JJ~a1]

This booklet contains 56 pages.

"'~ h

'!"'

PAPER I

/~-WI

AI

T.:;:;ooklet;::e

MAINTESfDOOKLET/'l"''JII-1

Do not open this Test Booklet until you are asked to do so.
~ 'lfiii.IU ~ CfiT Oof nCfi "I'~ \if<~' nCfi ~"I'~ I

Test Booklet No.

llil!IIT~~

1271801

Read carefully the Instructions on the Back Cover of this Test Booklet.
~ 1fiiiiU ~ <frttw~ 31mVT
C6T tzlR ~ -qf 1
INSTRUCTIONS FOR CANDIDATES

'QTrorr.mrr

I.

2.
3.
4.

5.

6.

7.
I

8.
9.

The OMR Answer Sheet is inside this Test Booklet. When

you are directed to open the Test Booklet, take out the
Answer Sheet and fill in the particulars on Side-1 and
Side-2 carefully with blue/black ball point pen only.
The test is of21Jtours duration and consists of 150 questions.
There is no negative marking.
Use Blue I Black Ball Point Pen only for writing particulars
on this page I marking responses in the Answer Sheet.
The CODE for this Booklet is A. Make sure that the CODE
printed on Side-2 of the Answer Sheet is the same as that on
this booklet. Also ensme that your Test Booklet No. and
Answer Sheet No. are the same. In case of discrepancy, the
candidate should immediately report the matter to the
lnvigilator for replacement of both the Test Booklet and the
Answer Sheet.
This Test Booklet has five Parts, I, II, III, IV and V, consisting
of 150 Objective Type Questions, each carrying I mark :
Part-! : Child Development and Pedagogy(Q. I to Q. 30)
Part- II : Mathematics.
(Q. 31 to Q. 60)
Part-III: Environmental Studies
(Q. 61 to Q. 90)
Part- IV : Language 1- (Englishil:lindi)
Q. 91 to Q. 120)
Part-Y : Language [J. (Engiish!Hindi) (Q. 121 to Q. !50)
Part-IV contains 30 questions for Language-! and Part-Y
contains 30 questions for Language-11. In this Test Booklet,
only questions pertaining to English and Hindi language have
been given. In case the languagets' you have opted for as
Language-! and/or Language-11 is a language other
than English or Hindi, please ask for a Test Booklet
that contains questions.. on that language. The
languages being :answered must tally with the
languages opted for in your Application Form.
Candidates are required to attempt questions in
Part -V (Language-11) in a language other than the
one chosen as Language-! (in Part-IV) fr.om the list of
languages.
Rough work should b<l done only in the space provided in the
Test Booklet for the >arne.
The answers are to be recorded on the OMR Answer Sheet
only. Mark your responses carefully. No whitener is allowed
for changing answers.
__

1.

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3.

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(11'. 1 <l 1<. 30)
'IWT-ll ; 1'lfUrn
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'IWT-IV : 'I1W I - (~I fRl)
(11'. 91 -.l 1<. 120)
'IWT-V : 'I1W II- (~I fRl)
(lr. 121 -.l 1<. ISO)
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~~I

Name of the Candidate (in C a p i t a l s ) : - - - - - - - - - - - - - - - - - - , , - - - - - - - - - - - - ~<ffi"'lff1 ~ aMf'G'):

Roll Number: in figures

31'l'64i<il : 3lCilt .q:

: inwords
:~'G'
Centre of Examination (in Capitals) = - - - - - - - - , . - - - - - - - - - - - - - - - - - - - - - -~~aMf'G');
.
Candidate's Signature:
- - - - - - - - Invigilator's Signature:--~-------

~<i;mrw:
Fascimile signature stamp of

Centre

flul1~illim 11111111~ IIIII

~<!;~:

(2)

PART- I /'qfl'f -1
. CHILD DEVELOPMENT AND PEDAGOGY /~fCICfii~ crfulffil'Jw.il'
'

Directio11s: Answer the following questions by

selecting the most appropriate option.

1.

2.

3.

4.

5.

Rffl: ~ 3fom ~ ~ RAfffl&rt JrRT

~ '3'ffr<fff.mr I

The following threE~ aspects of

intelligence are dealt by Sternberg's
1riarchic theory excel!!
(I) componential
(2) social
(3) experiential
(4) contextual

1.

Howard Gardner's theory of multiple

intelligences emphasizes
(I) general intelligf:nce
(2) common abilities required in
school
(3) the unique abilities of each
individual
(4) conditioning skills in students

2.

of.a ~ f"''+=1f("'f&l1

~ atffiRifi'l
'IWT CiiT ~ ~ ftrffir
fcficrr~t I
(1)
~
( 2)

~lll"'l f"' Cfi

(3)
(4)

~
~

~~~
~on:r~t I

The sounds t/1, ph, ch are

(1) ~orphemes
(2) Graphemes
(3) Lexemes
(4) Phonemes

3.

In order to avoid gender stereotyping

in class, a teacher should
(1) try to put both boys and girls in
non-traditional roles.
(2) appreciate students' good work by
saying 'good girl' or 'good boy'.
(3) disco.urage girl:> from taking part
in wrestling.
(4) encourage boys to take risk and be
bold.

4.

Schools should cater to Individual

differences to
(1) narro.w the gap between individual
students.
(2) even out abilities and performance
of students.
(3) understand why students are able
or unable to learn.
(4) make individual students feel
exclusive.

5.

ftr.ain '# mnf'Q1'1'

of.a ~ ftr.ain - -

off.a

( 1)

WfF!I'

(2)
(3)

feW IWI ~ ~ m <ilr<rm3lT

~~ qft ~ <W<rm.aU

(4)

~~~~

ef, 'In, 'i;r ~t

(1)

(2)
(3)
(4)

~
~
~
~

~~~'!C'i\&iitoal11 ~~~iffir~
~q:;f

(1)
(2)

(3)

~~
'CfiT
~
'&if
31-~~3lT~~ I

~ ~, ~ ~ ~
cnrct qft mw-rr

~ ~ ~

m~l
~ 1WT ffi ~ ~ <.'1$f4\ q;f

cpffi

f.:t N'{'ll Mo 'CfiBT I

~ q;f ~ 60R ~ f.Mq,
~ ~ ~ lilNJ IMI"l 'CfiBT I
fcr'11('141 'CfiT ~ iffir ~4fcfi"'C6 f1AnTm

(4)

q:;f~~~?
( 1) . cl<lfiffitfi ~ ~ l'l~~nsrrt CfiT <P11
(2)

(3)

<4>

'CfiR~~I
~ ~ ~ ~ <W<rm.aU q;f
m 'CflVt ~ ft;ro: 1

<w ~ ~ ft;ro: fc!;' 'f<ll ~

~~~<rr~t1
&<lfCffiCfi ~ CfiT ~
~'RR~~~

rn

qft

(3)
6.

7.

What kind of support can a school

provide to address the individual
differences in students ?
(1)

Follow
a
child-centered
curriculum and provide multiple
learning opportunities to students

(2)

Apply every possible measure to

remove the individual differences
in students

(4)

7.

~ ~ <t~

m mr cit

3f.fl1'R CWIT

~ afu- ~ g"<liq)"' - - - - 'QT ~

~tl

(2)

how learning can be observed, .

recorded and improved upon.

(2)

(3)

fine-tuning
teaching.

~q:;t W'-if~ilct ~ct~O!lfllCI)

~1Rf.ltm"~
~ q:;l ~

61ClMlf'hH,

ftcoJi

afu- -woo~~ 1R

the

~ ct Wi

(3)
the

~ ~ "fi'qq '31Wf

m-m 1Jfu ~ ~ ~ ~ q:;l

4k~_<l-q -qj <liT

Cl)

of

<t

flrrrrraff q:;l

fcMq f<HlliM4'i -q' $;;IT I

continuous
testing
on
a
comprehensive scale to ensure
learning.

redundancy
examination.

~qfcffiq>

~ ~

Follow same level of curriculum

for all students

with

-q

CWIT I

(4)

of tests

~<~fcfi'1'*' r~m <nt -m:nr~

(2)

(3)

Continuous
and
Comprehensive
Evaluation empha!dzes

~ cf> ft;rtr '(lCfl f<w IM<l ~ m

<fiT
~~C6'rcff~t?
(1)
Gffi'f-~ 41C}_<l'ql!J <liT ~ CWIT
3m- ~ q:;l ~ <t ~
;wmr ~ qm;:rr I

Refer slow learners to special

schools

(4)

9.

~~

(3)

(1)

8.

6.

m.m <liT m*',fll

Board

8.

School Based Assessment .

Dilutes the accountability
Boards of Education.

(2)

Hinders
achieving
National Standards.

(3)

Helps all students learn more

through diagnosis.

(4)

Makes stude:nts and teachers nonserious and easual.

"1 Cl I"'~ t:l q:;q q:;r ~T

%-I
~ ~ ~

(2)

Universal

"Readiness for learning" refers to

fum- -.ITt cit

(I)

of

(1)

fcWIM<l :amufun~

cit mf1<f ll

orrm ~ q:;{(1T %- 1

9.

(3)

~ Cl/(ilq{O/ -q' ~ ~ -q'

(4)

~ ~cit~ q:;{(1T %- I
~ afu- ~ q:;l ~
MI4 <Cll ~ ORTt1T %- I

cit

Cfmfttl

mqrn

--

ciT

31ir

am- ~

( 1)

general ability level of students

(1)

~ q;r ~ <W<:rctT mr

(2)

present cognitive level of students

in the learning continuum

(2)

(3)

satisfying nature of the act of

learning

(3)

~ <t 'Cf>r<hlft ~ q:;l ~ ~

Thorndike's Law of Readiness

(4)

'414:si~Cf> <liT~ <liT f.!w:r

(4)

<t

fllt1<"'4Cf>

~ CfiT

(4)

A
10.

A teacher has some physically

challenged children in her class.
Which of the following would be
appropriate for her to say ?
(1)

Wheel-chaired

bound

10.

fufam ctT cnm it ~ :m{lfhn

fc1Cf>Hi 1 @ crn;l- ~ f I f"''Aft"tfuti1 it~

~ft;rtr~~~~-rnr?
{1)

~ -3llH '!14614%

children

going to hall.
Physically

.q if"<.!# ~Cf>f(>'G<t>
fl

inconvenienced

activity in the: classroom.

(4)

11.

12.

(3)

.aw.ft

crutches to go to the playground.

~?

Polio afflicted children will now

present a song.

(4)

11.

(2)

Emotional disturbance

{2)

ti~ IIM<ti fub1

(3)

Behavioural disturbance

{3)

O!ICI$F(llt'1

(4)

Cultural factors

(4)

<Hif't'fliif> ~

12.

Committed
particularly
to
improve the learning outcomes of
specially abled students

(4) Decides learning heeds of students

according to their disability

mwr

fub'f

~ ft<il<l:tfl fcltlli'11
(1)

learning outcomes of all students

irrespective of their capabilities

(3)

<!<IT ~

<t a~RtRCf\1 fP~ortft1fu!l1 ~ il>

Cf>m1T aTIW!ll" ~~~~ t I
~ f-&WlCf!tH

Differentiate between students

and
sets
less
challenging
achievement targets for specially
abled children

~I

(1)

Is committed to improve the

cnm

~ C1'iT ~

41fC141uJ ~ 3lOf ~ TTRT

Cerebral dysfunction

(2)

m ~~~

~ 'H lf@<il '<tiT

{1)

An inClusive school.

<t

~<ffi;t~.q~<t~3l1'1

Mohan why don't you use your

Learning disabilities may occur due to

all of the following exce1_1t

(1)

(2) . 111f1P:<t> ~ ~ ~ ~

children may do an alternative

(3)

i1Fr .q

-R~tl

may take help of their peers in

(2)

~- qwf ~

~ qft ~3TI qft 1WW f~

foRT w:fT <t ~-~ q;f

~<t~~m-m~~
(2)

~ <t lWT 3trr 'ROT ~ a:ftr

~ ~ ~ m111 ~ <t ~ Cf;tf
tj~Ml'f"l ~ ~ Rmfur 'ROT
~I

(3)

