B.Ed. Programme (ODL Mode) - Welcome to Netaji Subhas · PDF fileB.Ed. Programme (ODL Mode) Term End Examination (Requital - 2) Session : March - 2015 Paper — CC-01 Education in

B.Ed. Programme (ODL Mode)

Term End Examination (Requital - 2)

Session : March - 2015

Paper — CC-01

Education in India

Time : 3 Hours Full Marks : 70Weightage of Marks : 30%

Special credit will be given for accuracy and relevance inthe answer. Marks will be deducted for incorrect spelling,untidy work and illegible handwriting. The weightage foreach question has been indicated in the margin.

1. Answer any five questions in about 60 words each :2×5=10

≤Ã!ï˛!ê˛ 60!ê˛ ¢ˆÏ∑Ó˚ üˆÏôƒ ˆÎÈÙÈˆÜ˛yˆÏöy ˛õÑyã˛!ê˛ ≤ÃˆÏŸ¿Ó˚ í˛z_Ó˚ !òö É

a) Write the basic feature of Basic Education System.

Ó%!öÎ˚y!ò !¢«˛yÓ˚ ü)° ˜Ó!¢‹Tƒ !°á%ö–

b) What is the Social aim of Education ?

!¢«˛yÎ˚ §yüy!çÜ˛ °«˛ƒ Ü˛#⁄

c) Mention any two articles under the directive principlesof the Indian Constitution that deals with education.

û˛yÓ˚ï˛#Î˚ §Ç!ÓôyˆÏöÓ˚ !öˆÏò≈¢öydÜ˛ ö#!ï˛Ó˚ xhsˇà≈ï˛ ~ÓÇ !¢«˛yÓ˚ §ˆÏD

§Ç!Ÿ’‹T ˆÎÈÙÈˆÜ˛yˆÏöy ò%•z!ê˛ ôyÓ˚yÓ˚ í˛zˆÏÕ‘á Ü˛Ó˚&ö–

d) Mention the role of television as an informal agency ofeducation.

x≤ÃÌyàï˛ !¢«˛yÓ˚ üyôƒü !•§yˆÏÓ ˆê˛!°!û˛¢ˆÏöÓ˚ û)˛!üÜ˛y í˛zˆÏÕ‘á Ü˛Ó˚&ö–

29T (2)29T

P.T.O.P-1

e) Write any two aims of Buddhist education.

ˆÓÔk˛ !¢«˛yÓƒÓfliyÓ˚ ˆÎÈÙÈˆÜ˛yˆÏöy ò%!ê˛ í˛zˆÏj¢ƒ !°á%ö–

f) Write four major recommendations of KothariCommission.

ˆÜ˛yë˛y!Ó˚ Ü˛!ü¢ˆÏöÓ˚ ã˛yÓ˚!ê˛ ≤Ãôyö §%˛õy!Ó˚¢ !°á%ö–

g) What is the principal objective of Sarva Shiksha

Mission ?

§Ó≈!¢«˛y !ü¢ˆÏöÓ˚ ≤Ãôyö í˛zˆÏj¢ƒ Ü˛#⁄

h) What is National Integration ?

çyï˛#Î˚ §Ç•!ï˛ Ü˛yˆÏÜ˛ ÓˆÏ°⁄

2. Answer any six questions in about 250 words each :

5×6=30

≤Ã!ï˛!ê˛ 250!ê˛ ¢ˆÏ∑Ó˚ üˆÏôƒ ˆÎÈÙÈˆÜ˛yˆÏöy ˛åÈÎ˚!ê˛ ≤ÃˆÏŸ¿Ó˚ í˛z_Ó˚ !òö É

a) Discuss the role of the teacher in developing Nationalintegration and International understanding.

çyï˛#Î˚ §Ç•!ï˛ Ä xyhsˇç≈y!ï˛Ü˛ ˆÓyé˛y˛õí˛¸y !ÓÜ˛yˆÏ¢Ó˚ ˆ«˛ˆÏe !¢«˛ˆÏÜ˛Ó˚

û) !üÜ˛y xy Ï°yã˛öy Ü˛Ó˚&ö–

b) What are the recommendations of NPE (1986) and POAregarding equalization of educational opportunities forSC/ST ?

ï˛˛õ!¢!° çy!ï˛ Ä í˛z˛õçy!ï˛ˆÏòÓ˚ !¢«˛yÎ˚ §ü§%ˆÏÎyà òyˆÏöÓ˚ ≤Ã§ˆÏD çyï˛#Î˚

!¢«˛yö#!ï˛ S1986V Ä ï˛yÓ˚ Ó˚*˛õyÎ˚ˆÏîÓ˚ Ü˛yÎ≈e´ˆÏüÓ˚ (POA) §%˛õy!Ó˚¢=!°

Ü˛# Ü˛#⁄

c) Write in brief the nature and purpose of educationaladministration.

!¢«˛y ≤Ã¢y§ˆÏöÓ˚ ≤ÃÜ,˛!ï˛ Ä í˛zˆÏj¢ƒ §¡∫ Ï¶˛ §ÇˆÏ«˛ˆÏ˛õ !°á%ö–

d) Discuss in brief the role of NCTE in the qualitativeimprovement of teacher education.

!¢«˛Ü˛ !¢«˛ˆÏîÓ˚ =îàï˛ üyˆÏöyß¨Î˚ˆÏöÓ˚ ˆ«˛ˆÏe NCTEÈÙÈ~Ó˚ û)˛!üÜ˛y

§Ç Ï«˛ Ï õ xy Ï°yã˛öy Ü˛Ó˚&ö–

e) Explain the concept of inclusive education.

xhsˇû%≈˛!_´Ó˚ !¢«˛y ôyÓ˚îy!ê˛ Óƒyáƒy Ü˛Ó˚&ö–

f) Discuss to compare the main features of Brahmanic and

Buddhist systems of education.

Ó y·˛îƒ !¢«˛y Ä ˆÓÔk˛ !¢«˛yÓ˚ ≤Ãôyö ˜Ó!¢‹Tƒ=!°Ó˚ ï% °öyü)°Ü˛ xy Ï°yã˛öy

Ü˛Ó˚&ö–

g) Point out the main features of Muslim education.

ü%§!°ü !¢«˛yÓƒÓfliyÓ˚ ≤Ãôyö ˜Ó!¢‹Tƒ=!° í˛zˆÏÕ‘á Ü˛Ó˚&ö–

h) Explain the modern concept of education.

!¢«˛yÓ˚ xyô%!öÜ˛ ôyÓ˚îy!ê˛ Óƒyáƒy Ü˛Ó˚&ö–

i) Discuss the role of 'Sriniketan' in rural reconstruction as

concerned by Rabindranath Tagore.

Ó˚Ó#wöyÌ ë˛yÜ%˛ˆÏÓ˚Ó˚ !ã˛hsˇyö%§yˆÏÓ˚ @ˇÃyü ˛õ%öà≈ë˛ˆÏö ◊#!öˆÏÜ˛ï˛ˆÏöÓ˚ û)˛!üÜ˛y

xy Ï°yã˛öy Ü˛Ó˚&ö–

3. Answer any three questions in about 500 words each :

10×3=30

≤Ã!ï˛!ê˛ 500!ê˛ ¢ˆÏ∑Ó˚ üˆÏôƒ ˆÎÈÙÈˆÜ˛yˆÏöy !ï˛ö!ê˛ ≤ÃˆÏŸ¿Ó˚ í˛z_Ó˚ !òö É

a) Discuss the major recommendations of SecondaryEducation Commission (1952-53).

üyôƒ!üÜ˛ !¢«˛y Ü˛!ü¢ˆÏöÓ˚ S1952ÈÙÈ53V ≤Ãôyö ≤Ãôyö §%˛õy!Ó˚¢=!°


b) Give an account of early Missionary education in India.

û˛yÓ˚ˆÏï˛ xy!ò !ü¢öy!Ó˚ !¢«˛y ≤ÃÎ˚yˆÏ§Ó˚ ~Ü˛!ê˛ !ÓÓÓ˚î !òö–

c) Discuss Naturalism as a philosophy of Education interms of aims of education, curriculum, method ofteaching and role of teacher.

!¢«˛yò¢≈ö !•§yˆÏÓñ !¢«˛yÓ˚ í˛zˆÏj¢ƒñ ˛õyë˛e´üñ !¢«˛î ˛õk˛!ï˛ Ä !¢«˛ˆÏÜ˛Ó˚

û)˛!üÜ˛y ≤Ã§ˆÏD ≤ÃÜ,˛!ï˛Óyò xyˆÏ°yã˛öy Ü˛Ó˚&ö–

d) Discuss the Man-making education as advocated by

Swami Vivekananda.

fl∫yü# !Ó ÏÓÜ˛yö Ï®Ó˚ Î%!_´ xö%ÎyÎ˚# Úüyö%£Ï ˜ï˛!Ó˚Ó˚Û !¢«˛y §¡õ ÏÜ≈ xy Ï°yã˛öy

Ü˛Ó˚&ö–

e) What is social change ? What are the major factors thatinfluence social change ? What is the educationalsignificance of social change ?

§üyç ˛õ!Ó˚Óï≈˛ö Ü˛#⁄ §üyç ˛õ!Ó˚Óï≈˛ˆÏöÓ˚ ≤Ãôyö í˛z˛õyòyö=!° Ü˛# Ü˛#⁄

§üyç ˛õ!Ó˚Óï≈˛ˆÏöÓ˚ !¢«˛yàï˛ ï˛yÍ˛õÎ≈ Ü˛#⁄

P.T.O.

29T (4)29T(3)




Paper — CC-02

Understanding the Learner and Learning Process




1– ˆÎÈÙÈˆÜ˛yˆÏöy ˛õÑyã˛!ê˛ ≤ÃˆÏŸ¿Ó˚ í˛z_Ó˚ ≤Ã!ï˛!ê˛ 60!ê˛ ¢ˆÏ∑Ó˚ üˆÏôƒ !òö É

a) What do you mean by Clinical Psychology ?

Ü˛V !ã˛!Ü˛Í§y üˆÏöy!Óòƒy Ó°ˆÏï˛ Ü˛# ˆÓyˆÏé˛ö⁄

b) State any four limitations of interview.

áV §y«˛yÍÜ˛yˆÏÓ˚Ó˚ ˆÎÈÙÈˆÜ˛yˆÏöy ã˛yÓ˚!ê˛ §#üyÓk˛ï˛y í˛zˆÏÕ‘á Ü˛Ó˚&ö–

c) What is meant by Developmental Task ?

àV Ú!ÓÜ˛y¢ü%á# Ü˛ü≈Û Ó°ˆÏï˛ Ü˛# ˆÓyé˛yÎ˚⁄

d) Mention any four guidance services that can be

arranged at your school.

âV xy˛õöyÓ˚ !Óòƒy°ˆÏÎ˚ xyˆÏÎ˚y!çï˛ •ˆÏï˛ ˛õyˆÏÓ˚ ~üö ˆÎÈÙÈˆÜ˛yˆÏöy ã˛yÓ˚!ê˛

!ö Ïò≈¢öyü)°Ü˛ Ü˛ü≈§)!ã˛ í z ÏÕ‘á Ü˛Ó˚&ö–

e) What is meant by Defence Mechanism ?

äV ≤Ã!ï˛Ó˚«˛î ˆÜ˛Ô¢° Ó°ˆÏï˛ Ü˛# ˆÓyé˛yÎ˚⁄

(2)

P.T.O.B-2

f) Define Creativity.

ã˛V §,çö¢#°ï˛yÓ˚ §ÇK˛y !òö–

g) What is Chunking ?

åÈV ã˛y!B˛Ç Ü˛#⁄

h) State any two ways of maximising transfer of learning.

çV !¢áö §M˛Èy°ö Ó,!k˛ Ü˛Ó˚yÓ˚ ˆÎÈÙÈˆÜ˛yˆÏöy ò%!ê˛ í˛z˛õyÎ˚ Ó°%ö–

2. Answer any six questions in about 250 words each :5×6=30

2– ˆÎÈÙÈˆÜ˛y Ïöy åÈÎ˚!ê˛ ≤Ã ÏŸ¿Ó˚ í z_Ó˚ ≤Ã!ï˛!ê˛ 250!ê˛ ¢ Ï∑Ó˚ ü Ïôƒ !òö É

a) What is Observation Method ? Mention its merits andlimitations.

Ü˛V ˛õÎ≈ˆÏÓ«˛î ˛õk˛!ï˛ Ü˛#⁄ ~!ê˛Ó˚ §%!Óôy Ä §#üyÓk˛ï˛y=!° í˛zˆÏÕ‘á Ü˛Ó˚&ö–

b) Explain with suitable examples different factors that in-

fluence development.

áV !ÓÜ˛y¢ ≤Ã!e´Î˚yÎ˚ ≤Ãû˛yÓÜ˛yÓ˚# !Ó!û˛ß¨ ¢ï≈˛=!° í˛z˛õÎ%_´ í˛zòy•Ó˚î §•ˆÏÎyˆÏà

Óƒyáƒy Ü˛Ó˚&ö–

c) Explain the concept of Mental health and the role of

teacher in promoting mental health.

àV üyö!§Ü˛ fl∫yˆÏfliƒÓ˚ ôyÓ˚îy ~ÓÇ üyö!§Ü˛ fl∫yˆÏfliƒÓ˚ í˛zß¨!ï˛§yôˆÏö !¢«˛ˆÏÜ˛Ó˚

û)˛!üÜ˛y Óƒyáƒy Ü˛Ó˚&ö–

d) Explain the concept and educational implications of

individual differences.

âV Óƒ!_´˜ÏÓ£ÏˆÏüƒÓ˚ ôyÓ˚îy ~ÓÇ !¢«˛yàï˛ ï˛yÍ˛õÎ≈ Óƒyáƒy Ü˛Ó˚&ö–

e) "Mastery learning is a boon to the learners" — Discuss.

äV ÚÚ˛õy![˛ï˛ƒüyeyÓ˚ !¢áö !¢«˛yÌ≈#ˆÏòÓ˚ Ü˛yˆÏåÈ ~Ü˛!ê˛ xy¢#Ó≈yòÛÛ ÈÙÙÙÈ xyˆÏ°yã˛öy

Ü˛Ó˚&ö–

30T 30T

f) Select a topic of your choice and explain how wouldyou prepare a plan for teaching the topic meaningfully.

ã˛V xy˛õöyÓ˚ ˛õåÈ Ï®Ó˚ ~Ü˛!ê˛ !Ó£ÏÎ˚Ó› !öÓ≈yã˛ö Ü˛Ó˚&ö ~ÓÇ ˆ§!ê˛ ÏÜ˛ xÌ≈ õ)î≈û˛y ÏÓ

!¢«˛ˆÏîÓ˚ çöƒ ~Ü˛!ê˛ ˛õ!Ó˚Ü˛“öy Ü˛#û˛yˆÏÓ ≤Ã›ï˛ Ü˛Ó˚ˆÏÓö ï˛y Óƒyáƒy Ü˛Ó˚&ö–

g) What measures do you take to foster creative talents instudents ?

åÈV !¢«˛yÌ≈#ˆÏòÓ˚ üˆÏôƒ §,çö¢#°ï˛yÓ˚ í˛zˆÏß√ˆÏ£ÏÓ˚ çöƒ Ü˛# Ü˛# í˛z˛õyÎ˚ xÓ°¡∫ö

Ü˛Ó ÏÓö⁄

h) How does the curriculum influence learning in a

learner ?

çV ~Ü˛çö !¢«˛yÌ≈#Ó˚ !¢áˆÏö ˛õyë˛e´ü Ü˛#û˛yˆÏÓ ≤Ãû˛y!Óï˛ Ü˛ˆÏÓ˚⁄

i) Discuss different stages of memory.

é˛V flø,!ï˛Ó˚ !Ó!û˛ß¨ ôy˛õ=!° xyˆÏ°yã˛öy Ü˛Ó˚&ö–

3. Answer any three questions in about 500 words each :10×3=30

3– ˆÎÈÙÈˆÜ˛y Ïöy !ï˛ö!ê˛ ≤Ã ÏŸ¿Ó˚ ≤Ã!ï˛!ê˛ 500!ê˛ ¢ Ï∑Ó˚ ü Ïôƒ í z_Ó˚ !òö É

a) Discuss the meaning, nature and scope of EducationalPsychology.

Ü˛V !¢«˛y üˆÏöy!ÓòƒyÓ˚ xÌ≈ñ ≤ÃÜ,˛!ï˛ ~ÓÇ ˛õ!Ó˚!ô xyˆÏ°yã˛öy Ü˛Ó˚&ö–

b) Discuss Kohlberg's Theory of Moral Development with

educational implications.

áV ˆÜ˛y•°ÓyˆÏà≈Ó˚ ˜ö!ï˛Ü˛ !ÓÜ˛yˆÏ¢Ó˚ ï˛_¥!ê˛ !¢«˛yàï˛ ï˛yÍ˛õÎ≈ §•ˆÏÎyˆÏà


c) Explain the concept, causes and sources of Maladjust-

ment.

