CTET Paper 1 - 3rd Jan 2022 (English-Hindi) (Previous Year Paper)

Development refers to qualitative changes in an individual. It involves the processes that are genetically programmed as well as those that are influenced by the environment.

• Development takes place in all aspects such as physical, cognitive, language, social, emotional, and others. Development is governed by certain principles which are applicable to all individuals.

Key Points

Development is Multidirectional: 

• Development is multidirectional, meaning that change occurs in every direction, with gains and losses, predictable growth, and unexpected transformations being apparent.
• Every aspect of life, including, intellectual growth, social interactions, and physical health are multidirectional (up, down, constant, or irregular).
• The principle of multidirectional maintains that there is no single, normal path that development must or should take. In other words, healthy developmental outcomes are achieved in a wide variety of ways.
• Development is often comprised of multiple abilities which take different directions, showing different types of change or constancy. Some dimensions or aspects of development may be increasing while others are declining or not changing.

Hint 

• Each milestone that develops is dependent upon the previous milestone and does not depend on age.
• The developmental process, guided by the interaction of maturation and learning, follows a predictable pattern.
• A Child's development represents the interaction of Heredity and Environment. Heredity determines the potential of the child, while the environment influences the extent to which that potential is achieved.

​Hence, we can conclude that as per contemporary perspectives, the course of child development is multi-directional since children grow up in varying contexts.

Development refers to an increase in structure for better and enhanced functioning of organs. A child develops in an orderly sequence which is almost similar in all children.

• The rate and speed of development may vary in individual cases but the sequence of development patterns is almost the same in all children. Thus human development is based on certain principles.
• It is one of the most important principles of development that states every individual although exhibit differences in the change but they follow the same sequence of change.

Key Points

Predictable Patterns of Development: 

• Child development takes place in two directions, one is from the head-to-foot/toe direction and the second is from center to periphery.
• The Cephalocaudal Development: It exhibits that the development proceeds in the longitudinal direction i.e. from head to toe. That is the reason why a child first gains control over the head before s/he starts walking.
• The Proximodistal Development: It proceeds from near to the distant and from parts of the body near the center develop first then the extremities. Therefore, the child in the earlier stages of development starts developing the fundamental muscles rather than the smaller muscles or fine motor skills.

Hence, it could be concluded that the Proximodistal principle of development states that the development of motor skills starts from the center of the body and proceeds towards the extremities.

Childhood refers to the period of the human lifespan, ranging from birth to puberty. The three stages of childhood are- 

• Early Childhood (The Preschool Years) (2-6 years)
• Middle Childhood (The School Years) (6 to age 11)
• Later Childhood (11-14 years of age)

Key Points

• Make-believe play is a ubiquitous part of early childhood. In make-believe play, children pretend that an object is something other than what it actually is.
• For example, the wooden box is considered as a car, a rounding, the steering wheel and the stick, a gun. That is during play an object takes the place of or represents something else in the child’s mind.
• In make-believe play, children also pretend to be another person. In other words, being able to make-believe means that the toddler is able to think symbolically.
• Toddlers reproduce acts that they have seen adults perform, like pretending to read a book, picking up the telephone receiver, and carrying out an imaginary conversation.
• A three-year-old may treat blocks that differ in size as if the longer one was a parent, and the shorter one the child, and play with them.  These pretend games become more elaborate during the preschool years. They assign imaginary roles to themselves and act out their parts.

Thus, it is concluded that in early childhood, children actively engage in make-believe play.

Socialization is the process through which communities transact or educate their members about the norms and values of society to be socially acceptable.

• It simply refers to acquiring the socially approved ways of behavior and taking ideal expectations seriously.
• Socialization is the continuous process of negotiating identities and shaping one’s concept of self, identity, various attitudes, and behaviors.
• Socialization has 4 major agents namely family, school, peers, and mass media.

Key Points

Types of Socialization: There are mainly two types of socialization including primary and secondary socialization.

Secondary Socialization: 

• It occurs once the infant passes into the childhood phase and continues into maturity.
• It refers to the process that begins in the later years through agencies such as Schools, Peer groups, Media, Religious institutions, etc.
• During this phase more than the family, some other agents of socialization begin to play a role in socializing the child.

For example,

• Schools teach new behaviors and rules to children and expect them to act accordingly.
• Media helps children to directly interact with the world through various online portals.
• Peers have a greater influence on the attitudes, speeches, interests, appearance, and behavior of an individual.
• Religious institutions inculcate religious and social values among individuals.

Hence, it could be concluded that Media, Religious institutions, and schools are secondary agencies of socialization.

Additional Information

Primary Socialization: 

• It happens during infancy and childhood. It refers to the process where the child becomes socialized through the family in the early childhood years.
• This highlights that primary socialization occurs within the family when children first learn their individual identity, acquire language and develop initial cognitive skills.
• For example, a very young child in a family has little knowledge of his culture. It is through the family that the child gets to know what is accepted and what is not in a particular society.

According to Piaget, cognitive development takes place at different rates at different stages of development. When Piaget talks about cognition, he means the mental process which can systematize, organize and utilize knowledge.

• This capacity develops in the learners through the interaction of innate power (heredity), environment, and maturation. Piaget has classified the whole continuum into four stages to elaborate the process of cognitive development:
• Sensory Motor Period (0-2 years) & Pre-operational period (2-7 years)
• Concrete operation period (7-11 years) & Formal operational period (11-15 years)

Key Points

Transitive thought:

• In Piaget's theory of cognitive development, the third stage is called the Concrete Operational Stage. During this stage, the child shows increased use of logic or reasoning.
• One of the important processes that develop is that of transitivity, which refers to the ability to recognize relationships among various things in a serial order.
• For example, when a child is told to put away his books according to height, the child recognizes that he starts with placing the tallest one on one end of the bookshelf and the shortest one ends up at the other end.
• Example: Ruhi is shown three pencils and she observes that pencil A is longer than pencil B and pencil B is longer than pencil C. Hence, she is showing the **ability of transitive thought.**​

Additional Information

• Seriation: It refers to the ability to sort objects or situations according to any characteristic, such as size, color, shape, or type. For example, the child would be able to look at his plate of mixed vegetables and eat everything except the brussels sprouts.
• Conservation: Conservation is one of Piaget's developmental accomplishments, in which the child understands that changing the form of a substance or object does not change its amount, overall volume, or mass.
• Hypothetical – deductive reasoning: At this point, teens become capable of thinking about abstract and hypothetical ideas. They often ponder "what-if" type situations and questions and can think about multiple solutions or possible outcomes.

Hence, we can conclude that Ruhi is demonstrating the Transitive thought characteristic of Jean Piaget’s cognitive development.

Cognitive development involves cognitive processes such as knowing, thinking, remembering, recognizing, categorizing, imagining, reasoning, decision-making, and so forth.

• According to Piaget, children’s understanding of the world expands as they experience new ideas and challenges. Children construct their own knowledge through interaction with their surroundings.
• Cognitive development proceeds as children mature. Piaget divided cognitive development into four stages.
• Sensorimotor (Birth – 2 years) & Preoperational (2-7 years)
• Concrete Operational (7-11 years) & Formal Operational (11 years and above)

Key Points

The Concrete Operational Stage (7 to 11 Years) is the third stage in Piaget's cognitive development theory. Major Characteristics and Developmental Changes of this stages:

• During this stage, children begin to think logically about concrete events.
• Their thinking becomes more logical and organized, but still very concrete.
• Children begin using inductive logic, or reasoning from specific information to a general principle.
• They begin to understand the concept of conservation, for example, that the amount of liquid in a short, wide cup is equal to that in a tall, skinny glass.
• One of the important processes that develop is that of reversibility, which refers to the ability to recognize that **numbers or objects can be changed and returned to their original condition.**​

Hence, we can conclude that according to Jean Piaget’s theory of cognitive development, children in the concrete operational stage are capable of reversibility.

Additional Information 

The other 3 Stages of Cognitive Development Theory:

• Sensorimotor Stage (Birth to 2 Years)
• The infant knows the world through their movements and sensations.
• Infants learn that things continue to exist even though they cannot be seen (object permanence).
• Preoperational Stage (2 to 7 Years)
• Children begin to think symbolically and learn to use words and pictures to represent objects.
• Children at this stage tend to be egocentric and struggle to see things from the perspective of others.
• ​Formal Operational Stage (12 and Up)
• At this stage, the adolescent or young adult begins to think abstractly and reason about hypothetical problems.
• Teens begin to think more about moral, philosophical, ethical, social, and political issues that require theoretical, abstract, propositional reasoning.

Lawrence Kohlberg, an American psychologist, has propounded the 'Theory of Moral Development'.

Key Points

• On the basis of children's responses to Heinz's dilemma, Lawrence Kohlberg has proposed specific developmental stages of Moral Development.
• He has made a systematic study of moral development in his theory that is categorized into 3 levels and 6 stages.
• He created moral development theory by posing moral dilemmas to groups of children as well as adolescents and adults.
• According to Kohlberg, moral dilemma is the thinking process involved in judgements about questions of right & wrong.

Important Points 

Refer to the table to be familiar with all the levels of Kohlberg's theory.

Hence, it becomes clear that the unconventional stage is NOT proposed by Lawrence Kohlberg in his theory of Moral reasoning.

Social constructivism is a learning theory propounded by Lev Vygotsky in 1968. The theory states that language and culture are the frameworks through which humans experience, communicate, and understand reality.

• He emphasizes social contexts of learning and the construction of knowledge through social interaction. Vygotsky recognizes that learning always occurs and cannot be separated from a social context.

Key Points

• If a teacher wants to design the teaching-learning process in her classroom on Lev Vygotsky's principles then he can design teaching-learning experiences based on social context like reciprocal learning, participatory learning, collaborative learning, peer group learning, etc. ​
• Reciprocal teaching: Reciprocal teaching refers to an instructional activity in which students become the teacher in small group reading sessions. Teachers model, then help students learn to guide group discussions using four strategies: summarizing, question generating, clarifying, and predicting.
• Collaborative learning: Collaborative learning is rooted in Lev Vygotsky’s idea of the Zone of Proximal Development. Here, learners rely on one another to accomplish tasks that they otherwise wouldn’t be able to complete individually.
• Cooperative learning: Vygotsky suggested that educators should use cooperative learning to enhance child cognitive development, where peers teach each other and the less proficient children will benefit from more accomplished and skilled peers. In cooperative learning teacher closely observes the students' attempts at learning.
• ​According to Vygotsky, Scaffolding provides a special type of help that assists learners to move toward new concepts, skills, or understandings. The teacher should provide scaffolding when needed.

Hint 

• According to Lev Vygotsky, the best way to assess a child's learning is to talk and interact with the child. He does not believe in formal standardized tests to assess children.

Hence, we can conclude that if a teacher wants to design the teaching-learning processes in her classroom on Lev-Vygotsky’s social constructivism principles, she should avoid the use of formal standardized tests to assess learning.​​

Vygotsky is known as the proposer of social constructivism. The Social Constructivism approach talks about the importance of social interaction and context in learning.

Key Points

• Vygotsky regards knowledge as a social construct thus emphasizes the importance of peer group learning, reciprocal learning, collaborative learning, etc.
• Vygotsky recognizes that learning always occurs and can't be separated from a social context. Children learn effectively when they participate in a wide range of challenging activities along with peers to jointly construct knowledge.
• Peer collaboration is the educational approach of using groups to enhance learning through working together. It is a collaborative form of learning that is based on interaction, discussion, and knowledge sharing among peers.
• In Peer collaboration, groups of two or more learners work together to solve problems, complete tasks, or learn new concepts. This approach actively engages learners to process and synthesize information and concepts, rather than using rote memorization of facts and figures.

Hence, we can conclude that to facilitate students' learning, Peer Collaboration is suggested by Lev Vygotsky in his theory of social constructivism.

A progressive classroom is a learning system that allows a flexible learning process, where the student can actively participate in the teaching-learning process.

• It aims to integrate academics with the social development of learners. Here the learning is based on the needs and capabilities of the individual child. It helps in making the teaching-learning process fun and helped the learner to develop holistically.

Key Points

• A teacher in a progressive classroom should believe that learners bring a rich variety of experiences with them in the classroom and the teacher should set them free, guide them, and nurture them to gain more unique experiences.
• In a progressive classroom, the teacher acts as the facilitator, rather than the authority. The teachers planned the classroom activities in a progressive way, where both the teachers and students take part and make the teaching-learning process fun.
• It emphasizes enhancing the skills and understanding of the learners by engaging with the contents and experiences and promoting 'learning by doing' to make children self-reliant and productive.

Hint 

• If the Class is under strict control of the teacher and the teacher is strict, it will not help the learners to express themselves to the teacher, they will always be in fear which will affect the teaching-learning process.
• In the Progressive classroom, learning is a continuous process. It is not just restricted to classrooms only.
• Learners learn most meaningfully through gaining various experiences through varieties of activities and not only through drill and practice.

Hence, a teacher in a progressive classroom should believe that learners bring a rich variety of experiences with them in the classroom.

Intelligence refers to the capacity to acquire and apply knowledge. It is the ability to solve problems, learn from experiences, and apply knowledge to deal with new situations.

• Howard Gardner, an American Psychologist, proposed the Theory of Multiple Intelligences.
• In his book ‘Frames of Mind’, he pointed out that he did not believe there was “one form of cognition which cut across all human thinking. There are multiple intelligences with autonomous intelligence capacities.” So, intelligence cannot be viewed as a single entity.
• Gardner initially proposed eight types of intelligence which later on he increased to nine. Thus Gardner views each individual as a unique combination of various intelligence, hence we cannot say that one is more intelligent and another is less intelligent.

