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pAPER II I ~- tJ;I' II .
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64
I MAIN TEST BOOKLET
Do not open this Test Booklet until you are asked to do so.
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~~~~en)
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 cmlY,.
2. The test is of 1 ~ hours duration and consists of
150 questions. There is no negative mar~ing.
cnm ~,
m3W
1f;f
2. ~
150 ~~I
C!il{
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3. ~ "218' lf{ fc!cRuT ~ q;8 ~ 3W 1f;f lf{ f.mR ~
~~~~~~am-r~~'Ofifm<R 1
am:
150 ~ ~ ~,
affi:
V ~. ~
1 3fOfi 'OfiT ~ :
'IWT , : omvr
q ~
(>r. 1 it >r. 3o J
'lWT II : 7JfUT(r Cf fcfm::r
(>r. 31 it >r. 90)
'lWT III : '811"Jif':>i0fi ~/'811"Jif':>10fi ~ (>r. 31 it >r.
'lWT IV: 'lWlT I-(~ I~)
(>r. 91 it>r.
)
'lWT V : 'lWlT II- (~I ~)
( >r. 121 it >r. 150)
6. ~ cr ~ 31 ~ go m
'lWT n c'lfUT(r q fcfm::r)
mm-
\lll ~
-m
affi:
30~~~~ ~~~~if~~q~
'lWlT ~ BoiT'eJCf ~ ~ ~ ~ lll'fa: m'ffT I 3itttm m'ffT II
.q ~ am wit '1ft m'ffl(l't) ~ m fRt ~ 3ffiTCfT t
~ dlT m'ffT 'CI"R'ft trtt~ ~ 1WT ~ 1 fiR
m'fflm ~
~ ~ 3lN ~
~ ~ ~ lfSf ~wit
8.
'1ft m'fflm ~ ~ ~ ~ ~ 1
trita,w;ff \TilT V ( m'ffl II) ~ ~ mqJ ~ " -Q:m m'ffl Tffi
1ft
lt
mm
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if) :
(a:ic@ i f ) - - - - - - - - - - - - - - - - - - - - - -
words(~ i f ) - - - - - - - - - - - - - - - - - - - - - - -
~ (~
31a:Rt if ) :
~~~:
~~~
( 2)
PART I I 'qTlf I
CHILD DEVELOPMENT AND PEDAGOGY I~ Pclctiiff Cf fir&t i~11f;i
Directions : Answer the following questions by ~ : RJ;tff:tftild JTR1 ~ Yrf< # ~ lfrr! ~ 3firrr
~~
~-~ rn&n
(1)
(1)
Gfi.l!;f). ~
(2)
\jf'f:J ~
(2)
2.
John Dewey
Eric Erickson
(4)
Charles Darwin
2.
(1)
(2)
(4)
provide
stable
environment
and
(2)
(3)
(4)
~~
speeding
up
the
co-scholastic activities
transaction
~SlfcR
~ ~ ~ ~ "ct>T ~ ~ rna:rcfi
q;)
(1)
~ >ICflT\ ~ ~ ~ m~ ilffi ~ B ~
(2)
CfiGT~
~ ~ q;) Cfilf ~
(3)
t.n
~ Clldlot(UI ~q CfltRT
~
~ ~ ~ ~
CflT 3l~ t
if ~
(Acceleration)
(1)
~~~~~if~cnGT
(2)
~-~8JfUTq:; ~ ~ ~
Gf<9RT
of
(3)
3fR
of
wr2f.:r f.:P:rR-11@(1 if B ~
"J"P.n ?
(4)
(4)
transaction
""~.... ,
~ ~i{ct>~H
accelerating
the
scholastic activities
Cfll.
(3)
consistent
4.
B.F. Skinner
(3)
(3)
3.
( 4)
4.
Cf>t.r-~ ~ ~ ~
( 1)
-q'fq ~ ~ 3io
~ if ~ Cfl\o[T
if
~ TW:
3MTB1 q;)
(1)
(2)
(2)
(3)
(3)
3NT ~
fffig.n
(4)
c4)
mif ~ ~ ~ CflT
1%
51RI~~o:r
( 3)
5.
6.
(2)
(1\ll~ktCf) ~
(2)
Politicalleader
(3)
(3)
Surgeon
(4)
(4)
Poet
(1)
(2)
(2)
(3)
(3)
(1)
cultural background
(2)
developmental stages
(3)
(4)
socio-economic background
(2)
(3)
(4)
7.
T.fRCf ~ ~ 4i:;'fCll{?f
0
-fct;-ffi ~ ~ -ij
M~ ~-<flf ~ fcmlf~ ~
~ -m~.~ ~
~ !Oii:;'fCll{?f t I
m
(1)
flif<!>RI<ti ~
(2)
Rl<tilfllr4Cfl ~3TI
(3)
~ ~
man "Cf)l ~
"Cf)l
q;an ~
~
"Cf)l ~
&lClfllll
~ q;an_q;~
(1)
~ ~ ~ ~ fl4\lllolll ~
(2)
~~~~
(3)
Pclt:t4\l11d'lll
~ ~. ~ man "Cf)l ~
fCI tJ Iclll -ij q;an ~ 3fu:rcJ ~ -q;) >Jmfc.ffi
~q;rn
(4)
~ ~ ~ ~ fl4\lllcftll ~
~Cf)C""""113il
t?
(1)
(1)
(2)
3fR
(4) flliJINl<tl-3llf~ ~
<!Wil'""4(1: mM<f; ~ ~ .~ ~ ~
~Wi INlCfi ~ :fsn<:IT -ij ~ ~ ~
~-~~~~
(3)
fcrcf;m ~ ~
Knowledge of
will be most
significant for a teacher dealing with a class
comprising students of mixed age groups.
~~
(4)
9.
6.
Gifted students
(4)
8.
crrqq;
~ ~
-q ~ q,t,_ffi m~ t
~ P!l"lk1fuJ(1
(1)
(1)
(1)
7.
mM<n-~ ~ ~ ~ ~
R~k:lfuild
(2)
(3)
(4)
fcrcf;m
m ~ ~ m~ ~ m~
fcrnr~ ~ ~ 'R
fC!q;fu(l
~~
mw
fcrcf;m "fiN~ ~ ~ ~
t
fcrcf;m ~ qf{UIIiJfC!~q ~matt
3ll1:
w
10.
( 4)
simulation teaching
(2)
(3)
(4)
.....1+.-.4
-t11(9'1
4-
tt>
4-
~~o&ml
- - - <f;l
tt>
~~
~G"~
.;t
1-1
' P '11'
f<:htnlif-5
'.....=\-
311\ ~ Cfi@l ~
(1)
~ffl&lUT
(2)
~ ~'Q7111 <f;lgHI~Rt
(3)
~-ij~. ~ ~~
~Q~11
.( 4)
fcrnrf~ ~ <f;l .~ ~ ~
CfiRUIT
Cf;l
11ffi WTRl
11.
11.
(1)
(1)
(2)
~-fcRmi <f;l ~ ~ ~ ~ ~
31~-fcffiR <f;l ~ ~ ~ ~
(2)
(3)
(3)
( 4)
12.
13.
14.
Cf;l
c::pffCf)(Uj ~ fcPTftlll
(1)
increase;decrease
(1)
~;~
(2)
increase;increase
(2)
~;~
(3)
decrease; decrease
(3)
~;~
(4)
( 4)
~;
test is
an
13.
m Cf;l
rW8JUT Cf;l ~ ~
verbal IQ
(1)
~~-~~
(2)
culture-free IQ
(2)
~-~~-~~
(3)
non-group IQ
(3)
31-~ ~-~~
(4)
personality
(4)
Ollhh\Cl
14
~I
>tmfcr ~ Cfi@l
wmcr ~ rm8JUT
(1)
cnl
3:itt~~~~cn)
~~~~>rrn~~~~~cn)
~ ~ I' ~ ~ en)
~ 31T'QT{
1R ~ ow'~ ~T Wf)(fT ~ 1
(1)
Psychoanalytical theory
(1)
lHifcl~~t>jUik4Cf) ~
(2)
(2)
4~1jSfl~Cf) 311Cl~4Cf)(113TI
(3)
Psychosocial theory
(3)
lHI~I41NtCfl ~
(4)
(4)
Cf;l
.
15.
17.
3fu:
<Xj"fq'Cfi
(1)
~~
(2)
(2)
~~~
(3)
(3)
~.l:fi. fllcl'f>l:t
(4)
(4)
L.L. Thurstone's
mental abilities
~.~. ~
Cf)T~
theory
of primary
(1)
for; connections
(2)
for; difference
(3)
of; difference
(4)
of; variance
17.
(2)
(3)
(4)
Cf)T
~-~
Cf)T
m~ AHmCfl ~m
~.
~~~
~ en) 'Sfmfcf 'Cf)\(11 ~
Assessment
learning influences
learning by reinforcing the
between assessment and instruction.
(1)
18.
Jt~ ICfl"l ~ ~ ~ ~
~
~ 3ttflCn FP"""lkt Rsl('l ~ ~
'Wlf~~~~ I
"ffiRf
(1)
16.
16.
( 5)
(1)
~~;~til
(2)
~~; ~
(3)
Cf)T; :31(R.
( 4)
Cf)T ;
Cf)T
~ 3fu:
~ ~~Cf){UI ~
fmRrr
Cf)T
mm
~ ~
~ ~ ~ 3fu: cl'$fihJ:ll ~ ~
en) ftcf;'fi CflG 3l~ ~ en).~ ~ ~ ~
~~~~~~~~
( 1)
(2)
(3)
(4)
3fu: ~ ~
~ ~ .~~lcll! ~
~~-~
~ ;jqCf){Oj'j en) ~ ~ ~ B~
~ t ~ ~ ~ )JCf)T{ ~
~ Sll<pRtCfl ~ ~ ~a.llf ~ ~
18.
How teachers and students
gender in the classroom, it _ _ _ _ the
learning environment.
Cfi&TI-Cfi&l ~
(1)
(1)
(2)
construct; impacts
(2)
f.rfifu;
(3)
adapt; perturbs
(3)
~qj(11{(1; en) ~~
(4)
define; vitiates
( 4)
-qfu:Jfu ; en)
~ ~ ~ ql('llq{UI
____ I
'R >rmq ~ ~
'Cf)tf
'Cf)\(11
'5fmcfi GRT(11 ~
w
19.
