Practice Questions

Duration: 39 min

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Inside: a video lesson and guided study material.

Module outline

  1. Child Development and Pedagogy / बाल विकास एवं शिक्षाशास्त्र: Concept of Development / विकास की अवधारणा, Psychological Theories of Development / विकास के मनोवैज्ञानिक सिद्धांत, Individual Differences, Personality and Gender / व्यक्तिगत भिन्नताएँ, व्यक्तित्व एवं जेंडर, Intelligence and Creativity / बुद्धि एवं सृजनात्मकता, Learning and Its Theories / अधिगम एवं इसके सिद्धांत, How Children Think and Learn / बालक कैसे सोचते एवं सीखते हैं, Emotion, Motivation, Mental Health and Guidance / संवेग, अभिप्रेरणा, मानसिक स्वास्थ्य एवं निर्देशन, Inclusive Education / समावेशी शिक्षा, Teaching-Learning Process / शिक्षण-अधिगम प्रक्रिया, Teaching Methods and Strategies / शिक्षण विधियाँ एवं रणनीतियाँ, Assessment and Evaluation / आकलन एवं मूल्यांकन, Curriculum and School Activities / पाठ्यचर्या और विद्यालयी गतिविधियाँ, Lesson Planning and Teaching Skills / पाठ योजना और शिक्षण कौशल, Teaching Resources and Educational Technology / शिक्षण संसाधन और शैक्षिक प्रौद्योगिकी, Educational Thinkers, Aims and National Policies / शैक्षिक विचारक, उद्देश्य एवं राष्ट्रीय नीतियाँ, Classroom Management and Communication / कक्षा प्रबंधन और सम्प्रेषण, Teacher Identity and Professional Development / शिक्षक पहचान और व्यावसायिक विकास, Social Science Pedagogy / सामाजिक विज्ञान शिक्षणशास्त्र, Social and Political Life / सामाजिक एवं राजनीतिक जीवन, Science Pedagogy / विज्ञान शिक्षण शास्त्र, Life Skills, Values, Peace and Environmental Education / जीवन कौशल, मूल्य, शांति एवं पर्यावरण शिक्षा, Constitution, Commissions, Acts and Schemes in Education / संविधान, आयोग, अधिनियम एवं योजनाएँ
  2. Mathematics / गणित: Number System & Place Value / संख्या पद्धति एवं स्थानीय मान, Basic Operations, Simplification & Patterns / मूलभूत संक्रियाएँ, सरलीकरण एवं पैटर्न, Factors, Divisibility, HCF & LCM / गुणनखंड, विभाज्यता, म.स.प. एवं ल.स.प., Fractions & Decimals / भिन्न एवं दशमलव, Squares, Cubes, Exponents & Surds / वर्ग, घन, घातांक एवं करणी, Measurement: Length, Mass, Capacity, Time & Money / मापन: लंबाई, भार, धारिता, समय एवं मुद्रा, Algebra / बीजगणित, Ratio, Proportion, Average & Ages / अनुपात, समानुपात, औसत एवं आयु, Percentage, Profit–Loss & Interest / प्रतिशत, लाभ-हानि एवं ब्याज, Time & Work and Speed–Distance / समय-कार्य एवं चाल-दूरी, Lines, Angles, Shapes & Coordinates / रेखाएँ, कोण, आकृतियाँ एवं निर्देशांक, Triangles, Quadrilaterals, Circles & Trigonometry / त्रिभुज, चतुर्भुज, वृत्त एवं त्रिकोणमिति, Mensuration: Perimeter, Area & Volume / क्षेत्रमिति: परिमाप, क्षेत्रफल एवं आयतन, Data Handling, Statistics & Probability / आँकड़ा प्रबंधन, सांख्यिकी एवं प्रायिकता, Mathematics Pedagogy / गणित शिक्षणशास्त्र, Alphabet & Number Test / वर्णमाला एवं संख्या परीक्षण, Non-Verbal Reasoning / अशाब्दिक तर्क, Dice & Cubes / पासा एवं घन, Mathematical Operations & Arithmetical Reasoning / गणितीय संक्रियाएँ एवं अंकगणितीय तर्क, Ranking, Seating Arrangement & Puzzles / क्रम, बैठक व्यवस्था एवं पहेली, Calendar & Clock / कैलेंडर एवं घड़ी, Venn Diagrams & Logical Deduction / वेन आरेख एवं तार्किक निगमन
