Free Download CBSE Papers: June 2022

Thursday, June 30, 2022

CBSE SAMPLE PAPERS AND WORKSHEETS FOR CLASS 1 to 12

Download Worksheets, Sample Papers, Previous Year Question Papers, Important Questions Chapter wise, Revision Notes, Test Papers of Class 1, Class 2, Class 3, Class 4, Class 5, Class 6, Class 7, Class 8, Class 9, Class 10, Class 11, Class 12 to get more practice & good marks in your school exams. These papers and worksheets are of various schools and prescribed by CBSE as per NCERT syllabus. One can easily download the papers and worksheets and practice them.All the available CBSE practice material are of various subjects which includes Maths, Science, Social Science, English and Hindi, Physics, chemistry, economics, biology, computer Science, Business Studies, Accounts, etc etc.. These questions will help students get an idea of important questions and topics to prepare for the new examination scheme introduced from the current academic session.

CBSE Question Papers for Class 2 Social Science

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Barriers in Learning

1) Sufficient sleep

Not having enough sleep is a barrier to concentration and learning. On
those days where you had insufficient rest and sleep, were you as productive at
work or in school? Did you remember more and retain more, or did you brain
feel fuzzy?

2) Balanced Meals

The experts have stressed, over and over again, that a good, balanced
meal is therapy for stressed-out and burned-out lives. Good, healthy eating is
essential for our memory to function at an optimal rate. Without the fuel our
body needs, how can we expect our mind to be at its peak performance? Fresh
and vegetables should fill your plate. According to researchers, those who eat
breakfast have heightened powers of recalls than those who skip this important
meal of the day.

3) Fresh Air
To benefit from fresh air, learn to breathe properly, and to be concerned
about the air quality in our homes and offices. This means that as much as
possible, we should have a window open while working, maintaining a
comfortable temperature in the room. Stale air that is not allowed to circulate
properly affects our concentration and mental processing abilities.

4) Physical Exercise

Not many people appreciate aerobics or weight-lifting. If you’re one of
them, go for long walks or swim laps. The idea is to exercise at least 30 minutes
per session most days of the week.

5) Alcohol and Smoking
Big NO! The famous “hang-over” we talk about after a night of partying
and “boozing-up” can impair our thinking, concentration and memory. For our
memory to work, eliminate alcohol and smoking from your routine especially if
you do it to excess. An occasional slip-up may “produce a mere memory blip,
but long-term abuse can mess up your mind in various unpleasant ways. Loss of
memory will certainly be one of them.”

CBSE Question Papers for Class 6 Science

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CBSE Question Papers for Class 1 Social Science

Who is the Right Learner?

Robert Allen says that individuals learn in three ways: looking,

listening and doing. There are individuals who rely mostly on sight, others on
their sense of hearing and still others who learn by doing. Certain measurements
exist to gauge one’s most predominant learning style. We’ll deal briefly with
some of these practical tests:

For instance, after watching a movie, which part do you remember most

the dialogue, the action sequences, or the things you did, like driving to the
cinema, buying the movie pass and popcorn? If you answered “dialogue”, that
makes you a listener. If you answered “action sequences”, you are a looker, and
if you answered the “things you did”, that makes you a doer.

Of course we need more scientific tests to determine how a person
learns and what type of learner he is – a listener, a looker or a doer. Two or
twenty two questions will not result in an accurate assessment, but Allen’s
examples at least give you an idea of his learning theory; and as we said earlier,
learning is an essential ingredient of memory.

A learner who listens is one who enjoys sounds – especially words –
and finds powerful meanings in them. Listeners tend to remember best what
they’ve absorbed through their sense of hearing, rather than from any other
sensory perception. Lookers, on the other hand, react best to visual stimuli so
anything they see is understood and retained more efficiently. The doers are
individuals who like to roll up their sleeves and dig into the trenches. They put
emphasis on practical experience; to them, doing things hands-on holds more
meaning.

Some believe that it is rare for anyone to learn things exclusively in
one style. He says the best form of attack would be to combine all three learning
styles and adapt each one to a given situation.

You can have the best tutor for memory building, but if you can’t
concentrate, it would be difficult to have much of an efficient memory.
Concentrating is a difficult art to master; look how much technology has taken
over our lives. In the mind-training courses he took throughout his life, Allen
says there is one technique that might help some individuals develop their
concentration skills. This one is adopted from a Far Eastern culture, he says, and
is a century-old practice, but is still valuable. It sounds easy enough but your
initial efforts at actually doing it may seem futile:

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Physical Fitness and Brain Health

You may have wondered about actual fitness exercises. Does being physically fit help the brain?