( 6)
(2)
(3)
Central
Government
will
ensure
admission, attendance and completion of
elementary education
(4)
20.
21.
23.
-B ~ sr~rp-r.n ~
~man "ffif(f ~~if;~ -B "5IGR
~~
~~~.~~~
~ ~ -<h) RW<:ict ~
~ m<fiR ~. ~ ~ ~
~ ~-<h) RW<:ict ~
~
C2)
(3)
(4)
20.
man
man
Rki!Bfulct .q -B
~-m ~ "!flO-~
~;rtf~.?
(1)
fq-~~~
(2)
3ltR
(2)
~~~
m~~~
(3)
~~~
(4)
ma.nf~ ~ ~
(1)
.q
3l2i ~?
~ q;y ~ ~~ . <fiG ~
(2)
(3)
(3)
~
fcrnl~ ~ ~ ~ ~ ~ ~
~
Creating
regulations
for
student
behaviour
The 'Lab Schools' advocated by John Dewey
22.
were examples of
(1) Factory Schools
(2) Progressive Schools
(3) Public Schools
(4) Common Schools
C4)
(4)
22.
man
'R:~ ~ ~
~ ~ 2009' -ij
~~~3l2i~
(1)
~O:Sirli<h ~ B ffi if; ~ ~ ~ q;)
~Wct~ ~if;~ ~ 1R ~
f.'rl1fur "<hGT
\ll'R ~ ~ ~ ~ ~wct~' if; ~ ~
(1)
~ ~~~(.1~
(2)
SlliRt!lOct ~~~ct~
(3)
~ ~~1(.1~
(4)
~ ~~~(.1~
lfRifcrfu
_ _ _ _ q;y~~mtH~ 1
(1)
(2)
(2)
(3)
(3)
~ if; m~
(4)
C4)
(1)
-B
wm ar.rR
~ qffi
('Rlq
q;) ~
<fiG
~ -ij ~ ~ B<h~"ll q;y ~->ffiR
<fiG
( 7)
24.
24.
~~~~fcmr~
(1)
(2)
(2)
(3)
(3)
(4)
(1)
~ ~ ~ ~ fcmr~
~ ~ ~q:qllt"h
~ ~
(2)
(1)
'34lctl~l ~
(3)
(2)
3if1Cf)(1(11 ~
(3)
(1)
(3)
(4)
26.
(2)
.q
fua:n cfit
3ii<H<I"hdl ~
t
cn8 .q sl ~ cfit
ffi cfit
3"1(1Cf)(1(11
cnT
WlR
cfit
cnT
(4)
27.
q)f
(4)
26.
~ ~ ~ ~ ~ ~
~~~~~~~
~-~Cfllf~t
Achievement motivation is
(1)
~ ~ 3"11Cl!?<l"hdl
cfit
~t
(4)
25.
~ ~ ~
fcrem:,
\ll~iSII\llf
~
(1)
.q ~ cn8 cfit
-cnB
q)f
'5Rfta:n
~~~.q~~l
qldiJ'qljJ
.q
~ ~ ~ ~ ~
(2)
)f'Rq)f~~
(3)
~ 1lTOl ~
q;y ~ ~~~
~ ~ Wl<n TflrT ~
(4)
w.n
l:rR ~ 3m Rl~lclll
3m
3l1H
Rlwcl41
~
tp:IT
ma:n
3lf'qq)R-~ ~
~ ~ 3l'af&"i
~
~ ~
~ ~ ? ~.
(1)
___ q;r~~t
(2)
(1)
~~~
(3)
(2)
~~~
(4)
(3)
f.n:;r ~ ~
(4)
f.n:;r ~ ~
3lH
cn1 ~mB ~
)ICf)R
q)f
>r.R
w
28.
( 8)
fcml?.ff ~ t,
"fua:;q; ~ ~ -;rffi
~~ ~~
(1)
31-Cill,
(2)
~. 31N~~~~~ I
(3)
(3)
( 4)
(4)
(1)
(2)
~~I
31N
-q it
~~ I
m~ ~Wclli'i ~ ~
~ Cfll
~~.~?
29.
a~Rh<MI
c.
~ ~:a~RhCfl ~q
d.
~IIOII~Cfi ~q
(1)
3fu: d
a and d
(2)
3fu: c
(2)
a and c
(3)
3fu: a
(3)
band a
(4)
b3ittd
(4)
band d
a.
b.
c.
d.
(1)
3Q.
---
3:ftt ~
3:ftt Ol!Rtilld
~ ~
f.lqff:tfu.ld
~~
~<fit f"Cl:flt:~dl~ ~ I
30.
(1)
~ ~3it Cfll ~
(1)
(2)
(2)
(3)
(4)
ffi ~
~ 1:f<1ffi ~it ~ 0~ ~ ~
(4)
~~
iT
&O!Rtif.la
m~ ~
3fu: ~
~~~~~~~(~)
~q ~ CfiU(fJ
( 9)
Candidates have to do questions 31 to 90 W~ cnT mr.:T 31 #90 err rrT 'JTfTT II ('l'ffiJrrr C/
EITHER from Part II (Mathematics and fifmr;r) err 'JTfTT III (RIRI!Jtcn .Jrt7:/?R'/ ff,..,,~cn
Science) OR from Part III (SoCial Studies/ (i!qrr;r} if ~ f 1
Social Science).
pART II I 'q'flf II
MATHEMATICS AND SCIENCE
/Tl"ffro cr ~
32.
31.
(1)
31
40
(1)
31
40
(2)
9
20
(2)
9
20
(3)
4
5
(3)
4
5
(4)
7
10
(4)
7
10
~,
4
(1)
2'
10 is 32.
(3)
(4)
31
9
7
40' 20' 10
~
4
it ~ ~~ ?
-q it ~-m
1
2
3
4
10
(3)
10
-20
(4)
-20
33.
105 + 4
(1)
3004705
(1)
3004705
(2)
3475
(2)
3475
(3)
304705
(3)
304705
347500
(4)
347500
(4)
it ~ (f~
(2)
1010
3
4
_!
1
"B"&JT3ft - 20 - -3
10
'
4' 2'
(1)
#rr{ ~ '3fWrr
:wHcrtit~~?
1
2
(2)
8' 5'
33.
-q it q,');f_m ~
"flrif
3
f.n:;r
JTR7 ~ "3rT[ #
103 + 7
102 + 5 ~ ~
1010
w
34.
35.
36.
(10)
-4
(2)
(3)
-68
(4)
68
30300000
(2)
303000000
(3)
3030000
(4)
30030000
is 35.
58
(2)
75
(3)
77
(4)
110
(1)
-4
(2)
(3)
-68
(4)
68
2010
ii, fcf;BT
~ ~
If a3 = 1 + 7, 33 = 1 + 7 + b, 4 3 = 1 + 7 + c, then .36.
the value of a + b + c is
(1)
~~3itCfll~32~ I~B~~
~-36~,-ffi~~~
f.n:;:r
(1)
30300000
(2)
303000000
(3)
3030000
(4)
30030000
~ a3
efiT
'it"l-8&11 303
= 1 + 7,
33
= 1 + 7 + b,
58
(2) '75
37.
(3)
77
(4)
110
210- 1 f.n:;:r
(1)
(1)
(2)
(2)
(3)
(3)
(4)
10
(4)
10
fmW:R
~ I
~ ~ ~
B~ ~
43 = 1 + 7 + c
( 11)
38.
39.
40.
41.
42.
38.
39.
033 +
on Cf>1
(1)
300
>TTFT ~ ~
(2)
1
3
(1)
1
300
(3)
30
(2)
(4)
300
1
3
(3)
30
(4)
300
(1)
(2)
(3)
(4)
cxrm co8
3fu:
"~R
5018 ~
3fu: ~ Cf)f ~ ~
10089
1073
1071
1089
eft qrji cfiT ~ ~: x i\l:ft om (2x +.1) i\l:ft
~ 1 ~ ~ cpr ~ 100 i\l:ft ~ I ~ ~
~ CflT Cf)f ~ (iP:ft2 ~) ~
(1)
64
(2)
81
(3) 225
(4) 289
(1)
(2)
(3)
(4)
~~
3
4
6
~ ~ ~ ~
(1)
(2)
(3)
(4)
3
4
6
w
43.
44.
45.
(12)
If the circumference of a circle is 3 em, then its 43.
. em 2, 1s
.
area, 1n
~M<ffcfi'l~3Wfitm~
~' Wfi2-ij, ~
(1)
9
4n
(1)
9
47t
(2)
4
9n
(2)
4
9n
(3)
9n
4
(3)
(4)
3n
2
(4)
3n
2
9n
4
(1)
21 +2A
(1)
21 +2A
(2)
A
21+2l
(2)
A
21+21
(3)
A
2l + l
(3)
A
21 + 1
(4)
21 + 2A
1
(4)
21 + 2A
l
~ ~ ~
...
(1)
35
(2)
34~
(1)
35
33~
(2)
(3)
34~
(4)
33~
(3)
33~
(4)
33~
7
7
(13)
46.
47.
5 Wft2
(2)
20Wfl2
(3)
25 Wft2
(4)
30Wft2
-mfi if, t
I L ABD
<t't
lf[q,
A ,
B~~~--------~c
48.
(1)
57
(2)
61
(1)
(3)
72
(2)
61
(4)
80
(3)
72
(4)
80
48
49.
A factor common to
x 2 - 3x -10 is
(1) x-5
(2) x+5
(3) x+2
(4) x-2
x2 + 7x + 10
and 49.
C
57
m,
(1)
(2)
(3)
=b. TRQ
X-
(2)
X+ 5
(3)
X+ 2
(4)
X-
w
50.
( 14)
(1)
_x_=2
x-63
(2)
63-x
--=2
X
(3)
51.
