BGｾ＠ ｾ＠ I MAINTFSTBOOKLET,!il-, A I 'l...
56
This booklet contains 56 pages. PAPER I T.:;:;ooklet;::e Test Booklet No. 56 'l" t I MAINTFSTBOOKLET,...!il-, A I Do not open this Test Booklet until you are asked to do so. 'lfiii.IU CfiT Oof nCfi nCfi I Read carefully the Instructions on the Back Cover of this Test Booklet. 1fiiiiU 31mVT 'QTrorr.mrr C6T tzlR -qf 1 INSTRUCTIONS FOR CANDIDATES 1271801 I. The OMR Answer Sheet is inside this Test Booklet. When 1. 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. · 2. The test is of21Jtours duration and consists of 150 questions. There is no negative marking. 2. 3. Use Blue I Black Ball Point Pen only for writing particulars on this page I marking responses in the Answer Sheet. 3. 4. 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 4 · 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. 5. This Test Booklet has five Parts, I, II, III, IV and V, consisting 5. 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) 6. Part-IV contains 30 questions for Language-! and Part-Y contains 30 questions for Language-11. In this Test Booklet, 6. 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. 7. Candidates are required to attempt questions in 7. Part -V (Language-11) in a language other than the one chosen as Language-! (in Part-IV) fr.om the list of 8 . languages. 8. Rough work should b<l done only in the space provided in the Test Booklet for the >arne. 9. 9. The answers are to be recorded on the OMR Answer Sheet only. Mark your responses carefully. No whitener is allowed for changing answers. Name of the Candidate (in Capitals) : OMR 'l'f t tri'tw <!iT 'i111(, m '3'ffi' 'l;f f.:!<fiwr "rr-t "l''-2 'Cf< err::r -.l iiTi'f -.l fucRur 'Gt I • <ffi • .q' 150 f I CfiTt 3:fci;;f -:m t I "!113" 'Cf< fucRur "'iB 'l;f 'Cf< f.mr:r 'i'J1'J1-2t <); riitz'.r..- <ffi wiTrr q;t I <m t A. <W fil> <m &, 'l;f "l''-2 'It wr m -.l fllffiir t , v. '11 of fil> • .;fir 'l;f <il9!!1' fl«offi t 1 wr< w f':F1 m 31tr 'l'f 'i'f.t <); CfiT ¥'f awRf I II, III, IV ->fRy ISO 'IWT-1 : <!R'i q fum (11'. 1 <l 1<. 30) 'IWT-ll ; 1'lfUrn (11'. 31 <l 1<. 60) 'IWT-III : (11'. 61 <f 1<. 90) 'IWT-IV : 'I1W I - fRl) (11'. 91 -.l 1<. 120) 'IWT-V : 'I1W II- fRl) (lr. 121 -.l 1<. ISO) 'IWT-JV .q' '11W-I <); 30 31tr 'IWT- V fl '11W-II <); 'I1W -.l Wifu'ff I afu'!lU tf.iR '!!>'3'ffi' ri<r-r trlilf 11f orcmr 'Qi\ew.ft m.t.v l 'Cffq;tl . 'fl'lft '3m' 'l'f 'Cf< tft aWm q;t I 3#m q;t , '3'ffi' tq m <m m <ffi"'lff1 aMf 'G'): -------------,.--------- Roll Number: in figures 31'l'64i<il : 3lCilt .q: : inwords Centre of Examination (in Capitals) =----------,--------------------- . Candidate's Signature: -------- Invigilator's Fascimile signature stamp of Centre IIIII www.examrace.com
Transcript of BGｾ＠ ｾ＠ I MAINTFSTBOOKLET,!il-, A I 'l...
ｊｊｾ｡Ｑ｝＠This booklet contains 56 pages. PAPER I ＯｾＭｗｉ＠ T.:;:;ooklet;::e
Test Booklet No.
ｬｬｩｬＡｉｉｔｾｾ＠
ＢＧｾ＠ ｾ＠ 56 'l" t I MAINTFSTBOOKLET,...!il-, A I Do not open this Test Booklet until you are asked to do so.
ｾ＠ 'lfiii.IU ｾ＠ CfiT Oof nCfi ＢｉＧｾ＠ ｜ｩｦ＼ｾＧ＠ nCfi ｾＢｉＧｾ＠ I
Read carefully the Instructions on the Back Cover of this Test Booklet.
ｾ＠ 1fiiiiU ｾ＠ ＼ｦｲｴｴｷｾ＠ 31mVT 'QTrorr.mrr C6T tzlR ｾ＠ -qf 1
INSTRUCTIONS FOR CANDIDATES
1271801
I. The OMR Answer Sheet is inside this Test Booklet. When 1. 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. ·
2. The test is of21Jtours duration and consists of 150 questions. There is no negative marking. 2.
3. Use Blue I Black Ball Point Pen only for writing particulars on this page I marking responses in the Answer Sheet. 3.
4. 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 4· 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.
5. This Test Booklet has five Parts, I, II, III, IV and V, consisting 5. 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)
6. Part-IV contains 30 questions for Language-! and Part-Y contains 30 questions for Language-11. In this Test Booklet, 6. 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.
7. Candidates are required to attempt questions in 7. Part -V (Language-11) in a language other than the one chosen as Language-! (in Part-IV) fr.om the list of 8. languages.
8. Rough work should b<l done only in the space provided in the Test Booklet for the >arne. 9.
9. The answers are to be recorded on the OMR Answer Sheet only. Mark your responses carefully. No whitener is allowed for changing answers.
Name of the Candidate (in Capitals) :
OMR ｾ＠ 'l'f ｾＮｾ＼Ｉ［ｾ＼Ｑｭ＠ t ｉｾｾ＠tri'tw ｾ＠ ｾ＠ <!iT ｾ＠ 'i111(, m '3'ffi' 'l;f f.:!<fiwr ｾ＠"rr-t ｾ＠ "l''-2 'Cf< err::r -.l ｾ＠ ｾ＠ iiTi'f ｾｉｆ＠ -.l fucRur 'Gt I
• <ffi ｾ＠ Ｒｦｴｩｴｴｾ＠ • .q' 150 ｾ＠ f I CfiTt ｾ＠ 3:fci;;f -:m t I
ｾ＠ "!113" 'Cf< fucRur ｾ＠ "'iB ｾ＠ ｾ＠ 'l;f 'Cf< f.mr:r 'i'J1'J1-2t <); ｾ＠ ｾ＠ Ｍ［ｦｵ［ｴｾ＠ ｾ＠ riitz'.r..- <ffi wiTrr q;t I ｾ＠ ｾ＠ <m ｾ＠ t A. <W ｾｾｯｦ＠ fil> ｾ＠ ｾ＠<m &, ｾ＠ 'l;f ＼ｾ［＠ "l''-2 'It wr m -.l fllffiir t , v. '11 ｾ＠ ｾ＠ of fil> • ｾ＠ ｾ＠ .;fir ｾ＠ 'l;f <il9!!1' fl«offi t 1 wr< w f':F1 ｾ＠ m ｾ＠ ｾ＠ ｾ＠ ｾ＠ 31tr ｾ＠ 'l'f 'i'f.t <); ｾ＠ ｾ＠ CfiT ¥'f awRf ｾ＠ I ｾＭｾＮｱＧｾＱｗｦｬＬ＠ II, III, IV ->fRy ｦＮｾ＠ ISO ｾｾｴＬＭＺｭｾｴ＠ ｾ＼ｭｴＺ＠'IWT-1 : <!R'i ｾ＠ q fum ｾ＠ (11'. 1 <l 1<. 30) 'IWT-ll ; 1'lfUrn (11'. 31 <l 1<. 60) 'IWT-III : ｾ＠ ｾ＠ (11'. 61 <f 1<. 90) 'IWT-IV : 'I1W I - Ｈｾｉ＠ fRl) (11'. 91 -.l 1<. 120) 'IWT-V : 'I1W II- Ｈｾｉ＠ fRl) (lr. 121 -.l 1<. ISO) 'IWT-JV .q' '11W-I <); ｾ＠ 30 ｾ＠ 31tr 'IWT-V fl '11W-II <); ｾ＠ＳＰｾｾｾｴｾｾＭｾＮｱＺｾｾｱｾ＠'I1W -.l Wifu'ff ｾ＠ ｾ＠ ｾ＠ ｾ＠ I ｾ＠ ｾＭＱ＠ afu'!lU ｾＭｉｉｬｦ＠Ｎ［ｮｱ＼ｾ［ＦｒｔｾｔｴｦｾｾｾＢ＿ｕｾＪＧ｡ｭｲｯｴＧｦｦｩｾ＠ｾＧｬｦｩＧｉｉＧｔｾＧｑｩ｜ＱＱＱｔｾＱｬ｜Ｑｔｾ＠ tf.iR ｾｭＪＧｭ＠'!!>'3'ffi' ｡ｴｬｴｦｾｾｴｾ＠ ri<r-r trlilf ｾ＠ 11f ｾ＠ ｾ＠ orcmr ｾｷ［ｦｴｾｬ＠
'Qi\ew.ft m.t.v ＨＧｬｦｩＧｉｉＧｔＭＱＱＩｾＬ＠ ｾｾＭＮｬｾ＠ ｾＧｱＧｬ［［ｲｦ＠
ｾＦｒｔｾｉＨ｜ｗｔＭｉｖＩｬｦｾｔｴｦｾｾｦＧａｾ＠ l ｜ＧｩｩｾｾＪｾｾ＼ｾ［ｾｾＧｬｴｭｾ＠'Cffq;tl .
'fl'lft ｾ＠ ｾﾷｏｍｒ＠ '3m' 'l'f 'Cf< tft aWm q;t I ｾ＠ ｾ＠ｾ＠ 3#m q;t , '3'ffi' ｾ＠ tq m ｾ＠ <m m ｾｾｉ＠
ｾ＠ <ffi"'lff1 ｾ＠ aMf 'G'): -------------,.---------Roll Number: in figures 31'l'64i<il : 3lCilt .q:
: inwords
ＺｾＧｇＧ＠
Centre of Examination (in Capitals) =----------,---------------------Ｍｾｾ｡ｍｦＧｇＧＩ［＠ . Candidate's Signature: -------- Invigilator's ｓｩｧｮ｡ｴｵｲ･ＺＭＭｾＭＭＭＭＭＭＭｾ＼ｩ［ｭｲｷＺ＠ ｾ＼Ａ［ｾＺ＠
Fascimile signature stamp of
Centre ｦｬｵｬＱｾｩｬｬｩｭ＠ ＱＱＱＱＱＱＱＱｾ＠ IIIII
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A· (2)
PART-I /'qfl'f -1 . CHILD DEVELOPMENT AND PEDAGOGY Ｏｾｦｃｉｃｦｩｩｾ＠ crfulffil'Jw.il'
' • t t
Directio11s: Answer the following questions by selecting the most appropriate option.
1. The following ｴｨｲ･ｅｾ＠ aspects of intelligence are dealt by Sternberg's 1riarchic theory excel!! (I) componential (2) social (3) experiential (4) contextual
2. 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
3. The sounds t/1, ph, ch are (1) ｾｯｲｰｨ･ｭ･ｳ＠
(2) Graphemes (3) Lexemes (4) Phonemes
4. 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.
5. 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.
Rffl: ｾ＠ 3fom ｾ＠ ｾ＠ HAfM&rt JrRT ｾ＠ '3'ffr<fff.mr I .
