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hindi-bhasha-kaushal-l1 MCQ - Practice Questions with Answers

Solve 10 hindi-bhasha-kaushal-l1 questions for RAS/RPSC preparation.

Practice questions

Q1Match the child with the best immediate teacher response. 1 Asha fears speaking. 2 Imran reads slowly. 3 Meena writes very short answers. 4 Tara uses two home languages.

A 1 public correction, 2 more recitation, 3 copying, 4 punishment.
B 1 pair talk, 2 guided reading, 3 sentence expansion, 4 home-language bridge.
C 1 silent copying, 2 handwriting, 3 oral drill, 4 standard-only rule.
D 1 test first, 2 test first, 3 test first, 4 test first.
Explanation

The match applies diagnosis-based remedial teaching. Asha needs safe oral turns, Imran needs guided decoding and meaning support, Meena needs sentence expansion, and Tara needs respectful bridging from home language to school Hindi.

Q2A teacher reads a story aloud, discusses meanings, then asks children to join repeated lines on a chart. Which sequence is being used?

A Independent reading followed by formal dictation.
B Read-aloud moving into Shared Reading.
C Guided writing moving into grammar correction.
D Remedial testing before any classroom language input.
Explanation

NCF-FS 2022 names Read-aloud and Shared Reading as part of the reading progression. The teacher first models meaning and expression, then invites children like Imran and Tara into a visible text with support.

Q3Assertion: A Class 2 child may first explain a picture orally before writing a sentence. Reason: Writing grows from meaning-making, not only from copying neat letters.

A Both are true, but the reason does not explain the assertion.
B The assertion is true, but the reason is false.
C Both are true, and the reason explains the assertion.
D The assertion is false, but the reason is true.
Explanation

For Meena, drawing and oral explanation can lead to a caption and then a complete sentence. The reason explains why the teacher should value meaning before expecting polished written form.

Q4A teacher wants to move from Bruner's action level to symbol level in a story lesson. Which order is best?

A Write grammar rules, copy them, then act if time remains.
B Act the story, arrange picture cards, then read or write key words.
C Give a spelling test first, then explain the story orally.
D Skip pictures because they distract children from real language learning.
Explanation

Bruner's sequence supports primary Hindi teaching: children can act, see, then read or write. Raju and Meena both benefit because action and pictures make the later words meaningful rather than empty symbols.

Q5Which line best captures the RBSE syllabus boundary for Hindi language skills?

A Development of listening, speaking, reading and writing with TLM, textbook, multimedia, evaluation and remedial teaching.
B Only memorising grammar definitions from unseen passages before every class activity.
C Only handwriting practice because writing is the final and most visible skill.
D Only oral recitation because primary children should not read independently.
Explanation

The RBSE line names language-skill development and sits beside TLM, textbook, multimedia, evaluation, CCE and remedial teaching. Asha's class therefore needs linked listening, speaking, reading and writing routines, not a single drill presented as the whole topic.

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More questions

6Two statements are given. I. Listening can be assessed by asking children to arrange pictures after a story. II. Listening is passive, so it should not be assessed in primary classes.

AOnly statement I is correct.
BOnly statement II is correct.
CBoth statements are correct.
DNeither statement is correct.

7Which classroom decision best follows NEP 2020's home-language principle?

ATara must stay silent until she can speak only standard Hindi.
BThe teacher should translate every answer herself and avoid child expression.
CHome language is useful only outside school, never inside Hindi class.
DTara may first explain her idea in a familiar home language, then choose simple Hindi words with support.

8Assertion: Correcting every small speech error during Imran's story may reduce his fluency. Reason: In language learning, low-anxiety meaningful expression supports participation.

ABoth are true, and the reason explains the assertion.
BBoth are true, but the reason does not explain the assertion.
CThe assertion is false, but the reason is true.
DThe assertion is true, but the reason is false.

9Raju uses a wheelchair. During a speaking activity, what should the teacher do?

AAsk only children who can quickly come to the front to speak.
BRemove Raju from speaking work and give only written copying.
CPraise Raju silently but avoid giving him a turn to save time.
DLet Raju report from his place or through a group role with equal attention from the class.

10Which option best reflects Vygotsky's idea for a Hindi reading group?

AChildren work alone on the hardest passage so the teacher can measure real ability.
BThe teacher gives the same lecture to every child and avoids peer talk.
CThe teacher supports a small group, lets peers help, and reduces help as reading improves.
DThe teacher delays reading until every child can write perfect sentences.

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