52.
m,
~JOi)Cf)(OI ~
(1)
_x_=2
x-63
(2)
63 - X
--=2
X
x-63
--=2
(3)
(4)
~~~311Cfil~63~ ~~~
~ ~ ~ x, ~ ~ -.tt ~
~
X- 63
--=2
X
_x_=2
63-x
(4)
-_x_ =2
63-x
'~ Cf1f ~
"<tt
~:fi~\1~~ ~ ~ 1 ~ ~ ~ ~ <flan-wan -q
rn~ :qg~ CfiT "f.'rmur <nG ~ ~ ~'iflll~
~ ~ 1 <flan -q ~ ~ ~ wan -q ~ ~
<f)( 1ffifT 1 ~ -B~ CfiT\01
~~
(1) Cfia;ll ~ ~ fcrol2ff ~-; ~
(2) Cfia;ll -ij fu:t; -rro: ~ 3fu: ~ -rro: ~
-ij 3l<R ~
(3) rn~ ~ ~ -q fcrwf~ -.tt ~ ~ ~
"WIT
C4)
~ ~'iHi\1{ ~ ~ ? ~
~I''
fcrmf~ "Cf)) ~ ~ CfiT dffi: ~ ~ ~
q;m 1](fl 1 rn~ CfiT ~ ~
( 1) . fcrmf~ "Cf)) FR 3fu: lFR CfiT ~
(2) Cfia;ll "Cf)) ~ 3io:fsb41r'i"h (~)
t-o
Gf.fRT
(3)
c:rrR >rRi
~ ~
q:;u;:rr
(4)
( 15)
53.
(1)
54.
~ ~~ ~ f.f; ~)!Cf)R<tl ~ ~ ~
f.f; ~ ~ ~ ~;df <fiT ~ w:r ~
men
~ ~ ~ ~ ~ .q ~
~~~t~f.f;,
fc!wff "Q.Cfi
5 + 7 = 12.
Cfia.TI
-ij Cfi~ ~ ~ ~
(2)
(2)
(3)
(3)
(4)
(4)
~ ~ ~ ~ 51f(11Rl<1 3flq:qrf{Cfl
fi fst;;qr r1i Cfl 31cW4T "51TH "Cfl{ B1 ~
(4)
record of
artwork
hi~
"SJlnUT ~
54.
llfUrn ~
and
fcfmf~ ~
4"'1ithlffp:j1
-ij
-----
m~~l
(1)
record of classwork
notebooks
-$m ~
~ illll~;tl, ~
3fu
Cfiffi Cfi11:T ~
ftCfl'fi
homework
( 2)
(3)
(4)
~ ~ 1R 'u~<:-~', ~ ~
~~~
w
55.
(16)
~ cf;t ~
31Tmitf
'11'0-~
3'1j~~Hklicti
~ 3'1j~~Hklicti ~
(1)
(1)
(2)
(2)
lJ'fUrn cf;t
~
1
1'
~ ~ 'CfiT
~ ~ ~
3'1Tmfuf ~
~~\i{tq.f-q ~ ~~
(3)
(4)
~t~~~tafu~
~<~
-q ~
"man~~~~<it~m
<it ~ >ITH
~-..,B~~~
~ 'ttiT
~'B~~
and ill-defined
56.
11{
(1)
(1)
(2)
(2)
(3)
(3)
2006
-q "fft:~.~.t ~ 51f<11Rld
(4)
(4)
2006
-q ~ ~ ~ 51'Rtlfcld
2006
SPACE FOR ROUGH WORK I~~~~ 'il'1'll
41~'!1Sflli
41Q:'!!Sflli
(17)
57.
57.
Wo{
q;) ~ :
X+ 1
3
Solve--=---,
2x+ 3 8
~lR~~rrmt?
(1)
(2)
!il)q
(3)
~
~~~t:IOI
(4)
58.
w.f ~ ~
~ ~ ~ 'fiCfl(Vq"'l ~ q;) -~
Wa;fcf)
~~~~fcroTf~~~t:
"Cfla;TI ~
W ~ ~
~ "CflT
(1)
(2)
"Cfl\
1fTU{l{
Wa;fcf)
'fiq;crq"'l
wr t
fcrnl2ff ~ ~ q;) ~ ~ ~
~ "5rCflR tfiT ~ m1Ufi ~'Q <RR
~~
(3)
(4)
(C\q!(JiCfl ~ ~ ~ ~ ~
~ ~ ~ fcf; fcroTf~ ~ f<fio;n ~
-smr
w
59.
(18)
60.
Winning is
participation
more
important
(2)
(3)
(4)
(1)
(2)
(3)
(4)
than
fcn
f.rm M
-um
(1)
~ \iPft~1f<o1 ~ ~ JOJ~fq'"l?f
(2)
\ilft~lf<ol ~ JOJ~*"'''"l?f
(3)
(4)
~~~~-ijM\ill~t
60.
~-3loqffi~~~~ I
(1)
10~~q;)~~ I
(2)
~ -q'fq ~ ~
fuCflT ~
64 ~
~m1
(3)
~ fcmr~ 5
~ t:Rltr
iRT(fi
~~~
(4)
Wfi,
WIT,
I ~ ~
tHNt <fiT
512cnr~~~
WIT cnr
<it GAR ~
~lcl!(~<fldl
~ ~UH@s"' ~ cnl
m?
~ ~
(19)
63.
64.
~it'@~
(2)
~ (~)
(3)
~~
3i l<!l'lslo:t~'d'i ;p:rq:;
(4)
~~1iiln
-mWJT ~ ?
~~CfiT~"tRom~~~~
-mWJT it
1l<n I ~~ ~ -q"{ ~ tfl<lT 1l<n
mrn
fcf;
(1)
(2)
(3)
c4)
(4)
~ "tR ~ ~ "Jffi:-~ om ~
~-~ cfit 3ffi 31TW ~ ~
~ "tR ~ ~ ~-~ om ~
"Jffi:-~ cfit 3ffi 31TW ~ ~
~ ~ "tR ~ WfR ~ ~ ~ ~
-zyrt
cfit 3ffi 31TW ~ ~
~ "tR -zyrt
~ 31TW ~ ~ om
~~~~it~~~
wit
3lr:ffi
wit
~ ~-mfu Sl"hl~ld ~ ~
~it~~~?
(1)
~~
(2)
~~
(3)
"ffi:r
"ffi:r
"ffi\OiT it ~ <mn
~ ~ ~
3fts'llfl?:( Cfi1
~(AM)
800
6640
830
6658
800
6640
900
6676
830
6658
930
6694
900
6676
1000
6712
930
6694
1000
6712
(1)
10
(1)
10
(2)
18
(2)
18
(3)
20
(3)
(4)
36
(4)
20
36
-q"{
w
65.-
66.
( 20)
~ fOI~OJdf;d
~ ~ 1R 10 lftR >ffif ~ ~ f.r:Rf ~ ~
~WI~ l~fifus~~~~TIRr~~
~~~~
(1)
0~
(2)
50~
(2)
50 newtons
(3)
250 newtons
(3)
(4)
500
(4)
500 newtons
lfRCf
(1)
(2)
(3)
(4)
67.
68.
(2)
(3)
(4)
fifus M
250~
~
'qGR~ I
(1)
(2)
(3)
~
~ ---7 ~ ---7 ~ ---7 ~
---7
(3)
Oesophagus,
Buccal
cavity,
large
intestine
Small intestine, large intestine, rectum
(4)
69.
66.
5 kg~ CfiT ~
(4)
~~~~-~~~.q~
~ (~~m~) ~ 1 ~CfiRUT~
(1)
CfiT ~ ~
.q
qf{qfct\1 ~
~
(2)
~ CfiT ~ ~
(3)
~<fiT ~!:!T~
(4)
~ CfiT ~
f.t1001R1fuld .q
.q
.q qf{q{d(1 ~
.q qf{qfdd ~
qf{qfct(1 ~ ~
~ ~ ~ ~ mTjl ~ ~ ~
~~~.~
~.~.~
3WJWJ
(2)
(3)
(4)
itffi
( 21)
70.
Ingestion ~ absorption
assimilation ~ egestion
digestion
(2)
(3)
(1)
(2)
(3)
Ingestion~ assimilation~
B.
C.
D.
7 1.
72.
3l"ll~n"lol
f<:!ift"h(OI
f<:!ift"h(OI
~ ~ R&:fiiB"1
3lcll~fl!:lol ~ R&:fiiB"1
egestion
(4)
71.
3l"ll~n"lol
egestion
absorption ~ digestion
absorption
(4)
~ ~ ~
.q f.I8R-!Rsi<1
~:
A. ~~~Wffi~~~~~ I
B. ~~~~~~1
C. ~ $
~ ~ ~ ftf;ffi ~ 3W1Ffi ~
::f.R~~ I
D. ~ ~~ ~m ~3li CfiT ~ ~ WOT
~"it~"'FJ~wflq~~ I
(1)
A, Band C
(2)
B, C and D
(3)
C, D and A
(4)
D,AandB
~~Cfi~~
(1) A, BCf C
(2)
B, CCf D
(3) C, DCf A
(4)
D,ACfB
B.
G.
used.
In photosynthesis C0 2 is released and
0 2 is consumed.
f.I8R-!Rsi<1 .q
Cfi8 ~ ~
~ ~-~ ~ "51'Cfim-~llft!:lol ~
~-ij~~?
A. ~ ~ -ij ~ ~ (IBiliR"h ~ -ij
qf{qfd(l ~~'I
B.
C.
"3tf~~~ I
D.
(1)
A and B
(1)
ACf B
(2)
Band C
(2)
BCf C
(3)
C and D
(3)
CCf D
(4)
AandD
(4)
A Cf D
D.
w
73.
( 22)
(1)
loudness of sound
string
. (1)
(2)
amplitude of vibrati
( 2)
(3)
intensity of sound
(4)
cpq;r
cnr
~cfit~
3Wnlf
~~~~~~-a;
(1)
75.
fu<mcfit sltl~ ~
~ 3llR 1ffi1 1%
~~cnr~~~ 13llR"fm-q"{~.
~~~~-a;~~~~~cfit
74.