Definitely, says the Harvard article published for Women’s Health
Watch. In laboratories using rodents for experiments, scientists have discovered
that rodents who spend most of their time running on exercise wheels have better
brains than their more sedentary mates. Similar studies in the past have not
found any conclusive evidence that fitness improves brain functions, but a
breakthrough study – the first of its kind – was conducted by the University of
Illinois (Urbana-Champaign campus) wherein 55 subjects aged 55-79 were
measured for their aerobic capacity during walking and treadmill tests. The
subjects were a mixture of sedentary and physically active individuals. The
conclusion, published in the Journal of Gerontology three years ago, revealed
that “physically fit subjects had less age-related brain tissue shrinkage than less
active subjects.” With the use of an MRI machine, researchers spotted distinct
differences in the frontal, temporal and parietal regions of the brain – where
tissues in these regions were vital for memory, learning and cell communication
functions.

A related experiment also showed that aerobic fitness training largely
influenced the cognitive abilities of women and men aged 55-80. It was learned
that exercise benefited human abilities such as attention, organization and
planning, and that a combined program of aerobics and strength training were
more effective than aerobics alone. Finally, it was also discovered that
exercising for less than 30 minutes per session did not have any significant
impact on cognitive functions.[15]

CBSE Question Papers for Class 4 Social Science

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CBSE Question Papers for Class 6 Social Science

CBSE Question Papers for Class 7 Social Science

Some Outdated Study Techniques

The situations described are unsatisfactory for everyone concerned. One further and major reason for poor study results lies in the way we have approached both study techniques and the information we wanted people to study.

We have surrounded the person with a confusing mass of different subjects or 'disciplines', demanding that he learn remember and understand a frightening array of subjects under headings such as Mathematics, Physics, Chemistry, Biology, Zoology, Botany, Anatomy, Physiology, Sociology, Psychology, Anthropology, Philosophy, History, Geography, English, Media Studies, Music, Technology and Palaeontology. In each of these subject areas the individual has been and is still presented with series of dates, theories, facts, names, and general ideas.

What this really means is that we have been taking a totally lopsided approach to study and to the way in which a person deals with and relates to the information and knowledge that surrounds him.

As can be seen from the illustration, we are concentrating far too much on information about the 'separate' areas of knowledge. We are also laying too much stress on asking the individual to feed back facts in pre-digested order or in pre-set forms such as standard examination papers or formal essays.

This approach has also been reflected in the standard study techniques recommended in sixth form colleges, universities, institutes of further education and the text and study books that go with it. These techniques have been 'grid' approaches in which it is recommended that a series of steps always be worked through on any book being studied. One common suggestion

is that any reasonably difficult study book should always
be read through three times in order to ensure a complete understanding. This is obviously a very simple example,
but even the many more developed approaches tend to be comparatively rigid and inflexible - simply standard systems to be repeated on each studying occasion.

It is obvious that methods such as these cannot be applied with success to every study book. There is an enormous difference between studying a text on Literary Criticism and studying a text on Higher Mathematics. In order to study properly, a technique is required which does not force the same approach to such different materials.

First, it is necessary to start working from the individual outwards. Rather than bombarding him with books, formulas and examinations we must begin to concentrate on teaching each person how he or she can study most efficiently

CBSE Question Papers for Class 8 Social Science

CBSE Question Papers for Class 9 Social Science

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CBSE Question Papers for Class 1 Computer Science

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The mental block to effective study

The preceding episode is probably familiar and amusing, but the implications of it are significant and serious.

On one level the story is encouraging because, by the very fact that it is a problem experienced by everybody, it confirms what has long been suspected: that everyone is creative and inventive, and that the feelings that many have about being uncreative are not necessary. The creativity demonstrated
in the example of the reluctant student is not applied very usefully. But the diversity and originality with which we all make up reasons for not doing things suggests that each person has a wealth of talent which could be applied in more positive directions!

On another level the story is discouraging because it shows up the widespread and underlying fear that most of us experience when confronted with a study text.

This reluctance and fear arises from the examination- based education system in which the student is presented

with textbooks on the subjects he is 'taking'. He knows that textbooks are 'harder' than storybooks and novels; he also knows that they represent a lot of work; and he further knows that he will be tested on his knowledge of the information from the books.

So:
1 The fact that the type of book is 'hard' is discouraging in itself.
2 The fact that the book represents work is also discouraging, because the student instinctively knows that he is unable to read, note, and remember properly.
3 The fact that he is going to be tested is often the most serious of the three difficulties. It is well known that this
threat can completely disrupt your brain's ability to work in certain situations. The number of cases are legion of people who literally cannot write anything in an exam situation despite
the fact that they know their subject thoroughly - as are the number of cases of people who, even though they are able to write some form of answer, have gigantic mental blocks where whole areas of knowledge are completely forgotten during
an exam period. In even more extreme cases many people . have been known to spend a whole two-hour period writing frantically, assuming that they were answering the question,

when in fact they are repeating over and over again either their own name or one word.