Important PointsHoward Gardner dismissed that intelligence is unitary and proposed that there exist several distinct independent intelligence by introducing these nine types of intelligence:

• Linguistic Intelligence refers to the ability to use language. It is the capacity to use spoken and written words in a skilled way.
• Logical-mathematical intelligence is the ability to use logical reasoning and mathematical ability. Individuals high on this intelligence have good abstract reasoning, critical thinking, and good in dealing with numbers.
• Musical Intelligence is the ability to use rhythms, sounds, and patterns to create, compose and perform music. It involves sensitivity to music, and the ability to recognize and manipulate musical patterns.
• Bodily-kinesthetic intelligence is the ability to use and control one’s body movements and actions. Dancers and sports persons are usually high in such intelligence.
• Spatial Intelligence is the capacity to perceive, understand and use spatial and visual information effectively. Such people are good at spatial orientation, forming visual images and patterns.
• Interpersonal Intelligence refers to the ability to understand others and social interactions. They can understand the emotions and the perspectives of others and relate well to others.
• Intrapersonal Intelligence is the ability to understand oneself and know one’s thoughts, emotions, feelings, motives, and desires, and how these influence their behavior.
• Naturalistic Intelligence is the ability to recognize and understand the various patterns in nature. It includes sensitivity to nature with all its features including flora, fauna, and all biodiversity.
• Existential Intelligence: Gardner added existential intelligence as the ninth intelligence which refers to the sensitivity and capacity to tackle deep questions beyond sensory data and about human existence. It concerns the ‘big picture’ in life and the ultimate truth of life. Cosmologists and philosophers are high on this aspect of intelligence.

Hence, Howard Gardner dismissed that intelligence is unitary and proposed that there exist several distinct independent intelligence.

Gender refers to the socially and culturally constructed system that attributes meaning to what it means to be a male or a female in a particular society.

• A gender stereotype is a generalized view or preconception about attributes or characteristics, or the roles that are or ought to be possessed by, or performed by, women and men.

Key Points

• Gender stereotype is harmful when it limits women’s and men’s capacity to develop their personal abilities, pursue their professional careers, and/or make choices about their lives.
• Rohan’s response is an example of gender stereotyping as this statement refers to a generalized view or characteristics that ought to be possessed by women and men, which is an obstacle in achieving gender equality.
• A man might say women aren't meant for combat, while a woman might say men do nothing but watch sports.
• Such expressions represent gender stereotypes, which are over-generalizations about the characteristics of an entire group based on gender.

Statements that are indicators of gender stereotyping:

• Boys shouldn't cry like a girl as they are strong.
• A girl's response on getting a car as a gift ''This is not for me. Girls do not play with cars".
• A boy's response on receiving a toy doll was, ‘I don’t like this toy because boys do not play with dolls’.

Hint

• Gender discrimination: In this phenomenon, one gender gets better treatment than the other in terms of opportunities for learning and freedom of expression.
• Gender stability is defined as the understanding of one's gender and its inability to change over the period of the lifespan.
• Gender relevance: Gender is an important consideration in development. It is a way of looking at how social norms and power structures impact the lives and opportunities available to different groups of men and women.

Hence, we can conclude that Rohan’s response is an example of gender stereotyping.

Assessment is a part of the teaching-learning process and children are assessed in course of doing the activities. So learning process and assessment go together. It gives the teacher a comprehensive idea of students' strengths and weaknesses in the study domain.

Key Points

Formative Assessment:

• It is a range of assessment procedures employed by teachers during the learning process in order to modify teaching and learning activities to improve student attainment.
• It is an ongoing process usually carried out by the teacher to continuously monitor students’ progress in a non-threatening and supportive environment.
• It helps teachers identify concepts that students are struggling to understand, skills they are having difficulty acquiring, or learning standards they have not yet achieved so that adjustments can be made to lessons, instructional techniques, and academic support.
• For example, A teacher facilitates and supports her students to work on multiple drafts for an essay over a period of one month, and then she considers all the drafts of each student as well as the process of working on the same.​

Additional Information-

• Summative assessment: The term ‘summative’ means summing up all the available information regarding a program at its terminal point. In other words, summative assessment signifies all those tests that are taken at the end of the semester or the year after the completion of all units and lessons.
• Norm-referenced: A norm-referenced test is a standardized test or assessment that attempts to rank an individual test-taker in comparison to a subset of the population that also took the same test.
• Standardized Assessment:  Standardized assessments serve multiple purposes and provide valuable information regarding students' abilities, understanding, and potential. Standardized assessments are assessments constructed by experts and published for use in many different schools and classrooms.

Hence, we can conclude that the teacher is using formative assessment.

India is a multi-lingual country and the students even before they start their schooling, internalize an extremely complex and rule-governed system called language, and possess full linguistic capabilities in one or more languages.

• Multilingualism is the ability to use more than two languages. Multilingualism is constitutive of the identity of a child and a typical feature of the Indian linguistic landscape, must be used as a resource, classroom strategy, and a goal by a teacher.
• A teacher should consider the individual differences of students while teaching in the classroom. The main aim of teaching a language in education is to make a child proficient in that specific language.

Key Points

• According to educational policies teachers should always give primary education in students' mother tongue, this will make learning easy in a comfortable environment.
• Multilingualism sharpens the mind. According to various studies, people who speak more languages can better detect things and identify any misleading information.
• So, Teachers should create awareness about the diversity of languages and allow their use as per students’ preference. It is also a way of ensuring that every child feels secure and accepted and that no one is left behind on account of his/her linguistic background.

Hint 

• The other options are negative. They will create problems in a multi-lingual classroom and will hinder the teaching-learning process.

Hence, we can conclude that in a multi-lingual classroom, a teacher should create awareness about the diversity of languages and allow their use as per students’ preference.

National Education Policy 2020 is the first education policy of the 21st century and aims to address the many growing developmental imperatives of our country. The development of the creative potential of each student is emphasized in the National Education Policy 2020.

Key PointsAs per National education policy 2020, education must: ​

• be aligned with the aspirational goals of the 21st century.
• develop good human beings capable of rational thought and action.​
• be inquiry-driven, discovery-oriented, learner-centered, discussion-based, flexible, and, of course, enjoyable.
• focus on problem-solving, critical thinking, scientific temper, and creative imagination, with sound ethical moorings and values.
• adopt experiential learning including hands-on learning, arts-integrated and sports-integrated education, story-telling-based pedagogy, etc.

Hint 

• NEP 2020 does not promote rote learning, learning based on only text or predetermined content rather NEP 2020 emphasizes learning by real-life experience.

Hence, we can conclude that the right answer to this question is (ii) (iii) (iv).

Questioning is usually used as one kind of mutual exchange of teaching skills between the teacher and students. It is very important for a teacher to ask questions during the teaching-learning process in order to increase the thinking capability of students.

Key Points

• If a teacher utilizes questions effectively then it will be a very valuable learning tool. So, a teacher should ask questions to every student in his/her classroom.
• If a teacher in order to complete her syllabus, always expects answers from a preferred group of learners, then the teacher is depriving other students of equal opportunity.
• It will make other students will feel ignored and it wouldn't be effective in ensuring the equal participation of all students.

Hint 

• Always expecting answers from preferred groups of learners is not justified in completing the syllabus. It is showing biased behavior toward learners. This would not be effective in ensuring the equal participation of all students

Hence, we can conclude that if in order to complete her syllabus, a teacher always expects answers from a preferred group of learners, the teacher’s action is depriving other students of equal opportunity.

Dyscalculia: The term Dyscalculia is derived from the Greek root ‘dys’ (difficulty) and Latin ‘calculia’ from the root word calculus - a small stone or pebble used for calculation.

• Dyscalculia is a disability resulting in difficulties such as difficulty in understanding numbers, learning or comprehending arithmetic, learning how to manipulate numbers, performing mathematical calculations, and learning facts in mathematics.
• It is sometimes informally known as "math dyslexia", This is a learning disorder related to difficulty in moving from concrete to abstract (facilitating the mapping process between concrete and symbolic arithmetic).

Key PointsTo support the inclusion of students having Dyscalculia, it is important to: 

• use concrete examples that connect math to real life.
• use visual aids or manipulatives when solving problems.
• provide visual calculators and math apps to students.
• use concrete objects: use of coins, blocks, and puzzles to teach math ideas.
• give more space and time to finish tasks and use teacher-made tests to assess them.

Hint 

• Strict time to finish tasks, focus on only text context and use of standardized ways do not help students having Dyscalculia rather it will lead to low self-esteem in them.

Hence, we can conclude that to support the inclusion of students having Dyscalculia, it is important to provide visual calculators and math apps to students.

In the teaching-learning process, visually impaired children suffer from an issue with sight or vision but when they are facilitated with the right training and tools, they develop a good literacy ability. ​

Key Points

Let's look at some strategies for adapting materials for students with visual impairments:

• Text: The kind of text adaptations you make will depend on your students' individual needs and preferences. Some examples are braille, large print, assistive devices, tactile books, and audiobooks.
• Braille: Some students may read braille, in which case you should include a variety of braille books in your classroom library. Another option is to purchase braille-print books, which have both braille and printed text on each page so that sighted students and adults can read along with students who have visual impairments.
• Large Print Books and Assistive Devices: Large print books can be helpful for students with limited vision. Some students may also wish to use their assistive devices to help them view regular print.
• Tactile globe: In spite of the importance of the globe as an educational and cultural tool, for visually impaired users, common globes are just spherical objects. Although there are commercially available globes for visually impaired users. These globes have convex and concave features on the surface denoting coastlines and country borders which will useful for visually impaired students.
• Screen reading software: Screen readers are software programs that allow blind or visually impaired users to read the text that is displayed on the computer screen with a speech synthesizer or braille display.

Hint 

• Books with small prints will not help visually impaired students and will hinder the learning of visually impaired students.

Hence, we can conclude that the books with small print will NOT be beneficial for a student with visual impairment.

In any classroom it is not very likely that any two students learn the same thing; in the same way; at the same place. We must realize that in order to assist each pupil and to capitalize on his or her natural inclination to understand, we should be able not only to diagnose his or her style of learning but to accept it.

Key Points

• Each of us has a style of learning as an individual and as our own personality. These styles could be categorized as visual (reading), aural (listening), and physical (actively doing things).
• Each student has his\her own specific preference. Some like to hear lectures, some prefer discussion, and some would rather personally experience the thing being studied.
• Teachers can use various methods and strategies and modes of assessment to meet the demand of every individual. It gives learners customized techniques to learn through the best strategies.
  

Each classroom is likely to include students whose styles of learning vary widely. Teachers should try to cater to the diverse needs of students to ensure effective learning.

• For example: In a language classroom, the teacher should provide audiobooks along with text materials because multiple options of representation cater to the needs of diverse learners such as those with reading-related disorders.

Hence, we can conclude that Both (A) and (R) are true and (R) is the correct explanation of (A).

Creativity is a cognitive ability to produce something original by offering a fresh perspective. It is the ability possessed by people who are creative, persistent, and imaginative.

Key Points

Creative children: 

• Creative children are those who show high-performance capability in several areas such as artistic and creative work, leadership quality, keen power of observation, etc.
• These children have divergent thinking and are very curious in nature that's why sometimes the classroom seems monotonous to them because they grab things fastly than of their age-peers.

A creative child is likely to have:

• Fluency & Flexibility
• Originality & Novelty
• Divergent thinking
• Independencey in thought
• Ability for abstract thinking
• Ability for generating novel products

Hint

• A creative child is not likely to have convergent thinking as it refers to the thinking where thinking converges towards one right answer instead of exploring the extra information. It hinders creativity as it doesn't let the learners think in a divergent way.

Hence, it could be concluded that (i), (iii), (iv) are correct in the context of the question.

Additional Information 

Characteristics of Creative Children:

• Perceive relation between impossible things.
• Curious, extrovert, and ambitious in nature.
• Think quickly and solve problems in a novel way.
• Convert imaginative and original ideas into reality.
• Try new things and risk failure in executing innovative ideas.
• Use divergent and out of the box thinking in different situations.

Assessment is a process of collecting, receiving, and using data for the purpose of improvement in the learning process. It is one of the crucial components of the teaching-learning process.

• The purpose of assessment is to gather relevant information about student performance or progress or to determine student interests to make judgments about their learning process.

Key Points

• A teacher should not use only one assessment method rather he should use multiple ways of assessment to know about students' progress.
• Children's success and failure in the classroom can not be accurately and adequately determined only by a paper-pencil test or any single test.
• So, teachers should use varieties of assessment methods such as oral tests, assignments, performance tests, etc. It will give a clear picture of a child's growth in learning.

​Hence, we can conclude that Both (A) and (R) are true and (R) is the correct explanation of (A).

The teaching method is a way to put theory into practice with the help of principles, pedagogy, and management strategies. It helps the teachers to plan and present the lesson coherently.

• Different methods of teaching in mathematics have been proposed by different educators i.e., lecture, inductive, deductive, play-way method, etc.

Key Points

• From the above-mentioned phenomenon, it could be interpreted that the Inductive approach is being used here for concept formation among children.
• It is often considered to be a tedious method of teaching because the learning process is very long in it. This method has given by Aristotle.
• It is a method in which general rules or principles are formed by observation and analysis of particular facts and events.
• While using the inductive method, multiple examples are given to form a rule considering the information gathered through those examples.
• For example, a teacher shows some objects present in the class and asks children to tell their names. She writes their responses on the blackboard and tells them that all these names are used for some objects which will be called nouns.
• The inductive approach proceeds from-
• Particular to general
• Known to unknown
• Simple to complex
• Example to rule/formula
• Step of Inductive method:

1. Presentation of specific examples
2. Generalize
3. Observe
4. Test and verify

Hence, we can conclude that the Inductive approach is being used here for concept formation among children.

