

114.   ‘'Ŭ[¹A¡’ Ŧìi¡à¹ Î[Þê¡ ®¡à[R¡ ëƒJå*¯òà ¡ú      118.   ‘¹à¯o áàÚà’ >ài¡A¡¹ íƒ[¯A¡ W¡[¹yì¤à¹¹ A¡à¹ìo
       (1) 'Ŭ¹ + ÒüAô¡                                       šåt¡ºà ít¡Ú๠A¡[¹¤îº ëA¡ì>J>¹ ¤à [A¡
       (2) #Ŭ¹ + ÒüAô¡                                       l¡üšàƒà> ¤¸¯Ò๠A¡¹à ÒÚ ?
       (3) ' + Ŭ + ¹ + Òü + A¡
                                                              (1)   áàKºã¹ áàº
       (4) ' + Ŭ[¹Aô¡
                                                              (2)   ¹áã "à¹ç¡ A¡àìšà¹
115.   ‘¹à¯o áàÚà’ >ài¡A¡¹ A¡à¹ìo Îà[\ l¡ü[º*¯à
       šåt¡ºàì¤à¹ [A¡³à> *J ÒÚ ?                         (3) Ò[¹o๠áàº

       (1) áÚ¹ š¹à *k¡¹ óå¡i¡ 𙢔z                      (4) ¤Kà A¡àìšà¹

       (2) ìšàÞ꡹         ìá[@i¡[³i¡à¹¹        š¹à
             Îàt¡[yÅ-"àk¡[yÅ ëá[@i¡[³i¡à¹ 𙢔z     119. ‘‘...áàºJ> šà>ã¹ š¹à tå¡[º [®¡t¡¹¹ ó¡àºìi¡à
       (3) šøàÚ W¡à[¹óå¡i¡                               ëW¡àA¡à áå¹ãì¹ ®¡àºîA¡ š[¹ÍHþ๠A¡[¹ ëºà¯à
       (4) Îàt¡-"àk¡ Òü[e¡³à>                            ÒÚ ¡ú’’
116.   šåt¡ºà Îà[\¤¹ A¡à¹ìo A¡à¹ìo šøÑñt¡ A¡¹à         l¡ü‡ýõ¡t¡ ¤àA¡¸ìi¡àt¡ ¤¸¯Òê¡t¡ [¤®¡[v¡û¡¹ Î}J¸à
       \”ñ¹ áàºJà> [A¡Ú δšèo¢ ѬZá Ò’¤îº [ƒÚà         Ò’º —
       >ÒÚ ?
                                                       (1) [t¡[>i¡à
       (1) \”ñ¹ áູ Ѭ®¡à[¯A¡ ¤¹>ìi¡à ¤Kà
             A¡àìšà¹t¡ áòà íÒ š[¹¤¹ ¤àì¤               (2) Îàt¡i¡à

       (2) ‹³¢ãÚ A¡à¹ot¡
                                                       (3) ³ày &i¡à
       (3) šåt¡ºàì¤à¹ ë¤[á [ƒ> [i¡[A¡ =à[A¡¤¹
             A¡à¹ìo                                    (4) ìt¡¹i¡à

       (4) \”ñ¹ áຠδšèo¢ ѬZá A¡¹àìi¡à δ±¯ >ÒÚ
             A¡à¹ìo                               120. ìA¡à> γÚt¡ *[Øl¡Åà (l¡ü[¹È¸à)t¡ ‘¹à¯o áàÚà’

117.   áàÚà šåt¡ºà ít¡Ú๠A¡[¹¤îº ¤å[º ëW¡ºàÒü ëºà¯à          >ài¡ šøƒÅ¢> A¡¹à >ÒÚ ?
       ³õt¡ \”ñ¹ áàºJ> šøÑñt¡ A¡ì¹àìt¡ [A¡³à> γڹ
                                                              (1)   ¤á¹¹ ÎA¡ìºà γÚìt¡ ‘¹à¯o áàÚà’¹
       šøìÚà\> ÒÚ ?
                                                                    šøƒÅ¢> ÒÚ
       (1) \”ñìi¡à¹ áàºJ> ëW¡ºà¤îº šøìÚà\>
             ëÒà¯à Î³Ú                                        (2)   ¤à[¹Èà A¡àºt¡
       (2) šøàÚ áÚ-Îàt¡ Q@i¡à
                                                              (3)   ¹à³ >¯³ã¹ [ƒ>à
       (3) δšèo¢ &i¡à 줺à
                                                              (4)   [¤\Úà ƒÅ³ã¹ [ƒ>à
       (4) A¡ì³* ƒåÒü-[t¡[>[ƒ>
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P-II/E                       ( 10 )          ASSAMESE




         š¹ãÛ¡à=¢ãìÚ ™[ƒ ®¡àÈà — II ¹

         [¤A¡¿ "γãÚà íºìá, ët¡[t¡ÚàìÒ

         [>³¥[º[Jt¡ ®¡àK¹ šøÅ¥ì¤à¹¹ l¡üv¡¹

         A¡[¹¤ ú
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ASSAMESE                                            ( 11 )                                              P-II/E