~ ~ ~

<W<r

~-~ct>T ~
~~~~mm~l
(4)

~ qft f-1<il"'"IMI

<t

<t
~

il> ~ ~

~ qft 3JicP(I4if>cti3TI q;f ~

'ROT~ I

(5)

13.

Gifted students

(2)

Can manage their studies without

a teacher

(2)

Can be good models for other

students

(3)

~;;WI
~ t- foRT
3Tl:Z!'R "Cfl't
aqqf.flll\'1 "Cflr "ffil t I
aR~t"~~~"R"

(4)

~tl
~-~~m~~

Cannot be learning disabled

Giftedness is due to

14.

_ _ t"<f;R11T~~t

Genetic makeup

(1)

ail'jCif~ICfl r'tRT

(2)

Environmental motivation

(2)

Cll\'11q{O(lq ~

(3)

Combination of(l) and (2)

(3)

(l)

(4)

Psychosocial factors

(4)

11-lT-filii lf"1<6 C!iRC6T

.q ~ afu" wR t- ~

Which of the following is appropriate

for environment c:onducive to thinking
and learning in children ?

(2)

15.

(1)

Individual tasks done by the.

learners

(4)

allowing students to take some

decisions about what to learn and
how to learn

Learning Disability in motor skills is

~~

wr:r t- ~ Rm

(2)

f.mrPJ~C6l<f ~ ~

(3)

~ ~ lrnT Ollf<fl"jl 1\'1 C6l<f C6V1T

(4)

16.

Tffuq:;- ~ .q 3lf'Q11Jf f-'l<t1th'll - C6t'W11ffi t I

Dyspraxia

(1)

f-s'Hlfcm41

(2)

Dyscalculia

(2)

f-s~wrf<n41

(3)

Dyslexia

(3)

f-s+<'lf#141

(4)

Dysphasia

. (4)

f-s:0>f~41

17.

3lf'Q11Jf f-14i<li'11 - (1)

~~31cW!IT~ I

(2)

~m- 31cW!IT ~ I

need not impair functioning

(3)

~ ~ fcfic:wb:r.sfu Cfft ~ <R

does not improve with appropriate

input

(4)

( 1)

is a stable state

(2)

is a variable state

(3)

(4)

-#

~ "Cfl't 'W ~ t.rr fcf; ~

~~afu-~~~1

(l)

Learning Disability

3lf~

given

(3)

afu" (2) <.fir~

~t?

Passive list(:ning for long periods

of time
Home
assignments
frequently

~ CIIHI<HUI t"~ f-'l""fR:iRsH "&l"t~

call~d

17.

am

(1)

(1)

16.

-m

Need support not ordinarily

provided by the school

(4)

15.

13. ~~~
(l) ~ ~ qft 311C:Fi4Cfl\'11 mill ~
<illil~\'1: f<lEll<'141 lrnT ~ ~

{I)

(3)

14.

mill

H<m t- -w.r wnr ~ m

18.

19.

(6)

The following are the steps in the

process of problem solving except

M~t~~"'fctf~cf;~f

(I)

Identification of a problem

(1)

~cttW1R

(2)

Breaking down the problem into

smaller parts

(2)

~ Cj;f -rnt ~ -q: ~

(3)

~~em~

(3)

Explore possible strategies

(4)

llfturrriT qff 3lmT ~

(4)

Anticipate outcomes

19.

A teacher should

~~(Cfil)

(I)
(I)

ctt 7lt ~ cot l%"

~ ~ *"~ -q: *rr ~ afu"
~ We
~ *fir R"u:fuft -e;;ft
~ mr

~I

*"

measure success as the number of

times students avoid making
mistakes

(2)

~ fcmRt ow~ q;R ~ ~

(3)

not correct students while they're

trying to communicate ideas

(3)

~I
~ ~ fcrtmT

(4)

focus more on lecturing

provide
a
foundation
knowledge

(2)

W.

treat errors committed by students

as blunders and take serious note
of each error

*" *" ~ -q: *rr

~ q;n~- ~

m~~m q;r-rr

l1l1l"

em ~ q;R -em

~I

and

(4)

for~

Seema is desperate to score A+ grade

in an examination. As she enters the
examination hall and the examination
begins, she be,:omes extremely
nervous. Her feet ~~o cold, her heart
starts pounding and she is unable to
answer properly. The primary reason
for this is that

~ ~~

041 @41"1 '!R 31fuq;- 'I:ZIR

*"

t.rr ~ afu"

m;r
~ 3l1'lm" ~ ~
~I

20.

lfflm tl

A+

m- ~ ~ cf; ~

atffi ~t 1\ifif ~lfflm 'i1cR tl ~

"ffiT t neTr lfflm '!fiN t, ~ ~@Tcfi"

orcrn m-;;ffift t

mm

f,
~ ~ ctr ~ ~ ~ m"\il"lffi t
I ~ qrcnit ~ ~

~~~~~"3W~~-qrffi I

~~CfimJT~~t

w 3l1AT m
3lll"'fct><Clll -=m ~ 1

-.m- -q: OJSO

(1)

she may not be very confident

about her preparation

(I)

"WK

(2)

she may be thinking excessively

of this
about
the . result
examination

(2)

"WK w ~ ~ 1:!ftunll
OJSO 31fuq;- ~ ~ I

(3)

invigilator teacher on duty may be

her class teacher and she is of
very strict nature

(3)

f.rOOcl;- ~ "'T ~

(4)

she may not be able to deal with

sudden emotional outburst

*"

*" ont -q:

'!R

t w

~q;m~~~~afu"

W ~ # OJSO CfiCTr ~ I
(4)

"WKW ~ fi~III"!Cfi
WHTm<ii\~ I

anWr CfiT

(7)

21.

22.

are used to analyse the information

'It ~-m fiili"''IC+!Cfi ~ ~

Tif ~ cl> fctqtil<I!OI ~ fffir ~ 'It Fl'1f

given?

~t?

Which ofthe following cognitive verbs

( 1)

IdentifY

(2)

21.

(1)

W't!Ff~

Differentiate

(2)

atrr~

(3)

Classify

(3)

~~

(4)

Describe

(4)

qu\;r~

Rajesh is a voracious reader. Apart

22.

h~

-mm m ~

l:(lOcf>

1~

'CfiRt

often goes to library and reads books

ttl ~ ~ cl> a~fr~Rcm ~: ~Cfii{Ot"l

";ifl'ffi t afu- f'Ff SICfi~Un 1R" ~ ~

on diverse topics. Rajesh does his

project even in the lunch break. He

~ 4R<ilJ1'11 ~ 'Cfi<T t I

does not need prompting by his

teachers or parents to study for tests

an~ im1

from studying his course books,

I ~tf~. -mffl~-~"#

fffir w:t ~ ~

m -.:ritamn

~ 3MiU

ttl ~
~ t 31tt~~ll ~ q;r awiG"fflrr

and seems to truly enjoy learning. He

can be best described as a(n) _ __

23.

R01ff;!fu:l11

~311r!Tt

"Cfi'lft

~ ~

1m __ ~~'lt~ucn

(1)

fact-c{:ntred learner

~~~~~m~t 1

(2)

teacher motivated learner

(1)

~-amnfui ~

(3)

assessment-centered learner

(2)

~-~~

(3)

~-~~

(4)

intrinsically motivated learner

(4)

~~~~~

Children

in

pre-primary

get

23.

~~~~"Q"f~ltl"m

satisfaction rrQ.m being allowed to

ttl ~ ~~ "J1llf "ffi ~ ~ m"J1Tit t, 1

discover. They become distressed,

~a;tf.!i'ilffil~l'1 ~-;;m:rrtm~~

when they are discouraged. They do

m~t~~~

so due to their motivation to

arl'~~~~tl

(1)

redw;e their ignorance

(1)

31tRT.q;fq;q~

(2)

affiliate with the class

cz,)

~~~~rn

(3)

create disorder in the class

(3)

~ .q ~""'Cl~l ~ .q

(4)

exercise their power

(4)

~~q;r~~

ttl~

A
24.

(8)

Understanding Human Growth and

24.

-qr.rcr~~~<it~~q;l

Development enables a teacher to

_ _ <);<rlnf GRTffi t I

(1) gain control of learners' emotions

(1)

while teaching.
(2)

~~~

be clear about teaching diverse

(2)

learners.
(3)

tell

practice

how

they

can

(3)

her teaching

Which one ofthe foUowing is true ?

(1)

(4)

25.

Development and learning are

unaffected
by
socio-cultural

(2)

Students learn only in a certain

way.

(3)

Play is significant for cognition

(1)

(I)

The relative contributions of peers

and genes are not additive.

(2)

Heredity and environment do not

operate together.

(3)

IS
related
to
Propensity
environment
while
actual
development requires heredity.

(4)

Both heredity and environment

contribute 50% each m the
development of a child.

Ruru ~ ~ 311ft ~-3Mffi

~ ~ ~

m-<Hi*fo<t

(2)

~~~om~~~

(3)

~ ~ ~ 'HII"11f->1Cfi ~ ~

Wnnn$o%"
(4)

Questioning by teacher constrains

cognitive development.

Which one of thll following is true

about the role of heredity and
environment in the development of a
child?

q;t w Offi'Ft fcl;- cf 3N-t

~~~Wit~ I

and social competence.

26.

Pi""1IT=if&n"ll~qfR-m~t?

contexts.

(4)

om- .q

~1l~wm-<Rm~

an

unbiased way.

25.

~ ~ ~ ~ ~
~

students

improve their lives.

(4)

~~~~~~"!R"

~ <8~Hiii"ICfi

sm w.:r

~1l~%"1

26.

~<);~ll ::tll'j/'t&t<Mt afu"Cllni<HUI

<it

~ <); Grit .q r~

. . . f<:1f&n .q ~ qfR_

m~t?

(1)

'H"iCI<HCI>l

~ ftrtci; (genes) "CfiT

~ ~ <illliiiCfi ~ m-m 1

(2)

3ilf'if!<ICfictl ~ CllctiCI{UI ~ ~
qfl:illf(i'tct ~

(3)

m- I

~ ~ CllctiCI{UI ~ ~
~

CIFRifqCfi

fcf<:f;m

%"

Wrrt

::ttlf'if!<ICfictl ~ %" I
(4)

611f'if:(ICfictl ~ CllctiCI<(UI

~ ~fqq:;m

tft

<;f.:IT ~

50%-50%~

(9)

27.

28.

Socialization is
(1)

Rapport
taught

between

(2)

Process
society

of

(3)

Adaptation of social norms

(4)

Change in social norms

teacher

modernization

(1)

~ ~ :ql3nr<nr ~ oiR:r

of

(2)

(3)

m~11RW~~~

(4)

fll'"llf"l'f> 11RW -q ~

A PT teacher wants her students to

improve fielding in the game of
cricket. Which one of the following
strategies will best help his students
achieve that goal ?
(1)
(2)
(3)
(4)

28.

~ aw{-1Chli.fi<ul

m.il.

t?

Tell students how important it is

for them to learn to field.
Explain the logic behind good
fielding and rate of success.
Demonstrate
fielding
while
students observe.
Give students a lot of practice in
fielding.

A teacher wishes to help her students

to appreciate multiple views of a
situation. She provides her students
multiple opportunities to debate on
this situation in different groups.
According to Vygotsky's perspective,
her students will
various
views
and
develop
multiple
perspectives of the situation on their
own.

(2)
( 3)

(4)

(1)
(2)
(3)
(4)

30.

Accommodated
Assimilated
Appropriated
Initiated

~ ~ ~ f<R:r m '"lt\fCl'{ul
%-I
~ &tr-wur-*<" ~ Cfft Gr ~
-QW- ~ ncf; "'fiT ~ q;r-rr I
&tr-wur "'fiT ~ q;r-rr
.:llcktl'f>"' ~ I
~ "'f)) &tr-wur "'fiT 31fuq;-

am- mwrr

~~

arCR fuallf~ ~ ~~it

ll" "<6FIT ~ t ~ <l ~ fu.1fu ~

aRcn <tfle<b)Oi) ~ ~ '<6'f "fi"Ct I Cfl\'
fcff1Fl" ~ it ~ ~ ~ CI'TG~

Cfir-'r cfi .aRcn' ~ ~ <6"mft t I

cU$ilrt<t>1 cfi ~ cfi ~ ~
fmmfl fcif1Fl" 't foe <b) 0n CfiT
~ attr
rrflcf; - "3'(01" fu.1fu <fi aR<n

. ~ fCI<bfWt ~ I

internalize
constmct
operationalize
rationalize

Sita has learned to eat rice and dal

with her hand. When she is given dal
and rice, she mixes rice and dal and
starts eating. She has
eating
rice and dal into her schema for doing
things.
(1)
(2)
(3)
(4)

29.

Cfft ~

~ ~ ~ <fi ~ it
mmr~ <fi alsf-Ta{11T c:nT WI'HI
~ t . 1 f.p:;:r it
~-m ~
fuanf~ CfiT 3JtRT ~ Jl11<f Cfir-'r it
W'Q<fi '!"ll\1~<6
c1) ~ "'fiT <:w omRT &tr-wur

-3-l'Rim~

29.

and

30.

(1)
(2)
(3)

Rtrtur

(4)

ncf>Wm- '

'iifMI'f>{OI

~~m
~ attr "'ilTc'fM "&AT
~ t .I \ii'Oi ~ ~
"'ilTc'fM fcr<r ~ t

nT Cfl\' ~-"'ilTc'fM

am-

f"1MI<6~ ~ ~

c:nT Cfir-'r <fi fffir m

aTtr "'ilTc'fM ~ CfiT

~~

~ it

'(f)'f ~

t"l
(1)

lil'"ll~'tf"ln

(2)

<ll'j<tifl1i1

(3)
(4)

lill{ilcti11
~

(10)

PART- II I 'qf1l_ II
MATHEMATICS I 1f01<'1
31.

Perimeter of a square is 24 em and

31.

length of a rectangle is 8 em. If the

perimeters of the square and the

32.

33.

(2)

24

(3)

32

(4)

64

The difference of the place value and

the face value of the number 3 in
12345 is

32.

(1)

16

(2)

24

(3)

32

(4)

64

-qr-fliaiffi"t
0

295

(2)

295

(3)

297

.(3)

297

(4)

305

(4)

305

(2)

Which one of the following is not

correct?

33.

f.:l+::r 1i " ~ m ~::ill t

(1)

56.7 f<tw1ll'll'i

A cube has six faces.

(2)

~tj;:p)>6 ~~t

(3)

One millimetre= 0.1 em

(3)

~ f'"lf~P=tic:<

(4)

0.10 is same as 0.1

(4)

0.10

(1)

56.7 kilogram= 5670 grams

(2)

afu- ftfim
<mf wT afu-

~ 12345 .q 3 ~~-qr-fi'fm ~

(1)

(1)

~.