Additional Information-

• Deductive method: Deductive method has an important place in classroom teaching. In this method, first rules are given and then lead to an example. This method is very useful for teaching science and mathematics.
• The main features of the content presented during the teaching of the deductive method are as follows:
• From general to specific
• From unknown to known
• From the abstract to the concrete
• From rule to example.
• Imitative Learning: Imitative learning is a type of social learning whereby new behaviors are acquired via imitation. Imitation aids in communication, social interaction, and the ability to modulate one's emotions to account for the emotions of others, and is "essential for healthy sensorimotor development and social functioning"
• Competitive learning is not any type of learning. In primary classrooms, teachers do not develop competition in students because this will develop negative emotions in students.

Classroom management is the organizational function that requires teachers to perform various tasks like planning, organizing, coordinating, directing, controlling, etc. Seeking the cooperation of students is the best tool for effective classroom management.

Key Points

All teachers need to establish their rules for cooperation in the classroom along with their students. With these parameters collectively agreed upon, not only will the teacher’s interests be respected, but also the children’s.

• Cooperation in the classroom can be a tremendously positive thing for all students involved.
• So, to gain cooperation in classroom management teachers should establish norms and rules for the classroom in collaboration with students.
• The teacher should always pay attention to individual differences while making rules for children, this will encourage more cooperation in the classroom.

<br>

Hint

• Establishing strict and rigid classroom rules herself, frequently complaining to parents about students’ misbehavior, and reprimanding the students for not following the rule: These are negative steps and do not help in classroom management, will only create a negative environment in the classroom.

Hence, we can conclude that to gain the cooperation of students in classroom management, a teacher should establish norms and rules for the classroom in collaboration with students.

Additional Information

Some other way to gain cooperation in classroom management: 

• Asking for permission to speak: Beyond the scope of cooperation, this should be a basic communication rule. It’s always good to foster respect for a peer’s words and ideas.
• Establishing a cooperative spirit can be hard work and requires everyone to do their part. The teacher needs to motivate and the children need to be receptive in order to make the classroom the best it can be.
• Encourage participation: Planning activities that encourage participation, both inside and outside the classroom, is always positive. This helps put into practice the rules and agreements established in the classroom.

Learning is the process of acquiring new understanding, knowledge, behaviors, skills, values, attitudes, and preferences. Learning is a permanent change in our behavior and children learn in many contexts such as formal and informal. 

Key Points

• Informal learning: It occurs through the experience of day-to-day situations. It is that learning that is not structured and can happen anywhere. For example, family, peers, societies, home, during a meal at the table with parents, **during **playing, exploring, etc.
• Formal learning: It is learning that happened in a properly structured way. It is learning that takes place within a teacher-student relationship, such as in a school system and classroom.

Hence, we can conclude that all (i) (ii) (iii) represent the contexts in which learning takes place in children.

Problem-solving skills help students determine the source of a problem and find an effective solution. These are skills that help students identify and solve problems effectively and efficiently. 

• Problem-solving is a process of overcoming difficulties that appear to interfere with the attainment of a goal. So, a teacher should develop problem-solving skills in students.

Key Points

Here is some effective way to improve problem-solving skills: 

• Break down problems into chunks.
• Ask them to find every possible solution to a problem.
• Give students small problems related to their daily life.
• Encourage students to brainstorm and generate ideas to solve problems
• Facilitate discussion on the topics and encourage students to participation
• Provide students with a variety of learning materials to find solutions to the problem

Hint

• Emphasizing one use of the predetermined step-by-step procedure for every problem would not help in problem-solving because while problem we have to think on every aspect and various methods.

Hence, we can conclude that emphasizing the use of a predetermined step-by-step procedure for every problem is NOT an effective way to facilitate problem-solving skills among students.

Approaches to learning describe and explain the conditions under which learning does and does not take place. This movement is towards theorizing the process of learning. It attempts to provide a definite coherence to one particular subset of experimental findings in the field of learning.

Key Points

• Constructivism is centered on the idea that human knowledge and learning are actively constructed by the teacher, not passively received from the environment.
• Constructivist teaching is based on the theory of constructivism which holds that learning always builds upon the knowledge that a student already knows.
• As a constructivist teacher, one should have a clear idea of previous knowledge of the children i.e., what they had already learned in previous classes and from where they need to begin.
• After knowing their acquired and previously existing knowledge, the teacher should create a learning environment that is stimulating, interactive, and enlightening for them i.e., children should be engaged actively while interacting with their environment to learn.
• Learners have to construct knowledge themselves or by working in small groups and by asking questions.
• Knowledge is not passively received or absorbed by the learner but actively built by him/her. What more this implies is that knowledge cannot be transmitted from one learner to another.

Thus, it is concluded that the 'previous experiences of children are used for construction of new knowledge in the classroom' is a characteristic of a constructivist classroom.

An error is an incorrect form and a sure indication that the learner has not mastered the core of the selective topic in a learning process.

Key Points

• Errors are a part of the process of learning and they provide insight into the gaps in the conceptual understanding of the learner.
• When children make errors, the teacher should have discussions with the child to gain an understanding about the child's thinking.
• Understanding the errors made by learners is important for a teacher as it will help her to understand the learners' thought processes since they are a window to children's thinking.
• Learners must be given the space to make errors without fear of being reprimanded as it helps the teacher to be aware of learners' learning styles and to cater to them according to their needs.

Hint

• Making errors is not a shameful act for the learners as all learners make mistakes. As someone has said: "You can't learn without goofing". Whether you are learning how to ride a bicycle, how to fly a kite or learn a language, everyone does make mistakes.

Hence, we can conclude that 'Making errors is a shameful act for the learners' this belief of a teacher is detrimental to students’ learning.

Motivation is the drive to achieve something in life that satisfies one’s needs. There are two primary types of motivation namely, intrinsic motivation and extrinsic motivation. 

• There are many methods of motivating learners which can either be categorized into extrinsic or intrinsic types of motivation.

Key Points 

• Rayon researches from many sources for a project to get a cash prize, is an example of extrinsic motivation as it refers to a behavior that is guided by earning rewards or avoiding punishment.
• Rewarding a student is an extrinsic type of motivation. It lures the learner to focus on studies for achieving a reward.
• It refers to the performance of an activity in order to attain an outcome and comes from outside of the individual.
• Such kind of motivation creates a mindset where the learner expects to put effort only when there is a reward at the completion of work.

Hence, it could be concluded that Rayon researches from many sources for a project to get a cash prize, is an example of extrinsic motivation.

Hint

• Rest options are examples of intrinsic motivation as it refers to the behavior which focuses on personal satisfaction and internal rewards.

For example,

• Aman is consulting various sources to be sure about his learnings, it shows that Aman is validating his work with other sources for its correctness.
• Sitara takes feedback from the seniors for her self-satisfaction, showing that she is intrinsically motivated to take the peer group help.
• Kunal practices the task regularly for his self-improvement shows that he is self-motivated to achieve the goal.

Cognition and emotions are interrelated and both effects each other.

• Cognition is a term referring to the mental processes involved in gaining knowledge and comprehension. These cognitive processes include thinking, knowing, remembering, judging, and problem-solving.
• Emotion is an affective state of consciousness in which joy, sorrow, fear, hate, or the like, is experienced, as distinguished from cognitive and volitional states of consciousness.  Emotion can be positive or negative and it affects our cognition in that way.

Key Points

• In the above-mentioned statement, the cognition and emotions relationship is highlighted because covid-19 affected students' mental health and cognition, where negative emotions were dominant and it affected students' performance.
• Cognition and Emotion interact to determine ongoing behaviors. Our cognition, i.e. our perceptions, memories, interpretations are essential ingredients of emotions. So the process of emotion starts with cognition.
• If pressures due to stress continue, one may suffer from mental overload. This suffering from a high level of stress can rapidly cause individuals to lose their ability to make a sound decision.

Hence, we can conclude that in the above-mentioned statement, the cognition and emotions relationship is highlighted.

Learning may be defined as “any relatively permanent change in behavior or behavioral potential produced by experience and training. It modifies the behavior and personality of an individual. It includes all the experiences an individual receives throughout life.

Key Points

• Learning is more meaningful and effective when it is majorly self-directed.
• Self-directed learning effort can make learning more meaningful than teacher-directed learning.
• It can result in individualized instruction, which is effective for meeting a learner’s specific needs.
• Self-directed and engaged learners can solve complex problems, figure out how things work, and accomplish amazing feats.
• They are essential life skills that can prepare children for school and the world.

During self-directed learning, learners:

• identify what they need to learn.
• assess their skills and knowledge.
• use the resources and engage in activities.
• reflect on their progress and adjust if needed.
• identify relevant resources and activities (collaboration, mentorships, study groups, etc.) to close the gaps.

Hint 

• Teacher-directed, textbook centric, or directed by peers learning is not more effective than self-directed learning because these learning methods do not give autonomy to children.

Hence, we can conclude that learning is more meaningful and effective when it is majorly self-directed.

Concept:

Average = Sum of numbers/Total numbers 

Calculation:

Average marks obtained before studying in group by all the three students = (67 + 54 + 63)/3 = 61.33

Similarly, average marks obtained after studying in group by all the three students = (79 + 60 + 74)/3 = 71

Hence, the approximate average marks obtained in each type of study is 61.33, 71.

Explanations:

A vertical line of symmetry refers to one which runs down an image and thus divides it into two identical halves. Further, the horizontal line of symmetry is a line that runs across the image thus it divides it into two identical halves.

So, from the options, the following alphabets have both types of symmetry. 

Hence, the required group is X, H, O.

Explanation:

Radius is the distance from the center of a circle to the outside edge. And, the diameter is a straight line that goes from one side to the other of a circle, passing through the center.

⇒ Diameter = 2 × Radius

But, Rakesh says that the radius is double the diameter, which is incorrect. 

However, Sania says that radius is half of the diameter, which is correct.

Hence, Sania is correct and Rakesh is wrong.

Calculation:

The angle formed by two lines that are perpendicular to each other is called a right angle. It looks like the alphabet 'L'.

From the options, the following letters and numerical digits have right angles in them.

<br>

Hence, the correct group is H, 5, E.

Explanation:

Factors of a number are defined as numbers that divide the original number evenly or exactly. The meaning of a factor is a whole number that can divide a greater number evenly.

For eg: the factors of 6 are 1, 2, 3, 6.

Thus, it is equal to or less than the number. 

Hence, the factor of any number is equal to or less than the number.

Calculation:

From the birth date i.e., 5th December 1995 till 5^th December 2020, it's been 25 years. 

Now, from 5^th December 2020 till 5^th September 2021, it's been 9 months.

Now, from 5th September 2021 till 25^th September 2021, it's been 20 days or approximately half a month.

So, after combining, we get, 25 years $9{1\over2}$ months

Hence, Venu's approximate age when he found the certificate was 25 years $9{1\over2}$ months.

Concept used:

1 m = 100 cm

Solution:

163 cm + 161 cm + 156 cm + 159 cm + 162 cm

⇒ 801 cm

⇒ 8 m 1 cm

Explanation:

1729 is the sum of the cubes of 10 and 9. Cube of 10 is 1000 and the cube of 9 is 729. Both the cubes, therefore, add up to 1729.

1729 is also the sum of the cubes of 12 and 1. Cube of 12 is 1728 and the cube of 1 is 1. Both the cubes, therefore, add up to 1729.

Hence, the correct option is (1, 12) and (10, 9).

Calculation:

To calculate the time they will receive the message again, we need to find the LCM of the numbers.

20 = 2 × 2 × 5

30 = 2 × 3 × 5

45 = 3 × 3 × 5

So, LCM = 2 × 2 × 3 × 3 × 5 = 180

Thus, 180 minutes = 180/60 = 3 hours

Hence, they will receive a message again after 3 hours.

Calculation:

LCM(4, 7, 2, 3, 5, 6) = 420

Now, let's make equivalent fractions for each of the given fractions.

$\frac{3}{4}=\frac{315}{420}$

$\frac{6}{7}=\frac{360}{420}$

$\frac{1}{2}=\frac{210}{420}$

$\frac{2}{3}=\frac{280}{420}$

$\frac{4}{5}=\frac{336}{420}$

$\frac{5}{6}=\frac{350}{420}$

Thus, the smallest fraction is 1/2 and the largest fraction is 6/7.

Hence, the correct option is 6/7 and 1/2.

Solution:

1 + 3 = 4

1 + 3 + 5 = 9

1 + 3 + 5 + 7 = 16

1 + 3 + 5 + 7 + 9 = 25

It follows the pattern = (Total number of digits)²

1 + 3 + 5 + 7 + 9 + 11 + 13 + 15 + 17 = 9² = 81

Calculation:

Money paid by Harpreet = (1 × cost of one packet of pencil) + (2 × cost of 1 packet of pen) + (3 × cost of one eraser) + Cost of one sharpner + (2 × cost of a packet of pastel sheet) + Cost of ruler

⇒ 22.00 + (2 × 37.50) + (3 × 3.50) + 4.50 + (2 × 48) + 10

⇒ 22.00 + 75 + 10.5 + 4.50 + 96 + 10

⇒ Rs. 218

Hence, she paid Rs. 218.

Solution:

Remainder = 12

Given:

Given numbers are 16, 20 and 24.

Formula:

The least number which is exactly divisible by each one of the given number is called their LCM.

Calculation:

LCM of 16, 20 and 24 

16 = 2 × 2 × 2 × 2

20 = 2 × 2 × 5

24 = 2 × 2 × 2 × 3

LCM of 16, 20 and 24 = 2 × 2 × 2 × 2 × 3 × 5 = 240

To make number perfect square multiply by 3 and 5 in 240, then

⇒ 240 × 3 × 5 

⇒ 3600

∴ The least number which is a perfect square and is divisible by each of the numbers 16, 20 and 24 is 3600.

