MCQOPTIONS
Saved Bookmarks
MCQOPTIONS
This section includes 437 Mcqs, each offering curated multiple-choice questions to sharpen your Teaching knowledge and support exam preparation. Choose a topic below to get started.
| 401. |
The chapter in class V NCERT EVS textbook titled, 'Sunita in Space' describes astronaut Sunita Williams' experiences in spaceship. What could be the reason/reasons for including this? (CTET Sept 2015) A. This incident gives a peep into the life of an astronaut. B. This incident describes physical conditions in a spaceship. C. This incident challenges gender stereotypes. D. This incident helps in explaining the concept of gravity. |
| A. | Only D |
| B. | A, B and C |
| C. | A, B, C and D |
| D. | Only A |
| Answer» C. A, B, C and D | |
| 402. |
The nature of environment studies does not advocate that (CTET Sept 2015) |
| A. | children make fewer mistakes |
| B. | children get space to learn by doing |
| C. | children ask a lot of questions |
| D. | children get a lot of space to explore |
| Answer» B. children get space to learn by doing | |
| 403. |
When the rate of photosynthesis in the plants gets increased? |
| A. | When numbers of Chloroplast Increases |
| B. | When the amount of chlorophyll increases |
| C. | When sunlight increases |
| D. | Both [a] and [b] |
| Answer» E. | |
| 404. |
Consider the following statements [I] It promotes the exploitation of natural resources. [II] It ensures that different form of nature remain favourable towards us. [III] It enable children to understand different facts of environment briefly. Which of the stafement(s) given above is/are correct regarding the study of environment'? |
| A. | Only I |
| B. | Only III |
| C. | I and III |
| D. | II and III |
| Answer» C. I and III | |
| 405. |
NCF 2005 has not recommended any prescribed curriculum and textbooks for EVS for classes I and II. The most appropriate reason for this (CTET Feb 2015) |
| A. | to reduce the load of curriculum |
| B. | EVS is only for class III onwards |
| C. | learners in class I and II cannot read and write |
| D. | to provide contextual learning environment |
| Answer» E. | |
| 406. |
Consider the following statements [I] It is a inter disciplinary field based on men and environment relationships. [II] It is different from normal environment as each individual has its own environment in which he/she lives. [III] Its subject matter includes types of environment, human attitude towards environment, efforts of culture etc. Which of the statemeri.t(s) given above is/are correct regarding psychological environment? |
| A. | I and II |
| B. | Only |
| C. | I and III |
| D. | All of these |
| Answer» E. | |
| 407. |
Stories and poems can be effectively used in teaching of EVS at primary level. The main purpose of using them in EVS is to (CTET Feb 2015) |
| A. | cater to diversity in classroom |
| B. | providing contextual 'earning environment |
| C. | make lessons enjoyable |
| D. | promote linguistic skills |
| Answer» C. make lessons enjoyable | |
| 408. |
Which one of the following should be a most important aspect of EVS teaching at primary level? (CTET Feb 2015) |
| A. | Conducting activities and developing skills |
| B. | Achieving success in assessment |
| C. | Understanding the basic concepts of science |
| D. | Connecting learners to the natural and socio-cultural environment |
| Answer» E. | |
| 409. |
Asking the question "How will our life get affected if there were no electricity for a month?" aims at (CTET Sept 2014) |
| A. | sensitising the students on using electricity judiciously |
| B. | assessing the students on sources of electridty |
| C. | promoting imaginative and thinking skills of students |
| D. | assessing the students on their general awareness |
| Answer» D. assessing the students on their general awareness | |
| 410. |
Which one of the following is not an objective teaching of EVS at primary stage? (CTET Sept 2014) |
| A. | Learning in the dassroom must be linked to the life outside the school |
| B. | Teachers must ensure perfect discipline in the classroom |
| C. | Children must be encouraged to ask questions |
| D. | Children must be encouraged to explore their immediate environment |
| Answer» C. Children must be encouraged to ask questions | |
| 411. |
The abbreviation EVS stands for(CTET Sept 2014) |
| A. | Environmental Skit's |
| B. | Environmental Science |
| C. | Environmental Sources |
| D. | Environmental Studies |
| Answer» E. | |
| 412. |
One of the major objectives of teaching of EVS at primary stage is to (CTET Feb 2014) |
| A. | develop in-depth understanding to basic concepts of the subject |
| B. | prepare students for studies at the next stage |
| C. | help the learners link classroom learning to life outside the school |
| D. | acquire skills to carry out hands-on activities independently |
| Answer» D. acquire skills to carry out hands-on activities independently | |
| 413. |
Poems and stories have been included in EVS textbook for primary stage in order to (CTET Feb 2014, CTET Sept 2015) |
| A. | develop literary skills in students |
| B. | provide fun and enjoyment in learning to the subject |
| C. | enhance understanding to fundamental concepts |