                                                   ®¡àK V
                                                   ®¡àÈà II
                                                   "γãÚà
[>샢Š: šøÅ¥ >} 121¹ š¹à 135îº "ài¡àÒüt¡îA¡ 124. ìW¡t¡>¹ šø=³ ®¡àÈà 뮡à\šå¹ã ¡ú [A¡”ñ
l¡üš™åv¡û¡ [¤A¡¿ l¡üv¡¹ìi¡à ¤à[W¡ l¡ü[º*¯òà ú     t¡à[³º>àlå¡îº "Òàì¹ š¹à [Π뮡à\šå¹ã¹
121.   ®¡àÈ๠[ÅÛ¡o-[ÅA¡>t¡ t¡ºt¡ [ƒÚà ëA¡à>ìi¡à              š[¹¯ìt¢¡ Òü}¹à\ã A¡’¤ºKà ÒÚ ¡ú &ì>
       ëÅøoãìA¡àk¡à¹ γº >ÒÚ ?                                š[¹[Ñ‚[t¡t¡, >tå¡> [‡t¡ãÚ ®¡àÈàìi¡àì¯ [>\¹
       (1) ìÅøoãìA¡àk¡à¹ šå[=®ò¡¹àº                           ®¡àÈàìi¡à¹ Ñ‚à> ëºà¯àîº íÒìá —
       (2) šk¡> l¡üšì™àKã Ñ‚à>                                (1)   ®¡àÈà [³Åøo (Code-mixing)
       (3) ìÅøoãìA¡àk¡à¹ A¡à™¢-š™¢àÚ ¤à ѬãAõ¡t¡ "àW¡¹o       (2)   [¤ìÚàK³åJã (subtractive) [‡®¡à[ÈA¡t¡à
       (4) Ŧ 냯ຠ                                          (3)   ®¡àÈà Îe¡¹o (Code-switching)
122.   l¡ü[v¡û¡ (A) :  KàÒüP¡i¡ãÚà [ÅA¡>¹ š[¹A¡¿>à              (4) [‡®¡à[ÈA¡t¡à
                       ®¡àÈ๠[ÅÛ¡ìA¡Òü A¡¹à l¡ü[W¡t¡ ¡ú
     ™å[v¡û¡ (R) :     >tå¡> ®¡àÈà &i¡à [ÅA¡à¹ ëÛ¡yt¡ 125. t¡ºt¡ [ƒÚà ëA¡à>ìi¡àì¹ šå¤¢-šk¡> A¡à™¢A¡ γ=¢>
                       [ÅA¡à¹ç¡¹ ³à\t¡ [¤[¤‹t¡à ¤à              A¡ì¹ ?
                       í¤[W¡y =àìA¡ ¡ú                          (1) [ÅA¡à¹ç¡A¡ šàk¡ìi¡à¹ Îà¹à}Å šøÑñt¡ A¡[¹¤îº
     *š¹t¡ [ƒÚà l¡ü[v¡û¡ "à¹ç¡ ™å[v¡û¡¹ "à‹à¹t¡                       [ƒÚà
     "ài¡àÒüt¡îA¡ l¡üš™åv¡û¡ l¡üv¡¹ìi¡à ¤à[W¡ l¡ü[º*¯òà ¡ú
                                                                (2) ">å³à> ¤à ">å‹à¯> A¡à™¢¹ ¤¸¯Òà¹
     (1) (A) Ç¡‡ý¡, (R) "Ç¡‡ý¡ ú
                                                                (3) ¤¸àA¡¹o¹ Kk¡> [ÅìA¡à¯à
     (2) (A) "à¹ç¡ (R) l¡ü®¡ìÚ Ç¡‡ý¡, [A¡”ñ (R),
              (A)-¹ Ç¡‡ý¡ ¤¸àJ¸à >ÒÚ ú                          (4) ®¡àÈà”z¹ ¤à Ŧà”z¹ šøA¡àÅ A¡à™¢¹ ¤¸¯Òà¹

     (3) (A) "Ç¡‡ý¡, (R) Ç¡‡ý¡ ú
                                                           126. t¡ºt¡     [ƒÚà ëA¡à>ìi¡à l¡üšW¡à¹àuA¡ ¤à
     (4) (A) "à¹ç¡ (R) l¡ü®¡ìÚ Ç¡‡ý¡, "à¹ç¡ (R)
                                                                [>ƒà>³èºA¡ [ÅÛ¡o¹ ëÛ¡yt¡ Ç¡‡ý¡ ?
              íÒìá (A)-¹ Ç¡‡ý¡ ¤¸àJ¸à ú
                                                                (1) šøƒÅ¢> ¤à ó¡ºàó¡º l¡üÄãt¡ A¡[¹¤îº ÎÒàÚ
123. t¡ºt¡ [ƒÚà ëA¡à>ìi¡à š‡ý¡[t¡¹ [ÅÛ¡ot¡ [ÅA¡à¹ç¡¹
                                                                      A¡¹à
     šø=³ ®¡àÈàÒü ³åJ¸ ®è¡[³A¡à šàº> A¡ì¹ ?
                                                                (2) [šáš¹à [ÅÛ¡à=¢ã¹ šø[t¡ ">åA¡´šà ¹Jà
     (1) ì™àKàì™àK³èºA¡ ®¡àÈà [ÅÛ¡o š‡ý¡[t¡
                                                                (3) ó¡ºàó¡º ®¡àº Ò’¤îº "[t¡[¹v¡û¡ >´¬¹
     (2) ¤¸àA¡¹o-">å¤àƒ š‡ý¡[t¡
                                                                      [ƒÚà
     (3) A¡à™¢[®¡[v¡A¡ [ÅA¡o
                                                                (4) [¤ìÅÈ [ÅÇ¡A¡ [¤ìÅÈ P¡¹ç¡â« [ƒÚà
     (4) šøt¡¸Û¡ š‡ý¡[t¡
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ASSAMESE                                           ( 13 )                                             P-II/E