Concept 

• Place value is defined as the digit multiplied by wherever it is placed, either by hundreds or thousands.
• Face value is simply defined as the digit itself within a number.

For example: in 256, the place value of 2 is 200 and the face value of 2 is 2.

Calculation:

The place value of two sixes in 786364 is 6000 and 60 respectively.

The required product = 6000 × 60 = 360000

Mathematics is subject which involves a lot of thinking processes, students should always be kept busy in some or other thinking processes by the teacher to improve their analytical and thinking skills. 

Key Points

A mathematics teacher should frequently

• Giving tasks to students which involve thinking.
• Try to understand the thinking process of students so that required further steps can be planned according to their thinking process.
• Change methods of teaching according to the needs and thinking capacity of students.
• Frame questions that involve divergent thinking apart from the same old formula-based questions.

Hence as given above the teacher by posing a different question wants to understand the students' thinking process involved in the answers given by them.

Formative assessment is a range of formal and informal assessment procedures employed by teachers during the learning process in order to modify teaching and learning activities to improve student attainment.

 Key Points

Formative Assessment:

• Builds on students’ prior knowledge and experience in designing what is taught.
• Is conducted at regular intervals on an informal basis.
• Is diagnostic and remedial.
• Ensures provision for effective feedback.
• Provides a platform for the active involvement of students in their own learning.
• Provides feedback enabling teachers to adjust their classroom interaction strategies to the emerging needs of the students.

Tools used for formative assessment

• Portfolio
• Observation
• Project
• Anecdotal records
• Field trips
• Assignments

Additional Information

• Term-end examinations are held at the end of the term to evaluate students, after this evaluation students have no chance to improve or rectify their mistakes, so it is a part of a Summative assessment.

Hence term-end examinations are not a part of Formative assessment.

In maths, estimation means having a rough calculation of the value, number, quantity, or extent of something. We use estimates of numbers to make it easier and quicker to do mental calculations. 

Key Points

Importance of estimation in mathematics

• Estimation is a part of the syllabus in mathematics.
• Too much time taking problems can be quickly solved by estimation.
• Estimation improves the thinking capacity of students.
• Estimation is used a lot in real life so should not be ignored by the teacher.

Estimation is used in daily life mathematics hence the teacher should appreciate the student's estimation of the answer to near accuracy.

Key Points

The main goal of teaching mathematics is described as a vision, keeping the  objectives of mathematics education in view, the NCF 2005 has spelled out the vision for school mathematics:

• Children learn to enjoy mathematics
• Children learn important mathematics
• Children see mathematics as something to talk about, to communicate, to discuss among themselves, to work together on.
• Children work in groups and look for different strategies to solve a problem while making connections with real-life situations.
• Children pose and solve meaningful problems.
• Teachers engage every child in the class with the conviction that everyone can learn
  

mathematics

• Teachers reflect on the process of learning and see mistakes as opportunities for learning, as errors are insight of learning.

Hence A & C are the correct options.

Data is a collection of numbers gathered to give some information. Data handling means collecting the set of data and presenting it in a different form. Data is a collection of numerical figures that represents a particular kind of information. The collection of observations that are gathered initially is called the raw data. Data can be in any form. It may be words, numbers, measurements, descriptions, or observations. 

Key Points

Why data handling topic becomes more effective when taught by real-life examples

• As it goes beyond the textbook students feel connected.
• Students connect their real-life experiences of tables, pictographs, etc.
• Students remain active throughout the topic as it seems to be familiar to them due to the usage of real-life examples.
• Railway timetables, students' examination timetables, restaurant menu cards, surveys in the newspapers, and many others can be used.

​Hence Using various railway timetables, surveys published in newspapers, etc can direct students to students to appreciate the use of Data Handling in daily life for organizing, representing, and interpreting information.

A fraction is a number representing part of a whole.

• The whole may be a single object or a group of objects and the parts have to be equal.
• A fraction means a part of a group or of a region. 5/12  is a fraction. We read it as “five-twelfths”
• Here 5 is called the numerator and 12 is called the denominator.

Key Points

Most appropriate ways to introduce fractions concept in primary classes

• Using real objects like cake or apple, cutting them and showing them.
• Using paper folding activities with symmetrical cutouts of circles and rectangular strips to represent fractions.
• Using cubical blocks which can be joined and removed.
• Various activities involving folding into equal parts of various shapes are available.

​Hence Using paper folding activities with symmetrical cutouts of circles and rectangular strips to represent fractions can be the most appropriate to introduce the concept of fractions in primary classes.

Mathematics is a subject that is completely related to the real-life experiences of the students. Every student has to use mathematics an unlimited number of times in real life. 

• It gives us a way to understand patterns, quantify relationships, and predict the future. Math helps us understand the world — and we use the world to understand math.
• The world is interconnected. Everyday math shows these connections and possibilities.
• Since mathematics deals in abstractions and itself is a way of thinking, it creates a dependent relationship between the notions and the language used to describe them. mathematical language facilitates thinking by complementing ordinary language.
• So mathematical language walks hand in hand with the growth of mathematical understanding, permeating the general linguistic development of children.

Key Points

Teaching mathematics as a part of real life

• To develop the powers of thinking and reasoning.
• To solve mathematical problems of daily life.
• To understand and acquainted with the environment and culture.
• To make mathematics a part of students' life experiences.
• To prepare the child for various technical and general future professions.
• To prepare the child for higher study.
• To develop in the child the power for invention.

Hence "Teacher should contextualize the mathematics problems and make mathematics a part of student's life experiences." this is the most appropriate in the context of the given statement in the question.

The van Hiele theory describes how young people learn geometry. It postulates five levels of geometric thinking which are labeled visualization, analysis, abstraction, formal deduction, and rigor. Each level uses its own language and symbols. Students or pupils pass through the levels “step by step”. 

Key Points

According to the theory, there are five levels of thinking or understanding in geometry:

• Level 0 Visualization

• Level 1 Analysis

• Level 2 Abstraction

• Level 3 Deduction

• Level 4 Rigor

Hence a student able to classify two-dimensional shapes into categories based on their properties is in the analysis level of geometric reasoning.

According to Newman (1977, 1983), a person wishing to obtain a correct solution to a one-step word problem should 

• Read the problem.
• Comprehend what is read.
• Carry out a mental transformation from the words of the question to the selection of an appropriate mathematical strategy.
• Apply the process skills demanded by the selected strategy.
• Encode the answer in an acceptable written form.

Important Points

The above question answer given by the student is an example of comprehension error because the student failed to comprehend the difference between "Kriti goes to bed 20 minutes later than Samina " and Kriti goes to bed in 20 minutes".

Additional Information

Hence the above situation is an example of comprehension error.

Mathematics is not a theoretical subject. It is based on solving problems that involve zero rote memorization, remember, and recall techniques. It is said in the National Curriculum Framework 2005, “Developing children’s abilities for mathematization is the main goal of mathematics education.” 

Key Points

National Curriculum Framework (2005) emphasizes that school mathematics must be activity-oriented 

• To ensure a good start for the students in learning mathematics.
• To give clarity on fundamental concepts and processes of the subject.
• To create love, faith, and interest in learning mathematics.
• To motivate students to solve meaningful problems in mathematics.
• To develop in them a taste and confidence in mathematics
• To provide concrete experiences to understand abstract concepts in mathematics.
• To apply mathematics in other subjects.

So B & C are the correct options for the above question. 

Additional Information

According to NCF 2005 how children learn mathematics

• Children learn not only from the teacher but also from interaction with other children, and the environment around them.
• Children learn through their senses such as smell, touch, taste, hearing, and vision.
• Moreover, children learn at all times, everywhere, in class and outside the class i.e. at home, at the playground, market, etc.
• So we aim to make learning in school a happy experience breaking the boundary between learning within classrooms and learning outside the classroom.

Mathematics anxiety is faced by many students due to many reasons like fear of mathematics and maths teachers, not being interested in the maths concepts, etc. But there are many tools of assessment that can be used to reduce that anxiety among students. 

Key Points

Cooperative learning projects

• Here a group of students will be given a project or activity. Students work together on academic tasks in groups to help themselves and their teammates.
• Here student will not be alone, there will be many teammates to help him,
• Students fear asking doubts the teacher can easily clarify from his teammate.

Cooperative learning takes place which reduces the anxiety of students about mathematics.

Formative assessment is a range of formal and informal assessment procedures employed by teachers during the learning process to modify teaching and learning activities to improve student attainment. 

• It is an ongoing process usually carried out by the teacher to continuously monitor students’ progress in a non-threatening and supportive environment.
• It encourages a group learning environment.
• Offers an opportunity for students to improve their work after they get the feedback.
• Helps students to support their peer group and vice-versa.

Hence Cooperative Learning Projects and formative assessments are appropriate for students facing mathematics anxiety.

 Additional Information

Mathematics is a subject that involves logical reasoning and problem-solving abilities.

Hint

• To solve the problem of addition,  the student should have the knowledge of properties of addition i.e. communicative property, associative property, distributive property and closure property. But to solve the above problem, the student is using his figure, which is not a correct way of solving the problem. He is unable to use communicative property to solve the above problem.

Key Points

Properties of addition are those by which we can add the numbers. The addition of numbers is one of the basic arithmetic functions. The numbers which we are going to add are called addends and the result is termed as sum.

There are four types of properties which are as follows:

• Commutative property: When we add two numbers let us say p and q their sum remains the same even if the order is changed. It means that adding the numbers regardless of their order will give the same result. E.g. - p + q = q + p OR a + b = b + a.
• Associative property: When we add three numbers, the sum of the association of the three numbers does not change even if we change the order or the pattern. E.g. - (a + b) + c = a + (b + c) = a + b + c OR (p + q) + r = p + (q + r) = p + q + r.
• Distributive peoperty: This is a type of property in which a third number is multiplied by the sum of two numbers and is equal to the sum of the multiplication of each number with the third number. E.g.  A × (B+C) = A  × B + A × C
• Closure property : If a and b are natural or whole numbers then a × b = ab is also a natural or whole number. While multiplying any two natural or whole numbers will give a natural or whole number.

Additional Information

• Discouraging the student from counting on fingers may hurt and demotivate students in the initial phase only. A discouraged student may lose interest in mathematics or develop a fear of mathematics and never try to attempt any problem.

Hence, we can conclude that the student is unable to use the commutative law of addition in solving problems on addition.

Problem-solving strategy is very important in mathematics, Students must learn to question and apply mathematical concepts to problem-solving situations regularly. So it shouldn't be neglected.

Steps in problem-solving

• understanding the question
• selecting a strategy
• applying the strategy
• checking our answer

Key Points

Strategies used in problem-solving 

• Trial and error
• Divergent thinking
• Analysis of question
• Graphic representation
• ​Solving backwards
• | Trial & Error | This method involves solving the problem many times in many ways until we get the correct answer. | | --- | --- | | Graphical Representation | This method is often used in mathematics to solve problems of "Data Handling". | | Solving backwards | Solving backwards is to start with the final solution and work back one step at a time to get to the beginning. |

 Additional InformationRote learning is defined as the memorisation of information based on repetition even if students don't understand the concept. In mathematics, this is considered a poor technique of learning and avoided.

Hence rote memorisation is not a problem-solving strategy in mathematics.

An open-ended question has no fixed answer and no fixed way to solve them. It improves the divergent thinking and creativity of learners.

Example

1. Write a number that is divisible by 2 and 3.
2. Write any 2 numbers whose sum and product are the same.

Key Points

Benefits of open-ended questions:

• Open-ended problems make it easy for teachers to see what levels students are working at.
• Students are immediately engaged in these kinds of problems because they recognize that there are so many different ways to solve them.
• Open-ended problems encourage higher-order thinking skills.
• Encourage divergent thinking.
• The provided question by the teacher can have multiple correct answers hence it is an open-ended question.

Hence the above question is an example of an open-ended question.

 Additional Information

“Mathematics is the science of numbers and their operations, interrelations, combinations, generalizations and abstractions and of space configuration and their structure, measurement, transformations, and generalizations.” 

Key Points

Hierarchical nature of mathematics.

• Mathematics is Hierarchical as it contains many concepts in one concept. The concepts keep on unfolding from a single concept.
• 
• In the above image, it can be seen that Real numbers contain all other types of numbers which shows the hierarchical nature of mathematics.

Hence the above statement shows the hierarchical nature of mathematics.

Additional Information

Nature of mathematics

• Mathematics is hierarchical.
• Concepts move from concrete to abstract.
• Everything can be proved in mathematics.
• Mathematics is conceptual and procedural.
• Concepts of mathematics are interrelated.

The Correct Answer is: Squirrel

Concept:

• Different animals have different teeth.
• The type of teeth depends on the type of food an animal eats.
• Some are short, some are sharp.

 Key Points

Squirrel:

• Squirrel’s front teeth keep growing throughout their life.
• They have to keep gnawing on things to keep their teeth from becoming too long.

Snakes:

• Snakes have sharp curved teeth, but they do not chew their prey.
• Snakes always swallow their food whole.

Cats:

• Cats have sharp teeth for tearing and cutting meat.

Thus, a squirrel's front teeth keep on growing throughout its life.

Additional Information

Tiger: 

• ​A tiger can see six times better at night than most of us.
• The tiger’s whiskers are very sensitive and can sense the movements or vibrations in the air.
• A tiger’s sense of hearing is so sharp that it can make out the difference between the rustling of leaves and the sound of an animal moving on the grass.
• The ears of the tiger can move in different directions and this helps to catch the sounds from all around.
• Tigers make different sounds for different purposes like when it is angry or to call out to a tigress. It can also roar or snarl.
• Tigers mark their area with their urine.
• A tiger can at once come to know if there is another tiger in its area by the smell of the urine.

