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CTET 2026: February, Paper 1 (08Feb), set B

  • Date: 8 February 2026
  • Paper code: Paper 1
  • Language: Bilingual
  • 48 pages
CTET 2026 question paper, February 2026, Paper 1 (08Feb), set B, page 1 of 48
Page 1 of 48
Text of page 1
This booklet contains 48 Printed pages.                                                                               Main Test Booklet No. / ◊ÈÅÿ ¬⁄UˡÊÊ ¬ÈÁSÃ∑§Ê ‚¥ÅÿÊ
ß‚ ¬ÈÁSÃ∑§Ê ◊¥ 48 ◊ÈÁŒ˝Ã ¬Îc∆U „Ò¥–                             FSC-26-I
                                                              PAPER-I / ¬˝‡Ÿ-¬òÊ-I
                                              MAIN TEST BOOKLET / ◊ÈÅÿ ¬⁄UˡÊÊ ¬ÈÁSÃ∑§Ê

Do not open this Test Booklet until you are asked to do so.
ß‚ ¬⁄UˡÊÊ ¬ÈÁSÃ∑§Ê ∑§Ê Ã’ Ã∑§ Ÿ πÊ‹¥ ¡’ Ã∑§ ∑§„Ê Ÿ ¡Ê∞–
Read carefully the Instructions on the Back Cover of this Test Booklet.
ß‚ ¬⁄UˡÊÊ ¬ÈÁSÃ∑§Ê ∑§ Á¬¿U‹ •Êfl⁄UáÊ ¬⁄U ÁŒ∞ ª∞ ÁŸŒ¸‡ÊÊ¥ ∑§Ê äÿÊŸ ‚ ¬…∏¥–
                                                                                                                           Main Test Booklet Code
                                                                                                                           ◊ÈÅÿ ¬⁄UˡÊÊ ¬ÈÁSÃ∑§Ê ∑§Ê«U
                                                                                                                                                                B
       INSTRUCTIONS FOR CANDIDATES                                                                            ¬⁄UˡÊÊÁÕ¸ÿÊ¥ ∑§ Á‹∞ ÁŸŒ¸‡Ê
  1. The OMR Answer Sheet is inside this Test Booklet. When you are directed             1. OMR ©ûÊ⁄U ¬òÊ ß‚ ¬⁄UˡÊÊ ¬ÈÁSÃ∑§Ê ∑§ •ãŒ⁄U ⁄UπÊ „Ò–           ¡’ •ʬ∑§Ê ¬⁄UˡÊÊ
     to open the Test Booklet, take out the Answer Sheet and fill in the particulars         ¬ÈÁSÃ∑§Ê πÊ‹Ÿ ∑§Ê ∑§„Ê ¡Ê∞, ÃÊ ©ûÊ⁄U ¬òÊ ÁŸ∑§Ê‹ ∑§⁄U ¬Îc∆U-1 ∞fl¥ ¬Îc∆-U2 ¬⁄U
     on Side-1 and Side-2 carefully with blue/black ball point pen only.                     äÿÊŸ ‚ ∑§fl‹ ŸË‹/∑§Ê‹ ’ÊÚ‹ ¬ÊÚߥ≈U ¬Ÿ ‚ Áflfl⁄UáÊ ÷⁄¥U–
  2. The test is of 2½ hours duration and consists of 150 questions. There is no         2. ¬⁄UˡÊÊ ∑§Ë •flÁœ 2½ ÉÊ¥≈ „Ò¥ ∞fl¥ ¬⁄UˡÊÊ ◊¥ 150 ¬˝‡Ÿ „Ò¥– ∑§Ê߸ ´§áÊÊà◊∑§
     negative marking.                                                                       •¥∑§Ÿ Ÿ„Ë¥ „Ò–
  3. Use Blue/Black Ball Point Pen only for writing particulars on this page/            3. ß‚ ¬Îc∆U ¬⁄U Áflfl⁄UáÊ •¥Á∑§Ã ∑§⁄UŸ ∞fl¥ •Ê∞◊•Ê⁄U ©ûÊ⁄U ¬òÊ ¬⁄U ÁŸ‡ÊÊŸ
     marking responses in the OMR Answer Sheet.
                                                                                             ‹ªÊŸ ∑§ Á‹∞ ∑§fl‹ ŸË‹/∑§Ê‹ ’ÊÚ‹ ¬ÊÚߥ≈U ¬Ÿ ∑§Ê ¬˝ÿÊª ∑§⁄¥U–
  4. The CODE for this Booklet is B. Make sure that the CODE printed on
                                                                                         4. ß‚ ¬ÈÁSÃ∑§Ê ∑§Ê ∑§Ê«U B „Ò– ÿ„ ‚ÈÁŸÁ‡øÃ ∑§⁄U ‹¥ Á∑§ ß‚ ¬ÈÁSÃ∑§Ê ∑§Ê
     Side-2 of the OMR Answer Sheet is the same as that on this Booklet. Also
     ensure that your Test Booklet No. and OMR Answer Sheet No. are the                      ∑§Ê«U, •Ê∞◊•Ê⁄U ©ûÊ⁄U ¬òÊ ∑§ ¬Îc∆U-2 ¬⁄U ¿U¬ ∑§Ê«U ‚ Á◊‹ÃÊ „Ò– ÿ„ ÷Ë
     same. In case of discrepancy, the candidate should immediately report the               ‚ÈÁŸÁ‡øÃ ∑§⁄U ‹¥ Á∑§ ¬⁄UˡÊÊ ¬ÈÁSÃ∑§Ê ‚¥ÅÿÊ •ÊÒ⁄U •Ê∞◊•Ê⁄U ©ûÊ⁄U ¬òÊ ‚¥ÅÿÊ
     matter to the Invigilator for replacement of both the Test Booklet and the OMR          Á◊‹Ã „Ò¥– •ª⁄U ÿ„ Á÷ÛÊ „Ê¥ ÃÊ ¬⁄UˡÊÊÕ˸ ŒÍ‚⁄UË ¬⁄UˡÊÊ ¬ÈÁSÃ∑§Ê •ÊÒ⁄U
     Answer Sheet.                                                                           •Ê∞◊•Ê⁄U ©ûÊ⁄U ¬òÊ ‹Ÿ ∑§ Á‹∞ ÁŸ⁄UˡÊ∑§ ∑§Ê ÃÈ⁄Uãà •flªÃ ∑§⁄UÊ∞°–
  5. This Test Booklet has five Parts, I, II, III, IV and V, consisting of 150           5. ß‚ ¬⁄UˡÊÊ ¬ÈÁSÃ∑§Ê ◊¥ ¬Ê°ø ÷ʪ I, II, III, IV •ÊÒ⁄U V „Ò¥, Á¡Ÿ◊¥ 150 flSÃÈÁŸc∆U
     Objective Type Questions and each carries 1 mark :                                      ¬˝‡Ÿ „Ò¥, ÃÕÊ ¬˝àÿ∑§ 1 •¥∑§ ∑§Ê „Ò —
       Part-I      : Child Development and Pedagogy                 (Q.Nos. 1-30)            ÷ʪ-I : ’Ê‹ Áfl∑§Ê‚ fl Á‡ÊˇÊʇÊÊSòÊ                                  (¬˝‡Ÿ ‚¥. 1-30)
       Part-II : Mathematics                                       (Q.Nos. 31-60)            ÷ʪ-II : ªÁáÊà                                                    (¬˝‡Ÿ ‚¥. 31-60)
       Part-III : Environmental Studies                            (Q.Nos. 61-90)            ÷ʪ-III : ¬ÿʸfl⁄UáÊ •äÿÿŸ                                         (¬˝‡Ÿ ‚¥. 61-90)
       Part-IV : Language-I (English/Hindi)                       (Q.Nos. 91-120)            ÷ʪ-IV : ÷Ê·Ê-I (•¥ª˝$¡Ë/Á„ãŒË)                                (¬˝‡Ÿ ‚¥. 91-120)
       Part-V : Language-II (English/Hindi)                      (Q.Nos. 121-150)            ÷ʪ-V : ÷Ê·Ê-II (•¥ª˝$¡Ë/Á„ãŒË)                             (¬˝‡Ÿ ‚¥. 121-150)
  6. Part-IV contains 30 questions for Language-I and Part-V contains 30 questions       6. ÷ʪ-IV ◊¥ ÷Ê·Ê-I ∑§ Á‹∞ 30 ¬˝‡Ÿ •ÊÒ⁄U ÷ʪ-V ◊¥ ÷Ê·Ê-II ∑§ Á‹∞ 30 ¬˝‡Ÿ
     for Language-II. In this Test Booklet, only questions pertaining to English             ÁŒ∞ ª∞ „Ò¥– ß‚ ¬⁄UˡÊÊ ¬ÈÁSÃ∑§Ê ◊¥ ∑§fl‹ •¥ª˝$¡Ë fl Á„ãŒË ÷Ê·Ê ‚ ‚¥’¥ÁœÃ
     and Hindi language have been given. In case the language/s you have
     opted for as Language-I and/or Language-II is a language other than
                                                                                             ¬˝‡Ÿ ÁŒ∞ ª∞ „Ò¥– ÿÁŒ ÷Ê·Ê-I •ÊÒ⁄U/ÿÊ ÷Ê·Ê-II ◊¥ •ʬ∑§ mÊ⁄UÊ øÈŸË ªß¸
     English or Hindi, please ask for a Supplement (Language) Test                           ÷Ê·Ê(∞°) •¥ª˝$¡Ë ÿÊ Á„ãŒË ∑§ •‹ÊflÊ „Ò/„Ò¥ ÃÊ ∑Χ¬ÿÊ B ∑§Ê«U flÊ‹Ë ©‚ ÷Ê·Ê
     Booklet of B Code that contains questions on that language. The                         flÊ‹Ë ¬Á⁄UÁ‡Êc≈U (÷Ê·Ê) ¬⁄UˡÊÊ ¬ÈÁSÃ∑§Ê ◊ʰª ‹ËÁ¡∞– Á¡Ÿ ÷Ê·Ê•Ê¥ ∑§ ¬˝‡ŸÊ¥ ∑§
     languages being answered must tally with the languages opted for                        ©ûÊ⁄U •ʬ Œ ⁄U„ „Ò¥ fl„ •ÊflŒŸ ¬òÊ ◊¥ øÈŸË ªß¸ ÷Ê·Ê•Ê¥ ‚ •fl‡ÿ ◊‹ πÊŸË
     in your Application Form. No change in languages is allowed.                            øÊÁ„∞– ÷Ê·Ê•Ê¥ ∑§Ê ¬Á⁄UfløŸ •ŸÈ◊ãÿ Ÿ„Ë¥ „Ò–
  7. Candidates are required to attempt questions in Language-II                         7. ¬⁄UˡÊÊÕ˸ ÷Ê·Ê-II (÷ʪ-V) ∑§ Á‹∞, ÷Ê·Ê ‚ÍøË ‚ ∞‚Ë ÷Ê·Ê øÈŸ¥ ¡Ê ©Ÿ∑§
     (Part-V) in a language other than the one chosen as Language-I                          mÊ⁄UÊ ÷Ê·Ê-I (÷ʪ-IV) ◊¥ øÈŸË ªß¸ ÷Ê·Ê ‚ Á÷ÛÊ „Ê–
     (Part-IV) from the list of languages.                                               8. ⁄U»§ ∑§Êÿ¸ ¬⁄UˡÊÊ ¬ÈÁSÃ∑§Ê ◊¥ ß‚ ¬˝ÿÊ¡Ÿ ∑§ Á‹∞ ŒË ªß¸ πÊ‹Ë ¡ª„ ¬⁄U „Ë
  8. Rough work should be done only in the space provided in the Test Booklet                ∑§⁄¥U–
     for the same.
                                                                                         9. ‚÷Ë ©ûÊ⁄U ∑§fl‹ OMR ©ûÊ⁄U ¬òÊ ¬⁄U „Ë •¥Á∑§Ã ∑§⁄¥U– •¬Ÿ ©ûÊ⁄U äÿÊŸ¬Ífl¸∑§
  9. The answers are to be recorded on the OMR Answer Sheet only. Mark                       •¥Á∑§Ã ∑§⁄¥U– ©ûÊ⁄U ’Œ‹Ÿ „ÃÈ ‡flà ⁄¥U¡∑§ ∑§Ê ¬˝ÿÊª ÁŸÁ·h „Ò–
     your responses carefully. No whitener is allowed for changing answers.
                                                                                         10. ÿÁŒ •¥ª˝$¡Ë •ÊÒ⁄U Á„ãŒË ‚¥S∑§⁄UáÊ ∑§ ¬˝‡ŸÊ¥/©ûÊ⁄UÊ¥ ◊¥ ∑§Ê߸ Áfl‚¥ªÁà „Ê ÃÊ
  10. In case of any discrepancy in the English and Hindi versions of questions/
      answers, English version will be taken as final.
                                                                                             •¥ª˝$¡Ë ‚¥S∑§⁄UáÊ •¥ÁÃ◊ ◊ÊŸÊ ¡ÊÿªÊ–

Name of the Candidate (in Capital Letters) : ___________________________________________________________________________________________________
¬⁄UˡÊÊÕ˸ ∑§Ê ŸÊ◊ (’«∏ •ˇÊ⁄UÊ¥ ◊¥) —
Roll Number (•ŸÈ∑˝§◊Ê¥∑§) — in figures (•¥∑§Ê¥ ◊¥) ________________________________________________________________________________________________
                            — in words (‡ÊéŒÊ¥ ◊¥) ________________________________________________________________________________________________
Centre of Examination (in Capital Letters) : _____________________________________________________________________________________________________
¬⁄UˡÊÊ ∑§ãŒ˝ (’«∏ •ˇÊ⁄UÊ¥ ◊¥) —
Candidate’s Signature : _______________________________________________ Invigilator’s Signature : _________________________________________________
¬⁄UˡÊÊÕ˸ ∑§ „SÃÊˇÊ⁄U —                                                              ÁŸ⁄UˡÊ∑§ ∑§ „SÃÊˇÊ⁄U —
Facsimile signature stamp of Centre Superintendent : ____________________________________________________________________________________________
!FSC-26-I!
CTET 2026 question paper, February 2026, Paper 1 (08Feb), set B, page 2 of 48
Page 2 of 48
Text of page 2
PART - I / ÷ʪ - I
          CHILD DEVELOPMENT AND PEDAGOGY / ’Ê‹ Áfl∑§Ê‚ fl Á‡ÊˇÊʇÊÊSòÊ
Direction : Answer the following questions (Q. Nos 1 to 30) by selecting the correct/most appropriate options.
ÁŸŒ¸‡Ê — ÁŸêŸÁ‹Áπà ¬˝‡ŸÊ¥ (¬˝. ‚¥ÅÿÊ 1 ‚ 30) ∑§ ©ûÊ⁄U ŒŸ ∑§ Á‹∞ ‚„Ë/‚’‚ ©¬ÿÈÄà Áfl∑§À¬ øÈÁŸ∞–
1.     Extrinsic motivation comes from __________ while intrinsic motivation is based on __________.
       (1) personal satisfaction; rewards such as prizes
       (2) avoidance of punishment; rewards such as prizes
       (3) approval of others; personal satisfaction
       (4) personal satisfaction; approval of others
       ’Ê„⁄UË ¬˝⁄UáÊÊ __________ ‚ •ÊÃË „Ò ¡’Á∑§ •Ê¥ÃÁ⁄U∑§ ¬˝⁄UáÊÊ __________ ¬⁄U •ÊœÊÁ⁄Uà „ÊÃË „Ò–
       (1) √ÿÁÄêà ‚¥ÃÈÁc≈U; ¬È⁄US∑§Ê⁄U ¡Ò‚ ߸ŸÊ◊
       (2) ‚¡Ê ‚ ’øÊfl; ¬È⁄US∑§Ê⁄U ¡Ò‚ ߸ŸÊ◊
       (3) ŒÍ‚⁄UÊ¥ ∑§Ë ‚⁄UÊ„ŸÊ; √ÿÁÄêà ‚¥ÃÈÁc≈U
       (4) √ÿÁÄêà ‚¥ÃÈÁc≈U; ŒÍ‚⁄UÊ¥ ∑§Ë SflË∑ΧÁÃ

2.     Which of the following are examples of authentic learning tasks for students in primary grades ?
       (1) Copying answers from a friends’ notebook.
       (2) Applying the concept to daily life.
       (3) Memorising a set of definitions.
       (4) Recalling factual information from textbook.
       ÁŸêŸ ◊¥ ‚ ∑§ÊÒŸ ¬˝ÊÕÁ◊∑§ ∑§ˇÊÊ•Ê¥ ◊¥ ¿UÊòÊÊ¥ ∑§ Á‹∞ ¬˝Ê◊ÊÁáÊ∑§ Á‡ÊˇÊáÊ ∑§ÊÿÊZ ∑§ ©ŒÊ„⁄UáÊ „Ò¥?
       (1) Á◊òÊÊ¥ ∑§Ë ŸÊ≈U’È∑§ ‚ ©ûÊ⁄U ∑§ÊÚ¬Ë ∑§⁄UŸÊ–
       (2) •flœÊ⁄UáÊÊ ∑§Ê ŒÒÁŸ∑§ ¡ËflŸ ◊¥ ‹ÊªÍ ∑§⁄UŸÊ–
       (3) ¬Á⁄U÷Ê·Ê•Ê¥ ∑§Ê ∞∑§ flª¸ ∑§Ê ÿÊŒ ⁄UπŸÊ–
       (4) ¬Ê∆K¬ÈSÃ∑§ ‚ ÃâÿÊà◊∑§ ¡ÊŸ∑§Ê⁄UË ∑§Ê ÿÊŒ ∑§⁄UŸÊ–

3.     __________ refers to the time of development when an individual is most ready to acquire a new
       skill or ability and it is difficult to compensate for the loss of this later on in life.
       (1) Developmental Task                       (2) Sensitive Period
       (3) Zone of Proximal Development (4) Developmental Milestone
       __________ Áfl∑§Ê‚ ∑§ ©‚ ‚◊ÿ ∑§Ê ‚¥ŒÁ÷¸Ã ∑§⁄UÃÊ „Ò/∑§⁄UÃ „Ò¥ ¡’ ∑§Ê߸ √ÿÁÄà ∞∑§ ŸÿÊ ∑§Ê҇ʋ ÿÊ ˇÊ◊ÃÊ ¬˝Êåà ∑§⁄UŸ ∑§
       Á‹∞ ‚’‚ íÿÊŒÊ ÃÒÿÊ⁄U „ÊÃÊ „Ò, •ÊÒ⁄U ’ÊŒ ◊¥ ¡ËflŸ ◊¥ ß‚∑§ ŸÈ∑§‚ÊŸ ∑§Ë ÷⁄U¬Ê߸ ∑§⁄UŸÊ ◊ÈÁ‡∑§‹ „ÊÃÊ „Ò–
       (1) Áfl∑§Ê‚Êà◊∑§ ∑§Êÿ¸                             (2) ‚¥flŒŸ‡ÊË‹ •flÁœ
       (3) ‚◊ˬSÕ Áfl∑§Ê‚ ∑§Ê ˇÊòÊ                       (4) Áfl∑§Ê‚Êà◊∑§ ¬˝ÁÃ◊ÊŸ

4.     Talking aloud to oneself with no intent to communicate with others is __________ in childhood.
       (1) Uncommon and abnormal                             (2) Abnormal but not uncommon
       (3) Normal and common                                 (4) Uncommon but normal
       ŒÍ‚⁄UÊ¥ ∑§ ‚ÊÕ ‚¥flÊŒ ŸÊ ∑§⁄UŸ ∑§ ß⁄UÊŒ ‚ πÈŒ ‚ ¡Ê⁄U ‚ ’Êà ∑§⁄UŸÊ ’ø¬Ÿ ◊¥ __________–
       (1) •‚Ê◊Êãÿ •ÊÒ⁄U •¬˝Ê∑ΧÁÃ∑§ „Ò–                     (2) •¬˝Ê∑ΧÁÃ∑§ ‹Á∑§Ÿ •‚Ê◊Êãÿ Ÿ„Ë¥ „Ò–
       (3) ‚Ê◊Êãÿ •ÊÒ⁄U ¬˝Ê∑ΧÁÃ∑§ „Ò–                       (4) •‚Ê◊Êãÿ ‹Á∑§Ÿ ¬˝Ê∑ΧÁÃ∑§ „Ò–

P-I !FSC-26-I!                                                        2                                                     B
CTET 2026 question paper, February 2026, Paper 1 (08Feb), set B, page 3 of 48
Page 3 of 48
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5.   According to Piaget, which of the following is an example of assimilation ?
     (1)     A child realizes that a dog and a cat are both animals.
     (2)     A child learns to ride a cycle with training wheels.
     (3)     A child learns to tie their shoes for the first time.
     (4)     A child learns a new word for a familiar object.
     Á¬ÿÊ¡ ∑§ •ŸÈ‚Ê⁄U, ÁŸêŸÁ‹Áπà ◊¥ ‚ ∑§ÊÒŸ ‚Ê ‚◊ÊÿÊ¡Ÿ ∑§Ê ©ŒÊ„⁄UáÊ „Ò?
     (1) ∞∑§ ’ìÊÊ ◊„‚Í‚ ∑§⁄UÃÊ „Ò Á∑§ ∑ȧûÊÊ •ÊÒ⁄U Á’À‹Ë ŒÊŸÊ¥ ¡ÊŸfl⁄U „Ò¥–
     (2) ∞∑§ ’ëøÊ •ÁÃÁ⁄UÄà ¬Á„ÿÊ¥ ∑§ ‚ÊÕ ‚Ê߸Á∑§‹ ø‹ÊŸÊ ‚ËπÃÊ „Ò–
     (3) ’ëøÊ ¬„‹Ë ’Ê⁄U •¬Ÿ ¡ÍÃÊ¥ ∑§Ê ’Ê¥œŸÊ ‚ËπÃÊ „Ò–
     (4) ’ëøÊ ¬Á⁄UÁøÃ flSÃÈ ∑§ Á‹∞ ŸÿÊ ‡ÊéŒ ‚ËπÃÊ „Ò–


6.   Assertion (A) : Learning is always situated in a social context.
     Reason (R) :            What is learned cannot be separated from how it is learned and used.
     Choose the correct option :
     (1)     Both (A) and (R) are true but (R) is not the correct explanation of (A).
     (2)     (A) is true but (R) is false.
     (3)     Both (A) and (R) are false.
     (4)     Both (A) and (R) are true and (R) is the correct explanation of (A).
     •Á÷∑§ÕŸ (A) : ‚ËπŸÊ „◊‡ÊÊ ∞∑§ ‚Ê◊ÊÁ¡∑§ ‚¥Œ÷¸ ◊¥ ÁSÕà „ÊÃÊ „Ò–
     ∑§Ê⁄UáÊ (R) :     ¡Ê ‚ËπÊ ¡ÊÃÊ „Ò ©‚ ‚ËπŸ •ÊÒ⁄U ©¬ÿÊª ∑§⁄UŸ ∑§ Ã⁄UË∑§ ‚ •‹ª Ÿ„Ë¥ Á∑§ÿÊ ¡Ê ‚∑§ÃÊ „Ò–
     ‚„Ë Áfl∑§À¬ øÈŸ¥–
     (1) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ‚„Ë „Ò¥ ‹Á∑§ŸU (A) ∑§Ë (R) ‚„Ë √ÿÊÅÿÊ Ÿ„Ë¥ ∑§⁄UÃÊ „Ò–
     (2) (A) ‚„Ë „Ò ‹Á∑§Ÿ (R) ª‹Ã „Ò–
     (3) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ª‹Ã „Ò¥–
     (4) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ‚„Ë „Ò¥ •ÊÒ⁄U (A) ∑§Ë (R) ‚„Ë √ÿÊÅÿÊ ∑§⁄UÃÊ „Ò–


7.   Which principle of development is illustrated in the following statement ?
     During infancy and early childhood, the limbs continue to grow faster than the hands and feet.
     (1)     Cephalocaudal principle                         (2)     Principle of centration
     (3)     Principle of integration                        (4)     Proximodistal principle
     ÁŸêŸÁ‹Áπà ∑§ÕŸ ◊¥ Áfl∑§Ê‚ ∑§ Á∑§‚ Á‚hʥà ∑§Ê Œ‡ÊʸÿÊ ªÿÊ „Ò?
     ““‡ÊÒ‡ÊflÊflSÕÊ •ÊÒ⁄U ¬˝Ê⁄¥UÁ÷∑§ ’ø¬Ÿ ∑§ ŒÊÒ⁄UÊŸ, „ÊÕ •ÊÒ⁄U ¬Ò⁄UÊ¥ ∑§Ë ÃÈ‹ŸÊ ◊¥ ≈Uʰª •ÊÒ⁄U ’ʰ„ Ã¡Ë ‚ ’…∏Ã ⁄U„Ã „Ò¥–””
     (1) ‡ÊË·¸ªÊ◊Ë Á‚hʥà                                 (2) ∑¥§Œ˝Ë∑§⁄UáÊ ∑§Ê Á‚hÊ¥Ã
     (3) ∞∑§Ë∑§⁄UáÊ ∑§Ê Á‚hʥà                            (4) ‚◊ˬŒÈ⁄UÊÁ÷◊Èπ Á‚hÊ¥Ã


P-I !FSC-26-I!                                                       3                                                              B
CTET 2026 question paper, February 2026, Paper 1 (08Feb), set B, page 4 of 48
Page 4 of 48
Text of page 4
8.    Which of the following are important to ensure meaningful learning ?
      (i)     Provisioning of emotional support.
      (ii)    An atmosphere of competition and rivalry.
      (iii)   Opportunities for doing and experimenting.
      (iv)    Standardised curriculum.
      (1)     (ii), (iii), (iv)    (2)    (iii), (iv)           (3)     (i), (iii)            (4)    (i), (iii), (iv)
      ‚ÊÕ¸∑§ •Áœª◊ ‚ÈÁŸÁ‡øÃ ∑§⁄UŸ ∑§ Á‹∞ ÁŸêŸÁ‹Áπà ◊¥ ‚ ∑§ÊÒŸ ‚ ◊„àfl¬Íáʸ „Ò¥?
      (i)    ÷ÊflŸÊà◊∑§ ‚◊Õ¸Ÿ ∑§Ê ¬˝ÊflœÊŸ–
      (ii) ¬˝ÁÃS¬œÊ¸ •ÊÒ⁄U ¬˝ÁÃm¥ÁmÃÊ ∑§Ê ◊Ê„ÊÒ‹–
      (iii) ∑§⁄UŸ •ÊÒ⁄U ¬˝ÿÊª ∑§⁄UŸ ∑§ •fl‚⁄U–
      (iv) ◊ÊŸ∑§Ë∑Χà ¬Ê∆K∑˝§◊–
      (1)     (ii), (iii), (iv)    (2)    (iii), (iv)           (3)     (i), (iii)            (4)    (i), (iii), (iv)

9.    Formative assessment assumes that :
      (1)     only quantitative parameters give ‘correct’ feedback.
      (2)     qualitative parameters are biased and subjective.
      (3)     learners should also be involved in the process of assessment.
      (4)     competition is essential for learning.
      ⁄UøŸÊà◊∑§ ◊ÍÀÿÊ¥∑§Ÿ ◊ÊŸÃÊ „Ò Á∑§ —
      (1) ∑§fl‹ ◊ÊòÊÊà◊∑§ ◊ʬŒ¥«U “‚„Ë” ¬˝ÁìÈÁc≈U ŒÃ „Ò¥–
      (2) ªÈáÊÊà◊∑§ ◊ʬŒ¥«U ¬ˇÊ¬ÊÃË •ÊÒ⁄U √ÿÁÄì⁄U∑§ „Ò¥–
      (3) ◊ÍÀÿÊ¥∑§Ÿ ∑§Ë ¬˝Á∑˝§ÿÊ ◊¥ Á‡ÊˇÊÊÁÕ¸ÿÊ¥ ∑§Ê ÷Ë ‡ÊÊÁ◊‹ Á∑§ÿÊ ¡ÊŸÊ øÊÁ„∞–
      (4) ‚ËπŸ ∑§ Á‹∞ ¬˝ÁÃÿÊÁªÃÊ •Êfl‡ÿ∑§ „Ò–

10.   Which of the following skill is not actively practiced in the process of ‘reciprocal teaching’ ?
      (1)     Memorizing           (2)    Predicting            (3)     Questioning           (4)    Clarifying
      ÁŸêŸÁ‹Áπà ◊¥ ‚ ∑§ÊÒŸ ‚ ∑§Ê҇ʋ ∑§Ê ¬˝ÿÊª “¬Ê⁄US¬Á⁄U∑§ Á‡ÊˇÊáÊ” ∑§Ë ¬˝Á∑˝§ÿÊ ◊¥ ‚Á∑˝§ÿ M§¬ ‚ Ÿ„Ë¥ Á∑§ÿÊ ¡ÊÃÊ „Ò?
      (1) ⁄U≈UŸÊ                  (2) ¬ÍflʸŸÈ◊ÊŸ ‹ªÊŸÊ           (3) ‚flÊ‹ ¬Í¿UŸÊ                (4) S¬c≈UË∑§⁄UáÊ ∑§⁄UŸÊ

11.   In response to the question, “Is it alright to steal the chocolate from the freezer in absence of your
      parents ?” 4-year-old Meera replied, “It will be wrong because doing so can cause punishment
      from the parent.” Meera’s moral reasoning depicts which stage of Lawrence Kohlberg’s theory of
      moral development ?
      (1)     Formal Conventional                        (2)    Post-conventional
      (3)     Pre-conventional                           (4)    Conventional
      ““ÄÿÊ •ʬ∑§ ◊ÊÃÊ-Á¬ÃÊ ∑§Ë •ŸÈ¬ÁSÕÁà ◊¥ »˝§Ë¡⁄U ‚ øÊÚ∑§‹≈U øÊ⁄UË ∑§⁄UŸÊ ∆UË∑§ „Ò?””, ß‚ ‚flÊ‹ ∑§ ¡flÊ’ ◊¥ 4 fl·¸ ∑§Ë
      ◊Ë⁄UÊ Ÿ ¡flÊ’ ÁŒÿÊ, ““∞‚Ê ∑§⁄UŸÊ ª‹Ã „ÊªÊ ÄÿÊ¥Á∑§ ∞‚Ê ∑§⁄UŸ ‚ ◊ȤÊ ◊ÊÃÊ-Á¬ÃÊ ‚ ‚$¡Ê Á◊‹ ‚∑§ÃË „Ò–”” ◊Ë⁄UÊ ∑§Ê ŸÒÁÃ∑§
      Ã∑¸§ ‹ÊÚ⁄¥U‚ ∑§Ê‹’ª¸ ∑§ ŸÒÁÃ∑§ Áfl∑§Ê‚ ∑§ Á‚hʥà ∑§Ë Á∑§‚ •flSÕÊ ∑§Ê Œ‡ÊʸÃÊ „Ò?
      (1) •ÊÒ¬øÊÁ⁄U∑§ ¬⁄¥U¬⁄Uʪà                          (2) ©ûÊ⁄U ¬⁄¥U¬⁄UʪÃ
      (3) ¬Ífl¸ ¬⁄¥U¬⁄Uʪà                                 (4) ¬⁄¥U¬⁄UʪÃ


P-I !FSC-26-I!                                                  4                                                              B
CTET 2026 question paper, February 2026, Paper 1 (08Feb), set B, page 5 of 48
Page 5 of 48
Text of page 5
12.   Assertion (A) : An effective pedagogical strategy is to ask children to make linkages of new
                      information with what they already know.
      Reason (R) :          Identifying commonalities and differences can help children organize information
                            which help them to think as well as remember better.
      Choose the correct option :
      (1)    Both (A) and (R) are true but (R) is not the correct explanation of (A).
      (2)    (A) is true but (R) is false.
      (3)    Both (A) and (R) are false.
      (4)    Both (A) and (R) are true and (R) is the correct explanation of (A).
      •Á÷∑§ÕŸ (A) :         ∞∑§ ¬˝÷ÊflË Á‡ÊˇÊʇÊÊSòÊËÿ ⁄UáÊŸËÁà ÿ„ „Ò Á∑§ ’ëøÊ¥ ∑§Ê Ÿß¸ ¡ÊŸ∑§Ê⁄UË ∑§Ê, ¡Ê fl ¬„‹ ‚ ¡ÊŸÃ „Ò¥ ∑§ ‚ÊÕ
                            ¡Ê«∏Ÿ ∑§ Á‹∞ ∑§„Ê ¡Ê∞–
      ∑§Ê⁄UáÊ (R) :         ‚◊ÊŸÃÊ•Ê¥ •ÊÒ⁄U ÁflÁ÷ãŸÃÊ•Ê¥ ∑§Ë ¬„øÊŸ ∑§⁄UŸ ‚ ’ëøÊ¥ ∑§Ê ¡ÊŸ∑§Ê⁄UË ‚¥ªÁ∆Uà ∑§⁄UŸ ◊¥ ◊ŒŒ Á◊‹
                            ‚∑§ÃË „Ò ¡Ê ©ã„¥ ‚ÊøŸ ∑§ ‚ÊÕ-‚ÊÕ ’„Ã⁄U ÿÊŒ ⁄UπŸ ◊¥ ÷Ë ◊ŒŒ ∑§⁄UÃË „Ò–
      ‚„Ë Áfl∑§À¬ øÈŸ¥–
      (1) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ‚„Ë „Ò¥ ‹Á∑§ŸU (A) ∑§Ë (R) ‚„Ë √ÿÊÅÿÊ Ÿ„Ë¥ ∑§⁄UÃÊ „Ò–
      (2) (A) ‚„Ë „Ò ‹Á∑§Ÿ (R) ª‹Ã „Ò–
      (3) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ª‹Ã „Ò¥–
      (4) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ‚„Ë „Ò¥ •ÊÒ⁄U (A) ∑§Ë (R) ‚„Ë √ÿÊÅÿÊ ∑§⁄UÃÊ „Ò–