Faced with this kind of threat, which for many is truly terrifying, the student has one of two choices: he can either study and face one set of consequences, or not study and face
a different set of consequences. If he studies and does badly, then he has proven himself 'incapable', 'unintelligent', 'stupid', a 'dunce', or whatever the negative expression is at the time.

CBSE Question Papers for Class 4 Computer Science

CBSE Sample Papers for Class 9 Maths

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Obstacles to Effective Study

You have this fantastic mind, this awesome brain power, so why do you feel fear, stress and anxiety when it comes to studying?

Most people will have experienced difficulties in studying or revising for examinations. This chapter outlines these common difficulties so that you can accept and overcome your quite rational fears of the exam, test, assessment, essay, thesis and coursework. The key barriers to successful study are:

o The reluctant learner.
o The mental blocks to effective study. o Outdated study techniques.

The reluctant learner

The Six-o'clock-in-the-Evening-Enthusiastic-Determined-and- Well-Intentioned-Studier-Until-Midnight is a person with whom you are probably already familiar. At 6 p.m. the student approaches his (or her) desk, and carefully organizes everything in preparation for the study period to follow. Having everything in place, he next carefully adjusts each item again, giving him time to complete the first excuse; he recalls that in the morning he did not have quite enough time to read all articles of interest in the newspaper. He also realizes that if he is going to study

it is best to have such small things completely out of the way before settling down to the task at hand.

He therefore leaves his desk, browses through the newspaper and notices as he browses that there are more articles of interest than he had originally thought. He also notices, as he leafs through the pages, the entertainment section. At this point it seems like a good idea to plan for the

evening'sJirst break - perhaps an interesting programme between 8 and 8.30 p.m.

He finds the programme, and it inevitably starts at about
7 p.m. At this point, he thinks, 'Well, I've had a difficult day and it's not too long before the programme starts, and I need
a rest anyway and the relaxation will really help me to get down to studying...' He returns to his desk at 7.45 p.m, because the beginning of the next programme was also a bit more interesting than he thought it would be.

At this stage, he still hovers over his desk, tapping his
book reassuringly as he remembers that phone call and text messaging to his two fellow students which, like the articles of interest in the newspaper, are best cleared out of the way before the serious studying begins.

The phone call and texts coming back and forth, of course, are much more interesting and longer than originally planned, but eventually the intrepid studier finds himself back at his desk at about 8.30 p.m.

At this point in the proceedings he actually sits down at the desk, opens the book with a display of physical determination and starts to read (usually at page one) as he experiences the first pangs of hunger and thirst. This is disastrous because he realizes that the longer he waits to satisfy the pangs, the worse they will get, and the more interrupted his study concentration will be.

The obvious and only solution is a light snack, but as more and more tasty items are linked to the central core of hunger, the snack becomes a feast.

Having removed this final obstacle, he returns to his desk with the certain knowledge that this time there is nothing that could possibly interfere with the dedication

CBSE Sample Papers for Class 10 English

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Brain is Really Much Better than you Think

Your brain is an extraordinary, super-powered processor capable of boundless and interconnected thoughts: if only you know how to harness it, studying will cease to be a fraught and stressful exercise, and will be fast, easy and fruitful.

Your amazing brain began to evolve over 500 million years ago, but it's only in the last 500 years that we've discovered that
it is located in your head, and not your stomach or heart (as Aristotle and a lot other famous scientists believed). Even more amazing is the fact that 95 per cent of what we know about your brain and how it works was discovered within the last ten years. We have so much more to learn.

Your brain has five major functions:

1 Receiving - Your brain receives information via your senses.
2 Storing - Your brain retains and stores the information

and is able to access it on demand. (Although it may not always feel that way to you!)
3 Analyzing - Your brain recognizes patterns and likes to organize information in ways that make sense: by examining information and questioning meaning.
4 Controlling - Your brain controls the way you manage information in different ways, depending upon your state of health, your personal attitude and your environment.
S Outputting - Your brain outputs received information through thoughts, speech, drawing, movement, and all other forms of creativity.

The man with two brains
How your brain manages these superfast processes is even more astounding. The breakthrough discovery is knowing
now that we have two upper brains rather than one, and that, they operate in different degrees in the different mental areas. The two sides of your brain, or your two cortices as they are called, are linked by a fantastically complex network of nerve fibres known as the Corpus Callosum, and deal dominantly with different types of mental activity.

In most people the left cortex deals with:
o logic, words, lists, lines, numbers and analysis - the so-called 'academic' activities. While the left cortex is engaged in these activities, the right cortex is more in the 'alpha wave' or resting state, ready to assist.

The right cortex deals with:
o rhythm, imagination, colour, daydreaming, spatial awareness, Gestalt (that is, the whole organized picture or, as

you might put it, 'the whole being greater than the sum of its parts') and dimension.

