Child Development and Pedagogy Social Studies 48 Match the following columns and choose the appropriate option : Sphere of the Earth Feature (a) Lithosphere (i) Plant and Animal Kingdom (b) Hydrosphere (ii) Made up of rocks and minerals (c) Atmosphere (iii) Various sources of water (d) Biosphere (iv) Thin layer of Air
A (a)-(ii), (b)-(iii), (c)-(iv), (d)-(i) B (a)-(iii), (b)-(iv), (c)-(i), (d)-(ii) C (a)-(iv), (b)-(i), (c)-(ii), (d)-(iii) D (a)-(i), (b)-(ii), (c)-(iii), (d)-(iv)
Clear
53 Match the following concepts in Column - I with their examples in Column - II and choose the appropriate option : Column - I Column - II Concepts Examples (a) Discrimination (i) Differential pay for same work (b) Inequality (ii) Villagers are superstitious (c) Stereotype (iii) Woman not allowed to be hired since she is starting a family (d) Prejudice (iv) Girls are good at cooking
A (a)-(iv), (b)-(ii), (c)-(i), (d)-(iii) B (a)-(iv), (b)-(iii), (c)-(i), (d)-(ii) C (a)-(iii), (b)-(i), (c)-(iv), (d)-(ii) D (a)-(iii), (b)-(i), (c)-(ii), (d)-(iv)
Clear
54 Match the following in the context of people and objects in ancient times and choose the appropriate option. A B (a) Barygaza (i) Stamped red-glazed pottery (b) Shrenis (ii) Bharuch (c) Arretine ware (iii) Independent farmers (d) Grihapatis (iv) Associations of crafts persons and merchants
A (a)-(ii), (b)-(iv), (c)-(iii), (d)-(i) B (a)-(iv), (b)-(iii), (c)-(i), (d)-(ii) C (a)-(i), (b)-(ii), (c)-(iv), (d)-(iii) D (a)-(ii), (b)-(iv), (c)-(i), (d)-(iii)
Clear
68 Match the following and choose the appropriate option : Indicators of assessment Skills/Abilities (a) Discussion (i) Sensitivity towards differently abled, showing concern for environment (b) Observation (ii) Making logical connections (c) Normative concerns (iii) Reporting, narrating, picture-reading and drawing (d) Explanation (iv) Listening, expressing opinions and finding out from others
A (a)-(iv), (b)-(ii), (c)-(i), (d)-(iii) B (a)-(iv), (b)-(iii), (c)-(ii), (d)-(i) C (a)-(ii), (b)-(iii), (c)-(iv), (d)-(i) D (a)-(iv), (b)-(iii), (c)-(i), (d)-(ii)
Clear
Language I (English) Passage For questions 92–99 On 15 January 2009, several interesting things happened. A plane crash landed into the Hudson River, right in the middle of New York City. The pilot, crew and 155 passengers escaped safely. But then, something else happened... Jim was nearby and watched the event happen. He immediately tweeted that he had just seen a plane crash in the Hudson. From there the news spread quickly. People contacted him immediately and asked him what was happening, and other people on the street took photos and videos with their phones and posted them online. Ordinary people suddenly became journalists. It was 15 minutes before the news broke on official news channels.
Photos, videos and tweets from ordinary people at the scene of dramatic events now provide the words and images that describe events in the news. When a meteor exploded over a Russian city in 2013, millions of people around the world watched videos and photos of the event on Facebook and YouTube. Social media can also save lives. In January 2010, an earthquake hit the Caribbean island of Haiti. The government said that there had been an earthquake, but they didn’t give many details at first. Meanwhile, people living in the disaster area were posting photos and eye witness accounts on Twitter and Facebook and telling the world that it was an emergency and houses were collapsing. A local radio presenter used this information to help people find family members, and people even phoned his program to ask if their relatives were safe.
News travels fast on social media, but false stories spread just as quickly as the truth. Some of these “facts” are erroneous, others are deliberate hoaxes. Hoaxes remind us that not everything people post and publish is reliable. But social media can change our lives for the better.