13.   Which of the following is an effective way to reduce the influence of gender stereotypes amongst
      children prevalent in society ?
      (1)    Providing children with materials that are gender-specific.
      (2)    Exposing children to diverse gender roles and encouraging them to pursue their interests.
      (3)    Assuming that children will naturally incline towards gender-neutral activities and interests.
      (4)    Encouraging children to conform to traditional gender roles.
      ÁŸêŸÁ‹Áπà ◊¥ ‚ ‚◊Ê¡ ◊¥ ¬˝øÁ‹Ã ¡¥«U⁄U M§Á…∏flÊÁŒÃÊ ∑§ ¬˝÷Êfl ∑§Ê ’ëøÊ¥ ∑§ ’Ëø ∑§◊ ∑§⁄UŸ ∑§Ê ∞∑§ ¬˝÷ÊflË Ã⁄UË∑§Ê
      ∑§ÊÒŸ ‚Ê „Ò?
      (1) ’ëøÊ¥ ∑§Ê ¡¥«U⁄U-ÁflÁ‡Êc≈U ‚Ê◊ª˝Ë ¬˝ŒÊŸ ∑§⁄UŸÊ–
      (2) ’ëøÊ¥ ∑§Ê ÁflÁflœ ¡¥«U⁄U ÷ÍÁ◊∑§Ê•Ê¥ ‚ ¬Á⁄UÁøÃ ∑§⁄UÊŸÊ •ÊÒ⁄U ©ã„¥ •¬ŸË L§ÁøÿÊ¥ ∑§Ê •ʪ ’…∏ÊŸ ∑§ Á‹∞ ¬˝Êà‚ÊÁ„à ∑§⁄UŸÊ–
      (3) ÿ„ ◊ÊŸ ‹ŸÊ Á∑§ ’ëø SflÊ÷ÊÁfl∑§ M§¬ ‚ •¬Ÿ •ʬ ¡¥«U⁄U-Ã≈USÕ ªÁÃÁflÁœÿÊ¥ •ÊÒ⁄U L§ÁøÿÊ¥ ∑§Ê •¬ŸÊ ‹¥ª–
      (4) ’ëøÊ¥ ∑§Ê ¬Ê⁄¥U¬Á⁄U∑§ ¡¥«U⁄U ÷ÍÁ◊∑§Ê•Ê¥ ∑§ •ŸÈM§¬ ¬˝Êà‚ÊÁ„à ∑§⁄UŸÊ–


14.   Which of the following hinders the process of effective problem solving ?
      (1)    Concept mapping                               (2)     Brainstorming
      (3)    Analogical thinking                           (4)     Response set
      ÁŸêŸÁ‹Áπà ◊¥ ‚ ∑§ÊÒŸ ¬˝÷ÊflË ‚◊SÿÊ ‚◊ʜʟ ∑§Ë ¬˝Á∑˝§ÿÊ ◊¥ ’ÊœÊ «UÊ‹ÃÊ „Ò?
      (1) •flœÊ⁄UáÊÊ ◊ÊŸÁøòÊáÊ                      (2) ’ÈhÿÊûÊ¡∑§
      (3) ‚ʌ·ÿ ‚Êø                              (4) •ŸÈÁ∑˝§ÿÊ ‚◊Èëøÿ

P-I !FSC-26-I!                                                    5                                                                   B
CTET 2026 question paper, February 2026, Paper 1 (08Feb), set B, page 6 of 48
Page 6 of 48
Text of page 6
15.   Which of the following is an effective strategy for teaching children with autism ?
      (1)    Avoiding use of any audio-visual aids.
      (2)    Maintaining a predictable routine.
      (3)    Using strict discipline and punishment.
      (4)    Providing constant eye contact.
      Sfl‹ËŸ ∑˝§◊ Áfl∑§Ê⁄U ‚ ¡Í¤Ê ⁄U„ ’ëøÊ¥ ∑§Ê ¬…∏ÊŸ ∑§ Á‹∞ ÁŸêŸÁ‹Áπà ◊¥ ‚ ∑§ÊÒŸ ‚Ë ∞∑§ ¬˝÷ÊflË ⁄UáÊŸËÁà „Ò?
      (1) Á∑§‚Ë ÷Ë ŒÎ‡ÿ-üÊ√ÿ ‚Ê◊ª˝Ë ∑§ ¬˝ÿÊª ‚ ’øŸÊ–
      (2) •ŸÈ◊ÊÁŸÃ ÁŒŸøÿʸ ’ŸÊ∞ ⁄UπŸÊ–
      (3) ‚Åà •ŸÈ‡ÊÊ‚Ÿ •ÊÒ⁄U Œ¥«U ∑§Ê ¬˝ÿÊª ∑§⁄UŸÊ–
      (4) ÁŸ⁄¥UÃ⁄U ŸòÊ ‚¥¬∑¸§ ’ŸÊ∞ ⁄UπŸÊ–


16.   As per Jean Piaget’s theory of development, children develop __________ by the end of sensorimotor
      stage.
      (1)    Hypothetical logical reasoning              (2)     Object permanence
      (3)    Symbolic thinking                           (4)     Conservation
      ¡ËŸ Á¬ÿÊ¡ ∑§ Áfl∑§Ê‚ ∑§ Á‚hʥà ∑§ •ŸÈ‚Ê⁄U, ’ëø ‚¥flŒË¬˝⁄U∑§ •flSÕÊ ∑§ •¥Ã Ã∑§ __________ Áfl∑§Á‚à ∑§⁄U ‹Ã „Ò¥–
      (1) ¬Á⁄U∑§ÁÀ¬Ã ÃÊÁ∑¸§∑§ÃÊ                       (2) flSÃÈ SÕÊÁÿàfl
      (3) ‚Ê¥∑§ÁÃ∑§ Áø¥ÃŸ                            (4) ‚¥⁄UˇÊáÊ


17.   As per Lev Vygotsky, ‘inner speech’ :
      (1)    hinders the cognitive development of children.
      (2)    is a sign of cognitive immaturity among children.
      (3)    occurs from birth until the age of three.
      (4)    helps in reasoning and organizing thoughts.
      ‹fl flÊÿªÊàS∑§Ë ∑§ •ŸÈ‚Ê⁄U, “•Ê¥ÃÁ⁄U∑§ flÊ∑§” —
      (1) ’ëøÊ¥ ∑§ ‚¥ôÊÊŸÊà◊∑§ Áfl∑§Ê‚ ◊¥ ’ÊœÊ «UÊ‹ÃË „Ò–
      (2) ’ëøÊ¥ ◊¥ ‚¥ôÊÊŸÊà◊∑§ •¬Á⁄U¬ÄflÃÊ ∑§Ê ∞∑§ ‹ˇÊáÊ „Ò–
      (3) ¡ã◊ ‚ ‹∑§⁄U ÃËŸ fl·¸ ∑§Ë ©◊˝ Ã∑§ „ÊÃË „Ò–
      (4) Ã∑¸§ ∑§⁄UŸ •ÊÒ⁄U ÁfløÊ⁄UÊ¥ ∑§Ê √ÿflÁSÕà ∑§⁄UŸ ◊¥ ◊ŒŒ ∑§⁄UÃË „Ò–


18.   Principle of cephalocaudal development talks about __________ of development.
      (1)    linear nature                               (2)     multiple dimensions
      (3)    orderly sequence                            (4)     discontinuous nature
      Áfl∑§Ê‚ ∑§Ê ‡ÊË·¸ªÊ◊Ë Á‚hʥà Áfl∑§Ê‚ ∑§ __________ ∑§ ’Ê⁄U ◊¥ ’Êà ∑§⁄UÃÊ „Ò–
      (1) ⁄ÒUÁπ∑§ SflM§¬                            (2) ∞∑§ÊÁœ∑§ •ÊÿÊ◊
      (3) √ÿflÁSÕà ∑˝§◊                             (4) •‚Ãà SflM§¬

P-I !FSC-26-I!                                                  6                                                      B
CTET 2026 question paper, February 2026, Paper 1 (08Feb), set B, page 7 of 48
Page 7 of 48
Text of page 7
19.   Assertion (A) : Invented spellings, free explorations of writings provide teachers with
                       opportunities of authentic assessment of learner levels.
      Reason (R) :     Given the vast linguistic diversity in the classroom assessment in language should
                       be dynamic.
      Choose the correct option :
      (1) Both (A) and (R) are true but (R) is not the correct explanation of (A).
      (2) (A) is true but (R) is false.
      (3) Both (A) and (R) are false.
      (4) Both (A) and (R) are true and (R) is the correct explanation of (A).
      •Á÷∑§ÕŸ (A) : ª…∏Ë fløŸË, ‹πŸ ∑§ ◊ÈÄà •ãfl·áÊ Á‡ÊˇÊ∑§Ê¥ ∑§Ê Á‡ÊˇÊÊÕ˸ SÃ⁄UÊ¥ ∑§ ¬˝Ê◊ÊÁáÊ∑§ ◊ÍÀÿÊ¥∑§Ÿ ∑§ •fl‚⁄U ¬˝ŒÊŸ
                        ∑§⁄UÃ „Ò¥–
      ∑§Ê⁄UáÊ (R) :     ∑§ˇÊÊ ◊¥ ÷Ê·Ê߸ ÁflÁflœÃÊ ∑§Ê ŒπÃ „È∞ ÷Ê·Ê ∑§Ê ◊ÍÀÿÊ¥∑§Ÿ ªÁÇÊË‹ „ÊŸÊ øÊÁ„∞–
      ‚„Ë Áfl∑§À¬ øÈŸ¥–
      (1) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ‚„Ë „Ò¥ ‹Á∑§ŸU (A) ∑§Ë (R) ‚„Ë √ÿÊÅÿÊ Ÿ„Ë¥ ∑§⁄UÃÊ „Ò–
      (2) (A) ‚„Ë „Ò ‹Á∑§Ÿ (R) ª‹Ã „Ò–
      (3) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ª‹Ã „Ò¥–
      (4) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ‚„Ë „Ò¥ •ÊÒ⁄U (A) ∑§Ë (R) ‚„Ë √ÿÊÅÿÊ ∑§⁄UÃÊ „Ò–

20.   Assertion (A) : Creativity needs to be nurtured by presenting practical problems and issues to
                       children for contemplation and reflection.
      Reason (R) :     Creative children have the ability to discover something that is novel and need
                       intellectual stimulation.
      Choose the correct option :
      (1) Both (A) and (R) are true but (R) is not the correct explanation of (A).
      (2) (A) is true but (R) is false.
      (3) Both (A) and (R) are false.
      (4) Both (A) and (R) are true and (R) is the correct explanation of (A).
      •Á÷∑§ÕŸ (A) : ’ëøÊ¥ ◊¥ ⁄UøŸÊà◊∑§ÃÊ ∑§Ê ¬ÊÁ·Ã ∑§⁄UŸ ∑§ Á‹∞ ©Ÿ∑§ Áø¥ÃŸ •ÊÒ⁄U ◊ŸŸ ∑§⁄UŸ ∑§ Á‹∞ √ÿÊfl„ÊÁ⁄U∑§
                           ‚◊SÿÊ•Ê¥ •ÊÒ⁄U ◊ÈgÊ¥ ∑§Ê ¬˝SÃÈà ∑§⁄UŸ ∑§Ë •Êfl‡ÿ∑§ÃÊ „Ò–
      ∑§Ê⁄UáÊ (R) :        ⁄UøŸÊà◊∑§ ’ëøÊ¥ ◊¥ ∑ȧ¿U ŸÿÊ πÊ¡Ÿ ∑§Ë ˇÊ◊ÃÊ „ÊÃË „Ò •ÊÒ⁄U ©ã„¥ ’ÊÒÁh∑§ ©ûÊ¡ŸÊ ∑§Ë •Êfl‡ÿ∑§ÃÊ „ÊÃË
                           „Ò–
      ‚„Ë Áfl∑§À¬ øÈŸ¥–
      (1) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ‚„Ë „Ò¥ ‹Á∑§ŸU (A) ∑§Ë (R) ‚„Ë √ÿÊÅÿÊ Ÿ„Ë¥ ∑§⁄UÃÊ „Ò–
      (2) (A) ‚„Ë „Ò ‹Á∑§Ÿ (R) ª‹Ã „Ò–
      (3) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ª‹Ã „Ò¥–
      (4) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ‚„Ë „Ò¥ •ÊÒ⁄U (A) ∑§Ë (R) ‚„Ë √ÿÊÅÿÊ ∑§⁄UÃÊ „Ò–

21.   Attention Deficit Hyperactivity Disorder is characterised by :
      (1) Ongoing pattern of impulsivity.
      (2) Restricted and repetitive behavioural patterns.
      (3) Delayed motor and language skills.
      (4) High levels of depression and mood swings.
      äÿÊŸ ãÿÍŸÃÊ •ÁÃÁ∑˝§ÿʇÊË‹ÃÊ Áfl∑§Ê⁄U ∑§Ë Áfl‡Ê·ÃÊ „Ò —
      (1) •Êflª ¬Ò≈UŸ¸ ∑§Ê ‹ªÊÃÊ⁄U Á‚‹Á‚‹Ê
      (2) ¬˝ÁÃ’¥ÁœÃ •ÊÒ⁄U ŒÊ„⁄UÊflŒÊ⁄U √ÿfl„Ê⁄U ¬Ò≈UŸ¸
      (3) Áfl‹¥Á’à ªÁÃ∑§ •ÊÒ⁄U ÷Ê·Ê ∑§Ê҇ʋ
      (4) ©ëø SÃ⁄U ∑§Ê •fl‚ÊŒ •ÊÒ⁄U Á◊¡Ê¡ ◊¥ ©ÃÊ⁄U-ø…∏Êfl

P-I !FSC-26-I!                                                 7                                                                B
CTET 2026 question paper, February 2026, Paper 1 (08Feb), set B, page 8 of 48
Page 8 of 48
Text of page 8
22.   In inclusive classrooms the curriculum should be __________ and instruction should be __________.
      (1) standardized; uniform                      (2) flexible; uniform
      (3) standardized; differentiated               (4) flexible; differentiated
      ‚◊Êfl‡ÊË ∑§ˇÊÊ•Ê¥ ◊¥ ¬Ê∆K∑˝§◊ __________ „ÊŸÊ øÊÁ„∞ •ÊÒ⁄U ÁŸŒ¸‡Ê __________–
      (1) ◊ÊŸ∑§Ë∑ΧÃ; ∞∑§‚◊ÊŸ                        (2) ‹øË‹Ê; ∞∑§‚◊ÊŸ
      (3) ◊ÊŸ∑§Ë∑ΧÃ; Áfl÷ÁŒÃ                        (4) ‹øË‹Ê; Áfl÷ÁŒÃ

23.   According to Vygotsky’s theory, the zone of proximal development refers to :
      (1) The level of skill or knowledge a student is capable of mastering with help.
      (2) The level of skill or knowledge a student is unlikely to ever achieve.
      (3) The level of skill or knowledge a student must master to pass a test or receive a grade.
      (4) The level of skill or knowledge a student has already mastered.
      flÊÿªÊàS∑§Ë ∑§ Á‚hʥà ∑§ •ŸÈ‚Ê⁄U, ‚◊ˬSÕ Áfl∑§Ê‚ ∑§Ê ˇÊòÊ ÄÿÊ „Ò?
      (1) ∑§Ê҇ʋ ÿÊ ôÊÊŸ ∑§Ê SÃ⁄U ¡Ê ∞∑§ ¿UÊòÊ ◊ŒŒ ‚ ◊„Ê⁄Uà „ÊÁ‚‹ ∑§⁄UŸ ◊¥ ‚ˇÊ◊ „Ò–
      (2) ∞∑§ ¿UÊòÊ ∑§ ∑§Ê҇ʋ ÿÊ ôÊÊŸ ∑§ SÃ⁄U Á¡‚ ∑§÷Ë „ÊÁ‚‹ ∑§⁄UŸ ∑§Ë ‚¥÷ÊflŸÊ Ÿ„Ë¥ „Ò–
      (3) ¬⁄UˡÊÊ ¬Ê‚ ∑§⁄UŸ ÿÊ ª˝«U ¬˝Êåà ∑§⁄UŸ ∑§ Á‹∞ ∞∑§ ¿UÊòÊ ∑§ Á‹∞ •Êfl‡ÿ∑§ ∑§Ê҇ʋ ÿÊ ôÊÊŸ ∑§Ê SÃ⁄U–
      (4) ¿UÊòÊ Á¡‚ ∑§Ê҇ʋ ÿÊ ôÊÊŸ ∑§ SÃ⁄U ◊¥ ¬„‹ ‚ „Ë ◊„Ê⁄Uà „ÊÁ‚‹ ∑§⁄U øÈ∑§Ê „Ò–

24.   Assertion (A) : Teachers should provide a lot of scaffolding to children in the forms of prompts
                       and cues.
      Reason (R) :     Jean Piaget emphasized that more knowledgeable others play a significant role in
                       advancing children’s cognitive skills through social interaction.
      Choose the correct option :
      (1) Both (A) and (R) are true but (R) is not the correct explanation of (A).
      (2) (A) is true but (R) is false.
      (3) Both (A) and (R) are false.
      (4) Both (A) and (R) are true and (R) is the correct explanation of (A).
      •Á÷∑§ÕŸ (A) : Á‡ÊˇÊ∑§Ê¥ ∑§Ê ¬Ê«∏ ∑§ M§¬ ◊¥ ’ëøÊ¥ ∑§Ê …U⁄U ‚Ê⁄U ‚¥∑§Ã •ÊÒ⁄U •ʋ꒟ ©¬‹éœ ∑§⁄UÊŸ øÊÁ„∞–
      ∑§Ê⁄UáÊ (R) :    ¡ËŸ Á¬ÿÊ¡ Ÿ ß‚ ’Êà ¬⁄U ¡Ê⁄U ÁŒÿÊ Á∑§ •Áœ∑§ ¡ÊŸ∑§Ê⁄U ‹Êª ‚Ê◊ÊÁ¡∑§ •¥Ã—Á∑˝§ÿÊ ∑§ ◊Êäÿ◊ ‚
                         ’ëøÊ¥ ∑§ ‚¥ôÊÊŸÊà◊∑§ ∑§Ê҇ʋ ∑§Ê •ʪ ’…∏ÊŸ ◊¥ ◊„àfl¬Íáʸ ÷ÍÁ◊∑§Ê ÁŸ÷ÊÃ „Ò¥–
      ‚„Ë Áfl∑§À¬ øÈŸ¥ —
      (1) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ‚„Ë „Ò¥ ‹Á∑§ŸU (A) ∑§Ë (R) ‚„Ë √ÿÊÅÿÊ Ÿ„Ë¥ ∑§⁄UÃÊ „Ò–
      (2) (A) ‚„Ë „Ò ‹Á∑§Ÿ (R) ª‹Ã „Ò–
      (3) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ª‹Ã „Ò¥–
      (4) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ‚„Ë „Ò¥ •ÊÒ⁄U (A) ∑§Ë (R) ‚„Ë √ÿÊÅÿÊ ∑§⁄UÃÊ „Ò–

25.   Students with mastery goal orientation set :
      (1) high goals to impress others.
      (2) low goals to avoid failure.
      (3) moderate goals motivated by fear and shame.
      (4) realistic learning goals.
      ◊„Ê⁄Uà ‹ˇÿ ©ã◊ÈπË∑§⁄UáÊ flÊ‹ ¿UÊòÊ -
      (1) ŒÍ‚⁄UÊ¥ ∑§Ê ¬˝÷ÊÁflà ∑§⁄UŸ ∑§ Á‹∞ ©ëø ‹ˇÿ Ãÿ ∑§⁄UÃ „Ò¥–
      (2) •‚»§‹ÃÊ ‚ ’øŸ ∑§ Á‹∞ ∑§◊ ‹ˇÿ Ãÿ ∑§⁄UÃ „Ò¥–
      (3) «U⁄U •ÊÒ⁄U ‡Ê◊¸ ‚ ¬˝Á⁄Uà ◊äÿ◊ ‹ˇÿ Ãÿ ∑§⁄UÃ „Ò¥–
      (4) ÿÕÊÕ¸flÊŒË ‚ËπŸ ∑§ ‹ˇÿ Ãÿ ∑§⁄UÃ „Ò¥–

P-I !FSC-26-I!                                                  8                                                 B
CTET 2026 question paper, February 2026, Paper 1 (08Feb), set B, page 9 of 48
Page 9 of 48
Text of page 9
26.   Which of the following is an example of a question that requires students to generate creative
      solutions ?
      (1) How do you identify the subject of a sentence ?
      (2) What are the various types of nouns ?
      (3) How would you rewrite the given text from the perspective of an object rather than a
            person ?
      (4) What is the definition of a noun ?
      ÁŸêŸÁ‹Áπà ◊¥ ‚ ∑§ÊÒŸ ‚Ê ∞∑§ ∞‚ ¬˝‡Ÿ ∑§Ê ©ŒÊ„⁄UáÊ „Ò Á¡‚◊¥ ¿UÊòÊÊ¥ ∑§Ê ⁄UøŸÊà◊∑§ ‚◊ʜʟ πÊ¡ ∑§⁄UŸ ∑§Ë •Êfl‡ÿ∑§ÃÊ
      „ÊÃË „Ò?
      (1) •ʬ flÊÄÿ ◊¥ ∑§ûÊʸ ∑§Ë ¬„øÊŸ ∑Ò§‚ ∑§⁄UÃ „Ò¥?
      (2) ‚¥ôÊÊ ∑§ ÁflÁ÷㟠¬˝∑§Ê⁄U ÄÿÊ „Ò¥?
      (3) •ʬ Á∑§‚Ë √ÿÁÄà ∑§ ’¡Êÿ Á∑§‚Ë flSÃÈ ∑§ ¬Á⁄U¬˝ˇÿ ‚ ÁŒ∞ ª∞ ¬Ê∆U ∑§Ê Á»§⁄U ‚ ∑Ò§‚ Á‹π¥ª?
      (4) ‚¥ôÊÊ ∑§Ë ¬Á⁄U÷Ê·Ê ÄÿÊ „Ò?

27.   Misconceptions among students should be __________ and intuitive guesses should be __________
      among students in primary grades.
      (1) acknowledged; encouraged                          (2) dismissed; discouraged
      (3) acknowledged; discouraged                         (4) ignored; encouraged
      ¬˝ÊÕÁ◊∑§ ∑§ˇÊÊ•Ê¥ ∑§ ¿UÊòÊÊ¥ ∑§Ë ÷˝Ê¥ÁÃÿÊ¥ __________ •ÊÒ⁄U ‚„¡ •ŸÈ◊ÊŸ ∑§Ê __________ ∑§⁄UŸÊ øÊÁ„∞–
      (1) ¬⁄U äÿÊŸ ∑§ÁãŒ˝Ã ∑§⁄UŸÊ øÊÁ„∞; ¬˝Êà‚ÊÁ„à (2) ∑§Ê ’πʸSà ∑§⁄UŸÊ øÊÁ„∞; „ÃÊà‚ÊÁ„Ã
      (3) ¬⁄U äÿÊŸ ∑§ÁãŒ˝Ã ∑§⁄UŸÊ øÊÁ„∞; „ÃÊà‚ÊÁ„à (4) ∑§Ë •fl„‹ŸÊ „ÊŸË øÊÁ„∞; ¬˝Êà‚ÊÁ„Ã

28.   The ability of hand-eye coordination, balance and manual dexterity is affected in :
      (1) Dyscalculia        (2) Dysphasia          (3) Dyspraxia        (4) Dyslexia
      ÁŸêŸÁ‹Áπà ◊¥ ‚ Á∑§‚◊¥ √ÿÁÄà ∑§ „ÊÕ •ÊÒ⁄U •ʰπ ∑§ ÃÊ‹◊‹, ‚¥ÃÈ‹Ÿ •ÊÒ⁄U ‡ÊÊ⁄UËÁ⁄U∑§ ÁŸ¬ÈáÊÃÊ ∑§Ë ˇÊ◊ÃÊ ¬˝÷ÊÁflà „ÊÃË „Ò?
      (1) ªÈáÊíÿ flÒ∑§Àÿ           (2) ÷Ê·Ê flÒ∑§Àÿ             (3) ªÁÂ◊ÊŸflÿ flÒ∑§Àÿ (4) ¬∆UŸ flÒ∑§Àÿ

29.   Critical thinking in students can be promoted by :
      (1) Discouraging metacognition
      (2) Discouraging collaborations
      (3) Encouraging students to do rote rehearsal
      (4) Encouraging questions such as what, why, how
      ¿UÊòÊÊ¥ ◊¥ •Ê‹ÊøŸÊà◊∑§ ‚Êø ∑§Ê Á∑§‚ ¬˝∑§Ê⁄U ’…∏ÊflÊ ÁŒÿÊ ¡Ê ‚∑§ÃÊ „Ò?
      (1) •Áœ‚¥ôÊÊŸ ∑§Ê „ÃÊà‚ÊÁ„à ∑§⁄U∑§–
      (2) ‚„ÿÊª ∑§Ê „ÃÊà‚ÊÁ„à ∑§⁄U∑§–
      (3) ¿UÊòÊÊ¥ ∑§Ê ⁄U≈UŸ ∑§Ê ¬ÍflʸèÿÊ‚ ∑§⁄UŸ ∑§ Á‹∞ ¬˝Êà‚ÊÁ„à ∑§⁄U∑§–
      (4) ÄÿÊ, ÄÿÊ¥, ∑Ò§‚ ¡Ò‚ ©à‚Ê„flœ¸∑§ ¬˝‡Ÿ ¬Í¿U∑§⁄U–

30.   Development of children :
      (1) is a simple and unitary process.
      (2) unfolds in a random manner which does not have any pattern.
      (3) is multidimensional and multidirectional.
      (4) is synonymous with growth.
      ’ëøÊ¥ ∑§ Áfl∑§Ê‚ ∑§ ’Ê⁄U ◊¥, ÁŸêŸÁ‹Áπà ◊¥ ‚ ∑§ÊÒŸ ‚Ê ∑§ÕŸ ‚„Ë „Ò?
      (1)    Áfl∑§Ê‚ ∞∑§ ‚⁄U‹ •ÊÒ⁄U ∞∑§Êà◊∑§ ¬˝Á∑˝§ÿÊ „Ò–
      (2)    Áfl∑§Ê‚ Á’ŸÊ Á∑§‚Ë ¬Ò≈UŸ¸ ∑§ •ÁŸÿÁ◊à ÃÊÒ⁄U ¬⁄U ¬˝∑§≈U „ÊÃÊ „Ò–
      (3)    Áfl∑§Ê‚ ’„È•ÊÿÊ◊Ë •ÊÒ⁄U ’„ÈÁŒ‡ÊÊà◊∑§ „ÊÃÊ „Ò–
      (4)    Áfl∑§Ê‚ flÎÁh ∑§Ê ¬ÿʸÿ „Ò–

P-I !FSC-26-I!                                                  9                                                             B
CTET 2026 question paper, February 2026, Paper 1 (08Feb), set B, page 10 of 48
Page 10 of 48
Text of page 10
PART - II / ÷ʪ - II
                                              MATHEMATICS / ªÁáÊÃ
Direction : Answer the following questions by selecting the correct/most appropriate options.
ÁŸŒ¸‡Ê — ÁŸêŸÁ‹Áπà ¬˝‡ŸÊ¥ ∑§ ©ûÊ⁄U ŒŸ ∑§ Á‹∞ ‚„Ë/‚’‚ ©¬ÿÈÄà Áfl∑§À¬ øÈÁŸ∞–
31.   Ms. Rajlakshmi, a primary class mathematics teacher brings in a variety of concrete material in her
      classroom like bundles of match sticks, ice cream sticks, coloured buttons, base 10 blocks etc. to
      teach the concept of place value.
      Which of the following principles of theory of Zoltan P. Dienes is being used by her ?
      (1)    Dynamic Principle
      (2)    Iconic Mode
      (3)    Perceptual Variability Principle
      (4)    Mathematical Variability Principle
      ‚ÈüÊË ⁄UÊ¡‹ˇ◊Ë, ¬˝ÊÕÁ◊∑§ ∑§ˇÊÊ ∑§Ë ªÁáÊà ∑§Ë ∞∑§ Á‡ÊÁˇÊ∑§Ê, SÕÊŸËÿ ◊ÊŸ ∑§Ë •flœÊ⁄UáÊÊ ∑§ Á‡ÊˇÊáÊ ∑§ Á‹∞ ÁflÁ÷㟠¬˝∑§Ê⁄U
      ∑§Ë ∆UÊ‚ flSÃÈ∞° ¡Ò‚ ◊ÊÁø‚ ∑§Ë ÃËÁ‹ÿÊ¥ ∑§ ’¥«U‹, •Ê߸‚∑˝§Ë◊ ∑§Ë «¥UÁ«Uÿʰ, ⁄¥Uª-Á’⁄¥Uª ’≈UŸ, •ÊœÊ⁄U÷Íà (’‚) 10 ∑§ é‹ÊÚÄ‚
      ßàÿÊÁŒ •¬ŸË ∑§ˇÊÊ ◊¥ ‹∑§⁄U •ÊÃË „Ò¥–
      ÁŸêŸÁ‹Áπà ◊¥ ‚ $¡ÊÀ≈UŸ ¬Ë. «UËã‚ ∑§ Á‚hʥà ∑§ Á∑§‚ ÁŸÿ◊ ∑§Ê ©¬ÿÊª ©Ÿ∑§ mÊ⁄UÊ Á∑§ÿÊ ¡Ê ⁄U„Ê „Ò?
      (1) ªÁÇÊË‹ ÁŸÿ◊
      (2) ŒÎ‡ÿ◊ÊÁ¬ÃÊ ÁŸÿ◊
      (3) ’ÊœÊà◊∑§ (¬˝àÿˇÊôÊÊŸÊà◊∑§) ¬Á⁄UflÁøÃÊ ÁŸÿ◊
      (4) ªÁáÊÃËÿ ¬Á⁄UflÁøÃÊ ÁŸÿ◊


32.   Main objective of teaching Pictographs to students is :
      (1)    To utilize the free time of the students in the class
      (2)    To engage students in the class activities
      (3)    To represent data in an interesting way
      (4)    To develop drawing skills in students
      ÁfllÊÁÕ¸ÿÊ¥ ∑§Ê ÁøòÊ‹π ¬…∏ÊŸ ∑§Ê ◊ÈÅÿ ©g‡ÿ „Ò —
      (1) ∑§ˇÊÊ ◊¥ ÁfllÊÁÕ¸ÿÊ¥ ∑§ πÊ‹Ë ‚◊ÿ ∑§Ê ©¬ÿÊª ∑§⁄UŸÊ
      (2) ÁfllÊÁÕ¸ÿÊ¥ ∑§Ê ∑§ˇÊÊ ∑§ Á∑˝§ÿÊ∑§‹Ê¬Ê¥ ◊¥ ‡ÊÊÁ◊‹ ∑§⁄UŸÊ
      (3) L§Áø¬Íáʸ Ã⁄UË∑§ ‚ •Ê¥∑§«∏Ê¥ ∑§Ê ÁŸM§Á¬Ã ∑§⁄UŸÊ
      (4) ÁfllÊÁÕ¸ÿÊ¥ ◊¥ «˛UÊߥª ∑§Ê҇ʋ Áfl∑§Á‚à ∑§⁄UŸÊ

                               SPACE FOR ROUGH WORK / ⁄U»§ ∑§Êÿ¸ ∑§ Á‹∞ ¡ª„




P-I !FSC-26-I!                                                  10                                                               B
CTET 2026 question paper, February 2026, Paper 1 (08Feb), set B, page 11 of 48
Page 11 of 48
Text of page 11
33.   Which of the following is least appropriate in context of learning outcomes at foundational stage
      in mathematics ?
      (1)    Designing activities connected to real-life situations to strengthen the learning outcomes.
      (2)    Children advance to the next level of learning outcomes only upon achieving certain level of
             proficiency at the current level.
      (3)    Primarily summative assessment is used to assess the skills or concepts developed at each
             level.
      (4)    Explicit and measurable learning outcomes are defined which are the pathways for
             competency acquisition.
      ÁŸêŸÁ‹Áπà ◊¥ ‚ ∑§ÊÒŸ-‚Ê ªÁáÊà ◊¥ ◊Í‹÷Íà SÃ⁄U ¬⁄U •Áœª◊ ¬˝Áû§‹Ê¥ ∑§ Á‹∞ ‚’‚ ∑§◊ ©¬ÿÈÄà „Ò?
      (1) •Áœª◊ ¬˝Áû§‹Ê¥ ∑§Ê ‚‡ÊÄà ∑§⁄UŸ ∑§ Á‹∞ ŒÒÁŸ∑§ ¡ËflŸ ‚ ‚¥’¥ÁœÃ ªÁÃÁflÁœÿʰ ’ŸÊŸÊ–
      (2) ’ëø flø◊ÊŸ SÃ⁄U ¬⁄U ¬˝flËáÊÃÊ ∑§ ∞∑§ ÁŸÁ‡øÃ SÃ⁄U ∑§Ê ¬˝Êåà ∑§⁄UŸ ¬⁄U „Ë •Áœª◊ ∑§ ¬˝Áû§‹Ê¥ ∑§ •ª‹ SÃ⁄U ¬⁄U
            •ʪ ’…∏Ã „Ò¥–
      (3) ◊ÈÅÿ M§¬ ‚ ÿÊªÊà◊∑§ •Ê∑§‹Ÿ ∑§Ê ©¬ÿÊª ¬˝àÿ∑§ SÃ⁄U ¬⁄U Áfl∑§Á‚à ∑§Ê҇ʋÊ¥ ÿÊ •flœÊ⁄UáÊÊ•Ê¥ ∑§Ê •Ê∑§‹Ÿ ∑§⁄UŸ ∑§
            Á‹∞ Á∑§ÿÊ ¡ÊÃÊ „Ò–
      (4) S¬c≈U •ÊÒ⁄U ◊ʬŸ ÿÊÇÿ •Áœª◊ ∑§ ¬˝Áû§‹Ê¥ ∑§Ê ¬Á⁄U÷ÊÁ·Ã Á∑§ÿÊ ªÿÊ „Ò ¡Ê ÿÊÇÿÃÊ •Áœª˝„áÊ ∑§ ⁄UÊSÃ „Ò¥–


34.   Which among the following is an example of a real life situation which represents ‘division as
      equal sharing’ ?
      (1)    There are 60 toffees in a packet and Samir would like to distribute it to his friends. How
             many toffees each friend will get ?
      (2)    There are 30 students in a class. Teacher wants to form 5 groups of same size. How many
             students will be there in each group ?
      (3)    Divide 50 into 10 equal groups.
      (4)    There are 10 biscuits in a packet. How many biscuits will be there in 5 such packets ?
      ÁŸêŸÁ‹Áπà ◊¥ ‚ ∑§ÊÒŸ ‚Ê flÊSÃÁfl∑§ ¡ËflŸ ∑§Ë ÁSÕÁà ∑§Ê ∞∑§ ©ŒÊ„⁄UáÊ „Ò ¡Ê “÷ʪ ∑§Ê ‚◊÷ÊªË ‚¥⁄UøŸÊ” ∑§ M§¬ ◊¥ Œ‡ÊʸÃÊ
      „Ò?
      (1) ∞∑§ ¬Ò∑§≈U ◊¥ 60 ≈UÊÚ»§Ë „Ò¥– ‚◊Ë⁄U ßã„¥ •¬Ÿ Á◊òÊÊ¥ ◊¥ ’ʰ≈UŸÊ øÊ„ÃÊ „Ò– ©‚∑§ „⁄U Á◊òÊ ∑§Ê Á∑§ÃŸË ≈UÊÚ»§Ë Á◊‹¥ªË?
      (2) ∞∑§ ∑§ˇÊÊ ◊¥ 30 ÁfllÊÕ˸ „Ò¥– •äÿʬ∑§ 5 ‚◊Í„ ’⁄UÊ’⁄U ‚¥ÅÿÊ ∑§ ’ŸÊŸÊ øÊ„Ã „Ò¥ ÃÊ ¬˝àÿ∑§ ‚◊Í„ ◊¥ Á∑§ÃŸ ÁfllÊÕ˸
            „Êª¥?
      (3) 50 ∑§Ê 10 ∑§ ’⁄UÊ’⁄U ‚◊Í„Ê¥ ◊¥ Áfl÷Ê¡Ÿ–
      (4) ∞∑§ ¬Ò∑§≈U ◊¥ 10 Á’S∑ȧ≈U „Ò¥– ∞‚ ¬Ê°ø ¬Ò∑§≈UÊ¥ ◊¥ Á∑§ÃŸ Á’S∑ȧ≈U „Ê¥ª?