~(wl~.~t

square em) of the rectangle is

16

wT q;r ~ 24
~ Cfft ~ 8 ~. t

~~~~~.m~q;r

rectangle are equal, then the area (in

(1)

%~

5670WT

0.1~.

311t 0.1 WIRt

SPACE FOR ROUGH WORK /~<iil<f cl;-~~

(11)
34.

The speed of a boat in a river is 20 kni

34.

per hour ai1d the speed of another

boat is 23 km per hour. They travel in
the same direction from the same

~~ 1R" 'T.fffift f I ~ "ffi::f tit ~

place at the same time. The distance

m~c6T~t

.between the boats after three and half

hours is
(1)
. (2)

35.

(1)

10M.

(2)

1o.sM.

(3)

11M.

(4)

11.5 M.

10 km
10.5 km

(3)

11 km

(4)

11.5km

When 90707 is divided by 9, the

35.

~ 90707 qiT9- \{111" ~1R"~t

remainder is

(1)

(2)

(3)

(4)

c6T -:c:m;r 20 ~ Jffif tkT t

afu"~ ~ -;:nq c6T -:c:m;r 23 ~ Jffif "dGT
t ~<hton -;:nq ~ -tt ~ 1l ~ ~-
~ 1{ ~ -;:nq

(1)

(2)

(3)

(4)

SPACE FOR ROUGH WORK I ~'-6T<f ~fut:r\illW

(12)

36.

When a fresh fish is dried it becomes

36.

1/3 of its weight. Sunita buys 1500 kg

fresh fish for f 25 per kg and sell

f 25

them, when dried, for f 80 per kg.

f2,500

(2)

2,700

(3)

3,000

(4)

n,5oo

t l~'lfcm"'Cfg"~t

. (1)

37.

Jffif fcnffi ;f;- 'qJq ~ ~ ~. ~

WM ~. f 80 Jffif fcnffi cf> 'qJq 'tR" ~ <tit

How much does sbe earn ?

(1)

p 'tR"~ ~ 1/3
~ ";iffiiT t I wflor 1500 fcnffi i'I'T'iiT ~
~i'I'T'ill ~ q;l

Look at the following pattern :

37.

2,500

(2)

t 2,700

(3)

3,000

(4)

3,500

~~q;l~:

(9-1)+8= 1

(9 -1) + 8 = 1

(98-2)+8=12

(98- 2) + 8 = 12

(987 - 3) + 8 = 123

(987- 3) + 8 = 123

(9876- 4) + 8 = 1234
According to this pattern
(987654- 6) + 8 =

(9876 - 4) + 8 = 1234

~~;f;-~
(987654- 6) + 8 =

(1)

12345

(1)

12345

(2)

123456

(2)

123456

(3)

123465

(3)

123465

(4)

123467

(4)

123467

SPACE FOR ~OUGH WORK I ~'C61<f cfi"'ft;nr~

(13)

38.

750 ml juice is. fiUed in one bottle and

38.

~~'If 750 ft:;ft ~ ~ \jf(ffi t

am-

carton. The number of cartons needed

tm 6 ~q;l~~lf ~~\jf(ffi
t I 450 ~ ~ ~ futr ~161!/<l<f> 'filW

for 450 litres of juice is

ct~mmt

(1)

75

(1)

75

(2)

80

(2)

sif;

(3)

90

(3)

90

(4)

100

(4)

100

six such bottles are packed in one

'

-,

39.

Internal length, breadth and depth of

39.

'

(311<li'11Cf>H)

orcm qft

mnl.

a (rectangular) box are 4 em, 3 em

~ afif~J6lm: 4 ~-. 3 Wft. nm

and 2 em respectively. How many_

2 -@ft. f

I 8664 calhfkn.:ro:tlq;l~~

such boxes are needed to pack 8664

centimetre cubes ?

(1)

351

(1)

351

(2)

361

(2)

361

(3)

391

(3)

391

(4)

722

(4) . 722
_SPACE FORROUGH WORK/~~cf;~~

A
40.

(14)

"Write the equivalent fraction of 3 ."

40.

1cl; fii11j(i<4 f'R ~ I" ifim IV cl;

The above question asked to students

tmnrem ~ ~ 11trr ~"f!Cim

of Class IV refers to

annt~n ctmn f I

(1)

lower-level demand task as it

(1)

requires procedural skills only.

(2)

(2)

higher-level dl!mand task as it is

based

on

procedure

(3)

cit

~ ~ ~-q;r;f, ~ w <);cffi

~ ~ ~-q;r;f,' ~ ~
~c);~~qr~t

(4) higher-level demand task as it is

on

~qr~~

with

connection.

based

~Sf>4UI"f>Hl

3'11<:!~4"fldi ~ ~

based on memc>rization only.

(3)

~ ~ ~-q;r;f, ~ ~

<);cffi

lower-level demand task as it is

cit

procedure

(4)

without

~~~-q;r;f. ~~c);
f.Rr~qr~~

connection.

41.

Students often make a mistake in

comparing the decimal numbers. For
example 0.50 is larger than 0.5. The
most probable reason for this error is
(1)

(2)

lack of practice of these t).rpes of

questions in the class.
lack of concrete experience of
representation of decimal number
on number line.

(3)

careless attempt by the students.

(4)

misconception
regarding
the
significanc<: of zero in ordering
decimal.

41.

mawdf <alilt"'a ~an cit 'iFR' ll

~ Cfi'l" f I 3~ ~~~ UI cl; ~ 0.50, 0.5 ~
wm t llfl' ~ q;r flai~ifi ~ <m"OT

Jmf:

~~t
(1)

~"' ~ Wffi" c);~ c);~

<tiT 3N1a" I

(2)

~ ~ qr G~i"R"'C! ~c); f.Rc:;qur

c);~ ~<tiT 3N1a" I

(3)

~ rnr ("114l:<~ltll Ol'AT 1

(4)

~ G~l4("1<rll ~cit fll~"fl!11 ~

~~fi"fl<?IHII

SPACE FOR ROUGH WORK/l'qi~cf;~~

ps)
42.

43.

A teacher prompts the students to

prepare Mathematical journal with
the
theme
"Application
of
Mathematics in Daily life". This
activity is
(1)

to test tl)e students understanding of

Mathematical concepts.

(2)

to provide opportunity to students

share their ideas and knowledge.

(3)

to help smdents to sense of

Mathematics.

(4)

to help students to connect

Mathematical concepts and its
applications and to share their
knowledge and ideas.

According to Van Hiele level of

geometric thought, the five )evels are visualization,
analysis,
informal
deduction, formal deduction arid
rigour. Some polygons are given to a
child of Class III for sorting.

42.

fm1<n tmmwn ~ ~ ~ .q:

TTfirrrr q;r ~ 'j3'l en w ~ ~ m1!f ., FU rffi <~
~

~~~~~~~tiT

1wTTffifcri'~t
(1) ~ <ift ~ fi<t>&<J"11arr <ift
mq:;r;:rr 1
(2)
3N-l m 3fu- ~ -<t>T -mw ~ cl;~~-<t>T~~
Cf){RT

(3)

lJfUm qft ~ -q ~ qft ~

(4)

q:;r;:rr I
~

3fu- ~
3fu- 3N-l
fcrqffi -<t>T mw ~ -q
fi<t>&<J"11arr

3lill"MI -q

-~ qft ~ q:;r;:rr I

43.

ct.;

~ J<lrfi:IJI<~ ~ ~ ~ ~

~~~f-~. fCI!IH~Ui,
~ 4l 4iltR <6 f.:frrq;:f, ail 4ilt <6 f.rq;:f afu-

~ (rigour) I 'C6'afT ill ~ ~ ~ ~ .

~~~~~~~

l 6~~oool
He classified tbe polygons on the basis
of the number of sides. This child is at
---'':......;.:..
level
of
Van-Hiele
Geometrical tbought
(1)
(2)
(3)
(4)

cg

~~crnrrt I W~WfmR~
\i<ltf>iJ\<4 ~~

(1)

(2)

fcP/H"'OI

Visualization
','Analysis

1prrm ctt ~an cl;- amm-tff~

lnf<;>rmal
deduction
i
.

(3)

314l4'<HRCfl ~

Formal deduction

(4)

6ih<liR<t>~

~..,

SPACE FOR ROUGH WORK~~~ c);~~

~tfft I

44.

(16)
A

child

displays

differentiating

difficulty

between

in

44:

numbers,

~ ~ ~arr. ~arr

afu"

~ t-~ ~. M~rnm anfu-1l atn-

operations and symbols, two clock

hands, different coins etc. This implies

ll

<6fd011~ ~

q;rffi

I~

that the specific barrier affecting his.

f01~n1ei tfln-;;IT ~~~~

learning is

<fiT lN1fan <nn"tt t, cit

(1)

poor verbal, visual, auditory and

working memory.

(2)

poor visual processing ability i.e.

visual

discrimination,

organization

and

(2)

spatial

~ ~-Wf;l1UT

<!Tn:im,

~~.. ~~-mr

visual

coordination.
(3)

poor language processing ability.

(3)

i.e. expression, vocabulary and

mf;l10T

<!Tn:im,

~. ~-~ 3W ~ mf;l10T

auditory processing.
(4)

~ 'llTm

poor motor skills, reading and

writing skills.

45.

NCF 2005 emphasises on Constructivist

Approach of learning as it focuses on
{1)

45.

~ QIQ_<I'1<1\ ct>1 '(<'Q~@i 2005

'l'il"ii<Ml ~ ~ -.wr ~

atfwrq c);

t, ~ Cf5

~~tl

memorization of definitions and

formulae.

(1)

~:m-mr~cot<nG~

(2)

sub!llission of regular homework.

(2)

~ lJ't'-~ ;:;p:fT -~

(3)

active

(3)

~#~~~~

participation

of Ieamer

q;y ~ ..wne:1fh11

through engaging activities.

(4)

effective lecture and instructions

by teacher.

(4)

00

~
SPACE FOR ROUGH WORK I rq;'C6'1<f cf;~~

>MTCft

O<ll(0..041'1

3W

(17)

46.

Following are array diagram using

bindis to represent 15.

0 0 0
000
000
000
000

46.

.m

f"'i01ffwif&l1 ~ CfiT ~ ~ tr 15
~m<mhi<ilfut11 (array) ~f

~0,__,..0....,0~0.....,0:-1 0

00000
00000

00000
00000
00000

000
000
000
000
000

0
0
0
0
0
0

0
0
0
0
0

0
0

loooooooooooooool

0
0
0
0

80

loooooooooooooool

0
0

0
0
0

The way of representing 15 or any .

other number in the above manner
can be used to teach concept of
(I) area and commutative,property
(2) commutative
property
of
multiplication, identification of
prime and composite numbers,
area ofrec:tangle
(3) representation of a number as
product
of two
numbers,
commutative
property
of
multiplication,
multiplicative
identity, identification of prime
and composite numbers, area of
rectangle using units quantity
(4) representation of a number as
product
of two
numbers,
of
commutative
property
multiplic:ation,
multiplication
identity, identification of prime
and composite numbers.

.m Jre:fun m
.m __ 'lfft tfi!fii'Q""'

1s amcrr 3R' ~ ~
cl; ~ ~

'Q'JR <);~ $:MU('1 %orr \ill~ t I

(1)

~*~wrfu

(2)

em

mw em

wrfu,

am-

~. 3Wf q;r

(3)

ey

~~ ~ ~ ~ ~

.q

~ CliT ~ q;r;f, ~em~

wrfu,

~ ~. ~

afu"

~~em~. 41311(<0(<6 ~
q;r ~ q;cl ~ 3Wf q;r ~

(4)

ey

~~ ~ ~ ~ ~

~ q;r ~.~em~

wrm.

~~.~am-~
~~em~

SPACE FOR ROUGH WORK/~~cl;'fi;nr~

A
47.

(18)

Which of the following questions is

open-ended ?
{I)

47.

f.:t101ftf&fl if" <nt.:r-m ~ atn crn:rr w-f

t?
{I)

Write the numbers 25, 7I, I9, 9,

am)it~if~ I

8, I7, 85 in ascending order.

(2)

Which is more ?

(2)

I 7
-or3 5
(3)

'25, 7I, I9, 9, 8, I7, 85 ~

~m~t?

I
7
-err3
5

Write any four number greater

cmt '<m" ~ fffi3T

(3)

2. nt ~

(4)

2
7~7~~t?

than 2.7.

(4)

48.

Wh

. .
2
at ts 7 more than 7 ?

The most appropriate tool to expose

the students of class II to plane

. 48.

q;m II cf; fulmf~ <fiT ~

~~

all'f>Rt41,

afu- fcf;;ml " ~ qm;t <fiT

figures, its vertices and edges is

I ,

{I)

Geo-Board

(2)

Nets of 3D solids

(3)

Cubes

(4)

Black-board surface

(3)

SP.ACE FOR ROUGH WORK ~~~tfi-~~

(19)
49.

Following is a problem from text book

of class V:

em,

respectively.

A
f.1'"1R:If<S~i1 ~ v <it ~-~.q ~ ~

m;m;rt:

"There are 4 poles ofmeasure 105 em,

115

49.

150

em

and 235

em

If they have to be cut into

pieces of equal length, what is the

maximum length of each piece ?"

Gist t fiR<I;r 11'fll ji;111T. 105 'fWI.,

215 'fWI., 150 'fWt. rreTT 235 'fWt. t I ~
Trt~ ~.q,~ .q: <1iTc:'fT t ni JTr"lR; .
gcnt<lft 31('~ ~'if<lT -mJ ?"
-qif 4

This question is asked to

(1)

test knowledge of factors and

multiples

(2)

check the skill of finding HCF

(3)

enhance problem solving skills

(I)

~ 3fu- ~ $'~ cn~bRwr

(2)

tt"'-Hiltt'h mn ~ $'~ <1>1 ~

C3)

mw 1ft fi

'
give practice of word problems

(4)

Following is a problem from text book

tt"'-H'Iltt'h

(fllf

tt<"lmQ"l

so. . f.:t'"1ft'1f&i'1

m <it

~m:R<nt:

"Which mathematical operation will be

~ ~ q;7 'ffl'

used to solve the following problem .?

A milkman sold I410 litres of milk in

q:ff;:r_ fit 1(/Vf(flq

sell in a day ?"

Which competence of Bloom's
cognitive domain is referred in the

'fifincrr

q;r

.q

.q, ffflr

]1?#r f<l;w

~?

r['1> ~ 10 ~

.q: 1410 r:ftcr fl1 knr

t I CW r['l>~ rf film:t r:ftcrfll knr #'?"

~m;m;r

oq ~ cf; ~:HHii"''Cfi iltr Cfft

~~<it am-~t?

above question ?
(l) Knowledge

~-~

of class III :

10 days. How many litres of milk did he

"Cfll ~

~-~an "CflT 3Mffi ~

based on HCF and LCM

50.

an "CflT m

~~~q;)~

using learnt concepts

(4)

Cf)C'<l '11

(1)

(2) Comprehension

(2)

(3)

Analysis

(3)

fc:l~(it~OI

(4)

Synthesis

(4)

fi~(it<jOI

SPACE FOR ROUGH WORK t~Cfi'T<f cf;~~

A
51.

52.

(20)
Rashid is studying in class V. He can
classify various types of triangles in
different categories but has difficulty
in understanding the abstract proof
for the sum of three angles in a
triangle to be always 180. According
to Piaget Cognitive Theory Rashid is
at

51.

'It 'Ql'ffi' t

rlfuG~ V

I ~fuf~ lfcfiR"~

~ q;f f~ ~ .q ~ ~Wfi'ffi
t~ ~ 1t iR q;foif q;p:rrrr

mffi t

I ~ ~ :H~Hii'iCfi

~rrfuG-~wt

(1)

~ 'liflfl"'li"'!Cfi ~

(2)

Formal operational stage

(2)

3/l4"<l1Rcti 'liflfl"'l("'""lcti ~

(3)

Sensorimotor stage

(3)

'li~e.'11fi1Cfi ~

( 4)

Pre-operational stage

(4)

~-'liflfl"'l("'""lcti ~

52.