Rat:

• Rat's incisors keep growing throughout their life which continue to grow and curve.
• They have to keep gnawing on things to keep their teeth from becoming too long.

The Correct Answer is: A, B & D

Concept:

• A honey bee is a flying insect.
• It is well known for its ability to produce honey by collecting nectar from flowers.
• Hence the name honey bee.

<br>

Key Points

About Honey bees:

• Honeybees are attracted to flowers.
• Honey bees live in a beehive, which is commonly used to describe the nest of any bee colony.
• Honeybees lay their eggs from October to December.
• Honey bees like to feed on sugar syrup.
• Every bee colony consists of three types of bees:
• Queen Bee: 
• Every beehive has one Queen Bee that lays eggs.
• Male Bee: 
• There are only a few males in the hive.
• The male bees have no special role as workers.
• Worker Bee: 
• Most of the bees in the hive are worker-bees.
• These bees work all day.
• They make the hive and also look after the baby bees.
• They fly around flowers in search of nectar.
• The worker bees are very important for the hive.
• Without worker-bees, there would be neither hive nor any nectar collection.
• When one bee finds flowers with nectar, it does a special kind of dance by which the other bees can know where the nectar is.
• Honey bees play a very important role in the pollination of flowers like the Litchi, coffee, and cocoa flower.

Therefore,

(A) Only the queen bee lays the eggs: True

(B) The male bees have no special role as worker: True

(C) All female bees lay the eggs: False

(D) Worker bees look for food and bring it to the bee hive: True

Additional Information

About Beekeeping:

• Beekeeping is the maintenance of bee colonies, commonly in man-made hives, by humans.
• A beekeeper keeps bees in order to collect their honey and other products that the hive produces.
• The purpose of beekeeping includes products like beeswax, honey, bee pollen, and royal jelly.
• Beekeeping is also done for pollination of crops, or to produce bees for sale to other beekeepers.
• A location where bees are kept is called an apiary or "bee yard".
• An apiarist is a fancy word for a beekeeper.

Concept:

• The Government of India has enacted various acts and legislature with the aim to protect our environment.

Explanation:

The Right to Forest Act, 2007.

• The Right to Forest Act, 2007 recognizes the forest rights and occupation in the forest land of the scheduled tribes and other traditional dwellers who have been residing in the forests for generations.
• People who have been living in the forest for at least 25 years have a right to the forestland and what is grown on it
• They should not be removed from the forest.
• The work of protecting the forest should be done by Gram Sabha.

​Thus, people who have been living in the forest for at least 25 years have a right to the forestland and what is grown on it, is mandated by the Right to Forest Act, 2007.

Additional Information

Forest Rights Act (FRA):

• It was enacted on 29 December 2006.
• It came into force on 31 December 2007.​
• It deals with the rights of the communities that dwell in the forests over land and other resources.
• It recognizes the forest rights of forest-dwelling Scheduled Tribes and other traditional forest dwellers who have been residing in such forests for generations.
• It provides grants of land to forest dwellers to the extent of their present holding but not exceeding four hectares.
• It provides that people who have been living in the forests for at least 25 years have a right over the forest land and what is grown on it.
• The Forest Rights Act provides for the declaration of Critical Wildlife Habitats in National Parks and Sanctuaries.
• The act provided that, that the work of protecting the forest should be done by their Gram Sabha.
• It provided for three major changes:
• Empowered local self-governance.
• Community Participation and recognition of community rights.
• Conservation and Management of natural resources.
• It is also known by other names like the Tribal Rights Act or the Tribal Land Act.

Concept:

• Every region follows different agricultural practice.
• Depending on the type of crop and scale of farming various agricultural practices are adopted.

Explanation:

About Jhoom farming:

• Jhoom farming is a type of shifting agriculture.
• It is the most common type of agricultural practice in northeast India.
• It is also called slash and burn agriculture.
• It is a shifting cultivation practice.
• It is also known as fire-fallow cultivation.
• After cutting one crop, the land is left as it is for some years.
• Nothing is grown there.
• Forest land is cleaned and ashes are added to the soil.
• Cultivated spots/ areas are usually small.
• Short periods of crop occupation alternate with long fallow periods.
• In one farm different types of crops like maize, vegetables, chillies, rice can be grown.
• The farmer cultivates on a plot of land temporarily.
• When finding the land infertile to grow due to soil exhaustion, they move on to another plot.

Additional Information 

Organic Farming

It is a method of farming system which primarily aimed at cultivating and raising crop by using organic waste (crop, animal and farm watse) and other biological material along with microbes(biofertilizers) to release nutrients to crops.

Techniques Used in Organic farming

• Crop rotation
• Green Manure
• Biological pest control
• Compost

​Concept:

• Various diseases are caused by animals or are transmitted by them to humans.

Explanation:

About Dr Ronald Ross:

• Sir Ronald Ross (13 May 1857–16 September 1932) was a British medical doctor.
• He received the Nobel Prize for Physiology or Medicine in 1902.
• His work on the transmission of malaria made him become the first British Nobel laureate born outside Europe.
• He discovered the malarial parasite in the gastrointestinal tract of a mosquito in 1897.
• He proved that malaria was transmitted by mosquitoes.
• He further laid the foundation for the method of combating the disease.

About Malaria:

• Malaria spreads only by the disease-carrying mosquitoes.
• The vector of malaria is the female anopheles mosquito.
• Malaria spreads only when a female mosquito that has bitten a malaria patient bites another person.
• A blood test is done to check if a person has malaria or not.
• People with malaria get a fever with chills, sweating, headache, nausea and rigours.
• Malaria is caused by protozoan Plasmodium.
• In early times, the dried and powdered bark of the Cinchona tree was used to make medicine for malaria.
• Earlier people used to boil the bark powder and strain the water which was given to patients.
• Now tablets are made from this in the form of quinine, chloroquine is given to patients.

​Thus, Dr Ronald Ross discovered the parasite of Malaria.

The correct answer is Bark.

Key Points

Quinine:

• ​Quinine remains an important anti-malarial drug almost 400 years after its effectiveness was first documented.
• The discovery of quinine is considered the most serendipitous medical discovery of the 17th century.
• Quinine, as a component of the bark of the cinchona (Quina Quina) tree, was used to treat malaria.
• Quinine is a cinchona alkaloid that belongs to the aryl amino alcohol group of drugs.
• It is an extremely basic compound and is, therefore, always presented as a salt.
• Quinine is rapidly absorbed both orally and parenterally, reaching peak concentrations within 1-3 hours.

Additional Information

• Malaria is a disease caused by Plasmodium parasites that are transmitted to humans through the bites of infected female Anopheles mosquitoes. High fever with a shiver, headache, vomiting, and nausea are common symptoms of malaria.
• Quinine medicine was made from the bark of the cinchona tree.
• Quinine is a medication used to treat malaria and babesiosis. Quinine was first isolated in 1820 from the bark of a cinchona tree. It is an antimalarial drug that is made from Cinchona bark.
• Cinchona is used in eye lotions to numb pain, kill germs, and as an astringent.

The Correct Answer is: Fangs

Key Points

Snakes:

• Snakes can't hear the sounds but respond only by feeling the vibrations through their skin.
• They do not have external ears.
• They only feel the vibrations on the ground.
• Of the many kinds of snakes found in our country, only four types of snakes are poisonous.
• They are Cobra, Common Krait, Russel’s Viper (Duboiya), Saw-scaled Viper (Afai).
• A snake has two hollow teeth (fangs).
• When it bites, the poison enters the person's body through the fangs.
• There is a medicine for snake bites.
• The medicine is made from the snake's poison and is available in all government hospitals.
• Snakes are friends of the farmers.
• They eat the rats in the fields, otherwise, rats would eat the crops.

The Correct Answer is: Indian rock python

Key Points

Snakes:

• Snakes can't hear the sounds but respond only by feeling the vibrations through their skin.
• They do not have external ears.
• They only feel the vibrations on the ground.
• Of the many kinds of snakes found in our country, only four types of snakes are poisonous.
• They are Cobra, Common Krait, Russel’s Viper (Duboiya), Saw-scaled Viper (Afai).
• A snake has two hollow teeth (fangs).
• When it bites, the poison enters the person's body through the fangs.
• There is a medicine for snake bites.
• The medicine is made from the snake's poison and is available in all government hospitals.
• Snakes are friends of the farmers.
• They eat the rats in the fields, otherwise, rats would eat the crops.

Thus, 

Russell's viper - Poisonous

Saw-scaled viper - Poisonous

Indian Rock Python - Non-Poisonous

Common Krait - Poisonous

Explanation:

​Vermicompost:​ 

• It is the product of the decomposition process using various species of worms, usually red wigglers, white worms, and other earthworms.
• It is done to create a mixture of decomposing vegetable or food waste, bedding materials, and vermicast.
• The rearing of worms for this purpose is called vermiculture.
• Vermicast (also called worm castings, worm humus, worm manure, or worm faeces) is the end-product of the breakdown of organic matter by earthworms.
• Vermicompost contains water-soluble nutrients and is an excellent, nutrient-rich organic fertilizer and soil conditioner.
• It is used in farming and small-scale sustainable organic farming.

​Thus, vermicompost is obtained from earthworms.​

Additional Information

Earthworms are useful in several ways for farmers:

• Earthworms make the soil porous by digging burrows in the soil. Hence they are called friends of the farmers.
• The nitrogenous wastes and other waste products of the earthworms form food for plants. This process of increasing the fertility of the soil by earthworms is called vermicomposting.
• Earthworms are used as fish bait to catch fish.
• Some tribals in India use earthworms as medicine to cure jaundice, piles, diarrhoea, bladder stones, etc.
• The earthworms reduce both acidity and alkalinity of the soil and create optimum conditions for plant growth.
• The density of earthworms in the soil is considered to be a good indicator of healthy soil because they increase the soil's water-holding capacity and moisture content.

The correct answer is Goat.

• Pashmina is a fine type of wool which were first woven in Ladakh.

Key Points

• Pashmina is a Persian word Pašmina which means “ Made from Wool”.
• Pashmina was first encountered by the Europeans in Kashmir.
• Later it came to be known as 'Cashmere'.
• The Iranians, who came to Kashmir through the Ladakh route, gave the fabric its name, ‘Pashmina’.
• The wool comes from a Changthangi goat or a Pashmina goat which are a special breed of goats found in the high-altitude regions of Nepal and India.
• The Changpa tribe, from the Changthang region of Ladakh, are the traditional producers of Pashmina Wool.

The correct answer is Carbon Monoxide (CO)

Concept:

• Environmental pollution is the effect of undesirable changes in our surroundings that have harmful effects on plants, animals, and human beings.
• A substance, which causes pollution, is known as a pollutant.
• Pollutants can be solid, liquid, or gaseous substances present in greater concentration than in natural abundance and are produced due to human activities or due to natural happenings.

Explanation:

Carbon monoxide (CO)

• It is one of the most serious air pollutants.
• It is a colourless and odourless gas, highly poisonous to living beings because of its ability to block the delivery of oxygen to organs and tissues.
• It is produced as a result of the incomplete combustion of carbon.
• Carbon monoxide is mainly released into the air by automobile exhaust.
• Other sources, which produce CO, involve incomplete combustion of coal, firewood, petrol, etc.
• The number of vehicles has been increasing over the years all over the world.
• Many vehicles are poorly maintained and several have inadequate pollution control equipment resulting in the release of a greater amount of carbon monoxide and other polluting gases.

Additional Information

Why carbon monoxide is poisonous or toxic to human beings?

• It binds to haemoglobin to form carboxyhemoglobin, which is about 300 times more stable than the oxygen-haemoglobin complex.
• In blood, when the concentration of carboxyhemoglobin reaches about 3–4 per cent, the oxygen-carrying capacity of blood is greatly reduced.
• This oxygen deficiency results in headaches, weak eyesight, nervousness, and cardiovascular disorder. This is the reason why people are advised not to smoke.
• In pregnant women who have the habit of smoking the increased CO level in blood may induce premature birth, spontaneous abortions, and deformed babies.

Concept:

Irrigation:

• Irrigation is the controlled application of water through man-made systems to meet the water requirements of agriculture.
• Irrigation is an artificial application of water to crops or plants, especially when an agricultural field does not get enough water through the rain.

Explanation:

Drip-irrigation:

• Drip irrigation system, also known as ‘trickle irrigation system’.
• It is a method of applying the required amount of water directly to the root zones or base of plants through drippers or emitters at frequent intervals.
• Drip irrigation is a method of irrigating crops through narrow tubes.
• In this system, water is applied drop-by-drop or by a micro jet on the soil surface or sub-surface at a rate lower than the infiltration rate of the soil.
• The emitted water moves within the soil system largely by the unsaturated flow.
• The water moves into the soil and wets the root zones of plants vertically by gravity and laterally by capillary action.
• Drip irrigation can be used on windy days and during various land operations.

Thus, a technique of watering plants by making use of narrow tubing which delivers water directly to the base of the plant is called drip irrigation.

Additional InformationMicro-irrigation:

• Micro-irrigation is the slow application of continuous drips, tiny streams or miniature sprays of water above or below the soil surface.
• The Micro-irrigation system is effective in saving water and increasing water use efficiency as compared to the conventional surface irrigation method.
• It can be adopted in all kinds of land, especially where it is not possible to effectively use the flooding method for irrigation.
• Water is applied via a pressurized piping system.

The Correct Answer is: Pitcher plant

Concept:

• Carnivorous plants obtain essential nutrients from heterotrophs.
• These plants trap insects and obtain the nutrients which they do not get from the soil as they grow in nitrogen-deficient soils.
• They are not called heterotrophs or consumers, because they only derive nutrients from insects.
• These plants get energy from the process of photosynthesis.
• Hence they are both producers and carnivores.