                               SPACE FOR ROUGH WORK / ⁄U»§ ∑§Êÿ¸ ∑§ Á‹∞ ¡ª„




P-I !FSC-26-I!                                                 11                                                                B
CTET 2026 question paper, February 2026, Paper 1 (08Feb), set B, page 12 of 48
Page 12 of 48
Text of page 12
35.   Which of the following statements is not correct ?
      (1) One acute angle and one obtuse angle can be put together to make a straight angle.
      (2) Reflex angle is greater than 1808 but less than 3608.
      (3) Two acute angles can be put together to make a reflex angle.
      (4) Two acute angles can be put together to make an obtuse angle.
      ÁŸêŸ ∑§ÕŸÊ¥ ◊¥ ‚ ∑§ÊÒŸ ‚Ê ∑§ÕŸ ‚„Ë Ÿ„Ë¥ „Ò?
      (1) ∞∑§ ãÿÍŸ ∑§ÊáÊ •ÊÒ⁄U ∞∑§ •Áœ∑§ ∑§ÊáÊ ∑§Ê ∞∑§ ‚ÊÕ ⁄Uπ∑§⁄U ∞∑§ ´§¡È ∑§ÊáÊ ’ŸÊÿÊ ¡Ê ‚∑§ÃÊ „Ò–
      (2) ∞∑§ ¬˝ÁÃflÃ˸ ∑§ÊáÊ 1808 ‚ ’«∏Ê ¬⁄UãÃÈ 3608 ‚ ¿UÊ≈UÊ „ÊÃÊ „Ò–
      (3) ŒÊ ãÿÍŸ ∑§ÊáÊÊ¥ ∑§Ê ∞∑§ ‚ÊÕ ⁄Uπ∑§⁄U ∞∑§ ¬˝ÁÃflÃ˸ ∑§ÊáÊ ’ŸÊÿÊ ¡Ê ‚∑§ÃÊ „Ò–
      (4) ŒÊ ãÿÍŸ ∑§ÊáÊÊ¥ ∑§Ê ∞∑§ ‚ÊÕ ⁄Uπ∑§⁄U ∞∑§ •Áœ∑§ ∑§ÊáÊ ’ŸÊÿÊ ¡Ê ‚∑§ÃÊ „Ò–

36.   One of the most important purposes of assessment in mathematics at primary school level is to :
      (1) find out important learning gaps and likewise make modifications in the pedagogy
      (2) prepare learners for secondary and high school mathematics
      (3) find out mathematicians of the future
      (4) determine learner’s intelligence levels
      ¬˝ÊÕÁ◊∑§ ÁfllÊ‹ÿË SÃ⁄U ¬⁄U ªÁáÊà ◊¥ •Ê∑§‹Ÿ ∑§Ê ∑§ÊÒŸ-‚Ê ∞∑§ ‚’‚ ◊„àfl¬Íáʸ ©g‡ÿ „Ò?
      (1) •Áœª◊ ◊¥ ⁄U„ ªß¸ ◊„àfl¬Íáʸ ∑§Á◊ÿÊ¥ ∑§Ê ¬ÃÊ ‹ªÊŸÊ •ÊÒ⁄U ©‚∑§ •ŸÈ‚Ê⁄U Á‡ÊˇÊʇÊÊSòÊ ◊¥ ‚¥‡ÊÊœŸ ∑§⁄UŸÊ
      (2) ◊ÊäÿÁ◊∑§ •ÊÒ⁄U ©ëø ÁfllÊ‹ÿ ∑§ ªÁáÊà ∑§ Á‹∞ Á‡ÊˇÊÊÁÕ¸ÿÊ¥ ∑§Ê ÃÒÿÊ⁄U ∑§⁄UŸÊ
      (3) ÷Áflcÿ ∑§ ªÁáÊÃôÊÊ¥ ∑§Ê ¬„øÊŸŸÊ
      (4) Á‡ÊˇÊÊÕ˸ ∑§ ’ÈÁh SÃ⁄U ∑§Ê ÁŸœÊ¸⁄UáÊ ∑§⁄UŸÊ

37.   Which of the following is an example of a task based on creative thinking that can be given to
      students of grade 5 ?
      (1) Find the area of a rectangle using formula
      (2) Find the area of a rectangle whose length is half of its breadth
      (3) Write multiplication table of 7
      (4) Add 415 and 237 using column addition
      ÁŸêŸÁ‹Áπà ◊¥ ‚ ∑§ÊÒŸ ‚Ê ∞∑§ ‚ΡŸÊà◊∑§ Áø¥ÃŸ ¬⁄U •ÊœÊÁ⁄Uà ∑§Êÿ¸ ∑§Ê ©ŒÊ„⁄UáÊ „Ò ¡Ê ª˝«U 5 ∑§ ÁfllÊÁÕ¸ÿÊ¥ ∑§Ê ÁŒÿÊ ¡Ê
      ‚∑§ÃÊ „Ò?
      (1) ‚ÍòÊ ∑§Ë ‚„ÊÿÃÊ ‚ •Êÿà ∑§Ê ˇÊòÊ»§‹ ôÊÊà ∑§ËÁ¡∞
      (2) ∞∑§ •Êÿà Á¡‚∑§Ë ‹ê’Ê߸ ©‚∑§Ë øÊÒ«∏Ê߸ ‚ •ÊœË „Ò, ©‚∑§Ê ˇÊòÊ»§‹ ôÊÊà ∑§ËÁ¡∞
      (3) 7 ∑§Ê ¬„Ê«∏Ê Á‹Áπ∞
      (4) ∑§ÊÚ‹◊ ¡Ê«∏ mÊ⁄UÊ 415 •ÊÒ⁄U 237 ¡Ê«∏¥

                              SPACE FOR ROUGH WORK / ⁄U»§ ∑§Êÿ¸ ∑§ Á‹∞ ¡ª„




P-I !FSC-26-I!                                               12                                                             B
CTET 2026 question paper, February 2026, Paper 1 (08Feb), set B, page 13 of 48
Page 13 of 48
Text of page 13
38.   Which of the following fractions are in descending order ?
      ÁŸêŸ ◊¥ ‚ ∑§ÊÒŸ ‚Ë Á÷㟠•fl⁄UÊ„Ë ∑˝§◊ ◊¥ „Ò¥?
              3 5 8 4                       8 5 4 3                    4 8 5 3                       3 4 5 8
      (1)      , ,  ,               (2)       , , ,            (3)      ,  , ,                 (4)    , , ,
              7 9 11 5                      11 9 5 7                   5 11 9 7                      7 5 9 11


39.   The numerical values of perimeter and area of a square are equal. The length of the side of the
      square is :
      (1)    2 units                (2)    4 units             (3)     8 units                 (4)   1 unit
      ∞∑§ flª¸ ∑§ ¬Á⁄U◊ʬ •ÊÒ⁄U ˇÊòÊ»§‹ ∑§ ‚¥ÅÿÊà◊∑§ ◊ÊŸ ‚◊ÊŸ „Ò¥– ©‚ flª¸ ∑§Ë ÷È¡Ê ∑§Ë ‹¥’Ê߸ „Ò —
      (1) 2 ß∑§Ê߸                   (2) 4 ß∑§Ê߸             (3) 8 ß∑§Ê߸               (4) 1 ß∑§Ê߸

40.   Which of the following letters has one line of symmetry ?
      ÁŸêŸ ◊¥ ‚ Á∑§‚ •ˇÊ⁄U ∑§Ë ∞∑§ ‚◊Á◊à ⁄UπÊ „ÊÃË „Ò?
      (1)    O                      (2)    X                   (3)     S                       (4)   V

41.   Computational skills in mathematics can be enhanced by :
      (1)    conducting hands-on-activities in class
      (2)    giving conceptual knowledge
      (3)    clarifying concepts and procedures followed by a lot of practice
      (4)    describing algorithms only
      ªÁáÊà ◊¥ ∑§êåÿÍ≈U‡ÊŸ‹ ∑§Ê҇ʋ ∑§Ê __________ ’…∏ÊÿÊ ¡Ê ‚∑§ÃÊ „Ò–
      (1) Á∑˝§ÿÊ∑§‹Ê¬Ê¥ ∑§Ê ‚¥øÊ‹Ÿ ∑§⁄U∑§
      (2) •flœÊ⁄UÊáÊÊà◊∑§ ôÊÊŸ ŒŸ ‚
      (3) •flœÊ⁄UáÊÊ•Ê¥ •ÊÒ⁄U Á∑˝§ÿÊ∑§‹Ê¬Ê¥ ∑§Ê S¬c≈U ∑§⁄U∑§ •Áœ∑§ •èÿÊ‚ ¬⁄U ’‹ ŒŸ ∑§ mÊ⁄UÊ
      (4) ∑§fl‹ ∑§‹Ÿ ÁflÁœ ∑§Ê fláʸŸ ∑§⁄U∑§

42.   A triangular pyramid has :
      (1)    4 faces and 6 edges.                        (2)   3 faces and 6 edges.
      (3)    3 faces and 4 edges.                        (4)   4 faces and 4 edges.
      ∞∑§ ÁòÊ÷È¡Ê∑§Ê⁄U Á¬⁄UÊÁ◊«˜U ◊¥ —
      (1) 4 »§‹∑§ •ÊÒ⁄U 6 Á∑§ŸÊ⁄U „ÊÃ „Ò¥–            (2)   3 »§‹∑§ •ÊÒ⁄U 6 Á∑§ŸÊ⁄U „ÊÃ „Ò¥–
      (3) 3 »§‹∑§ •ÊÒ⁄U 4 Á∑§ŸÊ⁄U „ÊÃ „Ò¥–            (4)   4 »§‹∑§ •ÊÒ⁄U 4 Á∑§ŸÊ⁄U „ÊÃ „Ò¥–

                               SPACE FOR ROUGH WORK / ⁄U»§ ∑§Êÿ¸ ∑§ Á‹∞ ¡ª„




P-I !FSC-26-I!                                                 13                                               B
CTET 2026 question paper, February 2026, Paper 1 (08Feb), set B, page 14 of 48
Page 14 of 48
Text of page 14
43.   If a six digits number 72x292 is divisible by 36, then the value of (3x+2) is :

      ÿÁŒ ∞∑§ ¿U— •¥∑§Ê¥ ∑§Ë ‚¥ÅÿÊ 72x292 ‚¥ÅÿÊ 36 ‚ Áfl÷Êíÿ „Ò, ÃÊ (3x+2) ∑§Ê ◊ÊŸ „Ò —
      (1)    16                     (2)    17                      (3)    20                      (4)   15



44.   The difference between the greatest and smallest five digit numbers that can be formed using the
      digits 8, 2, 7, 0 and 6 only once is :

      •¥∑§Ê¥ 8, 2, 7, 0 •ÊÒ⁄U 6 ∑§ ©¬ÿÊª ‚ ¬Ê°ø •¥∑§Ê¥ ∑§Ë ’ŸÊ߸ ¡Ê ‚∑§Ÿ flÊ‹Ë ‚’‚ ’«∏Ë •ÊÒ⁄U ‚’‚ ¿UÊ≈UË ‚¥ÅÿÊ•Ê¥ ∑§Ê •¥Ã⁄U
      „Ò —
      (1)    65942                  (2)    66942                   (3)    67942                   (4)   56942



45.   According to National Curriculum Framework 2005, mathematics curriculum must incorporate
      mathematical processes which are :

      (1)    Memorization and application of formulae and multiplication tables in problem solving

      (2)    Problem solving using estimation, approximations and spatial reasoning

      (3)    Doing quick mental calculations

      (4)    Teaching and learning of procedures of problem solving

      ⁄UÊc≈˛UËÿ ¬Ê∆Køÿʸ M§¬⁄UπÊ 2005 ∑§ •ŸÈ‚Ê⁄U, ªÁáÊà ∑§ ¬Ê∆K∑˝§◊ ◊¥ ‚’‚ ◊„àfl¬Íáʸ ªÁáÊÃËÿ ¬˝Á∑˝§ÿÊ•Ê¥ ∑§Ê ‡ÊÊÁ◊‹ ∑§⁄UŸÊ
      øÊÁ„∞, ¡Ê „Ò¥ —
      (1)    ‚◊SÿÊ ‚◊ʜʟ ◊¥ ‚ÍòÊÊ¥ •ÊÒ⁄U ªÈáÊŸ ‚Ê⁄UÁáÊÿÊ¥ ∑§Ê S◊⁄UáÊ •ÊÒ⁄U •ŸÈ¬˝ÿÊª ∑§⁄UŸÊ
      (2)    •ŸÈ◊ÊŸ, ‚ÁãŸ∑§≈UŸ •ÊÒ⁄U ÁŒ∑˜§SÕÊŸ ‚¥’¥œË ÁflfløŸ ∑§Ê ©¬ÿÊª ∑§⁄U∑§ ‚◊SÿÊ ‚◊ʜʟ ∑§⁄UŸÊ
      (3)    ÃËfl˝ÃÊ ‚ ◊ÊŸÁ‚∑§ ªáÊŸÊ ∑§⁄UŸÊ
      (4)    ‚◊SÿÊ ‚◊ʜʟ ∑§Ë ¬˝Á∑˝§ÿÊ•Ê¥ ∑§Ê Á‡ÊˇÊáÊ •ÊÒ⁄U •Áœª◊
                               SPACE FOR ROUGH WORK / ⁄U»§ ∑§Êÿ¸ ∑§ Á‹∞ ¡ª„




P-I !FSC-26-I!                                                   14                                                              B
CTET 2026 question paper, February 2026, Paper 1 (08Feb), set B, page 15 of 48
Page 15 of 48
Text of page 15
46.   In a class, teacher prepared following table showing colours of eyes of 40 students :

                     Blue eye Brown eye Black eye
         Boys            5               4             11
         Girls           7               3             10

      Teacher told four students to write one statement each about this table on black-board. They
      wrote :
      (a) Number of boys and girls are equal.
      (b) Mostly students have black eye.
      (c) Total number of students having blue eyes is odd.
      (d) Total number of students having brown eyes is odd.
      Choose the correct option :
      (1) (a), (b) are true but (c), (d) are false.
      (2) (a), (b) and (d) are true but (c) is false.
      (3) (b) and (c) are true but (a) and (d) are false.
      (4) (a), (b), (c) are true but (d) is false .
      ∞∑§ ∑§ˇÊÊ ◊¥ •äÿʬ∑§ Ÿ ÁŸêŸ ÃÊÁ‹∑§Ê ’ŸÊ߸ ¡Ê 40 ÁfllÊÁÕ¸ÿÊ¥ ∑§Ë •ʰπÊ¥ ∑§ ⁄¥Uª ∑§Ê Œ‡ÊʸÃË „Ò —

                     Zrbr Am±I§o    ^yar Am±I§o    H$mbr Am±Io§
         b‹S>Ho$         5               4             11
        b‹S>{H$`m±       7               3             10

      •äÿʬ∑§ Ÿ øÊ⁄U ÁfllÊÁÕ¸ÿÊ¥ ∑§Ê ∑§„Ê Á∑§ fl ß‚ ÃÊÁ‹∑§Ê ∑§ ’Ê⁄U ◊¥ ∞∑§-∞∑§ ∑§ÕŸ ‡ÿÊ◊¬≈˜U≈U ¬⁄U Á‹π¥– ©ã„Ê¥Ÿ Á‹πÊ —
      (a) ‹«∏∑§Ê¥ •ÊÒ⁄U ‹«∏Á∑§ÿÊ¥ ∑§Ë ‚¥ÅÿÊ∞° ‚◊ÊŸ „Ò¥–
      (b) •Áœ∑§Ã⁄U ÁfllÊÁÕ¸ÿÊ¥ ∑§Ë •ʰπ¥ ∑§Ê‹ ⁄¥Uª ∑§Ë „Ò¥–
      (c) ŸË‹Ë •ʰπÊ¥ flÊ‹ ÁfllÊÁÕ¸ÿÊ¥ ∑§Ë ∑ȧ‹ ‚¥ÅÿÊ Áfl·◊ „Ò–
      (d) ÷Í⁄UË •ʰπÊ¥ flÊ‹ ÁfllÊÁÕ¸ÿÊ¥ ∑§Ë ∑ȧ‹ ‚¥ÅÿÊ Áfl·◊ „Ò–
      ‚„Ë Áfl∑§À¬ ∑§Ê øÈÁŸ∞ —
      (1) (a), (b) ‚„Ë „Ò¥ ¬⁄UãÃÈ (c) •ÊÒ⁄U (d) ª‹Ã „Ò¥–
      (2) (a), (b) •ÊÒ⁄U (d) ‚„Ë „Ò¥ ¬⁄UãÃÈ (c) ª‹Ã „Ò–
      (3) (b) •ÊÒ⁄U (c) ‚„Ë „Ò¥ ¬⁄UãÃÈ (a) •ÊÒ⁄U (d) ª‹Ã „Ò¥–
      (4) (a), (b), (c) ‚„Ë „Ò¥ ¬⁄UãÃÈ (d) ª‹Ã „Ò–

                               SPACE FOR ROUGH WORK / ⁄U»§ ∑§Êÿ¸ ∑§ Á‹∞ ¡ª„




P-I !FSC-26-I!                                                    15                                                             B
CTET 2026 question paper, February 2026, Paper 1 (08Feb), set B, page 16 of 48
Page 16 of 48
Text of page 16
47.   According to NIPUN Bharat Mission, the states will ensure to achieve foundational numeracy till
      grade III by the end of the year :
      ÁŸ¬ÈáÊ ÷Ê⁄Uà Á◊‡ÊŸ ∑§ •ŸÈ‚Ê⁄U ⁄UÊíÿ __________ fl·¸ ∑§ •ãà Ã∑§ ª˝«U III Ã∑§ ◊Í‹÷Íà •¥∑§ôÊÊŸ ¬˝Êåà ∑§⁄UŸÊ ‚ÈÁŸÁ‡øÃ
      ∑§⁄U¥ª–
      (1)         2027-28          (2)     2024-25               (3)     2029-30               (4)     2026-27

48.   Amita starts from the place A and reaches place B in 4 hours 44 minutes. From there, she returns
      to the starting place A in 3 hours 24 minutes. If she reaches back at 2.30 pm, then her starting time
      from place A was :
      •◊ËÃÊ SÕÊŸ A ‚ ¬˝Ê⁄¥U÷ ∑§⁄U∑§ SÕÊŸ B Ã∑§ 4 ÉÊ¥≈U 44 Á◊Ÿ≈UÊ¥ ◊¥ ¬„ȰøÃË „Ò– fl„ʰ ‚ fl„ flÊÁ¬‚ ¬˝Ê⁄¥UÁ÷∑§ SÕÊŸ A ¬⁄U 3 ÉÊ¥≈U
      24 Á◊Ÿ≈UÊ¥ ◊¥ ¬„Ȱø ¡ÊÃË „Ò– ÿÁŒ fl„ flÊÁ¬‚ 2.30 pm ¬⁄U ¬„ȰøÃË „Ò, ÃÊ ©‚∑§Ê SÕÊŸ A ‚ ø‹Ÿ ∑§Ê ¬˝Ê⁄¥UÁ÷∑§ ‚◊ÿ ÕÊ —
      (1) 6.00 am                    (2) 6.22 am               (3) 6.24 am                     (4) 6.44 am

49.   The missing number in the pattern 325, 259, 204, 160, 127, 105 __________ is :
      ¬Ò≈UŸ¸ 325, 259, 204, 160, 127, 105, __________ ◊¥ ‹Èåà ‚¥ÅÿÊ „Ò —
      (1) 96                    (2) 98                 (3) 94             (4) 90

50.   Which of the following activities, most appropriately, represents the four stages involved in handling
      data i.e., collecting, organising, representing and interpreting data ?
      (1) Asking the pupils to list their favourite food.
      (2) Asking the pupils to mark their birth dates on a calendar.
      (3) Asking the pupils to write the names of their favourite cartoons.
      (4) Collecting data about how pupils travel to school and then comparing the different modes of
            transport used by the pupils.
      ÁŸêŸÁ‹Áπà ◊¥ ∑§ÊÒŸ-‚Ë ªÁÃÁflÁœ, •ʰ∑§«∏Ê¥ ∑§ ¬˝’¥œŸ ∑§ øÊ⁄U SÃ⁄UÊ¥, ÿÊÁŸ Á∑§, •ʰ∑§«∏¥ ∞∑§ÁòÊà ∑§⁄UŸÊ, ‚¥ªÁ∆Uà ∑§⁄UŸÊ,
      ÁŸM§Á¬Ã ∑§⁄UŸÊ •ÊÒ⁄U ¬˝ÁìÊÁŒÃ ∑§⁄UŸÊ, ∑§Ê ‚’‚ ©¬ÿÈÄà M§¬ ‚ Œ‡ÊʸÃË „Ò?
      (1) ÁfllÊÁÕ¸ÿÊ¥ ‚ ©Ÿ∑§ ¬‚¥ŒËŒÊ πÊŸ ∑§Ë ‚ÍøË ’ŸÊŸ ∑§Ê ∑§„ŸÊ–
      (2) ÁfllÊÁÕ¸ÿÊ¥ ∑§Ê ∞∑§ ∑Ò§‹á«U⁄U ¬⁄U •¬ŸË ¡ã◊ ÁÃÁÕ ∑§Ê ÁøÁqà ∑§⁄UŸ ∑§ Á‹∞ ∑§„ŸÊ–
      (3) ÁfllÊÁÕ¸ÿÊ¥ ∑§Ê •¬Ÿ ¬‚¥ŒËŒÊ ∑§Ê≈͸UŸ ∑§Ê ŸÊ◊ Á‹πŸ ∑§ Á‹∞ ∑§„ŸÊ–
      (4) ÿ„ •ʰ∑§«∏¥ ∞∑§ÁòÊà ∑§⁄UŸÊ Á∑§ ÁfllÊÕ˸ S∑ͧ‹ ∑Ò§‚ ¡ÊÃ „Ò¥ •ÊÒ⁄U Á»§⁄U ÁfllÊÁÕ¸ÿÊ¥ mÊ⁄UÊ ßSÃ◊Ê‹ Á∑§∞ ¡ÊŸ flÊ‹ ÿÊÃÊÿÊÃ
            ∑§ ÁflÁ÷㟠‚ÊœŸÊ¥ ∑§Ë ÃÈ‹ŸÊ ∑§⁄UŸÊ–

51.   Radha bought 9 bags of rice each weighing 9 kg 995 g. Total weight of rice in the bags is :
      ⁄UÊœÊ Ÿ øÊfl‹ ∑§ 9 ’ÊÁ⁄Uÿʰ π⁄Uˌ˥, Á¡‚◊¥ ‚ ¬˝àÿ∑§ ◊¥ øÊfl‹ ∑§Ê ÷Ê⁄U 9 kg 995 g „Ò– ߟ ’ÊÁ⁄UÿÊ¥ ◊¥ øÊfl‹ ∑§Ê ∑ȧ‹ ÷Ê⁄U
      „Ò —
      (1)         89.595 kg        (2)     89.795 kg             (3)     89.955 kg             (4)     89.985 kg

                               SPACE FOR ROUGH WORK / ⁄U»§ ∑§Êÿ¸ ∑§ Á‹∞ ¡ª„




P-I !FSC-26-I!                                                  16                                                                B
CTET 2026 question paper, February 2026, Paper 1 (08Feb), set B, page 17 of 48
Page 17 of 48
Text of page 17
52.   While giving a rectangular page to Mohan, Mathematics teacher told him to make a square out of
      it. Mohan folded that paper from one side and made a square. At what level of Van Heile’s theory
      of geometrical understanding Mohan is ?
      (1) Level 2 (Relationship)              (2) Level 1 (Analysis)
      (3) Level 0 (Visualisation)             (4) Level 3 (Deduction)
      ªÁáÊà ∑§Ë •äÿÊÁ¬∑§Ê Ÿ ◊Ê„Ÿ ∑§Ê ∞∑§ •ÊÿÃÊ∑§Ê⁄U ∑§Ê$ª$¡ ŒÃ „È∞ ∑§„Ê Á∑§ ß‚‚ •ʬ ∞∑§ flª¸ ’ŸÊ•Ê– ◊Ê„Ÿ •ÊÿÃÊ∑§Ê⁄U
      ∑§Ê$ª¡ ∑§Ê ∞∑§ Ã⁄U»§ ‚ ◊Ê«∏∑§⁄U flª¸ ’ŸÊ ŒÃÊ „Ò– ◊Ê„Ÿ, flÒŸ „Ë‹ ∑§Ë íÿÊÁ◊ÃËÿ ‚◊¤Ê ∑§ Á‚hʥà ∑§ Á∑§‚ SÃ⁄U ¬⁄U „Ò?
      (1) SÃ⁄U 2 (‚¥’¥œÊ¥ ∑§Ë ‚◊¤Ê)                      (2) SÃ⁄U 1 (Áfl‡‹·áÊ)
      (3) SÃ⁄U 0 (ŒÎ‡ÿË∑§⁄UáÊ)                            (4) SÃ⁄U 3 (ÁŸª◊Ÿ)

53.   Which of the following statements is least appropriate about mathematics curriculum for primary
      classes ?
      (1) It should help in making connections in mathematics.
      (2) It should enhance relational understanding.
      (3) It must be dynamic and coherent in nature.
      (4) It should be joyful and rigid.
      ÁŸêŸÁ‹Áπà ◊¥ ‚ ∑§ÊÒŸ-‚Ê ∑§ÕŸ ¬˝ÊÕÁ◊∑§ ∑§ˇÊÊ•Ê¥ ∑§ ªÁáÊà ∑§ ¬Ê∆K∑˝§◊ ∑§ ’Ê⁄U ◊¥ ‚’‚ ∑§◊ ©¬ÿÈÄà „Ò?
      (1) ß‚ ªÁáÊà ◊¥ ‚ê’ãœÊ¥ ∑§Ê ’ŸÊŸ ◊¥ ◊ŒŒ ∑§⁄UŸË øÊÁ„∞–
      (2) ß‚ ‚¥’¥œ¬⁄U∑§ ‚◊¤Ê ∑§Ê ’…∏ÊŸÊ øÊÁ„∞–
      (3) ÿ„ ¬˝∑ΧÁà ◊¥ ªÁÇÊË‹ •ÊÒ⁄U ‚È‚¥ªÃ „ÊŸÊ øÊÁ„∞–
      (4) ÿ„ •ʟ㌌Êÿ∑§ •ÊÒ⁄U ÁSÕ⁄U „ÊŸÊ øÊÁ„∞–

54.   Problem solving method of teaching mathematics involves which of the following steps ?
      (a) Posing mathematical problems and instructing steps of solutions.
      (b) Design a task based upon the current understanding of the students.
      (c) Posing everyday problems and help learners make sense of the mathematics involved.
      (d) Allowing the learners to actively take part in the finding solutions of the problems and justify
           the solutions.
      Choose the correct option :
      (1) only (a)          (2) only (d)           (3) (c) and (d)          (4) (b), (c) and (d)
      ªÁáÊà ¬…∏ÊŸ ∑§Ë ‚◊SÿÊ-‚◊ʜʟ ÁflÁœ ◊¥ ÁŸêŸÁ‹Áπà ◊¥ ‚ ∑§ÊÒŸ ‚Ê/‚ ø⁄UáÊ ‡ÊÊÁ◊‹ „Ò/„Ò¥?
      (a) ªÁáÊÃËÿ ‚◊SÿÊ•Ê¥ ∑§Ê ¬˝SÃÈà ∑§⁄UŸÊ •ÊÒ⁄U ‚◊ʜʟ ∑§ ø⁄UáÊÊ¥ ∑§Ê ÁŸŒ¸‡Ê ŒŸÊ–
      (b) ÁfllÊÁÕ¸ÿÊ¥ ∑§Ë flø◊ÊŸ ‚◊¤Ê ∑§ •ÊœÊ⁄U ¬⁄U ∞∑§ ∑§Êÿ¸ ∑§Ê ‚ΡŸ ∑§⁄¥U–
      (c) ŒÒÁŸ∑§ ¡ËflŸ ∑§Ë ‚◊SÿÊ•Ê¥ ∑§Ê ¬˝SÃÈà ∑§⁄UŸÊ •ÊÒ⁄U ©Ÿ◊¥ ÁŸÁ„à ªÁáÊà ∑§Ê ‚◊¤ÊŸ ◊¥ ÁfllÊÁÕ¸ÿÊ¥ ∑§Ë ‚„ÊÿÃÊ ∑§⁄UŸÊ–
      (d) Á‡ÊˇÊÊÁÕ¸ÿÊ¥ ∑§Ê ‚Á∑˝§ÿ M§¬ ‚ ‚◊SÿÊ•Ê¥ ∑§ ‚◊ʜʟ πÊ¡Ÿ ◊¥ ÷ʪ ‹Ÿ •ÊÒ⁄U ‚◊ʜʟ ∑§Ê ©ÁøÃ Á‚h ∑§⁄UŸ ∑§
            •fl‚⁄U ŒŸÊ–
      ‚„Ë Áfl∑§À¬ øÈŸ¥ —
      (1) ∑§fl‹ (a)                (2) ∑§fl‹ (d)             (3) (c) •ÊÒ⁄U (d)             (4) (b), (c) •ÊÒ⁄U (d)

                             SPACE FOR ROUGH WORK / ⁄U»§ ∑§Êÿ¸ ∑§ Á‹∞ ¡ª„




P-I !FSC-26-I!                                              17                                                            B
CTET 2026 question paper, February 2026, Paper 1 (08Feb), set B, page 18 of 48
Page 18 of 48
Text of page 18
55.   Work of which Indian Mathematician can be associated with “Game Theory” ?
      (1)    Mahavira              (2)     Ramanujan             (3)    Brahmgupta            (4)     Aryabhatta
      Á∑§‚ ÷Ê⁄UÃËÿ ªÁáÊÃôÊ ∑§ ∑§Êÿ¸ ∑§Ê ““ª◊ âÿÊ⁄UË”” ‚ ‚¥’¥ÁœÃ Á∑§ÿÊ ¡Ê ‚∑§ÃÊ „Ò?
      (1) ◊„ÊflË⁄U                 (2) ⁄UÊ◊ÊŸÈ¡Ÿ                   (3) ’˝rʪÈåà                (4)     •Êÿ¸÷^

56.   The perimeter of a rectangle is 410 m and its length is 123 m. The breadth of the rectangle (in m)
      is :
      ∞∑§ •Êÿà ∑§Ê ¬Á⁄U◊ʬ 410 m „Ò •ÊÒ⁄U ß‚∑§Ë ‹¥’Ê߸ 123 m „Ò– •Êÿà ∑§Ë øÊÒ«∏Ê߸ (m ◊¥) „Ò —
      (1)    82                    (2)     86                    (3)    88                    (4)     92

57.   If HCF of two numbers is 18, then which of the following cannot be their LCM ?
      ÿÁŒ ŒÊ ‚¥ÅÿÊ•Ê¥ ∑§Ê HCF=18 „Ò, ÃÊ ÁŸêŸ ◊¥ ‚ ∑§ÊÒŸ ‚Ë ‚¥ÅÿÊ ßŸ∑§Ê LCM Ÿ„Ë¥ „Ê ‚∑§ÃË ?
      (1)    128                   (2)     108                   (3)    72                    (4)     144

58.   How many twin primes are there in the numbers from 1 to 50 ?
      1 ‚ 50 Ã∑§ ∑§Ë ‚¥ÅÿÊ•Ê¥ ◊¥, Á∑§ÃŸ •÷Êíÿ ÿÈÇ◊ „Ò¥?
      (1)    6                     (2)     5                     (3)    4                     (4)     7

59.   What is the difference of the place values of the two 8s in the number 2853847 ?
      ‚¥ÅÿÊ 2853847 ◊¥ ŒÊŸÊ¥ 8 ∑§ SÕÊŸËÿ ◊ÊŸÊ¥ ∑§Ê ÄÿÊ •¥Ã⁄U „Ò?
      (1)    799200                (2)     792000                (3)    799920                (4)     7999200

60.   Which of the following statement is least appropriate about the errors made by students in a
      mathematics classroom ?
      (1)    They can be determined by a diagnostic test.
      (2)    They can be persistent if not identified.
      (3)    They can be described but cannot be analysed.
      (4)    They can be repeated.
      ªÁáÊà ∑§Ë ∑§ˇÊÊ ◊¥ ÁfllÊÁÕ¸ÿÊ¥ mÊ⁄UÊ ∑§Ë ªß¸ òÊÈÁ≈UÿÊ¥ ∑§ ’Ê⁄U ◊¥ ÁŸêŸÁ‹Áπà ◊¥ ‚ ∑§ÊÒŸ ‚Ê ∑§ÕŸ ‚’‚ ∑§◊ ©¬ÿÈÄà „Ò?
      (1) fl ŸÒŒÊÁŸ∑§ ¬⁄UˡÊÊ mÊ⁄UÊ ¬„øÊŸË ¡Ê ‚∑§ÃË „Ò¥–
      (2) fl ’Ê⁄U-’Ê⁄U „Ê ‚∑§ÃË „Ò¥ ÿÁŒ ©Ÿ∑§Ë ¬„øÊŸ Ÿ ∑§Ë ¡Ê∞–
      (3) ©Ÿ∑§Ê fláʸŸ Á∑§ÿÊ ¡Ê ‚∑§ÃÊ „Ò ¬⁄UãÃÈ Áfl‡‹·áÊ Ÿ„Ë¥ Á∑§ÿÊ ¡Ê ‚∑§ÃÊ–
      (4) fl ŒÊ„⁄UÊ߸ ¡Ê ‚∑§ÃË „Ò¥–