Subsequent research has shown that when people were encouraged to develop a mental area they had previously considered weak, this development, rather than detracting from other areas, seemed to produce a synergetic effect in which

all areas of mental performance improved. Moreover, each hemisphere contains many more of the other side's abilities than had been thought previously, and each hemisphere also is capable of a much wider and much more subtle range of mental activities.

Einstein, for instance, failed French at school and numbered among his activities violin playing, art, sailing, and 'imagination games'. And Einstein gave credit for many of his more significant scientific insights to those imagination games. While daydreaming on a hill one summer day, he imagined riding sunbeams to the far extremities of the Universe, and upon finding himself returned, 'illogically', to the surface of
the sun, he realised that the Universe must indeed be curved, and that his previous 'logical' training was incomplete. The numbers, equations and words he wrapped around this new image gave us the Theory of Relativity - a left and right cortex synthesis.

Similarly the great artists turned out to be 'whole-brained'. Rather than note books filled with stories of drunken parties, and paint slapped on haphazardly to produce masterpieces, entries similar to the following were found.

CBSE Sample Papers for Class 5 English

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Wednesday, June 29, 2022

How to Solve Reading Comprehension With Ease

Reading Comprehension Questions

This is the portion of the test where you find a short essay followed by several questions. You are supposed to find the answers to those questions in the essay. Unlike the multiple-choice questions, where the answer is actually right in front of you, the answers to the essay questions may well be hidden in one fashion or another.

196 How to Study

Here’s the method I recommend for answering comprehension questions:

Read the questions before you read the selection. They will alert you to what you’re looking for and affect the way you read the passage. If dates are asked for, circle all dates in the passage as you read. If you’re looking for facts rather than conclusions, it will, again, change the way you read the passage.
When you first read the question, before you look at the answers, decide what you think the answer is. If your answer is one of the choices, bingo!
If the correct answer is not obvious to you, slowly read the essay, keeping in mind the questions you’ve just read. Don’t underline too much, but do underline conjunctions that alter the direction of the sentence: “however,” “although,” “nevertheless,” “yet,” and so forth. Because of this shift, there is a good chance that this sentence will figure in one of the questions.

For example: “John Smith was the kind of writer who preferred writing over editing, while his wife Lois was inter- ested in the latter over the former,” might provide the answer to the question: “Did Lois Smith prefer writing or editing?”
A careless glance back at the text will cause you to select “writing” as the answer.
Read the questions again. Then go back and forth, finding out the answer to the first one, the second one, and so forth. Don’t skip around unless the first question is an absolute stumper. If you jump around too much, you’ll get confused again and you won’t answer any of the questions very completely or even correctly.
Download Worksheets, Sample Papers, Previous Year Question Papers, Important Questions Chapter wise, Revision Notes, Test Papers of Class 1, Class 2, Class 3, Class 4, Class 5, Class 6, Class 7, Class 8, Class 9, Class 10, Class 11, Class 12 to get more practice & good marks in your school exams. These papers and worksheets are of various schools and prescribed by CBSE as per NCERT syllabus. One can easily download the papers and worksheets and practice them.All the available CBSE practice material are of various subjects which includes Maths, Science, Social Science, English and Hindi, Physics, chemistry, economics, biology, computer Science, Business Studies, Accounts, etc etc.. These questions will help students get an idea of important questions and topics to prepare for the new examination scheme introduced from the current academic session.

CBSE Worksheets for Class 10 Computer Science

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Tips for “Acing” Multiple-Choice Tests

Read the question in full before you look at any of the answers. Come up with your own answer before examining any of the choices.
Be careful you don’t read too much into questions. Don’t try to second-guess the test preparer and look for patterns or tricks that aren’t really there.
Underline the key words in a reading selection.
A positive choice is more likely to be correct than a negative

one.
Don’t go against your first impulse unless you are sure you were wrong. (Sometimes you’re so smart you scare yourself.)
Check for negatives and other words that are there to throw you off. (“Which of the following is not....”)

The answer is usually wrong if it contains “all,” “always,” “never,” or “none.” I repeat, usually.
The answer contains a great chance of being right if it has “sometimes,” “probably,” or “some.”
When you don’t know the right answer, seek out the wrong ones.
Don’t eliminate an answer unless you actually know what every word means.
Don’t seek out answer patterns. Just because answer “C” has appeared three times in a row doesn’t mean “C” isn’t the correct answer to the fourth question. Trust your knowledge.
Read every answer before you pick one. A sneaky test-maker will place a decoy answer that’s almost right first, tempting you before you’ve even considered the other choices.
On a standardized test, consider transferring all the answers from one section to the answer sheet at the same time. This can save time. Just be careful: Make sure you’re putting each answer in the right place.
The longest and/or most complicated answer to a question is often correct—the test-maker has been forced to add qualifying clauses or phrases to make that answer complete and unequivocal.
Be suspicious of choices that seem obvious to a two-year-old. Why would the teacher give you such a gimme? Maybe she’s not, that trickster!
Don’t give up on a question that, after one reading, seems hopelessly confusing or hard. Looking at it from another angle, restating it in your own words, or drawing a picture may help you understand it after all.