74.
fu<m~~~~~~$~~
cfit sltT ~ CRTcf ~ ~ 'i 141 Dt d Cf)fT ~ 3fu ~
~ >fCfiT{ ~ ~ ~ cnr >rm=r Cf>fT t 1~
~ fu<m ~ ~'illtlNld CfifT ~
(1)
(2)
(3)
(4)
3ltR 1m
~ ~ ~ ~-aJ;r ~ ~ ~
~
(2)
(3)
~cnJ~erll~~
(4)
~ ~ ~ 3ltR fm:
om possible injury
CfiT
<f)\
mtt ~ "J3R ~ ~ $
the
and
ma:M
~
~ ~ 1% ~ ctirMlRl ~
~ I ~ ctii44'1Rl -q ~ ~ ~
CRT
(1)
(3)
~ ~ ~ ~ ~ ~ ~
ma:M~~~~
CRT
~mcnr~
(3)
(4)
(4)
( 23)
76.
birds
(2)
(3)
there is no evolutionary
between reptiles and birds
connection
(3)
(4)
(4)
~~~-q-q"{~ W1~
~ ~~ ~ ~ ~ ~
( )
1
\lll ~
(1)
(2)
~~~~~
~'C!'
1:!
(2)
(3)
~ ~ ~~ ~
(3)
(4)
\lll
~~
I ~ ~
f.:leR ~
-ij (f'C(f ~ ~ ~ ~
78.
79.
(4)
78.
~~ IWcnrn~~-ij~~~t~
(1)
77.
77.
(2)
(3)
(4)
-q
cfH
mgm ~ ~ ww CfiT ~
\lll~~-ij~~~
r.~~~ R1 R9d
79.
(1)
(2)
1ffi;s ("ffi;n), ~. ~
(3)
q;'j'q"{, 1ffi;s' ~
(4)
~. 1ffi;s, ~
f.r~R1R9d ~311
-q ~ ~~ ~ \lll
~t~:
~
A.
B.
C.
D.
AandB
(1)
ACiB
(2)
(3)
AandD
(3)
ACiD
(4)
BandC
(4)
BCfC
A.
B.
C.
D.
(1)
(2)
w
80.
81.
( 24)
80.
83.
if ~ ~ if; ~ ~ ~
(1)
(2)
(2)
(3)
(3)
"li$?1\Jl"l, Y'lif':hlH'I ~ ~
(4)
(4)
"li$~1\Jl"l, ~ ~ cfl~~IO!ll'l
~'~
"li$~Fil"i,
(1)
Fllll'l"llrl'lCfi ~
(2)
3"'1111l1"llrl'lCfi
(2)
Inductive lesson
(3)
~~Hirl'lCfi ~
(3)
Cognitive lesson
(4)
~~
(4)
Skiillesson
if
(2)
(3)
(4)
"~~
4kPiiO!ll'l
Yldil'il"'li-~ if; ~
if
R'""l~fuH1
if
-B~-m~~t?
~~
~~~
Deductive lesson
(1)
..,
Y'llf';hiH'I
(1)
82.
82.
(1)
~~if~\lf"RcrrB~~
en) f.tmttr <m- if; ~ ~ \iffift t
(2)
~ ~~cn)~~-~if;~
ifi WI ~ ~ ~ ~ \liT(ft t
(3)
~~~if;~~~~q)J
fc1cRur tfi t
(4)
83.
~if;.~ \<\10f
ft~~IJIY"l
ifi
-B
m~ ~ \lffiJT
if;~ if;~~
(1)
is hyperactive
(1)
(2)
is culturally disadvantaged
(2)
(3)
has an IQ of 85
(3)
(4)
has an IQ of 125
(4)
~~cit~~
Cf)tl
t oT ~ ~ ~
~~
t
\ll) ~ ifitRl Cfi \<\10f .-B ~ t
fur<t ~-~ 85 t
fur<t ~-~-125 t
\ll) 3"1 R1 fsf;;q Ptft f1
( 25)
84.
~ ~
(1)
(1)
(2)
satisfying parents
(3)
the curriculum
outcomes
(4)
85.
and
(2)
(3)
(4)
86.
87.
Max Rafferty
(2)
John Dewey
(3)
Robert Hutchins
(4)
B.F. Skinner
(3)
41dil"''(!f ~ ~~
(4)
~~~~~
~ ~
q:;a:n
3ln: 3lf'Wl111:fftuw:il
~ ~
mq_ ~
t m
t,
(1)
~~~
(2)
-q
~ Cfi1
~.;:ftCf){OI Cf>V{l
(3)
(4)
86.
ffl&1Ul ~ ~ ~ - - - ~ ~ ~
m~~m~~~t
.~~~Cf>8
with is
finding appropriate materials
-q
Cf>a:TI ~ ~ ~ ~ 3ilcWFfidl3lf ~ ~
ftr~ ~ ~ ~ ~ ~ ~ ~
~ urR
Cf>8
learning
~-~
~~~~~~~~~
(2)
goals
-q
87:
(1)
~~
(2)
~~
(3)
UG!i~
(4)
~.1J;f). ~
fcrolf~ ~ ~
Cfi1 ~ Cfi<T
Cf>8
~ ~ ftr~ ~
~ ~ Cfi1 ~8.10
~ w lffifT 1 ftr~ ~ ~ ~m
~t
(1)
(2)
(2)
(3)
(3)
fcrolf~ ~ m~ ~ 'Cf){ ~ ~
3ift q:;~a 1 Cfi1 Cf>RUT '401 ~ cr ~ ~
(4)
( 4)
( 1)
~ ~ ifq;;n
3ln: dB ~ Cf>VfT
q:;a:n ~ GRfR1 f<fi ~ ~ mTflfT
3fn: ~ Cf>RUT f.rmfuf ~ I~ Cf>8
~~~
w
88.
( 26)
Which of the following techniques is not 88.
recommended for the Science teachers to use
in response to the complexity of learning ?
(2)
(2)
Use
manipulative
materials
explaining the subtle processes
(3)
(4)
\iiR:t'id I
<tt
51fdfsillll ~ ~ -ij
(1)
(3)
<tt
(1)
~ ~Cf>('"Y"ii3TI <it m
~ ~.
~~~<it :si)~lfud ~ ~ ~
~~"3W~~q;r~
fcrnyf~ ~ ~ ~ q;r 1fT
wrR %g
~-w~~
for
1"@ >rf~<:rFffi
<fiT ~ %g
m""0-51'1:1 IR1d
~q;r~
(4)
-B
~~
89.
~ "Cf>~, ftm-ij
~ ~ -ij ~. ~ ~ ~ ~ Wft?
(1)
(1)
(2)
(3)
(3)~ ~ ~ ~ ~-~
( 3Wf1T -B rn~) <tt ~
(4)
(2)
90.
Constructing a model
(2)
(3)
(4)
Drawing a design
Rl001R1f@a
-ij
-B
~-~
fcrttr ~ ~ ~
.fcfwff ~~Hk'"ICf> ~ ~
1@
~Hci)Cf){UI
~ WU ~ ~ ~~Hir'"ICf> ~ ~
~ ~ 3WfR "Cf)~ q;r "'I:IT{ ~ -ij
"'I:IT{
~: c:pffCf>{UI
<
(4)
90.
fcrniT~
~ N-~~ q;r ~
RCf>I(1Cf){ ~ 3WfR -m~ ~ ~
fcfflR <tt
q;~ -ij
Rl001R1 I"@ a
~ -ij
~~"Cf)l1~~~?
f.n:riuJ ~
(1)
~ q;r
(2)
~m~Gfit-ij~
(3)
a~IRCf> ~ <tt ~ ~
(4)
~GR"RT
-B
( 27)
Candidates have to do questions 31 fo 90 qft~ cnT JlR 31 it 90 err rrT 'ITPT II (TffiJm q
EITHER from Part II (Mathematics and Fcfm;T) err 'ITPT III (R141!Jii11 ~I "'' ,~~
Science)
OR
from
Part
III
(Social Fcfm;r) it q;# 'lt
Studies/Social Science).
32.
33.
34.
by
~:
RA!Hf&d
~ ~
srm ~
(2)
Constellations
(2)
dl'(lli:S(?I
(3)
Planets
(3)
-m;
(4)
Celestial bodies
(4)
@lfl<:'ftll "fqu:g
~,
-ffiTT,
Lithosphere
(2)
Surrounding
(3)
Environment
(4)
Biotic resources
(1)
(2)
(3)
(4)
~~tR
~~~
m~ ~
ffrr!' ~ 3'/Wrr
-m, ~ ~
~ ~ \iffill
Stereotyped
(2)
(3)
Mistreated
(3)
~
~
~
(4)
Statue
(4)
lJf<f
(1)
(ff
~ q;) ~ ~ (~) ~
Wn \iffill t, ~ ~ \iffifT t
(2)
~t~~
Discriminated
the
~ q ~ \l1) ~ ~ ~ q;) ~
(1)
Who led
Kittoor?
Yrf(
ftQrr;f)
ttJusftr;fij ~ ~ q ~ ~
Stars
(1)
ftliiiPfcti
(1)
~ ~ ~-fcffi~ ~
~?
(1)
Ahilyabai Holkar
(1)
3'1~<."41CSII~ ~
(2)
Rani Laxmibai
(2)
u;fi~~
(3)
Rani Channamma
(3)
u;fi~
(4)
N ana Phadnis
(4)
-;n;n~
CflT
~ ~
w
35.
( 28)
The Mughal Architecture is a blending of
(1)
(2)
(3)
(4)
35.
36.
36.
37.
38.
Potential resources
(2)
Actual resources
(3)
Waste resources
(4)
Valuable resources
(1)
82 30' E longitude .
(2)
82 50' E longitude
(3)
82 E longitude
(4)
83 30' E longitude
~q~~q)f
(3)
gctl<f ~~q)f
(4)
gctl<f~~q)f
mntr.=r -;it M
(2)
mntr.=r
q I'Rl fCl Cfl mntr.=r
(3)
~mntr.=r
(4)
'i_~qH~
37.
38.
mf
<tt llRCfl ~ t
(1)
8230'~~
(2)
8250'~~
(3)
82~~
(4)
8330'~~
\jfGJ
fuffi
~ ~ q ~ ~
(1)
~~
Igneous rocks
(2)
Cfli4H1R(1 ~
(2)
Metamorphic rocks
(3)
~~
(3)
Sedimentary rocks
(4)
~~
(4)
Primary rocks
\jfGJ
~ ~ ~ ~ \iffifT
(1)
secularism
(2)
~00
(3)
sovereignty
(3)
(4)
polity
(4)
(1)
arbitrary
(2)
"CflR11T
l:ffifzy~-ij~~t ~ ~~
(1)
~ ~ ~, ~ ~
-q
~mfcffl
(1)
39.