134.  ®¡àÈ๠¤¸¯Ò๹ t¡ºt¡ [ƒÚà ëA¡à>ìi¡à ¹ê¡š¹ Å[v¡û¡ "šW¡Ú A¡¹àìi¡à l¡ü[W¡t¡ A¡=à Ò’¤ \àì>à ? ÒüÚà¹
      [®¡[v¡¹ [ÅÇ¡¹ ">à>åË¡à[>A¡ ®¡à¤ [¤[>³Ú, ¤Þêå¡â« Îറस l¡üv¡¹ìi¡à¹ [¤Èƒ "àìºàW¡>à ëÅøoãìA¡àk¡àt¡
      "à¹ç¡ γà\¹ "à> ÎA¡º¹ íÎìt¡ δšA¢¡ "à[ƒ A¡¹àìi¡à "àì³àƒ\>A¡ Ò’¤ ¡ú
      KØn¡ ºÚ ?
      (1) Î}Kt¡A¡¹o (Accommodation)
                                                             l¡üv¡û¡ ëA¡ïtå¡Òºšèo¢ šøÅ¥¹ l¡üv¡¹ [™ìÚÒü >Ò’*A¡
      (2) γ㮡¯> (Assimilation)
                                                      [A¡”ñ ¤}Ťõ[‡ý¡ ìÒà¯à¹ ¤àì¤ìÒ \ã¯Î³èÒ ëƒ[J¤îº
      (3) ®¡àÈà Îà³à\ãA¡¹o                            ëšà¯à ™àÚ ¡ú ™[ƒ ëA¡àì>à k¡àÒüt¡ &i¡ ³ày \㯠¤}Å
      (4) Î}ÑHõþ[t¡A¡¹o                               ¤õ[‡ý¡ >A¡¹àîA¡ =àìA¡, ët¡[t¡Úà šøAõ¡t¡ìt¡ ®¡[¤È¸ìt¡
135. Ŧ®¡àr¡à¹         ¤¸¯Ò๹ ëÛ¡yt¡, ¤¸àA¡¹ìo ÒüÚठ"[Ñzâ« >à=à[A¡¤ ¡ú š[¹ì¤Åt¡ &ìA¡ šø\à[t¡¹
      [ÅÛ¡à=¢ãA¡ [A¡ A¡[¹¤îº š= ëƒJå¯àÚ ?             ¤×t¡ \㯠¤à ¤¸[v¡û¡ ëƒ[J¤îº ëšà¯à ™àÚ ¡ú ƒåi¡à
      (1) "à[®¡‹à[>A¡ [¤ÈÚì¤à¹ "=¢¤Ò "à¹ç¡ ë¤ìºK \㯠&ìA¡i¡à šø\à[t¡ì¹ "”z®¢è¡v¡û¡ ¤å[º
             ë™àKàì™àKàuA¡ šøA¡àÅ®¡}Kãì¹ ™åv¡û¡ A¡[¹¤ ëA¡ì>îA¡ \à[>³ ? Îà‹à¹oìt¡, "à[³ ìƒìJà ë™
             š¹à A¡ì¹
                                                      [ÎÒòt¡¹ š¹Ñš¹> ³à\t¡ ÎàƒõŸ =àìA¡ ¡ú K[t¡ìA¡
      (2) Åø¯o t¡=à šøì¤Å ¤à Òü>ôšåi¡A¡ ë³ï[JA¡
             "àl¡üiô¡ šåi¡îº šå>¹ ëA¡à¯à              ¤}Ťõ[‡ý¡ A¡¹à \ã¯Î³èìÒ ëƒJàt¡ &ìA¡‹¹o¹ [A¡áå
      (3) *š¹¹ ëÅøoãt¡ "à>åË¡à[>A¡ ëºJ๠JW¡¹à >tå¡> \ã¯> Îõ[Ê¡ A¡ì¹ ¡ú šø\>>¹ γÚt¡ [>[ƒ¢Ê¡
             šøÑñt¡ A¡[¹¤ š¹à A¡[¹ ët¡àìº             DNA šø[t¡[º[š &i¡à P¡¹ç¡â«šèo¢ [¤ÈÚ [™ \ã¯> ëƒÒ¹
      (4) "à>åË¡à[>A¡ š[¹ì¯Åt¡ "[t¡ Ç¡‡ý¡t¡à "¤Ú¤ Kk¡> &ì>ƒì¹ A¡ì¹ ë™ [>[ƒ¢Ê¡ ¤àÎÑ‚à>
             "àu[¤Å¬àìÎì¹ A¡=à A¡’¤ š¹à A¡ì¹          ¤¸¯Ò๹ ¤àì¤ l¡üšì™àKã ÒÚ ¡ú ëÎÒü A¡à¹ìo ëA¡àì>à
[>샢Š: t¡ºt¡ [ƒÚà Kƒ¸à}Å š[Øn¡ t¡à¹ t¡ºt¡ [ƒÚà šø\à[t¡¹ \㯹 "à¯àƒã Û¡³t¡à ¹Û¡à A¡¹àt¡ šø\>>
šøÅ¥Î³èÒ¹ (šøÅ¥ >} 136¹ š¹à 142îº) "ài¡àÒüt¡îA¡ šø[yû¡Úà *t¡–ìšøàt¡®¡àì¤ \[Øl¡t¡ íÒ =àìA¡ ¡ú
l¡üš™åv¡û¡ [¤A¡¿ìi¡à ¤à[á l¡ü[º*¯òà ¡ú
                                                           [Î [™ [A¡ >Ò*A¡, γìÚ Î³ìÚ ¤àÎÑ‚à>¹
       \㯹 &i¡à P¡¹ç¡â«šèo¢ í¤[ÅÊ¡¸ íÒìá ¤}Ťõ[‡ý¡ š[¹¤t¢¡> íÒ =àìA¡ [™ì¤à¹ A¡à¹o \㯹 [>Ú”|o¹
A¡¹à Û¡³t¡à ¡ú &[t¡Úà ¤}Ťõ[‡ý¡ A¡¹à šø[yû¡Ú๠[¤ÈìÚ ¤à[Ò¹t¡ ¡ú l¡üƒàÒ¹o Ѭ¹ê¡ìš šõ[=¯ã¹ l¡üš[¹®¡àK¹
"àìºàW¡>à A¡¹à¹ "àKìt¡ &i¡à "[t¡ Îà‹à¹o šøÅ¥ l¡üÌ¡t¡à¹ íÒ =àìA¡ [™ì¤à¹ A¡à¹o \㯹 [>Ú”|o¹
l¡üƒÚ ÒÚ ë™ \ã¯Î³èìÒ [A¡Ú ¤}Ťõ[‡ý¡ A¡ì¹ ? \㯹 ¤à[Ò¹t¡ ¡ú l¡üƒàÒ¹o Ѭ¹ê¡ìš šõ[=¯ã¹ l¡üš[¹®¡àK¹
"[t¡ "à¯Å¸A¡ãÚ \ã¯> šø[yû¡Úà ë™ì> š[¹šå[Ê¡, ŬÎ> l¡üÌ¡t¡à¹ ÒùàÎ-¤õ[‡ý¡, \º®¡àK¹ l¡üZW¡t¡à l¡ük¡->³à íÒ
¤à ë¹W¡>¹ ƒì¹ ¤}Å ¤õ[‡ý¡ šø[yû¡Úàìi¡à \ã¯> \ã¯> =à[A¡¤ šàì¤ ¤à l¡ü»¡à[šr¡Òü Jå@ƒà ³à[¹¤ šàì¹
šø[yû¡Úà W¡ºàÒü [>Úà "t¡¸à¯Å¸A¡ãÚ šø[yû¡Úà >ÒÚ ¡ú &ì>‹¹o¹ ¤×ìt¡à l¡üƒàÒ¹o º’¤ š¹à ™àÚ ¡ú ™[ƒ
">àÒàìt¡ ™[ƒ &i¡à \ã¯Òü ÒüÚ๠š¹à ×¤× "[‹A¡ ëA¡àì>à &i¡à \㯹 "à¤àƒã &i¡à š[¹ì¤Å¹ [>[ƒ¢Ê¡
\㯠Îõ[Ê¡ A¡[¹¤îº Ò’ìº ¤×t¡ Å[v¡û¡ J¹W¡ "e¡º ¤àÎ l¡üšì™àKã ÒÚ "à¹ç¡ ëÎÒü "e¡ºt¡ šøW¡r¡
A¡[¹¤ºKãÚà ÒÚ ¡ú K[t¡ìA¡, \ãÚàÒü =A¡à¹ ¤àì¤ [A¡¤à š[¹¤t¢¡> "à[Ò šì¹ ët¡[t¡Úà \㯹 "à¤àƒã
"à¯Å¸A¡ ë>àìÒà¯à šø[yû¡Úà &i¡à¹ ¤àì¤ \ã¯Òü "™=à
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P-II/E                                            ( 14 )                                      ASSAMESE