Multiple-Choice Strategy

There are three ways to attack a multiple-choice test:

Start at the first question and keep going, question by question, until you reach the end, never leaving a question until you have either answered it fully or made an educated guess.
Answer every easy question—the ones you know the answers to without any thinking at all or those requiring the simplest calculations—first, then go back and do the harder ones.
Answer the hardest questions first, then go back and do the easy ones.

None of these three options is inherently right or wrong. Each may work for different individuals. (And I’m assuming that these three approaches are all in the context of the test format. Weighted sections may well affect your strategy.)

The first approach is, in one sense, the quickest, in that no time is wasted reading through the whole test trying to pick out either the easiest or hardest questions. Presuming you do not allow yourself to get stumped by a single question so that you spend an inordinate amount of time on it, it is probably the method most of you employ.

The second approach ensures that you will maximize your right answers—you’re putting those you are certain of down first. It may also, presuming that you knock off these easy ones relatively quickly, give you the most time to work on those that you find particularly vexing. Another common folly that students commit while preparing themselves for exams is that they tend to rot things up rather than understanding the concepts and the fundamentals of most subjects. Before you get down to mugging things, remember that this is a subject and a subject is not something that is to rot- learned. A subject has a history, a rich premise, an understanding that goes deeper than a few pages of published material. If you want to excel in studies, make sure that you get yourself familiar with the base of the subject you are trying to master. It helps a lot when you have grasped the reasoning and the history behind a particular subject. I am speaking from my personal experience here. The more familiar you get with the history of your subject, the better positioned you are to grasp the branching out theories that flow from it. It is only by going to the root of a tree rather than reaching out to the leaves, that you will be able to nurture a tree, Your education is the tree, the pages its leaves, and the history of it its roots. Go to the roots to study the tree.

CBSE Question Papers for Class 3 Social Science

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How to Cram with Positive Outcome

Nevertheless, despite your resolve, best intentions, and firm con- viction that cramming is a losing proposition, you may well find yourself—though hopefully not too often— in the position of need- ing to do something the night before a test you haven’t studied for at all. If so, here’s some advice that will make your night of cramming at least marginally successful:

Be realistic about what you can do. You absolutely cannot master an entire semester’s worth of work in a single night, especially if your class attendance has been sporadic (or nonexistent) and you’ve skimmed two books out of a syllabus of two dozen. The more information you try to cram in, the less effective you will be.

Being realistic means soberly assessing your situation— you’re hang- ing by your thumbs and are just trying to avoid falling into the boiling oil. Avoiding the oil, saving the damsel in distress, and inheriting the kingdom (“acing” the test) is a bit too much to ask for, no matter whom your Fairy Godmother is.

Be selective and study in depth. The more classes you’ve managed to miss, the more selective you need to be in organizing your cram session. You can’t study it all. So you must identify—as best you can—what topics you are sure will be on the test. Then study only those. It’s better in this case to know a lot about a little rather than a little about a lot. You may get lucky and pick the three topics the three essays cover!

Massage your memory. Use every memory technique you’ve learned (and the additional ones in ImproveYour Memory) to maximize what you’re able to retain in your short-term memory.

Know when to give up. When you can’t remember your name or focus on the book in front of you, give up and get some sleep.

Consider an early morning rather than a late-night cram, espe- cially if you’re a “morning” person. I’ve found it more effective to go to bed and get up early rather than go to bed late and get up exhausted.

Spend the first few minutes of the test writing down whatever you remember but are afraid you’ll forget.

When in Doubt, Ask

Yes, there are teachers who test you on the most mundane details of their course, requiring you to review every book, every note, every scribble.

I don’t think most teachers work that way. You will more than likely be tested on some subset of the course— those particular topics or problems or facts or figures the teacher believes most important.

How do you know what those are? To put it bluntly, how do you know what’s going to be on the test?

Teachers give many clues. In general, the more often you see or hear the same material, the more important it probably is and the more likely it is that it will show up on a test.

A fact or topic need not be repeated in order to scream “Learn me!” Just as you learned to watch a teacher’s body language and listen for verbal clues to identify noteworthy topics, you’ll learn to identify topics the teacher indicates— nonverbally—are the most important. Your teacher’s attitude toward note taking may tip you off, as well. If he or she requires you to take detailed notes—even wants them turned in (sometimes in high school, rarely in college)—I’d figure that your class notes are far and away more important than the textbook(s). Study accordingly.

Have you saved earlier tests and quizzes from that class? Returned exams, especially if they contain a lot of comments from your teacher, should give you an excellent indication of where to concentrate your study time.