1. ｾ＠ atffiRifi'l of.a ｾ＠ ｦＢＧＧＫ］ＱｦｾｦＦｬＱ＠
'IWT CiiT ｾ＠ ｾ＠ ftrffir ftr.ain '# mnf'Q1'1' ｦ｣ｦｩ｣ｲｲｾｴ＠ I
(1) ｾ＠
(2) ｾﾷｬｬｬＢＧｬｦＭ＾Ｚｾｃｦｩ＠
(3) ｾ＠(4) ｾ＠
2. ｾ＠ ｾ＠ ｾ＠ of.a ｾ＠ ftr.ain --ｾｯｮＺｲｾｴ＠ I
( 1) WfF!I' off.a (2) f<WIC14 ｾ＠ ｾ＠ m <W<rm.aU (3) ｾｾ＠ qft ｾ＠ <W<rm.aU (4) ｾｾｾｾ＠
3. ef, 'In, 'i;r ｾｴ＠
(1) ｾ＠
(2) ｾ＠
(3) ｾ＠(4) ｾ＠
4. ｾｾｾＧＡｃＧｩ｜Ｆｩｩｴｯ｡ｬＱＱ＠ ｾｾｾｩｦｦｩｲｾ＠
ｾｱＺ［ｦ＠
(1) ｾｾ＠ 'CfiT ｾ＠ '&if ＳＱＭｾｾＳｬｔｾｾﾷ＠ I
(2) ﾷｾ＠ ｾﾷＬ＠ ﾷｾ＠ ｾﾷ＠ ｾ＠ｾ＠ ｾ＠ ｾ＠ cnrct qft mw-rr ｭｾｬ＠
(3) cpffi ｾ＠ 1WT ffi ｾ＠ ｾ＠ C1$Fch<il q;f f-1 N'{'ll M o 'CfiBT I
( 4) 'C1'$Cfi1 q;f ｾ＠ 60R ｾ＠ f.Mq, ｾ＠ ｾｾ＠ QlffiiMI"l 'CfiBT I
5. fci'€11C141 'CfiT ｾ＠ iffir ｾｱｦ｣ｴｬＺｬ｣ｴ［＠ f1AnTm ｱＺ［ｦｾｾｾ＿＠( 1) • &<tfCffiCfi ｾ＠ ｾ＠ ｬＧＡｾｾｮｳｲｲｴ＠ CfiT <Pl1
Ｇｃｦｩｒｾｾｉ＠(2) ｾ＠ ｾ＠ ｾ＠ ｾ＠ <W<rm.aU q;f
m 'CflVt ｾ＠ ft;ro: 1
(3) <w ｾ＠ ｾ＠ ft;ro: fc!;' 'f4T ｾ＠ｾｾｾ＼ｲｲｾｴＱ＠
<4> &<tfCffiCfi ｾ＠ CfiT ｾ＠ rn qft ｾＧｒｒｾｾｾ＠
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6. ·What kind of support can a school provide to address the individual differences in students ?
7.
8.
9.
(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
(3) Refer slow learners to special schools
(4) Follow same level of curriculum for all students
Continuous and Comprehensive Evaluation empha!dzes
(1) continuous testing on a comprehensive scale to ensure learning.
(2) how learning can be observed, . recorded and improved upon.
(3) fine-tuning of tests with the teaching.
(4) redundancy of the Board examination.
School Based Assessment
(1) Dilutes the accountability of Boards of Education.
(2) ·Hinders achieving Universal National Standards.
(3) Helps all students learn more through diagnosis.
(4) Makes stude:nts and teachers non-serious and easual.
"Readiness for learning" refers to
( 1) general ability level of students
(2) present cognitive level of students in the learning continuum
(3) satisfying nature of the act of learning
(4) Thorndike's Law of Readiness
(3)
6.
7.
8.
9.
A
ｾｾ＠ * ｾｱｦ＼ｦｦｬｱ＾＠ ｲｾｭ＠ <nt ｭｮｲｾ＠ｾ＠ cf> ft;rtr '(lCfl f<w 1M"' ｾ＠ m <fiT ｾｾｃＶＧｲ｣ｦｦｾｴ＿＠
(1) ｇｦｦｩＧｦＭｾ＠ 41C}_<l"ql!j <liT ｾ＠ CWIT
3m- ｾ＠ q:;l ｾ＠ <t ｾ＠;wmr ｾ＠ qm;:rr I
(2) ｾ＠ -q ｾｬｬｦｃｦｦｩｱ＾＠ flrrrrraff q:;l ｾ＠ ｾ＠ <t ｾ＠ ｾ＠ "fi'qq '31Wf
CWIT I
(3) m-m 1Jfu ｾ＠ ｾ＠ ｾ＠ ｾ＠ q:;l fcMq f<HlliM4 'i -q' $;;IT I
(4) ｾ＠ ｾ＠ ＼ｴｾ＠ m mr cit Ｔｫｾ｟＼ｬＭｱ＠ -qj <liT 3f.fl1'R CWIT I
ｾ＠ afu- ｾ＠ •g"<liq)"' --- - 'QT ｾ＠ｾｴｬ＠
Cl) ｾｱＺ［ｴ＠ ｗＧＭＱｦｾｩｬ｣ｴ＠ ｾ｣ｴｾｏＡｬｦｬｬｃｉＩ＠
ｾ＠ 1R f"1tiR ｾ＠
(2) ｾ＠ q:;l ｾ＠ m 3lClMlf'hH, ftcoJi
afu- Ｍｷｯｯｾｾ＠ 1R
(3) ｾ＠ ct Wi m.m <liT m•*',fll (4) ..ntm.mcit 3l'11'Hl!Cfi(111R
f"'wM"' Ｚ｡ｭｵｦｵｮｾ＠(I) fum--.ITt cit "1 Cl ｉＢＧｾ＠ t:l q:;q q:;r ｾｔ＠
%-I
(2) ｾ＠ ｾ＠ ｾ＠ cit mf1<f ll orrm ｾ＠ q:;{(1T %- 1
(3) ｾ＠ ClltiiCHOI # ｾ＠ ｾ＠ # ｾｾ｣ｩｴｾ＠ q:;{(1T %- I
(4) ｾ＠ afu- ｾ＠ q:;l ｾ＠ 3lir M I 4 {Cll ｾ＠ ORTffi %- I
ﾷｾ＠ cit mqrn• ciT am- ｾ＠---wt 1
(1) ｾ＠ q;r ｾ＠ <W<:Rrr mr (2) ｾ＠ <t fl1(1<"'4Cfi # ｾ＠ CfiT
(3) ｾ＠ <t Cfir<hlft ｾ＠ q:;l ｾ＠ ｾ＠
(4) ＧＴＱＴＺｳｩｾｃｦｩ＠ ＼ｬｩｔｾ＠ <liT f.!w:r
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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 children
may take help of their peers in
going to hall.
(2) Physically inconvenienced
children may do an alternative
activity in the: classroom.
(3) Mohan why don't you use your
crutches to go to the playground.
( 4) Polio afflicted children will now
present a song.
11. Learning disabilities may occur due to
all of the following exce1_1t
{1) Cerebral dysfunction
(2) Emotional disturbance
(3) · Behavioural disturbance
(4) Cultural factors
12. An inClusive school.
(1) Is committed to· improve the
learning outcomes of all students
irrespective of their capabilities
(2) Differentiate between students
and sets less challenging
achievement targets for specially
abled children
(3) Committed particularly to
improve the learning outcomes of
specially abled students
( 4) · Decides learning heeds of students
according to their disability
(4)
10. ｾ＠ fufam ctT cnm it ｾ＠ ＺｭｾＱｦｨｮ＠
fc1 if>M i I 1(11 ･ｲｮ［ｾＭ ｾ＠ t I f"'' A fH f<Sii1 it ｾ＠ｾｦｴ［ｲｴｲｾｾｾｾＭｲｮｲ＿＠
{1) ｾＭﾢ＠ qwf ｾ＠ i1Fr .q ｾ＠ <t ｾ＠ -3llH '!14614% m ｾ＠ ｾ＠ ｾ＠
Ｍｒｾｴｬ＠
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fl
(3) ｾ＼ｦｦｩ［ｴｾＮｱｾ＼ｴｾＳｬＱＧＱ＠
.aw.ft ｾ＼ｈｩｦｬＹＴｬ＠ '<tiT m <!<it ｾ＠ｾ＿＠
(4) 41fC141u«J ｾ＠ 3lOf ｾ＠ TTRT mwr ｾｉ＠
11. <t ｡ｾｒｴｒｃｦ｜Ｑ＠ ｦＢＧｬｯｲｴｦＦｾｦＦｬＱ＠ ｾ＠ il> Cf>m1T aTIW!ll" ｾｾｾｾ＠ t I
(1) ｾ＠ f-&WlCf!tH
{2) ｴｩｾ＠ IIM<ti fub1
{3) O!ICI$F(llt'1 fub'f
(4) <Hif't'fliif> ｾ＠
12. ｾ＠ ft<il<l:tfl fcltlli'1«1
(1) ｾ＠ qft ｾＳｔｉ＠ qft 1WW ｦｾ＠
foRT w:fT <t ｾＭｾ＠ q;f
ｾ＼ｴｾｾｭＭｭｾｾ＠
(2) ｾ＠ <t lWT 3trr 'ROT ｾ＠ a:ftr ｾ＠ ｾ＠ ｾ＠ m111 ｾ＠ <t ｾ＠ Cf;tf
ｴｪｾ｣ｴｬＧｦＢｬ＠ ｾ＠ ｾ＠ Rmfur 'ROT
ｾｉ＠
(3) ｾ＠ ｾ＠ ｾ＠ <W<r ｾ＠ <t ｾＭｾ｣ｴ＾ｔ＠ ｾ＠ <t ｾ＠ｾｾｾｾｭｭｾｬ＠
(4) ｾ＠ qft f-14l''4MI il> ｾ＠ ｾ＠ｾ＠ qft 3JicP(I'4if>cti3TI q;f ｾ＠
Ｇｒｏｔｾ＠ I
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13. Gifted students
{I) Need support not ordinarily provided by the school
(2) Can manage their studies without a teacher
(3) Can be good models for other students
(4) Cannot be learning disabled
14. Giftedness is due to
(1) Genetic makeup
15.
(2) Environmental motivation
(3) Combination of(l) and (2)
(4) Psychosocial factors
Which of the following is appropriate for environment c:onducive to thinking and learning in children ?
(1) Passive list(:ning for long periods of time
(2) Home assignments giVen frequently
· (3) Individual tasks done by the. learners
(4) allowing students to take some decisions about what to learn and how to learn
16. Learning Disability in motor skills is ｣｡ｬｬｾ､＠
(1) Dyspraxia
(2) Dyscalculia
(3) Dyslexia
(4) Dysphasia
17. Learning Disability
( 1) is a stable state
(2) is a variable state
(3) need not impair functioning
( 4) does not improve with appropriate input
(5)
13. ﾷｾｾｾ＠
14.