àV x§D!ï˛!ÓôyˆÏöÓ˚ ôyÓ˚îyñ Ü˛yÓ˚î ~ÓÇ í˛zÍ§§ü)• Óƒyáƒy Ü˛Ó˚&ö–

d) Discuss Guilford's Theory of Intelligence in details.

âV !à°ˆÏú˛yˆÏí≈˛Ó˚ Ó%!k˛Ó˚ ï˛_¥!ê˛ !Ó¢òû˛yˆÏÓ xyˆÏ°yã˛öy Ü˛Ó˚&ö–

e) Compare Classical Conditioning with OperantConditioning with suitable examples.

äV í˛z˛õÎ%_´ í˛zòy•Ó˚î §•ˆÏÎyˆÏà §!e´Î˚ xö%Óï≈˛ˆÏöÓ˚ §ˆÏD ≤Ãyã˛#ö xö%Óï≈˛ˆÏöÓ˚

ï%˛°öy Ü˛Ó˚&ö–

30T 30T

P.T.O.

(4)(3)




Paper — CC-03

Teacher Functions




ˆÎÈÙÈˆÜ˛yˆÏöy ˛õÑyã˛!ê˛ ≤ÃˆÏŸ¿Ó˚ í˛z_Ó˚ ≤Ã!ï˛!ê˛ 60!ê˛ ¢ˆÏ∑Ó˚ üˆÏôƒ !òö É

a) What is 'Child Centred Curriculum' ?

Ú!¢÷ˆÏÜ˛!wÜ˛ ˛õyë˛ƒe´üÛ Ü˛#⁄

b) Define 'Micro-teaching'.

Úxî%ÈÙÈ!¢«˛îÛÈÙÈ~Ó˚ §ÇK˛y !òö–

c) What is meant by 'Model of Teching' ?

Ú!¢«˛îÈÙÈüˆÏí˛°Û Ó°ˆÏï˛ Ü˛# ˆÓyé˛yÎ˚⁄

d) What is meant by the term 'Special Corner' ?

Ú!ÓˆÏ¢£Ï fliyöÛ Ó°ˆÏï˛ Ü˛# ˆÓyé˛yÎ˚⁄

e) Why is Institutional Planning important ?

≤Ãy!ï˛¤˛y!öÜ˛ ˛õ!Ó˚Ü˛“öy =Ó˚&c˛õ)î≈ ˆÜ˛ö⁄

f) State the modern concept of discipline.

¢,C°yÓ˚ xyô%!öÜ˛ ôyÓ˚îy!ê˛ !ÓÓ,ï˛ Ü˛Ó˚&ö–

g) What are the uses of Mean ?

!üö Óy àí˛¸ÈÙÈ~Ó˚ ÓƒÓ•yÓ˚ ˆÜ˛yÌyÎ˚ ˆÜ˛yÌyÎ˚ •Î˚⁄

h) Define Correlation.

§•ÈÙÈ§¡∫¶˛ Óy §•ÈÙÈ§¡õÜ≈˛ÈÙÈ~Ó˚ §ÇK˛y !òö–


ˆÎÈÙÈˆÜ˛yˆÏöy ˛åÈÎ˚!ê˛ ≤ÃˆÏŸ¿Ó˚ í˛z_Ó˚ ≤Ã!ï˛!ê˛ 250!ê˛ ¢ˆÏ∑Ó˚ üˆÏôƒ !òö É

a) Write briefly about the phases of teaching.

!¢«˛ˆÏîÓ˚ ˛õÎ≈yÎ˚=!° §¡õˆÏÜ≈˛ §ÇˆÏ«˛ˆÏ˛õ !°á%ö–

b) Discuss the components of the teaching model.

!¢«˛îÈÙÈü Ïí˛ Ï°Ó˚ í z õyòyö=!° xy Ï°yã˛öy Ü˛Ó˚&ö–

c) Describe how students can be motivated to participatein co-curricular activities.

§•ÈÙÈ˛õyë˛e´!üÜ˛ Ü˛yÎ≈yÓ!°ˆÏï˛ xÇ¢@ˇÃ•î Ü˛Ó˚yÓ˚ çöƒ !¢«˛yÌ≈#ˆÏòÓ˚ Ü˛#û˛yˆÏÓ

xö%≤Ãy!îï˛ Ü˛Ó˚y ˆÎˆÏï˛ ˛õyˆÏÓ˚ñ ï˛y Óî≈öy Ü˛Ó˚&ö–

d) Distinguish between Criterion-referenced test andNorm-referenced test.

!Óã˛yˆÏÓ˚Ó˚ üyö §yˆÏ˛õ«˛ xû˛#«˛y (CRT) Ä xyò¢≈ üyö §yˆÏ˛õ«˛ xû˛#«˛y

È(NRT)ÙÈ~Ó˚ üˆÏôƒ ˛õyÌ≈Ü˛ƒ !öî≈Î˚ Ü˛Ó˚&ö–

e) State the merits of different approaches to curriculum

construction.

˛õyë˛ƒe´ü ≤ÃîÎ˚ˆÏöÓ˚ !Ó!û˛ß¨ ò,!‹Tû˛!DÓ˚ =î=!° !ÓÓ,ï˛ Ü˛Ó˚&ö–

f) Bring out the Practical and Technical Criteria of a goodtest.

~Ü˛!ê˛ §%ÈÙÈxû˛#«˛yÓ˚ ÓƒyÓ•y!Ó˚Ü˛ Ä ≤ÃÎ%!_´ §Çeýhsˇ ˜Ó!¢‹Tƒ=!° í˛zˆÏÕ‘á

Ü˛Ó˚&ö–

g) Explain the importance of Time table in a school.

!Óòƒy°ˆÏÎ˚ Ü˛yÎ≈y!òÓ˚ §üÎ˚§)!ã˛ Sê˛y•zü ˆê˛Ó°VÈÙÈ~Ó˚ =Ó˚&c Óƒyáƒy Ü˛Ó˚&ö–

(2)

P.T.O.G-3

31T 31T

h) Mention the qualities and competencies of a Headmaster.

~Ü˛çö ≤Ãôyö !¢«˛ˆÏÜ˛Ó˚ =îyÓ!° Ä ˆÎyàƒï˛yÓ!° í˛zˆÏÕ‘á Ü˛Ó˚&ö–

i) What are the main functions of a School Complex ?

!Óòƒy°Î˚ ˆçyê˛ÈÙÈ~Ó˚ ü)° Ü˛yç=!° Ü˛# Ü˛#⁄

3. Answer any three questions in about 500 words each :

10×3=30

ˆÎÈÙÈˆÜ˛y Ïöy !ï˛ö!ê˛ ≤Ã ÏŸ¿Ó˚ í z_Ó˚ ≤Ã!ï˛!ê˛ 500!ê˛ ¢ Ï∑Ó˚ ü Ïôƒ !òö É

a) Discuss the major barriers of effective classroom

communication.

ˆ◊!îÜ˛ˆÏ«˛Ó˚ Ü˛yÎ≈Ü˛yÓ˚# ˆÎyàyˆÏÎyˆÏàÓ˚ ≤Ãôyö Óyôy=!° xyˆÏ°yã˛öy Ü˛Ó˚&ö–

b) State the Principles of Curriculum Construction.

˛õyë˛ƒe´ü ≤ÃîÎ˚ˆÏöÓ˚ ö#!ï˛=!° !ÓÓ,ï˛ Ü˛Ó˚&ö–

c) Describe the objectives of organising Co-curricularactivities in schools.

!Óòƒy°ˆÏÎ˚ §•ÈÙ˛õyë˛e´!üÜ˛ Ü˛yÎ≈yÓ!° §Çàë˛ˆÏöÓ˚ í˛zˆÏj¢ƒ=!° Óî≈öy Ü˛Ó˚&ö–

d) Discuss the different techniques of evaluation in thefield of education.

!¢«˛y Ï«˛ Ïe ü)°ƒyÎ˚ ÏöÓ˚ !Ó!û˛ß ˆÜ˛Ô¢°=!° xy Ï°yã˛öy Ü˛Ó˚&ö–

e) Explain the process of Human Resource Developmentwith reference to an educational institution.

~Ü˛!ê˛ !¢«˛y≤Ã!ï˛¤˛y ÏöÓ˚ §y Ï õ Ï«˛ üyöÓ §¡õò í zßÎ˚ö ≤Ã!e´Î˚y Óƒyáƒy Ü˛Ó˚&ö–

31T(3)




Paper — CC-04

Technology of Teaching




xyö%üy!öÜ˛ 60!ê˛ ¢ˆÏ∑Ó˚ üˆÏôƒ ˆÎÈÙÈˆÜ˛yˆÏöy ˛õÑyã˛!ê˛ ≤ÃˆÏŸ¿Ó˚ í˛z_Ó˚ !òö É

a) State four major characteristics of 'Teaching'.

!¢«˛ˆÏîÓ˚ ≤Ãôyö ã˛yÓ˚!ê˛ ˜Ó!¢‹Tƒ í˛zˆÏÕ‘á Ü˛Ó˚&ö–

b) Define 'System' along with its major parameters.

≤Ãôyö ≤Ãôyö ˛õ!Ó˚üyey§• Ú!§ˆÏfiê˛ˆÏüÛÓ˚ §ÇK˛y !òö–

c) What is meant by feed-back ?

≤Ã!ï˛§ÇˆÏÜ˛ï˛ Óy Ú!ú˛í˛ÈÙÈÓƒyÜ˛Û Ó°ˆÏï˛ Ü˛# ˆÓyé˛yÎ˚⁄

d) Differentiate between 'anticipated learning outcome'

and 'terminal behaviour'.

Ú§Ω˛yÓƒ !¢áöú˛°Û ~ÓÇ Úx!hsˇü xyã˛Ó˚ˆÏîÛÓ˚ üˆÏôƒ ˛õyÌ≈Ü˛ƒ !öÓ˚*˛õî Ü˛Ó˚&ö–

e) Give four reasons for analysing 'course content' into'units'.

!öô≈y!Ó˚ï˛ !Ó£ÏÎ˚Ó›ˆÏÜ˛ Ú~Ü˛Ü˛Û§ü)ˆÏ• !ÓˆÏŸ’£ÏˆÏîÓ˚ ã˛yÓ˚!ê˛ Ü˛yÓ˚î ò¢≈yö–

f) What do you mean by 'Affective Domain Objectives' ?

Úxö%û)˛!ï˛!û˛!_Ü˛ í˛zˆÏj¢ƒ§ü)•Û Ó°ˆÏï˛ Ü˛# ˆÓyˆÏé˛ö⁄

g) Mention any two demerits of cocurricular activities.

§•˛õyë˛ƒe´!üÜ˛ Ü˛yÎ≈yÓ!°Ó˚ ˆÎÈÙÈˆÜ˛yˆÏöy ò%!ê˛ §#üyÓk˛ï˛y í˛zˆÏÕ‘á Ü˛Ó˚&ö–

h) State any two merits of 'small-group discussion'.

ÚˆåÈyˆÏê˛y òˆÏ° xyˆÏ°yã˛öyÛÓ˚ ò%!ê˛ í˛z˛õˆÏÎy!àï˛y !°á%ö–

i) Explain the term 'entry-behaviour'.

Ú≤ÃyÓ˚!Ω˛Ü˛ÈÙÈxyã˛Ó˚îÛ ˛õ!Ó˚û˛y£Ïy!ê˛ Óƒyáƒy Ü˛Ó˚&ö–


≤Ã!ï˛!ê˛ xyö%üy!öÜ˛ 250 ¢ Ï∑ ÎÈÙÈˆÜ˛y Ïöy åÈÎ˚!ê˛ ≤Ã ÏŸ¿Ó˚ í z_Ó˚ !òö É

a) What do you mean by 'Technology of Teaching' ?Discuss its significance. (2+3)

Ú!¢«˛î˛ÈÙÈ≤ÃÎ%!_´Û Ó°ˆÏï˛ Ü˛# ˆÓyˆÏé˛ö⁄ ~Ó˚ ï˛yÍ˛õÎ≈ xyˆÏ°yã˛öy Ü˛Ó˚&ö–

b) Discuss the components of 'Instructional System' with

suitable illustrations. (5)

ÎÌyÎÌ !ã˛e§• !¢«˛yÈÙÈ!ö Ïò≈¢öy ˛õk˛!ï˛Ó˚ í z õyòyö§ü)• xy Ï°yã˛öy Ü˛Ó˚&ö–

c) What is 'Content Analysis' ? Explain the sequencing ofcontent elements according to 'Maxims of Teaching'.

(2+3)

Ú!Ó£ÏÎ˚Ó› !ÓˆÏŸ’£ÏîÛ Ü˛#⁄ Ú!¢«˛ˆÏîÓ˚ üƒ!:üÛ xö%ÎyÎ˚# !Ó£ÏÎ˚Ó›Ó˚

í z õyòyö§ü)• !Óöƒy§Ü˛Ó˚ ÏîÓ˚ Óƒyáƒy !òö–

d) Establish the relationships among the educational Aims,

General Objectives and Objectives of Teaching. (5)

!¢«˛yÓ˚ °«˛ƒñ §yôyÓ˚î í˛zˆÏj¢ƒ§ü)• ~ÓÇ !¢«˛î í˛zˆÏj¢ƒ§ü)ˆÏ•Ó˚ üˆÏôƒ

§¡õÜ≈˛ !öÓ˚*˛õî Ü˛Ó˚&ö–

(2)

P.T.O.Y-4

41T 41T

e) Discuss the significance of 'Taxonomy of Learning' inthe institutional process. (5)

≤Ãy!ï˛¤˛y!öÜ˛ ≤Ã!e´Î˚yÎ˚ Ú!¢áˆÏöÓ˚ Óà≈#Ü˛Ó˚ˆÏîÛÓ˚ ï˛yÍ˛õÎ≈ xyˆÏ°yã˛öy Ü˛Ó˚&ö–

f) Explain the characteristics of a good plan for teaching.(5)

~Ü˛!ê˛ û˛yˆÏ°y !¢«˛î ˛õ!Ó˚Ü˛“öyÓ˚ ˜Ó!¢‹Tƒ§ü)• Óƒyáƒy Ü˛Ó˚&ö–

g) Discuss the salient features of 'Demonstration Method'with its merits and demerits. (5)

Ú≤Ãò¢≈ö ˛õk˛!ï˛ÛÓ˚ =Ó˚&c˛õ)î≈ ˜Ó!¢‹Tƒ=!° í˛z˛õˆÏÎy!àï˛y Ä §#üyÓk˛ï˛y§•


h) What is meant by a 'textbook' ? Explain its

characteristics. (1+4)

Ú˛õyë˛ƒ˛õ%hflÏÜ˛Û Ó°ˆÏï˛ Ü˛# ˆÓyé˛yÎ˚⁄ ~Ó˚ ˜Ó!¢‹Tƒ=!° Óƒyáƒy Ü˛Ó˚&ö–

i) What do you mean by 'Remedial teaching'? State itsbasic principles. (2+3)

Ú§ÇˆÏ¢yôöü)°Ü˛ !¢áöÛ Ó°ˆÏï˛ Ü˛# ˆÓyˆÏé˛ö⁄ ~Ó˚ ≤Ãôyö ≤Ãôyö ö#!ï˛§ü)•

í˛zˆÏÕ‘á Ü˛Ó˚&ö–

3. Answer any three questions in about 500 words each :10×3=30

≤Ã!ï˛!ê˛ xyö%üy!öÜ˛ 500 ¢ Ï∑ ÎÈÙÈˆÜ˛y Ïöy !ï˛ö!ê˛ ≤Ã ÏŸ¿Ó˚ í z_Ó˚ !òö É

a) What is meant by 'Systems Approach in Education' ?How is it related with the 'Systems Analysis' ? Com-ment on its applicability in the Indian Context.(4+4+2)

!¢«˛yÎ˚ Ú!§ Ïfiê˛ü§‰ ˛õk˛!ï˛ÛÓ˚ xÌ≈ Ü˛#⁄ Ü˛#û˛y ÏÓ ~!ê˛ Ú!§ Ïfiê˛ü§‰ !Ó ÏŸ’£Ï ÏîÛÓ˚

§yˆÏÌ §¡õ!Ü≈˛ï˛⁄ û˛yÓ˚ˆÏï˛Ó˚ ˛õ!Ó˚ˆÏ≤Ã!«˛ˆÏï˛ ~Ó˚ ≤ÃˆÏÎ˚yàˆÏÎyàƒï˛y §¡õˆÏÜ≈˛

ühsˇÓƒ Ü˛Ó˚&ö–

b) Discuss the criteria of identifying 'Instructional Objec-tives'. In this context, explain the guidelines for writing

that with suitable examples. (5+5)

!¢«˛yÈÙÈ!öˆÏò≈¢öyÓ˚ í˛zˆÏj¢ƒ§ü)• ¢öy_´Ü˛Ó˚ˆÏîÓ˚ !öî≈yÎ˚Ü˛=!° xyˆÏ°yã˛öy

Ü˛Ó˚&ö– ~•z ˆ≤Ã!«˛ˆÏï˛ ÎÌyÎÌ í˛zòy•Ó˚î§• ~Ó˚ ˛õÓ˚yü¢≈ü)°Ü˛ !öÎ˚üyÓ!°

Óƒyáƒy Ü˛Ó˚&ö–

c) What do you mean by 'Planning for Teaching' ? Whatare its major problems and constraints ? Comment on

its probable solutions. (2+4+4)

Ú!¢«˛îÈÙÈ˛õ!Ó˚Ü˛“öyÛ Ó°ˆÏï˛ Ü˛# ˆÓyˆÏé˛ö⁄ ~Ó˚ ≤Ãôyö ≤Ãôyö §ü§ƒy Ä

Óyôy=!° Ü˛# Ü˛#⁄ ~Ó˚ §Ω˛yÓƒ §üyôyö !Ó£ÏˆÏÎ˚ ühsˇÓƒ Ü˛Ó˚&ö–

d) Explain the meaning and characteristics of 'Diagnosis'of learning gaps. Describe its techniques with suitable

examples. (5+5)

!¢«˛îÈâyê˛!ï˛Ó˚ ÚÜ˛yÓ˚î !öî≈ˆÏÎ˚Ó˚Û xÌ≈ Ä ˜Ó!¢‹Tƒ Óƒyáƒy Ü˛Ó˚&ö– ~Ó˚

≤ÃˆÏÜ˛Ô¢°=!° ÎÌyÎÌ í˛zòy•Ó˚î§• Óî≈öy Ü˛Ó˚&ö–

e) Discuss the factors to be considered for designing ateaching strategy. Explain the principles of identifying

teaching strategy. (5+5)

~Ü˛!ê˛ !¢«˛îˆÏÜ˛Ô¢ˆÏ°Ó˚ öÜ˛¢y ≤Ã›!ï˛Ó˚ í˛z˛õyòyö=!° xyˆÏ°yã˛öy Ü˛Ó˚&ö–

!¢«˛î ÏÜ˛Ô¢° ¢öy_´Ü˛Ó˚ ÏîÓ˚ ö#!ï˛=!° Óƒyáƒy Ü˛Ó˚&ö–

41T 41T (4)(3)

P.T.O.