δšèo¢®¡àì¤ [>³¢åº íÒ ™à¤ ¡ú "¤ìÅà ëA¡[t¡Úà¤à &Òü 139. ‘šø[t¡[º[š’ Ŧìi¡à¹ γà=¢ÎèW¡A¡ Ŧìi¡à íÒìá —
"à¤àƒã¹ [A¡áå \㯹 [®¡Ät¡à "à[Ò¤ šàì¤ "à¹ç¡               (1) >A¡º
\ãÚàÒü =à[A¡¤îº "ºš Îå[¤‹à Ò’¤ šàì¹ ¡ú &ì>îA¡             (2) JW¡¹à
™[ƒ >à[t¡Åãìt¡àÌ¡ \º®¡àKt¡ ë¤ìC¡[¹Úà "à¤àƒã ¤àÎ           (3) [l¡.&>ô.&.
A¡[¹ =àìA¡ "à¹ç¡ ëKàºA¡ãÚ l¡üÌ¡t¡à ¤õ[‡ý¡ ëÒà¯à¹
                                                          (4) šø[t¡ì¤ƒ>
A¡à¹ìo [A¡áå³à> ë¤ìC¡[¹Úà ‹Œ}Î íÒ ™à¤ šàì¤ ¡ú [A¡”ñ
[A¡áå Î}J¸A¡ ë¤ìC¡[¹Ú๠šø[t¡ì¹à‹ Û¡³t¡à =A¡à A¡à¹ìo 140. ìA¡àì>à &[¤‹ \㯠šø\[t¡ ¤àÎ A¡[¹ =A¡à [>[ƒ¢Ê¡
\ãÚàÒü ¤à[A¡ ®¡[¤È¸t¡ ¤}Å ¤õ[‡ý¡ A¡[¹¤ ¡ú &ì>îA¡ìÚ        š[¹ì¤Å¹ [>[ƒ¢Ê¡ "e¡º &i¡àt¡ šøW¡r¡ š[¹¤t¢¡>
γڹ ëÎòàt¡t¡ ëA¡àì>à šø\à[t¡¹ \ã¯Òü \ãÚàÒü               "à[Ò š[¹ìº [A¡ Ò¤ ?
=à[A¡¤¹ ¤àì¤ [®¡Ät¡à¹ "à¤Å¸A¡ ¡ú                          (1) šø\>> Û¡³t¡à =A¡à¹ A¡à¹ìo šø\à[t¡[¤‹
                                                                ¤à[W¡ =à[A¡¤ ¡ú
136. t¡º¹ ìA¡à>ìi¡à "t¡¸à¯Å¸A¡ãÚ \ã¯> šø[yû¡Úà
                                                          (2) šø\à[t¡[¤‹ "e¡ºìi¡à¹        š¹à δšèo¢
       >ÒÚ ?                                                    ë>àìÒà¯à íÒ ™à¤ ¡ú
       (1) šå[¹ šå[Ê¡
                                                          (3) š[¹¯t¢¡>¹ íÎìt¡ Jàš Jå¯àÒü \ã¯ì¤àì¹
       (2) ì¹W¡>                                                šå>¹ ¤}Ťõ[‡ý¡ A¡[¹¤ ¡ú
       (3) šø\>>
                                                          (4) šø\à[t¡Î³èÒ¹        "[®¡ì™à\> Û¡³t¡à¹
       (4) ŬÎ>                                                 A¡à¹ìo >tå¡> š[¹ì¯Åt¡ [³[º š[¹¤
137. ƒåi¡à [®¡> [®¡> \㯠&ìA¡i¡à šø\à[t¡ì¹ "”z®¢å¡v¡û¡ 141. &i¡à \ã¯Òü [>\¹ ƒì¹ &ìA¡ "à> &i¡à \ã¯
     ¤å[º ëA¡ì>îA¡ \>à ™àÚ ?                                Îõ[Ê¡ A¡[¹¤¹ A¡à¹ìo [A¡ A¡ì¹ ?
     (1) &ìA¡i¡à      šø\à[t¡ \ã¯ì¤à¹ ΃àìÚ                 (1) [>\¹ ƒì¹ &ìA¡ "à> &i¡à \㯹 Îõ[Ê¡
             &ìA¡ºìK =àìA¡ ¡ú                                      ëA¡¯º ³à>¯ÎõÊ¡ [¤`¡à>àKà¹t¡ìÒ Î´±¯ ¡ú
     (2) ƒåìÚài¡à \㯠΃àìÚ &ìA¡i¡à Ñ‚à>t¡ ¤àÎ
                                                            (2) A¡³ Å[v¡û¡ J¹W¡ A¡[¹¤ºKãÚà ÒÚ ¡ú
             A¡ì¹ ¡ú
                                                            (3) ">åA衺 š[¹ì¯Å "à¹ç¡ šøW塹 Jàƒ¸Î´±à¹
     (3) ƒåìÚài¡à \ã¯ì¹ Jàƒ¸à®¡àÎ &ìA¡ ÒÚ ¡ú
                                                                   =A¡à k¡àÒüîº šø¯\> A¡ì¹ ¡ú
     (4) ƒåìÚài¡à \㯹 ëƒJàt¡ ÎàƒõŸ =àìA¡ ¡ú
                                                            (4) ¤×ìt¡à Å[v¡û¡ J¹W¡ A¡[¹¤ºKãÚà ÒÚ ¡ú