(1) ｾ＠ ｾ＠ qft 31=-lq=:tq=Cfl=\'11 mill ｾ＠ -m ＼ｩｬｬｩｬｾ｜ＧＱＺ＠ f<lEll<'141 lrnT ｾ＠ ｾ＠
ｾ［［ｗｉ＠
(2) ｾ＠ t- foRT am 3Tl:Z!'R "Cfl't aqqf.flll\'1 "Cflr "ffil t I
(3) ｡ｒｾｴＢｾｾｾＢｒＢ＠
ｾｴｬ＠
(4) ｾＭｾｾｭｾｾ＠
__ ｴＢ＼ｦ［ｒＱＱｔｾｾｴ＠ I
(1) ＳｩｬＧｪｃｩｾｉｃｦｬ＠ r'tRT
(2) ql\'11q{O(lq ｾ＠
(3) (1) afu" (2) ＼Ｎｦｩｲｾ＠
( 4) 11-lT -filii lf"1<6 C!iRC6T
15. ｾ＠ .q ｾ＠ afu" wR t- ｾ＠ Ｓｬｦｾﾭ
ｾ＠ CIIHI<HUI ｴＢｾ＠ f-1""1R:iRsH ＢＦｬＢｴｾ＠
ｾｴ＿＠
(1) ｾ＠ ｾ＠ wr:r t- ｾ＠ Rm ｾ＠ -# ｾ＠
(2) ｦＮｭｲｐｊｾｃＶｬ＼ｦ＠ ｾ＠ ｾ＠
(3) ｾ＠ ｾ＠ lrnT Ollf<fl"jl 1\'1 C6l<f C6V1T
(4) ｾ＠ "Cfl't ¥ 'W ｾ＠ t.rr fcf; ｾ＠ｾｾ｡ｦｵＭｾｾｾＱ＠
16. Tffuq:;- ｾ＠ .q 3lf'Q11Jf f-14l•th'll ---C6t'WIIJI t I
(1) f-s'Hlfcm41 (2) ｦＭｳｾｍＧＡＧｦ＼ＺＱＴＱ＠
(3) f-s+<'lf#141 . (4) ｦＭｳＺＰ＾ｦｾＴＱ＠
17. 3lf'Q11Jf f-14l•<ii'11 --(1) ｾｾＳＱ｣ｗＡｉｔｾ＠ I
(2) ｾｭＭ 31cW!IT ｾ＠ I
(3) ｾ＠ ｾ＠ fcfic:wb:r.sfu Cfft ｾ＠ <R 1
(4) ｾ＠ H<m t- -w.r wnr ｾ＠ m mill I
A
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A
18. The following are the steps in the process of problem solving except
(I) Identification of a problem
(2) Breaking down the problem into smaller parts
(3) Explore possible strategies
(4) Anticipate outcomes
19. A teacher should
(1) treat errors committed by students as blunders and take serious note of each error
(2) measure success as the number of times students avoid making mistakes
(3) not correct students while they're trying to communicate ideas
(4) focus more provide a knowledge
on lecturing and · foundation ｦｯｲｾ＠
W. 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 ｾｾｯ＠ cold, her heart starts pounding and she is unable to answer properly. The primary reason for this is that
(1) she may not be very confident about her preparation
(2) she may be thinking excessively about the . result of this examination
(3) invigilator teacher on duty may be her class teacher and she is of very strict nature
(4) she may not be able to deal with sudden emotional outburst
(6)
ｍｾｴｾｾＢＧｦ｣ｴｦｾ｣ｦ［ｾｦﾭ
(1) ｾ｣ｴｴｗＱｒ＠
(2) ｾ＠ Cj;f -rnt ｾ＠ -q: ｾ＠
(3) ｾｾ･ｭｾ＠
( 4) llfturrriT qff 3lmT ｾ＠
19. ｾｾＨｃｦｩｬＩ＠
(1) ｾ＠ mr ctt 7lt ｾ＠ cot l%" ｾ＠ ｾ＠ ＪＢｾ＠ -q: *rr ｾ＠ afu" ｾ＠ We *" ｾ＠ *fir R"u:fuft -e;;ft ｾｉ＠
(2) ｾ＠ fcmRt ｯｷｾ＠ q;R ｾ＠ ｾ＠
ｾ＠ - ｾ＠ ｾ＠ *" l1l1l" *" ｾ＠ -q: *rr ｾｉ＠
(3) ｾ＠ ｾ＠ fcrtmT em ｾ＠ q;R -em ｾ＠ ｱ［ｮｾＭ ｾ＠ m ｾｾｭ＠ q;r-rr
ｾｉ＠
(4) 041@41"1 ｾ＠ 31fuq;- 'I:ZIR t.rr ｾ＠ afu" m;r *" ｾ＠ 3l1'lm" ｾ＠ ｾ＠ｾｉ＠
20. • lfflm tl A+ m- ｾ＠ ｾ＠ cf; ｾ＠
atffi ｾｴ＠ 1 \ifif ｾｬｦｦｬｭ＠ 'i1cR tl ｾ＠"ffiT t neTr lfflm '!fiN mm t, ｾ＠ ｾ｀ｔ｣ｦｩＢ＠
orcrn m -;;ffift t I ｾ＠ ·qrcnit ｾ＠ ｾ＠ f, ｾ＠ ｾ＠ ctr ｾ＠ ｾ＠ ｾ＠ m "\il"lffi t ｾｾｾｾｾＢＳｗｾｾＭｱｲｦｦｩ＠ I
ｾｾｃｦｩｭｊｔｾｾｴ＠
c 1) "WK w 3l1AT m ｾ＠ -.m- -q: OJSO 6lll"'fct><Cll«l -=m ｾ＠ 1
(2) "WK w ｾ＠ ｾ＠ *" 1:!ftunll *" ont -q: OJSO 31fuq;- ｾ＠ ｾ＠ I
(3) f.rOOcl;- ｾ＠ "'T ｾ＠ ｾ＠ t w ｾｱ［ｭｾｾｾｾ｡ｦｵＢ＠
W ｾ＠ -q' OJSO CfiCTr ｾ＠ I
(4) "WKW ｾ＠ ｦｩｾ Ｑ ＱＱＱＢＱｃｦｩ＠ anWr CfiT
ｗｈｔｭ＼ｩｩ｜ｾ＠ I
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(7) A
21. Which ofthe following cognitive verbs 21. R¥01ff;!fu:l11 'It ｾＭｭ＠ fiili"''IC+!Cfi ｾ＠ ｾ＠
are used to analyse the information Tif ｾ＠ cl> fctqtil<I!OI ｾ＠ fffir ｾ＠ 'It Fl'1f given? ｾｴ＿＠
( 1) IdentifY
(2) Differentiate
(3) Classify
(4) Describe
22. Rajesh is a voracious reader. Apart
from studying his course · books, ｨｾ＠
often goes to library and reads books
on diverse topics. Rajesh does his
project even in the lunch break. He
does not need prompting by his
teachers or parents to study for tests
and seems to truly enjoy learning. He
can be best described as a(n) ---(1) . fact-c{:ntred learner
(2) teacher motivated learner
(3) assessment-centered learner
(4) intrinsically motivated learner
23. Children in pre-primary get
satisfaction rrQ.m being allowed to
discover. They become distressed,
when they are discouraged. They do
so due to their motivation to
(1) redw;e their ignorance
(2) affiliate with the class
(3) create disorder in the class
(4) exercise their power
(1) ｗＧｴＡｆｦｾ＠
(2) ｡ｴｲｲｾ＠
(3) ｾｾ＠
(4) ｱｵ｜［ｲｾ＠
22. · -mm m ｾ＠ l:(lOcf> t 1 ｾ＠ m 'CfiRt ttl ｾ＠ ｾ＠ cl> ｡ｾｦｲｾｒ｣ｭ＠ ｾＺ＠ ｾｃｦｩｩｻｏｴＢｬ＠
";ifl'ffi t afu- f'Ff ｓｉｃｦｩｾｕｮﾷ＠ 1R" ｾ＠ ｾ＠
t I ｾｴｦｾＮ＠ ＭｭｦｦｬｾＭｾＢＣ＠
ｾ＠ 4R<ilJHI ｾ＠ 'Cfi«<T t I m "tlftamn ｾ＠ fffir w:t ｾ＠ ｾ＠ m ｾ＠ 3MiU
｡ｮｾ＠ im1 "Cfi'lft ｾ＠ ｾ＠ ttl ｾ＠ｾ＠ t ＳＱｴｴｾｾｬｬ＠ ｾ＠ q;r awiG"fflrr ｾＳＱＱｲＡｔｴ＠ 1m __ ｾｾＧｬｴｾｵ｣ｮ＠ｾｾｾｾｾｭｾｴ＠ 1
(1) ｾＭ｡ｭｮｦｵｩ＠ ｾ＠
(2) ｾＭｾｾ＠
(3) ｾＭｾｾ＠
(4) ｾｾｾﾷｾｾ＠
23. ｾｾｾｾｬｴｬＢｾｬｴｬＢｭ＠
ttl ｾｾｾＭ［［ｭｲＢｦｦｩｾｾｭｾｴ＠ ,I
ｾ｡［ｴｦＮ｜ＱＧＱＩｦｦｩｬｾｬＧＱ＠ ｾＭ［［ｭＺｲｲｴｭｾｾ＠
ｭｾｴｾｾｾ＠ ｴｴｬｾ＠
｡ｲｬＧｾｾｾｾｴｬ＠
(1) ＳＱｴｒｔＮｱ［ｦｱ［ｱｾ＠
cz,) ｾｾｾｾｲｮ＠
(3) ｾ＠ .q ＳＱＢＢＱｃｬｾｬ＠ ｾ＠ .q
(4) ｾｾｱ［ｲｾｾ＠
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A
24. Understanding Human Growth and
Development enables a teacher to
(1) · gain control of learners' emotions
while teaching.
(2) be clear about teaching diverse
learners.
(3) tell students how they can
improve their lives.
(4) practice her ·teaching m an
unbiased way.
25. Which one ofthe foUowing is true ?
(1) Development and learning are
unaffected by socio-cultural
contexts.
(2) ·Students learn only in a certain
way.
(3) Play is significant for cognition
and social competence.
(4) Questioning by teacher constrains
cognitive development.
26. Which one of thll following is true
about the role of heredity and
environment in the development of a
child?
(I) The relative contributions of peers
and genes are not additive.
(2) Heredity and environment do not
operate together.
(3) Propensity IS related to
environment while actual
development requires heredity.
(4) Both heredity and environment
contribute 50% each m the development of a child. ·
(8)
24. ＭｱｲＮｲ｣ｲｾｾｾ＼ｩｴｾｾｱ［ｬ＠
__ <);<rlnf GRTffi t I
(1) ｾｾｾｾｾｾＢＡｒＢ＠
ｾｾｾ＠
(2) ｾ＠ ｾ＠ ｾ＠ ｾ＠ ｾ＠ om- .q ｾ＠
(3) ｾ＠ q;t w Offi'Ft fcl;- cf 3N-t ｾＱｬｾｷｭＭ＼ｒｭｾ＠
( 4) Ruru ｾ＠ ｾ＠ 311ft ｾＭＳｍｦｦｩ＠
25. ｆＭＱＢＢＱｉｔ］ｩｦＦｮＢｬｬｾｱｦｒＭｭｾｴ＿＠
\
(1) ｾ＠ ｾ＠ ｾ＠ m-<Hi*¥fo<t• ｾｾｾｗｩｴｾ＠ I
(2) ｾｾｾｯｭｾｾｾ＠ 1
(3) ｾ＠ ｾ＠ ｾ＠ 'HII"11f"1Cfi ｾ＠ ｾ＠
Wnnn$o%" I
(4) ｾ＠ sm w.:r ｾ＠ ＼ＸｾｈｩｩｩＢｉｃｦｩ＠
ｾＱｬｾＥＢＱ＠
26. ｾ＼Ｉ［ｾｬｬ＠ ｡ｬｬＱｦＴｾｴ＼ｍｴ＠ afu"Cllni<HUI
<it ｾ＠ <); Grit .q ｲｾ＠ ..... f<:'tf&n .q ｾ＠ qfR_ ｭｾｴ＿＠
(1) 'H"iCI<HCI>l ｾ＠ ftrtci; (genes) "CfiT
ｾ＠ ｾ＠ <il•lliiiCfi ｾ＠ m-m 1
(2) atlf'if!<ICfictl ｾ＠ CllctiCI{UI ｾ＠ ｾ＠
qfl:illf(i'tct ｾ＠ m- I
(3) ｾ＠ ｾ＠ CllctiCI{UI ｾ＠ ｾ＠ %" ｾ＠ CIFRifqCfi fqq:;m ｾ＠ Wrrt atlf'if!<ICfictl ｾ＠ %" I
(4) 611f'ifl(ICfictl ｾ＠ CllctiCI<(UI <;f.:IT ｾ＠ｾ＠ ｾｦｱｱＺ［ｭ＠ # ＵＰＥＭＵＰＥﾷｾ＠tft I
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I 27. Socialization is
(1) Rapport between teacher and taught
(2) Process of modernization of society
(3) Adaptation of social norms
(4) Change in social norms
28. 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) Tell students how important it is for them to learn to field.
(2) Explain the logic behind good fielding and rate of success.
(3) Demonstrate fielding while students observe.
(4) Give students a lot of practice in fielding.