  3. Environmental Studies / पर्यावरण अध्ययन: Family, Friends and Community / परिवार, मित्र और समुदाय, Plants / पौधे, Animals / जंतु, Farming and Animal Husbandry / खेती और पशुपालन, Food and Nutrition / भोजन और पोषण, Body and Health / शरीर और स्वास्थ्य, Water / जल, Shelter / आवास, Travel, Transport and Communication / यात्रा, परिवहन और संचार, Maps, Directions and India / मानचित्र, दिशाएँ और भारत, Things We Make and Do / हम क्या बनाते और करते हैं, Earth, Sky and Disasters / पृथ्वी, आकाश और आपदाएँ, Environment, Ecology and Wildlife / पर्यावरण, पारिस्थितिकी और वन्यजीव, Natural Resources, Pollution and Climate Change / प्राकृतिक संसाधन, प्रदूषण और जलवायु परिवर्तन, Pedagogy of Environmental Studies / पर्यावरण अध्ययन का शिक्षणशास्त्र, Physical Geography / भौतिक भूगोल, Resources and Development / संसाधन एवं विकास, Force, Pressure, Work and Energy / बल, दाब, कार्य एवं ऊर्जा, Environment and Ecology / पर्यावरण एवं पारिस्थितिकी, Science & Technology / विज्ञान एवं प्रौद्योगिकी, Heat and Sound / ऊष्मा एवं ध्वनि, Light / प्रकाश, Universe and Natural Phenomena / ब्रह्मांड एवं प्राकृतिक परिघटनाएँ, Chemical Reactions, Acids, Bases and Salts / रासायनिक अभिक्रियाएँ, अम्ल, क्षार एवं लवण, Natural Vegetation, Wildlife and World Regions / प्राकृतिक वनस्पति, वन्य जीवन एवं विश्व के प्रदेश, Environment & Climate Affairs / पर्यावरण एवं जलवायु समसामयिकी
  4. Language I/II — हिंदी / Hindi: भाषा, लिपि और वर्ण-विचार, संधि, शब्द-स्रोत और शब्द-रचना, समास, शब्द-भेद: विकारी और अविकारी, लिंग, वचन, कारक, काल और वाच्य, वाक्य-विचार और शुद्ध लेखन, शब्द-भंडार, रस, छंद, अलंकार और शब्द-शक्ति, हिंदी साहित्य, अपठित बोध, हिंदी शिक्षणशास्त्र
  5. Language I/II — English: Sounds, Spelling and Word Formation, Parts of Speech, Nouns and Pronouns, Articles, Determiners and Adjectives, Verbs and Modals, Tenses and Subject–Verb Agreement, Adverbs, Prepositions and Conjunctions, Sentence Structure, Voice and Narration, Vocabulary, Sentence Correction and Writing Skills, Poetry and English Literature, Reading Comprehension, Pedagogy of English Language
  6. Language I/II — संस्कृत / Sanskrit: वर्णविचारः एवं संज्ञाप्रकरणम्, सन्धिप्रकरणम्, शब्दरूपाणि, धातुरूपाणि, कारकाणि एवं विभक्तयः, उपसर्गाः एवं अव्ययानि, प्रत्ययप्रकरणम्, समासप्रकरणम्, वाच्यप्रकरणम्, संख्याज्ञानम्, शब्दज्ञानम् एवं अनुवादः, अपठितावबोधनम्, संस्कृतसाहित्यम् एवं काव्यशास्त्रम्, संस्कृतशिक्षणशास्त्रम्
  7. Language I/II — اردو / Urdu: رسم الخط، املا اور تلفظ, ذخیرۂ الفاظ, قواعد, محاورے اور ضرب الامثال, شعر و سخن, اردو ادب کی تاریخ, تفہیمِ عبارت, اردو کی تدریس
  8. Language I/II — বাংলা / Bengali: ভাষা, ধ্বনি ও বর্ণ, সন্ধি ও বানান, শব্দের উৎস ও গঠন, সমাস, পদ পরিচয়, কারক ও বিভক্তি, ক্রিয়া ও কাল, বাক্যতত্ত্ব, শব্দার্থ ও বাগর্থ, পাঠ অনুধাবন ও সাহিত্য, নির্মিতি ও পত্রলিখন, বাংলা শিক্ষণবিদ্যা
  9. Extra Practice (beyond syllabus) / अतिरिक्त अभ्यास (पाठ्यक्रम से बाहर): Computer Hardware and Peripherals / कंप्यूटर हार्डवेयर एवं परिधीय उपकरण, International Relations & Organisations / अंतरराष्ट्रीय संबंध एवं संगठन, Indian Economy: Data & Current Affairs / भारतीय अर्थव्यवस्था: आँकड़े एवं समसामयिकी
AI summary & chapters

AI Summary

An AI-generated summary of this video lecture.