Paper — CC-05A

Computer Education




xyö%üy!öÜ˛ 60!ê˛ ¢ˆÏ∑Ó˚ üˆÏôƒ ˆÎÈÙÈˆÜ˛yˆÏöy ˛õÑyã˛!ê˛ ≤ÃˆÏŸ¿Ó˚ í˛z_Ó˚ !òö É

a) What is a Computer ?

Ü˛!¡õí˛zê˛yÓ˚ Ü˛yˆÏÜ˛ ÓˆÏ°⁄

b) State four hardwares of a computer.

Ü˛!¡õí˛zê˛yˆÏÓ˚Ó˚ ã˛yÓ˚!ê˛ •yí≈˛ÄÎ˚yˆÏÓ˚Ó˚ öyü !°á%ö–

c) What is the full name of FLOPS ?

FLOPS-~Ó˚ §¡õ)î≈ öyü Ü˛#⁄

d) What are the three main parts of CPU ?

CPUÈÙÓ˚ !ï˛ö!ê˛ ≤Ãôyö xÇ¢ Ü˛# Ü˛#⁄È

e) State the different types of computers.

Ü˛!¡õí˛zê˛yˆÏÓ˚Ó˚ !Ó!û˛ß¨ ≤ÃÜ˛yÓ˚=!° Ü˛# Ü˛# !°á%ö–

f) What is the basics of 'Second Generation Computers' ?

!mï˛#Î˚ ≤ÃçˆÏß√Ó˚ Ü˛!¡õí˛zê˛yˆÏÓ˚Ó˚ ü)ˆÏ° Ü˛# xyˆÏåÈ⁄

g) Name the technology on which forth generationcomputer works.

ã˛ï%˛Ì≈ ≤ÃçˆÏß√Ó˚ Ü˛!¡õí˛zê˛yÓ˚ ˆÎ Îy!sfÜ˛ ˆÜ˛Ô¢ˆÏ° !ö!ü≈ï˛ ï˛yÓ˚ öyü !°á%ö–

h) Write the full name of ALU.

ALUÈÙÈÓ˚ §¡õ)î≈ öyü !°á%ö–


ˆÎÈÙÈˆÜ˛y Ïöy åÈÎ˚!ê˛ ≤Ã ÏŸ¿Ó˚ í z_Ó˚ ≤Ã!ï˛!ê˛ 250!ê˛ ¢ Ï∑Ó˚ ü Ïôƒ !òö É

a) Which is known as the brain of a computer and why ?

ˆÜ˛yö‰!ê˛ˆÏÜ˛ Ü˛!¡õí˛zê˛yˆÏÓ˚Ó˚ ü!hflÏ‹Ò ÓˆÏ°⁄ ˆÜ˛ö Ä•zÓ˚*˛õ ÓˆÏ°⁄

b) Discuss software of a computer.

Ü˛!¡õí zê˛y ÏÓ˚Ó˚ §ú‰ ê˛ÄÎ˚y ÏÓ˚Ó˚ Óî≈öy !òö–

c) What is the need for 'languages' of a computer ?

Ü˛!¡õí˛zê˛yˆÏÓ˚ °ƒyD%ˆÏÎ˚ˆÏçÓ˚ ≤ÃˆÏÎ˚yçö ˆÜ˛ö⁄

d) What is 'Middle Level Language' of a computer ?

Ü˛!¡õí˛zê˛yˆÏÓ˚Ó˚ üôƒü hflÏˆÏÓ˚Ó˚ °ƒyD%ˆÏÎ˚ç Ü˛#⁄

e) State different bars and buttons of computer.

Ü˛!¡õí˛zê˛yˆÏÓ˚Ó˚ !Ó!û˛ß¨ ÚÓyÓ˚Û ~ÓÇ ÚˆÓyï˛yüÛ=!°Ó˚ öyü !°á%ö–

f) What are the different parts of 'Application Windows' ?

Ú≤ÃˆÏÎ˚yà çyöy°yÓ˚Û !Ó!û˛ß¨ xÇ¢=!° Ü˛# Ü˛#⁄

g) What can be done with 'Edit Option' ?

Ú~!í˛ê˛ x˛õ§öÛ !òˆÏÎ˚ Ü˛# Ü˛Ó˚y ˆÎˆÏï˛ ˛õyˆÏÓ˚⁄

h) How will you insert a 'clip art' into slide ?

~Ü˛!ê˛ fl‘y•zˆÏí˛ Ü˛#û˛yˆÏÓ ~Ü˛!ê˛ Ú!Üœ ˛õ xyê≈˛Û ˆì˛yÜ˛yˆÏÓö⁄

i) What is 'Internet' ?

•zöê˛yÓ˚ Ïöê˛ Ü˛#⁄

(2)

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42T 42T

3. Answer any two questions in about 500 words each :10×2=20

ˆÎÈÙÈˆÜ˛y Ïöy ò%!ê˛ ≤Ã ÏŸ¿Ó˚ í z_Ó˚ ≤Ã!ï˛!ê˛ 500!ê˛ ¢ Ï∑Ó˚ ü Ïôƒ !òö É

a) Discuss the functions of a 'Keyboard' of a computer.

Ü˛!¡õí˛zê˛yˆÏÓ˚Ó˚ Ú!Ü˛ˆÏÓyˆÏí≈˛Ó˚Û Ü˛yÎ≈yÓ!° xyˆÏ°yã˛öy Ü˛Ó˚&ö–

b) Describe MS Windows.

~ü. ~§. çyöy°yÓ˚ Óî≈öy !òö–

c) How 'Mail Merging' can be done ?

Úˆü•z° üy!ç≈ÇÛ Ü˛#û˛yˆÏÓ Ü˛Ó˚y •Î˚⁄

d) Describe MS-Excell with examples.

MS-Excell í˛zòy•Ó˚î§• Óî≈öy Ü˛Ó˚&ö–

e) Explain CAL.

CALÈÙÈ~Ó˚ Óƒyáƒy Ü˛Ó˚&ö–

42T(3)




Paper — MC-06/07 (01)

Content cum Methodology of Teaching English



Group AAnswer any five questions from this Group. 4×5=20

1. Fill in the blanks with appropriate form of the verbs in

brackets (any four) : 1×4=4

a) He (go) to Ranchi but he will be back soon.

b) They (think) of moving to a bigger house.

c) I (complete) the work just now.

d) We (spend) most of our time in Thimpu.

e) She (claim) that she is from some royal family.

f) I have found the camera, which I (lose).

2. Change the following into Passive Voice (any four) : 1×4=4

i) The boy laughed at the beggar.

ii) Has she taken a decision ?

iii) You must do the job.

iv) Someone has stolen my wallet.

v) I was obliged to leave.

3. Fill in the blanks with suitable Prepositions (any four) :

1×4=4

1. The judge acquitted him the murder charge.

2. The purse is lying the table.

3. She left four in the morning.

4. There is nothing new her plan.

5. There is no substance what he says.

4. Convert the following into Indirect Speech (any four) :

1×4=4

i) "Is Mrs. Gupta at home ?" asked the postman.

ii) "Did you sleep well ?" asked my hostess.

iii) Rajat said to me, "Why do you look so sad today ?"

iv) They inquired, "When do you intend to pay us ?"

v) I said to the porter, "When does the next train comein ?"

5. Write a Report based on the following hints describingan accident : 4

Far flung village — Mauli in Uttar Pradesh — 24th May2013 — Population of over 1500 — Fire broke out atmidnight — Over 100 people injured 10 killed — Rescueand relief teams sent — Monetary relief announced bygovernment — Chopper services to be engaged for quickrelief — Severe cold conditions — Need for immediateshelter for affected families.

6. What is the moral of the story 'Beauty and the Beast'? 4

(2)

P.T.O.

P-6

32T 32T

7. Justify the title of the peom 'Wander Thirst'. 4

8. Explain the poet, Robert Frost's message in the poem,'Stopping by Woods on a Snowy Evening'. 4

Group — B

Answer any five in about 250 words each : 6×5=30

1. Discuss Halliday's theory of Functions.

2. Discuss the objective of teaching English as a secondlanguage at the School Stage. 6

3. Write a short note on the importance of English as anInternational Language. 6

4. What are the characteristics of a good English textbook ? 6

5. Why is a Teacher's handbook necessary for teachingEnglish as a Second Language ? What is a workbook?

4+2

6. 'Reading is a process of meaning-making'. Discuss. 6

7. How can language skills be categorized ? Discuss alanguage teaching technique in which all four skills areintegrated. 2+4

8. Why are language games necessary in the ESLClassroom ? Discuss any two games that can be playedto develop vocabulary. 2+4

9. How do objective type test items test language abilities?

Why are they useful ? 4+2

32T(3)

Group C10. Prepare a lesson plan on any of the following topics :

20×1

a) Beauty and the Beast.

b) Any poem from Blossoms — Class VIII.

c) Active and Passive Voice.

d) Writing a letter inviting a friend to spend Puja Holidays

with you. — Class VII.

(4)32T

P.T.O.




Paper — MC-06/07 (02)

Content cum Methodology of Teaching Bengali



1– ˆÎÈÙÈˆÜ˛yˆÏöy ˛õÑyã˛!ê˛ ≤ÃˆÏŸ¿Ó˚ í˛z_Ó˚ !òö É 4×5=20

Ü˛V §Æü ˆ◊!î Ïï˛ ˛õyë˛ƒ ~Ü˛!ê˛ ≤ÃÓ¶˛yÇ Ï¢Ó˚ öy Ïüy ÏÕ‘á Ü˛Ó˚&ö– Ä•z ≤ÃÓ¶˛yÇ¢!ê˛

˛õyë˛òyöÜ˛y Ï° xö%Ó¶˛ !•§y ÏÓ ~Ü˛!ê˛ !Ó£Ï ÏÎ˚Ó˚ í z ÏÕ‘á Ü˛Ó˚&ö ~ÓÇ ˆ§!ê˛ ˆÜ˛yö‰

ôÓ˚ˆÏöÓ˚ xö%Ó¶˛ í˛zˆÏÕ‘á Ü˛Ó˚&ö– 4

áV x‹Tü ˆ◊!îˆÏï˛ ˛õyë˛ƒ ~Ü˛!ê˛ àòƒyÇ¢ !öÓ≈yã˛ö Ü˛Ó˚&ö ~ÓÇ ˆ§•z àòƒyÇ¢!ê˛

˛õyë˛òyö ≤Ã§ˆÏD !Ó!û˛ß¨ !Ó£ÏˆÏÎ˚Ó˚ (Subject) § ÏD xö%£ÏD fliy˛õö Ü˛Ó˚&ö– 4

àV §Æü ˆ◊!î Ïï˛ ˛õyë˛ƒ ~Ü˛!ê˛ Ü˛!Óï˛y ˛õyë˛òy ÏöÓ˚ §üÎ˚ ˛õ)Ó≈y!ç≈ï˛ K˛yö ˛õÓ˚#«˛yÓ˚

í˛zˆÏjˆÏ¢ƒ ò%!ê˛ ≤ÃˆÏŸ¿Ó˚ öü%öy !°á%ö– 4

âV £Ï¤˛ ˆ◊!îˆÏï˛ ˛õyë˛ƒ ~Ü˛!ê˛ Ü˛!Óï˛y xÓ°¡∫ Ïö ~Ü˛!ê˛ Ú~Ü˛Ü˛ ˛õ!Ó˚Ü˛“öyÛ

≤Ã›ï˛ Ü˛Ó˚&ö– 4

äV xyò¢≈ ≤ÃŸ¿˛õˆÏeÓ˚ Ü˛ˆÏÎ˚Ü˛!ê˛ ˜Ó!¢‹Tƒ í˛zˆÏÕ‘á Ü˛Ó˚&ö– ˆÜ˛yö‰!ê˛ ˆÜ˛yö‰ ôÓ˚ˆÏöÓ˚

˜Ó!¢ˆÏ‹TƒÓ˚ xhsˇû%≈˛_´ ï˛yÓ˚ í˛zˆÏÕ‘á Ü˛ˆÏÓ˚ £Ï¤˛ ˆÌˆÏÜ˛ x‹Tü ˆ◊!î ˛õÎ≈hsˇ ˛õyë˛ƒ

ˆÎÈÙÈˆÜ˛yˆÏöy ~Ü˛!ê˛ Ü˛!Óï˛y ˆÌˆÏÜ˛ ã˛yÓ˚!ê˛ ≤ÃŸ¿ Ü˛Ó˚&ö– 1+1+2=4

ã˛V xy˛õöyÓ˚ ˛õåÈ® xö%ÎyÎ˚# £Ï¤˛ ˆÌ ÏÜ˛ x‹Tü ˆ◊!î Ïï˛ ˛õyë˛ƒ ˆÎÈÙÈˆÜ˛y Ïöy ~Ü˛!ê˛

(2)

P.T.O.B-7

33T 33T

àòƒ !öÓ≈yã˛ö Ü˛Ó˚&ö– ˆ§•z àòƒ!ê˛ ˛õyë˛òy ÏöÓ˚ çöƒ xy˛õ!ö Ü˛# ôÓ˚ ÏöÓ˚ §•yÎ˚Ü˛

í˛z˛õÜ˛Ó˚î ÓƒÓ•yÓ˚ Ü˛Ó˚ˆÏÓö ~ÓÇ ˆÜ˛ö Ü˛Ó˚ˆÏÓö !°á%ö– 4

åÈV Óï≈˛üyˆÏö £Ï¤˛ ˆ◊!îˆÏï˛ ˛õyë˛ƒ§•yÎ˚Ü˛ ˛õyë˛!ê˛Ó˚ í˛zˆÏÕ‘á Ü˛Ó˚&ö– ~•z §•yÎ˚Ü˛

˛õyë˛!ê˛ Ïï˛ §•yÎ˚Ü˛ ˛õyë˛ !öÓ≈yã˛ ÏöÓ˚ ˆÜ˛yö‰ ˆÜ˛yö‰ ˜Ó!¢‹Tƒ ˆòá Ïï˛ ˛õyÄÎ˚y ÎyÎ˚