29. 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. (1) internalize
(2) constmct
· (3) operationalize
( 4) rationalize
30. 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) Accommodated
(2) Assimilated
(3) Appropriated
(4) Initiated
(9)
( 1) ｾ＠ ｾ＠ :ql3nr<nr ｾ＠ oiR:r m (2) m ｾ＠ arrqf-1Cf'>li.fi<OI Cfft ｾ＠
(3) ｭｾＱＱｒｗｾｾｾ＠
(4) fll'"llf"l'f> 11RW -q ｾ＠
28. ｾ＠ m.il. ｾ＠ ｾ＠ ｾ＠ <fi ｾ＠ it m ｭｭｲｾ＠ <fi alsf-Ta{11T c:nT WI'HI ｾ＠ t . 1 f.p:;:r it -« ｾＭｭ＠ ｾ＠
ｦｵ｡ｮｦｾ＠ CfiT 3JtRT ｾ＠ Jl11<f Cfir-'r it W'Q<fi ＧＡＢｬｬ｜Ｑｾ＼Ｖ＠ t? c 1) ｾ＠ "'fiT <:w omRT w &tr-wur ｾ＠ ｾ＠ ｾ＠ f<R:r m '"lt\fCl'{ul %-I
(2) ｾ＠ &tr-wur-*<" ｾ＠ Cfft Gr ｾ＠-QW- ｾ＠ ncf; "'fiT ｾ＠ q;r-rr I
( 3) &tr-wur "'fiT ｾ＠ q;r-rr am-mwrr dlcktl'f>"' ｾ＠ I
( 4) ｾ＠ "'f)) &tr-wur "'fiT 31fuq;-ＭＳＭｬＧｒｩｭｾ＠ I
29. ｾ＠ ｾ＠ arCR ｦｵ｡ｬｬｦｾ＠ ｾ＠ ｾｾｩｴ＠ll"« "<6FIT ｾ＠ t ｾ＠ <l ｾ＠ fu.1fu ｾ＠aRcn' <tf<e<6)oi1 ｾ＠ ｾ＠ '<6'f "fi"Ct 1 Cfl\'
fcff1Fl" ｾ＠ it ｾ＠ ｾ＠ ｾ＠ ｃｉＧｔｇﾷｾ＠Cfir-'r cfi .aRcn' ｾ＠ ｾ＠ <6"mft t I
cU$•11rt<f>1 cfi ｾ＠ cfi ｾ＠ ｾ＠
fmmfl fcif1Fl" 't fte<6) 0 i'i CfiT -:-----:--ｾ＠ attr m rrflcf; -« "3'(01" fu.1fu <fi aR<n
. ｾ＠ ｦ｣ｩｬ＼｢ｦｾＨＧｦ＠ ｾ＠ I
(1) ｾ＠(2) Rtrtur (3) 'iifMI'f>{OI (4) ncf>Wm- '
30. ｾ＠ ｾ＠ m -« ｾ＠ attr "'ilTc'fM "&AT • ｾ＠ t .I \ii'Oi ｾ＠ ｾ＠ am-"'ilTc'fM fcr<r ｾ＠ t nT Cfl\' ｾＭＢＧｩｬｔ｣Ｇｦｍ＠ ｦＢＱｍｉ＼Ｖｾ＠ ｾ＠ ｾ＠ t I ｾ＠ ｾ＠ c:nT Cfir-'r <fi fffir m ｾ＠ it ｾ＠ aTtr "'ilTc'fM ｾ＠ CfiT '(f)'f ｾ＠
t"l (1) ｬｩｬＧＢｬｬｾＧｴｦＢｬｮ＠
(2) di'j<tifl1i1 (3) lill{ilcti11 (4) ｾ＠
A
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A (10)
PART-II I 'qf1l_ II
MATHEMATICS I •1f01<'1
31. Perimeter of a square is 24 em and
length of a rectangle is 8 em. If the
perimeters of the square and the
rectangle are equal, then the area (in
square em) of the rectangle is
(1) 16
(2) 24
(3) 32
(4) 64
32. The difference of the place value and
the face value of the number 3 in
12345 is
(1) 0
(2) 295
(3) 297
(4) 305
33. Which one of the following is not
correct?
(1) 56.7 kilogram= 5670 grams
(2) A ·cube has six faces.
(3) One millimetre= 0.1 em
(4) 0.10 is same as 0.1
31.
32.
33.
Ｅﾫｾ＠ wT q;r ｾ＠ 24 ｾＮ＠ afu- ftfim ｾ＠ Cfft ｾ＠ 8 ｾＮ＠ t I <mf wT afu-ｾｾｾｾｾＮｭｾｱ［ｲ＠
ｾＨｷｬｾＮｾｴ＠
(1) 16
(2) 24
(3) 32
(4) 64
ｾ＠ 12345 .q 3 ｾｾＭｱｲＭｦｩＧｦｭ＠ ｾ＠
-qr-fliaiffi"t
(1) 0
(2) 295
.(3) 297
(4) 305
f.:l+::r 1i "« ｾ＠ m ｾＺＺｩｬｬ＠ t ?
(1) 56.7 f<tJMlUI'i = 5670 WT
(2) ｾｴｪ［ＺｰＩ＾Ｖ＠ ｾｾｴ＠
(3) ｾ＠ ｦＧＢｬｦｾｐ］ｴｩ｣Ｚ＼＠ ＰＮＱｾＮ＠
(4) 0.10 311t 0.1 WIRt
SPACE FOR ROUGH WORK Ｏｾ＼ｩｩｬ＼ｦ＠ ｣ｬ［Ｍｾｾ＠
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34. The speed of a boat in a river is 20 kni
per hour ai1d the speed of another
boat is 23 km per hour. They travel in
the same direction from the same
place at the same time. The distance
. between the boats after three and half
hours is
(1) 10 km
. (2) 10.5 km
(3) 11 km
(4) 11.5km
35, When 90707 is divided by 9, the
remainder is
(1) 3
(2) 5
(3) 6
(4) 7
(11) A 34. ｾ＠ 1{ ｾ＠ -;:nq c6T -:c:m;r 20 ｾ＠ Jffif tkT t
35.
｡ｦｵＢｾ＠ ｾ＠ -;:nq c6T -:c:m;r 23 ｾ＠ Jffif "dGT
t ｾ＼ｨｴｯｮ＠ -;:nq ｾ＠ -tt ｾ＠ 1l ｾ＠ ｾＭﾫ＠
· ｾｾ＠ 1R" 'T.fffift f I ｾ＠ "ffi::f tit ｾ＠
ｭｾ｣Ｖｔｾｴ＠
(1) 10M.
(2) 1o.sM .
(3) 11M.
(4) 11.5 M.
ｾ＠ 90707 qiT9-« \{111" ｾＱｒＢｾｴ＠
(1) 3
(2) 5
(3) 6
(4) 7
SPACE FOR ROUGH WORK I ｾＧＭＶｔ＼ｦ＠ ｾｦｵｴＺｲ｜ｩｬｬｗ＠
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A 36. When a fresh fish is dried it becomes
37.
1/3 of its weight. Sunita buys 1500 kg
fresh fish for f 25 per kg and sell
them, when dried, for f 80 per kg.
How much does sbe earn ?
(1) f2,500
(2) t 2,700
(3) ｾ＠ 3,000
(4) n,5oo
Look at the following pattern :
(9-1)+8= 1
(98-2)+8=12
(987 - 3) + 8 = 123
(9876-4) + 8 = 1234
According to this pattern
(987654-6) + 8 =
(1) 12345
(2) 123456
(3) 123465
(4) 123467
(12) 36. ｾｩＧｉＧｔＧｩｬｬ＠ ｾ＠ q;l p ＧｴｒＢｾ＠ ｾ＠ 1/3
ｾ＠ ";iffiiT t I wflor 1500 fcnffi i'I'T'iiT ｾ＠
f 25 Jffif fcnffi ;f;- 'qJq ｾ＠ ｾ＠ ｾＮ＠ ｾ＠
WM ｾＮ＠ f 80 Jffif fcnffi cf> 'qJq 'tR" ｾ＠ <tit t ｬｾＧｬｦ｣ｭＢＧｃｦｧＢｾｴ＠
37.
. (1) t 2,500
(2) t 2,700
(3) t 3,000
(4) ｾ＠ 3,500
ｾｾｱ［ｬｾＺ＠
(9 -1) + 8 = 1
(98-2) + 8 = 12
(987-3) + 8 = 123
(9876 - 4) + 8 = 1234
ｾｾ［ｦ［Ｍｾ＠
(987654-6) + 8 =
(1) 12345
(2) 123456
(3) 123465
(4) 123467
SPACE FOR ｾｏｕｇｈ＠ WORK I ｾＧｃＶＱ＼ｦ＠ ｣ｦｩＢＧｦｴ［ｮｲｾ＠
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38. 750 ml juice is. fiUed in one bottle and
six such bottles are packed in one
carton. The number of cartons needed
for 450 litres of juice is
(1) 75
(2) 80
(3) 90
(4) 100
39. Internal length, breadth and depth of
a (rectangular) box are 4 em, 3 em
and 2 em re·spectively. How many_
such boxes are needed to pack 8664
centimetre cubes ?
(1) 351
(2) 361
(3) 391
(4) 722
(13) A
38. ｾｾＧｉｦ＠ 750 ft:«;ft ｾ＠ ｾ＠ \jf(ffi t am-tm 6 ｾｱ［ｬｾｾｬｦ＠ ｾｾ｜ｪｦＨｦｦｩ＠
t I 450 ｾ＠ ｾ＠ ｾ＠ futr ｾＱＶＱＡＯ＼ｬ＼ｦ＾＠ 'filW
｣ｴｾｭｭｴ＠
(1)
(2)
(3)
(4)
75
. ' sif;
90
100
-,
' 39. ｾ＠ (311<li'11Cf>H) orcm qft ｾ＠ mnl.
ｾ＠ ｡ｦｩｦｾｊＶｬｭＺ＠ 4 ｾＭＮ＠ 3 Wft. nm
2 -@ft. f I 8664 ｣｡ｬｨｦｫｮＮＺｲｯＺｴｬｱ［ｬｾｾ＠
(1) 351
(2) 361
(3) 391
(4) . 722
_SPACE FORROUGH ｗｏｒｋＯｾｾ｣ｦ［ｾｾ＠
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A
40. 1
"Write the equivalent fraction of 3 ."
The above question asked to students
of Class IV refers to
(1) lower-level demand task as it
requires procedural skills only.
(2) lower-level demand task as it is
based on memc>rization only.
(3) higher-level dl!mand task as it is
based on procedure with
connection.
(4) · higher-level demand task as it is
based on procedure without
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) lack of practice of these t).rpes of
questions in the class.
(2) 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.
(14)
40. •1cl; fii11j(i<4 f'R ｾ＠ I" ifim IV cl;
tmnrem ｾ＠ ｾ＠ 11trr ｾＢｦＡｃｩｭ＠ cit
｡ｮｮｴｾｮ＠ ctmn f I
(1) ｾ＠ ｾ＠ ｾＭｱ［ｲ［ｦＬ＠ ｾ＠ ｾ＠
<);cffi ｾｓｦ＾ＴｕｉＢｦ＾ｈｬ＠ ｾ＠ cit · ＳＧＱＱ＼ＺＡｾＴＢｦｬ､ｩ＠ ｾ＠ ｾ＠
(2) ｾ＠ ｾ＠ ｾＭｱ［ｲ［ｦＬ＠ ｾ＠ w <);cffi
ｾｱｲｾｾ＠
(3) ｾ＠ ｾ＠ ｾＭｱ［ｲ［ｦＬＧ＠ ｾ＠ ｾ＠
ｾ｣Ｉ［ｾｾｱｲｾｴ＠
(4) ｾｾｾＭｱ［ｲ［ｦＮ＠ ｾｾ｣Ｉ［＠
ｦＮｒｲｾｱｲｾｾ＠
41. Jmf: mawdf <alilt"'a ｾ｡ｮ＠ cit 'iFR' ll ｾ＠ Cfi'«l" f I Ｓｾ＠ ｾｾｾ＠ U I cl; ｾ＠ 0.50, 0.5 ｾ＠
wm t llfl' ｾ＠ q;r ｦｬ｡ｩｾｩｦｩ＠ ｾ＠ <m"OT
ｾｾｴ＠
(1) ｾＢＧ＠ ｾ＠ Wffi" ｣Ｉ［ｾ＠ ｣Ｉ［ｾ＠
<tiT 3N1a" I
(2) ｾ＠ ｾ＠ qr ｇｾｩＢｒＢＧｃＡ＠ ｾ｣Ｉ［＠ f.Rc:;qur
｣Ｉ［ｾ＠ ｾ＼ｴｩｔ＠ 3N1a" I
(3) ｾ＠ rnr ＨＢＱＱＴｬＺ＼ｾｬｴｬｬ＠ Ol«'AT 1
(4) ｾ＠ ｇｾｬＴＨＢＱ＼ｲｬｬ＠ ｾ｣ｩｴ＠ ｦｬｬｾＢｦｬＡＱＱ＠ ｾ＠
ﾷｾｾｦｩＢｦｬ＼＿ｉｈｉｉ＠
SPACE FOR ROUGH ｗｏｒｋＯｬＧｱｩｾ｣ｦ［ｾｾ＠
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42. 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.
43. 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.
He classified tbe polygons on the basis of the number of sides. This child is at
,. · level of Van-Hiele --=----Geometrical tbought
(1) Visualization
(2) ','Analysis
(3) lnf<;>rmal deduction ｾＮＮＬ＠ i .
(4) Formal deduction
ps) 42.