Is it wrong to ask the teacher what kind of test to expect? Absolutely not. Will he or she always tell you? Absolutely not. If you have access to old exams written by the same teacher, especially if they cover the same material you’re going to be tested on, use them for review.

Don’t expect the same questions to appear again. No teacher is that accommodating. But the way the test is prepared, the kinds of questions employed, and the mix of questions (100 true/false, 50 multiple-choice, and one—count ’em—one essay) will give a much better idea of what to expect on your test.

And see if you can find anyone who had this teacher last year or last semester. Can they give you any advice, tips, hints, or warnings?

Some teachers love one type of question. Some are true/false freaks; others push the multiple-choice/short answer combo. If old tests, former students, the teacher’s own comments on the test coming up, and your own experience tell you this is true, you might as well study for that kind of test. You still have to know the material, of course. It’s just that you may need to remind yourself that you’re going to have to deal with it in a particular fashion.

CBSE Question Papers for Class 10 English

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How to Organise you Study Material

Organize Your Material

Gather all the material you have been using for the course: books, workbooks, handouts, notes, homework, and previous tests and papers.
Compare the contents with the material you will be tested on and ask yourself: What exactly do I need to review for this test?
Select the material for review. Reducing the pile of books and papers will be a psychological aid—it’ll seem as if you have more than enough time and energy to study for the test.
Photocopy and complete the Pretest Organizer at the end of this chapter. Consider carefully the “Material to be covered” section. Be specific. The more detailed you are, the better job you’ll do reviewing all the areas that you should know. This exercise will help you quantify what you need to do.
As you review the material and conclude that you know it for the test, put a bold check mark on the “Review” line.
Hot tip: Make a crib sheet as if you were going to cheat on the test, which, of course, you are not. Use it for last-minute review. And if you are lucky enough to get an open-book test, thank me!

Allocate the Time You Need

Consider these questions when figuring out the time you need to allocate to study for a particular test:

How much time do I usually spend studying for this type of exam? What have been the results? If you usually spend three hours and you consistently get Ds, perhaps you need to reassess the time you’re spending or, more accurately, misspending.
What grade do I have going for me now? If it’s a solid B and you’re convinced you can’t get an A, you may decide to devote less time to this test and more to a subject in which you have a better shot at a top grade. If you have a C+ and a good grade on the exam would give you a solid B, you may decide to devote more time to this subject.
What special studying do I have to do? It’s one thing to review notes and practice with a study group, but if you need to sit in a language lab and listen to hours of tapes or run the slower group of gerbils through the alphabet once more,

plan accordingly.
Organize the materials you need to study, pace yourself, and check to see how much material you have covered in the first hour of review. How does this compare to what you have left to study? Not every hour will be equally productive, but you should be able to project the time you need based on what you are able to accomplish in an hour.

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CBSE Question Papers for Class 4 English

How to Lower Your AQ (Anxiety Quotient)

To come to terms with the “importance” of a test, read the following list. Knowing the answers to as many of these questions as possible will help reduce your anxiety:

1. What material will the exam cover?
2. How many total points are possible?
3. What will this exam count for?
4. How much time will I have to take the exam?

5. Where will the exam be held?

What kinds of questions will be on the exam (matching, multiple-choice, essay, true/false, and so forth)?
How many of each type of question will be on the exam?
How many points will be assigned to each question?
Will certain sections of the test count more than others?
Will it be an open-book exam?
What can I take in with me? Calculator? Candy bar?

Other material crucial to my success?
Will I be penalized for wrong answers?

Relax Already

If your mind is a jumble of facts and figures, names and dates, you may find it difficult to zero in on the specific details you need to recall, even if you know all the material backwards and forwards. The adrenaline rushing through your system may just make “instant retrieval” impossible.

The simplest relaxation technique is deep breathing. Lean back in your chair, relax your muscles, and take three very deep breaths (count to 10 while you hold each one).

There are a variety of meditation techniques that may also work for you. Each is based on a similar principle— focusing your mind on one thing to the exclusion of everything else. While you’re concentrating on the object of your meditation (even if the object is nothing, a non- sense word, or a spot on the wall), your mind can’t be thinking about anything else, which allows it to slow down a bit.

The next time you can’t focus, try sitting back, taking three deep breaths, and concentrating for a minute or two on the word “Ron.” When you’re done, you should be in a far more relaxed state and ready to tackle any test.

