Answer Key of UPTET Mock Paper
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
A
D
A
D
A
D
B
A
D
C
C
D
A
B
B
C
A
A
A
C
C
B
A
C
A
B
D
A
B
B
d
व्याख्या: अऺर, शब्द और वाक्य ये सभी भाषा की
इकाइयाॉ हैं. वर्ण (अऺर) से शब्द बनता है शब्द से वाक्य
बनता है
32.
33.
34.
35.
36.
37.
38.
a
d
c
a
c
b
b
39.
40.
41.
42.
43.
44.
45.
46.
47.
48.
49.
50.
51.
52.
53.
54.
55.
56.
57.
58.
59.
60.
61.
b
b
d
c
b
a
c
b
a
d
c
b
d
b
a
b
a
c
c
c
b
b
d
It's 'invincible'
"Invictus" is an adjective in Latin meaning
'unconquerable' or 'unsubdued' (if that is a word). To
answer the question, here are the reasons why
Invictus is a powerful poem. Out of the night that
covers me, Black as the pit from pole to pole, I thank
whatever gods may be. Hence The phrase
‘unconquerable soul’ means a person who is
invincible.
62. a
It's 'Remains undaunted even under the worst
circumstances.'
Lines 5 and 6 are “In the fell clutch of circumstance, I
have not winced nor cried aloud”. These lines shows
that the speaker remains undaunted even under the
worst circumstances.
63. b
From the lines “Beyond this place of wrath and tears
Looms but the Horror of the shade” one can
conclude that the author is talking about anger and
sorrow.
The third verse talks about the "Place of wrath and
tears" meaning the physical worlds referring to life
as "this vale of tears" (Wrath = anger) and also the
"Horror of the Shade" which is a poetic expression
for Death (Shade = a ghost or spirit) and even faced
with both of these the writer is unafraid.
64. D
Menace means threat or danger and years indicates
the times. Therefore threats of the times is
suggested by the phrase ‘menace of the years’
65. D
From the lines ‘I have not winced nor cried aloud’ we
can say that ‘winced’ it means He is not giving the
satisfaction to his suppressers. What or whoever
they may be. He is suffering but he will not show
that to them nor will he give up. Therefore the
meaning of winced is Recoiled (suddenly spring or
flinch back in fear, horror, or disgust).
66. B
From the lines ‘Out of the night that covers me,
Black as the pit from pole to pole, I thank whatever
gods may be’. It is clear that The poetic device used
in ‘Black as the pit from pole to pole’ is simile.
As simile is a figure of speech involving the
comparison of one thing with another thing of a
different kind, used to make a description more
emphatic or vivid.
67.
68.
69.
70.
71.
72.
73.
74.
A
C
c
d
a
a
c
b
75. a
76. b
The second stage is fluency/proficiency. During this
stage, the person is learns to perform the new task
to a higher degree of accuracy. Anyone who has
been around children who are learning to talk knows
that the process happens in stages-first
understanding, then one-word utterances, then
second – word phrases, and so on. Students learning
a second language move through five predictable
stages: Preproduction, Early Production, Speech
Emergence, Intermediate Fluency, and Advanced
Fluency. How quickly students progress through the
stages depends on many factors, including level of
formal education, family background, and length of
time spent in the country.
77. A
According to experts, the students who study
grammar are very often able to solve grammar
exercise but do not write correct speech.
78. B
In the sentence “I buy a car yesterday” which is
defined in past tense but used verb is first form,
which should be corrected in to: Bought
Hence teacher should correct the form of verb.
79. B
Micro-skills for Reading Comprehension:
1. Discriminate among the distinctive graphemes
and orthographic patterns of English.
2. Retain chunks of language of different lengths in
short-term memory.
3. Process writing at an efficient rate of speed to suit
the purpose.
4. Recognize a core of words, and interpret word
order patterns and their significance.
5. Recognize grammatical word classes (nouns,
verbs, etc.), systems (e.g., tense, agreement,
pluralization) patterns, rules, and elliptical forms.
8. Encourage pupils' active participation in class
activities
9. Focus on the learning process
6. Recognize that a particular meaning may be
expressed in different grammatical forms.