A ｾ＠ fm1<n tmmwn ｾ＠ ﾷｾ＠ ｾ＠ .q: TTfirrrr q;r ｡ｾ＠ 'j3'l en w ｾ＠ ｾ＠ m1!f ., FU rffi ＼ｾ＠ｾｾｾｾｾｾｾｴｩｔ＠
t 1 ｷｔｔｦｦｩｦ｣ｲｩＧｾｴ＠(1) ｾ＠ <ift ｾ＠ fi<t>&<J"11arr <ift
mq:;r;:rr 1
(2) 3N-l m 3fu- ｾ＠ -<t>T -mw ｾ＠ cl;-ｾｾＭ＼ｴ＾ｔｾｾ＠
Cf){RT I
(3) lJfUm qft ｾ＠ -q ｾ＠ qft ｾ＠q:;r;:rr I
(4) ｾ＠ fi<t>&<J"11arr 3fu- ｾ＠:,jjill<lNI -q m ｾ＠ 3fu- 3N-l m ｾ＠ fcrqffi -<t>T mw ｾ＠ -q Ｍｾ＠ qft ｾ＠ q:;r;:rr I
43. ct.; m ｾ＠ ｊ＼ｬｲｩｬｬｲｬｬ＼ｾ＠ ｾ＠ ｾ＠ ｾ＠ ｾ＠
ｾｾｾｦＭｾＮ＠ ｦｃｉＡｉｈｾｕｉＬ＠
｡ｾ［ＺｻＩ＠ 4iltR <6 f.:frrq;:f, ail 4ilt n <6 f.¥rq;:f afu-ｾ＠ (rigour) I 'C6'afT ill ｾ＠ ｾ＠ ｾ＠ ｾ＠ .
ｾｾｾｾｾｾｾﾷ＠
ｬ Ｖ ｾｾｯｯｯｬ＠cg 1prrm ctt ｾ｡ｮ＠ cl;- ｡ｭｭＭｴｦｦｾ＠
ｾｾ｣ｲｮｲｲｴ＠ I ｗｾｗｦｭｒｾ＠\i<ltf>irl\<4 ｾｾ＠ ｾｴｦｦｴ＠ I
(1) ｾ＠
(2) fcP/Hl'IOI
(3) · 314l4'<HRCfl ｾ＠
(4) ｾＴｩｬｩｒ＼ｴ＾ｾ＠
SPACE FOR ROUGH ｗｏｒｋｾｾｾ＠ ｣Ｉ［ｾｾ＠
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A 44. A child displays difficulty in
differentiating between numbers,
operations and symbols, two clock
hands, different coins etc. This implies
that the specific barrier affecting his.
learning is
(1) poor verbal, visual, auditory and
working memory.
(2) poor visual processing ability i.e.
visual discrimination, spatial
organization and visual
coordination.
(3) poor language processing ability.
i.e. expression, vocabulary and
auditory processing.
(4) ·poor motor skills, reading and
writing skills.
45. NCF 2005 emphasises on Constructivist
Approach of learning as it focuses on
{1) memorization of definitions and
formulae.
(2) sub!llission of regular homework.
(3) active participation of Ieamer
through engaging activities.
(4) effective lecture and instructions
by teacher.
(16) 44: ｾ＠ ｾ＠ ｾ｡ｲｲＮ＠ ｾ｡ｲｲ＠ afu" ｾ＠
ｾ＠ ｴＭｾ＠ ｾＮ＠ ｍｾｲｮｭ＠ anfu-1l atn-
ｾ＠ ll ＼Ｖｦ､ＰＱＱｾ＠ ｾ＠ q;rffi t ｉｾ＠ｦＰＱｾｮＱ･ｩ＠ tfln-;;IT ｾｾｾｾ＠
<fiT lN1fan <nn"tt t, cit
(2) ｾ＠ ｾＭｗｦ［ｬＱｕｔ＠ <!Tn:im, ｾ＠ -
ｾｾ＠ .. ｾｾＭｭｲ＠
(3) ｾ＠ 'llTm mf;l10T <!Tn:im, ｾ＠
ｾＮ＠ ｾＭｾ＠ 3W ｾ＠ mf;l10T
45. ｾ＠ QIQ_<I'€1<1\ ct>1 ＧＨ＼Ｇｑｾ｀ｩ＠ 2005 atfwrq c);
'l'il"ii<Ml ｾ＠ ｾ＠ -.wr ｾ＠ t, ｾ＠ Cf5
ｾｾｴｬ＠
(1) ｾＺｭＭｭｲｾ｣ｯｴ＼ｮｇｾ＠
(2) ｾ＠ ｬｊＧｴＧＭｾ＠ ;:;p:fT Ｍｾ＠
(3) ｾＣｾｾｾｾ＠
q;y ｾ＠ .. wne:1fh11
( 4) ｾ＠ 00 >MTCft O<ll(0..041'1 3W
ｾ＠
SPACE FOR ROUGH WORK I rq;'C6'1<f ｣ｦ［ｾｾ＠
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46. Following are array diagram bindis to represent 15.
0 0 0 ｾｯ］Ｍ］ｯＺＭＺｯＺＺＭＭＺＺＺｯＭＺＺＺｯＺＺｯ＠000 00000 000 00000 000 000
loooooooooooooool
using
0 0 0 0 0 0 0 0 0 0 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)
(2)
(3)
(4)
area and commutative, property
commutative property of multiplication, identification of prime and composite numbers, area ofreetangle
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
representation of a number as product of two numbers, commutative property of multiplic:ation, multiplication identity, identification of prime and composite numbers.
(17) A 46. f"1101ffwiful11 ｾ＠ CfiT ｾ＠ ｾ＠ §tr 15 .m
ｾｭ｣Ｚｭｨｩ＼ｩｬｦｵｴＱＱ＠ (array) ｾｦ＠
000 000 000 000 000
00000 00000 00000
0 0 0 0 0 0 0 0
loooooooooooooool 8 0 0 0 0 0
1s amcrr 3R' ｾ＠ ｾ＠ .m Jre:fun m cl; ｾ＠ ｾ＠ .m __ 'lfft tfi!fii'Q""' 'Q'JR ＼Ｉ［ｾ＠ $:M•u('1 %orr ｜ｩｬｬｾ＠ t 1
(1) ｾＪｾｷｲｦｵ＠
(2)
(3)
(4)
ｾ＠ em ｾ＠ wrfu, ｾＮ｡ｭﾭｾ＠ m: em ｾＮ＠ 3W«f CJif
ﾷｾ＠
･ｹｾｾｾｾｾｾＮｱｾ＠
ｾ＠ CliT ｾ＠ q;r;f, ｾ･ｭｾ＠
wrfu, ｾ＠ ｾＮ＠ ｾ＠ afu" ｾｾ･ｭｾＮ＠ 41311(<0(<6 ｾ＠
CJif ｾ＠ q;cl ｾ＠ 3W«i CJif ｾ＠
･ｹｾｾｾｾｾｾＪｾ＠
ｾ＠ CJif ｾＮ＠ ｾ･ｭｾ＠ wrm. ｾｾＮｾ｡ｭＭＮ＠
ｾｾ･ｭｾ＠
SPACE FOR ROUGH ｗｏｒｋＯｾｾ｣ｬ［Ｇｦｩ［ｮｲｾ＠
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A 47. Which of the following questions is
open-ended ?
{I) Write the numbers 25, 7I, I9, 9,
8, I7, 85 in ascending order.
(2) Which is more ?
I 7 -or-3 5
(3) Write any four number greater
than 2.7.
(4) Wh . . 2 at ts 7 more than 7 ?
48. The most appropriate tool to expose
the students of class II to plane
figures, its vertices and edges is
{I) Geo-Board
(2) Nets of 3D solids
(3) Cubes
(4) Black-board surface
(18) 47. f.:t101f€tf&fl if"« <nt.:r-m ｾ＠ atn crn:rr w-f
t?
{I) '25, 7I, I9, 9, 8, I7, 85 ｾ＠
｡ｭＩｩｴｾｩｦｾ＠ I
(2) ｾｭｾｴ＿＠
I 7 -err-3 5
(3) 2. nt ｾ＠ cmt '<m" ｾ＠ fffi3T 1
(4) 2 ＷｾＷｾｾｴ＿＠
. 48. q;m II cf; ｦｵｬｭｦｾ＠ <fiT ｾ＠ all'f>Rt41, ｾ＠ ｾ＠ afu- fcf;;ml "« ｾ＠ qm;t <fiT
•I ,
(3) ｾ＠
SP.ACE FOR ROUGH WORK ｾｾｾｴｦｩＭｾｾ＠
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49. Following is a problem from text book
of class V:
"There are 4 poles ofmeasure 105 em,
215 em, 150 em and 235 em
respectively. If they have to be cut into
pieces of equal length, what is the
maximum length of each piece ?"
This question is asked to
(1) test knowledge of factors and
multiples
(2) check the skill of finding HCF
(3) enhance problem solving skills
using learnt concepts ' (4) give practice of word problems
based on HCF and LCM
50. Following is a problem from text book
of class III :
"Which mathematical operation will be
used to solve the following problem . ?
A milkman sold I410 litres of milk in
10 days. How many litres of milk did he
sell in a day ?"
Which competence of Bloom's
cognitive domain is referred in the
above question ?
· (l) Knowledge
(2) · Comprehension
(3)
(4)
Analysis
Synthesis
(19) 49.
A ｦＢＱＧＢＱｗｴｦ＼ｓｾｩＧＱ＠ ｾ＠ v <it ｾＭｾＮｱ＠ ｾ＠ ｾ＠
m;m;rt:
"-qif 4 Gist t fiR<I;r 11'fll ji;111T.· 10 5 'fWI., 215 'fWI., 15 0 'fWt. rreTT 235 'fWt. t I ｾ＠
ｔｲｴｾ＠ ｾＮｱＬｾ＠ .q: <1iTc:'fT t ni JTr"lR; .
gcnt<lft ＳＱＨＧｾ＠ ｾＧｩｦ＼ｬｔ＠ -mJ ?"
(I) ｾ＠ 3fu' ｾ＠ ＤＧｾ＠ ｣ｮｾ｢ｒｷｲ＠
(2) ct'tlflltt'h mn ｾ＠ ＤＧｾ＠ <1>1 ｾ＠
(3) mw 1ft fi Cf)C'<l '11 an "CflT m "Cfl«l ｾ＠ｾｾｾｱ［Ｉｾ＠
(4) l{'tlflll{'h (fllf l{<"lfllQ"l w ｾ＠ｾＭｾ｡ｮ＠ "CflT 3Mffi ｾ＠
50. . f"1'"1ft1futi'1 ｾ＠ m <it ｾＭｾ＠ .q ｾ＠ｾｭＺｒ＼ｮｴＺ＠
ＬＬｾ＠ ｾ＠ q;7 'ffl' m .q, ffflr q:ff;:r_ fit i({Vj(fjij 'fifincrr q;r ]1?#r f<l;w
ｾ＿＠
r['1> ｾ＠ 10 ｾ＠ .q: 1410 r:ftcr fl1 knr t I ｃｦｦｦＧｲ｛Ｇｬ＾ｾ＠ rf film:t m-fll knr #'?" ｾｭ［ｭ［ｲ＠ oq ｾ＠ cf; ｾＺｈｈｩｩＢＧＧｃｦｩ＠ iltr Cfft ｾｾ＼ｩｴ＠ ｡ｭＭｾｴ＿＠
(1) ｾ＠
(2) ｾ＠
(3) ｦ｣ＺｬｾＨｩｴｾｏｉ＠
(4) ｦｩｾＨｩｴ＼ｪｏｉ＠
SPACE FOR ROUGH WORK ｴｾｃｦｩＧｔ＼ｦ＠ ｣ｦ［ｾｾ＠
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A 51.
52.
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
(1) Concrete operational stage
(2) Formal operational stage
(3) Sensorimotor stage
( 4) Pre-operational stage
According to NCF 2005
"Developing children's abilities for mathematization is the main goal of mathematics education. The narrow aim of school mathematics is io develop 'useful' capabilities."
Here mathematization refers to develop child's abilities
( 1) In performing all number
(2)
operations efficiently including of finding square root and cube root.
To formulate Geometry and independently.
Theorems of their proofs
(3) To translate word problems into linear equations.
(4) To develop the child's resources to think and reason mathematically, to pursue assumptions to their logical conclusion and to handle abstraction.
(20) 51.
52.