| D. | have a change in routine and monotony of presentation of content |
| Answer» C. enhance understanding to fundamental concepts | |
| 414. |
Class V NCERT EVS textbooks include a section 'What we have learnt' in the end of every chapter. It is suggested that answer to questions included in this section should not be assessed in terms of right or wrong this shift has been done because (QTET July 2013) |
| A. | it reduces subjectivity in assessment |
| B. | children cannot write correct answers at this stage |
| C. | it enhances convenience to teachers in assessment |
| D. | it helps the teacher to know how children are learning |
| Answer» E. | |
| 415. |
Good EVS curriculum should be "true to the child, true to life and true to the subject." Which of the following characteristics of the curriculum does not meet the above requirements? (CTET July 2013) |
| A. | It emphasises more on terms and definitions |
| B. | It promotes the value of freedom from fear and prejudice |
| C. | It requires the learner to view the subject as social enterprise |
| D. | It emphasises more on processes of teaching and learning |
| Answer» B. It promotes the value of freedom from fear and prejudice | |
| 416. |
Which one of the following is not an objective of including poems and stories in EVS textbooks? (CTET July 2013) |
| A. | To promote imaginative and creative ability in the learners |
| B. | To develop interest in the subject |
| C. | To have a change in routine and monotonus content |
| D. | To provide fun and enjoyment for learners |
| Answer» D. To provide fun and enjoyment for learners | |
| 417. |
Directions are based on the following paragraph. Given are responses of 7-8 years old children after they have observed an experiment done by the teacher, in which water in a bowl is heated and it has evaporated. "Water has disappeared." "The bowl has absorbed the water" "The fire drank the water." "God drank the water." How should the teacher deal with these responses? (CTET Sept 2016) |
| A. | Tell the children that they are wrong |
| B. | Show the standard water cycle chart |
| C. | Give the definition of evaporation and ask the children to memorise it |
| D. | Initiate a discussion to revisit their ideas |
| Answer» E. | |
| 418. |
Directions (Q. Nos. 51-53) are based on the following paragraph. Given are responses of 7-8 years old children after they have observed an experiment done by the teacher, in which water in a bowl is heated and it has evaporated. "Water has disappeared." "The bowl has absorbed the water" "The fire drank the water." "God drank the water." What do these response tell us about children and their thinking? (CTET Sept 2016) |
| A. | Children have alternate ideas about evaporation |
| B. | Children's responses are illogical |
| C. | Children's thinking is incorrect |
| D. | Children cannot make a good observation |
| Answer» B. Children's responses are illogical | |
| 419. |
Experimentation' is one of the indicators of assessment. Which one of the following is the most appropriate way of assessing experimentation indicator? (CTET Feb 2016) |
| A. | Picture reading |
| B. | Creative writing |
| C. | Demonstration |
| D. | Hand-on-activity |
| Answer» E. | |
| 420. |
After teaching the lesson on animals, Sheetal arranged a visit of her class IV students to the zoo. This would help the students to (CTET Sept 2014) |
| A. | develop skills to animal protection |
| B. | have a change in the daily time-table routine |
| C. | co-relate classroom learning to real-life situations |
| D. | develop sensitisation about how to domesticate animals |
| Answer» D. develop sensitisation about how to domesticate animals | |
| 421. |
Shalini has planned a field trip for class IV students to the Science Centre. Which one of the following general instruction given to the students in irrelevant for the tip? (CTET Feb 2014) |
| A. | Ask questions for your doubts on displays |
| B. | Carry your full school bag for the day |
| C. | Do not go anywhere without informing me |
| D. | Take a notepad and pen with you |
| Answer» C. Do not go anywhere without informing me | |
| 422. |
Preeti wants to lay greater emphasis on 'Pollution', while teaching environmental concerns to class V students. Which one of the following activities is likely to be most effective in achieving the desired objective? (CTET Feb 2014) |
| A. | Asking students to prepare charts on different kinds of pollution |
| B. | Taking students on a field visit to a polluted river |
| C. | Asking students to take up group projects related to different kinds of pollution |
| D. | Inviting experts to talk on air, water and noise pollution |
| Answer» D. Inviting experts to talk on air, water and noise pollution | |
| 423. |
Sarita's teacher engages her in a number of group activities such as group discussions, group projects etc. Which learning dimension is her teacher following? (CTET Nov 2012) |
| A. | Competition based learning |
| B. | Learning as a social activity |
| C. | Learning through recreation |
| D. | Language guided learning |
| Answer» D. Language guided learning | |
| 424. |
A Science exhibition was organised in Rohan's school. It was organised with an objective. Which in your view is the most appropriate objective? (CTET Nov 2012) |