' 39.
(2)
(1)
'~ qltg~10l ~~ t
(1) ~q~~q)f
c 29)
40. : Which one of the following is true about 40.
classical dances ?
41.
42.
~ ~ ~ ~~ ~
Cf)~ ~-t?
f.lqRifuid
~ it ~-m
(1)
(1)
(2)
(2)
~ ~ ~ 3116 11FlT ~ ~
(3)
(3)
(4)
(4)
(2)
(3)
Swadeshi Movement
(4)
~~~it~~~~
mm ~ Wlll ~
~3110 l1R1
\ifT(fl
<:JT;f['
(1)
'l1ff ~ ~
(2)
~~~
(3)
~~
(4)
~~~
(1)
(2)
Delta
(2)
(3)
Moraines
(3)
(4)
Mushroom rocks
(4)
~~
Fossil fuel
(2)
Wind
(3)
Solar energy
(4)
Tidal energy
Cf>l ~
f.ti:;r~it~-m ~~~t?
(1)
~~~
(2)
11cR
(3)
$-~
(4)
~~
cfit ~ ~ Cf){OT
(1)
President oflndia
(1)
'l1ff ~ ~
(2)
Parliament
(2)
Prime Minister
( 3)
)['qR
(4)
~ o:lii<!!R1<!1 ~ ~ ~tfm
(3)
(4)
Cf)~ ~ Cf>l ~ ~ ~ ~ ~ ~
~~mfu~~~t
44.
li:ft
w
45.
46.
( 30)
(1)
Akbar
(2)
Shahjahan
(3)
Humayun
(4)
Jahangir
(1)
(2)
(3)
(4)
(1)
Troposphere
(2)
Ionosphere
(3)
Stratosphere
(4)
Exosphere
48.
48.
(1)
(2)
~""
(3)
(4)
(2)
Right to Equality
(3)
Right to Life
(4)
"ct ~ ~ ~ f.n::;{ it B~
(1)
~~tcf
(2)
~~tcf
(3)
~~~
(4)
~WT~
f.rl:;{
~~~~?
3WT
~?
47.
47.
~ mfij' q;r ~ ~ ~ ~ ~
(1)
an~
(2)
3'tlll"l4M'I
~m~~~-21Cfil~~
(1)
~~~~B
(2)
~~~B
C3)
~~~B
'
C4)' ~~~~B
( 31)
49.
50.
51.
Parliament
(2)
(3)
President
(4)
Judiciary
(1)
Tropical deciduous
(2)
Tropical evergreen
(3)
Temperate evergreen
(4)
Temperate deciduous
Commercial Farming
(2)
Extensive Agriculture
(3)
Shifting Agriculture
(4)
Subsistence Farming
49.
50.
~~~~~'~t?
(1)
(2)
)f'l:ffi ~ q ~ ~f5lqQ~Stc:>
(3)
(4)
"'41;qq1Ri<hl
f.rR -q
~ ~-~ q;fl ~ ~ ~
fTr8 ~
~ ~ -;r@ ~' ~ ~ ~ 3H1 -;r@
~~?
51.
(1)
3b01Cf>R:Gitfr;r ~
(2)
(3)
mwr {'IC!OIGl~R
(4)
mwr~
~~~~~~~~~
~ ~ ~ ~ 3(<11C!:Cf>dl >rTH
~
~
Cf)~("tldl t.
mr
(1)
c:ufOI~<h ~
(2)
~~
(3)
~~
(4)
~~
Cf>8
(1)
Industrial-system
(2)
Industrial region
(3)
Market economy
(4)
@f ~ ~
3fu 3N-ft ~
~ Cf)~("tldl
~ ~ ~
(1)
.
3il... ~'fT
ll<h 03f
(2)
3il~ll<h
(3)
~3l~
(4)
~ ~ ({'11ijSt>1i) ~
. . 'fT
w
53.
54.
( 32)
55.
56.
54
~ ~ ~ ~~ qffi ~ ~ 3ltRT
~~t<h~~ldl~
~ ~
(3)
(4)
55.
More than 80 percent of the population of the
world lives in
(1)
(2)
(3)
(4)
~~~~
(1)
O?:~m~~~ mu~~
(2)
~~~~
(3)
a?: ~ m~
<4)
(2)
Cf)f
TPf mu ~ ~
fcw:f cf;t 80 ~ ~
~
~ 'JI'1~@1( f.:rqrn ~
(1)
~q.~-ij
(2)
~q~~-ij
(3)
~~q~-ij
(4)
~q~-ij
~ ~ ~
-q-{
~ ~ ~ ~
B <r"'41Rt<ti,
(1)
Confederacy
(1)
(2)
Mercantile
(2)
Olll41ft<h
(3)
Colonisation
(3)
3ftqf.l~~ftq)(U(
(4)
Renaissance
( 33)
57.
f.n:=J if "B
(4)
58.
59.
60.
(1)
Harappan Civilization
(1)
~~
(2)
Vedic Age
(2)
~ 'CflR1
(3)
Mahajanapadas
(4)
Guptas
. (3)
'i~l\ii"N~
(4)
'lffiij
(1)
Chhotanagpur
(1)
~~
(2)
Bastar
(2)
(3)
Durg
(3)
(4)
Kullu
(4)
(1)
(2)
qf(Sf)"!OI
Rotation
(2)
Revolution
(3)
Orbital plane
(3)
q;~~
(4)
Circle of illumination
(4)
>reftfu
w
61.
( 34)
61.
63.
ii$1~1'R ~ ~
.q
f.l~~R~h1
ov:f
A.
It is 'S' shaped.
~:
B.
A.
~ ~ ~ 'S' 31~ ~
C.
B.
c.
~141Rcti ~ ~ ~ ~ ~ 'i~l~l'l< ~ I
62.
3it~iR:cti
(1)
Only A and B
(2)
Only B and C
.(3)
(4)
.q ~ cot.f-~ ~ ~
(1)
~A o~ B
Only A and C
(2)
~Bo~C
A, Band Call
(3)
~A o~ C
(4)
A,Bo~ c~
(1)
Idgah
(2)
Khanqah
(3)
Ibadatgah
(4)
Dargah
62.
~~~~
(1) . ~
(2)
(3)
~~~~(1111~
(4)
RIOOl~Rsid
COT ~ I
Ol-00 ~ ~ -q f.!Gri~ ~
~en~
3lfcf)R
Inamgaon
(2)
Hallur
(2)
(3)
Bhimbetka
(3)
\frmrii~~-r::lCfir-YI
(4)
Burzahom
(4)
.q ~ cot.f-m
(1)
'g<l41tll01 ~ ~ ?
64.
65
Karnataka
~~~~~~COT~
CfifWT~.q ~~?
lft4
(1)
(2)
(2)
Odisha
(3)
Kerala
(3)
(4)
Andhra Pradesh
(4)
31Hl~
65
~~
(1)
Conventional symbols
(1)
~~~
(2)
Sketch
(2)
'h91fil'll ~
(3)
Alphabets,
(3)
qOJJil~l 31~ ~
(4)
Thematic maps
(4)
~-~
JiHRl'll ~
( 35)
66.
Which
of
the
following
complements 66.
diversity?
67.
68.
69.
(1)
~ lffi!-~ -ij ~
(1)
(2 )
(2)
( 3)
(3)
( 4)
~ -ij
(4)
Travelling in a train
(1)
(2)
Gulf
(2)
(3)
Island
(3)
(4)
Strait
(4)
68.
(1)
BC 2012
"\ifHfCfioT ~ ?
(2)
EC 2012
(1)
(3)
AD 2012
(2)
(4)
AP 2012
(3)
(4)
(2)
(3).
69.
CfiBT
~~~~~\ill~~ ~q;)~
"3-it \ifRT ~ ~
Isthmus
<:j'f;ff
(1)
(4)
70.
it
~ >JCflR
it
iffiiD
"ifi.Bt. 2012
tBt. 2012
v,.tt. 2012
v,.1ft. 2012
~ CfiT dlfCfilf"etCfi ~
( 2)
(3)
~. ~. ~. ~ 3"itt ~
.;
(2)
Between Tropic
Equator only
(3)
(4)
of
Capricorn
and
~?
.
(1)
~~WI
3"itt ~ ~ l"f~
(2)
~~WI3"itt~~~
(3)
~WI
(4)
~ "
w
71.
72.
( 36)
(2)
(3)
Globe
(4)
(2)
(3)
(4)
f.p::;r
3iljq1RtCfi
(1)
(2)
(3)
(4),
atr
q 3TICflR
col
~ ~ ~ ~
m~~~?
(1)
~cnr~~
(2)
1~cnl~
(3)
(4)
cnr
<l'li~RtCfi ~
~ ~ 1R fll'iiMCfi ~ ~ ~ ~
f.p=JR1fuld -q ~ ~-~ ~ 'i~fi=4l{?l ~
~ ?
(1)
~ ~ ~ ~-~ ~ -;r@
~~~~~-~col~
q;8-ij~col~~~
(2)
(3)
(4)
73.
-q ~ ~-~ ~&lUT ~ ~ ~ ~
~~3:fn~~-q~~q
q;u;fi ~ Olfco ~
-q ~ ~ ~
em
~ ~ ~ ~ Olfco ~ ~l'iiMCfi ~
~m~~m~
~ ~= ~ ~ -q, M
~ ~ cnr ~ -;r@ <f>BI ~
)[~~~~~~,~~
~ ~ (PTA) -ij 3fCR ~ ~ ~
~3li~~-q ~~col~
~~I ~~~~~-q 3ll1"r
(1)
~~ ~~ ~ ~ ~ ~
-q \ifR ~
~~
{2)
(3)
~ 31CR ~ ~
~~~~~~fcf; 30f1H~~
~ -q ~ ~ "3;r ~ ~ ~ q;8 -q
~ cn8 ~ ~ ~ 'i~f'=4l{?l ~
(4)
~ tR 1:R ~ )I"Cf)"R ~ ~ ~ ~
~ c@lq(UI ~q ~ ~ ~ ~
( 37)
74.
(1)
Primary data
(2)
Secondary data:
(3)
Tertiary data
(4)
Generic data
75.