ï˛y !°á%ö– 4

çV Ü˛!Óï˛y ˛õyë˛òyˆÏöÓ˚ Ü˛ˆÏÎ˚Ü˛!ê˛ ˛õk˛!ï˛Ó˚ öyü í˛zˆÏÕ‘á Ü˛Ó˚&ö– x‹Tü ˆ◊!îˆÏï˛

˛õyë˛ƒ ~Ü˛!ê˛ Ü˛!Óï˛y !öÓ≈yã˛ö Ü˛Ó˚&ö ~ÓÇ ˆ§•z Ü˛!Óï˛y!ê˛ ˛õyë˛òyöÜ˛y Ï° xy˛õ!ö

Ü˛# Ü˛# ˛õk˛!ï˛ xÓ°¡∫ö Ü˛Ó˚ˆÏÓö !°á%ö– 2+2=4

2– ˆÎÈÙÈˆÜ˛yˆÏöy ˛õÑyã˛!ê˛ ≤ÃˆÏŸ¿Ó˚ í˛z_Ó˚ !òö É 6×5=30

Ü˛V û˛y£Ïy Ó°ˆÏï˛ Ü˛# ˆÓyé˛yÎ˚⁄ û˛y£ÏyˆÏÜ˛ §yüy!çÜ˛ §Çfliyö Ó°yÓ˚ Ü˛yÓ˚î Ü˛#⁄

ÓyÇ°y û˛y£ÏyÓ˚ !ÓÜ˛yˆÏ¢Ó˚ ü)° §)e=!° !°!˛õÓk˛ Ü˛Ó˚&ö– 1+1+4=6

áV í z õÎ%_´ í zòy•Ó˚î §• ÏÎy Ïà §yô% Ä ã˛!°ï˛ û˛y£ÏyÓ˚ ˛õyÌ≈Ü˛ƒ !öÓ˚*˛õî Ü˛Ó˚&ö– 6

àV ÓyÇ°y û˛y£Ïy !¢«˛y Ä ÓyÇ°y §y!•ï˛ƒ !¢«˛yÓ˚ !ï˛ö!ê˛ Ü˛ˆÏÓ˚ §ü§ƒy Óƒyáƒy

§• ÏÎy Ïà !°á%ö– 6

âV ÓyÇ°y ˛õyë˛ƒe´ü !öÓ≈yã˛ˆÏöÓ˚ ü)° ö#!ï˛=!° Ü˛# Ü˛#⁄ üyôƒ!üÜ˛ hflÏˆÏÓ˚ ÓyÇ°y

˛õyë˛ƒe´ü ˆÜ˛üö •ÄÎ˚y ≤ÃˆÏÎ˚yçö⁄ 3+3=6

äV ÓƒyÜ˛Ó˚î !¢«˛yòyö ÏÜ˛ §ú˛° Ä §yÌ≈Ü˛ Ü˛ ÏÓ˚ ï% ° Ïï˛ • Ï° Ü˛# Ü˛# ÓƒÓfliy @ˇÃ•î

Ü˛Ó˚y í˛z!ã˛ï˛ ÓˆÏ° xy˛õ!ö üˆÏö Ü˛ˆÏÓ˚ö⁄ 6

ã˛V !¢«˛Ü˛ † !¢«˛!Î˚e# ÓƒÓ•*ï˛ ÓyÇ°y û˛y£Ïy§y!•ï˛ƒ !¢«˛ˆÏîÓ˚ ≤ÃˆÏÎ˚yçö#Î˚

ˆÜ˛Ô¢° §¡õˆÏÜ≈˛ §ÇˆÏ«˛ˆÏ˛õ xyˆÏ°yã˛öy Ü˛Ó˚&ö– 6

åÈV û˛y£Ïy§y!•ï˛ƒ !¢«˛yÎ˚ @ˇÃsiyàyÓ˚ xyÓ¢ƒÜ˛ ˆÜ˛ö⁄ @ˇÃsiyàyÓ˚ ÓƒÓ•y ÏÓ˚Ó˚ ö#!ï˛ Ä

˛õk˛!ï˛=!° Ü˛# Ü˛#⁄ 6

çV û˛y£Ïy ˛õÓ˚#«˛yàyÓ˚ Ü˛y ÏÜ˛ Ó Ï°⁄ ≤ÃÌü û˛y£Ïy ˛õÓ˚#«˛yàyÓ˚ ˆÜ˛yö‰ !ÓŸª!Óòƒy° ÏÎ˚

fliy!˛õï˛ • ÏÎ˚!åÈ°⁄ Ü˛!¡õí zê˛yÓ˚ xƒy!§ Ïfiê˛í˛ °ƒyD% ÏÎ˚ç °ƒy ÏÓÓ˚ § ÏD Ä ÏÎ˚Ó

xƒy!§ˆÏfiê˛í˛ °ƒyD%ˆÏÎ˚ç °ƒyˆÏÓÓ˚ ˛õyÌ≈Ü˛ Ü˛#⁄ û˛y£Ïy ˛õÓ˚#«˛yàyˆÏÓ˚Ó˚ ò%!ê˛

§#üyÓk˛ï˛y í˛zˆÏÕ‘á Ü˛Ó˚&ö– 1+1+2+2=6

é˛V !Óòƒy°ˆÏÎ˚ àòƒ !¢«˛yòyˆÏöÓ˚ x§%!Óôy=!° Ü˛# Ü˛# xyˆÏ°yã˛öy Ü˛Ó˚&ö– 6

3– !ö¡¨!°!áï˛ !Ó£ÏÎ˚=!° ˆÌ ÏÜ˛ ˆÎÈÙÈˆÜ˛y Ïöy ~Ü˛!ê˛ !Ó£ÏÎ˚ !öÓ≈yã˛ö Ü˛ˆÏÓ˚ ö#ˆÏã˛Ó˚

≤ÃˆÏŸ¿Ó˚ !û˛!_ˆÏï˛ !¢«˛y!ÓK˛yö§¡øï˛ !ÓˆÏŸ’£Ïî Ü˛Ó˚&ö É 20

xV £Ï¤˛ ˆ◊!îÓ˚ í˛z˛õˆÏÎyà# ~Ü˛!ê˛ àòƒyÇ¢ S˛õyë˛ƒ§)!ã˛ xö%ÎyÎ˚#V–

xyV §Æü ˆ◊!îÓ˚ í˛z˛õˆÏÎyà# ÓƒyÜ˛Ó˚ˆÏîÓ˚ ~Ü˛!ê˛ !Ó£ÏÎ˚–

•zV x‹Tü ˆ◊!îÓ˚ í˛z˛õˆÏÎyà# ~Ü˛!ê˛ Ü˛!Óï˛y † Ü˛!Óï˛yÇ¢ Sí˛zk,˛!ï˛§•V–

V x‹Tü ˆ◊!îÓ˚ í z õ ÏÎyà# ~Ü˛!ê˛ öyê˛ ÏÜ˛Ó˚ xÇ¢!Ó Ï¢£Ï S˛õyë˛ƒ§)!ã˛ xö%ÎyÎ˚#V–

SÜ˛V !öÓ≈y!ã˛ï˛ !Ó£ÏˆÏÎ˚Ó˚ !ÓˆÏŸ’£Ïî ≤Ã§ˆÏD ˆ◊!îñ §üÎ˚ñ ~Ü˛Ü˛ Ä í˛z˛õÈÙÈ~Ü˛Ü˛

!öô≈yÓ˚î Ü˛Ó˚&ö– 2

SáV í˛z˛õÈÙÈ~Ü˛Ü˛!ê˛ ˛õyë˛òyˆÏöÓ˚ üyôƒˆÏü !¢«˛yÌ≈#Ó˚ ˆÜ˛yö‰ ˆÜ˛yö‰ §yüˆÏÌ≈ƒÓ˚ !ÓÜ˛y¢

âê˛ ÏÓ⁄ 4

SàV !öÓ≈y!ã˛ï˛ í˛z˛õÈÙÈ~Ü˛Ü˛!ê˛ ˛õyë˛òyˆÏöÓ˚ ˆ«˛ˆÏe !¢«˛î ˛õk˛!ï˛ñ ≤Ã§D§•

˛õyë˛§•yÎ˚Ü˛ í˛z˛õÜ˛Ó˚ˆÏîÓ˚ ÓƒÓ•yÓ˚ñ ˆÓyˆÏí≈˛Ó˚ ÓƒÓ•yÓ˚ Ä ò%!ê˛ xö%§¶˛yö# ≤ÃŸ¿

!°á%ö– 2+2+2+2=8

SâV !öÓ≈y!ã˛ï˛ í˛z˛õÈÙÈ~Ü˛ˆÏÜ˛Ó˚ ü)°ƒyÎ˚ˆÏöÓ˚ çöƒ í˛zˆÏjˆÏ¢ƒÓ˚ ˛õ!Ó˚ˆÏ≤Ã!«˛ˆÏï˛ ~Ü˛!ê˛

xû˛#«˛y˛õe S!¢áö§yüÌ≈ƒ xö%ÎyÎ˚# åÈÎ˚!ê˛ ≤ÃŸ¿ §ÇÓ!°ï˛V ≤Ã›ï˛ Ü˛Ó˚&ö–

6

33T(3)




Paper — MC-06/07 (03)

Content cum Methodology of Teaching Sanskrit



1. Answer any five of the following questions : 4×5=20

!öˆÏ¡¨Ó˚ ˆÎÈÙÈˆÜ˛yˆÏöy ˛õÑyã˛!ê˛ ≤ÃˆÏŸ¿Ó˚ í˛z_Ó˚ !òö É

a) Discuss about skill of questioning.

≤ÃŸ¿Ü˛Ó˚ ÏîÓ˚ ò«˛ï˛y xy Ï°yã˛öy Ü˛Ó˚&ö–

b) What are the aims of using Text Book ?

˛õyë˛ƒ˛õ%hflÏÜ˛ ÓƒÓ•yˆÏÓ˚Ó˚ °«˛ƒ Ü˛#⁄

c) Write two application-based statements from any one

poem of class-VIII Sanskrit Book.

x‹Tü ˆ◊!îÓ˚ §Çfl,Òï˛ Ó•zÈÙÈ~Ó˚ ˆÎÈÙÈˆÜ˛yˆÏöy ~Ü˛!ê˛ Ü˛!Óï˛y ˆÌˆÏÜ˛ ò%!ê˛

≤ÃˆÏÎ˚yàü)°Ü˛ !ÓÓ,!ï˛ !°á%ö–

d) What is achievement test ?

˛õyÓ˚ò!¢≈ï˛yÓ˚ xû˛#«˛y Ü˛yˆÏÜ˛ ÓˆÏ°⁄

e) Discuss with examples (from the text book of classVIII) about skill of Illustrating with examples.

í zòy•Ó˚ ÏîÓ˚ ò«˛ï˛y í zòy•Ó˚î§• Sx‹Tü ˆ◊!îÓ˚ ˛õ%hflÏÜ˛ ˆÌ ÏÜ˛V Óƒyáƒy Ü˛Ó˚&ö–

f) Write with examples about the use of Blackboard inteaching Sanskrit.

í˛zòy•Ó˚î§• §Çfl,Òï˛ !¢«˛ˆÏî Ü,˛£èú˛°ˆÏÜ˛Ó˚ ÓƒÓ•yÓ˚ !°á%ö–

g) Write four knowledge based questions from the text ofclass-VII.

§Æü ˆ◊!îÓ˚ ˛õyë˛ ˆÌˆÏÜ˛ ã˛yÓ˚!ê˛ K˛yöü)°Ü˛ ≤ÃŸ¿ ˜ï˛!Ó˚ Ü˛Ó˚&ö–

h) Discuss about skill of closure.

í zòy•Ó˚î§• §üy!ÆÜ˛Ó˚ ÏîÓ˚ ò«˛ï˛y xy Ï°yã˛öy Ü˛Ó˚&ö–


ˆÎÈÙÈˆÜ˛y Ïöy õÑyã˛!ê˛ ≤Ã ÏŸ¿Ó˚ í z_Ó˚ !òö S≤Ã!ï˛!ê˛ 250!ê˛ ¢ Ï∑Ó˚ ü ÏôƒV É

a) Discuss the importance of Sanskrit in the educational

system in recent times.

Óï≈ üyö !¢«˛yÓƒÓfliyÎ˚ §Çfl,Òï˛ÛÓ˚ =Ó˚&c xy Ï°yã˛öy Ü˛Ó˚&ö–

b) Discuss the importance of Sanskrit language in IndianHistory.

û˛yÓ˚ï˛#Î˚ •z!ï˛•yˆÏ§ §Çfl,Òï˛ û˛y£ÏyÓ˚ =Ó˚&c xyˆÏ°yã˛öy Ü˛Ó˚&ö–

c) Discuss about objectives of teaching Sanskrit in thescondary school.

üyôƒ!üÜ˛ hflÏ ÏÓ˚ §Çfl,Òï˛û˛y£Ïy !¢«˛yÓ˚ =Ó˚&c xy Ï°yã˛öy Ü˛Ó˚&ö–

d) Discuss the principle of preparing the syllabus inSanskrit.

§Çfl,Òï˛ ˛õyë˛ƒ§)!ã˛ ˜ï˛!Ó˚ Ü˛Ó˚yÓ˚ ö#!ï˛=!° xyˆÏ°yã˛öy Ü˛Ó˚&ö–

e) Discuss the relation of Sanskrit with other Indian

languages.

xöƒyöƒ û˛yÓ˚ï˛#Î˚ û˛y£ÏyÓ˚ §ˆÏD §Çfl,Òï˛ û˛y£ÏyÓ˚ §¡∫¶˛ xyˆÏ°yã˛öy Ü˛Ó˚&ö–

f) What is oral work ? Discuss the utility of oral work.

ˆüÔ!áÜ˛ Ü˛yÎ≈ Ü˛#⁄ ~Ó˚ í˛z˛õˆÏÎy!àï˛y xyˆÏ°yã˛öy Ü˛Ó˚&ö–

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g) Discuss about reading and writing of Devnagari scripts.

ˆòÓöyàÓ˚# !°!˛õÓ˚ ˛õë˛ö Ä !°áö §¡∫ Ï¶˛ xyˆÏ°yã˛öy Ü˛Ó˚&ö–

h) Discuss with example about the method of teachinggrammar.

í˛zòy•Ó˚î§• ÓƒyÜ˛Ó˚î !¢«˛î ˛õk˛!ï˛ xyˆÏ°yã˛öy Ü˛Ó˚&ö–

i) Discuss the characteristics of a good "Text Book".

xyò¢≈ ˛õyë˛ƒ˛õ%hflÏ ÏÜ˛Ó˚ ˜Ó!¢‹TƒyÓ!° xy Ï°yã˛öy Ü˛Ó˚&ö–

3. Prepare a Lesson Plan for class-VIII from any poetry (fullor part) of the Sanskrit textbook. 20

§Çfl,Òï˛ õyë˛ƒ Ó•z ÏÎÓ ÎÈÙÈ Ü˛y Ïöy õòƒ†˛õòƒyÇ¢ Ì ÏÜ˛ x‹Tü ◊!îÓ çöƒ ~Ü˛!ê˛

˛õyë˛˛õ!Ó˚Ü˛“öy Ó˚ã˛öy Ü˛Ó˚&ö–

OR

Prepare a Lesson Plan on the 'SAVE DHATU' (for class-VII).