A major blunder that students worldwide do is that they start preparing for their
exams a night before the scheduled date. I am personally guilty of the same
blunder and hence, yet again I am speaking from experience. Allow yourself
time to prepare for an exam. You may not realize it but the more time you spend
with something, the better etched it remains in your head. Try recalling songs
you listened to in your childhood. You would be surprised at how clearly you
remember the tunes if not the exact lyrics. Why else do you think we can so
clearly remember some of our fondest memories from our past? It is only
because we spent enough time building those memories.
Grow familiar to your subjects. This is the most basic way to excel at your
subject. Try to pick up your reading material and studying it while you are
hanging out in your lawn in a sunny afternoon. This way you not only keep
yourself engaged but also slowly but surely get familiar with something you are
to encounter after a few months.

CBSE Question Papers for Class 4 Maths

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How to Become an Active Reader

Become an Active Reader

I urge you to quiz yourself on written material to ascertain how well you retain it. If this doesn’t work, try asking the questions before you read the material.

For instance, even though I have been an avid reader throughout much of my academic life, I had some trouble with the reading comprehension sections of standardized tests the first couple of times I attempted them. Why? I think I had a tendency to rush through these sections.

Then someone suggested to me that I read the questions before I read the passage. Presto! Great scores in reading comprehension (765 points on my verbal SAT for all of you doubters!).

While you won’t always have such a ready-made list of questions, there are other sources—the summaries at the beginnings of chapters or the synopses in tables of contents. Pay attention to these.

This technique will train your mind to hone in on those important details when they arise in the story. It would also be a good idea to ask yourself these questions immediately after you finish the chapter. It will help you decide whether you “got” the important points of the chapter and help you retain the information longer.

CBSE Sample Papers for Class 1 to 12

CBSE Worksheets for Class 1 to 12

Understand, Don’t Memorize

Approach any text with the intent of understanding it rather than memorizing it. Understanding is a key part of memorization. Don’t stop the flow of information during your reading (other than to under- line and take notes). Go back and memorize later.

Organize the Material

Our minds crave order. Optical illusions work because the mind is bent on imposing order on every piece of information coming in from the senses. As you read, think of ways to organize the material to help your mind absorb it.

I always liked diagrams with single words and short phrases connected with arrows to show cause-and-effect relationships. Or I would use a special mark (a triangle) to highlight in texts the reasons things occurred.

Develop Good Reading Habits

It’s difficult for anyone to remember what he read at 3 a.m. or while waiting to go on the biggest date of his life. Set aside quiet time when you’re at your best. Are you a morning person? Then wake up early to do your reading. Do you get going at 6 p.m.? Then get your read- ing done before heading out to dinner.

Don’t forget to use your dictionary to look up terms you don’t understand.

CBSE Question Papers for Class 1 to 12

CBSE Test Papers for Class 1 to 12

Why We Forget

As you think about the elements of developing good memory, you can use them to address why you forget. The root of poor memory is usually found in one of these areas:

We fail to make the material meaningful.
We did not learn prerequisite material.
We fail to grasp what is to be remembered.
We do not have the desire to remember.
We allow apathy or boredom to dictate how we learn.
We have no set habit for learning.
We are disorganized and inefficient in our use of study time.
We do not use the knowledge we have gained.

All of us are inundated with information every day, bombarded with facts, concepts, and opinions. We are capable of absorbing some information simply because the media drench us with it. In order to retain most information, we have to make a concerted effort to do so. We must make this same effort with the material we read.

In Case You Forgot

Each time you attempt to read something that you must recall, use this six-step process to ensure you’ll remember:

1. Evaluate the material and define your purpose for reading. Identify your interest level and get a sense of how difficult the material is.

2. Choose appropriate reading techniques for the purpose of your reading.

3. Identify the important facts. Remember what you need to. Identify associations that connect the details you must recall.

4. Take notes. Use your own words to write a synopsis of the main ideas. Use an outline, diagram, or concept tree to show relationships and patterns. Your notes provide an important backup to your memory. Writing down key points will further reinforce your ability to remember.
5. Review. Quiz yourself on those things you must remember. Develop some system by which you review notes at least three times before you are required to recall. The first review should be shortly after you’ve read the material, the second a few days later, and the final one just before you are expected to recall. This process will help you avoid cram sessions.
6. Implement. Find opportunities to use the knowledge you have gained. Study groups and class discussions are invaluable opportunities to implement what you’ve learned.

CBSE Revision Notes for Class 1 to 12

CBSE Question Papers for Class 1 to 12

CBSE Important Questions for Class 1 to 12

CBSE Sample Question Papers for Class 1 to 12

CBSE Model Papers for Class 1 to 12

Monday, June 27, 2022

How to Prepare for Any Class

In general, here’s how you should plan to prepare for any class before you walk through the door and take your seat. Complete All Assignments Regardless of a particular teacher’s style or the classroom format she is using, virtually every course you take will have a formal text (or two or three or more) assigned to it. Though the way the text explains or covers particular topics may differ substantially from your teacher’s approach to the same material, your text is still the basis of the course and a key ingredient in your studying.