Here mathematization
develop child's abilities
( 1)

(2)

(3)
(4)

refers

to

fu';atf

Concrete operational stage

"Developing children's abilities for

mathematization is the main goal of
mathematics education. The narrow
aim of school mathematics is io develop
'useful' capabilities."

mm

t- ~ ~ Wfl17T q;f ~ .q -m Cfifcs"11~

(1)

According to NCF 2005

1so

~ Qld<lil<ll qft <(C\Q~@ 2005 ~ =

A

'

-_;""

'''TlfUrrr Cfft fm1r "" 1J?.W ~ ~ <1fT

lf0Tri1Ch (0/ Cfft Q11rr7T31f "" fiFI;-nr 'f&r-11'
f I P{!ffl 'T1fUrrr 'liT ifffirrr Mll?1 f ' ~ Q11rr7T31f 'liT fiFI;-nr I "
\

'<l'iT '<lfOIJiCfi~OI' ~ 'Cift

~3fi

cnr fci'Cfi'm ~ 'Cift am-~~ t 1

In
performing
all
number
operations efficiently including of
finding square root and cube root.

(1)

To formulate Theorems of
Geometry and their proofs
independently.

(2)

To translate word problems into

linear equations.

(3)

To develop the child's resources

to
think
and
reason
mathematically,
to
pursue
assumptions to their logical
conclusion
and
to
handle
abstraction.

(4)

3'!lt ~

f"lctilii'l~ ~wiT

~~31Tct~~cn1

~ ~ ~ ""'llf'"lffi"'

f.r'!C\qur

'CfiT

3'!lt ~ ~ 'CfiB cn1

~-'WRZ!T31'f q;)- ~ 'HlilCfi(OI

~CI?Rcn1

~311 q;)- ~ ~ R1'.Cfi1i 'CfiT

li~ilw1 ~

3'!lt ~ 'CfiT ~
CI?R c), ~ TTfO'rffi<r ~ ~ fmR 3'!lt
~ct~ct~'CfiT~~

(21)

53;

The highlights of a good textbook are

that

53.

~ ~ 41a,<~y;'klcn <tT fCI~I''iGrll~ t:

at".

A.

B.

c.

54.

They
contain
numerous
exercises to give rigorous
practice.

examples

~~~~ci;fffir~

mhfl<mft"

Cfil~~";i{l~t I
~ &T ~ TTlf ~

~-

fcn"tr TTlf t

are

(1)

at"~<r

(1)

AandB

(2)

CandD

(2)

(1~(\

(3)

AandC

(3)

31~(1

(4)

BandD

(4)

Of~<\

rTlil<r
A

Qld<lil<ll
'

wawrtftt
(1)

(2)

(3)

(4)

Succeeding
m
Mathematics
should be mandatory for every
child.

(1)

ciT

<{<\Q~&I 2005
----

l1fUrfT -q

~ ~ ~ ~ ~

~tl

Students should be tested first for

their logico-mathematical ability.

(2)

Maths curriculum shall

separate for low achievers.

(3)

be

~mitcr~~~ICI~<Icni I

They must" be thick and heavy.

54.

tt mf1rn

G".

D.

NCF 2005 emphasises that

~c); 11lUitf ~mil fi<ti&<H 1m

Of.

All concepts can be introduced

thro~gh situations.
Only solved
included.

~ q:,1 ~-~

<irr<:mr ~

~~~WwiA"t~
~ ~aii ~ ~ l1'fUR'T_

414_4'<141

alwr tMt

Maths shall be taught to selective

students.

SPACE FOR ROUGH WORK I -rq;q;ycf c);~\ifTT6

A
55.

(22)
The difference between the sinilllest
common

multiple

and

afu" 35 <fi mR{ mt 't11siJUI'tj afu"

55. 5, 10

biggest

common factor of5, 10 and 35 is

(1)

(1)

30

(2)

35

(3)

65

30

(2) . 35

(3)

65
(4) . 75

(4)

56.

57.

75

The number of factors of 105 is

56.

~ 105 <fi 1JU Hci'!l Cfft ~ f

(1)

(1)

(2)

(2)

(3)

(3)

(4)

(4)

If the time

li~w

is 2.17 P.M., what will

57.

~~ 31if 2.17 P.M.

be. the time 11 hours and 59 minutes

11. tit

from now?

~?

afu- 59 f1:RG <l; ~ ~

(1)

1 L57 A.M.

(1)

11.57 A.M.

(2)

9 : 59 A.M.

(2)

9 : 59 A.M.

(3) 2.16A.M.

(3)

2.16 A.M.

(4)

(4)

2.17 A.M.

2.17A.M.

t, nT 31ir~cftct>

SI'ACE FOR ROUGH WORK /~ctiT<htd~~~ .

59.

60.

11 ones + 11 tens + 11 hundreds

equals

59.

11~+11~+11~

(1)

144

(1)

(2)

1221

(2) .1221

(3)

12321

(3)

12321

(4)

111111

(4)

11111-1

The sum of five hundred nine and

60.

144

~~;:ft afu"tfr.;~ ~~~t

three thousand twenty eight is

(1)

3537

(2)

3087

(3)

837

(4)

387

lml"f

(1)

3537

(2)

3087

(3)

837

(4)

387

. (24)

PART- Ill/'tWT-' Ill .

ENVIRONMENTAL STUDIES I Q<OiieH cit ~ .

61.

62.

63.

The name of the scientist who first

peeped into a mosquito stomach and
proved that mosquitoes spread
malaria and for his research was
awarded Nobel Prize in medicine in
December 1902 is

61.

hnP!Cfl CfiT ~ ';:f1lf t f-;:m-;t <('lclSII!l q

lfTm' ~ 1k' ~ ~ "ffiCti'-~ ~ 31tr ~
~

~~~q(;)fhul=!~n~~tffm

l' ~ ~ ~

filfcfiH'II ~l$f1f~ $~H

(I)

~~

(2)

ww~

George Mistral

(3)

"**~

Ronald Ross

(4)

~mr

(1)

Charles Darwin

(2)

Gregor Mendel

(3)
(4)

Rajat said to his friend, "I cannot play

because I am down with fever. I pass
through a cycle of shivering, fever and
headache and finally sweating. .After
my blood test doctor prescribed me a
bitter medicine.'' Rajat . might be
suffering from

62.

~ ;f 3TQ;f fir.nh;-gr,

~ ~ ~

"FfffiT t

(2)

Diarrhoea

(2)

(3) . Cholera

(3)

(4)

(4)

Malaria

(3)

(4)

A trader from Afghanistan who

came to study the dryfruit markets
of our country.
A traveller from Uzbekistan who
wrote a book which is helpful to
know the past of our country.
A traveller who travelled from
Kashmir to Kanyakumari to study
the culture of Indian people.

"'il-:;ift ~ 'Wfiffi
'il tqtcfl, ~.

titmf mwmrr t?
fW:rr<ft ~
3lfimTr

{2)

~ ~ 'CfliCit ~ ;tt I" ~ ~ Wr ~

( 1)

A Qutabshahi Sultan who ruled

our country for about 40 years.

fcrl:n'Tl<IT

I r<ffi ~ ~ ~ ~ ~ ;f

Typhoid

(1)

190i

~afu-affi1f~aTR~"<ijl;~

(1)

Who was AI-Biruni ?

R<('ltaH

63.

3Wi'-~ '!liR ~ ?
(1)

OW ~ 'f(j"WIItft ~ ~ ~

~ ~
~I

(2)

OW 31 Cfi 1 11 f01 '111 Cffi' ~ &fT!1'R1 ~T ;;IT

~~*.qqr~~Cffi' ~

't!iR aw:IT ~
(3)

~ 40 'Cl'rt ~

ow a~fcfi'R111

~. ~ ~
~M";;IT~~~~~
q;r

<mil'

ont*~*~tl
(4)

ew~<mft'~~'l1m'f~mctt

~ Cffi' ~ 't!iR ~~ ~
~ Cfl~l'f"ll'l.i <1Cfl' ctt ~ Cifr I

(25)
64.

65.

66.

The animals that flre awake at night

can see .objects

64.

mrll~~~~~'lfit
(1)

~trf'lf~Wiifft I

(2)

c);crc;r q;rffi 3lk ~ tl' ~ t I

in green colour only

(3)

c);crc;r rt trf ll ~ N

in red colour only

C4>

cf;crc;r~trrll~mt

(1)

in all colours

(2)

only in black and white colours

(3)
(4)

Select the correct statements about

elephant herd :
A.
An elephant herd has mainly
females and baby elephants
upto 14-15 years old.
B.
An elephant herd comprises
members of a particular family.
C.
The oldest female is the leader
of the herd.
D.
An
elephant
herd
may
accommodate any number of
female elephant and the young
ones.
(I) AandB

65.

-ro'~

<fi

A.

D.

~ ~ 'If ~f~f~<4l afif ~ Cfft

(1)

A 021T B

C and D

(4)

C021TD

66.

<ieji<4'i <fi ~
'Q1nf ~

~ cf; itT:!' 'If tJ ~

~fuJTt ~ t ~ ~

f
( 1)
(2)
(3)
(4)

Anther

67.

4<1' 1"1\ll<l
~

~
~

~ 3TN

twmft 1m

o18'W&U ('J'riW'1)

~m~~~~atfi14in(m

train, then at Ahmedabad railway

station you will find that most of the
vendors are sellb1g

~~~~-~~~~?

(1)

(1)

~. ~. ;ffor~"1Tcwr

(2)

uM-~~~

(3)

~-~~em-~

(4)

'ttft-mrr~~~

Dhokla with chutney and lemon

rice

(2)

Chholay-bhature and lassi

(3)

Idli-chutney and Vada-chutney

(4)

Puri-shaak and thanda doodh

"t\

~fctm;:fl~~~t I

(4)

If you go to Ahmedabad (Gujarat) by

w mw~t -tt ~ ~

B 021T D

Stigma

'$" ctt mm
Cfft*'rrMt I

(3)

(4)

'!fit

c.

Band D

Radicle

-ro'~ <fi ~ 'ijs 'If W

'Qfum-<fi~ ~ f I

(3)

(3)

B.

A 021T C

Pollen

m:t

14-15 Cifli<fi~~.:<h'\~f I

(2)

(2)

-ro'~ t- '$" 'If cficn;t m-~

A andC

Inside the petals, in the middle of a

flower we find a thin powdery
structure, called

<fi iflt 'If

~:

(2)

(1)

67.

(26)

68.

The birds move their neck very often

because

69.

{1)

they can fly.

(2)

the birds eyf:s are fixed.

(3)

the birds have small eyes.

(4)

their ears
feathers.

are

covered

'

~ ~ ~
~<mVTt~

arso anQ<fi ft;m{ t

(1)

~~~I

(2)

~ em

em ~ <{11 ~

~I

with

After diagnosis a doctor says to a

patient that there is less haemoglobin
in his blood. Which of the following
should he eat to make up the
deficiency of iron ?

70.

68.

69.

(3)

~emmtt~~ 1

(4)

~cmtksihhcl>~~ 1

c);- ~ ~ ~

f.1GR

Cfi"g'ffi

Cf>lft t

nrft

<tf
;:IT ~ nrft cnT 3mfR qft Cf>lft cnT

~ q;Rcf>ft;rtr~-~~

mmr 1

Rice, sugar, amla

( 1)

~. -:df.:IT,

(2)

Green leafy vegetables, wheat,

orange

(2)

ro~~.~mm.

(3)

w.~~

(3)_

Jaggery, lemon, pea

(4)

Amla, green leafy vegetables,

jaggery

(4)

~. ro~~. w

( 1)

developing understanding of basic

concepts of the subject.

(2)

memorizing basic principles of the

subject.

(3)

linking c:Iassroom learning to life

outside t'~e school.

(4)

acquiring skiJls to carry out

experiments independently.

70.

~ 41<!_<1'4<11
~

'QT

<w

~ ~ ~ 1l "~lqhflfo'H"

(1)

National Curriculum Framework,

2005 strongly recommends that
teaching of EVS at primary stage
should primarily aim at

31icwrr

<tf

'!<\4~&1 200S Rll!l~ifi

4<11<4~01 ~ m~RUT 'f6T ~

~W~Tmmr
{t)

~ ~ifiM41m
~ ~ CfiT fucfim I

(2)

~ c); ~

em

em

fu;:iffi ~ ~

CWlT I

(3)

~ ~ ~ ~ fCiiQI<"'<I c);
~c); ~ter-n~~ 1

(4)

~ ~ ~ ~ ~ qft ~1<"11'11

a#imCW'!T

(27).

71.

Which one of the following is not

.consistent with the requirements of
EVS curriculum at primary stage ?
{1)

(2)
{3)

(4)

72.

73.

f.:t"'1fi;tfuit1
qq\<HUI

It should inculcate in learners a

concern for environment.

(2)

It should engage learners m

acquiring methods and processes
leading to generation of new
knowledge.

(3)

It should suit cognitive level of

the learners.

(4)

explain basic concepts of the

subject.

(2)

t1

~ "1fiTi1 ~ ~ ll 1ICM ~ fffi;

~q:;f~~~~~
Clir-IT. I
~~

4"11<'1(01 ~ ~- q:;f

~Clir-IT I
~ ~ q:;f ~ ~ ~
~.m"i.fil~~-q~

~"""~~q:;f~~
#am~~

~ ~ ~ 4Hf~Cfi it ~

~~I
72.

lf'.~.f,am-.i\. qft ~-~ ll Q'i\Ci(Uj

~ 'CfiT ~ SI11Qfi:ri.fit11

atR' ~ ~

~t
~ ~ ~ tii.fi("<<'ilaU ~
~~<li~l

provide opportunities to learners

for contemplation and wondering.

(2)

fim;f ~ ~ ~ ~ q:;f
arcrnr~m~~ i

of

(3)

<1Cfl41Cfl'l 'tl""lc!C'tl ~ ~ ~

provide exact definitions

technical terms.

*"

~m<li~1

(4)

include large number of practice

questions.

73-

aW:tq;- ~ # 3Mm ~ q:;f ~

~~~I

qq\cnur

<tt

~-~ 1l

-m 'fiT
f.:t"'1f<;tf&t11l" ~-m ~ ~ t?
o) ~ -q m "CflT fcrcfim Clir-IT

~an~ Cfi~tf.:tll'i 'i.fiT ~

(1)

To develop interest in the subject.

(2)

To have a change in routine and

monotonous content.

. (2)

To provide fun and enjoyment for

learners.

(3)

To promote imaginative and

creative ability in the learners.

(4)

(4)

S111Qfi1Cfi R' tR'

Qjoq~q\
<tf
"

(I)

Which one of the following is .!!!!! an

objective of including poems and
stories in EVS textbooks ?