                              SPACE FOR ROUGH WORK / ⁄U»§ ∑§Êÿ¸ ∑§ Á‹∞ ¡ª„




P-I !FSC-26-I!                                                 18                                                                 B
CTET 2026 question paper, February 2026, Paper 1 (08Feb), set B, page 19 of 48
Page 19 of 48
Text of page 19
PART - III / ÷ʪ - III
                          ENVIRONMENTAL STUDIES / ¬ÿʸfl⁄UáÊ •äÿÿŸ
Direction : Answer the following questions by selecting the correct/most appropriate options.
ÁŸŒ¸‡Ê — ÁŸêŸÁ‹Áπà ¬˝‡ŸÊ¥ ∑§ ©ûÊ⁄U ŒŸ ∑§ Á‹∞ ‚„Ë/‚’‚ ©¬ÿÈÄà Áfl∑§À¬ øÈÁŸ∞–
61.   At the elementary level, which one of the following topics would be most suitable for discussion
      and experience sharing in the EVS class ?
      (1) Uses of water and concept of density.
      (2) Uses of water and soluble substances.
      (3) Dandi march and concept of evaporation.
      (4) Everyone does not get the facility of water equally.
      ¬˝ÊÕÁ◊∑§ SÃ⁄U ¬⁄U, ¬ÿʸfl⁄UáÊ •äÿÿŸ ∑§Ë ∑§ˇÊÊ ◊¥ ÁŸêŸÁ‹Áπà ◊¥ ‚ ∑§ÊÒŸ ‚Ê ¬˝∑§⁄UáÊ øøÊ¸ ∑§⁄UŸ •ÊÒ⁄U •ŸÈ÷fl ‚ʤÊÊ ∑§⁄UŸ ∑§
      Á‹∞ ‚’‚ ©¬ÿÈÄà „ÊªÊ?
      (1) ¬ÊŸË ∑§ ¬˝ÿÊª •ÊÒ⁄U ÉÊŸàfl ∑§Ë •flœÊ⁄UáÊÊ–
      (2) ¬ÊŸË ∑§ ¬˝ÿÊª •ÊÒ⁄U ÉÊÈ‹Ÿ‡ÊË‹ flSÃÈ∞°–
      (3) ŒÊ¥«UË ÿÊòÊÊ •ÊÒ⁄U flÊc¬Ë∑§⁄UáÊ ∑§Ë •flœÊ⁄UáÊÊ–
      (4) ¬ÊŸË ∑§Ë ‚ÈÁflœÊ ‚÷Ë ∑§Ê ’⁄UÊ’⁄U Ÿ„Ë¥ Á◊‹ÃË–

62.   A teacher of Environmental Studies should include the local context of the children in conducting
      his/her class activities. Which of the following should a teacher pay attention to in order to
      incorporate the local context ?
      (1) The selection of local context should be in line with the discipline of the school.
      (2) The selection of the local context should be pedagogically imaginative and ethically correct.
      (3) Selection of local context should be from the textbooks of Environmental Studies.
      (4) Local context should be selected according to the convenience of a teacher.
      ¬ÿʸfl⁄UáÊ •äÿÿŸ ∑§ ∞∑§ Á‡ÊˇÊ∑§ ∑§Ê •¬ŸË ∑§ˇÊÊ ∑§Ë ªÁÃÁflÁœÿÊ¥ ∑§ ‚¥¬ÊŒŸ ◊¥ ’ìÊÊ¥ ∑§ SÕÊŸËÿ ‚¥Œ÷¸ ∑§Ê ‡ÊÊÁ◊‹ ∑§⁄UŸÊ
      øÊÁ„∞– SÕÊŸËÿ ‚¥Œ÷¸ ∑§Ê ‡ÊÊÁ◊‹ ∑§⁄UŸ ∑§ Á‹∞ ∞∑§ Á‡ÊˇÊ∑§ ∑§Ê ÁŸêŸÁ‹Áπà ◊¥ ‚ ÄÿÊ äÿÊŸ ŒŸÊ øÊÁ„∞?
      (1) SÕÊŸËÿ ‚¥Œ÷¸ ∑§Ê øÿŸ ÁfllÊ‹ÿ ∑§ •ŸÈ‡ÊÊ‚Ÿ ∑§ •ŸÈM§¬ „Ê–
      (2) SÕÊŸËÿ ‚¥Œ÷¸ ∑§Ê øÿŸ Á‡ÊˇÊʇÊÊSòÊËÿ ŒÎÁc≈U ‚ ∑§À¬ŸÊ‡ÊË‹ •ÊÒ⁄U ŸÒÁÃ∑§ ŒÎÁc≈U ‚ ‚„Ë „Ê–
      (3) SÕÊŸËÿ ‚¥Œ÷¸ ∑§Ê øÿŸ ¬ÿʸfl⁄UáÊ •äÿÿŸ ∑§Ë ¬Ê∆K¬ÈSÃ∑§Ê¥ ‚ „ÊŸÊ øÊÁ„∞–
      (4) SÕÊŸËÿ ‚¥Œ÷¸ ∑§Ê øÿŸ ∞∑§ Á‡ÊˇÊ∑§ ∑§Ë ‚ÈÁflœÊ •ŸÈ‚Ê⁄U „Ê–

63.   An Environmental Studies teacher of class 4 made different groups of children in his class to do the
      task of making letter boxes on the theme Travel. During the work of making the model of the letter
      box, the teacher also assessed their work. Which of the following assessment tools would the
      teacher have used to assess children’s activity ?
      (1) Portfolio                                                   (2) Check List and Achievement test
      (3) Achievement test and Anecdotal records                      (4) Worksheet
      ∑§ˇÊÊ 4 ∑§ ∞∑§ ¬ÿʸfl⁄UáÊ •äÿÿŸ Á‡ÊˇÊ∑§ Ÿ •¬ŸË ∑§ˇÊÊ ∑§ ’ìÊÊ¥ ∑§ ÁflÁ÷㟠‚◊Í„Ê¥ ‚ ÿÊòÊÊ Áfl·ÿ ¬⁄U ‹≈U⁄U ’ÊÚÄ‚ ’ŸÊŸ ∑§Ê
      ∑§Ê◊ ∑§⁄UflÊÿÊ– ‹≈U⁄U ’ÊÚÄ‚ ∑§Ê ◊ÊÚ«U‹ ’ŸÊŸ ∑§ ∑§Ê◊ ∑§ ŒÊÒ⁄UÊŸ Á‡ÊˇÊ∑§ Ÿ ©Ÿ∑§ ∑§Ê◊ ∑§Ê •Ê∑§‹Ÿ ÷Ë Á∑§ÿÊ– Á‡ÊˇÊ∑§ Ÿ ’ìÊÊ¥
      ∑§ ß‚ ªÁÃÁflÁœ ∑§ Á‹∞ ÁŸêŸÁ‹Áπà ◊¥ ‚ Á∑§‚/Á∑§Ÿ •Ê∑§‹Ÿ ∑§ ©¬∑§⁄UáÊ/©¬∑§⁄UáÊÊ¥ ∑§Ê ©¬ÿÊª Á∑§ÿÊ „ÊªÊ?
      (1) ¬Ê≈¸U»§ÊÁ‹ÿÊ                                                  (2) ø∑§ Á‹S≈U •ÊÒ⁄U ©¬‹Áéœ ¬⁄UˡÊáÊ
      (3) ©¬‹Áéœ ¬⁄UˡÊáÊ •ÊÒ⁄U ©¬ÊÅÿÊŸÊà◊∑§ •Á÷‹π                        (4) ∑§Êÿ¸¬òÊ∑§

P-I !FSC-26-I!                                                 19                                                                B
CTET 2026 question paper, February 2026, Paper 1 (08Feb), set B, page 20 of 48
Page 20 of 48
Text of page 20
64.   Many lessons in the NCERT EVS textbook are based on real people and their real experiences.
      Why would the textbook development committee have included real people and their real
      experiences ?
      (A)    Children easily relate to real people.
      (B)    During EVS, ideas can be discussed with the children by including their experiences.
      (C)    It helps in reinforcing the idea that environmental studies can be done only in classrooms
             and through textbooks.
      (D)    Real people and their experiences inspire children.
      (1)    (A), (B) and (D)                             (2)     (B), (C) and (D)
      (3)    (A), (C) and (D)                             (4)     (A), (B) and (C)
      ∞Ÿ‚Ë߸•Ê⁄U≈UË ∑§ ¬ÿʸfl⁄UáÊ •äÿÿŸ ∑§ ¬Ê∆K¬ÈSÃ∑§ ◊¥ ∑§ß¸ ¬Ê∆U flÊSÃÁfl∑§ ‹Êª ÃÕÊ ©Ÿ∑§ flÊSÃÁfl∑§ •ŸÈ÷fl ¬⁄U •ÊœÊÁ⁄UÃ
      „Ò¥– ¬Ê∆K¬ÈSÃ∑§ ÁŸ◊ʸáÊ ‚Á◊Áà Ÿ flÊSÃÁfl∑§ ‹Êª ÃÕÊ ©Ÿ∑§ flÊSÃÁfl∑§ •ŸÈ÷fl ÄÿÊ¥ ‡ÊÊÁ◊‹ Á∑§ÿÊ „ÊªÊ?
      (A) ’ìÊ flÊSÃÁfl∑§ ‹Êª ‚ •¬Ÿ •ʬ ∑§Ê •Ê‚ÊŸË ‚ ¡Ê«∏ ‹Ã „Ò¥–
      (B) ¬ÿʸfl⁄UáÊ •äÿÿŸ ∑§ ŒÊÒ⁄UÊŸ ’ìÊÊ¥ ∑§ ‚ÊÕ ©Ÿ∑§ •ŸÈ÷fl ∑§Ê ‡ÊÊÁ◊‹ ∑§⁄U∑§ ©Ÿ∑§ ÁfløÊ⁄UÊ¥ ¬⁄U øøÊ¸ ∑§Ë ¡Ê ‚∑§ÃË „Ò–
      (C) ÿ„ ÁfløÊ⁄U ‚Ȍ΅∏ ∑§⁄UŸ ◊¥ ‚„ÊÿÃÊ Á◊‹ÃË „Ò Á∑§ ¬ÿʸfl⁄UáÊ •äÿÿŸ ∑§fl‹ ∑§ˇÊÊ•Ê¥ ◊¥ ∞fl¥ ¬Ê∆K¬ÈSÃ∑§Ê¥ ‚ „Ë „Ê ‚∑§ÃÊ
              „Ò–
      (D) flÊSÃÁfl∑§ ‹Êª ÃÕÊ ©Ÿ∑§ •ŸÈ÷fl ’ìÊÊ¥ ∑§Ê ¬˝Á⁄Uà ∑§⁄UÃ „Ò¥–
      (1) (A), (B) •ÊÒ⁄U (D)                          (2) (B), (C) •ÊÒ⁄U (D)
      (3) (A), (C) •ÊÒ⁄U (D)                          (4) (A), (B) •ÊÒ⁄U (C)


65.   The territorial states of Karnataka are :
      (1)    Maharashtra, Tamilnadu, Gujarat                      (2)    Odisha, Chhattisgarh, Kerala
      (3)    Andhra Pradesh, Telangana, Odisha                    (4)    Kerala, Andhra Pradesh, Telangana
      ∑§ŸÊ¸≈U∑§ ∑§ ‚Ë◊ÊãÃflÃ˸ ⁄UÊíÿ „Ò¥ —
      (1) ◊„Ê⁄UÊc≈˛U, ÃÁ◊‹ŸÊ«ÈU, ªÈ¡⁄UÊà                          (2)    •Ê«∏ˇÊÊ, ¿UûÊË‚ª…∏, ∑§⁄U‹
      (3) •Ê¥œ˝ ¬˝Œ‡Ê, Ã‹¥ªÊŸÊ, •Ê«∏ˇÊÊ                       (4)    ∑§⁄U‹, •Êãœ˝ ¬˝Œ‡Ê, Ã‹¥ªÊŸÊ

66.   There are many poems related to the environment in the textbooks of Environmental Studies. The
      teacher should also ask the children to create poems. Which one of the following process skills is
      mainly developed by writing poems ?
      (1)    Creative expression                                  (2)    Motor skills
      (3)    Learning skills                                      (4)    Convergent skill
      ¬ÿʸfl⁄UáÊ •äÿÿŸ ∑§Ë ¬Ê∆K¬ÈSÃ∑§Ê¥ ◊¥ ¬ÿʸfl⁄UáÊ ‚ ‚¥’¥ÁœÃ ’„Èà ‚Ê⁄UË ∑§ÁflÃÊ∞° „Ò¥– Á‡ÊˇÊ∑§ ∑§Ê ’ìÊÊ¥ ‚ ÷Ë ∑§ÁflÃÊ∞° ’ŸÊŸ ∑§
      Á‹∞ ∑§„ŸÊ øÊÁ„∞– ÁŸêŸÁ‹Áπà ◊¥ ‚ ∑§ÁflÃÊ∞° Á‹πŸ ‚, ◊ÈÅÿ M§¬ ‚ ∑§ÊÒŸ ‚Ë ¬˝Á∑˝§ÿÊ ∑§Ê҇ʋ ∑§Ê Áfl∑§Ê‚ „ÊÃÊ „Ò?
      (1) ⁄UøŸÊà◊∑§ •Á÷√ÿÁÄà                                    (2) ¬‡ÊËÿ ∑§Ê҇ʋ
      (3) •Áœª◊ ∑§Ê҇ʋ                                         (4) •Á÷‚Ê⁄UË ∑§Ê҇ʋ


P-I !FSC-26-I!                                                  20                                                                 B
CTET 2026 question paper, February 2026, Paper 1 (08Feb), set B, page 21 of 48
Page 21 of 48
Text of page 21
67.   Ajay is a teacher of Environmental Studies and he wants to conduct a role play activity in his class.
      Which of the following topics would be most appropriate for a role play for the children ?
      (1)    Demonstration of solubility of various substances.
      (2)    Evaporation of water.
      (3)    Germination of seeds.
      (4)    A family that gets only two buckets of water from a water tanker everyday.
      •¡ÿ ¬ÿʸfl⁄UáÊ •äÿÿŸ ∑§Ê ∞∑§ Á‡ÊˇÊ∑§ „Ò ÃÕÊ fl„ •¬ŸË ∑§ˇÊÊ ◊¥ ÷ÍÁ◊∑§Ê ÁŸfl¸„Ÿ ∑§Ë ªÁÃÁflÁœ ∑§⁄UÊŸÊ øÊ„ÃÊ „Ò–
      ÁŸêŸÁ‹Áπà ◊¥ ‚ ∑§ÊÒŸ ‚Ê ◊ÈŒ˜ŒÊ ’ìÊÊ¥ ∑§ Á‹∞ ÷ÍÁ◊∑§Ê ÁŸfl¸„Ÿ ∑§ Á‹∞ ‚’‚ ©¬ÿÈÄà „ÊªÊ?
      (1) ÁflÁ÷㟠¬ŒÊÕÊZ ∑§Ë ÉÊÈ‹Ÿ‡ÊË‹ÃÊ ∑§Ê ¬˝Œ‡Ê¸Ÿ–
      (2) ¡‹ flÊc¬Ë∑§⁄UáÊ–
      (3) ’Ë¡Ê¥ ∑§Ê •¥∑ȧ⁄UáÊ–
      (4) ∞∑§ ¬Á⁄UflÊ⁄U Á¡‚ ¬ÊŸË ∑§ ≈Ò¥U∑§⁄U ‚ „⁄U ⁄UÊ¡ Á‚»¸§ ŒÊ ’ÊÀ≈UË ¬ÊŸË Á◊‹ÃÊ „Ò–


68.   On the map of a big city following scale is mentioned.
             Scale : 1 cm = 845 m
      If on this map the measured distance between two important locations of the city is 13.7 cm, the
      actual distance between the two locations is approximately :
      (1)    12.90 km             (2)    11.57 km              (3)    11.02 km              (4)    12.50 km
      Á∑§‚Ë ’«∏ ‡Ê„⁄U ∑§ ◊ÊŸÁøòÊ ¬⁄U ŸËø ÁŒÿÊ ªÿÊ ¬Ò◊ÊŸÊ Œ‡ÊʸÿÊ ªÿÊ „Ò —
            ¬Ò◊ÊŸÊ 1 cm = 845 m
      ÿÁŒ ß‚ ◊ÊŸÁøòÊ ¬⁄U Á∑§ã„Ë¥ ŒÊ SÕÊŸÊ¥ ∑§ ’Ëø ∑§Ë ◊Ê¬Ë ªÿË ŒÍ⁄UË 13.7 cm „Ò, ÃÊ ߟ SÕÊŸÊ¥ ∑§ ’Ëø ∑§Ë flÊSÃÁfl∑§ ŒÍ⁄UË „Ò
      ‹ª÷ª —
      (1)    12.90 km             (2)    11.57 km              (3)    11.02 km              (4)    12.50 km


69.   Which one of the following tools is used to cut the dried leaves from the top of the onions in
      Karnataka ?
      (1)    Illige               (2)    Kurige                (3)    Knife                 (4)    Khunti
      ÁŸêŸÁ‹Áπà ◊¥ ‚ ∑§ÊÒŸ ‚ •ÊÒ¡Ê⁄U ∑§Ë ◊ŒŒ ‚ ∑§ŸÊ¸≈U∑§ ⁄UÊíÿ ◊¥ åÿÊ¡ ∑§Ê ©‚∑§ ‚Èπ ¬ûÊÊ¥ ‚ •‹ª Á∑§ÿÊ ¡ÊÃÊ „Ò?
      (1) ßÁ‹ª                  (2) ∑ͧÁ⁄Uª                   (3) øÊ∑ͧ                    (4) π°È≈UË


70.   The locations of Punjab and Kerala respectively with respect to Bihar are :
      (1)    North-west; South-east                     (2)    North-east; South-west
      (3)    North-west; South-west                     (4)    Due North; South-east
      Á’„Ê⁄U ∑§ ‚ʬˇÊ ¬¥¡Ê’ •ÊÒ⁄U ∑§⁄U‹ ∑§Ë ÁSÕÁÃÿʰ „Ò ∑˝§◊‡Ê— —
      (1) ©ûÊ⁄U-¬Á‡ø◊; ŒÁˇÊáÊ-¬Ífl¸                         (2) ©ûÊ⁄U-¬Ífl¸; ŒÁˇÊáÊ-¬Á‡ø◊
      (3) ©ûÊ⁄U-¬Á‡ø◊; ŒÁˇÊáÊ-¬Á‡ø◊                        (4) ∆UË∑§ ©ûÊ⁄U; ŒÁˇÊáÊ-¬Ífl¸


P-I !FSC-26-I!                                                21                                                             B
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71.   Which of the following is correct in the context of Environmental Studies ?
      (A)    The syllabus of Environmental Studies is title based in which the arrangement of titles is in a
             spiral and sequential manner.
      (B)    The curriculum of Environmental Studies is theme based in which the arrangement of theme
             and sub-theme is in a spiral and sequential manner.
      (C)    The curriculum of Environmental Studies is integrated.
      (D)    Each lesson of the syllabus does not start with the main concept but starts with the main
             questions.
      (1)    (A), (B) and (D)                              (2)     (B), (C) and (D)
      (3)    (A), (B) and (C)                              (4)     (A), (C) and (D)
      ÁŸêŸÁ‹Áπà ◊¥ ‚ ÄÿÊ ¬ÿʸfl⁄UáÊ •äÿÿŸ ∑§ ‚¥Œ÷¸ ◊¥ ‚„Ë „Ò?
      (A) ¬ÿʸfl⁄UáÊ •äÿÿŸ ∑§Ê ¬Ê∆K∑˝§◊ ‡ÊË·¸∑§ •ÊœÊÁ⁄Uà „Ò Á¡‚◊¥ ‡ÊË·¸∑§ ∑§Ë √ÿflSÕÊ ‚Á¬¸‹ ∞fl¥ ∑˝§Á◊∑§ Ã⁄UË∑§ ‚ „Ò–
      (B) ¬ÿʸfl⁄UáÊ •äÿÿŸ ∑§Ê ¬Ê∆Køÿʸ ¬˝∑§⁄UáÊ •ÊœÊÁ⁄Uà „Ò Á¡‚◊¥ ¬˝∑§⁄UáÊ •ÊÒ⁄U ©¬-¬˝∑§⁄UáÊ ∑§Ë √ÿflSÕÊ ‚Á¬¸‹ ∞fl¥ ∑˝§Á◊∑§
            Ã⁄UË∑§ ‚ „Ò–
      (C) ¬ÿʸfl⁄UáÊ •äÿÿŸ ∑§Ê ¬Ê∆Køÿʸ ∞∑§Ë∑Χà „Ò–
      (D) ¬Ê∆K∑˝§◊ ∑§ ¬˝àÿ∑§ ¬Ê∆U ◊ÈÅÿ •flœÊ⁄UáÊÊ ‚ ‡ÊÈM§ ŸÊ „Ê∑§⁄U ◊ÈÅÿ ¬˝‡ŸÊ¥ ‚ ‡ÊÈM§ „ÊÃ „Ò¥–
      (1) (A), (B) •ÊÒ⁄U (D)                        (2) (B), (C) •ÊÒ⁄U (D)
      (3) (A), (B) •ÊÒ⁄U (C)                        (4) (A), (C) •ÊÒ⁄U (D)


72.   Consider the following Statements (A) and (B).
      Statement (A) : Sloth spends almost 20 hours a day sleeping.
      Statement (B) : Sloth lives for about 20 years and in that time they move around only 5 trees.
      Select the correct code from the following.
      (1)    (A) and (B) both are wrong                    (2)     (A) is correct but (B) is wrong
      (3)    (A) is wrong but (B) is correct               (4)     (A) and (B) both are correct
      ŸËø ÁŒ∞ ª∞ ∑§ÕŸÊ¥ (A) •ÊÒ⁄U (B) ¬⁄U ÁfløÊ⁄U ∑§ËÁ¡∞–
      ∑§ÕŸ (A) — S‹ÊÚÕ ÁŒŸ ∑§ ∑§⁄UË’ 20 ÉÊ¥≈U ‚ÊÃ „Ò–
      ∑§ÕŸ (B) — ‹ª÷ª ¡ËflŸ ∑§ 20 fl·¸ ∑§ •¬Ÿ ¬Í⁄U ¡ËflŸ ◊¥ fl ◊ÈÁ‡∑§‹ ‚ 5 ¬«∏Ê¥ Ã∑§ „Ë ÉÊÍ◊ ¬ÊÃ „Ò–
      ÁŸêŸÁ‹Áπà ◊¥ ‚ ‚„Ë ∑ͧ≈U øÈÁŸ∞–
      (1) (A) •ÊÒ⁄U (B) ŒÊŸÊ¥ ª‹Ã „Ò¥–                (2) (A) ‚„Ë „Ò ¬⁄UãÃÈ (B) ª‹Ã „Ò–
      (3) (A) ª‹Ã „Ò ¬⁄UãÃÈU (B) ‚„Ë „Ò–                (4) (A) •ÊÒ⁄U (B) ŒÊŸÊ¥ ‚„Ë „Ò¥–


73.   I am a tree of desert areas. I grow without much water. My wood is not affected by insects and
      bark is used for making medicine. Guess, who am I ? Choose the correct answer from the following.
      (1)    Desert Oak             (2)     Khejadi tree           (3)    Date Palm              (4)     Acacia
      ◊Ò¥ ⁄UÁªSÃÊŸË ß‹Ê∑§ ◊¥ ¬ÊÿÊ ¡ÊŸ flÊ‹Ê ∞∑§ ¬«∏ „°Í– ◊ȤÊ íÿÊŒÊ ¬ÊŸË ∑§Ë $¡M§⁄Uà Ÿ„Ë¥ „ÊÃË– ◊⁄UË ‹∑§«∏Ë ∑§Ê ∑§Ë«∏Ê Ÿ„Ë¥ ‹ªÃÊ
      •ÊÒ⁄U ◊⁄U ¿UÊ‹ ‚ ŒflÊ ’ŸÊ߸ ¡ÊÃË „Ò– ’ÃÊ∞° Á∑§ ◊Ò¥ ∑§ÊÒŸ „°Í? ÁŸêŸÁ‹Áπà ◊¥ ‚ ‚„Ë ©ûÊ⁄U ∑§Ê øÈŸ¥–
      (1) ⁄UÁªSÃÊŸ •Ê∑§             (2) π¡«∏Ë ¬«∏               (3) π¡Í⁄U ∑§Ê ¬«∏             (4) ∞∑§Á‚ÿÊ (’’Í‹)


P-I !FSC-26-I!                                                   22                                                                  B
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74.   I am an Indian bird who lay eggs in between the stones. My nest is made of soft twigs, roots,
      wools, hair and cotton wool.
      Who am I ? Choose the correct answer from the following.
      (1) Crow                              (2) Woodpecker
      (3) Indian Robin                      (4) Indian Peafowl
      ◊Ò¥ ∞∑§ ÷Ê⁄UÃËÿ ¬ˇÊË „°Í ¡Ê ¬àÕ⁄UÊ¥ ∑§ ’Ëø πÊ‹Ë ¡ª„ ◊¥ •á«UÊ ŒÃË „Ò– ◊⁄UÊ ÉÊÊ¥‚‹Ê ŸÊ¡È∑§ ≈U„ŸË, ¡«∏¥, ™§Ÿ, ’Ê‹ ÃÕÊ M§ß¸
      •ÊÁŒ ‚ ’ŸÊ „ÊÃÊ „Ò–
      ’ÃÊ∞° Á∑§ ◊Ò¥ ÁŸêŸÁ‹Áπà ◊¥ ‚ ∑§ÊÒŸ „°Í? ÁŸêŸÁ‹Áπà ◊¥ ‚ ‚„Ë ©ûÊ⁄U ∑§Ê øÿŸ ∑§⁄¥U–
      (1) ∑§ÊÒ•Ê                                          (2) ∑§∆U»§Ê«∏flÊ (flÈ«U¬∑§⁄U)
      (3) ∑§‹Áø«∏Ë (ߥÁ«UÿŸ ⁄UÊÁ’Ÿ)                      (4) ÷Ê⁄UÃËÿ ◊Ê⁄U

75.   As per the EVS curriculum, which one of the following topics related to “Family and Friends”
      should be most suitable for class 3 children ?
      (1) Family Tree
      (2) Causes of the changing nature of the family
      (3) Changes in the family
      (4) Society as family
      ¬ÿʸfl⁄UáÊ •äÿÿŸ ∑§Ë ¬Ê∆Køÿʸ ∑§ •ŸÈ‚Ê⁄U, ÁŸêŸÁ‹Áπà ◊¥ ‚ ∑§ÊÒŸ ‚Ê ¬˝∑§⁄UáÊ ““¬Á⁄UflÊ⁄U ∞fl¥ Á◊òÊ”” ‚ ‚¥’¥ÁœÃ, ∑§ˇÊÊ 3 ∑§
      ’ìÊÊ¥ ∑§ Á‹∞ ‚’‚ •Áœ∑§ ©¬ÿÈÄà „ÊŸÊ øÊÁ„∞?
      (1) ¬Á⁄UflÊ⁄U flΡÊ
      (2) ¬Á⁄UflÊ⁄U ∑§ ’Œ‹Ã SflM§¬ ∑§ ∑§Ê⁄UáÊ
      (3) ¬Á⁄UflÊ⁄U ◊¥ ’Œ‹Êfl
      (4) ‚◊Ê¡ ∞∑§ ¬Á⁄UflÊ⁄U ∑§ M§¬ ◊¥

76.   The distance between the capital of India (New Delhi) and the capital of Bihar (Patna) is 792 km.
      If an express bus covers this distance in 11 hours, the average speed of the bus in metre per second
      is :
      (1) 20 m/s                      (2) 36 m/s                (3) 72 m/s                     (4) 15 m/s
      ÷Ê⁄Uà ∑§Ë ⁄UÊ¡œÊŸË (Ÿß¸ ÁŒÀ‹Ë) •ÊÒ⁄U Á’„Ê⁄U ∑§Ë ⁄UÊ¡œÊŸË (¬≈UŸÊ) ∑§ ’Ëø ∑§Ë ŒÍ⁄UË 792 Á∑§‹Ê◊Ë≈U⁄U „Ò– ÿÁŒ ∑§Ê߸ ∞Ä‚¬˝‚
      ’‚ ß‚ ŒÍ⁄UË ∑§Ê 11 ÉÊ¥≈U ◊¥ Ãÿ ∑§⁄U ‹ÃË „Ò ÃÊ ©‚ ’‚ ∑§Ë ◊Ë≈U⁄U ¬˝Áà ‚∑§á«U ◊¥ •ÊÒ‚Ã øÊ‹ ÄÿÊ „Ò?
      (1) 20 m/s                      (2) 36 m/s                (3) 72 m/s                     (4) 15 m/s

77.   Which of the following should not be the appropriate pedagogy to learn theme “food” of EVS ?
      (1) The teacher should try to make the children express their own views.
      (2) Stimulate children’s imagination to give them opportunities to construct knowledge.
      (3) Motivating the children to draw a labelled diagram of the digestive system.
      (4) Ask the children to draw their own picture and draw in their mind where the food goes
          from their mouth in the picture.
      ÁŸêŸÁ‹Áπà ◊¥ ‚ ∑§ÊÒŸ ‚Ê Á‡ÊˇÊáÊ ‡ÊÊSòÊ ¬ÿʸfl⁄UáÊ •äÿÿŸ ∑§ ““÷Ê¡Ÿ”” ÕË◊ ∑§Ê ‚ËπŸ ∑§ Á‹∞ ©¬ÿÈÄà Ÿ„Ë¥ „ÊŸÊ øÊÁ„∞?
      (1)   Á‡ÊˇÊ∑§ ÿ„ ∑§ÊÁ‡Ê‡Ê ∑§⁄¥U Á∑§ ’ìÊ •¬Ÿ πÈŒ ∑§ ÁfløÊ⁄U ’ÃÊ∞°–
      (2)   ’ìÊÊ¥ ∑§Ë ∑§À¬ŸÊ ‡ÊÁÄà ∑§Ê ¬˝Êà‚ÊÁ„à ∑§⁄¥U Á¡‚‚ ©ã„¥ ôÊÊŸ ∑§Ë ⁄UøŸÊ ∑§ ◊ÊÒ∑§ Á◊‹–
      (3)   ’ìÊÊ¥ ∑§Ê ¬ÊøŸ Ã¥òÊ ∑§Ê ŸÊ◊Ê¥Á∑§Ã ÁøòÊ ’ŸÊŸ ∑§ Á‹∞ ¬˝Á⁄Uà ∑§⁄UŸÊ–
      (4)   ’ìÊÊ¥ ‚ •¬ŸÊ ÁøòÊ ’ŸÊŸ ∑§Ê ∑§„¥ •ÊÒ⁄U ÁøòÊ ◊¥, ©Ÿ∑§ ◊Ȱ„ ‚ πÊŸÊ ∑§„ʰ ¡ÊÃÊ „Ò, •¬Ÿ ◊Ÿ ‚ ’ŸÊŸ ∑§Ê ∑§„ŸÊ–

P-I !FSC-26-I!                                                  23                                                                B
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78.   Choose the correctly matched pair(s).
             Language                              Where it is spoken (State)
      (a)    Malayalam                     (i)     Goa
      (b)    Konkani                       (ii)    Kerala
      (c)    Marathi                       (iii)   Jharkhand
      (d)    Gujarati                      (iv)    Karnataka
      (e)    Kannada                       (v)     Maharashtra
      (f)    Kuduk                         (vi)    Gujarat
      (1)    (a)-(ii), (b)-(i), (c)-(v), (d)-(vi), (e)-(iv), (f)-(iii)
      (2)    (a)-(i), (b)-(ii), (c)-(iii), (d)-(iv), (e)-(vi), (f)-(v)
      (3)    (a)-(i), (b)-(ii), (c)-(v), (d)-(iv), (e)-(vi), (f)-(iii)
      (4)    (a)-(i), (b)-(ii), (c)-(iii), (d)-(iv), (e)-(v), (f)-(vi)
      ‚„Ë ‚È◊Á‹Ã ÿÈÇ◊/ÿÈÇ◊Ê¥ ∑§Ê øÿŸ ∑§ËÁ¡∞–
            ÷Ê·Ê                              ¡„ʰ ’Ê‹Ë ¡ÊÃË „Ò (⁄UÊíÿ)
      (a) ◊‹ÿÊ‹◊                        (i)   ªÊ•Ê
      (b) ∑§Ê¥∑§áÊË                    (ii) ∑§⁄U‹
      (c) ◊⁄UÊ∆UË                       (iii) ¤ÊÊ⁄Uπ¥«U
      (d) ªÈ¡⁄UÊÃË                      (iv) ∑§ŸÊ¸≈U∑§
      (e) ∑§ãŸ«∏                        (v) ◊„Ê⁄UÊc≈˛U
      (f)   ∑ȧ«∏È∑§                    (vi) ªÈ¡⁄UÊÃ
      (1)    (a)-(ii), (b)-(i), (c)-(v), (d)-(vi), (e)-(iv), (f)-(iii)
      (2)    (a)-(i), (b)-(ii), (c)-(iii), (d)-(iv), (e)-(vi), (f)-(v)
      (3)    (a)-(i), (b)-(ii), (c)-(v), (d)-(iv), (e)-(vi), (f)-(iii)
      (4)    (a)-(i), (b)-(ii), (c)-(iii), (d)-(iv), (e)-(v), (f)-(vi)