138. Kƒ¸à}Åìi¡àt¡ ¤¸¯Òê¡t¡ ‘"à¤àƒã’ Ŧ¹ "=¢
                                                       142. ‘"t¡¸à¯Å¸A¡ãÚ’ Ŧìi¡à¹ Î[Þê¡ ®¡à[R¡ ëƒJå*¯òà ¡ú
     íÒìá —
                                                            (1) " + t¡¸à + ¯ + Ÿ + A¡ã + Ú
     (1) ¤àÎÑ‚à>
                                                            (2) "t¡¸à + "à¯Å¸A¡ãÚ
     (2) ¤}Å ¤à \>Î}J¸à

     (3) š[¹ì¯Å t¡”|                                        (3) "[t¡ + "à¯Å¸A¡ãÚ

     (4) Ѭà‹ã>t¡à                                          (4) "t¡¸à¯ + ŸA¡ãÚ
CTET 2023 question paper, August 2023, Paper 2, set E, page 79 of 84
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ASSAMESE                                         ( 15 )                                            P-II/E

[>샢Š: t¡ºt¡ [ƒÚà ¹á>àJr¡ š[Øn¡ t¡à¹ t¡ºt¡ [ƒÚà ‘î>È‹ W¡[¹t¡’ (1934), ëÎà³ìƒ¯¹ ™Å[ÑzºA¡¹
šøÅ¥Î³èÒ¹ (šøÅ¥ >} 143¹ š¹à 150íº) "ài¡àÒüt¡îA¡ [®¡[v¡t¡ ¹[W¡t¡ šå[= ‘™Å[ÑzºA¡ &r¡ Òü[r¡Úà> A¡àºW¡à¹’
l¡üš™åv¡û¡ [¤A¡¿ìi¡à ¤à[á l¡ü[º*¯òà ¡ú            (1949) "à¹ç¡ ³à¹àk¡ã ëºJA¡ 𸤹ìÎ>¹ šøàAõ¡t¡
                                                    šå[= ëÎt塤Þê¡>¹ ®¡àÈà ‘ëÎt塤Þê¡>’ ¡ú ÒüÚ๠l¡üš[¹*
        1898 W¡>t¡ ë™à¹Òài¡t¡ Aõ¡Ì¡A¡à”z Î[@ƒîA¡¹
                                                    [¤[®¡Ä Kì¤Èoà "àìºàW¡>ãt¡ ®¡à¹t¡t¡w δšìA¢¡
\@µ ÒÚ ¡ú ët¡*ò [štõ¡ ¹à‹àA¡à”z Î[@ƒîA¡ "à¹ç¡ ³àtõ¡
                                                    ®¡à캳à> šø¤Þê¡ [º[J[Ạ¡ú 1951 W¡>t¡ ¤Òà "[Jº
>à¹àÚoã Î[@ƒîA¡¹ šø=³ šåy "à[Ạ¡ú 1913 W¡>t¡
                                                    ®¡à¹t¡ãÚ šøàW¡¸[¤ƒ¸à Î[@µº>¹ ºìÝ¡ï "[‹ì¤Å>¹
ë™à¹Òài¡ W¡¹A¡à¹ã ÒàÒüÑHåþº¹ š¹à šø=³ [¤®¡àKt¡
                                                    ή¡àš[t¡â« A¡[¹[Ạ¡ú 1953 W¡>t¡ ¯àºìi¡Úà¹t¡ ¤Òà
&ì@i¡öX š¹ãÛ¡à šàá A¡[¹ A¡i¡> A¡ìº\t¡ šìØn¡ ¡ú t¡à¹
                                                    "à”z–[¤Å¬[¤ƒ¸àºÚ Î[³[t¡ì¹à ή¡àš[t¡ "à[Ạ¡ú
š¹à šø=³ [¤®¡àKt¡ "àÒü.&. š¹ãÛ¡àt¡ l¡üv¡ão¢ íÒ
                                                    "γãÚà Îà[Òt¡¸ìt¡à ¹àš "à[Ạ¡ú ÑHåþºãÚà A¡àºìt¡
A¡[ºA¡t¡àîº ™àÚ "à¹ç¡ t¡à¹ Î}ÑHõþt¡ A¡ìº\¹ š¹à
                                                    >A塺>W¡@ƒø ®å¡d¡à "à[ƒ¹ ºK íÒ Òàìt¡-[ºJà
1917 W¡>t¡ Î}ÑHõþt¡t¡ šø=³ ëÅøoã¹ Î@µà>ÎÒ [¤.&.
                                                    "àìºàW¡>ã l¡ü[ºÚàÒü[Ạ¡ú ¤òàÒã, [³º>, "à¤àÒ>,
l¡üšà[‹ ºÚ ¡ú 1919 W¡>t¡ A¡[ºA¡t¡à [¤Å¬[¤ƒ¸àºÚ¹
                                                    ëW¡t¡>à, "àìºàW¡>ã "à[ƒ A¡àA¡t¡t¡ šø¤Þê¡-šà[t¡
š¹àÒü Î}ÑHõþt¡¹ 뤃 Køç¡št¡ šø=³ ëÅøoã¹ šø=³ íÒ
                                                    [º[J[Ạ¡ú ‘Aõ¡Ì¡ A¡à”z Î[@ƒîA¡> ¹W¡>à δ±à¹’¹
&³.&. šàá A¡ì¹ ¡ú ÒüÚ๠[šát¡ [¤ºàt¡îº íK
                                                    &Òüì¤à¹ Î}KõÒãt¡ íÒìá ¡ú "àK¤ÚÎt¡ ëA¡Òü[i¡³à>
"Gìó¡àl¢¡ [¤Å¬[¤ƒ¸àºÚ¹ š¹à "à‹å[>A¡ ¤å¹gã
                                                    Kãìt¡à ¤W¡>à A¡[¹[Ạ¡ú 1929 W¡>t¡ ët¡*ò "γ
[¤®¡àKt¡ Î@µà>ÎÒ 1923 W¡>t¡ &³.&. l¡üšà[‹ ºà®¡
                                                    áày Î[@µº>¹ ëšïì¹à[Òt¡¸ A¡[¹[Ạ¡ú "γ Îà[Òt¡¸
A¡ì¹ ¡ú 1923-27 A¡àºìáà¯àt¡ ëš[¹W¡ "à¹ç¡ ¤à[º¢>
                                                    ή¡à¹ P¡¤àÒài¡ã "[‹ì¤Å>¹ ή¡àš[t¡ "à[áº
[¤Å¬[¤ƒ¸àºÚt¡ KøãA¡, ºà[t¡>, Òüi¡à[ºÚà> "à[ƒ ®¡àÈà
                                                    (1937) ¡ú ®¡à¹t¡ W¡¹A¡àì¹ 1955 W¡>t¡ šˆÅøã
"๴± A¡ì¹ ¡ú 1930 W¡>t¡ ë™à¹Òài¡ ë\.[¤. A¡ìº\
                                                    "à¹ç¡ 1967 W¡>t¡ šˆ®è¡Èo l¡üšà[‹ì¹ [¤®è¡[Èt¡
šø[t¡Ë¡à¹ ºìK ºìK t¡à¹ šø=³ "î¤t¡[>A¡ "‹¸Û¡
                                                    A¡[¹[Ạ¡ú P¡¤àÒài¡ã "à¹ç¡ [l¡¯øç¡KØl¡ [¤Å¬[¤ƒ¸àºìÚ
ÒÚ ¡ú 1948 W¡>t¡ P¡¤àÒài¡ã [¤Å¬[¤ƒ¸àºÚ Ñ‚àš>
                                                    Î@µà[>t¡ [l¡.[ºi¡. l¡üšà[‹ šøƒà> A¡[¹[Ạ¡ú
ëÒà¯àt¡ t¡à¹ šø=³ l¡üšàW¡à™¢ [>™åv¡û¡ ÒÚ "à¹ç¡ 1957
W¡> 𙢔z &Òü šƒt¡ =àìA¡ ¡ú                                 ët¡*ò ë\.[¤. A¡ìº\¹ [¤`¡à> ÅàJàîº &Qà¹
                                                    Òà\๠"à¹ç¡ W¡@ƒøA¡à”z "[®¡‹à>¹ ¤àì¤ še¡àÅ Òà\à¹
        Aõ¡Ì¡A¡à”z ¡Î[@ƒîA¡ š[r¡t¡ ëºàA¡ "à[Ạ¡ú
                                                    i¡A¡à ƒà> A¡[¹[Ạ¡ú ³õt¡¸å¹ "àìK "àìK [>\¹
[¤ìÅÈîA¡ Î}ÑHõþt¡t¡ "Kà‹ šà[r¡t¡¸ "à[Ạ¡ú ët¡*ò¹
                                                    ¤¸[v¡û¡Kt¡ šå[=®ò¡¹àºìi¡à P¡¤àÒài¡ã [¤Å¬[¤ƒ¸àºÚîº ƒà>
šøA¡à[Åt¡ Òü}¹à\ã Kø”‚ [t¡[>J> — ÅøãÒÈ¢¹ í>È‹
                                                    A¡[¹ ™àÚ ¡ú¡
W¡[¹t¡¹ Òü}¹à\ã ">å¤àƒ "à¹ç¡ i¡ãA¡à δ¬[ºt¡ šå[=
CTET 2023 question paper, August 2023, Paper 2, set E, page 80 of 84
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P-II/E                                           ( 16 )                                     ASSAMESE