(3)

ll ' ~-m
~ <tf

<Jf ICI11'1Cfit11 eli~~

( 1)

(1)

(4)

71.

It should equip the learners with

knowledge and skills to enter the
world of work.

Higher priority and space has been

given in NCERT textbooks on EVS to

(3)

~ ~ ~ ~-crtq

Clir-IT I

~ q:;f ~ -~ lf-i!T ~
"Cfl\RT I
~

-q

Cfl("<<'11>til~<11

~"1'111'4Cfl ~ "CfiT ~ ~ I

(28)

74. Good EVS ~;urriculum should be 'true

to the child, true to life and true to the
subject.' Which of the following
characteristics of a curriculum does
not meet the above requirements ?
(1)
It promotes the value of freedom

74.

(1)

~~~~tt'Tffi'ffic);~

(2)

~ ~ q;f ~ flli11f"1Cfi ~c);~

-q~c);~~~~

CiiT.~~t I

from fear and prejudice.

(2)

'Q4TCI~OI ~<f>l ~ ~ QI4_4T.l4l CfiT

~ "' Jffit ~. 'itCR "' Jffit ~ ~
~ <f> lffir ~ ~ mfttr I' 414_4'<14\
<tt r~'"'tf(ilr&n Pcnthil11m 4 ~ ~ m
~ 311CI~4Cfil11 CfiT 't{n :ffi <fm'il ?

It requires the Ieamer to view the

tl

subject as a social enterprise.

(3)

It emphasises more on processes

(3)

~ ~-~-~
om~t 1.

(4)

~ ~1a::1Cii1 ~ ~'* 11{ ~

of teaching and learning.

(4)

It emphasizes more on terms and

Nalini wants to introduce the topic on

'Animals - our friends' to Class III
students. In order to introduce the
topic more interestingly, the best
teaching strategy would be to
(1)

75.

-;:ffi;r-:ft

m'

~ cnR "'fffir f~'"'tft'lf&l1 ~

m~"Wrif~~mtft 1
(1)

use a chart showing pictures of

(2)

draw pictures of different animals

show a video film on animals and
ask the students to see pictures of

children

cannot write

correct

(4)

.~ Cf>T ~-~

it

enhances

convenience

to

teachers in assessment.
(3)

76.

it helps the teacher to know how

it

reduces

assessment.

11{

subjectivity

(9"22T

-q

1R

~ c);

~.m.tmr.it.

<tt

Q4tCI<OI

* tffir"' atn

.~ <f>l ~-~ ~

'll~mCfiT~~TTtiTt- ''glf~
. ~?' ~~~TTtiTtf<f;~m*

~ JfAT "'~ q;r ~ ~ T'I'M'O "'~

~ -::m ~ ~ I ~ QRCirl"'1

~~TTtiTt~

(2)

~ 'R' 11{ ~ ~ 6W ~ fffi9

~I
~~-q~ctft~~T

tl
-q ~<it wrmr Cfi!T tr

(3)

~~

(4)

~ ~

children are learning.

(4)

~ 34lllPii11
.mmfuT ~~<!WIT I

cnm v <tt

(1)

answers at this stage.

(2)

. ~~c);~q;f ~41114{,2

~~fq;ITCf>T~c);~~ I

Class V NCERT EVS textbooks

include a section 'what we have
learnt' in the end of every chapter. It
is suggested that answer to questions
included in this section should not be
assessed in terms of. right or wrong.
This shift has been done because
(1)

<!WIT 1

(3)

animals given in the textbook.

76.

ORRT I

their usefulness.
(4)

<tR-

~~c);~q;f~~
~ ~ 'Cf)T

on the blackboard.
(3)

cnm m cf> fmm'~ 'CfiT

;;rr;:rcrr_
~
JrCf)'fOl ~ ~ 'Cfi'fRl ~
t 1 JrCf)'fOl 'CfiT ~ an~ ~ ~ ~

different animals.
(2)

om~t1

definitions.

75.

11{

~~~wt1
m

Cfi!T lr I

-q

fqqqf-'1<>3i'il q;f q;q

(29)

77.

Experimenting, Exploring, Investigating

Jmd Questioning constitute esslmtial
elements of activE~ learning of EVS. A
teacher arranges the following activities
related to the concept of 'Food we should
eat'.

77.

JOI<ili~ill'kil, ~. ~-~ afu'~

~

qq\c:n 01 ~ell~ anQTTlf ell

~~'!iil'~ctmftl~

ma;cn

''{ifAT

'!'iCfl('Q"11

~ ~

ell ifltl{ ~ell~ f.:t'"1f<:tfuii1

~~em ~<fi'rnt

(1)

Draws the diagrams of all such

(I)

foods on the blackboard.

(2)

(2)

food.
Asks students to collect related
from. all

(1)

Take the students to a field trip.

(2)

Explain

w:ft W1ifcm
-m ~ ~ "11'1Cfli'O ~ <R 1

~ "iff'f ~~

fq;

the concept . through

Use multimedia capsule to explain

the concept.
Ask probing questions related to
the topic.

Which one of the above proposed

activities is not relevant for teaching
of the topic effectively ?

.q ~ ~-lfl ~

ari'U1'11f 'Cfll ~~ t?

78-

~ IV

ell -mam~ 'Cfll -gqr ~ ~ t>

~ ~ ~ ~ Pi'"1Rrif&l'1

1'lfufuf~ 'Cfll ~em-~ ar.rn=ft t

(2)

a~wn

'<tiT

fii'fi<"HI

<!iT

'O!!T&IT I

specific examples.

(4)

Shows a video on the topic. '

While teaching the topic on 'Air is

everywhere' to Class IV students,
Gitika. plans to perform the following
activities :

(3)

~~~t-~tnt

(3) ' ~ ~ ~

possible

Which one of the above four activities

satisfy the condition for active
learning?

78.

t" w:ft ~

~l{ ~ ~ GfffiiiT

information
sources.
(4)

>t41'1q{c: 'tR ~ 'lfCflR'

~t"~q.m:rrt I

Gives examples of different foods

each in essential components of

(3)

em

'{ifAT

(3)

fii'fi('<l"'ll

'lt'i1ilf.s41 ~ q;r

(4)

~~~~~~

~ JHI'1lfctl'1 ~~
~

t-

'Cfll JNTCft 'ffilcf;

~:m!t?

.q ~ ~-m

~ ~

ell ~

(30)

79.

80.

81.

The section on 'Do this and find out'

i.ncluded in different topics in EVS
textbooks aim at
( 1)

providinli
expenences.

direct

(2)

improving
examination.

performance

(3)

learning definitions of scientific

terms.

(4)

keeping the students engaged at

home.

Q<I,CI'!OI ~ ctfl ~-~ 1l fcn''iA

.q ~'cis

m- w

<fiT mfJ;r

fcn<ITTTli'Tt~~ t

hands-on

A good assignment in EVS. should

primarily aim at
(1)

revise the lesson for effective

learning.

(2)

ensure better utilization oftime.

(3)

keep the students engaged and

disciplined.

(4)

provide
extended
opportunities.

(2)

ll~C!if~

(3)

~;!11f"1Cfi

Jtliii:JqMl

C!>1

~.

(4)

80.

tl\ll~C!ifcxrn;~ I

Q<i\CI'!OI ~

1l ~ ~ ~ 'Cfi1<f ~

~~~~
(1)

~ ~*'~11T0Cf>1~ I

(2)

~ CfiT ~ ~

<!lf"1~ild

~I

learning

As an EV.S teacher, the major

objective of or1~anizing a field trip to a
zoo should be
(1)

79.

81.

*"

q~\CI'!OI ~
fmrcn ~ "(<\tf 1l
fil~<llfH 'j,lqVT ~ ~ q;r-f ~

*"

~~~~

to provide fun and enjoyment to

students.

(2)

to have a change in monotony of

(2)

routine teaching schedule.

(3)

to

provide

active

~ ~ ~ C!>1 QCfi{@l q;f

~I

learning

experience to students.
(4)

to satisfy parents on quality of

education.

(4)

rom C!>1 ~ *' ont 1l ~

<!iT~~ I

(31)
82.

Which one of the following is not an

objective of study of EVS in relation
to Social Sciences ?
(1)

(2)

(3)

(4)

. 83.

'Hi"lif"'ifl fcmRcfi~lf Q<ll<I~Oi ~

~ "<fiT f~141fl1f&l1
(1)

It should enable children to grow

up as responsible member of
society.

(2)

It should enable children to

respect differences of cultural
practices.

(3)

It should enable children to learn

correct definition of key terms.

(4)

83.

(1)

Asking the students to undertake

group projects to coiiect and
analyse related information.

{3)

Asking the students to

slogans on related issues.

(4)

(4)

grading and ranking of students.

of

students'

coT

~ <i;

<iTni

GF!Rf

~-3MT'HT

q;r ~ ~

<!Tni

ll

ORRT

~coT~ ~I~IClMl ttft ~

~ <uc:~ <W<r GA"RT . . I

q<ji<I~Oj ~ qft <ii81f

afu- CflT-a!MI"''I11 M

t-u ~ t

lf ~.
'HI"liRilifl

I PI141R:if&l1

ll

<tt

~ ~ 1R fcMq 641l:941-ti q;r

~q;r;:rr I

~coT~ ~l"llf"'lifl ~-qr

'<nt~~<i;~~ I
~

coT

~ "1Hifll~?i ~

~ ~ ~ fcH'HtlOI ~ <i; ~

~l"lft~C!i 4R4l"1'11 ~<i;~~r 1

write

enhancement
learning.

-q

~ ~-m arl'Wllr-~ l'fl' ~

llanQ<fl"lNT<ft ~ ?

(3)

(3)

<PT ~ <ii ~ f-!Jlil<m

~ ~~

(2)

identification of deficiencies in
teaching.

Asking the students to prepare

charts on related social issues.

(2)

.I
.,
w

<tiftffiT

(2)

identification of learning gaps of

students.

.I
~

fuW.rnT

Organising special lectures on

related issues.

( l)

~ ~-m ~

w~<PT~~~
3MT'HT 1R ~ ~ <i; <!Tni ORRT

~ <i; ~

(1)

Formative Assessment in EVS at

primary stage does not include

ll

:lEt?

It should enable children to

question the existing ideas and
practices.

Kavita. wants to emphasise more on

social issues like poverty, illiteracy
and class inequalities in an EVS class.
Which one of the following learning
experiences will be more effective to
achieve this objllctive ?

{4)

84.

82.

84.

~ coT ~
~<i;-~~1

1f# 1R ~

Jntlf~C!i ~ ~ q<ic:n 01
hl"'liil4i ~

ll

ltiT vnfiwr :!!!

~I

(l)

~<ii~-~qft~

(2) .

ftmur -q ~ ctt ~

(3)

~<ii~<PTGliR

(4)

~ctt~ ~ffi;Tr

'

A
85.

(32)

Given

below . are

some

human

85.

activities :.
A.
B.
C.

;futm~~ m.(jjCf)("jjQ ror~t =

A.

mq;rai'1+1 ~

c.

omm-1hN-:f ~fffir ,:!fu<lhrri ~

Digging of mines.
Constructing dams.
Collection of leaves and herbs to

~~q;r.rr

sell them in the market.

D.

Weaving baskets from bamboo.

E.

Making leaf plates out of fallen

leaves.
~~~m,qjCf)("jjQ 'Cflt.:f~t~~~

The activities responsible for the

disappearance of forests is/are

lTJ?:r.nM ~ fffir f~>R<m t

(1)

only A

(1)

~A

(2)

A and B both

(2)

A nITB~

(3)

A,BandC

(3)

A, B nIT C

(4)

B, C, DnITE

(4) B,C,DandE

86.

. Select correct
Bronze:

statements

al1out

86.

~~alt.q-m'T~~:
A.

rtfm ~.

~ 1'00 ~ qft ~

A,

Bronze is an element like iron,

silver and gold.

B.

Bronze is made on melting

copper and tin.

B.

C.

Bronze is very strong and is

used in making cannons and
statues.

c.

rtfm~~~t~
nN 1'00 ~ () lR'If 'iil'ffiT f I

D.

The utensils made of Bronze are

lighter and stronger than that of
aluminium.

D.

~~~ ~RJ~f.:t<lq lf;~qft

~-mqt I
~

'C6l i'lt.n 1'00 fl;;

NEH''IICfi~

~~~tl

WRT.q~attratf~~ ~

tl

Band C

(1)

B nITC

(2) . C and D

(2)

C~D

(3)

D and A

(3)

DnIT A

(4)

AandC

(4)

A nIT C

(1)

(33)

87.

A person living in Gandhidham

(Gujarat) wants to visit first Bhopal
(Madhya
Pradesh)
and
then
Hyderabad (Andhra Pradesh). The
dirj;lctions of his journey will be
(1)

(2)
(3)
(4)

88.

89.

and
and

(1)

then

(2)

and then

(3)

and then

(4)

89.

(1)

(2)
(3)
(4)

A, Band C
B, C and D
C, D and E
A,DandE

~~Rm-ll~m~
~ ~

Rm -q

Nit

~~Rm-ll ~m~rn

-q

~~~1Hf-<~iilw~fi;rorrm~
1 ~;;:!14\e~ = 110 ~ I~ 1HR:4:il W
~~~eli~<tl~ 15 ~::ll>fte~
t, "ffi "R cWIT ~eli~ qft CII'Rifctlfi"

~t

(1)
(2)

1165 flihfic<
1100~

(3)

1500~

(4)

1.65 fct>Ml11'l2<

~~~'IWTt
(1)
(3)

Tibet
Myanmar

Study
the
following
duties/
responsibilities :
A.
Help others in carrying their
bags.
B.
Let the group follow you and
keep at the front.
C.
Ask those to stay back who
cannot climb properly.
D.
Look after those who are not
well and arrange food for the
group.
Find a good place to stop and
E.
rest.
Which of the above are the
responsibilities of a group leader in
mountaineering ?

~~Rm-ll ~m~Rm

-q

Rmll

Mount Everest is a part of

(2)
(4)

ctt mmr~ m ?

Rmll

88.

India
Nepal

lli!ftqrq ('j'I1W'1) ~ ~ 'CffiYIT <filt ~

~ ~ ~ ~ aftf ~ kuUG
(amt ~ \ii'RT ~ t I '3Wl; ~
(<mil)

then

On a city map it was mentioned

"Scale 1 em = 110 metres". If the
distance between two localities on the
map is 15 em, then the actual distance
between the two localities is
(1)
1165 centimetres
(2) 1100 metres
(3)
1500 metres
(4)
1.65 kilometres
( 1)
(3)

90.