| A. | Establish a name for the school |
| B. | Satisfy the parents |
| C. | Train students for various professions |
| D. | Provide a creative channel for learners |
| Answer» E. | |
| 425. |
Which one of the following four teaching methodologies followed by four different Science teachers for teaching the topic 'Air Pollution' is most appropriate (CTET Jan 2012) |
| A. | Dictating the answers to all the questions in the exercise after completing the topic |
| B. | Showing a documentary film on 'Air Pollution' to the students |
| C. | Asking the students to collect air samples before and after Diwali, study their quality and tabulate the findings |
| D. | Asking the students to read the topic from the text book loudly and explaining the meaning of concepts/terms |
| Answer» C. Asking the students to collect air samples before and after Diwali, study their quality and tabulate the findings | |
| 426. |
In teaching of EVS, a teacher has to teach about leaves of trees. The best method is |
| A. | explaining orally about the leaves |
| B. | explaining the leaves and its function with the help of a model |
| C. | by giving lecture on leaves |
| D. | by taking the student to garden |
| Answer» E. | |
| 427. |
While teaching the topic on 'Air is everywhere' a, teacher asks the following questions from the students. I. Is there air in the soil? II. Is there air inside water? III. Is there air inside our body? IV. Is there air inside our bones? Which one of the following skills is the teacher trying to develop in the learners? |
| A. | Classification skills |
| B. | Thinking skills |
| C. | Emotional skills |
| D. | Observation skills |
| Answer» E. | |
| 428. |
For teaching of EVS, co-curricular activities like excursion has benefit to |
| A. | clarify the subject |
| B. | make topic difficult |
| C. | establish contact with outer world |
| D. | Both [a] and [c] |
| Answer» E. | |
| 429. |
To make children aware of different kinds of fuel, a teacher can |
| A. | show pictures of fuels on a chart |
| B. | ask children to list different fuels |
| C. | show some samples of fuels in the class |
| D. | discuss with children about possible kinds of fuel that can be used for cooking along with a short film |
| Answer» E. | |
| 430. |
Doing activities with children will be effective only if |
| A. | the teacher does not know why she is doing it |
| B. | the teacher conducts them to complete her 'Lesson Plan' |
| C. | the teacher does them as a presence to obey her principal's directions for activity based learning |
| D. | she believes that activity based education will help the child in understanding the concept |
| Answer» E. | |
| 431. |
The concept of 'seed germination' can be taught best by |
| A. | showing germinated seeds to the class and explaining the process of germination |
| B. | presenting the germination stages through drawings of the board |
| C. | asking the students to perform an activity to sow seeds, observe different stages and draw them |
| D. | showing photographs of seed germination |
| Answer» B. presenting the germination stages through drawings of the board | |
| 432. |
Rekha, a primary teacher, while takes her students for a visit to a small scale industry involved with weaving of cotton fabric. She planned the visit as she wanted |
| A. | an outdoor activity for her students |
| B. | her students to have a real life experience |
| C. | her students to visit a small scale industry |
| D. | her students to collect more information about cotton |
| Answer» C. her students to visit a small scale industry | |
| 433. |
Children should be encouraged to do activities that involve collecting information directly from the community resources. This will help them to |
| A. | know the community resources |
| B. | explore and discover on their own |
| C. | become aware about various community resources |
| D. | become confident and bold |
| Answer» C. become aware about various community resources | |
| 434. |
Asmita teaches EVS in class V. She engages her students in various hand-on activities and simple experiments. This is required at primary stage as |
| A. | it will help to prepare them for senior classes in science |
| B. | to develop interest in EVS |
| C. | to develop various process skills in students |
| D. | to make them confident in EVS |
| Answer» C. to develop various process skills in students | |
| 435. |
Co-curricular activities in EVS teaching is |
| A. | educational trips |
| B. | watching films |
| C. | swimming |
| D. | All of these |
| Answer» E. | |
| 436. |
The aim of lecture strategy and demonstration strategy is |
| A. | it is removing the weakness of lecture strategy and enhance the quality of demonstration strategy |
| B. | it generates new strategy for EVS teaching |
| C. | it combines lecture and demonstration strategy to build a new strategy |
| D. | it strengthens the theoretical aspects of strategies |
| Answer» D. it strengthens the theoretical aspects of strategies | |
| 437. |
Planning of co-curricular activities is an integral part of |
| A. | school curriculum |
| B. | social development |
| C. | school building |
| D. | teaching strategy |
| Answer» B. social development | |