You must read it, plus any other assigned books, before you get to class. You may sometimes feel you can get away without reading assigned books beforehand, especially in a lecture format where you know the chance of being called on is slim to none. But fear of being questioned on the material is certainly not the only reason I stress reading the material that’s been assigned. You will be lost if the professor decides—for the first time ever!—to spend the entire period asking the students questions. I’ve had it happen. And it is not a pleasant experience for the unprepared. You’ll also find it harder to take clear and concise notes in class when you don’t know what’s in the text— in which case you’ll be frantically taking notes on material you could have underlined in your books the night before.

You’ll also find it difficult to evaluate the relative importance of the teacher’s remarks. If you’re heading for a discussion group, how can you participate without your reading as a basis? I think the lousiest feeling in the world is sitting in a classroom knowing that, sooner or later, you are going to be called on and you don’t know the material. Remember: Completing your reading assignment includes not just reading the main text but any other books or articles assigned, plus handouts that may have been previously passed out. It also means completing any non reading assignments—turning in a lab report, preparing a list of topics, or being ready to present your oral report.

Needless to say, while doing your homework is important, turning it in is an essential second step! My daughter, Lindsay, refused to use any organisational system for a short time. As a result, in addition to a host of missed appointments and forgotten assignments, she would often forget to pack the homework she did do, or bring it to school but forget to turn it in.

One simple change I made in her routine has made a world of difference: She now has a bright red manila folder, marked “HOMEWORK,” into which she puts every completed assignment the instant it’s done. When she gets to class, she immediately pulls out her folder to see if she has something to turn in. (She’s also given up on her “non organizational” system, but that’s another story.)

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Thursday, June 23, 2022

Techniques for Group Study

Choosing the right people
1. Not everyone is comfortable with group work and the less confident among you must not allow yourselves to feel intimidated by the more confident course participants. But it’s very important that you share your thoughts with at least one other student. So choose carefully exactly whom you wish to work with.
The aim must be mutual support and bene¢t for all participants. This means that everyone should prepare in advance for the session and it’s important for all those involved to contribute.

You should not allow a situation to develop where these sessions become a vehicle for the more gifted to show off or for the more vociferous to hog the proceedings. Equally don’t let a situation develop where the less industrious simply suck ideas from the more conscientious members whilst giving nothing in return.

Co-operation not competition

Co-operation rather than competition is a fundamental requirement to make these groups work. You’re not in competition with each other and the benefits of mutual support are likely far to exceed potential gains to be made from keeping bright ideas to yourself.

Sharing non-technical ideas

Group members can also share:
- Ideas for relaxation and managing stress.
- Techniques and tips such as those included in this book.
- Any relevant experiences of how they solved problems in the past which other group members are now facing. You will find that sessions such as these are a very powerful tool in building both your technical knowledge and your ability to deal with life’s problems generally. Students away from home at university usually find that they have to look to each other for support and what I’m suggesting here is merely an extension of that.
Listening

All group members should be conscious of the need to listen. It will be very important for those with a particular worry to feel that the others are listening. Give the talker time to make their point and encourage them with nods and smiles without interrupting.

Listening should not take the form of waiting for your chance to speak ^ a common mistake for many.

You may then need to seek clarification of any issues and summarise the problem to show that you have listened and understood.

Flexibility

One of the great things about self-help groups is that you can operate them in a way that suits you best. You can agree the numbers, how much time you wish to spend together and how far you will take the arrangement. You can also maintain contact by telephone or e-mail if issues arise outside the meetings or if it proves difficult to get together as often as you’d like to.

Conduct of meetings

Depending on the numbers involved, the length of sessions and the frequency of meetings, you may need to introduce a little formality to make them work well. Someone may have to take the lead in organising and chairing the meetings, although you can agree to rotate this responsibility.
The agenda should be agreed either in advance or at the beginning of each meeting, to reflect as far as possible what people expect to get out of that particular session.

The chairperson should be responsible for managing the agenda within any time constraints as well as ensuring that everyone contributes and gets a chance to speak. Incidentally, all of this helps develop useful skills for later life, a useful by-product in terms of both technique and confidence. Group members should be prepared to respect the chairperson’s role and not resent any instructions given by him or her to run the meeting effectively.

Self-help groups at exam time

We’ll be discussing revision later and self-help groups can work really well during the final stages. Of course you will be hard pressed with your final revision but some time at least with your colleagues can really help in:
- Clarifying any queries arising from individuals’ revision activities
- Providing mutual support at what can be a stressful time
- Providing a well-earned semi-social break.
CHECKLIST

Recognise that you are likely to need some moral and emotional support and identify the sources available to you. Be prepared to reciprocate.

Ensure that, if appropriate, your parents are familiar with the contents of this book and that they share the need to maintain a sense of perspective even when the going gets tough.

Understand and share the need to take responsibility for your own development.

Establish a small self-help group for the regular exchange of ideas and problems.