First towards East

towards South
First towards West
towards South
First towards South
towards West
First towards South
towards East

87.

90.

~em

fuo;;m- em
~em

(2)
(4)

~em

;:fftl ~ Tf{f ~/3'i'1~1f<IR.i'i ~ ~

~:
A.

~~~mtrRmll~
Cf>RT I

B.

'IJt ~eli awl~.~ ,fut.

-dht~ I

c. -m

'iiFr ~ ~ ~

eli ff;nr

'lfi"AT I

D.

lf1V.ft eli ~

"3W.fiT !.ZfR

ffitr

~-'t(t;l ~

arm;r ~

eli ffitr 3tT.dt

~ ~ ~
,.,\ill1 Cf>RT "I

E.

~{Frr I
>11aoefo1<dl1 ll ~

m- <tt fJtil 1fhri

~*~~~:
(1)
(2)
(3)
(4)

A, B (leiT C
B, C (leiT D
C, D (leiT E
A, D (leiT E

ct;T

(34)

Candidates .shou14 answer questions

from the following :Part only if they
have opted for ENGLISH as
LANGUAGE- I.

~ f"""kif~f~ft

cqyTT

~ ~ ~ dfH

~q{Yt ~. ~ ~ d~~~ ~~~~ - I q;r

fgct>~ ai!l~1 ~ m-

(35)

PART-IV
LANGUAGE-I
ENGLISH
Directions : Read the given passage and
answer the questions that follow
(Q: Nos. 91 to 99) by selecting the most
appropriate option :

91.

A poem reflects the culture ofthe

(1)

period it belongs to

(2)

historical past

Why do poets use poems to tell about

(3)

imaginary life

social injustices ? Tht: answer is simple.

(4)

present only

This way a poet can catch and hold the

reader's

attention,

his/her

emotions.

Usually poets in their works present

92.

Here, the expression 'pulling strings'

facts in order to capture attention of

means

many people. These are not new facts

(1)

that are presented to an audience. Poems

challenging beliefs

(2) promoting popular notions

are always aimed at reaching feelings of

people

and,

thus,

pulling

(3)

strings.

(4)

Literature of every state shows all the

secretly controlling thoughts

exerting strength

complexity of every epoch. When the

situation is the same at several countries,
it has

a worldwide

significance. Before

93.

A word in the passage which means a

quality of being intricate is

talking about poetry, we should answer

(1)

the question : What is poetry ? Poetry is

general

a special way of describing situations,

(2) photograph

things, ideas, feelings. Poets present

(3)

complexity

(4)

evaluation

their ideas in short phrases.

A

poem

can

be

.compared

to

photograph as it reflects real .life, real

situations and feelings, In a poem a poet
captures

the

exact

moment

and

represents it the way he/she has seen it.

94.

Romantic . Movement is a

literary

period when the poetry mostly

(1)

is religious and philosophical

(2)

dealt with the supernatural and

When you read a poem you see the

poet's subjective evaluation of facts,
situations and the

~och

violence

in general.

Poets of the Romanti<: Movement wrote

(3)

time from the poet's point of view.

on

self-reliance

and

independence

their poems to share their feelings. They

wrote to help peopl: understand their

focused

(4)

emphasised
"imagination

on

emotion

and

A
95.

96.

(36)
The structure of poetry is usually
characterized by
(1)

sequences of two or more words

without an 'action word'

(2)

long winded sentences

(3)

lengthy descriptive stanzas

(4)

short, factual stanzas

An example of 'subjective evaluation'

is
.,

97.

98.

99.

(1)

Everybody likes dishes prepared

with potatoes.

(2)

The potato is a staple in some

countries.

(3)

There are over 25 types

potatoes around the world.

(4)

The potato has a large percentage

of starch content.

of

The meaning of the word 'epoch' is a

(1)

lengthy, complex poem

(2)

type of literary work in England

(3)

distinctive point of time

(4)

being great and impressive

The purpose of poetry is to _ _ __

the reader.
( 1)

distract

(2)

appeal to

(3)

disturb

(4)

confuse

The themes of poems are usually

about
. (1)

everyday happenings

Directions : Read the given poem and answer

the questions that follow (Q. Nos.
100 to 105) by selecting the most
appropriate option.
Between the Miles
Because existence can become severe
in one d_ay,
just sense me and I'll be there.
In the mind's eye,
I'm not so far away.
If you hold o~t your hand,
in the-whispers,
I'll become the zephyr ...
and besiege you.
If your eye's upon the stars,
in the crystalline darkness,
I'll become the moon.
And the light shall guide you.
If you rest upon the ground,
in the warmth,
I'll become the grass.
And embrace you.:,.
If you tum outside,
'
in the wetness,
I'll become the rain.
An upon your forehead, kiss you.
If you free the air,
in the light of day,
I'll become the sun.
And smile for you.
Between the miles-
if you need me.
If you need a friend.
Let me be the friend, I want to be.

Heather Stoop

100. 'The' zephyr' is a

(1)

fine quality of cloth

(2)

scent or odour

(2)

heroism and death

(3)

romance

(3)

strong stream of air

(4)

important life events

(4)

gentle, mild breeze

(37)
101. An example of a metaphor is
(1)
'I'll become the grass.'
(2)

'Between the miles'

(3)
(4)

'I want to be.'

'If you rest upon the ground'

102: A synonym of the word 'besiege' is

(1)
(2)

surround
attack

(3)

befriend
trap

(4)

103. The theme of the poem is about

separation
(1)
(2) relationship
(3)
travel
(4) nature
104. The 'crystalline darkness' suggests
that surrounding is
(1)
black and sombre
(2)
in the moonlight
(3)
(4).

108. A company labels its frozen snacks

75% fat free rather than co11taills 25%
fat so that people will view them more
positively. This is an example of a
(1) prototype
(2) phoneme
(3)
subjecrive utility
(4)
semantic slanting
109. When children first start to speak in
sentences, their speech may be
described as
(1) babbling
(2)
exceptionally soft
(3)
telegraphic
(4)
multi-lingual

.lit up by the stars only

pitch dark and quiet

105. In the poem, the poet suggests that

friendship is unaffected by
( 1) individual independence
(2) changing feelings
(3) time and distance
(4)
differences in attitude
Directions : Answer the following. questions by
selecting the most appropriate
option:
106. A learner's competence in English will
improve when she/he receives
or learning experience that is
appropriate.
(1)
an equal level
(2) a slightly higher level
(3)
(4)

A
107. A 'mental block' associated with
English language learning is
(1)
interest in Sports and Arts.
(2) disinterest in studies in generaL
(3)
lack of opportunities to use
English.
(4)
dyslexia-a disability.

a range of levels
a slightly easier, lower level

110. Which observation supports Noam

Chomsky's ideas about language
acquisition ?
(1) Children's language development
follows a similar pattern across
cultures.
of
language
(2) The
stages
development occur at about the
same ages in most children.
(3)
Children acquire language quickly
and effortlessly.
(4) All of these
111. What is the system of rules that
be
words
can
governs
how
meaningfully arranged to form
phrases and sentences ?
Language
{1)
(2)
Syntax
(3) Morpheme
(4) Phoneme

(38)

112. A twelve-year-old child enjoys using

puns. This enjoyment indicates that
she has
(1)

semantic slanting

(2)

deductive reasoning

(3)

mental blocks

(4)

metalinguistic awareness

113. Did you really

yesterday?
(1) knead
(2) kneed
(3) need
(4) needed
114. You don't smoke,
question)
(1) have you
(2) are you
(3)
(4)

the money

? [tag

do you
don't you

115. A 'critical period' during language

learning is
(1) the period during which language
can be acquired with greater ease
than any other time.
(2) the length of time before a
comprehensive assessment . takes
place in class. .
(3) best preparatory period for any
language project.
(4) special time set aside for students
to intensively practice language
use.
116. The two skills required to take notes
effectively are
(1) using symbols and abbreviations
instead of words.
(2) re-writing a text, using your own
'YOrds.
(3) writing legibly with correct
punctuation.
(4) writing
fluently,
using
conjunctions.

117. Remediation, when students find

difficulty in the use of different
'modals' would be for them to
( 1) be given ample practice in using
modals in a set of sentences.
(2) frame sentences on their own and
teacher corrects them.
(3) learn about the structures outside
the classroom through suitable
activities.
(4) practice
by
collaboratively
completing tasks where structures
are used integratively, in a variety of
real life situations.
118. What is wrong with the following
multiple choice question ?
Tick the most appropriate :
The Metro theatre is located _ __
LodhiRoad.
(a) over
(b) at
(c) beside
(d) behind
(1) All answers are wrong
(2) Two are wrong
(3) The statement IS not correctly
framed
(4) 'Over' is the correct answer
119. Receptive Language skills are
(1) using grammatical structures
accurately.
(2) writing in a range of styles.
(3) listening
and
reading
for
information.
(4) being able to self-correct while
using language.
120. The 'Natural Order' in the process of
learning English suggests that,
children
(1) are slow at learning to speak when
riot in school.
(2) learn to read and write
simultaneously.
(3) are able to speak first and then
listen.
(4) acquire some language structures
earlier than others.

(39)

Candidates should answer questions

. from the following Part only if they
HINDI
as
have . opted . for

LANGUAGE-I.

Wwff f~~f(;ff~sHi mrr c); ~ c); dfH

ct>ct<1 .Cflfr ~ ~ d~l~ \:II till - I CfiT
fqCf)(A/ ~ ~Tf11" m- 1
..

(40)

mtr-IV
~-1

~
~: -;fffl ~ ~ ~ ~ 1WiR m.~
~ q;r T.f1R ~:
Ylo~ll<:11alt, ~ ~

~ ~ q:ft ~ <6tft ~ t

92.

lffi'n'-firr q;y ~ cn1 mtt mm ~ -.rrt .q

~~~t?

c1>

fum q:ft

rn?: ~ im'

~~I

(2)

orurmmwr~OR"~

'GT-Grt ~ ~ ~ c6t '1ft~#~ an

(3)

~ ~ ~ q;r f.:p:riur fcf;<rr ~

~c6tm-om-~~q:,1~~t

~ Cf>f 311W '1ft ~-Pit ll OFIT S3lf

~~~'ff{q:ft~~~'lftt

fcf;' ~'1ft m-om-~~ -.m- #, ~ q:,1

93.

wrnm~ont# ~m'lfit~~

~ q;tf ~

'1ft 1IT'({f ~

~ I

( 1)

fq;-

m-om-

lffii'T-ftmr

(2)

;;n(11'

(3)

~ q;r ~ ~

fq;- ~ ~ ~ ~

~. ~ q:,1 "'Rr ~ ? 1lfu_1:Wft

~~
mq;

? ~

~ ~

OCl> q;tf ~

(4)

omR q:ft 1("J1<:1l ~

94.

~~wrrc:rrm~~~~

wrrr~tc:rr~~ ~<RWf I
~ ct; ~ ~

'fmtuT

~lffiiT-furr~q;r
rn?:-rn?: ~ q;f ~ ~fcii'El,.,.,R'1,..,<4l
~q;r

(4)

~-1!NT~q;r

~ct;~mm~~~~

(1)

~~ont#

(2)

~q:ftftlm~ont#

(3)

lffiiT-furr ~ fum-K q;f

(4)

~q:ft~~q:ft;;wft.

Jl1'l<'l' ~

~t?
( 1) ~ q;f fcl;it '1ft W:fiR"qft fum ~ Cf>f
. (2)
(3)

~~rnfum~~~~

~ ~~ ~

lffiiT-furr iffiT ~ q;r ~-~ ~

m q;r

'1ft ~ ~ Offfiffi' I l:lftuTJl1

I 'Eit

'Eit omR q:ft fum ~ cmvft mc'1T ~

~~~

q:ft

t fq;- ;:;frcR ~ m ~ -qffi it 'Eit ~

OR" -qr;f ~<IT\ "W.I;c: ~

ct;~

t? ~-qffi fc!im 'lft~c6t~'lft~

fu1:srr<rr

~ ~ :1

~ ~ -qffi fc!im 1-fT~ ~c6t ~~

ful:srr<rr ;;n(11' t

~q;f~~~~ I

~~~Mffml'T~t?

~ . ~ ~ q;r

lffii'T-ftmr

3Fm

~I

I
(4)

91.

~ em~ fulWir ~ ~

ll 'll<ffi

95.

'lffi'n'-flw ~:~t
(1)

~~-'fl1

(2)

f.R$!>~-'fl1

(3)

~~-'fl1

(4)' ~-~~-'fl1

96.

(41)

1ft ~t

100.

(1)

fs'll<llfct'?l"'OI

(2)

~-

(3)

f.:rmr
WIT

(4)

cnFcr ci; 3FJmf ~ 'qJ1<f 61 'fr.l' ~ ffl nT

~ffl?

(1)

\R fi:wr -;;mf I

(2)

w~;f\T}~mm 1

(3)

(4)
97.

~~~~qft ~mt ~<rg"'lft t

fcJ> ... ,

CfTCf<J

cii h:s~ if<f>rl

am CfiT tt+ll'11 eft .

~t

99.

101. ~ ciicmuT~-m~~~~-q

~sarrt?

(1)

ClF~<lfctCfi

(2)

Cl Fk1 fctCfio I

(3)

~-

. (1)

(4) . ~
98.

m m\R ~ mrn "3l'R'1 tft 1

\R m "lfcfffi ~ ~ ~ 1
~

(2)

(3)

(4)

~<ii~-~Cf)(~<m1JT~t?

film orR q;r 3llt ";f ;;n;RT

(1)

l{fffi-

(2)

~ q;r

102. ~~~-m 'CRjUT' CfiT tt+lHiefi t?

3llt ";f ~

(1)

l1itq

(3)

tf{

omR qft ~ "Cfir-IT

(2)

(4)

~~ontll-;r~

(3)

(4)

~~-q ~ ~ CfiT anm-<AT sarr t 1

(1)

~~~q;T~-q~q;r

(2)

~~~q;"t~~q;r

(3)

~~~q;T~-q~~
q;r

(4)

~ q;"t ~ ";f ~ q;r

f.mT: ;fiT} ey TJt~ q;"t ~~ ~ ~

q;r T.I<Ff ~ :

.103. 'W ~-~hr-:r-hwrr~-~t

(1)

~W11Cf.~

(2)

~.~w:r-r

(3)

W11Cf, ~. w:r-f

(4)

~.~.w:r-r

104. q;fcr-;f~~Cfil'~~t?

(1)

~~~q;r

<1f!:."f<W:r_a:jq;~t I

(2)

~q;r

(3)

~q;r

~f.F;fR~t?