79.   Consider the following Statements (A) and (B).
      Statement (A) : Animals whose ears you can see have hair on their body. These animals give
                      birth to young ones.
      Statement (B) : Animals, whose ears you cannot see and they donot have hair on their body, lay
                      eggs.
      Select the correct code from the following.
      (1)    (A) and (B) both are wrong                   (2)    (A) is correct but (B) is wrong
      (3)    (A) is wrong but (B) is correct              (4)    (A) and (B) both are correct
      ŸËø ÁŒ∞ ª∞ ∑§ÕŸÊ¥ (A) •ÊÒ⁄U (B) ¬⁄U ÁfløÊ⁄U ∑§ËÁ¡∞–
      ∑§ÕŸ (A) — ¡ÊŸfl⁄U Á¡Ÿ∑§ ∑§ÊŸ ÁŒπÊ߸ ŒÃ „Ò¥, ©Ÿ∑§ ‡Ê⁄UË⁄U ¬⁄U ’Ê‹ „ÊÃ „¥Ò– ∞‚ ¡ÊŸfl⁄U ’ìÊÊ¥ ∑§Ê ¡ã◊ ŒÃ „Ò–
      ∑§ÕŸ (B) — ¡ÊŸfl⁄U Á¡Ÿ∑§ ∑§ÊŸ ÁŒπÊ߸ Ÿ„Ë¥ ŒÃ „¥Ò •ÊÒ⁄U Á¡Ÿ∑§ ‡Ê⁄UË⁄U ¬⁄U ’Ê‹ Ÿ„Ë¥ „ÊÃ „Ò¥, fl •¥«U ŒÃ „¥Ò–
      ÁŸêŸÁ‹Áπà ◊¥ ‚ ‚„Ë ∑§Ê«U øÈÁŸ∞–
      (1) (A) •ÊÒ⁄U (B) ŒÊŸÊ¥ ª‹Ã „Ò¥–              (2) (A) ‚„Ë „Ò ¬⁄UãÃÈ (B) ª‹Ã „Ò–
      (3) (A) ª‹Ã „Ò ¬⁄UãÃÈU (B) ‚„Ë „Ò–              (4) (A) •ÊÒ⁄U (B) ŒÊŸÊ¥ ‚„Ë „Ò¥–

P-I !FSC-26-I!                                                  24                                                           B
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80.   What is the significance of Environmental Studies at the primary level ? Choose the most
      appropriate option from the following.
      (A) It is child focused.
      (B) Its focus is to teach the environment to children.
      (C) Environmental Studies makes children experience their environment.
      (D) Its objective is to develop positive attitude, problem solving skills and values.
      (1) (B), (C) and (D)                     (2) (A) and (D)
      (3) (A), (C) and (D)                     (4) (A), (B) and (C)
      ¬˝ÊÕÁ◊∑§ SÃ⁄U ¬⁄U ¬ÿʸfl⁄UáÊ •äÿÿŸ ∑§Ë ÄÿÊ ‚ÊÕ¸∑§ÃÊ „Ò? ÁŸêŸÁ‹Áπà ◊¥ ‚ ‚’‚ ©¬ÿÈÄà Áfl∑§À¬ øÈŸ¥–
      (A) ÿ„ ’Ê‹ ∑¥§ÁŒ˝Ã „Ò–
      (B) ß‚∑§Ê ∑¥§Œ˝ Á’¥ŒÈ ’ìÊÊ¥ ∑§Ê ¬ÿʸfl⁄UáÊ ¬…∏ÊŸÊ „Ò–
      (C) ¬ÿʸfl⁄UáÊ •äÿÿŸ, ’ìÊÊ¥ ∑§Ê ©‚∑§ ¬ÿʸfl⁄UáÊ ∑§Ê •ŸÈ÷fl ∑§⁄UflÊÃË „Ò–
      (D) ß‚∑§Ê ©g‡ÿ ’ìÊÊ¥ ◊¥ ‚∑§Ê⁄UÊà◊∑§ •Á÷flÎÁûÊ, ‚◊SÿÊ ‚◊ʜʟ ∑§Ê҇ʋ •ÊÒ⁄U ◊ÍÀÿÊ¥ ∑§Ê Áfl∑§Ê‚ ∑§⁄UŸÊ „Ò–
      (1) (B), (C) •ÊÒ⁄U (D)                               (2) (A) •ÊÒ⁄U (D)
      (3) (A), (C) •ÊÒ⁄U (D)                               (4) (A), (B) •ÊÒ⁄U (C)

81.   Fill in the blank :
      (i)    Urea : Inorganic fertilizer : : Cow dung : _________
      (ii) Gum : Natural adhesive : : __________ : Artificial adhesive.
      Choose the correct option.
      (1) (i) Fertilizer (ii) Fevicol            (2) (i) Manure (ii) Fevicol
      (3) (i) Organic fertilizer (ii) Rubber (4) (i) Manure (ii) Rubber
      Á⁄UÄà SÕÊŸ ÷Á⁄U∞ —
      (i)    ÿÍÁ⁄UÿÊ — •∑§Ê’¸ÁŸ∑§ ©fl¸⁄U∑§ — — ªÊÿ ∑§Ê ªÊ’⁄U — __________–
      (ii) ªÊ¥Œ — ¬˝Ê∑ΧÁÃ∑§ •Ê‚¥¡∑§ — — __________ — ∑ΧÁòÊ◊ •Ê‚¥¡∑§–
      ‚„Ë Áfl∑§À¬ øÈÁŸ∞ —
      (1) (i) ©fl¸⁄U∑§ (ii) »§Áfl∑§Ê‹                  (2) (i) πÊŒ (ii) »§Áfl∑§Ê‹
      (3) (i) ¡ÒÁfl∑§ πÊŒ (ii) ⁄U’«∏                    (4) (i) πÊŒ (ii) ⁄U’«∏

82.   It is said that children learn a lot from their surroundings quite easily. Their experiences should be
      brought into the classroom, their questions answered and their curiosities satisfied. By doing so,
      the curriculum of EVS can be made more enriching and creative. In the context of the above, the
      curriculum of Environmental Studies is indicating which of the following principles ?
      (1) Unknown to Known                        (2) Global to Local
      (3) Information to Understanding            (4) Local to Global
      ÿ„ ∑§„Ê ¡ÊÃÊ „Ò Á∑§ ’ìÊ ∑§Ê»§Ë •Ê‚ÊŸË ‚ •¬Ÿ ¬Á⁄Ufl‡Ê ‚ ’„Èà ∑ȧ¿U ‚ËπÃ „Ò¥– ©Ÿ∑§ •ŸÈ÷flÊ¥ ∑§Ê ∑§ˇÊÊ ◊¥ ‹ÊÿÊ ¡Ê∞,
      ©Ÿ∑§ ¬˝‡ŸÊ¥ ∑§ ©ûÊ⁄UÊ¥ ∑§Ê ÁŒÿÊ ¡Ê∞ ÃÕÊ ©Ÿ∑§Ë Á¡ôÊʂʕÊ¥ ∑§Ê ‡Êʥà Á∑§ÿÊ ¡Ê∞– ∞‚Ê ∑§⁄UŸ ‚ ¬ÿʸfl⁄UáÊ •äÿÿŸ ∑§ ¬Ê∆Køÿʸ
      ∑§Ê •Áœ∑§ ‚◊Îh •ÊÒ⁄U ⁄UøŸÊà◊∑§ ’ŸÊÿÊ ¡Ê ‚∑§ÃÊ „Ò– ©¬⁄UÊÄà ∑§ ‚¥Œ÷¸ ◊¥ ¬ÿʸfl⁄UáÊ •äÿÿŸ ∑§Ë ¬Ê∆Køÿʸ ÁŸêŸÁ‹Áπà ◊¥
      ‚ Á∑§‚ Á‚hʥà ∑§Ê ߥÁªÃ ∑§⁄U ⁄U„Ê „Ò?
      (1) •ôÊÊà ‚ ôÊÊà                                      (2) flÒÁ‡fl∑§ ‚ SÕÊŸËÿ
      (3) ‚ÍøŸÊ ‚ ‚◊¤Ê                                      (4) SÕÊŸËÿ ‚ flÒÁ‡fl∑§

P-I !FSC-26-I!                                                  25                                                                 B
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83.   A teacher demonstrates an experiment to his class how a mirror becomes hazy when we exhale air
      on it. Which general objective of teaching EVS is being achieved through this experiment ?
      (1) Explain the concept of cold or hot air to children.
      (2) Explain the concept of inhalation and exhalation.
      (3) Demonstrating experiment to the children.
      (4) To engage children in exploratory and hands-on activities to acquire basic cognitive and
            motor skills through processes of observation, classification and inference.
      ∞∑§ Á‡ÊˇÊ∑§ •¬ŸË ∑§ˇÊÊ ◊¥ ∞∑§ ¬˝ÿÊª ∑§Ê ¬˝Œ‡Ê¸Ÿ ∑§⁄U∑§ ÁŒπÊÃÊ „Ò Á∑§ Á∑§‚ ¬˝∑§Ê⁄U ‚ ∞∑§ ‡ÊˇÊ (•Ê߸ŸÊ) ∑§ ™§¬⁄U ‚Ê¥‚
      ¿UÊ«∏Ÿ ‚ fl„ œÈ¥œ‹Ê „Ê ¡ÊÃÊ „Ò– ß‚ ¬˝ÿÊª ∑§ mÊ⁄UÊ ¬ÿʸfl⁄UáÊ •äÿÿŸ Á‡ÊˇÊáÊ ∑§ ∑§ÊÒŸ ‚ ‚Ê◊Êãÿ ©g‡ÿ ∑§Ê ¬˝Êåà Á∑§ÿÊ ¡Ê ⁄U„Ê
      „Ò?
      (1) ’ìÊÊ¥ ∑§Ê „flÊ ∆¥U«UË ÿÊ ª◊¸ ∑§Ë •flœÊ⁄UáÊÊ ‚◊¤ÊÊŸÊ–
      (2) ‚Ê¥‚ ‹Ÿ •ÊÒ⁄U ¿UÊ«∏Ÿ ∑§Ë •flœÊ⁄UáÊÊ ∑§Ê ‚◊¤ÊÊŸÊ–
      (3) ’ìÊÊ¥ ∑§Ê ¬˝ÿÊª ¬˝ŒÁ‡Ê¸Ã ∑§⁄U∑§ ÁŒπÊŸÊ–
      (4) •fl‹Ê∑§Ÿ, flªË¸∑§⁄UáÊ •ÊÒ⁄U ÁŸc∑§·¸ ÁŸ∑§Ê‹Ÿ •ÊÁŒ ¬˝Á∑˝§ÿÊ•Ê¥ ∑§ ◊Êäÿ◊ ‚ ’ÈÁŸÿÊŒË ‚¥ôÊÊŸÊà◊∑§ •ÊÒ⁄U ªàÿÊà◊∑§
               ∑§Ê҇ʋ ¬˝Êåà ∑§⁄UŸ ∑§ Á‹∞ πÊ¡’ËŸ ‚ ¡È«∏Ë •ÊÒ⁄U „ÊÕÊ¥ ‚ ∑§⁄UŸ flÊ‹ ∑§Êÿ¸ ◊¥ ’ìÊÊ¥ ∑§Ê ‚¥‹ÇŸ ∑§⁄UŸÊ–

84.   Which of the following assessment criteria, at the district/state/national level, informs various
      stakeholders about a child’s learning and also ensures quality of education ?
      (1) Learning Objectives                            (2) Learning Outcomes
      (3) Learning Outcomes and Competencies             (4) Specific Learning Objectives
      ÁŸêŸÁ‹Áπà ◊¥ ‚ ÄÿÊ •Ê∑§‹Ÿ ∑§ ◊ÊŸŒ¥«U, Á¡‹Ê/⁄UÊíÿ/⁄UÊc≈˛UËÿ SÃ⁄U ¬⁄U, ÁflÁ÷㟠Á„ÜÊ⁄U∑§Ê¥ ∑§Ê ’ìÊ ∑§ ‚ËπŸ ∑§Ë ‚ÍøŸÊ
      ŒÃ „Ò¥ ÃÕÊ Á‡ÊˇÊÊ ∑§Ë ªÈáÊflûÊÊ ÷Ë ‚ÈÁŸÁ‡øÃ ∑§⁄UÃ „Ò¥?
      (1) ‚ËπŸ ∑§ ©g‡ÿ                                            (2) ‚ËπŸ ∑§ ¬˝Áû§‹
      (3) ‚ËπŸ ∑§ ¬˝Áû§‹ •ÊÒ⁄U ŒˇÊÃÊ                              (4) ‚ËπŸ ∑§ ÁflÁ‡Êc≈U ©g‡ÿ

85.   In the following question, Assertion and Reason are followed. Read the statements carefully and
      choose the correct option from the following.
      Assertion :      The cultural resources of the communities are also very important for the learning
                       of the child. Folk tales, folk songs, jokes, art etc. enrich the language and knowledge
                       of the child.
      Reason :         The local environment of the child is not only physical or natural, but his socio-
                       cultural environment is also local.
      (1) Both Assertion and Reason are correct but Reason is not the correct explanation of Assertion.
      (2) Assertion is true but Reason is false.
      (3) Assertion is false but Reason is true.
      (4) Both Assertion and Reason are correct and Reason is the correct explanation of Assertion.
      ÁŸêŸÁ‹Áπà ¬˝‡Ÿ ◊¥, ∑§ÕŸ •ÊÒ⁄U ∑§Ê⁄UáÊ ÁŒÿÊ ªÿÊ „Ò– ∑§ÕŸÊ¥ ∑§Ê äÿÊŸ ‚ ¬…∏¥ •ÊÒ⁄U ÁŸêŸÁ‹Áπà ◊¥ ‚ ‚„Ë Áfl∑§À¬ ∑§Ê øÿŸ
      ∑§⁄¥U–
      ∑§ÕŸ —      ‚◊ÈŒÊÿÊ¥ ∑§Ê ‚Ê¥S∑ΧÁÃ∑§ dÊà ÷Ë ’ìÊ ∑§ •Áœª◊ ∑§ Á‹∞ ’„Èà ¡M§⁄UË „Ò– ‹Ê∑§ ∑§ÕÊ∞°, ‹Ê∑§ªËÃ, øÈ≈U∑ȧ‹,
                  ∑§‹Ê •ÊÁŒ ’ìÊ ∑§Ë ÷Ê·Ê •ÊÒ⁄U ©‚∑§ ôÊÊŸ ∑§Ê ‚◊Îh ’ŸÊÃ „Ò¥–
      ∑§Ê⁄UáÊ —   ’ìÊ ∑§Ê SÕÊŸËÿ ¬Á⁄Ufl‡Ê ∑§fl‹ ÷ÊÒÁÃ∑§ ÿÊ ¬˝Ê∑ΧÁÃ∑§ „Ë Ÿ„Ë¥ „ÊÃÊ „Ò ’ÁÀ∑§ ©‚∑§Ê ‚Ê◊ÊÁ¡∑§-‚Ê¥S∑ΧÁÃ∑§
                  ¬Á⁄Ufl‡Ê ÷Ë SÕÊŸËÿ „ÊÃÊ „Ò–
      (1) ∑§ÕŸ •ÊÒ⁄U ∑§Ê⁄UáÊ ŒÊŸÊ¥ ‚„Ë „Ò¥ ‹Á∑§Ÿ ∑§Ê⁄UáÊ, ∑§ÕŸ ∑§Ë ‚„Ë √ÿÊÅÿÊ Ÿ„Ë¥ „Ò–
      (2) ∑§ÕŸ ‚àÿ „Ò ‹Á∑§Ÿ ∑§Ê⁄UáÊ •‚àÿ „Ò–
      (3) ∑§ÕŸ •‚àÿ „Ò ‹Á∑§Ÿ ∑§Ê⁄UáÊ ‚àÿ „Ò–
      (4) ∑§ÕŸ •ÊÒ⁄U ∑§Ê⁄UáÊ ŒÊŸÊ¥ ‚„Ë „Ò¥ •ÊÒ⁄U ∑§Ê⁄UáÊ, ∑§ÕŸ ∑§Ë ‚„Ë √ÿÊÅÿÊ „Ò–

P-I !FSC-26-I!                                                   26                                                                 B
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86.   Read the following statements carefully and choose the correct option.
      Assertion (A) : A distinct centrally located spherical structure in a cell is called Nucleus.
      Reason (R) :          Nucleus is surrounded by a jelly like structure called cytoplasm.
      (1)    Both (A) and (R) are true but (R) is not the correct explanation of (A).
      (2)    (A) is true but (R) is false.
      (3)    (A) is false but (R) is true.
      (4)    Both (A) and (R) are true and (R) is the correct explanation of (A).
      ÁŒ∞ ª∞ ∑§ÕŸÊ¥ ∑§Ê äÿÊŸ¬Ífl¸∑§ ¬Á…∏∞ ∞fl¥ ‚„Ë Áfl∑§À¬ øÈÁŸ∞–
      •Á÷∑§ÕŸ (A) — ∞∑§ ∑§ÊÁ‡Ê∑§Ê ◊¥ ∑¥§Œ˝ ◊¥ ÁSÕà ÁflÁ‡Êc≈U ªÊ‹Ê∑§Ê⁄U ‚¥⁄UøŸÊ ∑¥§Œ˝∑§ ∑§„‹ÊÃË „Ò–
      ∑§Ê⁄UáÊ (R) —        ∑¥§Œ˝∑§ ¡Ò‹Ë ¡Ò‚Ë ‚¥⁄UøŸÊ ‚ ÁÉÊ⁄UÊ „ÊÃÊ „Ò, Á¡‚ ∑§ÊÁ‡Ê∑§Ê Œ˝√ÿ ∑§„Ã „Ò¥–
      (1) ŒÊŸÊ¥ (A) ∞fl¥ (R) ‚„Ë „Ò¥ ‹Á∑§Ÿ (R), (A) ∑§Ê ‚„Ë S¬c≈UË∑§⁄UáÊ Ÿ„Ë¥ „Ò–
      (2) (A) ‚„Ë „Ò ‹Á∑§Ÿ (R) ª‹Ã „Ò–
      (3) (A) ª‹Ã „Ò ‹Á∑§Ÿ (R) ‚„Ë „Ò–
      (4) ŒÊŸÊ¥ (A) ∞fl¥ (R) ‚„Ë „Ò¥ •ÊÒ⁄U (R), (A) ∑§Ê ‚„Ë S¬c≈UË∑§⁄UáÊ „Ò–


87.   Read the Assertion (A) and Reason (R) carefully.
      (A) : The history of many places show us how many different cultural influences have helped to
            shape life and culture there.
      (R) : Thus regions became very diverse because of their unique history for example Laddakh and
            Kerala.
      Choose the correct option from the following.
      (1)    Both (A) and (R) are true but (R) does not explain (A).
      (2)    (A) is true but (R) is false.
      (3)    (A) is false but (R) is true.
      (4)    Both (A) and (R) are true and (R) explains (A).
      •Á÷∑§ÕŸ (A) ÃÕÊ ∑§Ê⁄UáÊ (R) ∑§Ê äÿÊŸ ‚ ¬…∏¥–
      (A) — •ª⁄U •‹ª-•‹ª ˇÊòÊÊ¥ ∑§Ê ßÁÄʂ Œπ¥ ÃÊ „◊¥ ¬ÃÊ ø‹ªÊ Á∑§ Á∑§‚ Ã⁄U„ ÁflÁ÷㟠‚Ê¥S∑ΧÁÃ∑§ ¬˝÷ÊflÊ¥ Ÿ fl„ʰ ∑§
            ¡ËflŸ •ÊÒ⁄U ‚¥S∑ΧÁà ∑§Ê •Ê∑§Ê⁄U ŒŸ ◊¥ ◊ŒŒ Á∑§ÿÊ „Ò–
      (R) — ß‚ Ã⁄U„ ‚ ∑§ß¸ ˇÊòÊ •¬Ÿ ÁflÁ‡Êc≈U ßÁÄʂ ∑§ ∑§Ê⁄UáÊ ÁflÁflœÃÊ‚¥¬ãŸ „Ê ¡ÊÃ Õ, ©ŒÊ„⁄UáÊ ∑§ Á‹∞ ‹Œ˜ŒÊπ ∞fl¥ ∑§⁄U‹–
      ÁŸêŸÁ‹Áπà ◊¥ ‚ ‚„Ë Áfl∑§À¬ øÈŸ¥–
      (1) ŒÊŸÊ¥ (A) ∞fl¥ (R) ‚„Ë „Ò¥ Á∑§ãÃÈ (R), (A) ∑§Ë √ÿÊÅÿÊ Ÿ„Ë¥ ∑§⁄UÃÊ „Ò–
      (2) (A) ‚„Ë „Ò Á∑§ãÃÈ (R) ª‹Ã–
      (3) (A) ª‹Ã „Ò Á∑§ãÃÈ (R) ‚„Ë–
      (4) ŒÊŸÊ¥ (A) ∞fl¥ (R) ‚„Ë „Ò¥ ÃÕÊ (R), (A) ∑§Ë √ÿÊÅÿÊ ∑§⁄UÃÊ „Ò–

P-I !FSC-26-I!                                                 27                                                            B
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88.   Read the following Assertion and its Reason and choose the correct answer.
      Assertion (A) : Without worker-bee, there would be neither beehieve nor any nectar collection.
      Reason (R) :     The male bees have very special role as workers.
      (1) Both (A) and (R) are true but (R) is not the correct explanation of (A).
      (2) (A) is true but (R) is false.
      (3) (A) is false but (R) is true.
      (4) Both (A) and (R) are true and (R) is the correct explanation of (A).
      ÁŸêŸÁ‹Áπà •Á÷∑§ÕŸ ÃÕÊ ∑§Ê⁄UáÊ ∑§Ê äÿÊŸ ‚ ¬…∏¥ ÃÕÊ ‚„Ë ©ûÊ⁄U ∑§Ê øÿŸ ∑§⁄¥U–
      •Á÷∑§ÕŸ (A) — ∑§Ê◊ ∑§⁄UŸ flÊ‹Ë ◊œÈ◊ÁÄπÿÊ¥ ∑§ Á’ŸÊ Ÿ ÃÊ ¿UûÊÊ ’ŸªÊ •ÊÒ⁄U Ÿ „Ë ‡Ê„Œ ß∑§_Ê „Ê ¬Ê∞ªÊ–
      ∑§Ê⁄UáÊ (R) —       Ÿ⁄U-◊ÄπË ¿UûÊ ∑§ Á‹∞ ’„Èà πÊ‚ ∑§Ê◊ ∑§⁄UÃ „Ò¥–
      (1) ŒÊŸÊ¥ (A) ∞fl¥ (R) ‚„Ë „Ò¥ Á∑§ãÃÈ (R), (A) ∑§Ë ‚„Ë √ÿÊÅÿÊ Ÿ„Ë¥ „Ò–
      (2) (A) ‚„Ë „Ò Á∑§ãÃÈ (R) ª‹Ã–
      (3) (A) ª‹Ã „Ò Á∑§ãÃÈ (R) ‚„Ë–
      (4) ŒÊŸÊ¥ (A) ∞fl¥ (R) ‚„Ë „Ò¥ ÃÕÊ (R), (A) ∑§Ë ‚„Ë √ÿÊÅÿÊ „Ò–
89.   A person boarded Rajdhani train from New Delhi on 30 April 2022 and reached Bhubaneshwar
      on 01 May 2022. The train departed from New Delhi at 17:00 hours and reached Bhubaneshwar
      at 20:00 hrs on 01 May 2022. If the distance between New Delhi and Bhubaneshwar by train
      route is nearly 1701 km. The average speed of the train during this journey was :
      (1) 62.7 km/h                                          (2) 63 km/h
      (3) 63.3 km/h                                          (4) 60 km/h
      ∞∑§ √ÿÁÄà 30 •¬˝Ò‹ 2022 ∑§Ê Ÿß¸ ÁŒÀ‹Ë ‚ ⁄UÊ¡œÊŸË ≈˛UŸ ◊¥ ‚flÊ⁄U „È•Ê •ÊÒ⁄U 01 ◊߸ 2022 ∑§Ê ÷ÈflŸ‡fl⁄U ¬„°ÈøÊ– ≈˛UŸ Ÿß¸
      ÁŒÀ‹Ë ‚ 17:00 ’¡ ⁄UflÊŸÊ „È߸ •ÊÒ⁄U 01 ◊߸ ∑§Ê 20:00 ’¡ ÷ÈflŸ‡fl⁄U ¬„°ÈøË– ⁄U‹ ◊ʪ¸ ‚ Ÿß¸ ÁŒÀ‹Ë •ÊÒ⁄U ÷ÈflŸ‡fl⁄U ∑§Ë ŒÍ⁄UË
      ÿÁŒ 1701 Á∑§‹Ê◊Ë≈U⁄U „Ò, ÃÊ ß‚ ÿÊòÊÊ ∑§ ŒÊÒ⁄UÊŸ ≈˛UŸ ∑§Ë •ÊÒ‚Ã ªÁà ÕË —
      (1) 62.7 Á∑§‹Ê◊Ë≈U⁄U ¬˝Áà ÉÊ¥≈UÊ                      (2) 63 Á∑§‹Ê◊Ë≈U⁄U ¬˝Áà ÉÊ¥≈UÊ
      (3) 63.3 Á∑§‹Ê◊Ë≈U⁄U ¬˝Áà ÉÊ¥≈UÊ                      (4) 60 Á∑§‹Ê◊Ë≈U⁄U ¬˝Áà ÉÊ¥≈UÊ

90.   In the following question, Assertion and Reason are followed. Read the statements carefully and
      choose the correct option from the following.
      Assertion :      The child’s local objects are a natural source of learning which should be given
                       primacy in the classroom.
      Reason :         When the living world in and around the school is available for contemplation,
                       children will be aware of environmental issues and will be able to nurture their
                       interest in them.
      (1) Both Assertion and Reason are correct but Reason is not the correct explanation of Assertion.
      (2) Assertion is true but Reason is false.
      (3) Assertion is false but Reason is true.
      (4) Both Assertion and Reason are correct and Reason is the correct explanation of Assertion.
      ÁŸêŸÁ‹Áπà ¬˝‡Ÿ ◊¥, ∑§ÕŸ •ÊÒ⁄U ∑§Ê⁄UáÊ ÁŒÿÊ ªÿÊ „Ò– ∑§ÕŸÊ¥ ∑§Ê äÿÊŸ ‚ ¬…∏¥ •ÊÒ⁄U ÁŸêŸÁ‹Áπà ◊¥ ‚ ‚„Ë Áfl∑§À¬ ∑§Ê øÿŸ
      ∑§⁄¥U–
      ∑§ÕŸ —      ’ìÊ ∑§Ë SÕÊŸËÿ flSÃÈ∞° ∞∑§ Sfl÷ÊÁfl∑§ •Áœª◊ ∑§Ê dÊà „Ò¥ Á¡ã„¥ ∑§ˇÊÊ ◊¥ ¬˝œÊŸÃÊ ŒŸË øÊÁ„∞–
      ∑§Ê⁄UáÊ —   ¡’ S∑ͧ‹ ∑§ •¥Œ⁄U •ÊÒ⁄U ©‚∑§ •Ê‚¬Ê‚ ∑§Ê ¡Ëfl¥Ã ‚¥‚Ê⁄U Áø¥ÃŸ ∑§ Á‹∞ ©¬‹éœ „ÊªÊ, ’ìÊ ¬ÿʸfl⁄UáÊ ∑§ ◊ÈgÊ¥
                  ∑§ ¬˝Áà ‚øà „Ê¥ª •ÊÒ⁄U ©Ÿ∑§ ¬˝Áà •¬ŸË L§Áø ∑§Ê ¬ÊÁ·Ã ∑§⁄U ¬Ê∞°ª–
      (1) ∑§ÕŸ •ÊÒ⁄U ∑§Ê⁄UáÊ ŒÊŸÊ¥ ‚„Ë „Ò¥ ‹Á∑§Ÿ ∑§Ê⁄UáÊ, ∑§ÕŸ ∑§Ë ‚„Ë √ÿÊÅÿÊ Ÿ„Ë¥ „Ò–
      (2) ∑§ÕŸ ‚àÿ „Ò ‹Á∑§Ÿ ∑§Ê⁄UáÊ •‚àÿ „Ò–
      (3) ∑§ÕŸ •‚àÿ „Ò ‹Á∑§Ÿ ∑§Ê⁄UáÊ ‚àÿ „Ò–
      (4) ∑§ÕŸ •ÊÒ⁄U ∑§Ê⁄UáÊ ŒÊŸÊ¥ ‚„Ë „Ò¥ •ÊÒ⁄U ∑§Ê⁄UáÊ, ∑§ÕŸ ∑§Ë ‚„Ë √ÿÊÅÿÊ „Ò–

P-I !FSC-26-I!                                                 28                                                               B
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PART - IV
                                   LANGUAGE – I : ENGLISH

 IMPORTANT : Candidates should attempt questions from Part-IV (Q. No. 91-120), if they have
             opted for ENGLISH as LANGUAGE-I only.

Read the passage given below and answer the questions that follow : (91 - 99)
      Soon some idea struck her and she went to the window and hollered, ‘Roopa! Roopa!’ After calling
out for Roopa, she had a look at the things that she had brought for her. Roopa had to sit for her home
science examination the next day and Tarawati had collected things like some kitchen items, a bucket,
a mug and a stool that Roopa required for the practical examination.
      While looking at the things that she had collected for Roopa, Tarawati recalled her husband who
had died a few years ago. She remembered him berating her for not treating Roopa well. ‘Roopa’s
mother! Do not think only sons deserve all love and care and not daughters’. I’m determined to give
Roopa good education so that she leads a happy and meaningful life. You are not educated yourself.
That’s probably why you don’t want her to be educated. This is not fair on your part. You must change
your views and let her grow and flower into a happy, confident individual.’
      Thinking of her husband’s admonition on this account, Tarawati felt emotional. The fact of the
matter was that Roopa’s parents differed on Roopa’s upbringing and fought with each other on the
issue. The fight continued for days together and often it was Roopa who intervened to broker peace
between them. On his death-bed too, Roopa’s father had cried and pleaded with her to treat Roopa in
a nice manner. Hugging Roopa, he had told Tarawati, ‘Take care of Roopa. Give her good education
and let her decide the course of her life herself.’ While recalling the interaction, tears rolled down
Tarawati’s eyes.
      Meanwhile, the evening shadows were getting darker. Tarawati was exhausted and had a headache
too. She looked at her dust-laden feet and then around the room. In order to bring some semblance of
order, she forced herself to get up and get going. Then she called her daughter again, Roopa! Roopa!’.
91.   Why did Tarawati’s husband ‘berate’ her ?
      (1)   For not treating their daughter well
      (2)   For constantly quarrelling with him
      (3)   For picking up fights with neighbours
      (4)   For not doing the household work properly


92.   Tarawati’s emotional state towards her daughter could be described as __________.
      (1)   loving           (2)   indifferent      (3)   ambivalent      (4)   hostile


93.   What social issue is highlighted in the passage ?
      (1)   caste            (2)   gender           (3)   communalism     (4)   poverty


94.   Choose the word nearest in meaning to ‘holler’.
      (1)   shout            (2)   request          (3)   talk            (4)   quarrel


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95.   ‘Things were lying at sixes and sevens ...’ means .....
      (1) in proper order                      (2) in a disorderly state
      (3) being old and worn-out               (4) being dirty and unwashed

96.   Which of the following is opposite in meaning to ‘admonition’ ?
      (1) flattery          (2) praise             (3) shriek           (4)   rebuke

97.   The next day, Roopa had to appear in her examination in __________.
      (1) Home Science (2) Chemistry             (3) Biology          (4)     English

98.   Why was Tarawati not keen to get Roopa educated ?
      (1) Because she did not know the value of good education
      (2) Because she did not want to spend money on Roopa’s education
      (3) Because she did not want Roopa to go out
      (4) Because she did not love her


99.   ‘. . . to broker peace between them.’
      Identify the Part of Speech of the underlined expression.
      (1) Adjective           (2) Preposition       (3) Verb            (4)   Noun

Read the extract given below and answer the questions that follow : (100-105)
     Put away the road maps now.
     To go there,
     you do not need
     helicopters any more;
     wherever there is hunger,
     there Kalahandi is.

      The god of rain
      turned away his face.
      There was not one green leaf
      left on the trees for supper.
      The whole village a graveyard.
      Cracked ground,
      drab river sand.
      All the plans failed;
      the poverty line
      receded further.

100. ‘The god of rain/turned away his face’. Which figure of speech is used here ?
     (1) alliteration                       (2) personification
     (3) oxymoron                           (4) transferred epithet

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101. What does ‘the poverty line/receded further’ signify ?
     (1) That poverty is of no consequence in the present-day world
     (2) That poverty is increasing
     (3) That poverty is a thing of the past
     (4) That poverty is going down

102. The village becoming a graveyard is a metaphor that :
     (1) people are migrating to other cities.
     (2) more graveyards are being planned.
     (3) people are living in graveyards.
     (4) people are dying in large numbers.

103. Kalahandi as described in the poem stands for :
     (1) prosperity                        (2) hunger
     (3) natural disasters                 (4) development

104. What natural calamity is the poet talking about ?
     (1) drought           (2) earthquake         (3) landslide          (4)   floods

105. What is the dominant ‘mood’ of the poem ?
     (1) sorrow            (2) surprise        (3)      anger            (4)   relief

106. Assertion (A) : Learning experiences in the classroom are deeply connected to children’s lives
                      and their contexts.
     Reason (R) :     Learning experiences are designed to build on children’s previous understanding.
     Select the most appropriate answer from the options given below.
     (1) Both (A) and (R) are true, but (R) is not the correct explanation of (A).
     (2) (A) is true, but (R) is false.
     (3) (A) is false, but (R) is true.
     (4) Both (A) and (R) are true, and (R) is the correct explanation of (A).

107. Which of the following is NOT true of learning a language ?
     (1) Language learning takes time.
     (2) Language learning is meaning making.
     (3) Grammar learning is essential for learning a language.
     (4) All learners can learn a language easily if sufficient engagement with language is given.

108. To assess whether students can use functional exponents for buying something in a shop, it would
     be appropriate for students to ;
     (1) Write about their food preferences.
     (2) Read a short story between shopkeeper and customers.
     (3) Draw the scene between shopkeeper and customers.
     (4) Write short dialogue between shopkeeper and customers.


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109. A teacher found some of the aspects of language learning e.g. reading with understanding a text
     on scientific concepts. She decided to pick students who find it difficult on the particular aspects.
     She took separate session for them to support them read and understand such text. What is this
     practice known as ?
     (1) Higher Order Skills.                 (2) Thinking Skills.
     (3) Feedback Teaching.                   (4) Remedial Teaching.

110. Which one of the following is NOT a sub skill of reading ?
     (1) Deducing the meaning and use of unfamiliar lexical items.
     (2) Scanning to locate specifically required information.
     (3) Knowing the spelling of each word.
     (4) Recognizing vocabulary, picking out key words.