75.
76.
~~~
(1)
m~~<nT
(2)
~~q:)f
(3)
~~q:)f
(4)
fcr~ ~
q:)f
WU fclq;fBd
~
)JCf;l'{
~ fcl~q~;ft~dl
W8:lUT
-q"(
WCfiT
~ I
~ ~ ~ fCl~q~;ft~(11 q;) ~ ~
~'fm~~?
41'1<tl td
~3ft
-q ~ ~ ~ q:)f m
w8:lUT q:)f
"Q{f.Bt.t31R.tt. wu
(1)
(1)
(2)
(2)
(3)
(3)
(4)
(4)
~~
3fu:
(1)
C1)
(2)
(2)
~~~
(3)
~. ~
(3)
(4)
~~~q;)~~(~
(4)
(2)
(3)
(4)
51Chl~ld
3i!J~(OJ(<\tfl
Wa:fcfi 'fm ~ ~
B&n GR9RT
~
_ _ _ -q"(
iffi
"!._C"'!llcn-1
tfT ~
q:)f
it
<fi8
~ 3lC4~.-ilCh"1 q;8
77.
~ 3qq;(ofi ~ WU ~ W4Ftll ~ ~
~~am
-q
~ 1.!lnn
C2)
~141N1q; ~ -Cf;) M
(3)
~~it~ q;8 ~
(4)
~141NlCh ~
q:)f
~ 1.!lnn
1.!lnn
~ q;8 ~ ~
w
78.
79.
( 38)
(2)
(3)
(4)
Students started
co-students directly
questioning
(3)
(4)
(2)
(3)
~ ~ ~ 36-46 ~ Gftq ~
3lCfi
36 ~ ~ ~
(4)
mWT36~~-Cffg~~
BI41NlCfi ~ ~ ~ ffi~ ~
~ ~ ~
Cfi&lf ~
fu"Q:
~~<ir<:r~?
(1)
(2)
(3)
fcml~ ~
Cfi8 W1 ~
tt
~ ~-~ ~ ~
(4)
wR
~ ~
(1)
Cf>t.J-m ~ ~
~ ~ ~ ~ 3fR 1% ~ B4~1Clitf ~
~ ~ ~ {"jCf)fq"ll~
"Cf)f
"Cf)8T
(2)
(3)
~ (theme) 3llmfuf ~
Cfi8 ~ 31cmU q;) ~
(3)
(4)
fiCflfq"ll~
~3fR~q;y~~~
(4)
81.
31['~ ~ ~
their
(2)
(1)
(1)
~ ~ ~
80.
80.
"SITH ~ ~
~ ~ li't'lk4Cfi ~ ~ 51
BI41NlCfi
(2)
(3)
(4)
"Cfll
~ ;;s~~~'t?i
"Cfll
f'CICfimd
afR
sufiflJCfl
BI41NlCfi ~ ~
ffi&l"Cfl f.l1001k-tftso
~ ~ %B
fcrcRoy~q;) ~~~~?
(1)
~ ~ fcrqffi q;)
f.:rm
"{C\q
~ ~
"Cf)8T
(2)
~~~~~~"Cf)81
(3)
~~~m~ Wi~~~Cfi8T
(4}
~ -m~ q;y ~ ~
"Cf)8T
( 39)
82.
83.
82
, (1)
Wo-:3lJmfuf
(2)
~Cf~
3lftrq; ~ ~
(1)
Source-based analysis
(2)
(3)
(3)
(4)
(4)
fcii(JjqO(
wa:JUT CfWfT
m~ ~-~ ~ ~ SIIIOllfOICfl ~
Cfil~
~!'liPicti
fcmH
~~-ij~t?
(1)
(1)
(2)
(2)
(3)
(3)
(4)
History Sociology
~
3l~
~ fcmT;r
fcmT;r -
~'li'Jiltllf51
ma -
roa:JUT %g
~'li'Jiltllf51
Geography - Economics -
85.
<fit
~ (~)' ~
(1)
(1)
srrtRtCfl ~ ~~151(1~
(2)
Archaeological museum
(2)
g<rdi~Cfl ~M1(1~
(3)
Zoological park
(3)
~~~lEI<
(4)
Animal sanctuary
(4)
'lftcr ma:JUT mH
fcii(JjqU((rJOlCfl ~ q;) ~ ~
(~ ~)
(1)
(2)
(2)
(3)
(3)
(4)
(4)
<fit
<nT ~ ~
3il~i)T.Iotlr'lCfl ~ fc!CflfBd ~
w
86.
( 40)
l:'il"hdif?lcn ~ ~ ~ ~I!Oll~"h
~ q;~ ~ ~ "Ch8 ~ ~ ~
~~~~~~q;)~
rnf8JChl
q:;ftll~~~~~q;~~
"Cht, rnf8JChl q;) f.lqR1f@d -ij ~ ~
~~m~~~?
(1)
(1)
(2)
(2)
~~~
(3)
q;~ -ij ~
on this topic
(3)
3llmfuf
fcJwff ~ ~ \ll)
Cf)l
>TChR
~ ~
~~~
(4)
fcrm;if cfiT
(4)
~ ~ ~ ~ 3i~~l"tlr!Ol"h ~
v:<fi"i:h~-ij~ ~ ~~~ ~~
~ 0~ ~ CflRUT ~ q;~ -ij ~i~ffiq;
, 87.
~RlRicl
Wa.rcli
~ ~
"Ch8 %g f.lqR-ffulo
eM
-ij ~ ~-m ~
(1)
~~~~~~~~
~~~~~~
(2)
(3)
GfR -ij ~
3fu~
\lfR
~~.-ijmm~~~
~11f.l~1
fcmlf~ ~ ;w:r;ft ~
3fu
~ ~
~ ~ ~.~ fshJO!kR"h
>lmcfi
~~mrrr?
movement
m'Q "Ch8 ~ ~
~ ~ ~
(3)
being taught
(2)
Cf)l
fclfcr'QOT
(4)
'l1"1'llldlJOI
~'Ch8T
~10ltffi~1
3fu ~
q;)
( 41)
88.
89.
~~~~~~3WW{
R'""l R1 Rsie1 3W!Tlit -q ~ ~ ~ <fi@ ~ ?
Pl'""lR1RsiC1 -q
(1)
(1)
(2)
(3)
(3)
(4)
(4)
M~ Rl~~~~
q:;) 1fT q;@t ~
(1)
041&1H~
(2)
~~
(3)
(2)
90.
Lecture method
(2)
Story telling
(3)
arriving
~ ~-m ~
~cfil~~?
~ q;-r 3fH~IRI('Cl fcmlf~
3fu rn~
~~~~nmrr~~~
~ ~
CfiRUi'f q:;)
~ q;@ ~
mw.rr
~mm~
rn~ -~ ~ ~ rnaJUT-~-~ CfiT
3lli't ~ ~ 'tfGXR ~-~ q;n ~
90.
at
~Cf)Gl
(4)
(Yin""'fl:<ti)
Project work
(4)
q 1{41
'll"' i Cfll1f
( 42)
m,
1 .
~ "JW
-
I coT
( 43)
PART IV
LANGUAGE I
ENGLISH
Directions : Read the given passage and answer the
92.
questic;ms that follow (Q. No. 91 to 99) by selecting
the most appropriate option.
Socialization is a process of
(1)
(2)
(3)
(4)
A 'microcosm of society'
(1)
(2)
(3)
(4)
the
classroom
(2)
(3)
( 4)
(1)
animated
(2)
clearly
(3)
implicit
(4)
distorted
.96.
(1)
(2)
(3)
(4)
In 'inequitable education'
(1)
(2)
(3)
teachers disrespectgirls
(4)
learning is not a
between the genders
balanced process
w
97.
98.
99.
( 44)
An 'insidious problem' would be one that is 100. In the line 'Hope is the thing with feathers'
caused seemingly
the poet is using a/an
(1)
deliberately
(1)
imagery
(2)
harmlessly
(2)
simile
(3)
carelessly
(3)
allegory
(4)
ignorantly"
(4)
hyperbole
(1)
(2)
the school
stereotypes
(3)
(4)
system
enforces
sexual
(1)
worries
(2)
disappointment
(3)
(4)
expectation
spirituality
(1)
customary
(2)
diminutive
(1)
(3)
precise
(2)
(4)
special
(3)
(2)
hope
(3)
loss
(4)
pride
Emily Dickinson
(1)
extreme happiness
(2)
longing excessively
(3)
(4)
unexpected
(1)
hope
(2)
sadness
(3)
reward
(4)
food
( 45)
First
(2)
Global
(3)
(4)
Second
(2)
whether
(3)
principal
(4)
if
Foreign
(1)
a prompt
(2)
(3)
(4)
explanatory
(1)
reports
(2)
story telling
(3)
(4)
listening to a conversation
rhetorical
stylised
(2)
(3)
(4)
The
two
given
statements
can
be
differentiated by drawing students' attention
to the
(1)
(2)
(3)
(4)
(1)
extended reading
(2)
seeking information
(3)
for interest
(4)
( 1)
(2)
(2)
(3)
(3)
(4)
makes a
reading
(4)
( 46)
(1)
(2)
(3)
during a lecture
(4)
( 1)
classified advertisement
(2)
memorandum
(3)
report
(4)
newspaper article
(1)
(2)
(4)
(1)
knowing
(2)
applying
(3)
creating
( 4)
analysing
(3)
(1)
imagery
(1)
conjunction
(2) .ellipsis
(2)
(3)
content words
(3)
substitute word
(4)
proposition
(4)
reference word
{ 47)
( 48)
\l1lT IV
\lTlnl
~
f.!/W:: wffl CfiT ~ f.iAf&f&d JlRl (JT.fi 91
99) 1/ ~ 3firrr fcr<iiFq CfiT ~ I
Y 91.
t?
t 3lfqg -a;
~ B'lf"ll(""'<hdl -ij ~
(4)
31JTT~~~t ~~~-9~~
CfiTs eta mu ~
3fm::r .~ 3ffift 1~
~ ffi-~qj' ~
I W~l~llff*~'j
~~COT~m~~~
~~~-ij
.m ~ Gfqj' ~
3fT(fl
(1)
~~ CliBJ
3fm::r
;rtf
( 2) . -:q)"{t CfWIT
t~
(3)
~ ~ ~~Cfils, ~ ~ ~~lfR"dl, ~~
(4)
fucrn ~
~ ~
~ ~ ~ >ffir
3NU~ ~
"it
mmw:rt ~~~>ffir~~~~~3NU~
t- ~eta
~-meta~
I "WR-~
93.