Passage For questions 100–105 Great, wide, beautiful, wonderful world,
With the wonderful water round you curled.
And the wonderful grass upon your breast
World, you are beautifully drest.
The wonderful air is over me,
And the wonderful wind is shaking the tree,
It walks on the water, and whirls the mills,
And talks to itself on the tops of the hills.
You friendly Earth! How far do you go,
With the wheat-fields that nod and the rivers that flow.
With cities and gardens, and cliffs, and isles,
And people upon you for thousands of miles ?
Ah, you are so great, and I am so small,
I tremble to think of you, World, at all;
And yet, when I said my prayers today,
A whisper inside me seemed to say,
‘You are more than the Earth, though you are such a dot,
You can love and think, and the Earth cannot!’
109 Match the language teaching methods in Column - A with their understanding or related activities in Column - B : Column - A Column - B (a) Communicative Language Teaching (i) Socially acceptable and contextually appropriate language (b) Direct method (ii) Silent reading (c) Grammar Translation (iii) Written literary texts (d) West’s New Method (iv) Grammar is taught inductively
A (a)-(iv), (b)-(ii), (c)-(iii), (d)-(i) B (a)-(iii), (b)-(i), (c)-(ii), (d)-(iv) C (a)-(ii), (b)-(i), (c)-(iv), (d)-(iii) D (a)-(i), (b)-(iv), (c)-(iii), (d)-(ii)
Clear
Language II (English) Passage For questions 121–128 Chocoholics no longer need to feel guilty about their desire for chocolate. They are simply the victim of the genes, scientists have found. The so called “sweet-tooth gene” has been identified by separate teams of researchers and helps explain why some find it harder to resist chocolate bars and cream cakes. It also raises the possibility of designing a drug which could “switch off” the gene and help people resist sugary foods. Children, in particular, risk their health by eating too many sweets and chocolates.
To identify the gene, research teams conducted almost identical experiments using mice which have differences in their ability to taste sweet foods. One of the team members said “A sweet taste receptor recognises the sweet content of food and initiates a cascade of events which signals to the brain that a sweet food has been eaten.” He further added, “The same gene exists in humans, so it means that if your parents have a sweet tooth then you probably will as well”.
He said, ”We have always known that some people have a sweeter tooth than others. But it has also been proved that if you are gradually exposed to less sugar, then the body becomes accustomed to less. They will be satisfied with a lower level of sweetness. Doctors warn against any form of gene therapy which seeks to deactivate the sweet gene. ”We have produced this gene through evolution because sweet foods in nature are not poisonous, they give us energy. We all need to have some sugar in our diet,” claim scientists. US researchers are using this discovery to develop artificial sweeteners without any after-taste.
Passage For questions 130–135 Every now and then we would speed through a village lined with waving Tibetan children. Their villages looked wonderful and so inviting that Dorje was not showing any signs of slowing down. Small clusters of single and double storey buildings with walk-in courtyards jostled together in the foothills to gain maximum exposure to the sun. The houses looked solid, built for the harsh environment. Walls are made up of stone to waist height and finished off with mud bricks to the roof. Tin cans lined the window ledges, with the bright orange of marigolds in full bloom livening up the black-and-white of the houses.
Branches of trees adorned with colourful prayer flags stood high into the wind from the top of the flat roofs. The auspicious blue, white, red, green and yellow colours of the fabrics stood out against the rich blue of the Tibetan sky. Each prayer flag carries a picture of Lungta, the jewelled dragon horse, who carries the owner’s prayers up to the divine every time the flag flaps in the wind.
The larger villages have healthy trees, usually willows or poplars which look quite out of place in the generally treeless landscape. Wood is a precious commodity in the highland areas of Tibet and is never wasted. The few shrubs which grow wild on the hillsides are harvested for use as brushwood and each courtyard wall is piled high with sticks gathered from the mountains to get a fire started. The lack of solid fuel in the shape of wood is not a problem for the Tibetans, who have an ingenious wood substitute : yak dung.