111. Assertion (A) : A student portfolio is a purposeful collection of pieces of student work.
     Reason (R) :     The Portfolio can encourage students to evaluate their own strengths and
                      weaknesses.
     Select the most appropriate answer from the options given below.
     (1) Both (A) and (R) are true, but (R) is not the correct explanation of (A).
     (2) (A) is true, but (R) is false.
     (3) (A) is false, but (R) is true.
     (4) Both (A) and (R) are true, and (R) is the correct explanation of (A).

112. To help students to develop their vocabulary, a teacher is using the material that contains language
     that has been made easier for students and is based on authentic material. This material is :
     (1) Role-cards.                         (2) Bilingual dictionaries.
     (3) Graded readers.                     (4) Newspaper.

113. A language teacher gives students a questionnaire in order to find out more about their learning
     styles and preferences. Here the teacher is in the role of a :
     (1) Planner.                            (2) Provider of expert information.
     (3) Diagnostician.                      (4) Manager.

114. A teacher of class I asks her learners to scribble, draw and write whatever children want, on the
     walls. What does she encourage here ?
     (1) joy and humour.
     (2) writing skill development.
     (3) initiation to writing the letters of alphabets.
     (4) emergent literacy development.

115. Which one of the following is incorrect about the pictures ?
     Pictures and illustration in books :
     (1) retain the interest of children.
     (2) to give them opportunity to draw such pictures.
     (3) help to present language in unfamiliar and memorable contexts.
     (4) support content.

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116. Which of the following statement related to the young learners is true ?
     (1)   young learners find it hard to understand abstract concepts.
     (2)   young learners partially understand the abstract concepts.
     (3)   young learners get motivated by abstract concepts.
     (4)   young learners understand the abstract concepts.


117. What steps would you take as a teacher to facilitate students’ interaction in your class ?
     (a)   Encourage the students to ask more questions.
     (b)   Conduct pair and group work and invite opinion from the students.
     (c)   Make them read the text loudly and respond individually so that individual learning takes
           place.
     (d)   Read the dialogues to each other to interact and ask questions to each other.
     (1)   (b), (c), (d) are correct        (2)   (a), (b), (d) are correct
     (3)   (a), (c), (d) are correct        (4)   (a), (b), (c) are correct


118. Cognitive theory of language development, supports that language is :
     (1)   learnt through reward and punishment.
     (2)   learnt through interaction with in the society.
     (3)   dependent on child’s understanding of the concept before verbalizing it.
     (4)   innate capacity of an individual.


119. Assertion (A) : Language forms a critical aspect of cultural awareness and expression, which is
                     considered among the major competencies to develop in children.
     Reason (R) :       The competencies of cultural awareness and expression provide children with a
                        sense of identity, belongingness, as well as an appreciation of other cultures and
                        identities.
     Select the most appropriate answer from the options given below :
     (1)   Both (A) and (R) are true, but (R) is not the correct explanation of (A).
     (2)   (A) is true, but (R) is false.
     (3)   (A) is false, but (R) is true.
     (4)   Both (A) and (R) are true, and (R) is the correct explanation of (A).


120. Textbooks contain stories, poems, plays and other forms of writing by writers. We need to select
     such materials because they are __________.
     (1)   written with the purpose to be used in textbooks
     (2)   written by well known writers
     (3)   they are in simple language
     (4)   authentic and are in natural language


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÷ʪ - IV
                                                        ÷Ê·Ê - I : Á„ãŒË
 ◊„àfl¬Íáʸ — ¬⁄UˡÊÊÕ˸ ÷ʪ-IV (¬˝.‚¥. 91 ‚ 120) ∑§ ¬˝‡ŸÊ¥ ∑§ ©ûÊ⁄U ∑§fl‹ Ã÷Ë Œ¥ ÿÁŒ ©ã„Ê¥Ÿ ÷Ê·Ê-I ∑§Ê Áfl∑§À¬ Á„ãŒË
             øÈŸÊ „Ê–
ÁŸêŸÁ‹Áπà ªlÊ¥‡Ê ∑§Ê ¬…∏∑§⁄ ¬Í¿U ª∞ ¬˝‡ŸÊ¥ ∑§ ©ûÊ⁄ ∑§ Á‹∞ ‚’‚ ©¬ÿÈÄà Áfl∑§À¬ ∑§Ê øÿŸ ∑§ËÁ¡∞– (91-99)
        •„¥∑§Ê⁄U ◊¥ ߥ‚ÊŸ ∑§ øÁ⁄UòÊ ∑§Ê ¬ÃŸ ∑§Ë •Ê⁄U ‹ ¡ÊŸ flÊ‹Ë ¬˝flÎÁûÊÿʰ „¥Ò– ¬˝àÿ∑§ √ÿÁÄà ∑§Ê •„¥ ÷Êfl ∑§Ê àÿʪ ∑§⁄U ‚◊÷Êfl •ÊÒ⁄U
‚jÊfl ‚ ¡ËflŸ ¡ËŸ ∑§Ê ¬˝ÿàŸ ∑§⁄UŸÊ øÊÁ„∞– •ª⁄U ∑§Ê߸ •¬Ÿ •ʬ∑§Ê ‚fl¸üÊc∆U ◊ÊŸÃÊ „Ò ÃÊ ÿ„ ©‚∑§Ë ‚’‚ ’«∏Ë ÷Í‹ „Ò ÄÿÊ¥Á∑§
ŒÈÁŸÿÊ ◊¥ „⁄U Á∑§‚Ë ‚ ’«∏Ê ∑§Ê߸ Ÿ ∑§Ê߸ •fl‡ÿ „ÊÃÊ „Ò– ‚ÎÁc≈ ∑§ ÁŸ◊ʸÃÊ Ÿ ∞‚Ê ø∑˝§ ’ŸÊÿÊ „Ò Á∑§ ∑§Ê߸ ÷Ë •¬Ÿ •ʬ ∑§Ê ŒÈÁŸÿÊ
◊¥ ‚fl¸üÊc∆ Ÿ„Ë¥ ‚◊¤Ê ‚∑§ÃÊ– •ª⁄U ‚◊¤ÊÃÊ „Ò ÃÊ ÿ„ ©‚∑§Ë ‚’‚ ’«∏Ë ÷Í‹ „Ò– ÷ªflÊŸ ’Èh ∑§ •ŸÈ‚Ê⁄U ÁŒπÊflÊ •ÊÒ⁄U ÉÊ◊¥«U •ë¿U
¬˝ÿÊ¡Ÿ ‚ Á∑§∞ ª∞ ∑§ÊÿÊZ ∑§Ê ÷Ë ◊Á‹Ÿ ∑§⁄U ŒÃ „Ò¥– ß‚∑§Ë fl¡„ ‚ „◊Ê⁄UÊ ◊ÊŸ-‚ê◊ÊŸ ∑§◊ „Ê ¡ÊÃÊ „Ò– •ª⁄U ◊Ÿ ∑§Ê ‡Êʥà ⁄UπŸÊ „Ò
ÃÊ ÉÊ◊¥«U ‚ ’øŸÊ øÊÁ„∞–U
91. ÿÁŒ ∑§Ê߸ Sflÿ¥ ∑§Ê ‚’‚ üÊc∆U ◊ÊŸÃÊ „Ò ÃÊ ÿ„ ©‚∑§Ê/©‚∑§Ë __________ „Ò–
        (1) ÷Í‹                          (2) üÊc∆U ÁfløÊ⁄U            (3) ÁflŸ◊˝ÃÊ                      (4) ’«∏嬟


92.    •ë¿U ©g‡ÿ ‚ Á∑§∞ ª∞ ∑§Êÿ¸ ÷Ë ◊Á‹Ÿ „Ê ¡ÊÃ „Ò ¡’ fl __________–
       (1) Sflë¿U „ÊÕÊ¥ ‚ Á∑§∞ ¡ÊÃ „Ò¥             (2) ◊Á‹Ÿ ©g‡ÿ ∑§ ‚ÊÕ Á∑§∞ ¡ÊÃ „Ò¥
       (3) ÁŒπÊfl ∑§ Á‹∞ Á∑§∞ ¡ÊÃ „Ò¥              (4) ‹Ê÷ fl ‹Ê‹ø ∑§ Á‹∞ Á∑§∞ ¡ÊÃ „¥Ò


93.    ªlÊ¥‡Ê ∑§ •ŸÈ‚Ê⁄U ◊ÊŸ-‚ê◊ÊŸ ∑§’ ∑§◊ „Ê ¡ÊÃÊ „Ò?
       (1) ¡’ ∑˝§Êœ •ÁŸÿ¥ÁòÊà „Ê ¡ÊÃÊ „Ò            (2)            ¡’ •„¥∑§Ê⁄U „Ê ¡ÊÃÊ „Ò
       (3) ¡’ ÁŸ⁄UÊŒ⁄U „Ê ¡ÊÃÊ „Ò                    (4)            ¡’ ◊Ÿ ‡Êʥà Ÿ„Ë¥ ⁄U„ÃÊ „Ò

94.    ‚ÎÁc≈U ÁŸ◊ʸáÊ ∑§⁄UŸ flÊ‹ Ÿ ∞‚Ê ø∑˝§ ’ŸÊÿÊ „Ò Á∑§ __________–
       (1) ∑§Ê߸ ÷Ë Sflÿ¥ ∑§Ê ÁflÁ‡Êc≈U ‚◊¤Ê ‚∑§ÃÊ „Ò
       (2) ∑§Ê߸ ÷Ë Sflÿ¥ ∑§Ê ‚fl¸üÊc∆U Ÿ„Ë¥ ‚◊¤Ê ‚∑§ÃÊ „Ò
       (3) ∑§Ê߸ ÷Ë Á∑§‚Ë ∑§Ê ‚fl¸üÊc∆U ‚◊¤Ê ‚∑§ÃÊ „Ò
       (4) ∑§Ê߸ ÷Ë Sflÿ¥ ∑§Ê ‚fl¸üÊc∆U ‚◊¤Ê ‚∑§ÃÊ „Ò


95.    ÁŸêŸ ◊¥ Á∑§‚ ‡ÊéŒ ◊¥ “ÃÊ” ¬˝àÿÿ ∑§Ê ¬˝ÿÊª Ÿ„Ë¥ Á∑§ÿÊ ¡Ê ‚∑§ÃÊ „Ò?
       (1) üÊc∆U                   (2) ¬˝ÿàŸ                    (3) ‚◊ÊŸ                          (4)     ◊Á‹Ÿ

96.    ‚Œ˜÷Êfl ∑§Ê ‚¥Áœ Áflë¿UŒ „Ò __________–
       (1) ‚Ø + ÷Êfl              (2) ‚Œ˜ + ÷Êfl                      (3)    ‚ŒÈ + ÷Êfl              (4)     ‚È + ÷Êfl

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97.   ªlÊ¥‡Ê ∑§ •ŸÈ‚Ê⁄U ¬˝àÿ∑§ √ÿÁÄà ∑§Ê ∑Ò§‚Ê ¡ËflŸ ¡ËŸÊ øÊÁ„∞?
      (1) ‚Œ˜÷Êfl •ÊÒ⁄U ‚◊÷Êfl ∑§Ê                        (2) ‚◊÷Êfl •ÊÒ⁄U ‚◊ÊŸÃÊ ∑§Ê
      (3) ‚◊ÊŸÃÊ •ÊÒ⁄U ãÿÊÿ ∑§Ê                         (4) ¬˝◊ •ÊÒ⁄U ‚Œ˜÷Êfl ∑§Ê


98.   ªlÊ¥‡Ê ∑§ •ŸÈ‚Ê⁄U ◊ŸÈcÿ ∑§ ¬ÃŸ ∑§Ê ∑§Ê⁄UáÊ „Ò —
      (1) ’È⁄UË •ÊŒÃ¥             (2) ÷Í‹                      (3)    •Ê‹Sÿ              (4)    ÉÊ◊¥«U

99.   “•ë¿U ¬˝ÿÊ¡Ÿ” ◊¥ ⁄UπÊ¥Á∑§Ã ‡ÊéŒ „Ò __________–
      (1) ‚Êfl¸ŸÊÁ◊∑§ Áfl‡Ê·áÊ                         (2)       ¬Á⁄U◊ÊáÊflÊø∑§ Áfl‡Ê·áÊ
      (3) ‚¥ÅÿÊflÊø∑§ Áfl‡Ê·áÊ                         (4)       ªÈáÊflÊø∑§ Áfl‡Ê·áÊ

ŸËø ŒË ªß¸ ∑§ÁflÃÊ ∑§Ë ¬¥ÁÄÃÿÊ¥ ∑§Ê ¬…∏∑§⁄U ‚’‚ ©ÁøÃ Áfl∑§À¬ ∑§Ê øÿŸ ∑§ËÁ¡∞– (100-105)U
      ¡ËflŸ •ÁSÕ⁄U •Ÿ¡ÊŸ „Ë,
      „Ê ¡ÊÃÊ ¬Õ ¬⁄U ◊‹ ∑§„Ë¥,
      ‚ËÁ◊à ¬ª «Uª, ‹¥’Ë ◊¥Á$¡‹,
      Ãÿ ∑§⁄U ‹ŸÊ ∑ȧ¿U π‹ Ÿ„Ë¥–
      ŒÊ∞°-’Ê∞° ‚Èπ-ŒÈπ ø‹Ã,
      ‚ê◊Èπ ø‹ÃÊ ¬Õ ∑§Ê ¬˝‚ÊŒ,
      Á¡‚-Á¡‚ ‚ ¬Õ ¬⁄U SŸ„ Á◊‹Ê,
      ©‚-©‚ ⁄UÊ„Ë ∑§Ê œãÿflÊŒ–

100. ¡ËflŸ ◊¥ ∑ȧ¿U ÷Ë ¬˝Êåà ∑§⁄U ‹ŸÊ -
      (1)    ∑§Á∆UŸ „Ò             (2)     ‚⁄U‹ „Ò              (3)    •Áfl‡fl‚ŸËÿ „Ò       (4)    •‚¥÷fl „Ò

101. ∑§Áfl •¬Ÿ ¡ËflŸ ◊¥ Á∑§ã„¥ œãÿflÊŒ ŒŸÊ øÊ„ÃÊ „Ò?
      (1)    SŸ„ ŒŸ flÊ‹ ∑§Ê                          (2)   π‹ ÁŒπÊŸ flÊ‹ ∑§Ê
      (3)    ‚ÊÕ ø‹Ÿ flÊ‹ ∑§Ê                           (4)   ¬˝⁄UáÊÊ ŒŸ flÊ‹ ∑§Ê

102. “‹ˇÿ” ∑§Ê √ÿÄà ∑§⁄UŸ ∑§ Á‹∞ ©ÁøÃ ‡ÊéŒ „Ò -
      (1)    ¬Õ                    (2)     ¡ËflŸ                 (3)    ¬ª                 (4)    ◊¥Á$¡‹

103. “‚ËÁ◊à ¬ª” ¬˝ÃË∑§ „Ò -
      (1)    ‚¥∑§⁄U ◊ʪ¸ ∑§Ê      (2)     ‚ËÁ◊à Á◊òÊÊ¥ ∑§Ê    (3)    ‚ËÁ◊à ‚¥‚ÊœŸÊ¥ ∑§Ê (4)   ‚ËÁ◊à ⁄UÊSÃ ∑§Ê

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104. ¡ËflŸ ∑§Ë Áfl‡Ê·ÃÊ „Ò —
       (1)    ‚ËÁ◊à                 (2)    ‹¥’Ê                  (3)     •ÁSÕ⁄U                (4)    •Ÿ¡ÊŸÊ

105. ‚◊Í„ ‚ Á÷㟠‡ÊéŒ „Ò -
       (1)    ‚Èπ-ŒÈπ               (2)    Á¡‚-Á¡‚               (3)     ÁSÕ⁄UÃÊ-•ÁSÕ⁄UÃÊ      (4)    ŒÊ∞°-’Ê∞°

106. •Á÷∑§ÕŸ (A) :       ∑§ˇÊÊ ◊¥ •Áœª◊ •ŸÈ÷fl ’ìÊÊ¥ ∑§ ¡ËflŸ •ÊÒ⁄U ©Ÿ∑§ ‚¥Œ÷ÊZ ‚ ¡È«∏ „ÊÃ „Ò¥–
       ∑§Ê⁄UáÊ (R) :     •Áœª◊ •ŸÈ÷flÊ¥ ∑§Ë •Á÷∑§À¬ŸÊ ’ìÊÊ¥ ∑§Ë ¬Ífl¸ ‚◊¤Ê ∑§ •ÊœÊ⁄U ¬⁄U ∑§⁄UŸË øÊÁ„∞–
       ŸËø ÁŒ∞ ª∞ Áfl∑§À¬Ê¥ ◊¥ ‚ ‚flʸÁœ∑§ ©¬ÿÈÄà ©ûÊ⁄U ∑§Ê øÿŸ ∑§⁄¥U —
       (1) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ‚„Ë „Ò¥ ‹Á∑§Ÿ (R), (A) ∑§Ë ‚„Ë √ÿÊÅÿÊ Ÿ„Ë¥ „Ò–
       (2) (A) ‚„Ë „Ò, ‹Á∑§Ÿ (R) ª‹Ã „Ò–
       (3) (A) ª‹Ã „Ò, ‹Á∑§Ÿ (R) ‚„Ë „Ò–
       (4) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ‚„Ë „Ò¥ •ÊÒ⁄U (R), (A) ∑§Ë ‚„Ë √ÿÊÅÿÊ „Ò–


107. ÷Ê·Ê •Áœª◊ ∑§ ’Ê⁄U ◊¥ ∑§ÊÒŸ-‚Ê ‚„Ë Ÿ„Ë¥ „Ò?
       (1)    ÷Ê·Ê •Áœª◊ ◊¥ ‚◊ÿ ‹ªÃÊ „Ò–
       (2)    ÷Ê·Ê •Áœª◊ ∑§Ê ‚¥’¥œ •Õ¸ ª˝„áÊ ∑§⁄UŸ ‚ „Ò–
       (3)    ÷Ê·Ê •Áœª◊ ∑§ Á‹∞ √ÿÊ∑§⁄UáÊ ‚ËπŸÊ •ÁŸflÊÿ¸ „Ò–
       (4)    ‚÷Ë Á‡ÊˇÊÊÕ˸ ‚⁄U‹ÃʬÍfl¸∑§ ÷Ê·Ê ‚Ëπ ‚∑§Ã „Ò¥, ÿÁŒ ©ã„¥ ÷Ê·Ê ◊¥ √ÿfl„Ê⁄U ∑§⁄UŸ ∑§ Á‹∞ ¬ÿʸåà •fl‚⁄U ÁŒ∞ ¡Ê∞°–

108. ß‚ ’Êà ∑§Ê •Ê∑§‹Ÿ ∑§⁄UŸ ∑§ Á‹∞ Á∑§ ÁfllÊÕ˸ Á∑§‚Ë ŒÍ∑§ÊŸ ‚ ∑ȧ¿U π⁄UËŒŸ ∑§ Á‹∞ √ÿÊfl„ÊÁ⁄U∑§ ÷Ê·Ê ∑§Ê ¬˝ÿÊª ∑§⁄U ‚∑§Ã
       „Ò¥ ÿÊ Ÿ„Ë¥, ß‚∑§ Á‹∞ ÁfllÊÕ˸ ∑§Ê ÄÿÊ ∑§⁄UŸÊ ©ÁøÃ „ÊªÊ?
       (1) πÊŒ˜ÿ ¬ŒÊÕ¸ ‚¥’¥œË ¬˝ÊÕÁ◊∑§ÃÊ∞° Á‹πŸ ∑§ Á‹∞ ∑§„Ê ¡Ê∞–
       (2) ŒÍ∑§ÊŸŒÊ⁄U •ÊÒ⁄U ª˝Ê„∑§ ∑§ ’Ëø ÉÊÁ≈Uà ∑§Ê߸ ‹ÉÊÈ ∑§ÕÊ ¬…∏Ÿ ∑§ Á‹∞ ŒË ¡Ê∞–
       (3) ŒÍ∑§ÊŸŒÊ⁄U •ÊÒ⁄U ª˝Ê„∑§ ∑§ ’Ëø „Ê ⁄U„Ê ŒÎ‡ÿ ÁøÁòÊà ∑§⁄UŸ ∑§ Á‹∞ ∑§„Ê ¡Ê∞–
       (4) ŒÍ∑§ÊŸŒÊ⁄U •ÊÒ⁄U ª˝Ê„∑§ ∑§ ’Ëø „ÊŸ flÊ‹ ‹ÉÊÈ ‚¥flÊŒ ∑§Ê Á‹πŸ ∑§ Á‹∞ ∑§„Ê ¡Ê∞–


109. ∞∑§ •äÿʬ∑§ Ÿ ◊„‚Í‚ Á∑§ÿÊ Á∑§ ©‚∑§ ∑ȧ¿U ÁfllÊÁÕ¸ÿÊ¥ ∑§Ê ÷Ê·Ê •Áœª◊ ∑§ Á∑§‚Ë ¬„‹Í Áfl‡Ê· ¡Ò‚ Á∑§ flÒôÊÊÁŸ∑§
       •flœÊ⁄UáÊÊ ‚ ‚¥’¥ÁœÃ ¬Ê∆˜Uÿ ‚Ê◊ª˝Ë ∑§Ê ¬∆UŸ, ◊¥ ∑§Á∆UŸÊ߸ •Ê ⁄U„Ë „Ò– •äÿʬ∑§ Ÿ ߟ ÁfllÊÁÕ¸ÿÊ¥ Á¡ã„¥ ∑§Á∆UŸÊ߸ •Ê ⁄U„Ë ÕË,
       ∑§ Á‹∞ ¬ÎÕ∑§ M§¬ ‚ Á‡ÊˇÊáÊ Á∑§ÿÊ Á¡‚‚ Á∑§ fl ß‚ Ã⁄U„ ∑§Ë ¬Ê∆˜Uÿ ‚Ê◊ª˝Ë ∑§ ¬˝Áà ‚◊¤Ê ’ŸÊ ‚∑¥§ •ÊÒ⁄U ¬∆UŸ ∑§⁄ ‚∑¥§– ß‚
       Ã⁄U„ ∑§ •èÿÊ‚ ∑§Ê Á∑§‚ M§¬ ◊¥ ¡ÊŸÊ ¡Ê∞ªÊ?
       (1) ©ìÊ SÃ⁄UËÿ ∑§Ê҇ʋ                            (2) Áø¥ÃŸ ∑§Ê҇ʋ
       (3) ¬˝ÁìÈÁc≈U (»§Ë«U’Ò∑§) Á‡ÊˇÊáÊ                (4) ©¬øÊ⁄UÊà◊∑§ Á‡ÊˇÊáÊ

P-I !FSC-26-I!                                                  36                                                               B
CTET 2026 question paper, February 2026, Paper 1 (08Feb), set B, page 37 of 48
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110. ÁŸêŸÁ‹Áπà ◊¥ ‚ ∑§ÊÒŸ-‚Ê ¬∆UŸ ∑§Ê ©¬ ∑§Ê҇ʋ Ÿ„Ë¥ „Ò?
       (1)     •Õ¸ ÁŸ∑§Ê‹ŸÊ •ÊÒ⁄U •¬Á⁄UÁøÃ ∑§Ê‡ÊÁfl·ÿ∑§ ‡ÊéŒÊ¥ ∑§Ê ¬˝ÿÊª
       (2)     Á∑§‚Ë ÁflÁ‡Êc≈U •Êfl‡ÿ∑§ ¡ÊŸ∑§Ê⁄UË ∑§Ê ¬˝Êåà ∑§⁄UŸ ∑§ Á‹∞ ’Ê⁄UË∑§Ë ‚ ¬∆UŸ
       (3)     ¬˝àÿ∑§ ‡ÊéŒ ∑§Ë fløŸË ¡ÊŸŸÊ
       (4)     ‡ÊéŒÊfl‹Ë ∑§Ê ¬„øÊŸŸÊ, ◊ÈÅÿ Á’ãŒÈ•Ê¥ ∑§Ê øÿŸ ∑§⁄UŸÊ

111. •Á÷∑§ÕŸ (A) :       Á∑§‚Ë ∞∑§ ÁfllÊÕ˸ ∑§Ê ¬Ê≈¸U»§ÊÁ‹ÿÊ ©‚ ÁfllÊÕ˸ ∑§ ∑§ÊÿÊZ ∑§Ê ©g‡ÿ¬Íáʸ ‚¥ª˝„ „ÊÃÊ „Ò–
       ∑§Ê⁄UáÊ (R) :     ¬Ê≈¸U»§ÊÁ‹ÿÊ ÁfllÊÁÕ¸ÿÊ¥ ∑§Ê ©Ÿ∑§ •¬Ÿ ¬˝’‹ ¬ˇÊ •ÊÒ⁄U ∑§◊¡Ê⁄U ¬ˇÊ ∑§Ê ◊ÍÀÿʰ∑§Ÿ ∑§⁄UŸ ∑§ Á‹∞
                         ¬˝Êà‚ÊÁ„à ∑§⁄UÃÊ „Ò–
       ŸËø ÁŒ∞ ª∞ Áfl∑§À¬Ê¥ ◊¥ ‚ ‚flʸÁœ∑§ ©¬ÿÈÄà ©ûÊ⁄U ∑§Ê øÿŸ ∑§⁄¥U —
       (1) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ‚„Ë „Ò¥ ‹Á∑§Ÿ (R), (A) ∑§Ë ‚„Ë √ÿÊÅÿÊ Ÿ„Ë¥ „Ò–
       (2) (A) ‚„Ë „Ò ‹Á∑§Ÿ (R) ª‹Ã „Ò–
       (3) (A) ª‹Ã „Ò ‹Á∑§Ÿ (R) ‚„Ë „Ò–
       (4) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ‚„Ë „Ò¥ •ÊÒ⁄U (R), (A) ∑§Ë ‚„Ë √ÿÊÅÿÊ „Ò–


112. ∞∑§ •äÿʬ∑§ •¬Ÿ ÁfllÊÁÕ¸ÿÊ¥ ∑§Ë ‡Ê錂¥¬ŒÊ ∑§Ê Áfl∑§Ê‚ ∑§⁄UŸ ∑§ Á‹∞ ∞‚Ë ‚Ê◊ª˝Ë ∑§Ê ¬˝ÿÊª ∑§⁄UÃÊ „Ò Á¡‚∑§Ë ÷Ê·Ê ∑§Ê
       •¬ˇÊÊ∑Χà ‚⁄U‹ Á∑§ÿÊ ªÿÊ „Ò •ÊÒ⁄U ¡Ê ¬˝Ê◊ÊÁáÊ∑§ ‚Ê◊ª˝Ë ¬⁄U •ÊœÊÁ⁄Uà „Ò– ß‚ ‚Ê◊ª˝Ë ∑§Ê ÄÿÊ ∑§„¥ª?
       (1) ⁄UÊ‹-∑§Ê«¸U                                   (2) Ám÷ÊÁ·∑§ ‡ÊéŒ∑§Ê‡Ê
       (3) SÃ⁄UflÊ⁄U ¬∆UŸ ¬ÈSÃ∑¥§ (ª˝«U«U ⁄UË«U⁄U)      (4) ‚◊ÊøÊ⁄U ¬òÊ


113. ∞∑§ ÷Ê·Ê •äÿʬ∑§ •¬Ÿ ÁfllÊÁÕ¸ÿÊ¥ ∑§Ê ©Ÿ∑§Ë •¬ŸË •Áœª◊ ‡ÊÒ‹Ë •ÊÒ⁄U ¬˝ÊÕÁ◊∑§ÃÊ ∑§Ê ¬ÃÊ ‹ªÊŸ ∑§ Á‹∞ ¬˝‡ŸÊfl‹Ë ŒÃÊ
       „Ò– ÿ„ʰ •äÿʬ∑§ Á∑§‚ ÷ÍÁ◊∑§Ê ∑§Ê ÁŸflʸ„ ∑§⁄U ⁄U„Ê „Ò?
       (1) ÿÊ¡ŸÊ ÁŸ◊ʸáÊ∑§                              (2) Áfl‡Ê·ôÊÃÊ ‚¥’¥œË ‚ÍøŸÊ ŒŸ flÊ‹Ê
       (3) ÁŸŒÊŸ‡ÊÊSòÊË                                  (4) ¬˝’¥œ∑§


114. ∑§ˇÊÊ ∞∑§ ∑§Ë •äÿÊÁ¬∑§Ê Ÿ •¬Ÿ Á‡ÊˇÊÊÁÕ¸ÿÊ¥ ‚ ∑§„Ê Á∑§ fl ŒËflÊ⁄UÊ¥ ¬⁄U ∑§Ë⁄U◊ ∑§Ê°≈U ’ŸÊ∞°, ÁøòÊ ’ŸÊ∞° •ÊÒ⁄U ¡Ê ÷Ë ◊Ÿ ◊¥ •Ê
       ⁄U„Ê „Ò, ©‚ Á‹π¥– fl„ ©ã„¥ Á∑§‚ ’Êà ∑§ Á‹∞ ¬˝Êà‚ÊÁ„à ∑§⁄U ⁄U„Ë „Ò¥?
       (1) •ʟ㌠•ÊÒ⁄U „ÊSÿ                                      (2) ‹πŸ ∑§Ê҇ʋ Áfl∑§Ê‚
       (3) fláʸ◊Ê‹Ê ∑§ •ˇÊ⁄UÊ¥ ∑§Ê Á‹πŸ ∑§Ë ‡ÊÈM§•Êà         (4) ©Œ˜ªÊ◊Ë ‚ÊˇÊ⁄UÃÊ Áfl∑§Ê‚


115. ÁŸêŸÁ‹Áπà ◊¥ ‚ ∑§ÊÒŸ-‚Ê ∑§ÕŸ ÁøòÊÊ¥ ∑§ ’Ê⁄U ◊¥ ª‹Ã „Ò?
       ¬ÈSÃ∑§Ê¥ ◊¥ ÁøòÊ •ÊÒ⁄U •Ê⁄Uπ —
       (1) ’ìÊÊ¥ ∑§Ë L§Áø ’ŸÊ∞ ⁄UπÃ „Ò¥–
       (2) ’ìÊÊ¥ ∑§Ê ß‚ Ã⁄U„ ∑§ ÁøòÊ ’ŸÊŸ ∑§ Á‹∞ •fl‚⁄U Á◊‹Ã „Ò¥–
       (3) •¬Á⁄UÁøÃ •ÊÒ⁄U ÿÊŒ ⁄UπŸ ÿÊÇÿ ¬˝‚¥ªÊ¥ ◊¥ ÷Ê·Ê ¬˝SÃÈà ∑§⁄UŸ ◊¥ ◊ŒŒ ∑§⁄UÃ „Ò¥–
       (4) Áfl·ÿ flSÃÈ ∑§Ê ©÷Ê⁄UÃ „Ò¥–


P-I !FSC-26-I!                                                    37                                                                B
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116. ¿UÊ≈Ë •ÊÿÈ flÊ‹ Á‡ÊˇÊÊÁÕ¸ÿÊ¥ ∑§ ’Ê⁄U ◊¥ ∑§ÊÒŸ-‚Ê ∑§ÕŸ ‚„Ë „Ò?
       (1)     ’„Èà ¿UÊ≈UË •ÊÿÈ flÊ‹ Á‡ÊˇÊÊÁÕ¸ÿÊ¥ ∑§ Á‹∞ •◊Íø •flœÊ⁄UáÊÊ•Ê¥ ∑§Ê ‚◊¤ÊŸÊ ∑§Á∆UŸ „ÊÃÊ „Ò–
       (2)     ’„Èà ¿UÊ≈UË •ÊÿÈ flÊ‹ Á‡ÊˇÊÊÕ˸ •Ê¥Á‡Ê∑§ M§¬ ‚ •◊Íø •flœÊ⁄UáÊÊ•Ê¥ ∑§Ê ‚◊¤Ê ¬ÊÃ „Ò¥–
       (3)     ’„Èà ¿UÊ≈UË •ÊÿÈ flÊ‹ Á‡ÊˇÊÊÕ˸ •◊Íø •flœÊ⁄UáÊÊ•Ê¥ mÊ⁄UÊ ¬˝Á⁄Uà „ÊÃ „Ò¥–
       (4)     ’„Èà ¿UÊ≈UË •ÊÿÈ flÊ‹ Á‡ÊˇÊÊÕ˸ •◊Íø •flœÊ⁄UáÊÊ•Ê¥ ∑§Ê ‚◊¤Ê ‹Ã „Ò¥–

117. •ʬ •¬ŸË ∑§ˇÊÊ ◊¥ ÁfllÊÁÕ¸ÿÊ¥ ∑§Ë •ã×Á∑˝§ÿÊ ∑§Ê ‚Ȫ◊ ’ŸÊŸ ∑§ Á‹∞ ÄÿÊ ¬˝ÿÊ‚ ∑§⁄¥Uª?
       (a)     ÁfllÊÁÕ¸ÿÊ¥ ∑§Ê •Áœ∑§ ‚ •Áœ∑§ ¬˝‡Ÿ ¬Í¿UŸ ∑§ Á‹∞ ¬˝Êà‚ÊÁ„à ∑§⁄¥Uª–
       (b)     ¡Ê«∏ËŒÊ⁄U ∑§ ‚ÊÕ ÃÕÊ ‚◊Í„ ◊¥ ∑§Êÿ¸ ∑§⁄UflÊ∞°ª¥, ÁfllÊÁÕ¸ÿÊ¥ ‚ ©Ÿ∑§Ë ⁄UÊÿ •Ê◊ÁãòÊà ∑§⁄¥Uª–
       (c)     ¬Ê∆˜ÿ ‚Ê◊ª˝Ë ∑§Ê ‚Sfl⁄U ¬…∏Ÿ ∑§ Á‹∞ ∑§„¥ª •ÊÒ⁄U ¬˝àÿ∑§ ∑§Ê √ÿÁÄêà M§¬ ‚ ©ûÊ⁄U Œ¥ª¥ Á¡‚‚ Á∑§ √ÿÁÄêà •Áœª◊
               „Ê ‚∑§–
       (d)     ∞∑§-ŒÍ‚⁄U ∑§Ê ‚¥flÊŒ ¬…∏∑§⁄U ‚ÈŸÊŸ ∑§ Á‹∞ ∑§„¥ª Á¡‚‚ •ã×Á∑˝§ÿÊ „Ê ‚∑§ •ÊÒ⁄ ∞∑§-ŒÍ‚⁄U ‚ ¬˝‡Ÿ ¬Í¿UŸ ∑§ Á‹∞
               ∑§„¥ª–U
       (1)     (b), (c), (d) ‚„Ë „Ò¥                        (2) (a), (b), (d) ‚„Ë „Ò¥
       (3)     (a), (c), (d) ‚„Ë „Ò¥                        (4) (a), (b), (c) ‚„Ë „Ò¥