ｲｬｦｵｇｾ＠ V 'It 'Ql'ffi' t I ｾｦｵｦｾ＠ ｬｦ｣ｦｩｒＢｾ＠
ｾ＠ q;f ｦｾ＠ ｾ＠ .q ｾ＠ ｾｗｦｩＧｦｦｩ＠
ｴｾ＠ ｾ＠ 1t iR q;foif q;p:rrrr 1so mm t- ｾ＠ ｾ＠ Wfl17T q;f ｾ＠ .q -m ｃｦｩｦ｣ｳＢＱＱｾ＠mffi t I ｾ＠ ｾ＠ ＺｈｾｈｩｩＧｩｃｦｩ＠ fu';atf ｾ＠
ｾｲｲｦｵｇＭｾｷｴ＠ 1
(1) ｾ＠ 'liflfl"'li"'!Cfi ｾ＠
(2) 3/l4"<l1Rcti 'liflfl"'l("'""lcti ｾ＠
(3) Ｇｬｩｾ･ＮＧＱＱｦｩＱｃｦｩ＠ ｾ＠
(4) ｾＭＧｬｩｦｬｦｬＢＧｬＨＢＧＢＢｬ｣ｴｩ＠ ｾ＠
ｾ＠ Qld<lil<ll qft ＼Ｈｃ｜ｑｾ｀＠ 2005 ｾ＠ = A ' -•_;""
'''TlfUrrr Cfft fm1r "" 1J?.W ｾ＠ ｾ＠ <1fT •lf0Tri1Ch (0/ Cfft Q11rr7T31f "" fiFI;-nr 'f&r-11'
f I P{!ffl 'T1fUrrr 'liT ifffirrr Mll?1 f -' ｾ＠ Q11rr7T31f 'liT fiFI;-nr I "
\
'<l'iT Ｇ＼ｬｦｏｉｊｩｃｦｩｾｏｉＧ＠ ｾ＠ 'Cift ｾＳｦｩ＠
cnr fci'Cfi'm ｾ＠ 'Cift ｡ｭＭｾｾ＠ t 1
(1) ｾ＠ 3'!lt ｾ＠ ｦＢｬ｣ｴｩｬｩｩＧｬｾ＠ ｾｷｩｔ＠
ｾｾＳＱｔ｣ｴｾｾ｣ｮＱ＠
(2) ｾ＠ ｾ＠ ｾ＠ ""'llf'"lffi"' m 'CfiT f.r'!C\qur 3'!lt ｾ＠ ｾ＠ 'CfiB cn1
(3) ｾＭＧｗｒｚＡｔＳＱＧｦ＠ q;)- ｾ＠ 'HlilCfi(OI # ｾｃｉ＿ｒ｣ｮＱ＠
( 4) ｾＳＱＱﾷ＠ q;)- ｾ＠ ｾ＠ R1'.Cfi1i 'CfiT ﾢｬｩｾｩｬｷＱ＠ ｾ＠ 3'!lt ｾ＠ 'CfiT ｾ＠CI?R c), ｾ＠ TTfO'rffi<r ｾ＠ ｾ＠ fmR 3'!lt ｾ｣ｴｾ｣ｴｾＧｃｦｩｔｾｾ＠
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53;
54.
The highlights of a good textbook are
that
A. They contain numerous
exercises to give rigorous
practice.
B. All concepts can be introduced
ｴｨｲｯｾｧｨ＠ situations.
c. Only solved examples are
included.
D. They must" be thick and heavy.
(1) AandB
(2) CandD
(3) AandC
(4) BandD
NCF 2005 emphasises that
(1) Succeeding m Mathematics
should be mandatory for every
child.
(2) Students should be tested first for
their logico-mathematical ability.
· (3) Maths curriculum shall be
separate for low achievers.
(4) Maths shall be taught to selective
students.
(21) 53.
54.
A ｾ＠ ｾ＠ ＴＱ｡Ｌ＼ｾｹ［Ｇｫｬ｣ｮ＠ <tT ｦｃｉｾｉＧＧｩｇｲｬｬｾ＠ t:
at". ｾｾｾｾ｣ｩ［ｦｦｦｩｲｾ＠
mhfl<mft" 1
Of. ｾ｣Ｉ［＠ 11lUitf ｾｭｩｬ＠ ti<ti&<H ,an: ｃｦｩｬｾｾＢ［ｩｻｬｾｴ＠ I
ｾＭ ｾ＠ &T ｾ＠ TTlf ｾ＠ tt mf1rn fcn"tr TTlf t I
G". ｾｭｩｴ｣ｲｾｾｾｉｃｉｾ＼ｉ｣ｮｩﾷ＠ I
(1) ｡ｴＢｾ＼ｲ＠
(2) ＨＱｾＨ｜＠
(3) ＳＱｾＨＱ＠
(4) ｏｦｾ＼｜＠
rTlil<r Qj()(jij(jf ciT ＼ｻ＼｜ｑｾＦｉ＠ 2005 A ' ----
wawrtftt 1
(1) l1fUrfT -q ｾ＠ ｾ＠ ｾ＠ ｾ＠ ｾ＠
ｾｴｬ＠
(2) ｾ＠ q:,1 ｾＭｾ＠ <irr<:mr ｾ＠ｾｾｾｗｷｩａＢｴｾ＠
(3) ｾ＠ ｾ｡ｩｩ＠ ｾ＠ ｾ＠ l1'fUR'T_
414_4'<141 alwr tMt
SPACE FOR ROUGH WORK I -rq;q;ycf ｣Ｉ［ｾ｜ｩｦｔｔＶ＠
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A (22) 55. The difference between the sinilllest 55. · 5, 10 afu" 35 <fi mR{ mt 't11si•JUI'tj afu"
56.
common multiple and biggest
common factor of5, 10 and 35 is
(1) 30
(2) . 35
(3) 65
(4) 75
The number of factors of 105 is
(1) 3
(2) 4
(3) 6
(4) 8
57. If the time ｬｩｾｷ＠ is 2.17 P.M., what will
be. the time 11 hours and 59 minutes
from now?
(1) 1 L57 A.M.
(2) 9 : 59 A.M.
(3) · 2.16A.M.
(4) 2.17A.M.
56.
(1) 30
(2) 35
(3) 65
(4) . 75
ｾ＠ 105 <fi 1JU Hci'!l Cfft ｾ＠ f
(1) 3
(2) 4
(3) 6
(4) 8
57. ｾｾ＠ 31if 2.17 P.M. t, nT ＳＱｩｲｾ｣ｦｴ｣ｴ＾＠11. tit afu- 59 f1:RG <l; ｾ＠ ｾ＠ ｾ＠
ｾ＿＠
(1) 11.57 A.M.
(2) 9 : 59 A.M.
(3) 2.16 A.M.
(4) 2.17 A.M.
SI'ACE FOR ROUGH WORK Ｏｾ｣ｴｩｔ＼ｨｴ､ｾｾｾ＠ .
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59. 11 ones + 11 tens + 11 hundreds 59. ＱＱｾＫＱＱｾＫＱＱｾ＠ ¢lml"f
equals t
(1) 144 (1) 144
(2) 1221 (2) .1221
(3) 12321 (3) 12321
(4) 111111 (4) 11111-1
60. The sum of five hundred nine and 60. ｾｾ［Ｚｦｴ＠ ｡ｦｵＢｴｦｲＮ［ｾ＠ ｾｾｾｴ＠
three thousand twenty eight is (1) 3537
(1) 3537 (2) 3087
(2) 3087
(3) 837 (3) 837
(4) 387 (4) 387
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A . (24)
PART-Ill/'tWT-' Ill .
ENVIRONMENTAL STUDIES I Q<OiieH cit ｾ＠ .
61. 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
(1) Charles Darwin
(2) Gregor Mendel
(3) George Mistral
(4) Ronald Ross
62. 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
(1) Typhoid
(2) Diarrhoea
(3) . Cholera
(4) Malaria
63. Who was AI-Biruni ?
(1) A Qutabshahi Sultan who ruled our country for about 40 years.
{2) A trader from Afghanistan who came to study the dryfruit markets of our country.
(3) A traveller from Uzbekistan who wrote· a book which is helpful to know the past of our country.
(4) A traveller who travelled from Kashmir to Kanyakumari to study the culture of Indian people.
61. ｾ＠ •hnP!Cfl CfiT ｾ＠ ';:f1lf t f-;:m-;t <('lclSII!l q
lfTm' ｾ＠ 1k' ｾ＠ ｾ＠ ＢｦｦｩｃｴｩＧＭｾ＠ ｾ＠ 31tr ｾ＠ｾｾｾｱＨ［Ｉｦｨｵｬ］Ａｾｮｾｾｴｦｦｭ＠
l'« ｾ＠ ｾ＠ ｾ＠ R<('ltaH 190i * filfcfiH'II ｾｬＤｦＱｦｾ＠ Ｄｾｈ＠ fcrl:n'Tl<IT I
(I) ｾｾ＠
(2) ｷｷｾ＠
(3) ＢＪＪｾ＠
(4) ｾｭｲ＠
62. ｾ＠ ;f 3TQ;f fir.nh;-gr, "'il-:;ift ｾ＠ 'Wfiffi
ｾ＠ ｾ＠ ｾ＠ t I 'il tqtcfl, ｾＮ＠ｾ｡ｦｵＭ｡ｦｦｩＱｦｾ｡ｔｒｾＢ＼ｩｪｬ［ｾ＠
"FfffiT t I r<ffi ｾ＠ ｾ＠ ｾ＠ ｾ＠ ｾ＠ ;f
ｾ＠ ｾ＠ 'CfliCit ｾ＠ ;tt I" ｾ＠ ｾ＠ Wr ｾ＠titmf m wmrr t? ( 1) fW:rr<ft ｾ＠(2) 3lfimTr (3) ｾ＠
(4) ｾ＠
63. ＳｗｩＧＭｾ＠ '!liR ｾ＠ ?
(1) OW ｾ＠ 'f(j"WIItft ｾ＠ ｾ＠ ｾ＠
ｾ＠ ｾ＠ * ｾ＠ 40 'Cl'rt ｾ＠ｾｉ＠
(2) OW 31 Cfi111 f01 «'111 Cffi' ｾ＠ &fT!1'R1 ｾｔ＠ ;;IT ｾｾＪＮｱｱｲｾｾｃｦｦｩＧ＠ ｾ＠
't!iR aw:IT ｾ＠ I
(3) ow ｡ｾｦ｣ｦｩＧｒＱＱＱ＠ q;r <mil' ｾＮ＠ ｾ＠ ｾ＠
ｾｍＢ［［ｉｔｾｾｾｾｾ＠
ｯｮｴＪｾＪｾｴｬ＠
(4) ･ｷｾ＼ｭｦｴＧｾｾＧｬＱｭＧｦｾｭ｣ｴｴ＠
ｾ＠ Cffi' ｾ＠ 't!iR ｾｾ＠ ｾ＠ｾ＠ ｃｦｬｾｬＧｦＢｬｬＧｬＮｩ＠ <1Cfl' ctt ｾ＠ Cifr I
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64. The animals that flre awake at night can see .objects
(1) in all colours
(2) only in black and white colours
(3) in green colour only
(4) in red colour only
65. 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
(2) A andC
(3) Band D
(4) C and D
66. Inside the petals, in the middle of a flower we find a thin powdery structure, called
(1) Anther
(2) Pollen
(3) Radicle
(4) Stigma
67. If you go to Ahmedabad (Gujarat) by train, then at Ahmedabad railway station you will find that most of the vendors are sellb1g
(1) Dhokla with chutney and lemon rice
(2) Chholay-bhature and lassi
(3) Idli-chutney and Vada-chutney
(4) Puri-shaak and thanda doodh
(25)
64. ｭｲｬｬｾｾｾｾｾＧｬｦｩｴ＠
(1) ｾｴｲｦＧｬｦｾｗｩｩｦｦｴ＠ I
(2) c);crc;r q;rffi 3lk ｾ＠ tl' ｾ＠ t I
(3) c);crc;r rt trf ll ｾ＠ N t I
C4> ｣ｦ［｣ｲ｣［ｲｾｴｲｲｬｬｾｭｴ＠ 1
65. ＭｲｯＧｾ＠ <fi ｾ＠ <fi iflt 'If m:t ｾ＠ '!fit ｾＺ＠
A. ＭｲｯＧｾ＠ t- '$" 'If cficn;t ｭＭｾ＠ • 14-15 ｃｩｦｬｩ＼ｦｩｾｾＮＺ＼ｨＧ｜ｾｦ＠ I
B. ＭｲｯＧｾ＠ <fi ｾ＠ $' 'If W ｾ＠ "t\ ＧｑｦｵｭＭ＼ｦｩｾ＠ ｾ＠ f I
c. $' ctt mm w ｭｷｾｴ＠ -tt ｾ＠ 'Jj6 Cfft*'rrMt I
D. ｾ＠ｾ＠ 'If ｾｦｾｾ＼ｩｬ＠ afif ｾ＠ Cfft ｾｦ｣ｴｭ［Ｚｦｬｾｾｾｴ＠ I
(1) A 021T B
(2) A 021T C
(3) B 021T D
(4) C021TD
66. <ieji4'i <fi ｾ＠ ｾ＠ cf; itT:!' 'If ¥tJ ｾ＠'Q1nf ｾ＠ ｾｦｵｊｔｴ＠ ｾ＠ t ｾ＠ ｾ＠f ( 1) 4<1' 1"1\ll<l
(2) ｾ＠
(3) ｾ＠(4) ｾ＠
67. ｾ＠ 3TN twmft 1m 018*1«1&11« ('J'riW'1)
ｾ＠ m 3TNlfiT ｾ＠ ｾ＠ ｾ＠ atfi14in( m ｾｾｾｾＭｾｾｾｾ＿＠
(1) ｾＮ＠ ｾＮ＠ ［ｦｦｯｲｾＢｴｴｔｃｗｦ＠
(2) ｵｍＭｾｾｾ＠
(3) ｾＭｾｾ･ｭＭｾ＠
(4) ＧｴｴｦｴＭｭｲｲｾｾｾ＠
A
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A
68. The birds move their neck very often because
{1) they can fly.