143.   óø¡àX¹ ëš[¹á "à¹ç¡ ¤à[º¢> [¤Å¬[¤ƒ¸àºÚt¡ 147. ‘A¡’ "à¹ç¡ ‘J’ Ñz´± [³ºàÒü l¡üv¡¹ A¡¹òà ¡ú
       "‹¸Ú> A¡¹à¹ A¡àºìáà¯àìt¡ Aõ¡Ì¡A¡à”z Î[@ƒîA¡ìÚ         ‘A¡’ Ñz´±                   ‘J’ Ñz´±
       ëA¡Òü¤ài¡à* ®¡àÈà "àÚâ« A¡[¹[Ạ¡ú t¡º¹            A. "à”z–[¤Å¬[¤ƒ¸àºÚ        i. 1951
       ëA¡à>ìi¡à ®¡àÈà [ÅA¡à¹ l¡üìÀJ l¡ü‡ýõ¡t¡ ¹W¡>àJr¡t¡    Î[³[t¡
       >àÒü ?                                             B. "[Jº ®¡à¹t¡ãÚ          ii. 1953

       (1) ó¡¹àáã                                            šøàW¡¸[¤ƒ¸à Î[@µº>
       (2) ºà[t¡>                                         C. ì™à¹Òài¡ ì\.[¤.        iii. 1937

       (3) Òüi¡àºãÚà>
                                                             A¡ìº\¹ šø[t¡Ë¡à
                                                          D. "γ Îà[Òt¡¸ ή¡à¹      iv. 1930
       (4) KøãA¡
                                                             P¡¯àÒà[i¡ "[‹ì¯Å>
144. \àºå¤à¹ãt¡ ëKïÒà[i¡ [¤Å¬[¤ƒ¸àºÚ ëA¡[t¡Úà Ñ‚àš>      (1) A–iii, B–ii, C–i, D–iv
                                                         (2) A–ii, B–i, C–iv, D–iii
     íÒ[Ạ?
                                                         (3) A–iv, B–iii, C–ii, D–i
     (1) 1917 W¡>t¡                                      (4) A–i, B–iv, C–iii, D–ii
     (2) ®¡à¹t¡¹ Ѭà‹ã>t¡à¹ &¤á¹¹ šàát¡             148. ®¡à¹t¡ W¡¹A¡à¹¹ tõ¡t¡ãÚ Î줢àZW¡ "Îà³[¹A¡