118. ÷Ê·Ê Áfl∑§Ê‚ ∑§Ê ‚¥ôÊÊŸÊà◊∑§ Á‚hʥà ‚◊Áոà ∑§⁄UÃÊ „Ò Á∑§ ÷Ê·Ê __________–
       (1)     ¬È⁄US∑§Ê⁄U •ÊÒ⁄U Œ¥«U ∑§ ◊Êäÿ◊ ‚ ‚ËπË ¡ÊÃË „Ò
       (2)     ‚◊Ê¡ ◊¥ ‹ÊªÊ¥ ∑§ ‚ÊÕ •ã×Á∑˝§ÿÊ ∑§ ◊Êäÿ◊ ‚ ‚ËπË ¡ÊÃË „Ò
       (3)     ‡ÊÊÁéŒ∑§ •Á÷√ÿÁÄà ‚ ¬„‹ •flœÊ⁄UáÊÊ•Ê¥ ∑§ ¬˝Áà ’ìÊ ∑§Ë ‚◊¤Ê ¬⁄U ÁŸ÷¸⁄U ∑§⁄UÃË „Ò
       (4)     √ÿÁÄà ∑§Ë ¡ã◊¡Êà ˇÊ◊ÃÊ „Ò

119. •Á÷∑§ÕŸ (A) :       ÷Ê·Ê ‚Ê¥S∑ΧÁÃ∑§ ¡ÊªM§∑§ÃÊ •ÊÒ⁄U •Á÷√ÿÁÄà ∑§Ê ◊„àfl¬Íáʸ ¬„‹Í „Ò, ÿ„ fl„ ¬˝◊Èπ ŒˇÊÃÊ „Ò Á¡‚∑§Ê
                         Áfl∑§Ê‚ ’ìÊÊ¥ ◊¥ „ÊŸÊ •Êfl‡ÿ∑§ „Ò–
       ∑§Ê⁄UáÊ (R) :     ‚Ê¥S∑ΧÁÃ∑§ ¡ÊªM§∑§ÃÊ •ÊÒ⁄U •Á÷√ÿÁÄà ∑§Ë ŒˇÊÃÊ∞° ’ìÊÊ¥ ∑§Ê •ÁS◊ÃÊ ∑§Ê ÷Êfl ¬˝ŒÊŸ ∑§⁄UÃË „Ò¥, ‚ÊÕ „Ë
                         ‚ÊÕ ‚ê’hÃÊ, ŒÍ‚⁄UÊ¥ ∑§Ë ‚¥S∑ΧÁà •ÊÒ⁄U •ÁS◊ÃÊ ∑§Ë ‚⁄UÊ„ŸÊ ∑§Ê ÷Êfl ÷Ë ¬ÒŒÊ ∑§⁄UÃË „Ò–
       ŸËø ÁŒ∞ ª∞ Áfl∑§À¬Ê¥ ◊¥ ‚ ‚flʸÁœ∑§ ©¬ÿÈÄà ©ûÊ⁄U ∑§Ê øÿŸ ∑§⁄¥U —
       (1) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ‚„Ë „Ò¥ ‹Á∑§Ÿ (R), (A) ∑§Ë ‚„Ë √ÿÊÅÿÊ Ÿ„Ë¥ „Ò–
       (2) (A) ‚„Ë „Ò ‹Á∑§Ÿ (R) ª‹Ã „Ò–
       (3) (A) ª‹Ã „Ò ‹Á∑§Ÿ (R) ‚„Ë „Ò–
       (4) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ‚„Ë „Ò¥ •ÊÒ⁄U (R), (A) ∑§Ë ‚„Ë √ÿÊÅÿÊ „Ò–


120. ¬Ê∆˜Uÿ¬ÈSÃ∑§Ê¥ ◊¥ ⁄UøŸÊ∑§Ê⁄UÊ¥ mÊ⁄UÊ Á‹πË ªß¸ ∑§„ÊÁŸÿʰ, ∑§ÁflÃÊ∞°, ŸÊ≈U∑§ •ÊÒ⁄U ‹πŸ ∑§Ë •ÊÒ⁄U ÷Ë ÁflœÊ∞° „ÊÃË „Ò¥– „◊¥ ß‚ ¬˝∑§Ê⁄U
       ∑§Ë ‚Ê◊ª˝Ë ∑§Ê øÿŸ ∑§⁄UŸÊ øÊÁ„∞ ÄÿÊ¥Á∑§ —
       (1) ¬Ê∆˜Uÿ¬ÈSÃ∑§Ê¥ ◊¥ ‡ÊÊÁ◊‹ Á∑§∞ ¡ÊŸ ∑§ ©g‡ÿ ‚ Á‹πË ¡ÊÃË „Ò¥–
       (2) ‚ÈÁflÅÿÊà ⁄UøŸÊ∑§Ê⁄UÊ¥ mÊ⁄UÊ Á‹πË ¡ÊÃË „Ò–
       (3) ÿ„ ‚Ê◊ª˝Ë ‚⁄U‹ ÷Ê·Ê ◊¥ Á‹πË ¡ÊÃË „Ò¥–
       (4) ÿ ‚Ê◊ª˝Ë ¬˝Ê◊ÊÁáÊ∑§ „ÊÃË „Ò¥ •ÊÒ⁄U SflÊ÷ÊÁfl∑§ ÷Ê·Ê ◊¥ „ÊÃË „Ò–

P-I !FSC-26-I!                                                     38                                                                   B
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PART - V
                                 LANGUAGE – II : ENGLISH
 IMPORTANT : Candidates should attempt questions from Part-V (Q. No. 121-150), if they have
                  opted for ENGLISH as LANGUAGE-II only.

Read the passage given below and answer the questions that follow : (121-128)
      At that moment, we heard a big bang from outside, as if a bomb had exploded! We felt as if we
were being thrown violently to the ground. From the shadow of a tree nearby, someone emerged and
walked slowly towards the shop to stand before us. Everything had happened in the fraction of a
second and seeing his face now, my throat went suddenly dry.
       He was a young boy. Across his cheek ran a deep gash, from eye to lip made by a bullet or a sharp
knife. There was blood and pus in it. The flesh under his lip looked as if it had been ripped open and we
could see his teeth in the quavering light.
      I went to the old woman and took her hand in mine, gripping it tightly. We were both shivering.
The boy was wearing black jeans and a khaki jacket. And what was that in his hand ?
A revolver ? Even in the smoky light of the kerosene lamp, the barrel shone. The old woman burst into
a hysterical cry.
      ‘Oh my Kanbap, my son! I told your father a thousand times to bring you from the railway track.
Oh my son, what has happened to you ? Why are you bleeding like this ?’
      Suddenly the boy’s eyes fell on the girl sitting in the corner and trembling with fear. He sped like
a bullet towards the girl and grabbing her hair, rained blows and kicks on her stomach, shouting, ‘I will
smash your womb! I will kill the bastard child of that soldier you are carrying... Making love with a
soldier, dirty bitch! Phooh! Phooh!
121. State which of the following statements is True/False ?
     (A) The narrator offered sympathy to the old woman.
     (B) The boy attacked his sister in a violent manner.
     (1) Both (A) and (B) are False.         (2) (A) is True but (B) is False.
     (3) (B) is True but (A) is False.       (4) Both (A) and (B) are True.

122. What was the relationship of the tea-seller’s family with the boy ? He was their .....
     (1) relative          (2) neighbour            (3) friend            (4) son

123. State which of the following statements is True/False ?
     (A) The boy was dressed in casual wear.
     (B) On seeing his sister, the boy attacked her in rage.
     (1) Both (A) and (B) are False.         (2) (A) is True but (B) is False.
     (3) (B) is True but (A) is False.       (4) Both (A) and (B) are True.

124. What kind of sentence is the following ?
     And what was that in his hand ?
     (1) Interrogative     (2) Exclamatory           (3)   Negative         (4)   Assertive

125. ‘He sped like a bullet towards the girl.’
     The underlined word is a/an __________.
     (1) Adjective       (2) Preposition             (3)   Conjunction      (4)   Noun

P-I !FSC-26-I!                                     39                                                  B
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126. How did the people present react to the big sound ?
     (1) They were shocked beyond belief.
     (2) They were indifferent to it.
     (3) They were confused.
     (4) They maintained their composure.
127. The youngman who appeared on the scene .....
     (1) was happy and smiling.         (2) seemed full of curiosity.
     (3) was grievously wounded.        (4) looked hale and hearty.

128. What does the underlined word mean in the expression; ... ‘in the quavering light’ ?
     (1)   moving            (2)   fluctuating       (3)   running          (4)   hanging

Read the passage given below and answer the questions that follow : (129-135)
       I have told you already about the formation of tribes. When agriculture came, and there was some
division of work or labour, it became necessary for some person in the tribe to organise the work. Even
before this, the tribes wanted someone to lead them to battle against another tribe. The leader was
usually the oldest man in the group. He was called, or rather we call him now, the patriarch. As the
oldest, he was supposed to be the most experienced and to have the most knowledge. This patriarch
was not very different from the other members of the tribe. He worked with the others, and all the food
that was produced was divided between all the members of the tribe. Everything belonged to the tribe.
It was not like we have now, each person having his separate house and money and many other things.
Whatever a man earned was divided up as it all belonged to the tribe. The patriarch or the organiser of
the tribe did this dividing.
       But changes came in slowly. There were new kinds of work, especially on account of agriculture,
and the patriarch had to spend most of his time in organising and seeing that work was properly done
by all the members of the tribe. Little by little, the patriarch gave up doing the ordinary work or labour
of the people. He thus became quite different from the rest of the people. We see now another kind of
division of work or labour : the patriarch doing the organizing and ordering people about, and the other
people working in the fields and hunting and going to battle, and obeying the orders of their leader, the
patriarch. If there was a war or fight between two tribes, the patriarch became even more powerful, for
in wartime it was not possible to fight well without a leader. So the patriarch became very powerful.
129. Identify the Part of Speech of the underlined word :
     ‘The tribe wanted someone to lead them ...’
     (1) Pronoun          (2) Adjective          (3)       Preposition      (4)   Noun
130. In situations of war between tribes, the patriarch .....
     (1) became more powerful.                (2) was ignored.
     (3) gave up his leadership role.         (4) became less powerful.
131. State which of the following is True/False.
     (A) With new kinds of work coming up, the patriarch functioned like an organiser.
     (B) The patriarch led his tribe to battle.
     (1) Both (A) and (B) are False.          (2) (A) is True but (B) is False.
     (3) (B) is True but (A) is False.        (4) Both (A) and (B) are True.
132. Identify the tense of the given expression :
     ‘Whatever a man earned was divided up ...’
     (1) Present Perfect                      (2) Past Tense
     (3) Past Perfect                         (4) Present Tense

P-I !FSC-26-I!                                     40                                                  B
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133. Who was selected as the leader of the tribe ?
     (1) the most powerful                   (2) the most domineering
     (3) the humblest                        (4) the oldest and the wisest
134. How was food divided in the tribe ?
     (1) The strong got more while the weak got less.
     (2) The patriarch got the lion’s share.
     (3) It was divided unequally along gender lives.
     (4) It was divided equally among all members.
135. Choose the word nearest in meaning to ‘patriarch’ :
     (1) father-figure    (2) relative           (3) neighbour                (4)   friend
136. A teacher finds a video to fit into the topic of the unit and plans for a pair work activity around this
     video. The objective of this pair work activity is to encourage students to :
     (1) make them work at a faster pace together.
     (2) work independently of the teacher.
     (3) develop language awareness.
     (4) assess their own work.
137. A collection of short stories and other narratives are prescribed as supplementary reader for language
     learning. What is the major purpose of the supplementary reader ?
     (1) To promote intensive reading.           (2) To promote moral learning.
     (3) To promote extensive reading.           (4) To promote multilingualism.
138. Assertion (A) : Remedial teaching is an integral part of the teaching-learning process.
     Reason (R) :     Remedial teaching is to teach again, not necessarily in the same manner the
                      language items not properly learnt.
     Select the most appropriate answer from the options given below.
     (1) Both (A) and (R) are true, but (R) is not the correct explanation of (A).
     (2) (A) is true, but (R) is false.
     (3) (A) is false, but (R) is true.
     (4) Both (A) and (R) are true, and (R) is the correct explanation of (A).
139. Retelling of a story read by a student in his/her own words helps in assessing :
     (1) Fluency             (2) Comprehension (3) Memory                 (4) Accuracy
140. Which of the following is an incorrect assumption in language teaching ?
     (1) Learner’s first language plays an important role in learning.
     (2) Language teaching should have a focus in communicative activities.
     (3) Language teaching should give importance to writing rather than to speech.
     (4) Learners acquire language by trying to use it in real situations.
141. Which among these is the primary responsibility of a language teacher ?
     (1) Selecting the content for teaching.
     (2) Grouping learners into different classes.
     (3) Instructing the learners.
     (4) Identifying learner’s communicative needs.
142. Children at the foundational stage are most comfortable and learn best in :
     (1) the official language.              (2) their home language.
     (3) English medium.                     (4) the medium of instruction.

P-I !FSC-26-I!                                       41                                                   B
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143. Which one of the following is incorrect about storytelling for children ?
     Listening to stories, help children to :
     (1) learn sentence structure.
     (2) develop problem-solving skills.
     (3) learn new moral values to be followed in life.
     (4) learn new words and expand their vocabulary.

144. A teacher in a language task makes a mixed ability group of students. This mixed ability group is
     made to :
     (1) give space to dominate students to express freely.
     (2) encourage students to help one another.
     (3) share teacher’s load, as the teacher cannot give attention to all.
     (4) identify weaker students.

145. Children should be exposed to and immersed in __________.
     (1) two written languages from an early age
     (2) multiple oral languages from an early age
     (3) multiple written languages from an early age
     (4) two oral languages from an early age

146. Assertion (A) : Drawing is considered to be the beginning of writing in the early literacy.
     Reason (R) :     Pictures are symbols and carry meaning.
     Select the most appropriate answer from the options given below :
     (1) Both (A) and (R) are true, but (R) is not the correct explanation of (A).
     (2) (A) is true, but (R) is false.
     (3) (A) is false, but (R) is true.
     (4) Both (A) and (R) are true, and (R) is the correct explanation of (A).

147. The ‘minimal pair’ drill can be an effective strategy to improve :
     (1) Vocabulary                            (2) Pronunciation
     (3) Reading comprehension                 (4) Grammar

148. Which of the following is not related to the Behaviourist theory of language acquisition ?
     (1) Empty vessel.                        (2) Trial and error.
     (3) Social interaction.                  (4) Operant conditioning.

149. A teacher in class V gave students a task to write a story. While students write a story, the teacher
     walks round the class helping students who make errors or ask new words. Here the teacher is in
     the role of a :
     (1) Planner            (2) Facilitator         (3) Diagnostician (4) Manager

150. Assertion (A) : Reading is more than just pronouncing a word right.
     Reason (R) :     Reading is decoding.
     Select the most appropriate answer from the options given below :
     (1) Both (A) and (R) are true, but (R) is not the correct explanation of (A).
     (2) (A) is true, but (R) is false.
     (3) (A) is false, but (R) is true.
     (4) Both (A) and (R) are true, and (R) is the correct explanation of (A).


P-I !FSC-26-I!                                     42                                                  B
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÷ʪ - V
                                                     ÷Ê·Ê - II : Á„ãŒË
 ◊„àfl¬Íáʸ — ¬⁄UˡÊÊÕ˸ ÷ʪ-V (¬˝.‚¥. 121 ‚ 150) ∑§ ¬˝‡ŸÊ¥ ∑§ ©ûÊ⁄U ∑§fl‹ Ã÷Ë Œ¥ ÿÁŒ ©ã„Ê¥Ÿ ÷Ê·Ê-II ∑§Ê Áfl∑§À¬ Á„ãŒË
             øÈŸÊ „Ê–

ÁŸêŸÁ‹Áπà ªlÊ¥‡Ê ∑§Ê ¬…∏∑§⁄ ¬Í¿U ª∞ ¬˝‡ŸÊ¥ ∑§ ©ûÊ⁄ ∑§ Á‹∞ ‚’‚ ©¬ÿÈÄà Áfl∑§À¬ ∑§Ê øÿŸ ∑§ËÁ¡∞– (121-128)U U
        ¬˝àÿ∑§ √ÿÁÄà ∑§Ê ¡ã◊ ⁄UÊ¡Ê ’ŸŸ ∑§ Á‹∞ „È•Ê „Ò, ß‚ ß‚ M§¬ ◊¥ ÷Ë ‚◊¤Ê ‚∑§Ã „Ò¥ Á∑§ „⁄U √ÿÁÄà ∑§ ¬Í⁄U ¡ËflŸ ∑§Ê ‚ÃÃ
‚¥ÉÊ·¸ ∞∑§ ‚ûÊÊ ∑§Ê ¬ÊŸÊ „Ò– ∞‚Ë ‚ûÊÊ Á¡‚∑§Ë ¬˝∑ΧÁÃ, Á¡‚∑§Ë ‚Ë◊Ê∞°, Á¡‚∑§ √ÿfl„Ê⁄U ∑§Ê fl„ √ÿÁÄà Sflÿ¥ ÁŸœÊ¸Á⁄Uà ∑§⁄UÃÊ „Ò– ß‚
‚¥ÉÊ·¸ ∑§ •‹ª-•‹ª M§¬ „◊ •¬Ÿ •Ê‚¬Ê‚ ∑§ Ã◊Ê◊ Á⁄U‡ÃÊ¥ ◊¥ ÷Ë Œπ ‚∑§Ã „Ò¥– ¬Á⁄UflÊ⁄U ∑§ •¥Œ⁄U ÷Ë ÿ„ øË¡ ÁŒπÃË „Ò–
©ŒÊ„⁄UáÊ ∑§ Á‹∞ ∞∑§ ¬Á⁄UflÊ⁄U ◊¥ ∑§Ê߸ ∞∑§ √ÿÁÄà ◊ÈÁπÿÊ ’Ÿ∑§⁄U •¬ŸË ÷ÍÁ◊∑§Ê ∑§Ê ÁflSÃÊ⁄U ∑§⁄UÃÊ „Ò •ÊÒ⁄U ©‚ ¬Á⁄UflÊ⁄U ¡Ò‚Ë ß∑§Ê߸ ∑§Ê
⁄UÊ¡Ê ’ŸÃÊ „Ò– ∑§Ê߸ √ÿÁÄà •¬ŸË ∑§ÊÚ‹ÊŸË ◊¥ ‹Ë«U⁄U ’ŸÃÊ „Ò ÃÊ ∑§Ê߸ ª‹Ë-◊Ê„À‹ ∑§Ê ⁄UÊ¡Ê ’ŸŸÊ øÊ„ÃÊ „Ò– ∑§Ê߸ ÁflœÊÿ∑§, ‚Ê¥‚Œ,
◊ÈÅÿ◊¥òÊË, ¬˝œÊŸ◊¥òÊË ’Ÿ∑§⁄U •¬ŸË ‚Ë◊Ê•Ê¥ ∑§Ê ÁflSÃÊ⁄U ∑§⁄UŸÊ •ÊÒ⁄U ∞∑§ ’«∏ Á„S‚ ∑§Ê ⁄UÊ¡Ê ’ŸŸÊ øÊ„ÃÊ „Ò–
        ¡Ê ߟ ‚’ øÄ∑§⁄UÊ¥ ◊¥ Ÿ„Ë¥ „Ò, •∑§‹Ê √ÿÁÄà „Ò, fl„ ÷Ë •¬Ÿ ‡Ê⁄UË⁄U ∑§Ê ⁄UÊ¡Ê ’ŸŸÊ øÊ„ÃÊ „Ò– •¬Ÿ ‡Ê⁄UË⁄U ¬⁄U •¬ŸÊ •Áœ∑§Ê⁄U
÷Ë ’«∏Ë ’Êà „Ò–
121. ªlÊ¥‡Ê ∑§ •ŸÈ‚Ê⁄U __________ •ÊÒ⁄U __________ ¡ËflŸ ∑§Ê ‚àÿ „Ò¥–
        (1) ‚¥ÉÊ·¸, ◊ÈÅÿ◊¥òÊË „ÊŸÊ                         (2) ◊ÈÅÿ◊¥òÊË „ÊŸÊ, ‚Ë◊Ê∞°
        (3) ‚Ë◊Ê∞°, ¬Á⁄UflÊ⁄U                                (4) ‚¥ÉÊ·¸, ŸÃÎàfl ∑§⁄UŸÊ

122. ªlÊ¥‡Ê ∑§ •ŸÈ‚Ê⁄U __________ •¬Ÿ ‡Ê⁄UË⁄U ∑§Ê ⁄UÊ¡Ê ’ŸŸÊ øÊ„ÃÊ „Ò–
     (1) ‹Ë«U⁄U                (2) √ÿÁÄà                    (3) ‚Ê¥‚Œ                           (4)    ◊ÈÁπÿÊ

123. ªlÊ¥‡Ê ∑§ •ŸÈ‚Ê⁄U ◊ŸÈcÿ -
     (1) ¬Í⁄U Áfl‡fl ¬⁄U •ÊÁœ¬àÿ øÊ„ÃÊ „Ò–                  (2)    •¬ŸË ÷ÍÁ◊∑§Ê ∑§Ê ÁflSÃÊ⁄U øÊ„ÃÊ „Ò–
     (3) •¬Ÿ ÁfløÊ⁄UÊ¥ ¬⁄U •Áœ∑§Ê⁄U øÊ„ÃÊ „Ò–             (4)    ‚Ãà ‚¥ÉÊ·¸⁄Uà ⁄U„ŸÊ øÊ„ÃÊ „Ò–

124. ‚◊Í„ ‚ Á÷㟠‡ÊéŒ „Ò -
     (1) ◊ÈÅÿ◊¥òÊË                  (2)     ‚Ê¥‚Œ                 (3)    ‚¥ÉÊ·¸                 (4)    ⁄UÊ¡Ê

125. “ß∑§” ¬˝àÿÿ ∑§Ê ¬˝ÿÊª __________ ‡ÊéŒ ◊¥ Ÿ„Ë¥ „Ê ‚∑§ÃÊ?
     (1) √ÿfl„Ê⁄U                (2) ¬˝∑ΧÁà               (3) ¡ËflŸ                              (4)    ¬Á⁄UflÊ⁄UU

126. ªlÊ¥‡Ê ∑§ •ŸÈ‚Ê⁄U ∞∑§ √ÿÁÄà ∑§Ê ¡ã◊ __________ ’ŸŸ ∑§ Á‹∞ „È•Ê „Ò–
     (1) ⁄UÊ¡Ê                  (2) ◊ÈÁπÿÊ            (3) ‹Ë«U⁄U                                (4)    ¬Á⁄UflÊ⁄U

127. ªlÊ¥‡Ê ∑§ •ŸÈ‚Ê⁄U √ÿÁÄà __________ ∑§ Á‹∞ ‚¥ÉÊ·¸ ∑§⁄UÃÊ „Ò–
     (1) ‚ûÊÊ ∑§Ë ‚Ë◊Ê∞° ÁŸœÊ¸Á⁄Uà ∑§⁄UŸ        (2) ’«∏ ‚Ê◊˝Êíÿ ∑§Ê ⁄UÊ¡Ê ’ŸŸ
     (3) ‚ûÊÊ ¬˝Êåà ∑§⁄UŸ                       (4) ‚ûÊÊ ∑§Ê ’…∏ÊŸ

128. “‹Ë«U⁄U” ‡ÊéŒ „Ò -
     (1) •ʪà                       (2)     Ãà‚◊                  (3)    ÃŒ˜÷fl                  (4)    Œ‡Ê¡

P-I !FSC-26-I!                                                   43                                                               B
CTET 2026 question paper, February 2026, Paper 1 (08Feb), set B, page 44 of 48
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ÁŸêŸÁ‹Áπà ªlÊ¥‡Ê ∑§Ê ¬…∏∑§⁄ ¬Í¿U ª∞ ¬˝‡ŸÊ¥ ∑§ ©ûÊ⁄ ∑§ Á‹∞ ‚’‚ ©¬ÿÈÄà Áfl∑§À¬ ∑§Ê øÿŸ ∑§ËÁ¡∞– (129-135)
         ߟ ÁŒŸÊ¥ Á»§⁄U ‚ Á„¥ŒË ’ŸÊ◊ SÕÊŸËÿ ÷Ê·Ê•Ê¥ ∑§Ê ‹∑§⁄U ‡ÊÊ⁄U ◊øÊ „Ò– ß‚◊¥ ∑ȧ¿U øË¡¥ ‚◊¤ÊŸ flÊ‹Ë „Ò¥– ‚’‚ ¬„‹ ÃÊ ÿ„Ë
Á∑§ Á„¥ŒË „◊Ê⁄UË ◊ÊÃÎ÷Ê·Ê ¡M§⁄U „Ò, ‹Á∑§Ÿ ∑§ŸÊ¸≈U∑§, ÃÁ◊‹ŸÊ«ÈU, ∑§⁄U‹ ‚◊à •ãÿ ¬˝Ê¥Ã ◊¥ ¡ã◊ ‹Ÿ flÊ‹ √ÿÁÄà ∑§ Á‹∞ ÿ„ ◊ÊÃÎ÷Ê·Ê
Ÿ„Ë¥ „Ê ‚∑§ÃË– Á¡ÃŸÊ ¬˝◊ „◊¥ Á„¥ŒË ‚ „Ò, ©ÃŸÊ „Ë ¬˝◊ ¬¥¡Ê’ ◊¥ ¡ã◊ √ÿÁÄà ∑§Ê ¬¥¡Ê’Ë ‚ „ÊªÊ, ∑§ŸÊ¸≈U∑§ ◊¥ ¡ã◊ ‡ÊÅ‚ ∑§Ê ∑§ÛÊ«∏
‚ „ÊªÊ, ÃÁ◊‹ŸÊ«ÈU ◊¥ ¡ã◊ √ÿÁÄà ∑§Ê ÃÁ◊‹ ‚ „ÊªÊ– Á„¥ŒË ⁄UÊ¡÷Ê·Ê „Ò, ©‚∑§Ê ‚ê◊ÊŸ ‚flÊ¸¬Á⁄U „Ò, ◊ª⁄U „◊¥ ÿ„ ÷Ë äÿÊŸ ŒŸÊ „ÊªÊ
Á∑§ Á„¥ŒË ∑§Ê ‚ê◊ÊŸ ∑§⁄UŸ ∑§ •Áà ©à‚Ê„ ◊¥ ∑§„Ë¥ „◊ •ãÿ ÷Ê·Ê•Ê¥ ∑§Ê •¬◊ÊŸ ÃÊ Ÿ„Ë¥ ∑§⁄U ⁄U„? ¡Ò‚ „◊Ê⁄UË ◊ÊÃÊ, flÒ‚ „Ë ‚’∑§Ë
◊ÊÃÊ– Á„¥ŒË „◊Ê⁄UË ◊ÊÃÎ÷Ê·Ê „Ò, ÃÊ ∑§ÛÊ«∏, ÃÁ◊‹, ◊‹ÿÊ‹◊, Ã‹ÈªÈ ÷Ë Á∑§‚Ë Ÿ Á∑§‚Ë ∑§Ë ◊ÊÃÎ÷Ê·Ê „Ò– Á„ãŒÈSÃÊŸ „◊Ê⁄UÊ ⁄UÊc≈˛U „Ò, Á„¥ŒË
ß‚∑§Ë ∞∑§ ¬˝◊Èπ ÷Ê·Ê, ‹Á∑§Ÿ ÃÁ◊‹, ∑§ÛÊ«∏, ¬¥¡Ê’Ë, Ã‹ÈªÈ, ◊‹ÿÊ‹◊ •ÊÁŒ ÷Ë ß‚Ë ⁄UÊc≈˛U ◊¥ ’Ê‹Ë ¡ÊŸ flÊ‹Ë ÷Ê·Ê∞° „Ò¥, Á¡Ÿ∑§Ê
’⁄UÊ’⁄U ‚ê◊ÊŸ „ÊŸÊ øÊÁ„∞– Ã÷Ë „◊ ªfl¸ ‚ ∑§„ ¬Ê∞°ª Á∑§ •Ÿ∑§ÃÊ ◊¥ ∞∑§ÃÊ „◊Ê⁄UË ‚èÿÃÊ „Ò–
129. “¡Ò‚Ë „◊Ê⁄UË ◊ÊÃÊ, flÒ‚ „Ë ‚’∑§Ë ◊ÊÃÊ–” flÊÄÿ Á∑§‚ ‚¥Œ÷¸ ◊¥ ∑§„Ê ªÿÊ „Ò?
         (1) ÷Ê·Ê ∑§ ‚¥Œ÷¸ ◊¥                              (2) ◊ÊÃÊ ∑§ ‚¥Œ÷¸ ◊¥
         (3) ⁄UÊc≈˛U ∑§ ‚¥Œ÷¸ ◊¥                           (4) ⁄UÊ¡ŸËÁà ∑§ ‚¥Œ÷¸ ◊¥

130. “Á„¥ŒË ⁄UÊ¡÷Ê·Ê „Ò, ©‚∑§Ê ‚ê◊ÊŸ ‚flÊ¸¬Á⁄U „Ò–” ‚ •ʇÊÿ „Ò —
     (1) ⁄UÊ¡∑§Ëÿ ∑§Ê◊∑§Ê¡ ∑§Ë ÷Ê·Ê „ÊŸ ∑§ ∑§Ê⁄UáÊ Á„¥ŒË ∑§Ê ‚ê◊ÊŸ ‚’‚ ™§¬⁄U „Ò
     (2) ⁄UÊíÿ Áfl‡Ê· ∑§Ë ÷Ê·Ê „ÊŸ ∑§ ∑§Ê⁄UáÊ Á„¥ŒË ∑§Ê ‚ê◊ÊŸ ‚’‚ ™§¬⁄U „Ò
     (3) ÷Ê⁄Uà ∑§Ë ⁄UÊc≈˛U÷Ê·Ê „ÊŸ ∑§ ∑§Ê⁄UáÊ Á„¥ŒË ∑§Ê ‚ê◊ÊŸ ‚’‚ ™§¬⁄U „Ò
     (4) ⁄UʡʕÊ¥ ∑§Ë ÷Ê·Ê „ÊŸ ∑§ ∑§Ê⁄UáÊ Á„¥ŒË ∑§Ê ‚ê◊ÊŸ ‚’‚ ™§¬⁄U „Ò

131. “•Ÿ∑§ÃÊ ◊¥ ∞∑§ÃÊ „◊Ê⁄UË ‚èÿÃÊ „Ò–” flÊÄÿ ‚ •ʇÊÿ „Ò —
     (1) ÁflÁflœÃÊ „Ë Á∑§‚Ë ⁄UÊc≈˛U ∑§Ë ¬„øÊŸ „ÊÃË „Ò
     (2) ÁflÁflœÃÊ ‚ „Ë ‚◊⁄U‚ÃÊ •ÊÃË „Ò
     (3) ÁflÁflœÃÊ „ÊÃ „È∞ ÷Ë „◊ ‚’ ∞∑§ „Ò¥
     (4) ÁflÁflœÃÊ ◊¥ ∞∑§ÃÊ ¬È⁄UÊŸË ’Êà „Ê ªß¸ „Ò

132. “SÕÊŸËÿ” ◊¥ ¬˝àÿÿ „Ò -
     (1) ŸËÿ                           (2)     ߸ÿ                     (3)     ßÿ                      (4)     ÿ

133. ªlÊ¥‡Ê ∑§ •ŸÈ‚Ê⁄U Á∑§‚ ’Êà ∑§Ê ‡ÊÊ⁄U „Ê ⁄U„Ê „Ò?
     (1) Á„¥ŒË ’ŸÊ◊ ˇÊòÊËÿ ÷Ê·Ê∞°                       (2)           Á„¥ŒË ’ŸÊ◊ •ÊœÈÁŸ∑§ ÷Ê·Ê∞°
     (3) Á„¥ŒË ’ŸÊ◊ ’ÊÁ‹ÿʰ                             (4)           Á„¥ŒË ’ŸÊ◊ ÃÁ◊‹

134. ªlÊ¥‡Ê ◊¥ ÁŸêŸ ◊¥ ‚ Á∑§‚ ÷Ê·Ê ∑§Ê Á$¡∑˝§ Ÿ„Ë¥ „Ò?
     (1) ¬¥¡Ê’Ë                    (2) ∑§ÛÊ«∏                          (3)     ÃÁ◊‹                    (4)     ◊ÒÁÕ‹Ë

135. “•Ÿ∑§ÃÊ” ‡ÊéŒ „Ò -
     (1) Áfl‡Ê·áÊ                      (2)     Á∑˝§ÿÊ                  (3)     ¬˝Áfl‡Ê·áÊ              (4)     ‚¥ôÊÊ

136. ∞∑§ •äÿÊÁ¬∑§Ê ∑§Ê ∞∑§ flËÁ«UÿÊ Á◊‹Ê– ©‚Ÿ ◊„‚Í‚ Á∑§ÿÊ Á∑§ ÿ„ flËÁ«UÿÊ ∞∑§ ≈UÊÚÁ¬∑§ Áfl‡Ê· ∑§ Á‹∞ ©¬ÿÈÄà „Ò–
       •äÿÊÁ¬∑§Ê Ÿ ß‚ flËÁ«UÿÊ ∑§Ê •ÊœÊ⁄U ’ŸÊ∑§⁄U ŒÊ-ŒÊ ∑§ ¡Ê«∏Ê¥ ◊¥ ∑§Êÿ¸ ∑§⁄UflÊŸ ∑§Ë ÿÊ¡ŸÊ ’ŸÊ߸– ¡Ê«∏Ê¥ ◊¥ ∑§Êÿ¸ ∑§⁄UflÊŸ ∑§Ë ß‚
       ªÁÃÁflÁœ ∑§Ê ©g‡ÿ ÁfllÊÁÕ¸ÿÊ¥ ∑§Ê ÄÿÊ ∑§⁄UŸ ∑§ Á‹∞ ¬˝Êà‚ÊÁ„à ∑§⁄UŸÊ „Ò?
       (1) ‚ÊÕ-‚ÊÕ Ã¡ ªÁà ‚ ∑§Êÿ¸ ∑§⁄UŸ ∑§ Á‹∞–
       (2) •äÿÊÁ¬∑§Ê ∑§ Á’ŸÊ SflÃ¥òÊ „Ê∑§⁄U ∑§Êÿ¸ ∑§⁄UŸ ∑§ Á‹∞–
       (3) ÷Ê·Ê ¡ÊªM§∑§ÃÊ Áfl∑§Á‚à ∑§⁄UŸ ∑§ Á‹∞–
       (4) •¬Ÿ ∑§Êÿ¸ ∑§Ê Sflÿ¥ •Ê∑§‹Ÿ ∑§⁄UŸ ∑§ Á‹∞–