(2) the birds eyf:s are fixed.
(3) the birds have small eyes.
(4) their ears are covered with
feathers.
69. 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 ?
(1) Rice, sugar, amla
(2) Green leafy vegetables, wheat,
orange
(3)_ Jaggery, lemon, pea
(4) Amla, green leafy vegetables,• jaggery
70. National Curriculum Framework, 2005 strongly · recommends that teaching of EVS at primary stage should primarily aim at
' .
( 1) developing understanding of basic concepts of the subject.
(2) memorizing basic principles of the subject.
(3) linking c:Iassroom learning to life outside ｴＧｾ･＠ school.
( 4) acquiring skiJls to carry out· ·experiments independently.
(26)
68. ｾ＠ ｾ＠ ｾ＠ arso anQ<fi ft;m{ t ｾ＼ｭｖｔｴｾ＠
(1) ｾｾｾｉ＠
(2) ｾ＠ em • em ｾ＠ <{11 ｾ＠ｾｉ＠
(3) ｾ･ｭｭｴｴｾｾ＠ 1
· (4) ｾ｣ｭｴｫｳｩｨｨ｣ｬ＾ｾｾ＠ 1
69. f.1GR c);- ｾ＠ ｾ＠ ｾ＠ nrft ｾ＠ <w
Cfi"g'ffi t ｾ＠ ｾ＠ ｾ＠ 1l ＢｾｬｱｨｦｬｦｯＧｈＢ＠ <tf Cf>lft t ;:IT ｾ＠ nrft cnT 3mfR qft Cf>lft cnT
ｾ＠ ｱ［ｒ｣ｦ＾ｦｴ［ｲｴｲｾＭｾｾ＠ mmr 1
( 1) ｾＮ＠ -:df.:IT, 31icwrr
(2) ｲｯｾｾＮｾｭｭＮ＠
(3) ｷＮｾｾ＠
(4) ｾＮ＠ ｲｯｾｾＮ＠ w
70. ｾ＠ 41<!_<1'4<11 <tf ＧＡ＼｜ＴｾＦＱ＠ 200S ｒｬｬＡｬｾｩｦｩ＠
ｾ＠ 'QT Ｔ＼ＱＱ＼ＴｾＰＱ＠ ｾ＠ ｭｾｒｕｔ＠ 'f6T ｾ＠
ｾｗｾｔｭｭｲ＠
{t) ｾ＠ em ｾ＠ ｾｩｦｩｍＴＱｭ＠ em
ｾ＠ ｾ＠ CfiT fucfim I
(2) ｾ＠ c); ｾ＠ fu;:iffi ｾ＠ ｾ＠CWlT I
(3) ｾ＠ ｾ＠ ｾ＠ ｾ＠ fCiiQI<"'<I c);
ｾ｣Ｉ［＠ ｾｴ･ｲＭｮｾｾ＠ 1
(4) ｾ＠ ｾ＠ ｾ＠ ｾ＠ ｾ＠ qft ﾥｾＱ＼ＢＱＱＧＱＱ＠
a#imCW'!T I
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71. Which one of the following is not . consistent with the requirements of EVS curriculum at primary stage ?
{1) It should equip the learners with knowledge and skills to enter the world of work.
(2) · It should inculcate in learners a concern for environment.
· {3) It should engage learners m acquiring methods and processes leading to generation of new knowledge.
(4) It should suit cognitive level of the learners.
72. Higher priority and space has been given in NCERT textbooks on EVS to
(1) explain basic concepts of the subject.
(2) provide opportunities to learners · for contemplation and wondering.
(3) provide exact definitions of technical terms. ·
(4) include large number of practice questions.
73. Which one of the following is .!!!!! an objective of including poems and stories in EVS textbooks ?
(1) To develop interest in the subject.
(2) To have a change in routine and monotonous content.
(3) To provide fun and enjoyment for learners.
(4) To promote imaginative and creative ability in the learners.
(27). A
71. f.:t"'11ftf&t1 ll '« ｾＭｭ＠ Slltlfi:li.fi «R' tR'
qq\<HUI ｾ＠ <tf ｑｪｯｱｾｱ｜＠ <tf "
<tf ICI11'1Cfit11 ･ｬｩｾｾ＠ t 1
( 1) ｾ＠ "1fiTi1 ｾ＠ ｾ＠ ll 1ICM ｾ＠ fffi; ｾｱＺ［ｦｾｾｾｾｾ＠
Clir-IT. I
(2) ｾ＠ ｾ＠ # 4"11<'1(01 ｾ＠ ｾＭ q:;f
ｾｃｬｩｲＭｉｔﾷ＠ I
(3) ｾ＠ ｾ＠ q:;f ｾ＠ ｾ＠ ｾ＠
ｾＮｭＢｩＮｦｩｬｾｾＭｱｾ＠
ｾﾷＢＢＢｾｾｱＺ［ｦｾｾ＠Ｃ｡ｭｾｾ＠ 1
(4) ｾ＠ ｾ＠ ｾ＠ Ｔｈｦｾｃｦｩ＠ «it ｾ＠
ｾｾﾷﾷｉ＠
72. ｬｦＧＮｾＮｦＬ｡ｭＭＮｩ｜Ｎ＠ <tf ｾＭｾ＠ ll Q'i\Ci(Uj
ｾ＠ 'CfiT ｾ＠ Slltlfi:ri.fit11 atR' ｾ＠ ｾ＠ｾｴ＠
(I) ｾ＠ ｾ＠ ｾ＠ tii.fi("<<'ilaU ｾ＠
ｾｾ＼ｬｩｾｬ＠
(2) fim;f ｾ＠ ｾ＠ *" ｾ＠ ｾ＠ q:;f ｡ｲ｣ｲｮｲｾｭｾｾ＠ i
(3) <1Cfl"11Cf>l 'tl""lc!C'tl ｾ＠ ｾ＠ ｾ＠ｾｭ＼ｬ＾ｾＱ＠
(4) aW:tq;- ｾ＠ # 3Mm ｾ＠ q:;f ｾ＠ｾｾｾｉ＠
73- qq\cnur ｾ＠ <tt ｾＭｾ＠ 1l ｾ｡ｮｾ＠ ｃｦｩｾｴｦＭＧｬｬｬＧｩ＠ 'i.fiT ｾ＠ -m 'fiT
p.,...,f<;jf&t11l"« ｾＭｭ＠ ｾ＠ ｾ＠ t? o) ｾ＠ -q m "CflT fcrcfim Clir-IT 1
. (2) ｾ＠ ｾ＠ ｾ＠ ｾＭ｣ｲｴｱ＠ # ｾ＠Clir-IT I
(3) ｾ＠ q:;f ｾ＠ Ｍｾ＠ lf-i!T ｾ＠"Cfl\RT I
(4) ｾ＠ -q ｃｦｬＨＢ＼＼ＧＱＱ＾＼ｮｾ＼ＱＧ＠ ｾ＠
ｾＢＱＧＱＱＱＧＴｃｦｬ＠ ｾ＠ "CfiT ｾ＠ ｾ＠ I
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74. · Good EVS ｾ［ｵｲｲｩ｣ｵｬｵｭ＠ 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
from fear and prejudice.
(2) It requires the Ieamer to view the
subject as a social enterprise.
(3) It emphasises more on processes
of teaching and learning.
(4) It emphasizes more on terms and
definitions.
75. 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) use a chart showing pictures of
different animals.
(2) draw pictures of different animals
on the blackboard.
(3) show a video film on animals and
their usefulness.
(4) ask the students to see pictures of
animals given in the textbook.
76. 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) children cannot · write correct · ·
answers at this stage.
(2) it enhances convenience to
teachers in assessment.
(3) it helps the teacher to know how
children are learning.
(4) it reduces subjectivity m
assessment.
(28)
74. Ｇｑ＼ｬｬｃｉｾｏｉ＠ ｾ＼ｦ＾ｬ＠ ｾ＠ ｾ＠ Ql4_<lT.l<ll CfiT ｾ＠ "' Jffit ｾＮ＠ 'itCR "' Jffit ｾ＠ ｾ＠ｾ＠ <f> lffir ｾ＠ ｾ＠ mfttr I' QI4_4T.l<l\ ·<tt ｲｾＧＢＧｴｦ｣＿ｴｲＦｮ＠ Pcnthil11m 4 ｾ＠ ｾ＠ m ｾ＠ ＳＱＱｃｉｾ＼ｬｃｦｩｬＱＱ＠ CfiT 't{n :ffi <fm'il ?
(1) ｾｾｾｾｴｴＧｔｦｦｩＧｦｦｩ｣Ｉ［ｾ＠
ｃｩｩｔＮｾｾｴ＠ I (2) ｾ＠ ｾ＠ q;f ｾ＠ ＢＢＧｦｩｩｍＢｮｩｏｊｉＢＢＧｦＢｬｾｃｦｩ＠ ｾ＠ c); ｾ＠Ｍｱｾ｣Ｉ［ｾｾｾｾ＠
tl (3) ｾ＠ ｾＭｾＭｾ＠ 11{ ｾ＠
ｯｭｾｴ＠ 1.
(4) ｾ＠ ﾷｾＱ｡ＺＺＱｃｩｩＱ＠ ｾ＠ ｾＧＪ＠ 11{ ｾ＠ｯｭｾｴＱ＠
75. -;:ffi;RT ｾ＠ m cf> ｦｭｭＧｾ＠ CfiT ﾷｾﾭｾ＠ m' JrCf)'fOl ｾ＠ ｾ＠ 'Cfi'fRl ｾ＠t 1 JrCf)'fOl CfiT ｾ＠ ｡ｮｾ＠ ｾ＠ ｾ＠ ｾ＠
ｾ＠ cnR "'fffir ｦｾﾥＰＱｦ｣＿ｴｦＦｬＱ＠ * ｾ＠ <tR-ｭｾＢｗｲｩｦｾｾｭｴｦｴ＠ 1
(1) ｾｾ｣Ｉ［ｾｱ［ｦｾｾ＠ｾﾷ＠ ｾ＠ 'Cf)T m <!WIT 1
(2) . ｾｾ｣Ｉ［ｾｱ［ｦ＠ ｾＴＱＱＱＴｻＬＲ＠ 11{
ORRT I
(3) ｾ＠ (9"22T ｾ＠ 34<ilflli11 1R
.mmfuT ｾｾ＼Ａｗｉｔ＠ I
(4) Ｎｾ＠ Cf>T ｾＭｾ＠ -q ｾ＠ c); ｾｾｦｱ［ｉｔｃｦ＾ｔｾ｣Ｉ［ｾｾ＠ I
· 76. ｾ＠ v <tt ｾＮｭＮｴｭｲＮｩｴＮ＠ <tt Q<ltCI<OI
. ｾ＠ <f>l ｾＭｾ＠ * ｾ＠ tffir"' atn ＧｬｬｾｭｃｦｩｔｾｾｔｔｴｩｔｴＭ ＧＧｧｬｦｾ＠
. ｾ＿Ｇ＠ ｾｾｾｔｔｴｩｔｴｦ＼ｦ［ｾｭＪ＠
ｾ＠ JfAT ＢＧｾ＠ q;r ｾ＠ ｾ＠ T'I'MO ＢＧｾ＠* ｾ＠ -::m ｾ＠ ｾ＠ I ｾ＠ ｑｒｃｩｲｬｾ＠
ｾｾｔｔｴｩｔｴｾ＠
(1) ｾ＠ «'R' 11{ ｾ＠ ｾ＠ 6W ｾ＠ fffi9 ｾｉ＠
(2) ｾｾＭｱｾ｣ｴｦｴｾｾｔ＠tl
(3) ｾ＠ ｾ＠ -q ｾ＼ｩｴ＠ wrmr Cfi«!T tr ｾｾｾｷｴＱ＠
(4) ｾ＠ ｾ＠ -q fqqqf-'1<>3i'il q;f q;IOJ'
Cfi«!T lr I
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77. Experimenting, Exploring, Investigating
Jmd Questioning constitute esslmtial
·elements· of ｡｣ｴｩｶｅｾ＠ learning of EVS. A
teacher arranges the following activities
related to the concept of 'Food we should
eat'.