10. Show concern for the performances of individual
pupils
7. Recognize cohesive devices in written discourse
and their role in signaling the relationship between
and among clauses.
80. a
The material on opaque sheet is projected with the
help of episcope hardware. The opaque projector,
epidioscope, epidiascope or episcope is a device
which displays opaque materials by shining a bright
lamp onto the object from above. A system of
mirrors, prisms and/or imaging lenses is used to
focus an image of the material onto a viewing
screen.
81.d
The correct order of remedial teaching is:
* Setting teaching objective
* Adapting the curriculum
* Setting teaching objective
* Choosing the appropriate teaching strategies
* Collecting and preparing the support material
82. d
Some parents have unrealistic expectation of their
children’s performance, in such case teacher has to
explain to the parents about the characteristic and
ability of pupil, so that they may help their children
to learn in a pleasurable manner.
83. b
In programs for gifted students, teaching practices,
grouping strategies and acceleration are
interdependent and strongly supported by research
as central to maximising learning outcomes for
gifted students. However, the key ingredient in the
success of any gifted program is the provision of
developmentally appropriate opportunities by
differentiating the curriculum. Differentiation ranges
from slight to major modifications of the curriculum
through adjustments to content, processes and
skills. It provides a planned, documented and
challenging curriculum that matches the ability of
gifted students to:
Principles of Helping Pupils with Learning Difficulties:
* learn at faster rates
1. Teaching preparation
* find, solve and act on problems more readily
2. Devise various learning activities
3. Design meaningful learning situations
4. Teaching approaches
5. Provide clear instructions
6. Summarize the main points
7. Enhance learning interest and motivation
* manipulate abstract ideas and make connections
to an advanced degree.
Differentiation should include enrichment and
extension activities. Enrichment refers to the
broadening of the curriculum to develop knowledge,
application, thinking skills and attitudes to a degree
of complexity appropriate to the students’
developmental level.
84. a
Textbooks are a key component in most language
programs. In some situations they serve as the basis
for much of the language input learners receive and
the language practice that occurs in the classroom.
Among the principal advantages are:
1. They provide structure and a syllabus for a
program.
2. They help standardize instruction.
3. They maintain quality.
4. They provide a variety of learning resources.
5. They are efficient.
6. They can provide effective language models and
input.
7. They can train teachers.
8. They are visually appealing.
85. d
There is no doubt that learners cannot learn the four
skills in a new language without hearing it and
having opportunities to speak it. In a classroom
context the main provider of the Target Language
(TL) is the teacher. The teacher must consciously be
aware of when he or she is using the TL and when
not AND why. Students, who do not have the
opportunities to use the target language outside the
classroom, demonstrate much lower levels of
language competency. This can be overcome by
engaging them in specific language-focused tasks
which are indirectly monitored by their group
leaders. Substitute/paraphrase helps students to
speak fluently and helps them to express
themselves. If they don’t know a particular
vocabulary word in TL, then use other words that
they do know to express the same idea. Work
together to keep the conversation going. When they
are trying to think of a word, let their partner
suggest vocabulary they can use. If their partner has
trouble, they can help by offering what they know
how to say. Helping each other learn will make the
process more fun.
86. a
Many reluctant students have received the message
over time that they are poor students. As a result,
they feel frustrated, inadequate, confused, or even
ashamed. Hence reluctant learners need to be both
challenged and supported if they are to develop the
self-efficacy they need to take risks and succeed.
They need to be actively engaged by instructional
approaches designed to maximize the possibilities
for engagement. Finally, they need to feel safe
enough to take the risks of participation instead of
retreating from them.
87. a
Children require multiple exposures to words in
order to develop a rich understanding of their
meaning and use. Teachers should make a point of
introducing interesting new words for children to
learn into each classroom activity. Teacher should
provide opportunities for self-directed activities so
that students can choose activities that match both
their interests and their language abilities.
88. a
There are some variations on reading
comprehension assessments, however. For example,
instead of explicit questions about facts directly
presented in the text, the child could be asked to
answer inferential questions about information
which was implied by the text, or the child’s
comprehension might be tested by his or her ability
to retell the story in the child’s own words or to
summarize the main idea or the moral of the story.
