MCQ
Apathit Gadyansh MCQ - Practice Questions with Answers
Solve 8 Apathit Gadyansh questions for RAS/RPSC preparation.
Practice questions
Q1Consider the following two statements about teaching unseen Hindi prose passages at primary stage. (1) The teacher should have learners read the passage at least twice — first to grasp the overall thread, then to locate answers. (2) The teacher should reveal the answers before learners attempt the questions, so that confidence builds first. Which of the two statements is correct?
Statement 1 is consistent with established Hindi-comprehension practice — a first-pass skim builds gist, a second pass anchors specific answers, and this two-pass routine is taught explicitly in NCERT Rimjhim teacher pages. Statement 2 collapses the entire pedagogical purpose of an unseen-passage exercise: if the teacher hands out answers, learners never engage in independent meaning-making, and the assessment loses validity. Therefore only statement 1 holds.
Q2A primary-stage Hindi teacher is framing comprehension questions on an unseen passage about a child planting a sapling. Which of the following question stems is NOT appropriate for a Class III to V cognitive level?
Options A, B and D map onto the primary-stage cognitive ladder — direct recall, simple inference, and title-selection — all of which Classes III to V can attempt with scaffolding. Option C invokes literary criticism vocabulary, ideological frameworks, and abstract reasoning that belong to senior-secondary or undergraduate study, not to a Class III to V comprehension exercise.
Q3While selecting an unseen Hindi-language piece for a Class IV comprehension exercise, which choice best fits primary-stage age-appropriateness?
Primary-stage comprehension assumes a learner who is still building independent reading fluency. The passage should be short, use familiar vocabulary, and follow a clear sequence so decoding effort does not overwhelm meaning-making. Option A captures these classroom criteria; the other options introduce length, abstraction, archaic register, or older-grade content that would be unsuitable for Class IV comprehension practice.
Q4Assertion (A): A primary-stage learner who can decode every word of an unseen Hindi passage but cannot answer a single inference question still has a comprehension gap. Reason (R): Comprehension is the joint outcome of decoding accuracy and meaning-construction; word-level decoding alone is not sufficient evidence of understanding.
The assertion correctly diagnoses a real classroom phenomenon — fluent oral decoding without comprehension. The reason explains exactly why this gap is real: reading comprehension is not just decoding but the construction of meaning from decoded words. Both statements are true and the reason directly explains why the assertion holds. Hence the first option captures the relationship.
Q5Match each unseen-passage question type in List I with the cognitive level it primarily targets in List II. List I — Question type: (a) Locate a directly-stated fact. (b) Choose a suitable title. (c) Guess word-meaning from context. (d) Predict what the character may do next. List II — Cognitive level: (i) Inference. (ii) Literal recall. (iii) Gist-grasping. (iv) Vocabulary in context.
Locating a directly-stated fact is pure literal recall. Choosing a suitable title rests on grasping the overall gist of the passage. Guessing word-meaning from surrounding sentences is the textbook definition of vocabulary-in-context. Predicting what a character will do next moves the learner into inference, where the answer is not stated but built from cues. The pairing in option C is therefore the only one that respects all four definitions.
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6Consider these statements about scaffolding unseen Hindi passages for a Class III group: (1) Pre-reading vocabulary preview of three or four hard words helps without giving away meaning. (2) Allowing learners to underline unfamiliar words while reading silently is a useful strategy. (3) Replacing the passage's Hindi vocabulary with English glosses inside the passage is a recommended scaffolding step. (4) Asking one or two prediction questions before learners read aloud activates background knowledge. Which combination of statements is correct?
7Read the short Hindi-language passage and answer the question. Passage: "रीना हर रविवार दादी के साथ बगीचे में जाती है। दादी उसे फूलों के नाम बताती हैं। रीना गुलाब और गेंदा पहचान लेती है। आज रीना ने पहली बार चमेली देखी। उसकी खुशबू बहुत अच्छी लगी। दादी ने कहा कि चमेली रात में और भी महकती है।" According to the passage, which flower did Reena see for the first time that day?
8A Class V Hindi teacher plans an unseen-passage period in four steps that have got mixed up: (P) Learners read the passage silently and underline difficult words. (Q) The teacher introduces the topic and asks one prediction question. (R) Learners answer literal-recall questions, then inference questions. (S) The teacher reviews difficult words at the end and shares one extra question for home practice. Which order best matches the recommended primary-stage routine?