~COT
~~ ~ q;@
<1)
~ fcl:i<n 3fu:
. (2)
~-q~-mCOT~~t
(3)
~ -ij {'i:HI(""'<hdl
~~~~t ~~~fll;R~~m~
(4)
Rl51<h(?il ~ ~
~ ~ ~ ~ 3i~<hl~<h ~
~
ffl8;lCO <rr
CfWIT ~'
~ ~ ~ q;@
<tin ~
CliBJ
~: ~
~-a;~eta~-mCOT~~~t
f.rofm
94.
-ij
cr
m \lfRft t
~ ~ ~m
-q
3ffift t
(fGf
~-~
(2)
~ ~ ~ "iRHT
(3)
(4)
~~dW~
~-~ ~ ~
fffiRT
3fT(fl
t :
( 49)
95.
96.
~ ~
-q
~ ~
-wrR -q-{ ~ m
~:
(1)
~rf%frllq;
(2)
~lf%fll~q)
~ 3m!., ~ Gf.f-&f ~ ~ ~
(3)
~rf%f4)q;
31111-31111 ~-lffifi ~ ~
(4)
~f%fflrq;
~-fun;>fchlli ~
100
~. Q:Rl$1~"+> ~
-q ~ ~ (f~ ~ ~
~ 3m!. ~ Gf.f-&f ~ ~ ~
~Wfi~WT~~
~)+~~
..
(3)
(4)
98.
99.
~ (~ ~) + ~ ~. ~ (~
(2)
wff ~-lWfi
~ ~ 3m!. -m 1J1q -q ~ ~ 1
~ (~ ~) + '<f;' ~. ~ (~
(1)
97.
~)+~'~
fi~"361~~~~ I
~ (~ ~) + ~ ~. ~ (~
~3m!.~ GFr-&f ~ ~ ~ I
~)+~~
~ ~~
~ (~ ~) + ~ ~. ~ (~
~~~~
~)+~~
~-~-q
(1)
(2)
( 3)
cpf'QW:r
(4)
~~
Cf)l
ql(f4Cl14\
31P1 ~tR<fil
~~~-qAt
~~I
-qU(f
m~
~ ~~Gf.f-&f~~~
~-31?ltt ~ ~ ~.
a;pn"CfiU"lli'aWT~~mB<fil
-q'hr~
~3m!.~ GFr-&f ~ ~~ I
::rtf ~
(1)
~~?
(2)
( 1)
(3)
(2)
~ -~ ~ ~
(4)
'wrR'
Cf)l
~~~
101.
(1)
"B111R
(2)
(3)
mlHT
(4)
3i~4Hdl
3m!.~
(3)
(4)
~~~~Tm~~
mq
.
-q iW;
~ ~ ~ (f)) GCf) iWn- ~
(4)
Cf)l
(51)
112.
~~cnl
C2)
(3)
~-~cnl
-q
I~ 117. ~11cHcnT~~t
fl10~q<1 cnT
-q ~-m ~ ~ <fill
~ -"ffilUfi
( 2)
-q{tPill\'t
(3)
~~
(4)
~~
114. ~
Jii:!~'i?1
~-~ ~
(2)
( 3)
(4)
(1)
(2)
weft
(3)
(2) . ~ q:;') ~ ~
enG
(4)
~ ~ ~ ~
~q:;')~~~t
(4)
~~
115. ~ -ij ~
(1)
(2)
119.
3fu: ~
cfiT
~ lR ~-~-~311 cnT
3flmfto ~ t
~ ICf>{UI lR ~
(3)
(4)
\iff.f.n'
(2)
~q:;')~~~t
'"lf4ict>"i cnT ~ t
~ ~ ~ ~
~t
(3)
~ ~
(4)
~~~fel:;~~~m&T
cfiT ~ \iff.f.n
~ -q{tPill\'t ~
(2)
~ ~ -q{tPill\'t ~
(3)
~ ~ ~-m cnT
(4)
(1)
~~"!~~
(2) '3tf:~~~
cnT ~
'5Nicf~
uftt
(3)
118. ~
~-Oif ~ ~ ~ ~
I~
(1)
(l)
(3)
~~~~~
(4)
~~~~~
(52)
'Cf{Tan~
~qfl
RkifB-tfuAct
dtft
~ ~
~ ~
~ ~ ~ \T1lrT - II cnT
~Cficrq 3'i~'#ft ~
mI
(53)
PARTY
LANGUAGE II
ENGLISH
Directions : Read. the passage given below and
121. The passage can be called
answer the questions that follow (Q. No. 121 to 129)
(1) descriptive
by selecting the most appropriate option.
(2) narrative
Some researchers suggest that emotional
1.
(3) discursive
intelligence can be leamed and strengthened,
(4) factual
while others claim it is .an inbom
chara'cteristk The purpose for developing ou:r 122. An. 'inbom characteristic' referred to here is
one's ability to
emotional literacy is to precisely identify and
communicate our feelings. When we do this
we are helping nature fulfill its design for our
feelings. We must know how we feel in order
tobe able to fill our emotional needs. And we
must communicate our feelings in order to get
the emotional support and understanding we
need from others, as well as to show our
emotional support and understanding to them.
2.
(1)
(2)
(3)
respond to
environment
(4)
be considerate
stimulus
in
the
( 5.4)
(1)
blaming others
(2)
(3)
3.
My mind wandered.
4.
5.
6.
7.
Back to work.
(1)
simple
(2)
specific
(3)
nature
(4)
improve
attack an injustice
(2)
expressing.anger
(3)
(4)
(1)
precisely
(2)
typically
(3)
litera~y
(4)
offended
(1)
(2)
(3)
(4)
1.
2.
Dozens of us wearily pressed on through the 131. Here, 'blanketed chill' signifies that the
unseasonal winds and blanketed chill.
weather was
Outdoor cafe chairs were abandoned, some
(1) turning cool
overturned and others stacked waiting to
tumble down. But not today. My bag felt
(2) very windy and dusty
heavier on my shoulder than ever before. I
(3) dusty and cold
lifted it in my hand to relieve the pressure and
dreamed of days when I, too,-was lighter.
(4) chilly and windy
(55)
(1)
(2)
(3)
(4)
(2)
(3)
(4)
(1)
symbols
(2)
(3)
(4)
a variety of activities
(1)
(2)
(3)
(4)
(2)
(3)
(4)
(1)
(2)
(3)
(4)
help him
(2)
(3)
(4)
(56)
(1)
Individualized instruction
(2)
Demonstration
(1)
(3)
Modelling
(2)
(4)
Lecture
(3)
(4)
warm I tepid
[being neither too hot nor too cold]
(1)
(2)
(3)
(4)
Student 1: -1-
Student 2: -1-
Student 3 : -0(2)
(1)
Vernacular Language
Student 2: -1-
(2)
II Language
Studerit 3 : -0-
(3)
Hindi
(4)
English
( 4)
(57)
(1)
(1)
scoring key
(2)
(4)
assessment guideline
possess
different
abilities,
(3)
students
(3)
(4)
145. Choose the appropriate intonation.
rising
(2)
falling
(3)
rising-falling
(4)
falling-rising
( 1)
personal touch
(2)
personal abbreviation
(3)
brevity
(4) , neatness
(1)
(2)
(3)
(4)
(1)
word in
(2)
(3)
(4)
( 1)
(2)
(3)
(4)
(58)
w&n~
Rl0040iR1fJa trJ1T
ChCI(1 otfT ~ ~ dr~l~
f4Cfi(Yq ~ -m ,
~ ~ ~ "3W
~ - II Cf>T
(59)
'q'flf
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II
~
f#1r :. ~cit~ f./4/&f&d JrRl (JT.ri. 121
128)1{ ~~~~~
~~~M
~ -:cf@
cfh m
~ ~.
(2)
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~m
~ ~ ~ >rrn m ~
~
~ ~~~
mrn-
124.
'lffi ~~~.~~~~I~
.3Tisf.rcti ~ ~
fcrm+Wf
(2)
fcrm + ~
(3)
fcrm + 3lWt'
(4)
fcf + mWY
mRrcti fcfflH
Cf;l
fcrmWf
~ ~ ~{i('q!Cf)~OI ~ -a)
~ ~ ~. ~ ~ m~ ~ 3{tt
~an ~ ~ ~ ~ ~ ~.
~~~~
"tR
(1)
3H~ ISCfil(
(2)
(3)
(4)
~~~~
~ ~
125.
~ ~ ~{>('qJCfi~OI ~ ~
cti4<41"Cll
.q ~
(1)
~ ~ ~fCliCf)~UI ~ ~
(2)
~~
126. ~q;r~~~
(1)
(2)
(3)
(f~ en) ~ ~ ~
(3)
(4)
~ 3H~ISCfil( ~
(4)
31W1fi
(1)
~ 3li~ISCfi'ii q;r
(2)
~ ~
\ifR(fl
~~
mu ~{i('q!Cf)~O' ~ ~ m
(4)
<tf' ~ en)
(3)
'CfiB ~
~~
( 60)
129. 31~ cp.n ~ ?
(1)
mffiJT ~
(1)
~Cf>RUT~~~~~
(2)
'l'ft.wl ~
(2)
RliA'{_cfCf> ~
~ p.m:f~
(3)
fu"@t
(3)
(4)
~~
"5fRfR
(2)
-;:rcfR
(3)
(4)
>ICftuy
sft ~ cit
fcl:ql{'i_cfCf> ~ ~ ~
"Cf>BT
"WTRT2ff ~ ~
130.
(4)
P:ft~~
fcmT
Cfi1 31Rm1
"Cf>1:ft ~ ~ ~ ~ ~
(1)
~ m~ cf;T 3ilq~l!Cf>dl ~ ~ ~
(2)
~~GRHT~~~~
(3)
~~m~~~
(4)
~~m~~~
131. ~ ~ ~ 1fffi ~
cit
129
~Cfil
(2)
~ Cfi1
~ Cfi1 3NTCf ~ ~
WOT
(1)
crrn wen~ ?-
1~ ~ ~ ~ ~
132. 31~ ~ ~
fcoB f.l<m
Cfi1 ~ -~ ~ ~
~?