Úˆ§Ó‰ ôyï%˛Û S§Æü ˆ◊!îÓ˚ çöƒV !Ó£ÏÎ˚!ê˛Ó˚ Ä˛õÓ˚ ~Ü˛!ê˛ ˛õyë˛˛õ!Ó˚Ü˛“öy

≤Ã›ï˛ Ü˛Ó˚&ö–

34T(3)




Paper — MC-06/07 (04)

Content cum Methodology of Teaching Hindi



1. PÇÅŒ˘Uk —FFcòF “ËŒFFWk ÇWÅ H∏Ffi ºWk : 4×5=20

i) ÇÅŸFUfiºFıF °FU ÇÅF JÇÅ ºFW˘F P·FäFÇÅfi HıFÇÅF EªFa ı—FÒ ÇÅfiWkóii) P˘ŒºU ıFFP˘∂‹F ¤FWk ÇÅPÊF ıF[fiºFıF °FU ÇÅF ¤F˘∂ÊF ı—FÒ ÇÅfiWkó

iii) ⁄FFfi∂FWŒº] ˘PfiËòFŒΩ ÇÅFYŒF ªFW ? HŒFÇÅU PÇÅıFU JÇÅ fiòFŒFF ÇÅF —FPfiòF‹F ºWkóiv) i—Fk∂Fj ÇÅF —F[fiF ŒFF¤F P·FäFÇÅfi HŒFÇÅF ıFkPáF—∂F —FPfiòF‹F ºWkóv) ÇÅªFF ıF¤FeF© “W¤FòFkº °FU ÇÅF ¤F˘∂ÊF ı—FÒ ÇÅfiWkó

vi) P˘ŒºU ÇWÅ PÇÅıFU JÇÅ ÇÅÊFP‹F∑FU ÇÅF —F[fiF ŒFF¤F P·FäFÇÅfi HŒFÇÅU ÇÅPÊF∂FFEFWkÇÅU PÊFËFWF∂FFJc ŸFŒFFJcó

vii) PÊFËFWFµF ÇÅU —FPfi⁄FFFF JÊFk HıFÇWÅ ⁄FWºFWk ÇWÅ ŒFF¤F P·FäFWkóviii) P˘ŒºU ⁄FFFF ÇÅU PÊFËFWF∂FFEFWk —Ffi P©——FµFU ÇÅfiWkó

2. PÇÅŒ˘Uk —FFcòF “ËŒFFWk ÇWÅ H∏Ffi ºWk : 6×5=30

i) çF√-PËFáFµF ÇWÅ H«WË‹FFWk —Ffi “ÇÅFËF ∞F·F∂FW CJ çF√-PËFáFµF ÇWÅ ıFFW—FFŒFFWk —FfiıFkáFW—F ¤FWk òFòFFa ÇÅfiWkó

ii) Ê‹FFÇÅFfiµF-PËFáFµF PÊFPÕF‹FFWk —Ffi “ÇÅFËF ∞F·FWkó

(2)

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iii) ÇÅPÊF∂FF-PËFáFµF ÇWÅ H«WË‹FFWk ÇÅF H··FWäF ÇÅfi∂FW CJ ÇÅPÊF∂FF-PËFáFµF ÇWÅ ¤F˘∂ÊF—Ffi P©——FµFU ÇÅfiWkó

iv) ¤FF∂F_⁄FFFF PËFáFµF ÇWÅ ¤F˘∂ÊF —Ffi “ÇÅFËF ∞F·FWkóv) ÊF∂FaŒFU ÇÅU ¤F[·FFWk ÇWÅ ÇÅFfiµF JÊFk HŒFÇWÅ PŒFÊFFfiµF ÇWÅ H—FF‹FFWk —Ffi “ÇÅFËF ∞F·FWkó

vi) PËFáFµF ıF˘F‹FÇÅ H—FÇÅfiµF PÇÅıFW ÇÅ˘∂FW ˘Yk? ÇÅáFF PËFáFµF ¤FWk HıFÇÅUH—F‹FFWPçF∂FF É‹FF ˘Y ?

vii) P¬∂FU‹F ⁄FFFF ÇWÅ ‡—F ¤FWk P˘ŒºU-PËFáFµF ÇWÅ H«WË‹FFWk —Ffi òFòFFa ÇÅfiWkóviii) ŒFF©ÇÅ-PËFáFµF ÇWÅ H«WË‹F JÊFk PËFáFµF-PÊFPÕF‹FFWk —Ffi “ÇÅFËF ∞F·FWkóix) içF_˘-ÇÅF‹Faj ÇÅF É‹FF EªFa ˘Y? ÇÅáFF-PËFáFµF ¤FWk HıFÇWÅ EFYPòF∂‹F —Ffi “ÇÅFËF

∞F·FWkó

3. PÇÅıFU JÇÅ PÊFF‹F —Ffi —FF*-‹FFW°FŒFF ÇÅF PŒF¤FFaµF ÇÅfiWk : 20×1=20

ÇÅ) ÇÅáFF - VIII ÇWÅ P·FJ E—FŒFW —FıFkº ÇÅU ÇÅFWGa ÇÅ˘FŒFU EªFÊFF çF√ —FF*óäF) ÇÅáFF - VII ÇWÅ P·FJ —FF*h‹FÇeÅ¤F ¤FWk “ı∂FFPÊF∂F ÇÅFWGa ÇÅPÊF∂FFóçF) ÇÅáFF - VII ÇWÅ P·FJ PŒFŸFkÕF - ii—F‹FFaÊFfiµFjjóêF) ÇÅáFF - VI ÇWÅ P·FJ ıFk£FF JÊFk HıFÇWÅ ⁄FWºó

(2)




Paper — MC-06/07 (06)

Content cum Methodology of Teaching Social Studies



1. Answer any five of the following questions : 4×5=20

ö#ˆÏã˛Ó˚ ≤ÃŸ¿=!°Ó˚ üˆÏôƒ ˆÎÈÙÈˆÜ˛yˆÏöy ˛õÑyã˛!ê˛ ≤ÃˆÏŸ¿Ó˚ í˛z_Ó˚ !òö É

a) Discuss the social, economic and religious life ofAryans.

xyÎ≈ˆÏòÓ˚ §yüy!çÜ˛ñ xÌ≈˜Ïö!ï˛Ü˛ Ä ôü≈#Î˚ ç#Óö xyˆÏ°yã˛öy Ü˛Ó˚&ö–

b) What is meant by Environment ? Explain the causes ofenvironmental disruption and pollution.

˛õ!Ó˚ˆÏÓ¢ Ó°ˆÏï˛ Ü˛# ˆÓyé˛yÎ˚⁄ ˛õ!Ó˚ˆÏÓˆÏ¢Ó˚ !Óöy¢ Ä ò)£ÏˆÏîÓ˚ Ü˛yÓ˚î Óƒyáƒy

Ü˛Ó˚&ö–

c) What is meant by 'Bhakti-Cult' ? Indicate the impact ofBhakti Movement that emerged in mediaval India.

Úû˛!_´ÓyòÛ Ü˛yˆÏÜ˛ ÓˆÏ°⁄ üôƒÎ%ˆÏà û˛yÓ˚ï˛ÓˆÏ£Ï≈ ˆÎ û˛!_´ xyˆÏ®y°ˆÏöÓ˚ í˛zqÓ

âˆÏê˛ ï˛yÓ˚ ≤Ãû˛yÓ !öî≈Î˚ Ü˛Ó˚&ö–

d) Define rocks. Explain the characteristics of differenttypes of rocks found in India.

!¢°yÓ˚ §ÇK˛y !òö– û˛yÓ˚ˆÏï˛Ó˚ !Ó!û˛ß¨ ˆ◊!îÓ˚ !¢°yÓ˚ ˜Ó!¢‹Tƒ§ü)• Óƒyáƒy

Ü˛Ó˚&ö–

e) Discuss about the Art and Architecture during MoghulPeriod in India.

û˛yÓ˚ˆÏï˛ ˆüyà° Î%ˆÏàÓ˚ !¢“ Ä fliy˛õï˛ƒ §¡õˆÏÜ≈˛ xyˆÏ°yã˛öy Ü˛Ó˚&ö–

f) Discuss in brief the physical features of India.

û˛yÓ˚ï˛ÓˆÏ£Ï≈Ó˚ ≤ÃyÜ,˛!ï˛Ü˛ ˜Ó!¢‹Tƒ §ÇˆÏ«˛ˆÏ˛õ xyˆÏ°yã˛öy Ü˛Ó˚&ö–

g) Discuss the background how Nationalism emerged inour country.

xyüy ÏòÓ˚ ˆò Ï¢ çyï˛#Î˚ï˛yÓy ÏòÓ˚ í zqÓ Ü˛#û˛y ÏÓ â Ïê˛ ï˛yÓ˚ ˛õê˛û) !ü xy Ï°yã˛öy

Ü˛Ó˚&ö–

h) Differentiate betwen 'Climate' and 'Weather'. Discuss ina nutshell the climate of North America.

Úç°ÓyÎ˚%Û Ä ÚxyÓ•yÄÎ˚yÛÓ˚ üˆÏôƒ ˛õyÌ≈Ü˛ƒ !öî≈Î˚ Ü˛Ó˚&ö– í˛z_Ó˚ xyˆÏü!Ó˚Ü˛yÓ˚

ç°ÓyÎ˚% §¡õˆÏÜ≈˛ §ÇˆÏ«˛ˆÏ˛õ xyˆÏ°yã˛öy Ü˛Ó˚&ö–

2. Answer any five questions : 6×5=30

ˆÎÈÙÈˆÜ˛yˆÏöy õÑyã˛!ê˛ ≤Ã ÏŸ¿Ó˚ í z_Ó˚ !òö É

a) What is meant by 'Correlation' ? How would youcorrelate History with Geography at the elementarylevel.

Úxö%Ó¶˛Û Ó°ˆÏï˛ Ü˛# ˆÓyé˛yÎ˚⁄ ≤ÃyÓ˚!Ω˛Ü˛ hflÏˆÏÓ˚ xy˛õ!ö Ü˛#û˛yˆÏÓ •z!ï˛•yˆÏ§Ó˚

§ˆÏD û)˛ˆÏàyˆÏ°Ó˚ xö%Ó¶˛ Ó˚ã˛öy Ü˛Ó˚ˆÏÓö⁄

b) State the modern trends in social studies curriculumconstruction in our country after independence.

xyüy ÏòÓ˚ ˆò Ï¢ fl∫yô#öï˛y°y Ïû˛Ó˚ ˛õÓ˚ §üyç!Óòƒy ˛õyë˛ƒe´ü Ó˚ã˛öyÎ˚ xyô%!öÜ˛

ôyÓ˚y í˛zˆÏÕ‘á Ü˛Ó˚&ö–

36T 36T

P.T.O.

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(3) (4)

c) What are the ways of using the 'Source' ? Point out theadvantages and disadvantages of source approach.

Úí˛zÍ§ÛÈÙÈˆÜ˛ ÓƒÓ•yÓ˚ Ü˛Ó˚yÓ˚ í˛z˛õyÎ˚§ü)• Ü˛#⁄ í˛zÍ§ ˛õk˛!ï˛Ó˚ §%!ÓˆÏô Ä

x§%!ÓˆÏô !ã˛!•´ï˛ Ü˛Ó˚&ö–

d) Discuss the problems of teaching social studies in theIndian context.

û˛yÓ˚ï˛ÓˆÏ£Ï≈Ó˚ ˛õ!Ó˚ˆÏ≤Ã!«˛ˆÏï˛ §üyç!Óòƒy !¢«˛ˆÏîÓ˚ §ü§ƒy=!° xyˆÏ°yã˛öy

Ü˛Ó˚&ö–

e) What do you understand by Project Method ? Why thismethod is regarded as one of the modern techniques ofteaching in schools ? Give reasons.

≤ÃÜ˛“ ˛õk˛!ï˛ Ó°ˆÏï˛ xy˛õ!ö Ü˛# ˆÓyˆÏé˛ö⁄ ~•z ˛õk˛!ï˛ˆÏÜ˛ Ü˛# Ü˛yÓ˚ˆÏî

!Óòƒy°Î˚ hflÏˆÏÓ˚ !¢«˛yòyˆÏö ~Ü˛!ê˛ xyô%!öÜ˛ !¢«˛îˆÏÜ˛Ô¢° !•ˆÏ§ˆÏÓ àîƒ Ü˛Ó˚y

•Î˚⁄ Î%!_´ !òö–

f) Discuss the features of a good text book of socialstudies at the elementary level.

≤ÃyÓ˚!Ω˛Ü˛ hflÏˆÏÓ˚ §üyç!ÓòƒyÎ˚ û˛yˆÏ°y ˛õyë˛ƒ˛õ%hflÏˆÏÜ˛Ó˚ ˜Ó!¢‹Tƒ=!° xyˆÏ°yã˛öy

Ü˛Ó˚&ö–

g) Explain the different types of evaluation in socialstudies.

§üyç!ÓòƒyÓ˚ !Ó!û˛ß¨ ôÓ˚ˆÏöÓ˚ ü)°ƒyÎ˚ö §¡õˆÏÜ≈˛ Óƒyáƒy Ü˛Ó˚&ö–

h) State the competencies of a social studies teacher inrelation to organisation of co-curricular activities.

§•˛õyë˛ƒe´!üÜ˛ Ü˛yÎ≈yÓ!° §Çàë˛ˆÏö §üyç!ÓòƒyÓ˚ !¢«˛ˆÏÜ˛Ó˚ §yüÌ≈ƒ í˛zˆÏÕ‘á

Ü˛Ó˚&ö–

i) Mention how Computer and Technology relatedprogrammes foster the professional development ofteachers of social studies.

Ü˛!¡õí˛zê˛yÓ˚ Ä ≤ÃÎ%!_´ §Çeýhsˇ Ü˛ü≈§)!ã˛ Ü˛#û˛yˆÏÓ §üyç!ÓòƒyÓ˚ !¢«˛ˆÏÜ˛Ó˚

Ó,!_ü)°Ü˛ í˛zß¨!ï˛ˆÏï˛ §y•yÎƒ Ü˛ˆÏÓ˚ ï˛y í˛zˆÏÕ‘á Ü˛Ó˚&ö–

3.a) Prepare a draft Lesson Plan selecting either from Historyor Geography (from Class VI to VIII) mentioning theproper instructional aids to be used. 15

£Ï¤˛ Ì ÏÜ˛ x‹Tü ◊!îÓ ü Ïôƒ •z!ï˛•y§ xÌÓy û) Ïày° !Ó£Ï ÏÎÓ Ì ÏÜ˛ !öÓ≈y!ã˛ï˛

~Ü˛!ê˛ ˛õyë˛˛õ!Ó˚Ü˛“öy ≤Ã›ï˛ Ü˛Ó˚&ö ~ÓÇ í˛z˛õÎ%_´ ≤Ãò#˛õˆÏöÓ˚ ÓƒÓ•yÓ˚ í˛zˆÏÕ‘á

Ü˛Ó˚&ö–

b) Give your suggestions for the improvement of class-room interaction. 5

ˆ◊!îÜ˛ˆÏ«˛ !üÌ!fl;˛Î˚yÓ˚ í˛zß¨!ï˛Ü˛ˆÏ“ xy˛õöyÓ˚ üï˛yüï˛ !òö–

36T 36T

P.T.O.




Paper — MC-06/07 (07)

Content cum Methodology of Teaching Physical Science



Group-A

!Óû˛yà ÈÙÈ Ü˛

Marks : 20 (Contents)

Answer any five questions from the following : 4×5=20


1.a) Distinguish between 'atom' and 'molecule'. 2

Ú˛õÓ˚üyî%Û ~ÓÇ Úxî%ÛÓ˚ üˆÏôƒ ˛õyÌ≈Ü˛ƒ !öˆÏò≈¢ Ü˛Ó˚&ö–

b) Calculate molecular mass of HNO3 and CaCO

3. 2

HNO3 ~ÓÇ CaCO

3ÈÙÈ~Ó˚ xyî!ÓÜ˛ Äçö àîöy Ü˛Ó˚&ö–

2. State the laws of 'Refraction'. 4

≤Ã!ï˛§Ó˚ ÏîÓ˚ §)e=!° !°á%ö–

3. How is CO2 produced in nature ? 4

Ü˛yÓ≈ö Èí˛y•zx:y•zí˛ ≤ÃÜ,˛!ï˛ˆÏï˛ Ü˛#û˛yˆÏÓ í˛zÍ˛õß¨ •Î˚⁄

4. Define 'Oxidation' and 'Reduction'. 4

ÚçyÓ˚îÛ Ä Ú!ÓçyÓ˚ˆÏîÛÓ˚ §ÇK˛y !òö–

5. Distinguish between 'Heat' and 'Temparature'. 4

Úï˛y˛õÛ Ä Úí˛z£èï˛yÓ˚Û üˆÏôƒ ˛õyÌ≈Ü˛ƒ !öˆÏò≈¢ Ü˛Ó˚&ö–

6.a) Calculate total number of atoms in HCl and H2SO

4

compounds. 2

'HCl' ~ÓÇ 'H2SO

4' ˆÎÔàò%!ê˛ˆÏï˛ ˆüyê˛ ˛õÓ˚üyî%§Çáƒy àîöy Ü˛Ó˚&ö–

b) Mention the use of Hydrocholoric acid and Sulphuricacid. 2

•y•z Ïí» y ÏÜœ y!Ó˚Ü˛ xƒy!§í˛ ~ÓÇ §y°!ú˛í z!Ó˚Ü˛ xƒy!§ Ïí˛Ó˚ ~Ü˛!ê˛ Ü˛ ÏÓ˚ ÓƒÓ•yÓ˚


7. State Newton's laws of motion. 4

!öí zê˛ ÏöÓ˚ à!ï˛§)e=!° !ÓÓ,ï˛ Ü˛Ó˚&ö–

8. State different types of salts with suitable examples. 4

°Óî Ü˛ï˛ ≤ÃÜ˛yÓ˚ Ä Ü˛# Ü˛#⁄ ≤ÃˆÏï˛ƒÜ˛ °ÓˆÏîÓ˚ ~Ü˛!ê˛ Ü˛ˆÏÓ˚ í˛zòy•Ó˚î

!òö–

Group-B

!Óû˛yà ÈÙÈ á

Marks : 30 (Methodology)

Attempt any five questions from the following : 6×5=30

ö# Ïã˛Ó˚ ≤ÃŸ¿=!°Ó˚ ü Ïôƒ ÎÈÙÈˆÜ˛y Ïöy õÑyã˛!ê˛ ≤Ã ÏŸ¿Ó˚ í z_Ó˚ !òö É

9. Discuss 'Teaching Aids' of teaching Physical Science atupper primary level. 6

í˛zFã˛ ≤ÃyÌ!üÜ˛ hflÏˆÏÓ˚ ˆû˛Ôï˛!ÓK˛yö !¢«˛ˆÏîÓ˚ Ú!¢«˛î ≤Ãò#˛õöÛ §¡õˆÏÜ≈˛


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P.T.O.

