Life Skills Education for Adolescents — Practice

Q1. Life skills are best defined as

• A. abilities that help you face life problems with ease and confidence
• B. subjects taught in Class 9 and Class 10 board examinations
• C. co-curricular activities such as music, dance and drawing
• D. knowledge of grammar, arithmetic and basic science

Q2. Which international organisation has identified the basic list of core life skills?

• A. UNICEF
• B. World Health Organization (WHO)
• C. UNESCO
• D. International Labour Organization

Q3. The core life skills are grouped under three heads. The three heads are

• A. physical skills, mental skills and social skills
• B. self-understanding & self-management; knowing & living with others; dealing with issues & problems
• C. personal skills, vocational skills and academic skills
• D. cognitive skills, affective skills and psychomotor skills

Q4. Self-esteem refers to the state of mind that arises from

• A. praise received from parents and teachers
• B. the marks one scores in school examinations
• C. an accurate and objective assessment of one's abilities, affiliations and influences
• D. the number of friends one has in class

Q5. Assertiveness is best described as

• A. the same as aggression
• B. knowing our rights and standing up for them while remaining conscious of the rights of others
• C. blindly obeying whatever others say
• D. winning every argument at any cost

Q6. Stress generally refers to

• A. the reaction that people show when they encounter excessive pressure
• B. any kind of happiness experienced in daily life
• C. physical exercise done in school
• D. the natural drowsiness felt after meals

Q7. A mild amount of stress is

• A. always harmful and must be removed completely
• B. a useful source of creative energy that motivates action
• C. the same as depression
• D. a sign of mental illness

Q8. The components of any face-to-face message are

• A. only the words spoken
• B. tone, words and body language
• C. the speaker's clothing and the time of day
• D. the size of the audience and room

Q9. Empathy is defined as

• A. feeling sorry for the weaknesses of others
• B. the feeling of emotional understanding and unity with another, such that one person experiences an emotion felt by another
• C. agreeing with whatever others say to avoid conflict
• D. the ability to predict what others will do next

Q10. Among the listed ways, the style of resolving conflicts called the best is

• A. the collaborative style — conflicting parties work together as teams
• B. the competitive style — each side tries to win
• C. the avoiding style — ignore the conflict till it disappears
• D. the punishment style — the senior decides and punishes

Q11. Critical thinking is a skill that helps us

• A. memorise textbook facts in order
• B. look analytically at events, people, objects, actions and even literary works so we can assess and evaluate them
• C. speak in public without fear
• D. complete arithmetic calculations faster

Q12. The main characteristics of creative thinking are named as

• A. speed, accuracy, memory and obedience
• B. fluency, flexibility, originality and elaboration
• C. discipline, neatness, punctuality and honesty
• D. imitation, repetition, drill and practice

Q13. The four steps of the technical-area decision-making model are, in order

• A. Decision-making, problem stating, problem finding, option finding
• B. Problem finding, problem stating, option finding, decision-making
• C. Option finding, problem finding, decision-making, problem stating
• D. Problem stating, decision-making, option finding, problem finding

Q14. The Central Board of Secondary Education (CBSE) first introduced life-skills education in which class and year?

• A. Class 6 in 2003-04
• B. Class 8 in 2005-06
• C. Class 9 in 2010-11
• D. Class 10 in 2012-13

Q15. A Social Science teacher in Rampur, while teaching colonisation, asks Class 6 pupils to list the pros and cons and judge whether it was a curse or a blessing. This is called

• A. the direct approach to life-skills teaching
• B. the infusion approach to life-skills teaching
• C. rote-learning approach
• D. value education unrelated to life skills