Key Points

• The pitcher plant is an insectivorous plant
• It has a Pitcher-like structure that is the modified part of the leaf.
• The apex of the leaf forms a lid that can open and close the mouth of the pitcher.
• Inside the pitcher, there are hairs that are directed downwards.
• When an insect lands in the pitcher, the lid closes and the trapped insect gets entangled into the hair.
• The insect is digested by the digestive juices secreted in the pitcher.
• It can trap and eat frog, insects and even mice.
• It is found in Australia, Indonesia and Meghalaya in India.
• It has a pitcher-like shape and the mouth is covered by a leaf.
• It has a special smell that attracts insects to it, which get trapped and can't get out.

Thus, the pitcher plant is an insectivorous plant.

​

Additional Information

The correct answer is Rain-water harvesting

Concept:

• Water scarcity will possibly pose the greatest challenge on earth.
• It is because of increased demand coupled with shrinking supplies.
• There is over-utilisation of water due to the increasing population which is also one of the causes of increasing water pollution.
• Water pollution is the addition of unwanted material into water that makes it unfit for human consumption.
• With increasing reliance on water bodies for waste disposal etc, there has been ever-increasing water pollution.

Explanation:

Rainwater:

• Rainwater is known as the primary source of water which gets collected at rivers and lakes and some of this water is also available as groundwater.
• Rainwater is considered the primary source of water because the lost water from other sources like rivers or lakes can easily be replenished by rainwater.
• It is the only process by which new water is added to the ecosystem.
• Water harvesting is a practice to conserve water by collecting excess rainwater in an organized way.

Rain Water Harvesting: 

Water harvesting is a practice to conserve water by collecting rainwater in an organized way.

• The rainwater is not allowed to flow and get wasted but collected in tanks.
• The main purpose however is not the collection but the enhancement of groundwater level.
• The collected water through tubes is made to recharge groundwater.
• Maintenance of groundwater is long term sustainable structure for water conservation.

Concept:

• Various diseases are caused by animals or are transmitted by them to humans.

Explanation:

Dengue:

• Dengue is carried by the female mosquito Aedes.
• Its symptoms are nausea, vomiting, aches and pains, and rash.
• Whereas, vomiting blood, and bleeding from the nose or gums are symptoms of severe dengue.
• It can be prevented by the cleanliness and preventing oneself mosquito bites.
• It can be cured by taking paracetamol, and drinking fluids.

Malaria:

• Malaria spreads only by disease-carrying mosquitoes.
• The vector of malaria is the female anopheles mosquito.
• Malaria spreads only when a female mosquito that has bitten a malaria patient bites another person.
• A blood test is done to check if a person has malaria or not.
• People with malaria get a fever with chills, sweating, headache, nausea and rigours.
• Malaria is caused by the protozoan Plasmodium.
• In early times, the dried and powdered bark of the Cinchona tree was used to make medicine for malaria.
• Earlier people used to boil the bark powder and strain the water which was given to patients.
• Now tablets are made from this in the form of quinine, chloroquine is given to patients.

Chikungunya:

• It is a viral disease that is transmitted to humans by infected mosquitoes.
• It is spread by Aedes aegypti and Aedes albopictus.
• The most common symptoms of infection are fever and joint pain.
• Other symptoms may include headache, muscle pain, joint swelling, or rash.

​Thus, Dengue, Malaria and Chikungunya are diseases spread by mosquitoes.

Additional Information

• Pneumonia: it is an abnormal inflammatory condition of the lung caused by streptococcus pneumoniae.
• The pathogen of pneumonia infects the air sacs.

Signs and symptoms:

• High fever and shaking chills
• Shortness of breath
• Chest pain
• Fatigue and muscle aches
• Nausea and vomiting

The child-centered approach is different from the traditional approaches. Here the child is considered to be more important than the teacher. The teacher just plays the role of a facilitator providing students the opportunity to explore.

 Key Points

• The teacher tries to motivate the learner before he/she starts the teaching-learning process.
• The teacher is a facilitator in the teaching-learning process and not an instructor.
• A situation is created for facilitating the learning process.
• Students work both individually and in groups.
• Students learn from interaction with their peers.
• Opportunities are provided to the students for questioning, exploration and experimentation.
• The seating arrangement is guided according to the activities of the students in the classroom.
• Assessment is a part of the teaching-learning process and children are assessed in course of doing the activities. So learning process and assessment go together.
• A variety of teaching-learning materials are used which are manipulated by the teacher and the students.
• The learning climate is democratic.
• Students often ask questions to the teachers for clarity of concepts.

​Hence, in a child-centered classroom teacher provides learning situations that allow students to observe, explore, question, experience, and develop an understanding of various concepts.

Hint 

• The teacher gives instructions and expects students to obey and be disciplined
• The teacher reads the textbook, writes questions and answers on the blackboard, and asks students to copy them
• The teacher controls what happens in the classroom and students' participation is minimal

The above three are done in teacher-centered classrooms where the teacher stays active and students are passive having no chance to explore or ask questions.

'Across the wall " unit of class 5 is all about Giving opportunities to children to share their experiences with games. Discussing these to build children’s understanding of issues, such as similar games for boys and girls, equal opportunities for all while playing, etc., and making different groups of children in the class to give them a chance to play different games. Trying to encourage the children to play for the team, not for themselves.

 Key Points

An extract from the chapter "Across the wall " 

Kushner: At first my parents refused. But when I insisted they agreed.

Afsana: My mother works in the flats and sends us to school. I also help her. When I told her about my plans to play basketball, Ammi got angry. She said, “Girls do not play basketball. Do your work, go to school and study hard. No need to go to the ground to play.” But when my friends and Coach Sir talked to her, Ammi agreed.

Afreen: We were not allowed, because we are girls. My grandmother gets very angry with all of us. But still, we three sisters come here to play. Grandmother scolds us and even scolds our Coach, Sir! She tells us, “You need the proper equipment to play. You need to have a lot of milk for strength. Where will the money for all this come

from?” But daddy understands our feelings. He even teaches us some special moves used in the game. My daddy also used to play on this ground when he was young. He did not have proper shoes or clothes. He used to practice with a plastic ball.

Hence based on the extract from the unit " Across the wall " of class 5, it can be concluded that the teacher Arif allows students to share experiences of sports they play to develop an understanding of issues like similar games for boys and girls, equal opportunities for all and team spirit.

EVS is not a subject of rote memorization. It does not follow the approach like the student is an empty slate and should be filled by a teacher or a student should follow the teacher's instructions and make notes accordingly. It should be learned in the inquiry-based method. 

Key Points

Inquiry-based method:

• It is a method of instruction through which students interact with their environment by exploring and manipulating objects and performing experiments.
• In this approach, the students are actively involved to find out the rules, and principles involved.
• Learning through inquiry involves the teacher posing the problem(s) and giving assistance, but making it possible for pupils to achieve discoveries collectively for themselves.

Example showing students learning in this method

• In a whole-class inquiry situation, pupils took on the role of scientists to enhance the size and quality of flowers in the school garden.
• They approached the local horticulturist to educate them on the scientific ways of enhancing the quality and size of flowers.
• Some collected brochures on growing flowers from different sources. They collected information on organic and inorganic fertilizers and went shopping for procuring the required fertilizers inappropriate measures.
• Then they thought of varying different combinations of organic and inorganic fertilizers on selected flowering plants and studied the result and found a unique combination of fertilizers to produce large-size flowers which they tried on other flowering plants and found positive results.

Hence, Inquiry-based teaching is the most suitable to transact EVS in primary classrooms.

 Additional Information

The field trip is a pre-planned visit to any place near the school to give a real experience to the students to enhance great learning.

 Key Points

• Field trips enhance students' critical thinking skills and give students a chance to think about a topic or theme from a different perspective.
• Several children don't get to experience the typical field trip locations with their families. A school trip gives students the chance to experience new venues.

Steps To Planning a Field Trip:

• Decide where you are going (the place must be near to the school)
• Ask your administrator
• Arrange for transportation
• Decide on a food plan
• Plan your schedule( includes follow-up activities)
• Arrange your supervision
• Create a permission form
• Decide who's allowed to go
• Tie in your field trip to your curriculum

So, Going to a place near the school with pre-planning and follow-up activity is true of field trips.

EVS is a subject that offers a lot of scope for various activities to connect the outside-the-classroom world to the classroom. It includes various concepts of various themes which can be explored and learned in many ways.

 Key PointsFeatures of a happy EVS classroom:

• The classroom should be lively through the interaction of students and teachers.
• A good opportunity should be given to students to ask questions.
• Apart from evaluation through exams, different evaluation techniques like observation and peer assessment should be done.
• Students should feel free to explore the concepts in their ways.

​Hence the statement *"*Observe, explore ask questions, and do activities" is true for a happy EVS classroom.

A family tree is a chart that shows all the people in a family over many generations and their relationship to one another. 

Key Points

• A tree structure or a tree diagram is a way of representing hierarchical data.
• This means data that is organized in a certain order on different levels.
• In a family tree, the data, in this case, family members, is organized with older generations at the top, youngest or current generations at the bottom, and those of the same generation, such as brothers and sisters, on the same

​What can be learned from a family tree

• Find out more about who you are and where you came from
• Discover interesting facts about your family
• Connect you to your heritage
• Pass on stories about your family through generations.

Hence,  a family tree pertains to relationships between members of the family across several generations.

Assessment is a process of collecting relevant information on student learning. It is one of the crucial components of the teaching-learning process. Assessment does more than just measure learning.

• Assessment indicator refers to the indicator of progression that identifies the fundamental capabilities and skills of students that will lead to the desired outcome.
• These indicators of EVS learning at the primary level are process-based and help the teacher to interpret learning objectives.

Key PointsIndicators for Assessment in EVS at Primary Level Include:-

• Observation and Recording - Reporting, narrating and drawing, picture-reading, making pictures, tables, and maps.
• Discussion – Listening, talking, expressing opinions, finding out from others
• Expression – Drawing, body movements, creative writing, sculpting, etc.
• Explanation – Reasoning, making logical connections
• Classification – Categorizing, grouping, contrasting, and comparing
• Questioning – Expressing curiosity, critical thinking, developing questions
• Analysis – Predicting, making hypotheses and inferences 8. Experimentation – Improvising, making things, and doing experiments
• Concern for Justice and Equality – Sensitivity towards the disadvantaged or differently-abled, showing concern for the environment
• Cooperation – Taking responsibility and initiative, sharing, and working together.

Important Points

• The discussion method becomes an indicator for assessment in EVS as learners will be open to discussing what they learned and to what extent they have learned with the teacher.
• The teacher gets an opportunity to assess the learning status of students.

Hence, Discussing is an indicator for assessment in EVS.

A map is a diagrammatic representation of an area of land or sea showing physical features, cities, roads, etc. Mapping is the act of making maps. 

Key Points

Purpose teaching mapping process in EVS: 

• Make students able to construct their own maps.
• Make students familiar with different symbols used in maps.
• Make students able to draw routes to places they visit daily like  
• School to home.
• Home to a nearby shop.
• Home to a friend's home etc.
• Make students familiar with the landmarks like temples, mosques, schools, etc.

  

Hence,  making students draw the route from their home to the school would be the most appropriate for students under the theme 'mapping' for class III.

The field trip is a pre-planned visit to any place near the school to give a real experience to the students to enhance great learning. 

Key Points

• In class 1 students are not mature enough to understand abstract concepts when the teacher shows colored photographs of a variety of animals to give them an understanding of animals (or) Asks students to list out names of animals(or) Tells names of animals to the students.
• They need a real experience of watching animals and it will also be easy to remember their names after getting concrete experience of watching them.

Benefits of Field Trips:

• Provide real experience to the students.
• Make students remember the concepts for a long time.
• Encourage a new way of learning
• Social skills like leadership, and helping each other are developed.

Hence, taking students on a trip to the zoo to give them a concrete experience is the most appropriate method to teach the sub-theme 'Animals' to class I students.

Science is a reliable process by which we learn about all the stuff in this universe. Science relies on testing ideas with evidence gathered from the natural world.

• A scientific method is a method of solving problems scientifically. The scientific method involves reflective thinking, reasoning, and results from the achievement of certain abilities, skills, and attitudes.

Key PointsSteps involved in the scientific method:

• Make an observation: Scientists start the whole process by first making an observation.
• Ask a question: A doubt arises in the mind of scientists.
• Propose a hypothesis: An assumption, an idea that is proposed for the sake of argument so that it can be tested to see if it might be true is proposed.
• Make Predictions: Various predictions regarding the result are made which may or may not be true.
• Test the Predictions: All the predictions made are tested to get an accurate result.
• Record results and draw conclusions: This is the final step after the result has come.

Hence, option 4 shows the correct order.

Biological diversity is the variety of life found in a place on Earth or, often, the total variety of life on Earth.

• The field trip is a pre-planned visit to any place near the school may be a zoo, bird sanctuary, a farm, etc. to give a real experience to the students to enhance great learning.

​ ​​​Key Points

• Students when they go to a bird sanctuary will be able to see many types of birds and get a direct and real learning experience.
• They can observe the shelter, and food habits of various birds and get the best experience of biological diversity.

Hence, taking them to a bird sanctuary for observation is the best strategy for giving students the experience of biological diversity.

Additional Information Benefits of Field Trips

• Provide real experience to the students.
• Make students remember the concepts for a long time.
• Encourage a new way of learning
• Social skills like leadership, and helping each other are developed.

Gifted children are those who have special talents in areas like sports, music, dance, and art. The special ability could also be in academic areas like science, maths, or language. 