P-11

10. What are the advantages and disadvantages of LectureMethod ? 6

Ó_,´ï˛y ˛õk˛!ï˛Ó˚ §%!Óôy Ä x§%!Óôy=!° Ü˛# Ü˛#⁄

11. Discuss about the different steps of problem-solvingmethod. 6

§ü§ƒy §üyôyö ˛õk˛!ï˛Ó˚ !Ó!û˛ß¨ ôy˛õ §¡õˆÏÜ≈˛ xyˆÏ°yã˛öy Ü˛Ó˚&ö–

12. Discuss salient features of science curriculum for upperprimary stage as per NPE (1986). 6

çyï˛#Î˚ !¢«˛yö#!ï˛ (1986) xö%ÎyÎ˚# í˛zFã˛ ≤ÃyÌ!üˆÏÜ˛Ó˚ !ÓK˛yˆÏöÓ˚

˛õyë˛ƒe´ ÏüÓ˚ ≤Ãôyö ˜Ó!¢‹Tƒ=!° xy Ï°yã˛öy Ü˛Ó˚&ö–

13. Select a concept from Physical Science of upperprimary stage and show how you would teach theconcept with Advanced Organiser Model. 6

í˛zFã˛ ≤ÃyÌ!üˆÏÜ˛Ó˚ ˆû˛Ôï˛!ÓK˛yö ˆÌˆÏÜ˛ ˆÜ˛yˆÏöy ôyÓ˚îy !öÓ≈yã˛ö Ü˛Ó˚&ö ~ÓÇ

ˆ§!ê˛ˆÏÜ˛ x@ˇÃî# §Çàë˛Ü˛ üˆÏí˛ˆÏ°Ó˚ §y•yˆÏÎƒ Ü˛#û˛yˆÏÓ ˆ¢áyˆÏÓö !°á%ö–

14. Write note on : Science Club. 6

§Ç!«˛Æ ê˛#Ü˛y !°á%ö ≠ !ÓK˛yö Üœ yÓ–

15. For the preparation of an achievement test in physicalscience, choose a unit from upper primary curriculum.Develop five items on it mentioning the InstructionalObjectives (in action verb). 3+3

˛õyÓ˚ò!¢≈ï˛yÓ˚ xû˛#«˛y !öü≈yˆÏîÓ˚ çöƒ í˛zFã˛ ≤ÃyÌ!üˆÏÜ˛Ó˚ ˆû˛Ôï˛!ÓK˛yö ˆÌˆÏÜ˛

~Ü˛!ê˛ ~Ü˛Ü˛ !öÓ≈yã˛ö Ü˛Ó˚&ö– ~•z ~Ü˛Ü˛ ˆÌˆÏÜ˛ ˛õÑyã˛!ê˛ ≤ÃŸ¿ ˜ï˛!Ó˚ Ü˛Ó˚&ö–

≤Ã Ïï˛ƒÜ˛ ≤Ã ÏŸ¿Ó˚ çöƒ !¢«˛yàï˛ í z Ïj¢ƒ SÜ˛yÎ≈ü%á# !e´Î˚yÓ˚ §y•yˆÏÎƒV !°á%ö–

16. Discuss the criteria of a ideal Physical ScienceLaboratory. 6

~Ü˛!ê˛ xyò¢≈ û˛Ôï˛!ÓK˛yö õÓ˚#«˛yày ÏÓ˚Ó˚ =î=!° §¡õ ÏÜ≈ xy Ï°yã˛öy Ü˛Ó˚&ö–

17. Select a concept from Physical Science of upperprimary stage. Prepare three Frames for learning of theconcept by Linear Programming Method. 6

í˛zFã˛ ≤ÃyÌ!üˆÏÜ˛Ó˚ ˆû˛Ôï˛!ÓK˛yˆÏöÓ˚ ˆÎÈÙÈˆÜ˛yˆÏöy ~Ü˛!ê˛ ôyÓ˚îy !öÓ≈yã˛ö Ü˛Ó˚&ö–

~•z ôyÓ˚îy ˆÌˆÏÜ˛ ˜Ó˚!áÜ˛ ˆ≤Ãy@ˇÃyˆÏüÓ˚ üyôƒˆÏü ˆ¢áyˆÏöyÓ˚ çöƒ !ï˛ö!ê˛ ˆú ˛ü

˜ï˛!Ó˚ Ü˛Ó˚&ö–

Group-C

!Óû˛yà ÈÙÈ à

Marks : 20 (Lesson Plan)

18. Prepare a lesson plan on any one of the following topicsmentioning the class (VI, VII or VIII) for which it is meant.(Write Instructional Objectives, Teaching LearningMaterials, Presentation Stage and Evaluation Stage.) 20a) Reflection of Light.

b) Preparation of Oxygen in Laboratory.

c) Heat and Temparature.

d) Oxidation and Reduction.

ˆ◊!î (VI, VII or VIII) í˛zˆÏÕ‘á˛õ)Ó≈Ü˛ ö#ˆÏã˛Ó˚ ˆÎÈÙÈˆÜ˛yˆÏöy ~Ü˛!ê˛ !Ó£ÏˆÏÎ˚Ó˚

í z õÓ õyë˛˛õ!ÓÜ˛“öy Óã˛öy Ü˛Ó&ö– S!¢«˛yàï˛ í z Ïj¢ƒñ !¢«˛îÈÙÈ!¢áö í z õÜ˛Óîñ

í z õfliy˛õö hflÏÓ˚ ~ÓÇ ü)°ƒyÎ˚ö hflÏÓ˚ !°á Ïï˛ • ÏÓ–V

a) xy Ï°yÓ˚ ≤Ã!ï˛ú˛°ö–

b) õÓ˚#«˛yày ÏÓ˚ x!: Ïçö ≤Ã›!ï˛–

c) ï˛y˛õ Ä í˛z£èï˛y–

d) çyÓ˚î Ä !ÓçyÓ˚î–

37T 37T

P.T.O.

(4)(3)




Paper — MC-06/07 (08)

Content cum Methodology of Teaching Life Science



Group-A


Marks : 20 (Contents)

Answer any five questions from the following : 4×5=20


1. Discuss on different components of human blood. 4

üyö%ˆÏ£ÏÓ˚ Ó˚ˆÏ_´Ó˚ !Ó!û˛ß¨ í˛z˛õyòyö §¡õˆÏÜ≈˛ xyˆÏ°yã˛öy Ü˛Ó˚&ö–

2. Give an account of habits and habitat of crow. 4

Ü˛yˆÏÜ˛Ó˚ xyã˛yÓ˚ÈÙÈxyã˛Ó˚î Ä Óy§fliyö §¡õˆÏÜ≈˛ !°á%ö–

3. Write the role of water and light in production of foodof plants. 2+2

í˛z!qˆÏòÓ˚ áyòƒ ˜ï˛!Ó˚ˆÏï˛ ç° Ä xyˆÏ°yÓ˚ û)˛!üÜ˛y !°á%ö–

4. What is germination ? Give an account of factors ofgermination. 1+3

xB%˛ˆÏÓ˚yò‰àü Ü˛yˆÏÜ˛ ÓˆÏ°⁄ xB%˛ˆÏÓ˚yò‰àˆÏüÓ˚ ¢ï≈˛§ü)• xyˆÏ°yã˛öy Ü˛Ó˚&ö–

5. Write two beneficial and two harmful role of bacteria.2+2

ÓƒyÜ˛ˆÏê˛!Ó˚Î˚yÓ˚ ò%!ê˛ í˛z˛õÜ˛yÓ˚# Ä ò%!ê˛ x˛õÜ˛yÓ˚# û)˛!üÜ˛y !°á%ö–

6. Draw the diagram of animal cell and label any fourparts. 2+2

≤Ãyî#ˆÏÜ˛yˆÏ¢Ó˚ !ã˛e xB˛ö Ü˛Ó˚&ö ~ÓÇ ˆÎÈÙÈˆÜ˛yˆÏöy ã˛yÓ˚!ê˛ xÇ¢ !ã˛!•´ï˛

Ü˛Ó˚&ö–

7 Write the functions of two endocrine glands. 2+2

ò%!ê˛ xhsˇÉ«˛Ó˚y @ˇÃ!siÓ˚ Ü˛yç !°á%ö–

8. Write about the conservation of four endangeredanimals. 4

ã˛yÓ˚!ê˛ !Ó˛õß¨ ≤Ãyî#Ó˚ §ÇÓ˚«˛î §¡õˆÏÜ≈˛ !°á%ö–

Group-B



Attempt any five questions from the following : 6×5=30

ö# Ïã˛Ó˚ ≤ÃŸ¿=!°Ó˚ ü Ïôƒ ÎÈÙÈˆÜ˛y Ïöy õÑyã˛!ê˛ ≤Ã ÏŸ¿Ó˚ í z_Ó˚ !òö É

9. Discuss the practical and aesthetic aspects of LifeScience education. 3+3

ç#Óö!ÓK˛yö !¢«˛yÓ˚ ÓƒyÓ•y!Ó˚Ü˛ Ä öy®!öÜ˛ !òÜ˛ xyˆÏ°yã˛öy Ü˛Ó˚&ö–

10. List the instructional objectives followed by NCERT. 6

NCERT Ü˛ï,≈˛Ü˛ xö%§,ï˛ !¢«˛ˆÏîÓ˚ í˛zˆÏj¢ƒ=!°Ó˚ ï˛y!°Ü˛y ˜ï˛!Ó˚

Ü˛Ó˚&ö–

11. Explain the modern trends in Life Science curriculumconstruction. 6

ç#Óö!ÓK˛yö ˛õyë˛e´ü ˜ï˛!Ó˚Ó˚ xyô%!öÜ˛ ôyÓ˚y Óƒyáƒy Ü˛Ó˚&ö–

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P.T.O.B-12

(4)(3)

12. What do you mean by 'lesson plan' ? Discuss theimportance of lesson plan. 3+3

˛õyë˛˛õ!Ó˚Ü˛“öy Ó°ˆÏï˛ Ü˛# ˆÓyˆÏé˛ö⁄ ˛õyë˛˛õ!Ó˚Ü˛“öyÓ˚ ≤ÃˆÏÎ˚yçö#Î˚ï˛y


13. Give a comparative account of 'Inductive' and'Deductive' approach of teaching. 6

!¢«˛ˆÏîÓ˚ xyˆÏÓ˚y• Ä xÓˆÏÓ˚y• ˛õk˛!ï˛Ó˚ ï%˛°öyü)°Ü˛ xyˆÏ°yã˛öy Ü˛Ó˚&ö–

14. What is experimentation ? Discuss the importance ofexperiments. 2+4

˛õÓ˚#«˛y §¡õyòö Ó°ˆÏï˛ Ü˛# ˆÓyˆÏé˛ö⁄ ˛õÓ˚#«˛y §¡õyòˆÏöÓ˚ ≤ÃˆÏÎ˚yçö#Î˚ï˛y


15. Give an account of different types of boards that can beused in Life Science teaching. 6

ç#Óö!ÓK˛yö !¢«˛ˆÏî ÓƒÓ•*ï˛ !Ó!û˛ß¨ ôÓ˚ˆÏöÓ˚ ˆÓyˆÏí≈˛Ó˚ ˛õ!Ó˚ã˛Î˚ !òö–

16. How does a teacher make self-evaluation with respect toteaching ? 6

~Ü˛çö !¢«˛Ü˛ † !¢!«˛Ü˛y Ü˛#û˛yˆÏÓ !¢«˛î §¡õ!Ü≈˛ï˛ !öˆÏçÓ˚ ü)°ƒyÎ˚ö

Ü˛Ó ÏÓö⁄

17. Write notes on : 3×2=6

ê˛#Ü˛y !°á%ö ≠

a) Unit Test.

~Ü˛Ü˛ xû˛#«˛y–

b) Power-point presentation.

Power-point í˛z˛õfliy˛õö–

Group-C



18. Select any one from the following units and prepare alesson plan on any one sub-unit of the selected unit withrespect to instructional objectives, preparation,presentation, use of teaching aids and evaluation :a) Biodiversity and its classification.

b) Environment and public health.

c) Sturcuture of organism.

d) Endocrine glands and adolescence. 3+3+8+3+3=20

ö# Ïã˛ í z!Õ‘!áï˛ ÎÈÙÈ Ü˛y Ïöy ~Ü˛!ê˛ ~Ü˛Ü˛ !öÓ≈yã˛ö Ü˛ ÏÓ ï˛yÓ ~Ü˛!ê˛ í z õÈÙÈ~Ü˛ ÏÜ˛Ó

˛õyë˛˛õ!Ó˚Ü˛“öy ˜ï˛!Ó˚ Ü˛Ó˚ˆÏï˛ !¢«˛î#Î˚ í˛zˆÏj¢ƒñ ˛õyˆÏë˛Ó˚ xyˆÏÎ˚yçöñ ˛õyë˛

í˛z˛õfliy˛õöñ !¢«˛y§•yÎ˚Ü˛ í˛z˛õÜ˛Ó˚î ÓƒÓ•yÓ˚ ~ÓÇ ü)°ƒyÎ˚ö ÈÙÙÙÈ ~•z ôy˛õ=!°

!°á%ö ≠

a) ç#Ó ÏÓ!ã˛eƒ Ä ï˛yÓ˚ ◊!î!Óû˛yà–

b) õ!Ó˚ˆÏÓ¢ Ä çöfl∫yfliƒ–

c) ç#ÓˆÏòˆÏ•Ó˚ àë˛ö–

d) xhsˇÉ«˛Ó˚y @ˇÃ!si Ä ÓÎ˚É§!¶˛–

38T 38T

P.T.O.




Paper — MC-06/07 (09)

Content cum Methodology of Teaching Mathematics



Group-A


Marks : 20 (Content)

Answer any five questions : 4×5=20

ˆÎÈÙÈˆÜ˛yˆÏöy ˛õÑyã˛!ê˛ ≤ÃˆÏŸ¿Ó˚ í˛z_Ó˚ !òö É

1. If and , show that

Î!ò ~ÓÇ •Î˚ñ ˆòáyö ˆÎ

2. The ratio of copper and zinc in two types of brass are8 : 3 and 15 : 7 respectively. If these two types of brassare mixed in the ratio of 5 : 2, what will be the ratio of

copper and zinc in the new type of brass ?

ò%Û≤ÃÜ˛yÓ˚ !˛õï˛ˆÏ° ï˛yüy Ä òhflÏyÓ˚ xö%˛õyï˛ ÎÌye´ˆÏü 8 : 3 ~ÓÇ 15 : 7–

~•z ò%•z≤ÃÜ˛yÓ˚ !˛õï˛° 5 : 2 xö%˛õyˆÏï˛ ˆü¢yˆÏ° ˆÎ öï%˛ö ≤ÃÜ˛yˆÏÓ˚Ó˚ !˛õï˛°

˛õyÄÎ˚y ÎyˆÏÓñ ï˛yˆÏï˛ ï˛yüy Ä òhflÏyÓ˚ xö%˛õyï˛ Ü˛# •ˆÏÓ⁄

3. There are two perpendicular pillars of unequal heights.The angles of elevation from the feet and top of thesmaller pillar to the top of the larger piller be 45º and30º respectively. Prove that the heights of two pillars

are in the ratio .

ò%!ê˛ x§üyö í˛zÕ‘¡∫ á%Ñ!ê˛Ó˚ ˆåÈyˆÏê˛y!ê˛Ó˚ ˛õyòˆÏò¢ Ä ¢#£Ï≈ˆÏò¢ ˆÌˆÏÜ˛ ÓˆÏí˛¸y!ê˛Ó˚

¢# Ï£Ï≈Ó˚ í zß!ï˛ ˆÜ˛yî ÎÌye´ Ïü 45º Ä 30ºó ≤Ãüyî Ü˛Ó˚&ö á%Ñ!ê˛ò%!ê˛Ó˚ í zFã˛ï˛yÓ˚

xö%˛õyï˛ –

4. P and R are the mid points of AB and AC of ∆ABC.BR and CP intersect each other at O. Prove that∆BOC = APOR.

ABC !eû%˛ˆÏçÓ˚ AB and AC Óy‡Ó˚ üôƒ!Ó®% ÎÌye´ˆÏü P ~ÓÇ R–

BR ~ÓÇ CP ˛õÓ˚flõÓ˚ O !Ó®%ˆÏï˛ ˆåÈò Ü˛Ó˚ˆÏ°ñ ≤Ãüyî Ü˛Ó˚&ö

∆BOC = APOR–

5. If , where A and B are positive

acute angles, find the value of

.

Î!ò •Î˚

(2)39T 39T

P.T.O.G-13

[ˆÎáyˆÏö A ~ÓÇ B «%˛oï˛ü ôöydÜ˛ ˆÜ˛yî§ü)•]

ï˛y•ˆÏ° üyö !öî≈Î˚ Ü˛Ó˚&ö

–

6. The time taken by 'B' to do a piece of work would beless than that of 'A' by 5 days. 'A' and 'B' together cando the work in 6 days. In how many days can 'A' alonedo the work ?