89. a
An exercise, where words are left out of a shorter
passage, and the pupil must fill in blanks with
suitable words based on her reading, assesses her
ability to comprehend. Reading comprehension
assessments are the most common type of
published reading test that is available. The most
common reading comprehension assessment
involves asking a child to read a passage of text that
is leveled appropriately for the child, and then asking
some explicit, detailed questions about the content
of the text (often these are called IRIs). Another
common reading comprehension assessment is
called a "cloze" task — words are omitted from the
passage, and the child is asked to fill in the blanks
with appropriate words.
94. (d)
95. (d)
96. (c)
97. (a)
98. (a)
: 1 : 3/2 : 5/4 : 7/10 ;
= (22.25 * 20)/(10 * 89) = 5
90. b
Creating or retrieving what the student wants to say
and then generating a suitable text to say it, are
stages, of the writing process.
Written Communication involves expressing yourself
clearly, using language with precision; constructing a
logical argument; note taking, editing and
summarising; and writing reports. There are three
main elements to written communication
99. (a)
2 : 3.
100. (b)
101. (b)
: D/20 = t + 30/60…..(i) and D/x = t + 10/60
* structure (the way the content is laid out)
……(ii) solving the equations for D
* style (the way it is written)
102. (a)
: 100 – (70 + 65 -x) =
* content (what you are writing about)
number of people = 400.
91. d
103. (c)
92.a
:
: 20/100 = (x/10- 120)/(x-
2005
,
104.
: (a)
:
औ
औ
5
5 .
औ
105.
93. d
: (d)
:
:
1
.9
2005
,
500
औ
.
106.
: (b)
3
: BODMAS
112.
: (b)
.
: n = k× 6 + 4
107.
: (c)
2n = 2(k×6 + 4)
: 300
= 900
= 12k + 8
.
108.
= 12k + 6 +2
: (c)
=6 (2k+1) + 2
:8
= 8×60×60 = 28800
= 20 ×24×60
109.
=2
20
= 28800
113.
: (c)
: (b)
16a औ 16b .
:
:
:
; 3, 5 औ 6
=
.
, 16a × 16b = 7168
=9
a and b
= (2,14)
(4,7)
(1,28)
+25 + 36 = 70
=
/
(4,7) औ (1,28)
= 70/7 = 10
.
110.
: (c)
114.
:
a
6a2 = 384
=8
: (b)
,
a2 = 64
.
:A
2
= ( 1/ 20 ) x 2 = 1/10
(A + B + C)
1
=[ ( 1/20) + ( 1/30) + (
a
1/60)] = 6/60 = 1/10
= 83 = 512
.3
3
111.
= ( 1/10 + 1/10) =1/5
: (c)
, 1/5
3
: ) (2)250 = (25)50 = (32)50
(3 x 5) = 15
.
(3)150 = (33)50 = (27)50
(5)100 = (52)50 = (25)50
(4)200 = (44)50 = (256)50
= (25)50 = (5)100
115.
: (a)
:
= 22/7 ×105/2×63 = 10395
= πrl
= 2πrh = 2×22/7×105/2×3
=22×15×3 = 990
125. B
126. C
= 10395 + 990 = 11385
116.
124. A
127. B
: (d)
128. D
:
= πr2h = πr.r.h
129. A
∴ = 20+20+(20×20)/100 = 44%
∴
%
%
130. B
=
131. a
44+20+(44×20)/100
132. A
= 44+20+2.8 = 72.8% ∴
= 72.8%.
133. C
117.
: (b)
134. C
:
180
540
135. B
136. C
.
137. C
118.
: (c)
138. D
:
139. C
= 36+18=54
140. C
= 18/54= 1/3
141. D
119.
: (c)
142. B
:
6
= 6000
= 40 ;
= 240000
4
143. D
;
144. B
= 40000
145.C
120. c
146. a
: 11
+ 1347
121. D
122. B
123. a
+ 23
+ 17
= 1100 + 230 + 17
147. a
148. d
149. C
150. C