This video is a comprehensive lecture on verbal analogy, a key topic in competitive exam preparation. The instructor, Yash Jain Sir, systematically works through a series of multiple-choice questions, each designed to test the ability to identify and apply logical relationships between word pairs. The core concept is that the relationship between the first two words in a pair (e.g., 'Children : Pediatrician') must be identical to the relationship between the two words in the correct answer choice. The lecture covers various types of analogies, including: 1) Profession and the subject of their work (e.g., Pediatrician treats children, Orthopaedist treats adults). 2) Object and the specialist who deals with it (e.g., Kidney : Nephrologist). 3) Synonym relationships (e.g., 'Adroit' and 'Skillful'). 4) Part-to-whole relationships (e.g., 'Parts : Strap' and 'Wolf : ?'). 5) Functional relationships (e.g., 'Automobile : Petrol' and 'Fire : Fuel'). 6) Scientific classification (e.g., 'Cells : Tissues' and 'Atoms : Molecules'). The instructor uses a digital whiteboard to write, draw diagrams, and highlight key words, providing a clear and structured explanation for each problem. The video concludes with a final 'Thanks for watching' screen.

Chapters

  1. 0:00 – 2:00 00:00-02:00

    The video opens with a title slide for a 'VERBAL ANALOGY' lesson. The first question, Q1, is presented: 'Children : Pediatrician'. The instructor, Yash Jain Sir, begins to analyze the relationship, which is that a pediatrician is a doctor who specializes in treating children. He then evaluates the options: A) Adult : Orthopaedist, B) Females : Gynaecologist, C) Kidney : Nephrologist, and D) Skin : Dermatologist. He explains that the relationship is 'specialist for a specific group/organ', and he eliminates options A and B as they are not the best fit, leaving C and D as the most plausible. He then draws a diagram to illustrate the relationship between 'Children' and 'Pediatrician' as a 'specialist for a specific group'.

  2. 2:00 – 5:00 02:00-05:00

    The instructor continues to analyze the options for Q1. He points out that while 'Adult : Orthopaedist' is a valid relationship, it is not the best match because an orthopaedist treats a specific part of the body (bones), not the entire adult. He then considers 'Females : Gynaecologist', which is a specialist for a specific group, but he notes that a gynaecologist treats a specific organ (reproductive system), not the entire female. He then evaluates 'Kidney : Nephrologist' and 'Skin : Dermatologist', both of which are specialists for a specific organ. He concludes that the relationship in the original pair is 'specialist for a specific organ', making 'Kidney : Nephrologist' the correct answer. He draws a diagram to illustrate this relationship, showing 'Kidney' and 'Nephrologist' as a 'specialist for a specific organ'.

  3. 5:00 – 10:00 05:00-10:00

    The instructor moves to the next question, Q2: 'Unemployed : Worker'. He explains that an unemployed person is a worker who is not currently working. He then evaluates the options: A) Fallow : Land, B) Unaware : Sleeper, C) Wit : Jester, D) Renovated : House. He eliminates A because fallow land is not a type of land, but a state of land. He eliminates B because an unaware person is not a sleeper, but a person who is not aware. He eliminates C because a wit is not a jester, but a person with a sharp mind. He eliminates D because a renovated house is a house that has been renovated, but a renovated house is not a house that is not being used. He concludes that the relationship is 'a person who is not currently doing their job'. He then draws a diagram to illustrate this relationship, showing 'Unemployed' and 'Worker' as 'a person who is not currently doing their job'.

  4. 10:00 – 15:00 10:00-15:00

    The instructor continues to analyze Q2. He explains that the relationship is 'a person who is not currently doing their job'. He then evaluates the options again. He eliminates A because fallow land is not a type of land, but a state of land. He eliminates B because an unaware person is not a sleeper, but a person who is not aware. He eliminates C because a wit is not a jester, but a person with a sharp mind. He eliminates D because a renovated house is a house that has been renovated, but a renovated house is not a house that is not being used. He concludes that the relationship is 'a person who is not currently doing their job'. He then draws a diagram to illustrate this relationship, showing 'Unemployed' and 'Worker' as 'a person who is not currently doing their job'.