P-I !FSC-26-I!                                                       44                                                                      B
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137. ÷Ê·Ê •Áœª◊ ∑§ Á‹∞ ‹ÉÊÈ ∑§ÕÊ•Ê¥ •ÊÒ⁄U flÎûÊÊãÃÊ¥ ∑§Ê ‚¥ª˝„ ¬Í⁄U∑§ ¬∆UŸ ‚Ê◊ª˝Ë ∑§ M§¬ ◊¥ ÁŸœÊ¸Á⁄Uà Á∑§ÿÊ ¡ÊÃÊ „Ò– ¬Í⁄U∑§ ¬∆UŸ
       ‚Ê◊ª˝Ë ∑§Ê ◊ÈÅÿ ©g‡ÿ ÄÿÊ „Ò?
       (1) ª„Ÿ ¬∆UŸ (ßã≈Ò¥UÁ‚fl ¬∆UŸ) ∑§Ê ‚◊ÈãŸÃ ∑§⁄UŸÊ–           (2)    ŸÒÁÃ∑§ ◊ÍÀÿ •Áœª◊ ∑§Ê ‚◊ÈãŸÃ ∑§⁄UŸÊ–
       (3) ÁflSÃÎà (∞Ä‚≈Ò¥UÁ‚fl) ¬∆UŸ ∑§Ê ‚◊ÈãŸÃ ∑§⁄UŸÊ–            (4)    ’„È÷Ê·ÊflÊŒ ∑§Ê ‚◊ÈãŸÃ ∑§⁄UŸÊ–

138. •Á÷∑§ÕŸ (A) :       ©¬øÊ⁄UÊà◊∑§ Á‡ÊˇÊáÊ, Á‡ÊˇÊáÊ-•Áœª◊ ¬˝Á∑˝§ÿÊ ∑§Ê ◊„àfl¬Íáʸ ÷ʪ „Ò–
       ∑§Ê⁄UáÊ (R) :     ©¬øÊ⁄UÊà◊∑§ Á‡ÊˇÊáÊ ∑§Ê ÃÊà¬ÿ¸ „Ò ¬ÈŸ— Á‡ÊˇÊáÊ ∑§⁄UŸÊ– ÿ„ •Êfl‡ÿ∑§ Ÿ„Ë¥ Á∑§ ÿ„ Á‡ÊˇÊáÊ ß‚ ŒÎÁc≈U ‚
                         Á∑§ÿÊ ¡Ê∞ Á∑§ Á¬¿U‹ Á‡ÊˇÊáÊ mÊ⁄UÊ ‚„Ë Ã⁄UË∑§ ‚ Ÿ„Ë¥ ‚ËπÊ ªÿÊ „Ò–
       ŸËø ÁŒ∞ ª∞ Áfl∑§À¬Ê¥ ◊¥ ‚ ‚flʸÁœ∑§ ©¬ÿÈÄà Áfl∑§À¬ ∑§Ê øÿŸ ∑§⁄¥U —
       (1) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ‚„Ë „Ò¥ ‹Á∑§Ÿ (R), (A) ∑§Ë ‚„Ë √ÿÊÅÿÊ Ÿ„Ë¥ „Ò–
       (2) (A) ‚„Ë „Ò ‹Á∑§Ÿ (R) ª‹Ã „Ò–
       (3) (A) ª‹Ã „Ò, ‹Á∑§Ÿ (R) ‚„Ë „Ò–
       (4) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ‚„Ë „Ò¥ •ÊÒ⁄U (R), (A) ∑§Ë ‚„Ë √ÿÊÅÿÊ „Ò–


139. ¬…∏Ë ªß¸ ∑§„ÊŸË ∑§Ê ÁfllÊÕ˸ mÊ⁄UÊ •¬Ÿ ‡ÊéŒÊ¥ ◊¥ ¬ÈŸ— ’ÃÊŸ ∑§ ◊Êäÿ◊ ‚ Á∑§‚∑§Ê •Ê∑§‹Ÿ Á∑§ÿÊ ¡Ê ‚∑§ÃÊ „Ò?
       (1)    ¬˝flÊ„                 (2)     ’ÊœªêÿÃÊ              (3)    S◊ÎÁà                  (4)     ‚≈UË∑§ÃÊ

140. ÷Ê·Ê Á‡ÊˇÊáÊ ∑§ ’Ê⁄U ◊¥ ∑§ÊÒŸ-‚Ë ¬Ífl¸œÊ⁄UáÊÊ ª‹Ã „Ò?
       (1)    •Áœª◊ ◊¥ Á‡ÊˇÊÊÕ˸ ∑§Ë ¬˝Õ◊ ÷Ê·Ê ∑§Ë ◊ÈÅÿ ÷ÍÁ◊∑§Ê „ÊÃË „Ò–
       (2)    ÷Ê·Ê Á‡ÊˇÊáÊ ∑§Ê ◊ÈÅÿ ∑§ãŒ˝ Á’ãŒÈ ‚ê¬˝·áÊÊà◊∑§ ªÁÃÁflÁœÿÊ¥ ¬⁄U „ÊŸÊ øÊÁ„∞–
       (3)    ÷Ê·Ê Á‡ÊˇÊáÊ ◊¥ ’Ê‹Ÿ ∑§Ë •¬ˇÊÊ Á‹πŸ ∑§Ê •Áœ∑§ ◊„àfl ŒŸÊ øÊÁ„∞–
       (4)    Á‡ÊˇÊÊÕ˸ ¡ËflŸ ∑§Ë flÊSÃÁfl∑§ ÁSÕÁÃÿÊ¥ ◊¥ ¬˝ÿÊª ∑§⁄UŸ ∑§Ë ∑§ÊÁ‡Ê‡Ê mÊ⁄UÊ ÷Ê·Ê •Á¡¸Ã ∑§⁄UÃ „Ò¥–

141. ÷Ê·Ê •äÿʬ∑§ ∑§Ê ◊ÈÅÿ ©ûÊ⁄UŒÊÁÿàfl ∑§ÊÒŸ-‚Ê „Ò?
       (1)    Á‡ÊˇÊáÊ ∑§ Á‹∞ Áfl·ÿflSÃÈ ∑§Ê øÿŸ ∑§⁄UŸÊ–
       (2)    ÁflÁ÷㟠∑§ˇÊÊ•Ê¥ ◊¥ Á‡ÊˇÊÊÁÕ¸ÿÊ¥ ∑§Ê ‚◊Í„Ë∑§⁄UáÊ–
       (3)    Á‡ÊˇÊÊÁÕ¸ÿÊ¥ ∑§Ê ÁŸŒ¸‡Ê ŒŸÊ–
       (4)    Á‡ÊˇÊÊÁÕ¸ÿÊ¥ ∑§Ë ‚ê¬˝·áÊÊà◊∑§ •Êfl‡ÿ∑§ÃÊ•Ê¥ ∑§Ë ¬„øÊŸ ∑§⁄UŸÊ–

142. ’ÈÁŸÿÊŒË ø⁄UáÊ ◊¥ ’ìÊ Á∑§‚◊¥ •Áœ∑§ ‚ÈÁflœÊ ◊„‚Í‚ ∑§⁄UÃ „Ò¥ •ÊÒ⁄U ’„Ã⁄U M§¬ ‚ ‚ËπÃ „Ò¥?
       (1)    ∑§Êÿʸ‹ÿË ÷Ê·Ê ◊¥                           (2)     •¬Ÿ ÉÊ⁄U ∑§Ë ÷Ê·Ê ◊¥
       (3)    •¥ª˝¡Ë ◊Êäÿ◊ ◊¥                            (4)     ÁŸŒ¸‡Ê ∑§ ◊Êäÿ◊ ◊¥

143. ’ìÊÊ¥ ∑§Ê ∑§„ÊŸË ‚ÈŸÊŸ ∑§ ‚¥Œ÷¸ ◊¥ ∑§ÊÒŸ-‚Ê ∑§ÕŸ ª‹Ã „Ò?
       (1)    ∑§„ÊÁŸÿʰ ’ìÊÊ¥ ∑§Ê flÊÄÿ ‚¥⁄UøŸÊ ‚ËπŸ ◊¥ ◊ŒŒ ∑§⁄UÃË „Ò¥–
       (2)    ∑§„ÊÁŸÿʰ ’ìÊÊ¥ ◊¥ ‚◊SÿÊ ‚◊ʜʟ ∑§Ê҇ʋÊ¥ ∑§Ê Áfl∑§Ê‚ ∑§⁄UÃË „Ò¥–
       (3)    ∑§„ÊÁŸÿʰ ’ìÊÊ¥ ∑§Ê ¡ËflŸ ◊¥ •ŸÈ‚⁄UáÊ ∑§⁄UŸ flÊ‹ ŸÒÁÃ∑§ ◊ÍÀÿÊ¥ ∑§Ê ‚ËπŸ ◊¥ ◊ŒŒ ∑§⁄UÃË „Ò¥–
       (4)    ∑§„ÊÁŸÿʰ ’ìÊÊ¥ ∑§Ê ŸflËŸ ‡ÊéŒ ‚ËπŸ •ÊÒ⁄U •¬ŸË ‡ÊéŒ ‚¥¬ŒÊ ∑§Ê ÁflSÃÊ⁄U ∑§⁄UŸ ◊¥ ◊ŒŒ ∑§⁄UÃË „Ò–

P-I !FSC-26-I!                                                   45                                                              B
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144. ÷Ê·Ê ∑§Ë ªÁÃÁflÁœ ∑§⁄UflÊÃ ‚◊ÿ ∞∑§ •äÿʬ∑§ ÁfllÊÁÕ¸ÿÊ¥ ∑§Ê Á◊ÁüÊà ÿÊÇÿÃÊ flÊ‹Ê ‚◊Í„ ’ŸÊÃÊ „Ò– ß‚ ¬˝∑§Ê⁄U ∑§ Á◊ÁüÊÃ
     ÿÊÇÿÃÊ flÊ‹ ‚◊Í„ ∑§Ë ⁄UøŸÊ ∑§⁄UŸ ‚ __________
     (1) ¬˝÷Èàfl ÁŒπÊŸ flÊ‹ ÁfllÊÁÕ¸ÿÊ¥ ∑§Ê ◊ÈÄà M§¬ ‚ •Á÷√ÿÄà ∑§⁄UŸ ∑§ •fl‚⁄U Á◊‹¥ª–
     (2) ÁfllÊÁÕ¸ÿÊ¥ ∑§Ê ∞∑§-ŒÍ‚⁄U ∑§Ë ◊ŒŒ ∑§⁄UŸ ∑§ Á‹∞ ¬˝Êà‚ÊÁ„à Á∑§ÿÊ ¡Ê ‚∑§ÃÊ „Ò–
     (3) •äÿʬ∑§ ∑§ ∑§Êÿ¸-÷Ê⁄U ∑§Ê ∑§◊ Á∑§ÿÊ ¡Ê ‚∑§ÃÊ „Ò ÄÿÊ¥Á∑§ •äÿʬ∑§ ‚÷Ë ¬⁄U äÿÊŸ Ÿ„Ë¥ Œ ‚∑§ÃÊ–
     (4) ∑§◊¡Ê⁄U ÁfllÊÁÕ¸ÿÊ¥ ∑§Ë ¬„øÊŸ ∑§Ë ¡Ê ‚∑§ÃË „Ò–

145. ’ìÊÊ¥ ∑§Ê ÁŸêŸÁ‹Áπà ◊¥ ‚ Á∑§‚∑§ •Áœ∑§ ‚ •Áœ∑§ •fl‚⁄U Á◊‹Ÿ øÊÁ„∞?
     (1) ¬˝Ê⁄¥UÁ÷∑§ •ÊÿÈ ‚ „Ë ŒÊ Á‹Áπà ÷Ê·Ê•Ê¥ ∑§–
     (2) ¬˝Ê⁄¥UÁ÷∑§ •ÊÿÈ ‚ „Ë ’„ÈÁflœ ◊ÊÒÁπ∑§ ÷Ê·Ê•Ê¥ ∑§–
     (3) ¬˝Ê⁄¥UÁ÷∑§ •ÊÿÈ ‚ „Ë ’„ÈÁflœ Á‹Áπà ÷Ê·Ê•Ê¥ ∑§–
     (4) ¬˝Ê⁄¥UÁ÷∑§ •ÊÿÈ ‚ „Ë ŒÊ ◊ÊÒÁπ∑§ ÷Ê·Ê•Ê¥ ∑§–

146. •Á÷∑§ÕŸ (A) :       ©Œ˜ªÊ◊Ë ‚ÊˇÊ⁄UÃÊ ◊¥ ÁøòÊ∑§Ê⁄UË ‹πŸ ∑§Ë ‡ÊÈM§•Êà ∑§ M§¬ ◊¥ ŒπË ¡ÊÃË „Ò–
     ∑§Ê⁄UáÊ (R) :       ÁøòÊ ∞∑§ ¬˝∑§Ê⁄U ∑§ ‚¥∑§Ã „Ò¥ •ÊÒ⁄U ߟ◊¥ •Õ¸ ÁŸÁ„à „ÊÃ „Ò¥–
       ŸËø ÁŒ∞ ª∞ Áfl∑§À¬Ê¥ ◊¥ ‚ ‚flʸÁœ∑§ ©¬ÿÈÄà Áfl∑§À¬ ∑§Ê øÿŸ ∑§⁄¥U —
       (1) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ‚„Ë „Ò¥ ‹Á∑§Ÿ (R), (A) ∑§Ë ‚„Ë √ÿÊÅÿÊ Ÿ„Ë¥ „Ò–
       (2) (A) ‚„Ë „Ò ‹Á∑§Ÿ (R) ª‹Ã „Ò–
       (3) (A) ª‹Ã „Ò, ‹Á∑§Ÿ (R) ‚„Ë „Ò–
       (4) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ‚„Ë „Ò¥ •ÊÒ⁄U (R), (A) ∑§Ë ‚„Ë √ÿÊÅÿÊ „Ò–

147. ¿UÊ≈U-¿UÊ≈U ¡Ê«∏Ê¥ (Á◊ÁŸ◊‹ ¬ÿ⁄U) ◊¥ Á«˛U‹ ∑§⁄UflÊŸÊ Á∑§‚◊¥ ‚ÈœÊ⁄U ‹ÊŸ ∑§Ë ¬˝÷Êfl‡ÊÊ‹Ë ÿÈÁÄà „Ò?
     (1) ‡Ê錂¥¬ŒÊ                     (2) ©ìÊÊ⁄UáÊ                  (3) ’Êœ ∑§ ‚ÊÕ ¬∆UŸ                (4)   √ÿÊ∑§⁄UáÊ

148. ÁŸêŸÁ‹Áπà ◊¥ ‚ ∑§ÊÒŸ-‚Ê ÷Ê·Ê •¡¸Ÿ ∑§ √ÿfl„Ê⁄UflÊŒË Á‚hÊãà ‚ ‚¥’¥ÁœÃ Ÿ„Ë¥ „Ò?
     (1) πÊ‹Ë ’øŸ                                 (2) ¬˝ÿÊ‚ ∞fl¥ òÊÈÁ≈U (≈˛UÊÿ‹ ∞¥«U ∞⁄U⁄U)
     (3) ‚Ê◊ÊÁ¡∑§ •ã×Á∑˝§ÿÊ∞°                     (4) ‚¥Á∑˝§ÿÊà◊∑§ •ŸÈ∑ͧ‹Ÿ

149. ∑§ˇÊÊ ¬Ê°ø ∑§Ë •äÿÊÁ¬∑§Ê Ÿ •¬Ÿ ÁfllÊÁÕ¸ÿÊ¥ ∑§Ê ∞∑§ ∑§„ÊŸË Á‹πŸ ∑§Ê ∑§Êÿ¸ ÁŒÿÊ– Á¡‚ ‚◊ÿ ÁfllÊÕ˸ ∑§„ÊŸË Á‹π ⁄U„ Õ,
       ©‚ ‚◊ÿ •äÿÊÁ¬∑§Ê ∑§ˇÊÊ ◊¥ ÁŸ⁄UˡÊáÊ ∑§⁄U ⁄U„Ë ÕË •ÊÒ⁄U ¡Ê ÁfllÊÕ˸ ª‹Ã ∑§⁄UÃÊ ÿÊ Ÿ∞ ‡ÊéŒÊ¥ ∑§ ’Ê⁄U ◊¥ ¬Í¿UÃÊ, ©Ÿ∑§Ë ◊ŒŒ
       ÷Ë ∑§⁄U ⁄U„Ë ÕË– ÿ„ʰ •äÿÊÁ¬∑§Ê ∑§Ë ÷ÍÁ◊∑§Ê ÄÿÊ „Ò?
       (1) ÿÊ¡ŸÊ ÁŸ◊ʸáÊ∑§        (2) ‚¥‚Êœ∑§                  (3) ÁŸŒÊŸ‡ÊÊSòÊË                    (4) ¬˝’¥œ∑§

150. •Á÷∑§ÕŸ (A) :       ¬∆UŸ Á∑§‚Ë ‡ÊéŒ ∑§Ê ‚„Ë Ã⁄U„ ‚ ©ìÊÊÁ⁄Uà ∑§⁄UŸ ‚ ∑§„Ë¥ ’„Èà •Áœ∑§ „Ò–
     ∑§Ê⁄UáÊ (R) :       ¬∆UŸ Á«U∑§Ê«U ∑§⁄UŸÊ „Ò–
       ŸËø ÁŒ∞ ª∞ Áfl∑§À¬Ê¥ ◊¥ ‚ ‚flʸÁœ∑§ ©¬ÿÈÄà Áfl∑§À¬ ∑§Ê øÿŸ ∑§⁄¥U —
       (1) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ‚„Ë „Ò¥, ‹Á∑§Ÿ (R), (A) ∑§Ë ‚„Ë √ÿÊÅÿÊ Ÿ„Ë¥ „Ò¥–
       (2) (A) ‚„Ë „Ò, ‹Á∑§Ÿ (R) ª‹Ã „Ò–
       (3) (A) ª‹Ã „Ò, ‹Á∑§Ÿ (R) ‚„Ë „Ò–
       (4) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ‚„Ë „Ò¥, •ÊÒ⁄U (R), (A) ∑§Ë ‚„Ë √ÿÊÅÿÊ „Ò–

                                                              -o0o-


P-I !FSC-26-I!                                                    46                                                            B
CTET 2026 question paper, February 2026, Paper 1 (08Feb), set B, page 47 of 48
Page 47 of 48
Text of page 47
SPACE FOR ROUGH WORK / ⁄U»§ ∑§Êÿ¸ ∑§ Á‹∞ ¡ª„




P-I !FSC-26-I!                        47                         B
CTET 2026 question paper, February 2026, Paper 1 (08Feb), set B, page 48 of 48
Page 48 of 48
Text of page 48
READ THE FOLLOWING INSTRUCTIONS CAREFULLY :                                                       ÁŸêŸÁ‹Áπà ÁŸŒ¸‡ÊÊ¥ ∑§Ê äÿÊŸ ‚ ¬…∏¥ —
1. The manner in which the different questions are to be answered has been            1.  Á¡‚ ¬˝∑§Ê⁄U ‚ ÁflÁ÷ÛÊ ¬˝‡ŸÊ¥ ∑§ ©ûÊ⁄U ÁŒ∞ ¡ÊŸ „Ò¥ ©‚∑§Ê fláʸŸ ¬⁄UˡÊÊ
   explained in the Test Booklet which you should read carefully before actually          ¬ÈÁSÃ∑§Ê ◊¥ Á∑§ÿÊ ªÿÊ „Ò, Á¡‚ •ʬ ¬˝‡ŸÊ¥ ∑§Ê ©ûÊ⁄U ŒŸ ‚ ¬„‹ äÿÊŸ ‚ ¬…∏
   answering the questions.                                                               ‹¥–
2. Out of the four alternatives for each question, only one circle for the correct    2. ¬˝àÿ∑§ ¬˝‡Ÿ ∑§ Á‹∞ ÁŒ∞ ª∞ øÊ⁄U Áfl∑§À¬Ê¥ ◊¥ ‚ ‚„Ë ©ûÊ⁄U ∑§ Á‹∞ OMR
   answer is to be darkened completely with Blue / Black Ball Point Pen on                ©ûÊ⁄U ¬òÊ ∑§ ¬Îc∆U-2 ¬⁄U ∑§fl‹ ∞∑§ flÎûÊ ∑§Ê „Ë ¬Í⁄UË Ã⁄U„ ŸË‹/∑§Ê‹ ’ÊÚ‹ ¬ÊÚßã≈U
   Side-2 of the OMR Answer Sheet. The answer once marked is not liable                   ¬Ÿ ‚ ÷⁄¥U– ∞∑§ ’Ê⁄U ©ûÊ⁄U •¥Á∑§Ã ∑§⁄UŸ ∑§ ’ÊŒ ©‚ ’Œ‹Ê Ÿ„Ë¥ ¡Ê ‚∑§ÃÊ
   to be changed.
                                                                                          „Ò–
3. The candidates should ensure that the OMR Answer Sheet is not folded. Do           3. ¬⁄UˡÊÊÕ˸ ‚ÈÁŸÁ‡øÃ ∑§⁄¥U Á∑§ ß‚ •Ê∞◊•Ê⁄U ©ûÊ⁄U ¬òÊ ∑§Ê ◊Ê«∏Ê Ÿ ¡Ê∞ ∞fl¥
   not make any stray marks on the OMR Answer Sheet. Do not write your
                                                                                          ©‚ ¬⁄U ∑§Ê߸ •ãÿ ÁŸ‡ÊÊŸ Ÿ ‹ªÊ∞°– ¬⁄UˡÊÊÕ˸ •¬ŸÊ •ŸÈ∑˝§◊Ê¥∑§ •Ê∞◊•Ê⁄U
   Roll No. anywhere else except in the specified space in the Answer Sheet.
                                                                                          ©ûÊ⁄U-¬òÊ ◊¥ ÁŸœÊ¸Á⁄Uà SÕÊŸ ∑§ •ÁÃÁ⁄UÄà •ãÿòÊ Ÿ Á‹π¥–
4. Handle the Test Booklet and OMR Answer Sheet with care, as under no
                                                                                      4. ¬⁄UˡÊÊ ¬ÈÁSÃ∑§Ê ∞fl¥ •Ê∞◊•Ê⁄U ©ûÊ⁄U ¬òÊ ∑§Ê äÿÊŸ¬Ífl¸∑§ ¬˝ÿÊª ∑§⁄¥U, ÄÿÊ¥Á∑§
   circumstances (except for discrepancy in Test Booklet Code or Number
   and OMR Answer Sheet Code or Number), another set will be provided.
                                                                                          Á∑§‚Ë ÷Ë ¬Á⁄UÁSÕÁà ◊¥ (∑§fl‹ ¬⁄UˡÊÊ ¬ÈÁSÃ∑§Ê ∞fl¥ •Ê∞◊•Ê⁄U ©ûÊ⁄U ¬òÊ ∑§
                                                                                          ∑§Ê«U ÿÊ ‚¥ÅÿÊ ◊¥ Á÷ãŸÃÊ ∑§Ë ÁSÕÁà ∑§Ê ¿UÊ«∏∑§⁄U) ŒÍ‚⁄UË ¬⁄UˡÊÊ ¬ÈÁSÃ∑§Ê
5. The candidates will write the correct Test Booklet Code and Number as                  ©¬‹éœ Ÿ„Ë¥ ∑§⁄UÊÿË ¡Ê∞ªË–
   given in the Test Booklet/OMR Answer Sheet in the Attendance Sheet.
                                                                                      5. ¬⁄UˡÊÊ ¬ÈÁSÃ∑§Ê/•Ê∞◊•Ê⁄U ©ûÊ⁄U ¬òÊ ◊¥ ÁŒ∞ ª∞ ¬⁄UˡÊÊ ¬ÈÁSÃ∑§Ê ∑§Ê«U fl
6. A machine will read the coded information in the OMR Answer Sheet.                     ‚¥ÅÿÊ ∑§Ê ¬⁄UˡÊÊÕ˸ ‚„Ë Ã⁄UË∑§ ‚ ©¬ÁSÕÁÃ-¬òÊ ◊¥ Á‹π¥–
   Hence, no information should be left incomplete and it should not be different
                                                                                      6. OMR ©ûÊ⁄U ¬òÊ ◊¥ ∑§ÊÁ«Uà ¡ÊŸ∑§Ê⁄UË ∑§Ê ∞∑§ ◊‡ÊËŸ ¬…∏ªË– ß‚Á‹∞ ∑§Ê߸
   from the information given in the Admit Card.
                                                                                          ÷Ë ‚ÍøŸÊ •œÍ⁄UË Ÿ ¿UÊ«∏¥ •ÊÒ⁄U ÿ„ ¬˝fl‡Ê-¬òÊ ◊¥ ŒË ªß¸ ‚ÍøŸÊ ‚ Á÷㟠Ÿ„Ë¥
7. Candidates are not allowed to carry any textual material, printed or written,          „ÊŸË øÊÁ„∞–
   bits of papers, pager, mobile phone, electronic device or any other material
   except the Admit Card inside the examination hall/room.                            7. ¬⁄UˡÊÊÕ˸ mÊ⁄UÊ ¬⁄UˡÊÊ „ÊÚ‹/∑§ˇÊ ◊¥ ¬˝fl‡Ê-¬òÊ ∑§ Á‚flÊÿ Á∑§‚Ë ¬˝∑§Ê⁄U ∑§Ë
                                                                                          ¬Ê∆K-‚Ê◊ª˝Ë, ◊ÈÁŒ˝Ã ÿÊ „SÃÁ‹ÁπÃ, ∑§Êª$¡ ∑§Ë ¬Áø¸ÿʰ, ¬¡⁄U, ◊Ê’Êß‹
8. Mobile phones, wireless communication devices (even in switched off
                                                                                          »§ÊŸ, ß‹Ä≈˛UÊÚÁŸ∑§ ©¬∑§⁄UáÊ ÿÊ Á∑§‚Ë •ãÿ ¬˝∑§Ê⁄U ∑§Ë ‚Ê◊ª˝Ë ∑§Ê ‹ ¡ÊŸ ÿÊ
   mode) and the other banned items should not be brought in the examination
   halls/rooms. Failing to comply with this instruction, it will be considered as
                                                                                          ©¬ÿÊª ∑§⁄UŸ ∑§Ë •ŸÈ◊Áà Ÿ„Ë¥ „Ò–
   using unfair means in the examination and action will be taken against the         8. ◊Ê’Êß‹ »§ÊŸ, ’ÃÊ⁄U ‚¥øÊ⁄U ÿÈÁÄÃÿʰ (ÁSflø •ÊÚ»§ •flSÕÊ ◊¥ ÷Ë) •ÊÒ⁄U •ãÿ
   candidate including cancellation of examination.                                       ¬˝ÁÃ’¥ÁœÃ flSÃÈ∞° ¬⁄UˡÊÊ „ÊÚ‹/∑§ˇÊ ◊¥ Ÿ„Ë¥ ‹Ê߸ ¡ÊŸË øÊÁ„∞– ß‚ ‚ÍøŸÊ ∑§Ê
9. Each candidate must show on demand his/her Admit Card to the Invigilator.              ¬Ê‹Ÿ Ÿ „ÊŸ ¬⁄U ß‚ ¬⁄UˡÊÊ ◊¥ •ŸÈÁøÃ ‚ÊœŸÊ¥ ∑§Ê ¬˝ÿÊª ◊ÊŸÊ ¡Ê∞ªÊ •ÊÒ⁄U
                                                                                          ¬⁄UˡÊÊÕ˸ ∑§ ÁflL§h ∑§Êÿ¸flÊ„Ë ∑§Ë ¡Ê∞ªË, ¬⁄UˡÊÊ ⁄Ug ∑§⁄UŸ ‚Á„Ö
10. No candidate, without special permission of the Centre Superintendent or
    Invigilator, should leave his/her seat.                                           9. ¬Í¿U ¡ÊŸ ¬⁄U ¬˝àÿ∑§ ¬⁄UˡÊÊÕ˸, ÁŸ⁄UˡÊ∑§ ∑§Ê •¬ŸÊ ¬˝fl‡Ê-¬òÊ ÁŒπÊ∞°–
                                                                                      10. ∑§ãŒ˝ •œËˇÊ∑§ ÿÊ ÁŸ⁄UˡÊ∑§ ∑§Ë Áfl‡Ê· •ŸÈ◊Áà ∑§ Á’ŸÊ ∑§Ê߸ ¬⁄UˡÊÊÕ˸
11. The candidates should not leave the Examination Hall/Room without handing
    over their OMR Answer Sheet to the Invigilator on duty and sign the
                                                                                          •¬ŸÊ SÕÊŸ Ÿ ¿UÊ«∏¥–
    Attendance Sheet twice. Cases where candidate has not signed the                  11. ∑§Êÿ¸⁄Uà ÁŸ⁄UˡÊ∑§ ∑§Ê •¬ŸÊ •Ê∞◊•Ê⁄U ©ûÊ⁄U ¬òÊ ÁŒ∞ Á’ŸÊ ∞fl¥ ©¬ÁSÕÁÃ-
    Attendance Sheet second time will be deemed not to have handed over the               ¬òÊ ¬⁄U ŒÈ’Ê⁄UÊ „SÃÊˇÊ⁄U Á∑§∞ Á’ŸÊ ¬⁄UˡÊÊÕ˸ ¬⁄UˡÊÊ „ÊÚ‹/∑§ˇÊ Ÿ„Ë¥ ¿UÊ«∏¥ª–
    OMR Answer Sheet and dealt with as an unfair means case. The candidates               ÿÁŒ Á∑§‚Ë ¬⁄UˡÊÊÕ˸ Ÿ ŒÍ‚⁄UË ’Ê⁄U ©¬ÁSÕÁÃ-¬òÊ ¬⁄U „SÃÊˇÊ⁄U Ÿ„Ë¥ Á∑§∞, ÃÊ
    are also required to put their left hand THUMB impression in the                      ÿ„ ◊ÊŸÊ ¡Ê∞ªÊ Á∑§ ©‚Ÿ •Ê∞◊•Ê⁄U ©ûÊ⁄U ¬òÊ Ÿ„Ë¥ ‹ÊÒ≈UÊÿÊ „Ò •ÊÒ⁄U ÿ„
    space provided in the Attendance Sheet.
                                                                                          •ŸÈÁøÃ ‚ÊœŸ ∑§Ê ◊Ê◊‹Ê ◊ÊŸÊ ¡Ê∞ªÊ– ¬⁄UˡÊÊÕ˸ •¬Ÿ ’Ê∞° „ÊÕ ∑§ •¥ªÍ∆U
12. Use of Electronic/Manual Calculator is prohibited.                                    ∑§Ê ÁŸ‡ÊÊŸ ©¬ÁSÕÁÃ-¬òÊ ◊¥ ÁŒ∞ ª∞ SÕÊŸ ¬⁄U •fl‡ÿ ‹ªÊ∞°–
13. The candidates are governed by all Rules and Regulations of the Examining         12. ß‹Ä≈˛UÊÚÁŸ∑§/„SÃøÊÁ‹Ã ¬Á⁄U∑§‹∑§ ∑§Ê ©¬ÿÊª flÁ¡¸Ã „Ò–
    Body with regard to their conduct in the Examination Hall/Room. All cases         13. ¬⁄UˡÊÊ „ÊÚ‹/∑§ˇÊ ◊¥ •Êø⁄UáÊ ∑§ Á‹∞ ¬⁄UˡÊÊÕ˸ ¬⁄UˡÊáÊ ‚¥SÕÊ ∑§ ‚÷Ë
    of unfair means will be dealt with as per Rules and Regulations of the                ÁŸÿ◊Ê¥ ∞fl¥ ÁflÁŸÿ◊Ê¥ mÊ⁄UÊ ÁŸÿÁ◊à „Ò¥– •ŸÈÁøÃ ‚ÊœŸÊ¥ ∑§ ‚÷Ë ◊Ê◊‹Ê¥ ∑§Ê
    Examining Body.
                                                                                          »Ò§‚‹Ê ¬⁄UˡÊáÊ ‚¥SÕÊ ∑§ ÁŸÿ◊Ê¥ ∞fl¥ ÁflÁŸÿ◊Ê¥ ∑§ •ŸÈ‚Ê⁄U „ÊªÊ–
14. No part of the Test Booklet and OMR Answer Sheet shall be detached under          14. Á∑§‚Ë ÷Ë ¬Á⁄UÁSÕÁà ◊¥ ¬⁄UˡÊÊ ¬ÈÁSÃ∑§Ê •ÊÒ⁄U •Ê∞◊•Ê⁄U ©ûÊ⁄U ¬òÊ ∑§Ê ∑§Ê߸
    any circumstances.
                                                                                          ÷ʪ •‹ª Ÿ ∑§⁄¥U–
15. On completion of the test, the candidate must hand over the OMR                   15. ¬⁄UˡÊÊ ‚ê¬ãŸ „ÊŸ ¬⁄U, ¬⁄UˡÊÊÕ˸ „ÊÚ‹/∑§ˇÊ ¿UÊ«∏Ÿ ‚ ¬Ífl¸ •Ê∞◊•Ê⁄U ©ûÊ⁄U ¬òÊ
    Answer Sheet to the Invigilator in the Hall / Room. The candidates
                                                                                          ÁŸ⁄UˡÊ∑§ ∑§Ê •fl‡ÿ ‚ÊÒ¥¬ Œ¥– ¬⁄UˡÊÊÕ˸ •¬Ÿ ‚ÊÕ ß‚ ¬⁄UˡÊÊ ¬ÈÁSÃ∑§Ê ∑§Ê ‹
    are allowed to take away this Test Booklet with them.
                                                                                          ¡Ê ‚∑§Ã „Ò¥–

P-I !FSC-26-I!                                                                       48                                                                                    B
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Source: Central Board of Secondary Education. Question paper published by Central Board of Secondary Education.