(1)
31~ ~ ~ ~ ~ ~ ~ fcf;<:rr
~-~~.~~-~~~cf;T~wn
C'fi t ~ ~ GJffi ~ 3fR ~ ~:m Cfi1
(2)
wnw.J "Cf>-8 ~ ~ ~ ~ ~ 1
(3)
31~ ~
(4)
~ fcf;Bt ~ ~
mOO "$:
...........4
~~~''1 ~ ~ ~ ~ "''l~'1
~-~ cit ~ ~
Cfi1
1:R
~ ~ ~
~ 133.
:>!\<l"''l
~~~~~ I
~ ~ ~ ~ ~ ~ ~ fcf> ~ Rl1At4'*'
~~~~Cfil~~~~ I
~ "Cf>BT ~
cnt.:r-m ~ '5r' ~ ~
( 1)
(2)
(3)
(4)
>l1lfa
;rtf ~ ~ ?
( 61)
139. iTS~
134. ~~"Chl~~
( 1)
(2)
~
1@
(2)
(3)
(3)
(4)
(1)
135. 'f3ft-~'
(4)
~~I
11
~ ~ ~ ~ ~ ~
~~ -;r@ ~
(2)
(3)
"Chlf~
(1)
(4)
(2)
~\il"llrJi<h ~
140. m1:fT
"8lnm;{
ml:ff--;;f'tffi ~ 11 ~ ~ ~m ~
(1)
# ~ ~
3l[q
fcnit
~ ~
~ ~
c::l<H
3iql:"i'l<h"l
Wl<l
~~?
(3)
~ : f.jAf?tf&d
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JTAf ~ ~ #
fft7! m- '3"8rrr
c4)
m ~ '3rR fu"&;n
m "Chl f.rmur CflBT
fcrcnFq ~I
141. m1:fT
136. ~~11~ Ji~'i"Cl'{?T~
~ ~~ ~
(1)
w&n3TI ~
(1)
~~
(2)
~ 4ft<ll\il"li-'Ch14 ~
(2)
'8Ji$1Ch( ~
(3)
~~wit~
(3)
3lf@_~
(4)
~-fu"&f.t
<tT
(4)
CfUH CflBT
~ <tT ~ TTfif
(1)
31~ ~
(1)
B'ft ~ ~ "'8lTR ~ ~ ~ ~
(2)
(2)
B'ft ~ <tT ~ ~
(3)
(3)
(4)
~<tl~
(4)
B'ft ~
142.
Cf)BT'
TTfif ~ ~
138. ~ ~&n
~Ch~d
11 mS:lCfl 11 ~ ~ ~ -m
11 ml:ff-m <tT
8;llrnT q;) ~
Q}'fl'8JiH ~
col:
fco~
(1)
143.
~~m.1ll 3TH ~ ~ ~
~%
(1)
(2)
(2)
~ m1:fT
(3)
(3)
~: ~ ~%
11
~-~
<tT
~~~
"Chl
~ ~
( 62)
144. GfurT ~ ~ ~. ~. ~
ClldiCI{OI ~
145.
(1)
&ll<f)(UI
(2)
'l1J1SI1
(3)
(4)
3fu
Cf){OT
WfNf' ~ 148.
~ I
fcnB fcl-m
roaJUT ~ ~
~ ~?
(1)
(2)
'(3)
~q
(4)
BCIIC:I(IO{<f) ~
'l111SfT-roaJUT eta~
(1)
'l1J1SI1
(2)
~-ij~~~
(3)
(4)
~~~~
~ ~~ ~
149.
146. ~
(1)
(2)
~ ~
-ij
~ ~
eta
2Jl<T CfiT
(4)~~
fcrcnrn
(3)
~ fffig.n fu@"r;n
( 4)
147. ~-maJUT
(1)
-q 31Ttf ~ ~ ~ ~ ?
(1)
'l1J1SI1 eta~-~~
(2)
~-~-~
(3)
~ 'l1J1SI1
(4)
~~~~
~ CfiT mcJ-Rl~cltlUI
(2)
~ ~ ~ ~ 31Ttm:
(3)
~ CfiT ~ 11<H
11{
~ ~~
3fu ~~ .
(4)- ~-ij~eta~
-B
'l1J1SIT-m -B
wH ~
( 63)
'{tf;~~~ ~~~
( 64 )
f.!41R1f&t1 ~ ~ ~ ~ :
1.
2.
3.
4.
5.
1:'.
-II
<(.
6.
7.
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\
8.
9.
10.
11.
12.
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12. lftt~ ~
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fml p:r rrtt~ ~ q;1 c;t iifT
t ,
( 1fEO
-2 SIDE-2 )
IIIIIIIII I
<D<D<DCD<DCDCDCD
00000000
~0000000
a
000000
(Y)
00000 0
0
CD
Language Attempted
II
Garo
@)
@
@
@)
@
@)
@
@
@)
@
Gujarati
Kannada
English
Hindi
Assamese
Bengali
Khasi
Malay alam
Manipuri
Marathl
M iz o
Nepali
O riya
Punjabi
Sanskrit
Ta mil
@)
@
@
@)
@
@
@
@
@
@
@
@
@
@
@
@
@
@
@
@
@
@
@
Tibe tan
@
@
Urdu
Telugu
~~~
Main Test Booklet
No.
001
002
003
004
005
006
007
008
009
010
011
012
013
014
015
016
017
018
019
020
021
022
023
024
025
026
027
028
029
030
Response
CD@
<D0
CD@
CD0
CD0
CD @
CD@
CD@
CD@
CD@
CD@
CD@
CD@
CD 0
CD0
CD@
CD@
CD@
CD@
CD@
CD @
CD 0
CD 0
CD0
CD 0
CD0
CD@
CD@
CD@
CD0
Q.No.
031
032
033
034
035
036
037
038
039
040
041
042
043
044
045
046
047
048
049
050
051
052
053
054
055
056
057
058
059
060
@@@@@@
000000
000000
Response
CD @
CD0
CD0
CD0
CD0
CD0
CD @
CD 0
CD @
CD 0
CD@
CD@
CD@
CD@
CD@
<D0
CD @
CD@
CD 0
CD @
CD@
CD@
CD0
CD@
CD@
CD@
CD @
CD0
CD@
CD@
Q.No.
061
062
063
064
065
066
067
068
069
070
071
072
073
074
075
076
077
078
079
080
081
082
083
084
085
086
087
088
089
090
(Y)
Response
CD@
CD@
<D@
CD0
CD0
CD0
CD@
CD@
CD@
CD@
CD@
CD0
CD@
CD@
CD 0
CD@
CD@
CD0
CD@
CD@
CD@
CD0
CD @
CD@
CD0
CD0
CD@
CD@
CD@
CD@
@@@@@@@
@000000
0000000
Q.No.
091
092
093
094
095
096
097
098
099
100
101
102
103
104
105
106
107
108
109
110
111
112
113
114
115
116
117
118
119
120
Response
CD @
CD @
CD @
CD 0
CD 0
CD0
CD0
CD0
CD@
CD0
CD@
CD @
CD@
CD @
CD@
CD0
CD 0
CD @
<D@
CD @
CD @
CD@
CD@
CD@
CD@
<D @
CD0
CD@
CD@
CD0
w ----------------Code
IIIII
I I I I I I D ICDCDCD
I I ICDICDICDI D ICDICDICDCDCDCDCD
@@@@@ @
Language - II Supplement
Test Booklet
No.
Code
Q.No.
& Science
Social Science
Language
'llltfT-II ~ ~ ~
Language - I Supplement
Test Booklet
No.
Code
CDCDCDCDCDCD
Subject Attempted
Mathematics
'llltfT-1 ~ ~ ~
Q.No.
121
122
123
124
125
126
127
128
129
130
131
132
133
134
135
136
137
138
139
140
141
142
143
144
145
146
147
148
149
150
Response
CD0
CD0
<D0
CD0
00
CD 0
CD@
CD@
CD@
CD0
CD0
CD0
<D0
CD0
CD0
CD @
CD0
CD @
CD0
CD 0
CD0
CD0
CD0
CD@
CD0
CD@
CD@
CD0
CD@
CD@
Before handing over the Answer Sheet to the invigilator, the candidate should check that Roll No .. Language Supplement Test Booklet No. & Code (if language I or
Language II Attempted is other than English or Hindi), Main Test Booklet No. Subject Attempted (Mathemat1cs & Sci ence or Social Science), Language Attempted
{language I and Language II ) have been filled in and marked correctly.
Signature of lnvigilator
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FILL IN THE FOLLOWING ENTRIES WITH BLUE/BLACK BALL POINT PEN ONLY
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31jw'li<I>/ROLL NUMBER
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2.
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Please darken the complete circle.
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1 1 11
If Language-1 Supplement
Test Booklet No. is 234567 & Code Is W
Roll No.
'l111lI ~ R'l ~
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~-~~~pc
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WR
1 1 1
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1 1 1 1 1 1 1
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If Language-D Supplement
Test Booklet No. is 125678 & Code Is X
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@@@@@@
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~- jqrA
Subject Attempted
Mathematics & Science
The candidate should check carefully that the Test Booklet Code printed on Side-2 of the Answer Sheet
is the same as printed on Main Test Booklet. In case of discrepancy, the candidate should immediately
report the matter to the invigilator for replacement of both the Main Test Booklet and the Answer Sheet.
Social Science
Assamese
Bengali
CD
II
@.
0~
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Garo
Gujat;oti
Kannada
(0~
Khasl
Malayalam
loo
09
Manlpuri
@ !@
Mizo
Nepal
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Urdu
Onya
Putlabo
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Tamil
(1r
Tetugu
Tibetan
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@
@
Englloh
H10d1
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language
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IMPORTANT
~~~
Language - ll Supplement
Test Booklet
No.
Code
1 1 1 1 1 1 1
'llf!II-II ~ w-1 ~
0000 e 0
WR
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R'l-i-00811111t
If your Response to
Question number 0081s (1)
Q.No.
008
Response
e 000