     (3) 1957 W¡>t¡                                      Î@µà> Aõ¡Ì¡A¡à”z Î[@ƒîA¡ìÚ ëA¡[t¡Úà ºà®¡
     (4) ®¡à¹t¡¹ Ѭà‹ã>t¡à¹ &¤á¹¹ "àKt¡
                                                         A¡[¹[Ạ?
                                                         (1) 1967 W¡>t¡
145. ì™à¹Òài¡¹ \KÄà= ¤¹ç¡¯à ³Òà[¤ƒ¸àºÚ¹ íÎìt¡            (2) 1957 W¡>t¡
     Aõ¡Ì¡A¡à”z Î[@ƒîA¡ [A¡ƒì¹ δš[A¢¡t¡ "à[Ạ?         (3) 1948 W¡>t¡
                                                         (4) 1951 W¡>t¡
     (1) &Òü ³Òà[¤ƒ¸àºÚ¹ Ñ•àt¡ìA¡àv¡¹ š™¢àÚt¡
            ët¡ìJìt¡ Î}ÑHõþt¡ "‹¸Ú> A¡[¹[Ạ        149. ‘‘1913 W¡>t ì™à¹Òài¡ W¡¹A¡à¹ã ÒàÒüÑHåþº¹ š¹à
                                                         šø=³ [¤®¡àKt¡ &ì@i¡öX š¹ãÛ¡à šàá A¡[¹ A¡i¡>
     (2) &Òü        ³Òà[¤ƒ¸àºÚ¹ Ñ•àt¡A¡ š™¢àÚt¡
                                                         A¡ìº\t¡ šìØn¡ ¡ú’’
            ët¡ìJìt¡ Î}ÑHõþt¡ "‹¸Ú> A¡[¹[áº
                                                         Kƒ¸à}Åìi¡à¹ š¹à l¡ü‡ýõ¡t¡ &Òü ¤àA¡¸ìi¡à¹
     (3) &Òü       ³Òà[¤ƒ¸àºÚ¹ [¤`¡à> ÅàJàîº             ë¹Jà}[A¡t¡ Ŧìi¡à íÒìá —
            ët¡ìJìt¡ še¡àÅ Òà\๠i¡A¡à ƒà> A¡[¹[Ạ      (1) ÎK¢

     (4) ìt¡ìJìt¡ &Òü ³Òà[¤ƒ¸àºÚ¹ šø=³K¹àA¡ã             (2) "γà[šA¡à [yû¡Úà
                                                         (3) Î}ì™à\> "¤¸Ú
            "‹¸Û¡ "à[áº
                                                         (4) γà[šA¡à [yû¡Úà

146. ‘™Å[ÑzºA¡’¹ ¹W¡A¡ ëA¡à> ?                      150. t¡ºt¡ [ƒÚà k¡àÒüì¤à¹¹ [®¡t¡¹t¡ A¡’t¡ Aõ¡Ì¡A¡à”z

     (1) ìÎà³ìƒ¯                                         Î[@ƒîA¡ìÚ "à>åË¡à[>A¡ [ÅÛ¡à KøÒo A¡¹à >à[Ạ?
                                                         (1) \à³¢à>ã¹ ¹à\‹à>ãt¡
     (2) ÅøãÒÈ¢
                                                         (2) ®¡à¹t¡¹ ¹à\‹à>ãt¡
     (3) 𸝹ìÎ>
                                                         (3) óø¡àX¹ ¹à\‹à>ãt¡
     (4) Aõ¡Ì¡A¡à”z Î[@ƒîA¡                              (4) "γ¹ ¹à\‹à>ãt¡
CTET 2023 question paper, August 2023, Paper 2, set E, page 81 of 84
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ASSAMESE           ( 17 )         P-II/E

           SPACE FOR ROUGH WORK
CTET 2023 question paper, August 2023, Paper 2, set E, page 82 of 84
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P-II/E           ( 18 )         ASSAMESE

         SPACE FOR ROUGH WORK
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ASSAMESE                                        ( 19 )                                           P-II/E