'A' ~Ü˛!ê˛ Ü˛yç Îï˛!ò Ïö Ü˛Ó˚ Ïï˛ ˛õy ÏÓ˚ñ 'B' ï˛yÓ˚ ˆÌ ÏÜ˛ 5 !òö Ü˛ Ïü Ü˛yç!ê˛

ˆ¢£Ï Ü˛ˆÏÓ˚– 'A' Ä 'B' ~Ü˛ˆÏe Ü˛yç Ü˛Ó˚ˆÏ° 6 !òˆÏö Ü˛yç!ê˛ ˆ¢£Ï Ü˛ˆÏÓ˚–

'A' ~Ü˛y Ü˛ï˛!òˆÏö Ü˛yç!ê˛ ˆ¢£Ï Ü˛Ó˚ˆÏï˛ ˛õyÓ˚ˆÏÓ⁄

7. A person bought an almirah and a table for Rs. 9000.He sold the almirah at a profit of 12% and the table ata loss of 4%. He made a profit of 6% on the whole.Calculate the cost price of almirah and the table.

~Ü˛ Óƒ!_´ 9000 ê˛yÜ˛yÎ˚ ~Ü˛!ê˛ xy°üy!Ó˚ Ä ~Ü˛!ê˛ ˆê˛!Ó° e´Î˚ Ü˛ˆÏÓ˚ö–

!ï˛!ö xy°üy!Ó˚!ê˛ 12% °yˆÏû˛ ~ÓÇ ˆê˛!Ó°!ê˛ 4% «˛!ï˛ˆÏï˛ !Óe´Î˚ Ü˛ˆÏÓ˚ö–

!ï˛!ö ˆüy Ïê˛Ó˚ í z õÓ˚ 6% °yû˛ Ü˛ ÏÓ˚ö– xy°üy!Ó˚ Ä ˆê˛!Ó Ï°Ó˚ e´Î˚ü)°ƒ !öî≈Î˚

Ü˛Ó˚&ö–

8. Solve

.

§üyôyö Ü˛Ó˚&ö

.

Group-B



Attempt any five questions : 6×5=30

ˆÎÈÙÈˆÜ˛yˆÏöy õÑyã˛!ê˛ ≤Ã ÏŸ¿Ó˚ í z_Ó˚ !òö É

9. Mention few conceptions about the nature ofMathematics. Briefly state any one conception. 3+3

à!î Ïï˛Ó˚ ≤ÃÜ, !ï˛ §¡∫ Ï¶˛ Ü˛ ÏÎ˚Ü˛!ê˛ ôyÓ˚îyÓ˚ í z ÏÕ‘á Ü˛Ó˚&ö– ˆÎÈÙÈˆÜ˛y Ïöy ~Ü˛!ê˛

ôyÓ˚îyÓ˚ §Ç!«˛Æ !ÓÓÓ˚î !òö–

10. Mention with examples the correlation of Mathematics

with any other four subjects. 1 ×4

í˛zòy•Ó˚î§• à!îˆÏï˛Ó˚ §ˆÏD xöƒ ˆÎÈÙÈˆÜ˛yˆÏöy ã˛y!Ó˚!ê˛ !Ó£ÏˆÏÎ˚Ó˚ §•§¡∫Ï¶˛


11. Mention the principles that should be followed whilesequencing the contents of Mathematics at Secondarylevel. 6

üyôƒ!üÜ˛ hflÏ ÏÓ˚ à!î Ïï˛Ó˚ !Ó£ÏÎ˚Ó› ôyÓ˚yÓy!•Ü˛û˛y ÏÓ !ÓöƒhflÏ Ü˛Ó˚yÓ˚ çöƒ ˆÜ˛yö‰

ö#!ï˛=!° xö%§Ó˚î Ü˛Ó˚y í˛z!ã˛ï˛ ï˛y í˛zˆÏÕ‘á Ü˛Ó˚&ö–

12. What do you mean by 'content analysis' ? Arrange anytopic of class VIII Mathematics into its concepts andexpected outcomes. 2+4

!Ó£ÏÎ˚Ó›Ó˚ !Ó ÏŸ’£Ïî Ó° Ïï˛ Ü˛# ˆÓy Ïé˛ö⁄ x‹Tü ˆ◊!îÓ˚ à!î Ïï˛Ó˚ ˆÎÈÙÈ Ü˛y Ïöy

~Ü˛!ê˛ !Ó£ÏÎ˚§)!ã˛ˆÏÜ˛ ôyÓ˚îy Ä Óy!N˛ï˛ ú˛°◊&!ï˛Ó˚ !û˛!_ˆÏï˛ §yçyö–

13. Compare in brief with examples, the Inductive andDeductive method of teaching Mathematics. 3+3

í zòy•Ó˚î§• à!îï˛ !¢«˛ Ïî xy ÏÓ˚y•# Ä xÓ ÏÓ˚y•# ˛õk˛!ï˛Ó˚ §Ç Ï«˛ Ï õ ï% °öy

Ü˛Ó˚&ö–

(4)(3) 39T 39T

P.T.O.

14. What is meant by Diagnostic Test in Mathematics ?How this type of test helps the students to remove theirbackwardness in Mathematics ? 3+3

à!îˆÏï˛ !öòyöü)°Ü˛ xû˛#«˛y Ó°ˆÏï˛ Ü˛# ˆÓyé˛yÎ˚⁄ ~•z ôÓ˚ˆÏöÓ˚ xû˛#«˛y

à!îˆÏï˛ åÈyeåÈye#ˆÏòÓ˚ ò%Ó≈°ï˛y ò)Ó˚#Ü˛Ó˚ˆÏî Ü˛#û˛yˆÏÓ §y•yÎƒ Ü˛ˆÏÓ˚⁄

15. Analyse with examples the effectiveness of any twoteaching aids in teaching Mathematics. 3+3

í zòy•Ó˚î§• à!îï˛ !¢«˛ Ïî ˆÎÈÙÈˆÜ˛y Ïöy ò%!ê˛ ≤Ãò#˛õ ÏöÓ˚ Ü˛yÎ≈Ü˛y!Ó˚ï˛y !Ó ÏŸ’£Ïî

Ü˛Ó˚&ö–

16. Elucidate the objectives of teaching Mathematics atsecondary level. 6

üyôƒ!üÜ˛ hflÏ ÏÓ˚ à!îï˛ !¢«˛yÓ˚ í z Ïj¢ƒ=!° !ÓÓ,ï˛ Ü˛Ó˚&ö–

17. Define Unit Test. Prepare a Unit Test in Mathematics offull mark 10 consisting of different types of objectivetest items. 2+4

•zí˛z!öê˛ xû˛#«˛y Ü˛yˆÏÜ˛ ÓˆÏ°⁄ !Ó!û˛ß¨ ôÓ˚ˆÏöÓ˚ ˜öÓ≈ƒ!_´Ü˛ xû˛#«˛y§•

˛õ)î≈§Çáƒy 10ÈÙÈ~Ó˚ ~Ü˛!ê˛ à!îˆÏï˛Ó˚ •zí˛z!öê˛ xû˛#«˛y ≤Ã›ï˛ Ü˛Ó˚&ö–

18. Write notes on (any two) : 3+3

ê˛#Ü˛y !°á%ö SˆÎÈÙÈˆÜ˛yˆÏöy ò%!ê˛V ≠

a) Math Laboratory.

à!îï˛ ˛õÓ˚#«˛yàyÓ˚–

b) Commitment of mathematics teachers to values.

ü)°ƒˆÏÓyˆÏôÓ˚ ≤Ã!ï˛ à!îï˛ !¢«˛ˆÏÜ˛Ó˚ òyÎ˚Ók˛ï˛y–

c) Mathematics Quiz.

à!îï˛ Ü%˛•zç–

Group-C



19. Prepare a Lesson Plan on any one of the following topics :20

a) Application of the formula

(a+b)2 = a2 + 2ab + b2

b) Fractions

c) Classification of triangles

d) Calculation of interest

or

a) Mention class, divide a topic into its subtopics statingthe number of periods required. 2

b) State different instructional objectives of any subtopics.3

c) Name different necessary teaching aids. 2

d) Prepare the table of instruction. 5

e) Frame two probing questions. 4

f) Prepare 'Home task'. 4

!ö¡¨!°!áï˛ ÎÈÙÈˆÜ˛yˆÏöy ~Ü˛!ê˛ ~Ü˛ˆÏÜ˛Ó˚ í˛z˛õÓ˚ õyë˛ê˛#Ü˛y ï˛!Ó˚ Ü˛Ó˚&ö ≠

a) (a+b)2 = a2 + 2ab + b2 §)e!ê˛Ó˚ ≤ÃˆÏÎ˚yà

b) û˛@¿yÇ¢

c) !eû% ÏçÓ˚ ◊!î!Óû˛yà

d) §%òÜ˛£Ïy

xÌÓy

a) ˆ◊!î í˛zˆÏÕ‘á Ü˛ˆÏÓ˚ ~Ü˛!ê˛ ~Ü˛Ü˛ˆÏÜ˛ í˛z˛õ~Ü˛Ü˛§ü)ˆÏ• û˛yà Ü˛Ó˚&ö Ä

≤ÃˆÏÎ˚yçö#Î˚ !˛õ!Ó˚Î˚ˆÏí˛Ó˚ §Çáƒy í˛zˆÏÕ‘á Ü˛Ó˚&ö–

(6)(5) 39T 39T

P.T.O.

(7) 39T

b) ˆÎÈÙÈˆÜ˛yˆÏöy ~Ü˛!ê˛ í˛z˛õ~Ü˛ˆÏÜ˛Ó˚ !öˆÏò≈¢öyü)°Ü˛ í˛zˆÏj¢ƒ=!°Ó˚ í˛zˆÏÕ‘á

Ü˛Ó˚&ö–

c) ≤ÃˆÏÎ˚yçö#Î˚ !¢«˛y ≤Ãò#˛õˆÏöÓ˚ öyü Ó°%ö–

d) !¢«˛yòy ÏöÓ˚ ˆê˛!Ó°!ê˛ ˜ï˛!Ó˚ Ü˛Ó˚&ö–

e) ò%!ê˛ xö%§¶˛yö# ≤ÃŸ¿ ˜ï˛!Ó˚ Ü˛Ó˚&ö–

f) ≤ÃˆÏÎ˚yçö#Î˚ à,•Ü˛yç !òö–




Paper — MC-06/07 (10)

Content cum Methodology of Teaching Work Education




ˆÎÈÙÈˆÜ˛yˆÏöy ˛õÑyã˛!ê˛ ≤ÃˆÏŸ¿Ó˚ í˛z_Ó˚ ≤Ã!ï˛!ê˛ 200 ¢ˆÏ∑Ó˚ üˆÏôƒ !òö É

(a) According to Kothari Commission 'Technicacy' is abasic element of Education — what does 'Technicacy'mean ? Discuss its importance.

ˆÜ˛yë˛y!Ó˚ Ü˛!ü¢ˆÏöÓ˚ üˆÏï˛ !¢«˛yÓ˚ ~Ü˛!ê˛ ˆüÔ!°Ü˛ í˛z˛õyòyö •ˆÏFåÈ

Úˆê˛Ü‰˛!öˆÏÜ˛!§Û (technicacy)ÈÙÙÙÈ~•z 'technicacy' Ü˛Ìy!ê˛Ó˚ xÌ≈ Ü˛#⁄

~!ê˛Ó˚ =Ó˚&c xyˆÏ°yã˛öy Ü˛Ó˚&ö–

(b) Distinguish between Work Education and BasicEducation.

Ü˛ü≈!¢«˛yÓ˚ §ˆÏD Ó%!öÎ˚y!ò !¢«˛yÓ˚ ˛õyÌ≈Ü˛ƒ !öî≈Î˚ Ü˛Ó˚&ö–

(c) State the importance of Project Method in WorkEducation.

Ü˛ü≈!¢«˛yÎ˚ ˆ≤ÃyˆÏçQ ˛õk˛!ï˛Ó˚ =Ó˚&c xyˆÏ°yã˛öy Ü˛Ó˚&ö–

(d) How can a learner's social environment contribute toenhance proficiency in Work Education — Discuss inbrief.

!¢«˛yÌ≈#Ó˚ §yüy!çÜ˛ ˛õ!Ó˚ ÏÓ¢ Ü˛#û˛y ÏÓ Ü˛ü≈!¢«˛yÓ˚ Ü% ¢°ï˛y xç≈ Ïö §•yÎ˚ï˛y

Ü˛Ó˚ˆÏï˛ ˛õyˆÏÓ˚ ÈÙÙÙÈ §ÇˆÏ«˛ˆÏ˛õ xyˆÏ°yã˛öy Ü˛Ó˚&ö–

(e) Discuss the importance of instructional objectives inWork Education.

Ü˛ü≈!¢«˛yÓ˚ !ö Ïò≈¢öyü)°Ü˛ í z Ïj Ï¢ƒÓ˚ =Ó˚&c xy Ï°yã˛öy Ü˛Ó˚&ö–

(f) Mention the values that may be developed throughwork education.

Ü˛ü≈!¢«˛y Ü˛# Ü˛# ü)°ƒˆÏÓyˆÏôÓ˚ !ÓÜ˛y¢ âê˛yˆÏï˛ ˛õyˆÏÓ˚ ï˛y í˛zˆÏÕ‘á Ü˛Ó˚&ö–

(g) What are the aims of Work Education listed by WestBengal Board of Secondary Education ?

˛õ!ÿ˛üÓD üôƒ!¢«˛y ˛õ£Ï≈ò Ü˛ü≈!¢«˛yÓ˚ ˆÎ °«˛ƒ=!° !öÓ˚*˛õî Ü˛ˆÏÓ˚ˆÏåÈö

ˆ§=!° Ü˛# Ü˛#⁄

(h) Discuss the main characteristic features of teaching aidsin Work Education.

Ü˛ü≈!¢«˛yÎ˚ !¢«˛î í˛z˛õÜ˛Ó˚ˆÏîÓ˚ ≤Ãôyö ˜Ó!¢‹Tƒ=!° §ÇˆÏ«˛ˆÏ˛õ xyˆÏ°yã˛öy

Ü˛Ó˚&ö–


ˆÎÈÙÈˆÜ˛y Ïöy õÑyã˛!ê˛ ≤Ã ÏŸ¿Ó˚ í z_Ó˚ ≤Ã!ï˛!ê˛ 250!ê˛ ¢ Ï∑Ó˚ ü Ïôƒ !òö É

(a) Differentiate between Work Education and Sociallyuseful Productive Work.

Ü˛ü≈!¢«˛y Ä §üyˆÏçy˛õˆÏÎyà# í˛zÍ˛õyòöydÜ˛ Ü˛ˆÏü≈Ó˚ üˆÏôƒ ˛õyÌ≈Ü˛ƒ !öî≈Î˚

Ü˛Ó˚&ö–

(2)40T 40T

P.T.O.

Y-14

(b) Discuss the role of Headmaster for teaching-learning ofWork Education in School.

!Óòƒy° ÏÎ˚ Ü˛ü≈!¢«˛yÓ˚ ˛õë˛ö˛õyë˛ ÏöÓ˚ çöƒ ≤Ãôyö !¢«˛ ÏÜ˛Ó˚ û) !üÜ˛y xy Ï°yã˛öy

Ü˛Ó˚&ö–

(c) What is discussion method ? Discuss its relevance inwork education.

xyˆÏ°yã˛öy ˛õk˛!ï˛ Ü˛#⁄ Ü˛ü≈!¢«˛yÎ˚ ~•z ˛õk˛!ï˛Ó˚ ï˛yÍ˛õÎ≈ xyˆÏ°yã˛öy Ü˛Ó˚&ö–

(d) Mention any four methods of teaching. Which one youconsider most suitable for Teaching Work Education —Discuss.

ˆÎÈÙÈˆÜ˛yˆÏöy ã˛yÓ˚!ê˛ !¢«˛î ˛õk˛!ï˛Ó˚ í˛zˆÏÕ‘á Ü˛Ó˚&ö– Ü˛ü≈!¢«˛yÓ˚ ˛õˆÏ«˛ ˆÜ˛yö‰!ê˛

ˆÓ!¢ í˛z˛õˆÏÎyà# ÓˆÏ° üˆÏö Ü˛ˆÏÓ˚ö ÈÙÙÙÈ xyˆÏ°yã˛öy Ü˛Ó˚&ö–

(e) How can you teach 'Duster-Making' by discussionmethod ?

xyˆÏ°yã˛öy ˛õk˛!ï˛Ó˚ üyôƒˆÏü Ü˛#û˛yˆÏÓ Úí˛yfiê˛yÓ˚ ˜ï˛!Ó˚Û ˆ¢áyˆÏÓö⁄

(f) What are the main raw materials for Candle-Making ?Discuss the process of its production.

ˆüyüÓy!ï˛ ≤Ã›ï˛Ü˛Ó˚ˆÏîÓ˚ ≤Ãôyö ÜÑ˛yã˛yüy° Ü˛#⁄ ≤Ã›ï˛ ≤Ãîy°# xyˆÏ°yã˛öy

Ü˛Ó˚&ö–

(g) What are the different ways of decorating earthenpots ? Discuss any one with raw materials and equip-ments required.