  5. 15:00 – 20:00 15:00-20:00

    The instructor moves to the next question, Q3: 'TEN : DECIMAL'. He explains that 'TEN' is the base of the decimal system. He then evaluates the options: A) Seven : septet, B) Four : quartet, C) Two : binary, D) Five : quince. He eliminates A because a septet is a group of seven, not a base. He eliminates B because a quartet is a group of four, not a base. He eliminates D because a quince is a group of five, not a base. He concludes that the relationship is 'the base of a number system'. He then draws a diagram to illustrate this relationship, showing 'TEN' and 'DECIMAL' as 'the base of a number system'.

  6. 20:00 – 25:00 20:00-25:00

    The instructor moves to the next question, Q4: 'Parts : Strap'. He explains that a strap is a part of a larger object. He then evaluates the options: A) Fox, B) Animal, C) Wood, D) Flow. He eliminates A because a fox is not a part of a larger object. He eliminates B because an animal is not a part of a larger object. He eliminates C because wood is not a part of a larger object. He eliminates D because flow is not a part of a larger object. He concludes that the relationship is 'a part of a larger object'. He then draws a diagram to illustrate this relationship, showing 'Parts' and 'Strap' as 'a part of a larger object'.

  7. 25:00 – 30:00 25:00-30:00

    The instructor moves to the next question, Q5: 'Corporal : Spiritual'. He explains that 'Corporal' refers to the physical body, and 'Spiritual' refers to the soul. He then evaluates the options: A) Mesa : plateau, B) Moron : savant, C) Foreigner : immigrant, D) Pedagogue : teacher. He eliminates A because a mesa is a type of plateau, not a physical body. He eliminates B because a moron is not a type of savant, but a person with low intelligence. He eliminates C because a foreigner is not a type of immigrant, but a person from another country. He eliminates D because a pedagogue is a type of teacher, not a physical body. He concludes that the relationship is 'a physical body and a soul'. He then draws a diagram to illustrate this relationship, showing 'Corporal' and 'Spiritual' as 'a physical body and a soul'.

  8. 30:00 – 35:00 30:00-35:00

    The instructor moves to the next question, Q6: 'Automobile : Petrol'. He explains that petrol is the fuel for an automobile. He then evaluates the options: A) Fire : Fuel, B) Plane : Propeller, C) Diesel : Gas, D) Man : Food. He eliminates A because fire is not a fuel, but a result of fuel. He eliminates B because a plane is not a fuel, but a vehicle. He eliminates C because diesel is not a fuel, but a type of fuel. He eliminates D because man is not a fuel, but a person. He concludes that the relationship is 'a vehicle and its fuel'. He then draws a diagram to illustrate this relationship, showing 'Automobile' and 'Petrol' as 'a vehicle and its fuel'.

  9. 35:00 – 39:25 35:00-39:25

    The instructor moves to the final question, Q7: 'Numismatist : Coins'. He explains that a numismatist is a person who collects coins. He then evaluates the options: A) Jeweller : Jewels, B) Cartographer : Maps, C) Philatelist : Stamps, D) Geneticist : Chromosomes. He eliminates A because a jeweller is not a person who collects jewels, but a person who makes or sells jewels. He eliminates B because a cartographer is not a person who collects maps, but a person who makes maps. He eliminates D because a geneticist is not a person who collects chromosomes, but a person who studies genetics. He concludes that the relationship is 'a person who collects a specific item'. He then draws a diagram to illustrate this relationship, showing 'Numismatist' and 'Coins' as 'a person who collects a specific item'. The video ends with a 'Thanks for watching' screen.

This video provides a structured and methodical approach to solving verbal analogy questions. The core teaching strategy is to first identify the logical relationship in the given word pair and then apply that same relationship to the answer choices. The instructor demonstrates this by breaking down each question into its fundamental components, such as 'specialist for a specific group/organ', 'object and its specialist', 'synonym', 'part-to-whole', 'functional relationship', and 'classification'. He uses visual aids like diagrams and underlining to make the relationships clear. The progression of questions covers a wide range of analogy types, making it a comprehensive review for students preparing for competitive exams. The final summary reinforces the key concept: the relationship between the first two words must be identical to the relationship between the two words in the correct answer.

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