(4)

F!T"Cf>T

~fc!;W~~.
~ lff Cf<IT tft -;r

A
105. fclfU-3tcn"~ t

(42)
109.

(l)

~-a:iq;-

(2)

,~,ft;m~

(3)

'l1JT<r q;r ft;m '[3lT .

(4)

~m

~ ~aftfzy eli~~ft;nranq~
ffil\"<it 'C6liFft q;r ~ ~ ?

. c1)
(2)

~GTtf~m: I

(3)

f;mct~, ~ ~~;ffi~qu'r:

ctt M
(4)

~:~~~~
t 7 lfft oqm
106. f"''

~~w~~~

;;TI~mc:rm

110. l'll~f.:j<f> ~

afif fclEJI\'1(1 lt ~ ~ qn;ft

~~r-nffitt

(2)

~m~t1

(3)

~3lWTmfflt

(4)

~ ~~ lJ!!ft t

'Ql"

m1

oqm_~

<fft

l'll~fi'li6i11

~~
(1)

(l)

fil:.'lli'4i6

~ 3fu-~<toom ~
~ q;r fcrcmr C!iVlT I

1
(2)

Ol't-'tl'f cffi FH li'4Ciii'11 3fu"

l{jf~ Cf>~ I q;'t

~C!iVlT I

(3)

ctt

Ol't-'tl'f

~-Wffif q;r

fcrcmr

C!iVlT I

I
.(4)

m~~<ffiW!ill~
C!iVlT I

107. m~l'iq; ~

'Ql"

m1

oqm_fiwrr

eli fffir

~ ari'UCfi'll\'t<l'{u\ t

(1)

(2)
(3)

..
111. ~q;rlf~N

~-~

a"'"H~<l4 i1on"11Cfil <p;f

~~tlRT~I

(2)

~aTI~tlRT~I

(3)

~-lJ,Ot~~m~

(4)

~~tlRT-1

O!lli6<fbli6 f.:l<mT q;r ~

'

108.

(1)

m1-wm eli~~ 'C6l ~ eli~

~UCfi~~m~t
(1)

fu&lurcffi~q;r~~

(2)

~Wl'~wrr~

(3)

d"-'tl'R'Hl4 ~ ~

(4)

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112.

oqmeli<flt'lt <tA'-m ~ '3fun t?

~ H4 4 01<>.\i O!fCR'i!IT

( 1)

'l'flqf

(2)

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(3)

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~~

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~~I
(4)

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113. JIII'.IMCfi ~

# 'm -q;f

(43)

(~ ~

117. ~.q ~ afu-'C!I"'QCf)" ~ 'Cf)T ~ t

'Cf)T~~~

(1)

lt'P~ ~~it~~ "Cfi\-IT I

(2)

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(4)

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(3)

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115. 'Cfim

(4)

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{l)

(3)
(4)

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1f

119. ~-~cnl~

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(1)

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(2)

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or=n ctt ~ ~ 'Cf)T ~ ~ ~

(4)

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uo.

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. (2)

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116.

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3{TQ'<m~?

(4)

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(2)

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(1)

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it 'llim-wrlrr ~ arcrnT

(3)

(1)

(44)

Candidates should answer questions

from the following. Part only if they
have opted for ENGLISH as
LANGUAGE- II.
~ f~ktf(1f~d ~ ct- w.=[ ct- dfH
&>ctM 'frlTI ~ ~ d;JQ1~ 1=11~1 - II CfiT
fct Cf50"1 ai!) \!fl ~ I

(45)

PART-V

LANGUAGE-TI
ENGLISH
Directions : Read the given passage and
answer the questions that follow
(Q. Nos. 121 to 129) by selecting the
most appropriate option.
1.

The fossil remains of the first flying

vertebrates,

the

pterosaurs,

have

intrigued paleontologists for more than

two centuries. How such large creatures,
which had wingspans from 8 to 12
metres, solved the problems of powered
flight, and exactly what these creatures
were-reptiles or birds - are among the
questions scientists have puzzled over.
2.

Perhaps the least controversial assertion

about the pterosaurs is that they were
reptiles. Their skulls, pelvises and hind
feet are reptilian. The anatomy of their

3.

Although scales typically cover reptiles,

the pterosaurs probably had hairy coats.
The recent discovery of a pterosaur
specimen covered in long, dense and
relatively thick hair-like fossil material,
was the first clear evidence that this
reasoning was correct. Efforts to explain
how the pterosaurs became air-borne
have led to suggestions that they
launched themselves by jumping . from
cliffs, by dropping from trees, or even by
rising in~o light winds from the crests of
waves.

121. The skeleton of a pterosaur can be

distinguished from a birds by the
( 1) size if its wing span.
(2) presence of hollow bones.
(3) hook-like projections at the hind
feet.
(4) the anatomy of its wing span.

wings suggests that they did not evolve.

into the class of birds. In pterosaurs, a
greatly elongated foUJth finger of each
forelimb

supported

wmg

like

membrane. In birds the second finger is

the principle strut of the wing. If the
pterosaur walked or remained stationary,
the fourth finger and with it the wing,

122. Which is the characteristic of

pterosaur?
(1) They hung upside down like bats
before flight
(2) Flew to capture prey
(3) Unable to fold their wing fully at
rest
(4) Lived mostly in the forest

could. only tum upward in an extended

inverted

V -shape

alongside

of the

animal's body. Both the pterosaurs and

the birds have hollow bones, a feature
that represents a saving in weight. In the
birds,

however,

these

bones

are

reinforced more massively by internal

struts.

123. The elongated finger in the _ _ __

supported the outstretched wings.
( 1)

pterosaurs

(2)

birds

(3)

both

(4)

neither

(46)

124. The body of the pterosaurs was

covered in
(I) feathers
(2) scales
(3) fur
(4) smooth skin

Directions : Read the given passage and

answer the . questions that follow
(Q. Nos. 130 to 135) by selecting the
most appropriate option :
1.
A man found a cocoon of a butterfly.
One day a small opening appeared. He
sat and watched the butterfly for several

125. The pterosaurs flew by

(I) jumping off a mountain ledge
(2) pushed by wind before take off
(3) jumping upwards with force
(4) moment.um gained by running

hours as it struggled to force its body

through that little hole. Then it seemed
to stop making any progress. It appeared
as if it had gotten as far as it could, and it
could go no further: So the man decided

126. A synonym for 'compressed', from the

passage is
(I) launch
(2) dense
(3) light
(4) s~rut

to help the butterfly. He took al pair of

127. The opposite of 'contrqversial' Is

(I) questionable
(2) uncertain
(3) debatable
(4) undisputed

because he

scissors and snipped off the remaining

bit of the cocoon. 'fh.e butterfly then
emerged easily. But it had a swollen
body and small, shriveled wings. The
man continued to watch the' butterfly
expected that, . at

any

moment, the wings would enlarge and

expand to be able to support the body,
which would contract in time.
,2.

Neither happened! In fact, the butterfly

spent the rest of its life crawling around

128. It can be understood from the passage

that scientists believe that the

with a swollen body and shriveled

wings. It never was able to fly. What the

( 1)

large wings help pterosaurs to. fly

great distances.

man, in his kindness and haste, did not

(2)

hollow bones showed

evolved from bats.

cocoon and the struggle required for the

(3)

fossil remains explain how they

flew.

were God's way of forcing fluid from

pterosaurs walked on all fours.

the body of the butterfly into its wings so

(4)

they

understand was that the restricting

butterfly to get through the tiny opening

that it would be ready for flight once it

129. Fossils often left scientists in doubt
whether the pterosaur
( 1)

ever existed at all

(2)

how many lived at that pefiod

(3)

their size and weight

(4)

their shape and gender

achieved its freedom from the cocoon.

130. The man's first instinct was
(1) leave the cocoon alone
(2) help the butterfly
(3) leave the butterfly alone
(4) keep watching

(47)
131. The natural process would have the
wings of the butterfly

Directions : Answer the questions that follow

by selecting the most appropriate
option:

(1)
(2)
(3)

unfold and s,tretch out

.,
fold up and remain snug
half open and snug against the

136. The 'bottom up model' of curriculum

is one where
(1)

learning IS based on a set of

software to make curriculum more
Ieamer friendly.

(2)

the
curriculum that
allows
freedom for student mobility with
increased choice of curricular
activity and encourages learning
by doing.

(3)

the learning process 1s geared

towards career orientation.

(4)

a need-based distance education

with
indirect
influence
on
students.

body
(4)

unfold.and remain stiff

132. A word that means 'to make or

become withered'
is
1.
(1) moistened
(2)

folded

(3)

wasted

(4)

shrivelled

133. The writer's message in his/her essay

is about
(1)

not to have any problems

(2)

need for struggles in life

. (3)

escape pain at any cost

(4)

needless struggles in life

137. The
Humanistic
Approach
tuned
to
the
specifically
(1)

mastery of academic disciplines

with all their characteristic features .

(2)

application of learnt structure,

content, concepts and principals to
new situations.

(3)

processes that enable students to

discover structures for themselves.

(4)

process where sequence is taught

along with how to present the
related .contents .

134. The essay is _ _ _ _ in form.

(l)

factual

(2)

descriptive

. (3)

discursive

(4)

argumentative

135. A man noticed that the---'------

is

138. A 'special needs language classroom'

is ide~lly
(1)

exclusively furnished.

( 1)

butterfly was hidden

(2)

located separately.

(2)

cocoon was growing

(3)

integrates all types of learners.

(3)

cocoon was moving

(4)

.butterfly was e'merging

(4) has extra teachers to help regular

. teachers.

(48)

139. One of the challenges of 'Behaviour

Management' in a senior class is
(1)

students' readiness to use the

142. Curriculum development follows the

following sequence :
(1)

objectives,
of
Formulation
assessment of needs, selection of
texts/learning
experiences,
evaluation

(2)

texts/learning
of
Selection
experiences, assessment of needs,
of
objectives,
formulation
evaluation

(3)

Assessment of needs, formulatjon

of objectives,
selection
of
texts/learning
expenences,
evaluation

(4)

objectives,
of
Formulation
assessment of needs, evaluation,
of
texts/learning
selection
experiences

smart board.
(2)

student's lack of self study skills.

(3)

teachers' preference to conduct

group rather than individual work.

(4)

teachers' lack of self confidence.

140. To inculcate a 'Never Give Up .

Attitude', a suitable activity is the one
when students
( 1)

sang

two

popular

songs

and

exhibited some of their art and

craft works during the parentteacher meet.
(2)

made modifications to their paper

planes and tested them. again,
experimented with the best way to
get them to go the distance and
shared their finding.

(3)

in groups created graphs about the

(1)

real objects and specimens

difficult situations that students

(2)

abstract words, case study

(3)

display boards, film clips

have had to face in life.

(4)

143. The learning experiences that offer a

vicarious experience to learners are

managed to get the Principal's

permission to go out and play

(4)

field trips, observations

during the English period.

141. Assessing reading at Class VII, can be

done most effectively through a
(1)

spoken

qUiz

meanings

of

based

on

words

( 1)

experience real life systems and

phenomena.

(2)

receive bits of information

followed by questions with
immediate feedback.

(3)

a senes of exercises
repetition practice.

(4)

get problems which are solved by

a process of trial and error.

the
and

expressions.
(2)

144. In Computer Aided Instruction [CAl),

the 'simulation mode' is where learners

written test based the characters

and events in the story/text.

(3)

an oral interview to find out how

much they have read.

(4)

writing

50

word

_review as a small project.

book/text

with '

(49)
145.

'listening stimulus'

(1)

(2)
(3)
(4)

presents input to separate groups

of students who gather again to
share what they listened.
presents an information ' gap
activity such as giving directions.
is listening to a good commentary
to review it.

(3)
(4)

and allowing others to take turns.

describing one's school or its
environs informally.
'telephone' conversation with
another.
comparing
two
or
more
objects/places/events
for
the
assessor.

147. Retrieval skills in writing are

(I)
(2)
(3)
(4)

(1)

note making and note taking

diagramming and summarising
abilities to do extensive reference
work
orgamzmg information while
reading/listening

(2)

grammar

(2)
(3)

(4)

as

well

as

to

the

memorization of vocabulary.
(3)

refers to the process of learning a

native

or

second

language

because of the innate capacity of

the human brain.
(4)

is a technique intended to simulate

the environment in which children
learn their native language.

150. Noah Chomsky's reference to "deep

structures" means a
(1)

hidden set of grammatical rules

learnt through intensive study.

148. 'Awareness raising' grammar games

encourage students to
think consciously about the
structures they have learnt.
collaborate in completing a given
activity.
engage and feel about human
relationships while the teacher
controls the structures.
use
learnt
structures
to
communicate with one another
about a given theme.

involves a systematic approach to

the analysis and comprehension of

(2)

(1)

is the memorization and use of

necessary vocabulary

enables students to discuss a set of

criteria which they prioritize to
complete and present a task.

146. The 'interactional routine' during

speaking assessment includes a
(I) negotiating meanings, taking turns
(2)

149.. Language acquisition

transformational grammar that -has

led in tum to increased interest in
comparative linguistics.

(3)

a trend that English is the most

common-auxiliary language in the
world.

(4)

universal wammar underlying all

languages and corresponding to an
innate capacity of the human
brain.

. (50)

Candidates should answer questions

.from the following Part only if they
HINDI
as
have
opted for
LANGlJAGE- II.
~ f~J04"1f{1f@d <qJTT ~ ~ c);- 3fH

~q(1

'ffm ~ ~ a~1~

fqCf)(Yq ~

Tf1T m-

\i'~'

- 11

Cf)T

(51)

qpy_y
II
~

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f.mT : ~ Rtt

-rrnm q;f ~ ~ ~

122. ~~fcr~rnhf~lfi'f~

~ q;r "'I<R ~:

~~-tt~fum~~
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(1)

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(2)

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~~~~cf;~~"#

-~ ~ I

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fmr-lT f"l<t>~ffi ~. "f'ffi "3mt 1ft "Cf)l1 mRT

'il'ffi aTir tl tft ~ t

cf;

4 3Noft
cf; <nt -q .