t¡º¹ [>샢Å௺ãγèÒ ³ì>àì™àìKì¹ šØØnò¡à :¡
1.  š¹ãÛ¡àt¡ "Òà [¤[®¡Ä šøÅ¥¹ l¡üv¡¹Î³åÒ [A¡ƒì¹ [ƒ¤ ºà[K¤ t¡à¹ [¤šìÚ š¹ãÛ¡à ¤ÒãJ>t¡ ¤o¢>à A¡¹à
    îÒìá, š¹ãÛ¡à=¢ãÎA¡ìº šøÅ¥¹ l¡üv¡¹ [ƒÚ๠"àKìt¡ ®¡àºƒì¹ W¡àÒü ºÚ ë™> ¡ú
2.  šøìt¡¸A¡ šøÅ¥ì¹ W¡à[¹i¡à [¤A¡¿ [ƒÚà íÒìá ¡ú Ç¡‡ý¡ l¡üv¡¹ìi¡à OMR l¡üv¡¹ šøy¹ [‡t¡ãÚ [š[k¡t¡
    >ãºà/A¡’ºà ¤º ëš’ì>¹ Qå¹oãÚàîA¡ ì¤àºàÒü [ƒÚòà ¡ú &¤à¹ [W¡[Òû¡t¡ A¡¹à l¡üv¡¹ìi¡à šå>¹¤à¹ š[¹¤t¢¡>
    A¡[¹¤ ë>à¯à¹à ¡ú
3.  l¡üv¡¹ šyJ> ™àìt¡ ®ò¡à\ A¡¹à >ÒÚ ëÎÒüìi¡à š¹ãÛ¡à=¢ãìÚ [>[ÆW¡t¡ A¡[¹¤ ºà[K¤ ¡ú š¹ãÛ¡à=¢ãìÚ [>\¹
    ë¹àº >´¬¹ l¡üv¡¹ šy¹ [>‹¢à[¹t¡ Ñ‚à>¹ ¤à[Òì¹ ">¸ k¡àÒüt¡ [>[ºìJ ë™> ¡ú¡
4.  š¹ãÛ¡à ¤Òã "à¹ç¡ l¡üv¡¹ šy ³ì>àì™àìKì¹ ¤¸¯Ò๠A¡[¹¤à ¡ú A¡à¹o (š¹ãÛ¡à ¤Òã "à¹ç¡ l¡üv¡¹ šy¹
    ìA¡àl¡ yû¡[³A¡ Î}J¸à¹ ëJ[ºì³[º¹ ¤à[Òì¹ [¤A¡¿) [‡t¡ãÚ š¹ãÛ¡à ¤Òã [ƒÚà >Ò’¤ ¡ú
5.  š¹ãÛ¡à ¤Òã/l¡üv¡¹ šyt¡ =A¡à š¹ãÛ¡à ¤Òã ìA¡àl¡ yû¡[³A¡ Î}J¸à¡ l¡üš[Ñ‚[t¡ šyt¡ Ç¡‡ý¡®¡àì¯ [º[J¤à ¡ú¡
6.  OMR l¡üv¡¹ šøyt¡ [ƒÚà ëA¡àl¡™åv¡û¡ t¡=¸Î³åÒ "à‹¹ç¡¯à >A¡ì¹ ë™> "à¹ç¡ šøì¯Å šyt¡ [ƒÚà t¡=¸¹
    ºKt¡ šà=¢A¡¸ >ÒÚ ë™> ¡ú
7.  š¹ãÛ¡à=¢ãìÚ š¹ãÛ¡à ëA¡àk¡àt¡/Òºt šøì¯Å šy¹ ¤à[Ò¹ ">¸ šàk¡ Îà³Nøã, A¡àK\, ëš\à¹, ë³à¤àÒüº
    ëó¡à>, í¤ƒ¸å[t¡>¡ Îà³Nøã ¤¸¯Ò๠A¡[¹¤ ë>à¯àì¹ ¡ú
8.  ë³à¤àÒüº ëó¡à>, t¡àò¹Òã> Î}ì™àK ³à‹¸³ (¤Þê¡ "¯Ñ‚àìt¡ Ò*A¡) >t塤à ">¸ &ì> ¤à‹à™åv¡û¡ Îà³Køã
    š¹ãÛ¡à ëA¡àk¡àt¡/Òºt ">àìi¡à ">å[W¡t¡ ¡ú &Òü ÎåW¡>àJ> šàº> >A¡[¹ &ì> Îà³KøãγåÒ ºKt¡ "à[>ìº
    t¡àA¡ š¹ãÛ¡à Îòyû¡à”zãÚ ¤à‹à [ÒW¡àìš ‹[¹ íº š¹ãÛ¡à=¢ã¹ *š¹t¡ l¡ü[W¡t¡ šƒìÛ¡š ëºà¯à
    Ò’¤ ¡ú š¹ãÛ¡à ¤à[t¡º A¡¹à ™à¤ ¡ú
9.  šøìt¡¸A¡ š¹ãÛ¡à=¢ãìÚ [>¹ãÛ¡A¡A¡ šøì¯Å šy ëƒJå¯à¤ ¡ú
10. ìA¡@ƒø "‹ãÛ¡A¡ ¤à [>¹ãÛ¡A¡¹ [¤>à ">å³[t¡t¡ š¹ãÛ¡à=¢ãìÚ ¤à[Ò¹îº ™à¤ ë>à¯à[¹¤ ¡ú¡

11. š¹ãÛ¡à=¢ãìÚ A¡à™¢¹t¡ [>¹ãÛ¡A¡A¡ l¡üv¡¹ šy [>[ƒÚàîA¡ t¡=à l¡üš[Ñ‚[t¡ šyt¡ [‡t¡ãڤ๠ѬàÛ¡¹ >A¡¹àîA¡
    š¹ãÛ¡à ëA¡àk¡à/Òº t¡¸àK A¡[¹¤ ë>à¯à[¹¤ ¡ú ™[ƒ š¹ãÛ¡à=¢ãìÚ [‡t¡ãڤ๠l¡üš[Ñ‚[t¡ šyt¡ ѬàÛ¡¹ >A¡ì¹
    ët¡ì>Òìº l¡üv¡¹ šy [>[ƒÚà ¤å[º ‹[¹ ëºà¯à Ò’¤ "à¹ç¡ ÒüÚàA¡ ">å[W¡t¡ A¡à™¢ ¤å[º [¤ì¤W¡>à A¡¹à Ò’¤ ú¡
    š¹ãÛ¡à=¢ãìÚ l¡üš[Ñ‚[t¡ ¤Òãt¡ ¤à*ò Òàt¡¹ ¤åØn¡à "àRå¡[º¹ W¡à¤ ºìKà¯àìi¡à "[>¤à™¢ ¡ú
12. í¤ƒ¸å[t¡>/ÒÑzW¡à[ºt¡ ëA¡ºAå¡ìºi¡¹¹ šøìÚàK A¡[¹¤ ë>à¯à[¹¤ ¡ú¡

13. š¹ãÛ¡à ëA¡àk¡àt¡/Òºt š¹ãÛ¡à=¢ã š¹ãÛ¡o Î}т๠[>Ú³ ">åÎàì¹ š[¹W¡à[ºt¡ Ò’¤ ºà[K¤ ¡ú ÎA¡ìºà
    ">å[W¡t¡ A¡à™¢¹ ¤àì¤ š¹ãÛ¡o Î}т๠[·ý¡à”zÒü Wè¡Øl¡à”z Ò’¤ ¡ú¡
14. ëA¡àì>à A¡à¹oìt¡ š¹ãÛ¡à=¢ãìÚ š¹ãÛ¡à ¤Òã "à¹ç¡ l¡üv¡¹ šy¹ ëA¡àì>à "}ÅìA¡Òü šõ=A¡ A¡[¹¤ ë>à¯à[¹¤ ú

15. š¹ãۡ๠"”zt¡ š¹ãÛ¡à=¢ãìÚ š¹ãÛ¡à ëA¡àk¡à/Òº t¡¸àK A¡¹à¹ šè줢 l¡üv¡¹ šy [>¹ãÛ¡A¡¹ Òàt¡t¡ \³à
    [ƒ¤ ºà[K¤ ¡ú š¹ãÛ¡à=¢ãìÚ š¹ãÛ¡à ¤Òã ºKt¡ [>¤ šàì¹ ¡ú
CTET 2023 question paper, August 2023, Paper 2, set E, page 84 of 84
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Page 1 of 84

Source: Central Board of Secondary Education. Question paper published by Central Board of Secondary Education.