üy!ê˛Ó˚ ˛õye x°ÇÜ˛Ó˚ˆÏîÓ˚ !Ó!û˛ß¨ ˛õk˛!ï˛=!° Ü˛# Ü˛#⁄ ≤ÃˆÏÎ˚yçö#Î˚ ÜÑ˛yã˛yüy°

~ÓÇ §Ó˚Oyü§• ˆÎÈÙÈˆÜ˛yˆÏöy ~Ü˛!ê˛ !Ó£ÏˆÏÎ˚ xyˆÏ°yã˛öy Ü˛Ó˚&ö–

(h) Discuss the different phases of maintaining a WorkDiary.

ÄÎ˚yÜ≈˛ í˛yˆÏÎ˚!Ó˚ Óy Ü˛ü≈!òö˛õ!O Ó˚«˛îyˆÏÓ«˛ˆÏîÓ˚ !Ó!Óô õÎ≈yÎ˚=!° xyˆÏ°yã˛öy

Ü˛Ó˚&ö–

(i) Which part of a computer is considered as its brain ?What are its main features ?

Ü˛!¡õí˛zê˛yˆÏÓ˚Ó˚ ü!hflÏ‹Ò ˆÜ˛yö‰ xÇ¢!ê˛ˆÏÜ˛ Ó°y ˆÎˆÏï˛ ˛õyˆÏÓ˚⁄ ~Ó˚ ≤Ãôyö

˜Ó!¢‹Tƒ=!° Ü˛# Ü˛#⁄

3. Prepare a lesson plan, mentioning the class for whichmeant, on any one of the following : 20×1=20

ö#ˆÏã˛Ó˚ ˆÎÈÙÈˆÜ˛yˆÏöy ~Ü˛!ê˛Ó˚ í˛z˛õÓ˚ ˆ◊!î í˛zˆÏÕ‘á Ü˛ˆÏÓ˚ ˛õyë˛˛õ!Ó˚Ü˛“öy ≤Ã›ï˛

Ü˛Ó˚&ö ≠

i) Flower making by paper

Ü˛yà ÏçÓ˚ ú% ° ï˛!Ó˚

ii) Bee keeping

ˆüÔüy!åÈ ≤Ã!ï˛˛õy°ö

iii) Paper Bag making

Ü˛yà ÏçÓ˚ Óƒyà ï˛!Ó˚

iv) Paper Envelop making

Ü˛yà ÏçÓ˚ áyü ï˛!Ó˚

40T 40T (4)(3)

P.T.O.




Paper — OC-05B (01)

Population Education and Development Education



1. Answer any five questions in about 60 words each :

2×5=10


(a) Write the definition of Population Education.

çö§Çáƒy !¢«˛yÓ˚ §ÇK˛y !°á%ö–

(b) Write two aims of Population Education.

çö§Çáƒy !¢«˛yÓ˚ ò%!ê˛ °«˛ƒ !°á%ö–

(c) Write the nature of Population Education (any twopoints).

çö§Çáƒy !¢«˛yÓ˚ ≤ÃÜ,˛!ï˛ !°á%ö SˆÎÈÙÈˆÜ˛yˆÏöy ò%!ê˛ ≤Ã§DV–

(d) Define Family.

˛õ!Ó˚ÓyˆÏÓ˚Ó˚ §ÇK˛y !òö–

(e) Write two important features of Public HealthEducation.

çöfl∫yfliƒ !¢«˛yÓ˚ ò%!ê˛ =Ó˚&c !°á%ö–

(f) What are the indices of Urbanisation ?

öàÓ˚yÎ˚ˆÏîÓ˚ §)ã˛Ü˛ Ü˛# Ü˛#⁄

(g) What are the methods of teaching of Population Devel-opment Education ?

çö§Çáƒy í˛zß¨Î˚ö !¢«˛yÎ˚ !¢«˛yòyö˛õk˛!ï˛=!° Ü˛# Ü˛#⁄

(h) Write two methods of evaluation of Population andDevelopment education.

çö§Çáƒy Ä í˛zß¨Î˚ö !¢«˛yÎ˚ ü)°ƒyÎ˚ˆÏöÓ˚ ò%!ê˛ ˛õk˛!ï˛ !°á%ö–


5×6=30

≤Ã!ï˛!ê˛ 250!ê˛ ¢ˆÏ∑Ó˚ üˆÏôƒ ÎÈÙÈˆÜ˛yˆÏöy åÈÎ˚!ê˛ ≤ÃˆÏŸ¿Ó˚ í˛z_Ó˚ !òö É

(a) Discuss in brief what do you understand by Populationand Development education.

çö§Çáƒy Ä í˛zß¨Î˚ö !¢«˛y Ó°ˆÏï˛ Ü˛# ˆÓyé˛yÎ˚ ï˛y §ÇˆÏ«˛ˆÏ˛õ xyˆÏ°yã˛öy

Ü˛Ó˚&ö–

(b) What is sustainable development ?

§%!fliï˛ í˛zß¨Î˚ö Ü˛#⁄

(c) Write the scope of Population and Developmenteducation.

çö§Çáƒy Ä í˛zß¨Î˚ö !¢«˛yÓ˚ ˛õ!Ó˚!ô !°á%ö–

(d) What are the importances of Population and Develop-ment education in context of India ?

û˛yÓ˚ï˛ÓˆÏ£Ï≈Ó˚ ˛õ!Ó˚ˆÏ≤Ã!«˛ˆÏï˛ çö§Çáƒy Ä í˛zß¨Î˚ö !¢«˛yÓ˚ =Ó˚&c Ü˛# Ü˛#⁄

(e) How population and development are interrelated ?

çö§Çáƒy Ä í˛zß¨Î˚ö Ü˛#û˛yˆÏÓ xyhsˇÉ §¡õ!Ü≈˛ï˛ ⁄

(f) What do you understand by family life ?

˛õy!Ó˚Óy!Ó˚Ü˛ ç#Óö Ó°ˆÏï˛ Ü˛# ˆÓyé˛yÎ˚⁄

(2)43T 43T

P.T.O.W-15

(g) How does health education improve the quality oflife ?

fl∫yfliƒ!¢«˛y Ü˛#û˛yˆÏÓ ç#ÓˆÏöÓ˚ üyö í˛zß¨Î˚ö Ü˛Ó˚ˆÏï˛ ˛õyˆÏÓ˚⁄

(h) What is the importance of populaction education amongadolescents ?

!Ü˛ Ï¢yÓ˚ÈÙÈ!Ü˛ Ï¢yÓ˚# ÏòÓ˚ çö§Çáƒy !¢«˛yÓ˚ =Ó˚&c Ü˛#⁄

(i) What should be the nature of curriculum of populationeducation and development education ?

çö§Çáƒy !¢«˛y Ä í˛zß¨Î˚ö !¢«˛yÓ˚ ˛õyë˛ƒe´ü Ü˛#Ó˚*˛õ •ÄÎ˚y í˛z!ã˛ï˛⁄

3. Answer any two questions in about 500 words each :

10×2=20

≤Ã!ï˛!ê˛ 500!ê˛ ¢ˆÏ∑Ó˚ üˆÏôƒ ÎÈÙÈˆÜ˛yˆÏöy ò%!ê˛ ≤Ã ÏŸ¿Ó˚ í z_Ó˚ !òö É

(a) Discuss critically in detail the aims and objectives ofteaching population and development education.

çö§Çáƒy !¢«˛y Ä í˛zß¨Î˚ö !¢«˛yÓ˚ °«˛ƒ Ä í˛zˆÏj¢ƒ=!° Î%!_´§•

!ÓhflÏy!Ó˚ï˛û˛y ÏÓ xy Ï°yã˛öy Ü˛Ó˚&ö–

(b) How is sustainable development related to urbanisationand population migration ?

öàÓ˚yÎ˚î Ä çö§Çáƒy fliyöyhsˇÓ˚î §%!fliï˛ í˛zß¨Î˚ˆÏöÓ˚ §ˆÏD Ü˛#û˛yˆÏÓ Î%_´ ÈÙÙÙÈ


(c) How can population education and development edu-cation be taught through project method — discusswith example.

çö§Çáƒy !¢«˛y Ä í zßÎ˚ö !¢«˛y Ü˛#û˛y ÏÓ ˆ≤Ãy ÏçQ ˛õk˛!ï˛ Ïï˛ ˛õyë˛òyö Ü˛Ó˚y

ÎyˆÏÓ í˛zòy•Ó˚î§• xyˆÏ°yã˛öy Ü˛Ó˚&ö–

(d) How does population education and developmenteducation are related with other subjects ?

çö§Çáƒy !¢«˛y Ä í zßÎ˚ö !¢«˛y xöƒyöƒ !Ó£ÏÎ˚=!°Ó˚ §y ÏÌ Ü˛#û˛y ÏÓ Î%_´ ï˛y


(e) Which methods could be adopted in theevaluation of population education and developmenteducation ? Discuss.çö§Çáƒy !¢«˛y Ä í˛zß¨Î˚ö !¢«˛yÓ˚ ü)°ƒyÎ˚ˆÏö ˆÜ˛yö‰ ˆÜ˛yö‰ ˛õk˛!ï˛ @ˇÃ•î Ü˛Ó˚y

í˛z!ã˛ï˛ ï˛y xyˆÏ°yã˛öy Ü˛Ó˚&ö–

43T 43T (4)(3)

P.T.O.




Paper — OC-05B (02)

Environmental Education





(a) Write the full form of 'p.p.m'.

'p.p.m'-~Ó˚ ˛õ)î≈yD Ó˚*˛õ!ê˛ !°á%ö–

(b) What do you mean by 'Acid rain'?

'Acid rain' Ó°ˆÏï˛ Ü˛# ˆÓyˆÏé˛ö⁄

(c) What is the name of the metal cousing the Minamatadisease ?

!üöyüyê˛y ˆÓ˚yà §,!‹TÜ˛yÓ˚# ôyï%˛!ê˛Ó˚ öyü Ü˛#⁄

(d) What do you mean by 'ecosystem' ?

ÚÓy›ï˛sfÛ Ó°ˆÏï˛ Ü˛# ˆÓyˆÏé˛ö⁄

(e) What do you mean by environmental behaviour ?

˛õ!Ó˚ˆÏÓ¢ §Çeýhsˇ xyã˛Ó˚î Ó°ˆÏï˛ Ü˛# ˆÓyˆÏé˛ö⁄

(f) When is the World Environment Day celebrated ?

!ÓŸª ˛õ!Ó˚ˆÏÓ¢ !òÓ§ Ü˛ˆÏÓ ˛õy!°ï˛ •Î˚⁄

(g) What is meant by food-chain ?

áyòƒ¢,C° Ó°ˆÏï˛ Ü˛# ˆÓyé˛yÎ˚⁄

(h) What do you mean by environment ?

˛õ!Ó˚ˆÏÓ¢ Ó°ˆÏï˛ Ü˛# ˆÓyˆÏé˛ö⁄


5×6=30

≤Ã!ï˛!ê˛ 250!ê˛ ¢ˆÏ∑Ó˚ ü Ïôƒ ÎÈÙÈˆÜ˛yˆÏöy åÈÎ˚!ê˛ ≤Ã ÏŸ¿Ó˚ í z_Ó˚ !òö É

(a) Discuss in breif the historical perspective of environ-mental education in India.

û˛yÓ˚ï˛ÓˆÏ£Ï≈ ˛õ!Ó˚ˆÏÓ¢!ÓòƒyÓ˚ ˙!ï˛•y!§Ü˛ ˆ≤Ã«˛y˛õê˛ §ÇˆÏ«˛ˆÏ˛õ xyˆÏ°yã˛öy

Ü˛Ó˚&ö–

(b) Discuss in brief, any one philosophical basis ofenvironmental education.

˛õ!Ó˚ˆÏÓ¢!ÓòƒyÓ˚ ˆÎÈÙÈˆÜ˛yˆÏöy ~Ü˛!ê˛ òy¢≈!öÜ˛ !û˛!_ §ÇˆÏ«˛ˆÏ˛õ xyˆÏ°yã˛öy

Ü˛Ó˚&ö–

(c) What do you mean by 'Environmental Progress' ?

'Environmental Progress' Ó°ˆÏï˛ Ü˛# ˆÓyˆÏé˛ö⁄

(d) Write a note on water pollution.

ç°ò)£ÏˆÏîÓ˚ í˛z˛õÓ˚ ~Ü˛!ê˛ ê˛#Ü˛y !°á%ö–

(e) Discuss some of the measures to prevent Air-pollution.

ÓyÎ˚%ò)£Ïî ˆÓ˚yˆÏôÓ˚ Ü˛ˆÏÎ˚Ü˛!ê˛ ÓƒÓfliy xyˆÏ°yã˛öy Ü˛Ó˚&ö–

(f) What do you mean by bio-geo-chemical cycle ?

˜çÓÈÙÈû)˛Ó˚y§yÎ˚!öÜ˛ã˛e´ Ó°ˆÏï˛ Ü˛# ˆÓyˆÏé˛ö⁄

(2)44T 44T

P.T.O.P-16

(g) Express your own views regarding the best teachingmethod for environmental education at the school level.

!Óòƒy°Î˚ hflÏˆÏÓ˚ ˛õ!Ó˚ˆÏÓ¢!ÓòƒyÓ˚ !¢«˛yòyˆÏöÓ˚ §ˆÏÓ≈y_ü ˛õk˛!ï˛ ˆÜ˛yö‰!ê˛ ˆ§•z

!Ó£ÏˆÏÎ˚ xy˛õöyÓ˚ !öçfl∫ üï˛yüï˛ !òö–

(h) Discuss in brief, some of the methods to solve environ-mental problems at the local level.

xyM È!°Ü˛ hflÏ ÏÓ˚ õ!Ó˚ ÏÓ¢àï˛ §ü§ƒyÓ!° §üyôy ÏöÓ˚ Ü˛ ÏÎ˚Ü˛!ê˛ í z õyÎ˚ §Ç Ï«˛ Ï õ


(i) Write a short note on sound pollution.

¢∑ò)£ÏˆÏîÓ˚ í˛z˛õÓ˚ ~Ü˛!ê˛ §Ç!«˛Æ ê˛#Ü˛y !°á%ö–

3. Answer any two questions in about 500 words each :

10×2=20

≤Ã!ï˛!ê˛ 500!ê˛ ¢ˆÏ∑Ó˚ üˆÏôƒ ÎÈÙÈˆÜ˛yˆÏöy ò%!ê˛ ≤Ã ÏŸ¿Ó˚ í z_Ó˚ !òö É

(a) Write a short essay on the present status of environmen-tal education in India.

û˛yÓ˚ï˛ÓˆÏ£Ï≈ ˛õ!Ó˚ˆÏÓ¢!ÓòƒyÓ˚ Óï≈˛üyö xÓfliy §¡õˆÏÜ≈˛ ~Ü˛!ê˛ öy!ï˛ò#â≈ Ó˚ã˛öy

!°á%ö–

(b) Discuss in brief, the reasons for imbalance in anEcosystem.

Óy›ï˛sfÈÙÈ~ x§yüƒ §,!‹TÓ˚ Ü˛yÓ˚î=!° §ÇˆÏ«˛ˆÏ˛õ xyˆÏ°yã˛öy Ü˛Ó˚&ö–

(c) "More importance should be placed on EnvironmentalEducation in the School Curriculum." Verify the validityof the statement.

ÚÚ!Óòƒy°Î˚ ˛õyë˛e´ˆÏü ˛õ!Ó˚ˆÏÓ¢!ÓòƒyÓ˚ í˛z˛õÓ˚ xyÓ˚Ä =Ó˚&c xyˆÏÓ˚y˛õ Ü˛Ó˚y

í˛z!ã˛ï˛–ÛÛ Ó_´Óƒ!ê˛Ó˚ ÎÌyÌ≈ï˛y !öô≈yÓ˚î Ü˛Ó˚&ö–

(d) Discuss in brief, the way by which EnvironmentalEducation is influenced by the guiding principles.

!öô≈yÓ˚Ü˛ ö#!ï˛=!°Ó˚ myÓ˚y ˛õ!Ó˚ ÏÓ¢!Óòƒy Ü˛#û˛y ÏÓ ≤Ãû˛y!Óï˛ •Î˚ ï˛y §Ç Ï«˛ Ï õ


(e) Discuss the importance of planning with respect toevaluation in Environmental Education at the schoollevel.

!Óòƒy°Î˚ hflÏˆÏÓ˚ ˛õ!Ó˚ˆÏÓ¢!ÓòƒyÎ˚ ü)°ƒyÎ˚ˆÏöÓ˚ !ö!Ó˚ˆÏá ˛õ!Ó˚Ü˛“öyÓ˚ =Ó˚&c

§Ç Ï«˛ Ï õ xy Ï°yã˛öy Ü˛Ó˚&ö–

44T 44T (4)(3)

P.T.O.

Documents

B.Ed. Programme (ODL Mode) - Welcome to Netaji Subhas · PDF fileB.Ed. Programme (ODL Mode) Term End Examination (Requital - 2) Session : March - 2015 Paper — CC-01 Education in