Key Points

• They feel dull inside a classroom as our education system does not facilitate talent in any way.
• Some children are labeled as trouble makers in the class due to their unique ideas, and different thinking patterns.
• For such children, our routine classroom activity will be boring.
• The teacher should take a personal interest in meeting their needs and wants.
• Customized material and stimulating instruction methods can be used to make learning interesting for them.
• The teacher can develop materials and activities that can challenge their mindset and make them enthusiastic about learning.

​Hence**, using some customized material to teach him is a correct invention to deal with Aditya the gifted child.** 

 Hint

• Giving extra time to him, Being more affectionate to him, and Giving him extra responsibility of leading the class doesn't help gifted children to explore their knowledge.

EVS, at the primary stage, is an integrated subject area that draws upon insights from sciences (physical, chemical, and biological), social studies (history, geography, political science, sociology, etc), and environmental education(protection and conservation). It is aimed at developing in children a holistic or integrated perspective of the environment where he/she lives in. 

Key Points

According to NCF 2005, the main aim of environmental studies is

• Developing curiosity and awareness about the environment in children.
• Developing skills to solve environmental problems and informed concern of science and social science
• Developing knowledge and understanding of the environment and its interrelationship with human beings including indigenous tradition and cultural practices related to the environment,
• Inculcating habits, values, attitudes, and emotions to maintain and promote a quality environment.

​Hence, Issues concerning science, and social sciences are a part of environmental studies.

Dramatization is a technique used in teaching where a play is enacted, students take different roles according to the theme and act accordingly. 

Key Points

Benefits of dramatization

• Makes all students active.
• Promotes joyful learning.
• Many difficult topics can be understood easily.
• Students remember the knowledge gained by drama for a long time.
• Slow learners get a different and easily understandable learning experience.

​Hence,  A & B are the correct options.

Hint Option C is not a correct one because it may be slow learners or toppers everyone may or may not enjoy acting. So it is not correct to say slow learners enjoy acting a lot.

EVS textbook is considered one of the reliable and authentic resources for both learning and teaching as well. 

Key Points

EVS textbook supports students to

• Get the primary idea about various environmental themes.
• Understand the concepts through pictures and activities listed in the textbook.
• Gain knowledge about various environmental issues and concerns.
• Relate the gained knowledge to real life.

Hence,  EVS textbooks support students to construct knowledge through all issues.

Hint 

• Describing and responding to the issues and responding to the subject issues is not a primary goal of students. Gaining knowledge is the primary goal and far more important than those.

The correct answer, 1 i.e. "both (a) and (b) are incorrect"

Key PointsRefer to these lines from paragraph 1 of the passage:

• Rural India faces serious shortages - power, water, health, facilities, roads etc. These are known and recognized.
• However, the role of technology in solving these and other problems is barely acknowledged and the actual availability of technology in rural areas is marginal, and- The scope to apply technology to both farm and non-farm activities in rural areas is huge, as are the potential benefits.
• In fact, crop yields are far lower than what they are in demonstration farms, where science and technology are more fully applies.
• From the above lines of the passage, it can be inferred that in Rural India technology is not recognised till now, but the scope to apply technology to both farm and non-farm activities in rural areas is huge, but their use is minimal, since agricultural power is free or largely subsidised.
• Hence, the first statement is incorrect.
• The crop yields are lower; i.e. there has been an adverse effect on crop production.
• Hence, the second statement is also incorrect.

Thus, "both (a) and (b) are incorrect"

The correct answer, 3. both 1 and 2.

Key PointsRefer to the line from the passage: 

• While some fault the Green Revolution for excessive exploitation of water and land resources through overuse of the fertilisers , it did bring about a wheat surplus and prosperity in certain pockets of the country.
• Thus, it can be inferred that overuse of fertilizers led to damage of land.
• From the above lines of the passage it can be inferred that Green revolution has affected the water and land resources, both of them through overuse of the fertilisers.
• But it has also brought a wheat surplus and prosperity in some parts of the country.
• Thus, option 3 i.e. both 1 and 2 is the correct answer choice.

The correct answer (A) is false but (B) is true.

Key Points

• Refer to the line: In rural India today, there is a dire inadequacy of both science(i.e. knowledge) and technology (which derives from science and manifests itself in physical from). Thus, we can conclude that (A) There is sufficient availability of technology in rural areas is false.
• Also, refer to the lines: Technologies that reduce power consumption of pump are vital; unfortunately, their use in minimal, since agricultural power is free or largely subsidised. Similarly, there is little incentive to optimise - through technology or otherwise - water use, especially in irrigated areas (a third of total arable land), given the water rates. Thus, B is true and C is false.

 

Among, the given options, only B is true. Thus, only option 3 could be the answer.

The correct answer is "cheap commodities by avoiding wastage"

Key PointsRefer to these line from paragraph 3 of the passage:

• Cold storage and cold chains for transportation in market are of great importance for many agriculture products particularly, fruits and vegetables but are non-existent. These are clearly technologies with an immediate return on investment, and benefit for all, the farmers, the end-customer, the technology provider.

From the above lines of the passage it can be inferred that Cold chains and cold storage are of great importance for many agriculture products by providing the products at cheap transportation costs, proves to be a benefit for the farmer and the end user too; thus avoiding wastage.

Thus, to everyone, cold storage can benefit by providing cheap commodities by avoiding wastage.

The correct answer, 1 i.e. "more than 50%"

Key Points Refer to these line from paragraph 1 of the passage:

• The backbone of the rural economy is agriculture, which also provides substance to over half the country's population.

From the above lines of the passage it can be inferred that Over 50% of rural population & economy is dependent on agriculture.

Thus, "more than 50% population is dependent on agriculture.

The correct answer, "essential"

Key PointsLet's see the meaning of the given and the marked word:

• Vital: absolutely necessary; essential
• Example: This is very vital to us, if we want things to work.
• Essential: something begin very important 
• Example: It is essential to keep up-to-date records.

Thus, 'Vital' in para 2 means the same as essential.

 Additional Information 

• Vital(महत्वपूर्ण) means some thing important, being essential for some one or for some thing to do.
• lively(जीवंत) means- active
• energetic(शक्तिशाली) means- robust

The correct answer is "noun"

Key Points

• Here, technology is used as **Noun.**​
• Technology means ' the practical application of knowledge, especially in a particular area'.
• Ex: This technology is very new to me.
• Rule:- Adjectives modify nouns; adverbs modify verbs, adjectives, and other adverbs.
• Noun: A noun is a word that refers to a thing (book), a person (Betty Crocker), an animal (cat), a place (Omaha), a quality (softness), an idea (justice), or an action (yodeling).
• Ex: cat, vinay, darkness
  

​It is clear that technology is a noun.

Additional Information 

• Verb: Verbs are words that show an action (sing), occurrence (develop), or state of being (exist).
• Ex: bring, happen, do
• Adverb: Adverbs are words that usually modify—that is, they limit or restrict the meaning of—verbs.
• Ex: slowly, badly, sadly.

The correct answer, "little"

Key Points

• Look at the line: These are known and recognized. However, the role of technology in solving these and other problems is barely acknowledged and the actual availability of technology in rural areas is marginal.
• Marginal(सीमांत) means, small in size or importance tor having little importance of something, or being small or little in quantity.
• Example: There is only marginal increase in scores
• Thus, 'marginal' in para 1 means the same as little.

Additional Information 

• sufficient means being enough.
• abundant means having more than enough.

The correct answer is "noun"

Key Points

• The meaning of the word "incentive" is- something that encourages a person to do something
• Let's see an example-
• There is little incentive for people to leave their cars at home when public transport remains so expensive.
• In the given passage, it is used as a noun. Hence, the correct answer is Option 3.

The correct answer is 'facing difficulties'.

Key Points

• The poet wants to "brace" to face difficulties.
• He wants to encourage the readers to confront their problems head-on, with courage and determination.
• The lines "When you're up against trouble, Meet it squarely, face to face; Lift your chin and set your shoulders, Plant your feet and take a brace" suggest that the poet is urging the reader to stand firm and be ready to tackle any obstacles that come their way.
• Hence, Option 3 is the correct answer.

The correct answer is the problems.

Key Points

• In the line 5, the poet talks about the problems faced by someone in life.
• He states that when the problem is unavoidable, then one should face it courageously.
• Dodge means avoid (someone or something) by a sudden quick movement.
• One may fail but should not stop trying.
• Hence, Option 2 is the correct answer.

The correct answer is bold.

Key Points

• In this line the poet ask us that when one is in trouble then he or she should be bold and set up our shoulders i.e. stand courageously to face the problems of life.
• Hence, Option 4 is the correct answer.

The correct answer is grim future.

Key Points

• The poet states that one may find that his future is leading to darkness or the future is being very gloomy.
• Grim means gloomy i.e. dark or poorly lit, especially so as to appear depressing or frightening.
• He states that one should not worry about the negatives in the future but rather should try to fight the situation with courage.
• Hence, Option 2 is the correct answer.

The correct answer is abab.

Key Points

• Let's look at the lines:
• Black may be the clouds about you

And your future may seem grim,

But don't let your nerve desert you;

Keep yourself in fighting trim.

• The rhyme scheme is determined by the sound in the end of a line.
• By looking at the lines it can be stated that the sounds repeat in alternate lines, therefore rhyme scheme is abab.
• Hence, Option 1 is the correct answer.

The correct answer is depressing.

Key Points

• The meaning of the word "grim" is something which is very gloomy or depressing.
• Here in this line the poet state that one should not worry about the gloomy future and should fight courageously for his future.
• Hence, Option 3 is the correct answer.

'Bilingualism’ has now, however, come to be accepted as the standard cover term for referring to all situations involving two languages. In a bilingual classroom, two languages, one that is to be learned and the other mother-tongue, are used.

Key Points

• This view of bilingualism is very different from the attitude towards bilingualism during most parts of the 20th century. At that time, the second language was seen as interference and hindrance.
• Time was when there was a fairly widespread belief that bilingualism was some kind of an aberration rather than a normal human condition. It was also believed that bilingualism was a hindrance to language development. All this has changed now.
• It has been accepted that bilingualism is not an obstacle or a burden; it is, rather, an enabling and enriching phenomenon. As far as the question of bilingualism being a burden is concerned, studies have shown that bilingualism actually facilitates rather than hinders learning processes.
• Knowing two or more languages rather than only one, not only enriches a person's linguistic repertoire, it also makes the bilingual person more versatile in communicative and interactional terms, more open-minded, and more receptive to varied cultural conventions and customs and usages.

Hence, it is clear that bilingualism effects our brain positively and enhances cognitive skills, this view of bilingualism is very different from the attitude towards bilingualism during most part of the 20th century. The second language was seen as an interference and hindrance earlier.

Translanguaging is something most people do all the time with their friends, family and other members of the community without even thinking about it. In the classroom, translanguaging may involve translating between languages and comparing and being playful with different languages.

Key Points

• ‘Translanguaging’ challenges the traditional culturally defined language boundaries as it is a relatively new term for an age-old practice – that of switching between the languages one knows in order to maximize communicative potential.
• Translanguaging is flexible multilingualism. It involves combining elements from different languages and using the languages of learners to teach-learn content and languages.
• As a resource for both teachers and students, translanguaging has many educational benefits because it validates multilingualism, viewing it as a valuable asset rather than a problem or a temporary transitional interactional tool in early schooling.
• It represents more efficient and effective teaching and learning technique that is possible in one language only and offers opportunities for individuals to develop rich and varied communicative repertoires for use within and outside school.

From the above points, we can make an inference that translanguaging challenges the traditional culturally defined language boundaries and favors the translation of languages, mixing of various types of languages, etc.

Language education/teaching refers to a process whereby a child gains communicative comprehension or fluency over a language. It involves practice by learners where facilitation is provided by a teacher.

Key Points

• Creativity is the phenomenon whereby imaginative and original ideas are turned into reality.
• It is goal-directed thinking which is unusual, novel, and useful and includes brainstorming and out-of-the-box thinking in it.
• Creativity in language education is a classroom activity that is novel and open-ended as it is a cognitive ability to produce something original by offering a fresh perspective.
• It is related to divergent thinking which refers to a way of solving problems by more than one approach. It is the ability possessed by people who are creative, persistent, and imaginative.

Hence, it is clear that creativity in language education is a classroom activity that is novel and open-ended.

Language learning is the process of learning to speak and understand a foreign language. It helps children to acquire practical commands of language. It is a result of deliberate and conscious effort for a better understanding of foundational skills of language learning.

• Young learners are very curious in nature, they always want to know new words and their meanings. They tend to lose interest if the class seems to be very monotonous to them and it's the teacher's responsibility to make learning fun and lively for them.

Key Points

• In the above-mentioned situation, finding examples of authentic spoken language use would be the best effective strategy.
• Authentic spoken languages are related to real-life situations. It connects classroom learning with student's daily life and promotes creative writing.
• Authentic spoken language relates more closely to learners' needs and provides them with a chance to understand new words in the real-life context.

Hence, it is clear that in the above-mentioned situation, the teacher should find examples of authentic spoken language use would be the best effective strategy.

Grammar is defined as a theory of language. We consider language as rule-governed behavior, relating to sounds, word formation, and structure. Here grammar constitutes a subset of rules relating to morphology and syntax.

• Grammar Lesson as the term implies, provide practice in grammar. The practice will be made interesting and not mechanical like traditional exercises. Further these activities will provide opportunities for learners to use language for communication.

Key PointsStep in a grammar lesson includes:

• Students read ( or listen) to the text that contains the target word or form in it.
• Students highlight the target word/phrase in the text.
• Students become aware of the text by relating the text in a meaningful context.
• During the whole lesson, the teacher provides controlled and free practice of the grammar point.

From the above points, it can be concluded that 'language being presented in the form of a reading text means that you should drill it' is NOT a step in a grammar lesson as drilling encourages the cramming of facts and degrades the creative expressions among learners.