I "ffr

fum cf;

'lmT{

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tlr qft 'qt\i(i;.Jql~l -q of<\ ~ qft ow <w

~~~ I~(!Cf)"it~~

t:
3l!OT. t

q;r ~
~
. IH<lf"i<t>

(3)

~ q;r

(4)

ar-<f

~ IIMf'"l<t>

mr

OJSO mfim ~

~1ft~ <j<T ~ t I

123. ~-;f~qft WRTf<nmf qft

f"l<t>~<:,J ~ I ~-~ 'l1I1S1T <f>1 mit~

wWr

(lCf)" it~~

afu- ~ 'i''i'<lit1l C!?l ow fur ~ ~

m~t I ~llo-f~OW~-rr:IT~~

t1

(1)

~"#

(2)

oqt\I(<:,JqRJ

(3)

~"#

(4)

'i{w:"#

t?

tl

~"t-tl awl~~~
1

~ q;r

fum (ICf)" ~ t :

~ >f, 'W

~~qftfumcf;~~t

<w ~ Fm -<t>Tt ~

"{!;;;

124. ~ fmrr cf; -;;rq tR" ~ ~ S3TT \ill

~cnl .ariW:r

11Rt

'l1I1S1T ~

q;r 31CR1{
~ P=wrr, ~ ~ qiT ~ fcmR;r ~ q;f
fum cf; ~ ~ cf; "IRlrr

-q oru:rr

t?

(1)

~qifmr-ftq;r~"#~

(2)

~-<t>~Wit q;r ~f"l<ilf"li1 ~ ~

it

~ ~ I ~ q:;1:fi ~ fiil<t>ffH'l ~

(3)

~cf;~fumt.=rr

~~~ll\~-~~cf;

c4)

"ffiriT q;f fum q;r ~ mq; ;:r m

~ OFRT

t afu" OOf 1ft ~ ~4'{ci<t>

~mfiwrrn 1

121. F~-~-q~ 'llmll~mffi

.. 125.

fcrem" l'JGG -q ~. ~ ~ tR" \illl'JGG

~.~t

~"?
(1)

m- 'l1I1S1T -q

(2)

llRCf)" 'l1I1S1T

(1)

fiiloqlfl:<t>

-q

(2)

~-q1fl:<t>

(3)

~ 'l1I1S1T -q

(3)

~oqRJCf>

(4)

~-q

(4)

~-q1R<t>

(52)

A
. 126. ~ llOGf

t?

(1)

(2)

f~<llfct~lQUI

(3)

""""l'*'li~Cfl@

(4)

fu;<rr

127. '"ER"cit T.I~IH~'lcm'lll~~cit ~~

~ ~ t I' G{1'Cflf 1t ~mif<t>i't am t
(1)

fu;<rr~

(2)

f"'''t~<ICII~Cfl ~

(3)

~f"'''t~<ICII~Cfl ~

(4)

~ ~rcf.:rri:l'

128. ~

129. ~cf;~5lf~'Siffi~~

(1)

-;;;T~t I

(2)

-;;;1 ~ Cflt ~t I

(3)

-;;;l;ffir~~t I

(4)

-;;;1 ~ciT~

mq;f 1

130. ~ cf; ~ 5lf ~ OfTJf lR"

m:rr_

~~t?

31lf ~ q;f '!''!'(ifri'i cit ~ fm" .

'30R~~tf.F;~ 31lf~
(1)

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(2)

3Jqjg;:ft<j ~;q ~ ~ ~ t I

(3)

~c);-mm~~t 1

(4)

C~ifffinc;q~~~t 1

(1}

~ ll'RC!T c);- ;:rp:r ~

(2)

(3)

~crt~m ciT ~c);-;:rp:r~

(4)

'!!Tit ~ ;:rp:r ~

m c);-;:rp:r ~

131. ~ ~ ~

1t !!5 tt

m t ..... '

'C(lCfqlt ~&if<t>i1l10G~ ~cit am-~

~

f<N

~ rr~ "Cfll ~ ~

-mT

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<miT ciT TWfi 'If ~ "''T 'i:ft

<W, 3l1R ~~ciT~ 'If lll1

~

.qr "ffr \l

'Cf>{Tf?
(1)

"1::>011<:'14'1 ciT (1{4>

(2)

~~wm~~cil(1{4>

~.. ~ ~ ~ ~

~~ awffi~wfft ~~~

~\lrnt l+lRCf~lf~~
c);- C6TruT f;r;t ~t ;f\T.rr w ~ t, ~ ~
~\llll1orqmm~ ~~-~~
~ ;:rp:r ~

lll1

~ ~ q;f

t,

mamo:
~ffihnit ~it z;itrrr ~11m~ t I m
'If, ~ -qrn off.&: m, ~ 6fu- ~
t lllnt ~ ~ ~ awm .~ m, 1:jfq
~

'If

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3lffi t,

6fu- 3lf01f.ft c);- 381 ~ ~ ~

~qft"~\l'i:ft~~t I

132. ~ l10G 'It~~ 'Q;;:rq CfUT c);-~ lR"

~l:_)q;J~~\ifl'~f?

(1)

(2)

(3)

(4)

133. ~ w.;pl cnt.l-m ~ t?

(S3)

.A

137. ~'!'1/IHHill~t

m 'f>1 WffiT

(1)

(1)

"ffi'WHTOGT cf>

(2)

<r

(2)

(fur TJfu ~ ~ q,1 WffiT

(3)

(3)

~ ~ ~ CfiT

(4)

ft<r
(4)

~m

<nR cn1

cn1 3{]qiJIUC6-~'"I'q'tlif<C6
"ij'ij'f.alf -q ~ f:fl $l C6 offi;:R 'f>1 '1J'( I<'1 (11

134. ~ 'ifi'!ltnhilcl,' ~1l&<rrt

(1)

(2)

(4)

138. ~cf>~t

( 1)

WRf, ~. 1WIT, ft;mRr

(2)

~. 1WIT, ft;mRr,

(3)

1WIT, ft;mRr,

(4)

ft;mRr, ~. 1WIT, ~

wm:=rr

WAf, wm:=rr

135. ~cf>am:m-w~~~tr.n
(I)

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(2)

~ CfiT am~ ~ crt-~

(3)

'f>1 "&It coT~ t

~ ~ ~i1

am * l:JTff ~

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(4)

139. ~fcliiliW"l 3fR~~

(1)

Cf>lt~ 'q!qf~~~ I

(2)

wft~w~~

(3)

~~~~~~

(4)

wr-=IT ~-"'t11('1" qif 'q!qf

~rn~~

~~

~~ ~~~cf;-fcf;;nt

~tl

140. ~ ntl\"cf>~ .q ~ ~ ~-fcrcm:i

~~~?
f.:$T:~~~P.:

(1)

~ ~ ~ lWIT-ftrffi ~ 'q!qf
CfifwWr~~ I

136. ~<nl~-~llmRtttl\f<l'{uhmt
(2)

~~~~cf;-wft~
~c);-~ f.:rtR 3ffi:fil;<rr ~ ~ I

(3)

~ ~ ~ ~ "C6m ~
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(4)

~m~'q!qfCfifwWr~

(54)

A
141. wr.rr~ll~~
(1)

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145.

# ~, $t ~

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(1)

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(2)

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w-:rr q;f '6q 1'1 'iel Cfl wR cit &fl1ffi q;r

(3)

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(4)

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(3)

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146. ~-~

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142. fcn~n:r<nR"'Cf>T~ :11t~fqq; ~<nl ~

~'Cf>T ~~-q~~m:llf~?
(1)

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(2)

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(3)

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(4)

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<nT m

~ ~-~ cit
~cnlom::IT~~
(1) ~'11Jl'!T Cf;f ~t I
(2)
fr-l'Ell("l"' Cf;f ~ t I
(3)
~ ~ ~ 1:R" ~ m<'T WIX'!T ~ I
(4)
~ 'I1Jl'IT-wWr cn&lT # 'I1Jl'IT- cllli Ict <oI
Cf;f

f.:rlltur CRffi ~

147. ~-a:r;;R. ~-3lfQTTq -q ~

(1)

ainTt

~-~ cf; ~ q;r 3l'R1R1

~q;r I

143. ~ -q 1:lo-l-~ 'CflT fcrcnm ~ cf; fffir

~t

(2)

~q;r I

(3)

'I1Jl'IT cfi f.:r<ll::IT q;f ~ ~ Cf;f I

(4)

'I1Jl'IT ~ cfi 3l'R1R1 Cf;f I

148. ~ ~ <nalT

(1)

cn&lT B ~ CfRR ~ Cf;f 3l'R1R1 I

wm<nT

(2)

<m1. ~ ll&f~ Wurr I

(1)

(3)

cffi;:ft ~ Cf;f 3l'R1R1

(4)

~~Cf;f~-3Mffi I

-q ~ cnl ~ cf;

(2)

~~I
lilffM'i ~ ~. I

{3)

~ mflm OR

(4)

icffir mffllt\'1 ~ Cj;BT

t.n'.

I
I

149. JW!If'"lCfl~lff~-~'Cf>T~t

( 1)

~ W-~ Tffufcifu liBr ~ I

(2)

cit

1fqfu q;f

CRffi ~ I

(3)

"Cfll01:f-01fi@1T Cf;f ~ lWT ~ I

(4)

~-3l'R1ffi Cf;f ~ fit\fi"l'{Oj

~I

(1)

~citfuman~'~Mm~

(2)

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(3)

Wf ~or-fAT
Wf Cf<ffiT or-fAT

(4)

150. ~~afu.m-~~~~t
~

(1)

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(2)
(3)

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<l~

(55)
SPACE FOR ROUGH WORK

'ftn~~~~

(56)
READ CAREFULLY
INSTRUCTIONS;

I.

3.

4.

5.

THE

FOLLOWING

Out of the four alternatives for each question, only

one circle for the correct answer is to be darkened
completely with Blue/Black Ball Point Pen on Side-2
of the OMR Answer Sheet. The answer once marked
is not liable to be changed.

I.

OMR "31'R" '!f;f ~ ~2 1R" ~ '!%" C[ff q;l ~ 1J_ft i'fW

;fu;f~ ofu;r ~~ ~ o/

11%"01T{ "3W ~ <iR=l

~<!IH~~~;;rr~i I

The candidates should ensure that the Answer Sheet 2

is not folded. Do not make any stray marks on the
Answer Sheet. Do not write your Roll No. anywhere
else except in the specified space in the Answer Sheet.
Handle the Test Booklet and Answer Sheet with care, 3.
as under no circumstances (except for discrepancy
in Test Booklet Code or Number lind Answer Sheet
Code or Number), another set will be provided ..
The candidates will write the cortect Test Booklet
Code and Number as given in the Test Booklet I 4.
Answer Sheet in the Attendance Sheet.
Candidates are not allowed to carry any textual
material, printed or written, bits of papers, pager, 5.
mobile phone, electronic device or any other material .
except the Admit Card inside the examination hall/
room

6.

Each candidate must show on demand his I her

Admission Card to the Invigilator.
6.

7.

No candidate, without special permission of th~

Superintendent or Invigilator, should leave his I her
.7.
seat.

8.

~~~W!u:~TTlt'<l'K~it ~ ~"31'R"~ft;ro:

~ '!J>R~i!i1 'fitflf>~ "3W'!f;f q;ll:!Tm ":1" ~~ ~

'Q\ Cfilt 3R' f.mR ":1" ~ I ~ 31lRT 611!*'11i<6

"3W'!f;f it Rmmf ~ ~ ~ 3FPr ":1" ~ I

m ~ ~ "3W 'Q;f "<6T 'UlH'{cl<6 wWT 'fit, ~

fcl>m ,:ft qf{f~f('l it ~. ~ ~ "31'1"{ 'Q;f ~
<rr~itf':Rm'fft~q;l~ ~

~~~'Rflit;;m:rft I

~ ~-~'!f;fitro;TJlt~q
~q;l~~~~~-'!f;fit~ I

..mwrr liTU m

~~it~ em~ fucuq

fcl>m

m<fft~wrnt, ~<TTt\fi4fMf<lli1, ~~~,

~. ~~. ~Ji~f<1<6 ~<rrfcom JFTm

'f>1 "f!TI1!ft q;l B ;m;f <TT ~ <iR=l 'f>1 ~ ~ t

~ "'R 'Q\ ~~. ~q;l 31lRT ~-em

~I

~<rr~'fft~ ~~f.Frr<filt~

~~":fmtl
The candidates should not leave the Examination Hall
without handing over their Answer Sheet to the 8. ~ ~q;l3l'FIT ~'Q;f ~ f.Frr ~ ~-'!f;f
lnvigilator on duty and sign the Attendance Sheet
'Q\~~~f.Frr~~~~ I
twice. Cases where a candidate has not signed the
~ fcl>m ~ ~ ~ OIT{ mRm-'!f;f 'Q\ ~ ~
Attendance Sheet a second time will be deemed not
to have handed over the Answer Sheet and dealt
~m~11RT~flf>~m'Q;f~~t 3ll<
with as an unfair means case. The candidates are
~ ~ ~ q;r l11l1ffi 11RT ~ 1'lfilaneii rn
also required to put their left hand THUMB
~w:r ~
T.mr-r~-lf5r .q furlTif~
impression in the space provided in the Attendance
:
Sheet.
'IR'~~ I

aP&q;r

Use of Electronic I Manual Calculator is prohibited. 9.

10. The candidates are governed by all Rules and

9.

~M~1R<61 iH<'iill~(i 4R<6(1<6 q;r ~ ~ t I

Regulations of the Board with regard to their conduct 10. -~it ~~Wro:..mwrrmt~~m.=rr~
~ liTUf.r:rilffit I ~ <mR'f~~ ~q;r
in the Examination Hall. All cases ofunfair means will
be dealt with as per Rules and Regulations of the
~mt~m.=rr~~~~m-rn 1
Board

11. No part of the Test Booklet and Answer Sheet shall

be detached under any circumstances.
12. On completion of the test, the candidate must hand
over the Answer Sheet to the Invigilator in the
Room I Hall. The candidates are allowed to take

away this Test Booklet with them.

11.

fci>mtm'm it

~ 3li<~'Q;fq;f

m11fiT

3Will.

":f:q;tl

12. -qillltl mq;;f ~ W, -qilaneif ~I ~ ~ ~ ~

~ mf ~--r.m~ ?.fiT arcQlf llfq ~ 1 m~

artFt wrW p1 Tift~~ <fit R' ~ Wfi1T f