Language education/teaching refers to a process whereby a child gains communicative comprehension or fluency over a language. It involves practice by learners where facilitation is provided by a teacher.

Key PointsConcepts related to language education:

Print-rich environment:

• A print-rich environment refers to the classroom environment in which students are exposed to different forms of print such as labels, instructions, pictures, etc.
• It consists of context-based relevant material for children such as pictures, rhymes, etc, and provides visual cues to learners which are required to complete the language task.

Phonics:

• Phonics is one of the most important building blocks of reading. It may be referred to as a method used for teaching the reading and writing skills of the English language, which develops the phonemic awareness of the learners.
• It includes the ability to discriminate between sounds and shapes. It may provide self-confidence to obtain reading skills as it provides readers with a tool for tackling new words or for discovering the written words.

Dyslexia:

• Dyslexia is a condition in which a student faces persistent challenges and difficulty in reading and comprehending the text because of frequently omitting substitutes or reversing the letters and words while reading.
• When one faces difficulty in reading, s/he can not spell the words properly and is unable to write them accurately as well. Students having dyslexia get confused between similar words, sounds of alphabets, and the same shapes of letters.

Hence, it is clear that acoustics is NOT a concept from language education.

Hint

• Acoustics is the science relating to sound production and listening, it deals with the clear transmission of sound speech, lectures, and music throughout the hall or building as a whole without any distortion.
• Good acoustics promote comfortable living and working efficiency of occupants and increase the pleasure and satisfaction of listeners of music and speech in auditoriums. For comfortable occupancy of a building and meeting functional requirements, proper acoustics and sound insulation are required.
• It is a matter of experience, proven by experimentation that high noise levels in buildings cause fatigue, mental strain, and loss of efficiency. It may even lead to deafness and nervous breakdown.
• For some buildings, proper acoustics and sound insulation is of paramount importance, e.g. for radio and television studios, auditoriums, hospitals and educational institutions, etc

Semantic Structure:

• Structural linguists did not describe the structure of meaning, as according to them, the structural description of language itself explains the contextual meaning.
• For example, the suffix-less (as in colorless) denotes that the word has the opposite meaning. The noun preceding the verb denotes the subject of the sentence, as in 'He sleeps well'.

Key Points

Chomsky's main attack on structural linguistics was on the way they described meaning by context. Thus, he questioned the very basis of the structural analysis of language. To illustrate his point, Chomsky gives a classic example of a nonsensical sentence:  

• The Colourless green ideas sleep peacefully: This is a grammatically well-formed sentence with a subject, predicate, and adverb but inaccurate meaning wise.
• The structural description cannot bring out the oddity of its import. Chomsky says that no structural description is possible unless the linguist sees what meaning it conveys.
• Let us take one of his examples that displays ambiguity in meaning: Flying planes can be dangerous:
• The sentence conveys that i) Planes that fly can be dangerous and ii) It can be dangerous to fly a plane. The structural description above cannot explain the ambiguity.
• One should know what the speaker had in mind before attempting to produce the structure. Thus, it is not the structure which explains the meaning, but the underlying meaning which explains the structure.

From the above points, we can conclude that the above sentence is grammatically well-formed, but inaccurate meaning wise.

Writing is the fourth language expertise we may gain in our learning. Writing abilities might be improved by giving activities on a piece and exploratory writing.

• The writing skill involves various sub-skills such as coherence, mechanical abilities to write and to use words appropriately.
• Two major features that characterize a discourse are coherence and cohesion. For this, the writer uses cohesive devices.

Key Points

• Cohesive devices are tools used in a sentence to correlate information. It is a device that holds different parts of a thing together.
• A text that is not cohesive can not be meaningful as cohesive devices show the logical representation between sentences and paragraphs.
• In terms of communication, cohesive devices are typically single words or phrases that hold and hang different parts of the text.
• They are used to bound the text (in a paragraph, conversation, theory, etc.) together in such a way that develops a network of relationships from different ideas and concepts.
• These are related to the overview or surface of the text that enhances the structure of a written text. They are sometimes known as the "linkers", "connectors", or "discourse makers".
• For example - moreover, however, in spite, consequently, furthermore,  therefore, etc. The use of cohesive devices is learned by practicing writing in a particular language.

Thus, it is concluded that 'consequently', 'therefore', 'furthermore' and 'however' are examples of cohesive devices.

Additional Information

• Vocabulary is a collection of familiar words used or understood by an individual or group of people.
• Cohesion is the act or state of cohering, uniting, or sticking together.

Grammar is a device that specifies the infinite set of well-formed sentences and assigns to each of them one or more structural descriptions. In other words, grammar tells us what the possible sentences of a language are and provides a description of them. 

Key Points

• Students are young and are still learning about life. They are impressionable and will copy things that attract and impress them. Therefore, teachers need to have good role models in all aspects of life so they can emulate them.
• Here, please sit in pairs and write a paragraph about the picture given to you the CORRECT example of teacher language as it is grammatically a well-formed sentence and is also accurate in meaning.
• The rest sentences are incomplete, grammatically incorrect, meaningless and with inaccurate structure. So, a teacher shouldn't use this kind of language in his/her classroom.

From the above sentences, we can conclude that please sit in pairs and write a paragraph about the picture given to you the CORRECT example of teacher language.

Washback is one of the five principles of assessment where teachers use language tests and assessments as tools of measurement and prepare aggregate results based on which learners are promoted to a higher grade. This is an administrative requirement to show that learning goals have been achieved.

Key Points

The fifth principle of language test is the impact or washback it has on the stakeholders like test takers, test designers, administrators and any other person related to the event of testing.

• If the test is very difficult, time-consuming, and not very authentic then the test takers will be negatively affected or the test will have a negative washback.
• On the other hand, if the test creates learning opportunities for the test takers, they look forward to more of such tests and are able to apply what they have learned from the test to real life, then the test will have a positive washback.
• Washback concerns the impact of tests and assessments on materials, teachers, and learners. Firstly, the washback effect in the area of activity or time arrangement.  The second area affected by washback is teaching materials.
• Students are constantly under pressure to pass the test because it directly affects their future careers and job opportunities. Similarly, teachers are also obliged to design their methods and learning materials to enable students to overcome the challenges of the test
• It motivates teaching staff to enhance their approaches to teaching English while preparing more learning materials to improve student performance. The test also inspires teachers to align their teaching methods with learning outcomes.

From the above points, we can conclude that the word 'washback' refers to how a test effects classroom teaching materials.

A corpus is a large set of texts (electronically stored and processed), it may be used to refer to any text in written or spoken form that can be available on computers as software or via the internet. 

Key Points

• A corpus is a large collection or database of texts involving natural discourse in diverse contexts. It helps compile large amounts of authentic written and spoken language with help of computers.
• This compilation of text can be observed in various patterns of grammar and vocabulary usage. Corpus come in many shapes and sizes, because they are built to serve different
  

purposes.

• What is evident is that the size of any corpus depends mainly on the purposes it was created for, and that this size can vary from some hundred words to some million words. For example, British National Corpus (BNC):100 million words, Brown corpus: 1million words, etc.
• The written texts are originally from magazines, books, diaries, newspapers, letters, and popular fiction, however, the spoken texts can be any recorded formal or informal conversations: Telephone conversations, dialogues, radio shows, political meetings, etc.

Hence, we can conclude that a corpus is a large collection or database of texts involving natural discourse in diverse contexts.

Language learning is the process of learning to speak and understand a foreign language. It helps children to acquire practical commands of language. It is a result of deliberate and conscious effort for a better understanding of foundational skills of language learning.

• Error: When a learner can’t master a language or a topic, he/she is vulnerable to make errors. Errors are nothing but incorrectness made by a child during learning.

Key Points

• The above-mentioned practice of the teaching-learning process is known as 'feedback' as feedback refers to the process of providing information to the learners by the teachers to make them aware of their performance, strengths, and weaknesses.
• Feedback is an essential part of the teaching-learning process which:
• helps learners to maximize their potential at different levels.
• guides students to adapt and adjust their diverse learning styles.
• determines learners' understanding level in order to achieve learning goals.
• enables learners to rectify their errors and improve their learning strategies effectively.

Hence, it could be concluded that a teacher collects the errors of learners of her class and discusses them with her learners once in two weeks, this is known as feedback.

Additional Information 

• Error correction refers to the process of detecting and correcting errors committed by learners in the teaching-learning process.
• Remedial teaching is used for giving additional help to learners who have fallen behind the rest of the class in any topic or subject.
• Grammar is the backbone of any language. The teaching of grammar includes the teaching of rules of using a language correctly and effectively.

Language is a symbolic, rule-governed system, shared by a group of people to express their thoughts and feelings. In a child, language development takes place through language acquisition and language learning.

Key Points

Language acquisition:

• It refers to the subconscious process of learning a native or second language because of the innate capacity of the human brain.
• It is a natural process whereby children acquire language unconsciously by observing and repeating what they hear in the natural/informal setting.
• Language acquisition does not require any formal instruction, children acquire the language without being taught. It is a natural process so, one does not forget one's native language.

Hence, it could be concluded that language acquisition is natural and subconscious.

Hint 

• Language learning refers to the result of deliberate and conscious effort for a better understanding of foundational skills of language learning. It takes place in a formal setting.

Language is constitutive of being human. It is a marker of a speaker’s identity. Language defines the relationship among the members of a society and encodes the social hierarchies.

Key Points

• ​The Official Language Act allows for the continuation of English alongside Hindi in the Indian government indefinitely until legislation decides to change it.
• Two languages are chosen to be the official languages used by the central administration:
• Hindi is the language used by the Central Government as per Article 343 when communicating with the states of the Hindi Belt.
• English is the Associate official language and the language to be used while communicating with the states.
• Article 343(1) of the Constitution provides that Hindi in Devanagari script shall be the Official Language of the Union and English is the associate official language.
• Article 343(2) also provided for continuing the use of English in official work of the Union for 15 years (i.e.up to 25 January 1965) from the date of commencement of the Constitution.

Thus, it is concluded that English is the associate official language of the Indian Union.

Language Acquisition is the process in which a child acquires the capacity to comprehend language. Language acquisition is the process in which a child learns his mother tongue. When language is learned without any practice and with the help of surroundings, it is known as language acquisition.

Key Points

• In the Theory of Second Language Acquisition, Stephen Krashen proposed the five main hypotheses, the input hypothesis is one of them.
• According to the Input hypothesis, comprehensible input refers to the input slightly above the learner's current level of mastery.
• It helps learners in language learning by making them able to communicate efficiently, acquire language naturally and understand the text effectively.
• Language is acquired not when the input is repeated several times, but when that input is understood, when the learner understands what it means and can make use of it.

Hence, it is clear that in language learning, 'comprehensible input' at the secondary stage refers to the authentic text slightly above the level of the learner.

The correct answer is 'he didn't like going to school.'

Key Points 

• Refer to the lines from the passage:
• ​**'**Lying in bed, Swami realized with a shudder that it was Monday morning. It looked as though only a moment ago it had been the last period on Friday; already Monday was here.
• He hoped that an earthquake would reduce the building to dust, but that school building had withstood similar prayers for over a hundred years now. At nine o'clock Swaminathan wailed, "I have a headache."
• ' "Important! Bah! That geography teacher has been teaching the same lesson for over a year now. And we have arithmetic, which means for a whole period we are going to be beaten by the teacher." '
• ​Upon the perusal of the above lines, it is clear that Swami didn't go to school because he didn't like going to school.

Hence, Option 3 is the correct answer.

Important Points 

• Option 1 is incorrect as  headache was an excuse made by Swami to avoid going to school.
• Option 2 is incorrect as there is nothing mentioned in the given passage that suggests that Swami had not done his maths work.
• Option 4 is incorrect as there is nothing mentioned in the given passage that suggests that Swami was afraid of his school principal*.*

The correct answer is 'more than a century.'

Key Points 

• Let's refer to the lines from the passage:
• ​**'**He hoped that an earthquake would reduce the building to dust, but that school building had withstood similar prayers for over a hundred years now.'
• Upon the perusal of the above lines, it can be concluded that the school had been in existence for more than a century.

Hence, Option 4 is the correct answer.

The correct answer is '(a) and (c) are false but (b) is true.'

Key Points 

• Let's refer to the lines from the passage:
• He hoped that an earthquake would reduce the building to dust, but that school building had withstood similar prayers for over a hundred years now.
• As he approached the yellow building he felt the bulge of the letter in his pocket, he felt it like an executioner.
• Upon the perusal of the above lines, it can be concluded that out of the three statements, only statement b i.e. He wanted the school building to be absolutely destroyed is true.

Hence, Option 1 is the correct answer.

The correct answer is 'fearful.'

Key Points 

• Let's refer to the line from the passage:
• ' "What have you written, father?" Swaminathan asked apprehensively.'
• The word Apprehensive means to be worried or afraid that something unpleasant may happen; anxious, nervous or agitated. 
• Example: Mary is feeling apprehensive about her exams.
• Upon the perusal of the above lines, it can be concluded that Swami's relation with his father was fearful.
• All the other options are eliminated as there is nothing mentioned  in the passage that suggests Swami had a cordial, respectful or affectionate relationship with his father.

Hence, Option 2 is the correct answer.

The correct answer is 'Both (a) and (b) are true'.

Key Points 

• Let's refer to the lines from the passage:
• ''What have you written, father?" Swaminathan asked apprehensively.
• **'**As he approached the yellow building he felt the bulge of the letter in his pocket, he felt it like an executioner.
• For a moment he was angry with his father and wondered why he should not fling into the gutter the letter of a man so unreasonable and stubborn.'
• Upon the perusal of the above lines, it can be concluded that Swami was anxious to know what his father had written in the letter and he thought about destroying the letter.

​Therefore, Option 4 is the correct answer.