(1) Draws the diagrams of all such
foods on the blackboard.
(2) Gives examples of different foods
each in essential components of
food.
(3) Asks students to collect related
information from. all possible
sources.
(4) Shows a video on the topic. '
Which one of the above four activities
satisfy the condition for active
learning?
78. While teaching the topic on 'Air is
everywhere' to Class IV students,
Gitika. plans to perform the following
activities :
(1) Take the students to a field trip.·
(2) Explain the · concept . through
specific examples.
(3) Use multimedia capsule to explain
the concept.
(4) Ask probing questions related to
the topic.
Which one of the above proposed activities is not relevant for teaching
of the topic effectively ?
(29) A
77. ｊｏｉ＼ｩｬｩｾｩｬｬＧｫｩｬＬ＠ ｾＮ＠ ｾＭｾ＠ ｡ｦｵＧｾ＠
ｾ＠ qq\c:n 01 ｾ･ｬｬｾ＠ anQTTlf ell
ｾｾＧＡｩｩｬＧｾ｣ｴｭｦｴｬｾ＠
ma;cn ''{ifAT ｾ＠ ｾ＠ '{ifAT ｾ＠ em '!'iCfl('Q"11 ell ifltl{ ｾ･ｬｬｾ＠ f"1'"1f<:tfuii1
ｾｾ･ｭ＠ ｾ＼ｦｩＧｲｮｴ＠ •
(I) >t41'1q{c: 'tR ｾ＠ 'lfCflR' t" w:ft ｾ＠ｾｴＢｾｱＮｭＺｲｲｴ＠ I
(2) ｾｾｾｴＭｾｴｮｴ＠
ｾｬｻ＠ ｾ＠ ｾ＠ GfffiiiT t I
(3) ' ｾ＠ ｾ＠ ｾ＠ t fq; w:ft W1ifcm -m ｾ＠ ｾ＠ "11'1Cfli'O ｾ＠ <R 1
ｾ＠ "iff'f ｾｾ＠ .q ｾ＠ ｾＭｬｦｬ＠ ｾ＠
ari'U1'11f 'Cfll ｾｾ＠ t?
78- ｾ＠ IV ell Ｍｭ｡ｭｾ＠ 'Cfll •-gqr ｾ＠ ｾ＠ t> ｾ＠ ﾷｾ＠ ｾ＠ ｾ＠ ｐｩＧＢＱｾｦＦｬＧＱ＠
ＱＧｬｦｵｦｵｦｾ＠ 'Cfll ｾ･ｭＭｾ＠ ar.rn=ft t ,
(2) ｾ＠ ､ｾｩｷｩｬ＠ ｾ＠ fii'fiE"HI <!ft 'O!!T&IT I
(3) fii'fi('<l"'ll '<tiT ｾ＠ t- ｾ＠'lt'i1•ilf.s41 ｾ＠ q;r m 1
(4) ｾｾｾｾｾｾ＠
ｾ＠ JHI'1lfctl'1 ｾｾ＠ .q ｾ＠ ｾＭｭ＠ｾ＠ 'Cfll JNTCft 'ffilcf; ｾ＠ ｾ＠ ell ｾ＠
ｾＺｭＡｴ＿＠
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79. The section on 'Do this and find out' i.ncluded in different topics in EVS textbooks aim at
( 1) providinli expenences.
direct hands-on
(2) improving performance m examination.
(3) learning definitions of scientific terms.
(4) keeping the students engaged at home.
80. 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.
learning
81. As an EV.S teacher, the major
objective of ｯｲＱｾ｡ｮｩｺｩｮｧ＠ a field trip to a
zoo should be
(1) to provide fun and enjoyment to
students.
(2) to have a change in monotony of
routine teaching schedule.
(3) to provide active learning
experience to students.
(4) to satisfy parents on quality of
education.
(30)
79. Q<I,CI'!OI ｾ＠ ctfl ｾＭｾ＠ 1l fcn''iA ｾ＠ .q ｾＧ｣ｩｳ＠ ·m-w <fiT mfJ«;r
ｦ｣ｮ＼ｉｔｔｔｬｩＧｔｴｾｾ＠ t
(2) ﾷｬｬｾｃＡｩｦｾ＠ I
(3) ｾ［ＡＱＱｦＢＱｃｦｩ＠ Jtliii:JqMl C!>1 ｾ＠
ｾＮ＠
(4) ｴｬ｜ｬｬｾｃＡｩｦ｣ｸｲｮ［ｾ＠ I
80. Q<i\CI'!OI ｾ＠ 1l ｾ＠ ｾ＠ ｾ＠ 'Cfi1<f ｾ＠
ｾｾｾｾ＠
(1) ｾ＠ ｾＪＧｾＱＱｔＰｃｦ＾Ｑｾ＠ I
(2) ｾ＠ CfiT ｾ＠ ｾ＠ ＼ＡｬｦＢＱｾｩｬ､＠
ｾｉ＠
81. ｱｾ｜ｃｉＧＡｏｉ＠ ｾ＠ *" fmrcn ｾ＠ "(<\tf 1l ｦｩｬｾ＼ｬｬｦｈ＠ · *" 'j,lqVT ｾ＠ ｾ＠ q;r-f ｾ＠
ｾｾｾｾ＠
(2) ｾ＠ ｾ＠ ｾ＠ C!>1 QCfi{@l q;f
ｾｉ＠
(4) rom C!>1 ｾ＠ *' ont 1l ｾ＠＼Ａｩｔｾｾ＠ I
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82. Which one of the following is not an
objective of study of EVS in relation
to Social Sciences ?
· (1) It should enable children to
question the existing ideas and
practices.
(2) It should enable children to grow
up as responsible member of
society.
(3) It should enable children to
respect differences of · cultural practices.
(4) It should enable children to learn
correct definition of key terms.
. 83. 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 ?
(1) Organising special lectures on
related issues.
(2) Asking the students to prepare
charts on related social issues.
(3) Asking the students to undertake group projects to coiiect and
analyse related information.
{4) Asking the students to write
slogans on related issues.
84. Formative Assessment in EVS at primary stage does not include
( l) identification of learning gaps of students.
(2) identification of deficiencies in teaching.
(3) enhancement of students' learning.
( 4) grading and ranking of students.
(31)
82. 'Hi"lif"'ifl ｦ｣ｭｒ｣ｦｩｾｬｦ＠ ｑ＼ｬｬ＼ｉｾｏｩ＠ ｾ＠
ｾ＠ "<fiT F.:t141fl"if&l1 ll ｾ＠ ｾＭｭ＠ ｾ＠:lEt? (1) ｷｾ＼ｐｔｾｾｾ＠
3MT'HT 1R ｾ＠ ｾ＠ <i; <!Tni ORRT
.I
(2) w ｾ＠ <PT ｾ＠ <ii ｾ＠ f-!Jlil<m ｾ＠ <i; ｾ＠ -q ｾ＠ <i; <iTni GF!Rf .I
(3) w ｾ＠ coT ｾＭＳｍｔＧｈｔ＠ ll fuW.rnT q;r ｾ＠ ｾ＠ <!Tni ORRT .,
(4) W ｾ｣ｯｔｾ＠ ｾｉｾｉｃｬｍｊ＠ ttft ｾ＠ｾ＠ ＼ｵ｣Ｚｾ＠ <W<r GA"RT .. I
83. <tiftffiT ｱ＼ｪｩ＼ｉｾｏｪ＠ ｾ＠ qft <ii81f lf ｾ＠ . ｾ＠ afu- Cfll-31MI"''I11 M 'HI"liRilifl
ｾ＠ ｾ＠ ｾ＠ t-u ｾ＠ t I f.:li411ftf&l1 lf ｾ＠ ｾＭｭ＠ ｡ｲｬＧｗｬｬｲＭｾ＠ l'fl' ｾ＠ <tt •llanQ<fl"lNT<ft ｾ＠ ?
(1) ｾ＠ ｾ＠ 1R fcMq 641l:94111 q;r
ｾｱ［ｲ［Ｚｲｲ＠ I
(2) ｾ｣ｯｔｾ＠ ｾｬＢｬｬｦＢＧｬｩｦｬ＠ ｾﾷＭｱｲ＠
Ｇ＼ｮｴｾｾ＼ｩ［ｾｾ＠ I
{3) ｾ＠ coT ｾ＠ "1Hifllft ｾ＠
ｾ＠ ｾ＠ ｾ＠ fcH'HtlOI ｾ＠ <i; ｾ＠
ｾｬＢｬｦｴｾｃＡｩ＠ 4R4l"1'11 ｾ＼ｩ［ｾｾｲ＠ 1
(4) ｾ＠ coT ｾ＠ 1f# 1R ｾ＠
ｾ＼ｩ［ＭｾｾＱ＠
84. ｊｮｴｩｾｃｦｩ＠ ｾ＠ ｾ＠ q«<ic:n 01 ｾ＠ ll hl"'liil4i ｾ＠ ltiT vnfiwr :!!! ｾｉ＠
(l) ｾ＼ｩｩｾＭｾｱｦｴｾ＠
(2) . ftmur -q ｾ＠ ctt ｾ＠'
(3) ｾ＼ｩｩｾ＼ｐｔｇｬｩｒ＠
(4) ｾ｣ｴｴｾ＠ ｾｦｦｩ［ｔｲ＠
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A
85. Given below . are some human
activities :.
A. Digging of mines.
· B. Constructing dams.
C. Collection of leaves and herbs to
sell them in the market.
D. Weaving baskets from bamboo.
E. Making leaf plates out of fallen
leaves.
The activities responsible for the
disappearance of forests is/are
(1) only A
(2) A and B both
(3) A,BandC
(4) · B,C,DandE
86. . Select correct statements al1out Bronze:
A, Bronze is an element like iron,
silver and gold.
B. Bronze is made on melting
copper and tin.
C. Bronze is very strong and is used in ·making cannons and
statues.
D. The utensils made of Bronze are lighter and stronger than that of
aluminium.
(1) Band C
(2) . C and D
(3) D and A
(4) AandC
(32)
85. ［ｦｵｴｭｾｾ＠ m.(jjCf)("jjQ ｲｯｲｾｴ＠ =
A. mq;rai'€1+1 ｾ＠
c. omm-1hN-:f ｾｦｦｦｩｲ＠ ,:!fu<lhrri ｾﾭ
ｾｾｱ［ｲＮｲｲ＠
ｾｾｾｭＬｱｪｃｦＩＨＢｪｪｑ＠ ＧｃｦｬｴＮＺｦｾｴｾｾｾ＠
lTJ?:r.nM ｾ＠ fffir ｦｾ＾ｒ＼ｭ＠ t ?
(1) ｾａ＠
(2) A ｮﾣｉｔｂｾ＠
(3) A, B n£IT C ·
(4) B, C, Dn£ITE
86. ｾｾ｡ｬｴＮｱＭｭＧｔｾｾＺ＠
A. rtfm ｾＮ＠ ｾ＠ 1'00 ｾ＠ qft ｾ＠
ｾＭｭｱｴ＠ I
B. ｾ＠ 'C6l i'lt.n 1'00 fl;; ｾ＠ N ｅｈＧＧｉｉｃｦｩｾ＠ｾｾｾｴｬ＠
c. ｲｴｦｭｾｾｾｴﾷｾ＠nN 1'00 ｾ＠ (¥) lR'If 'iil'ffiT f I
D. ｾｾｾ＠ ｾｒｊｾｦＮＺｴ＼ｬｱ＠ ｬｦ［ｾｱｦｴ＠
ｗｒｔＮｱｾ｡ｴｴｲ｡ｴｦｾｾ＠ ｾ＠
tl
(1) B n£ITC
(2) ｃｾｄ＠
(3) Dn£IT A
(4) A n£IT C
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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) First towards East and then
towards South
(2) First towards West and then towards South
(3) First towards South and then towards West
(4) First towards South and then towards East
88. 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
89. Mount Everest is a part of ( 1) India (2) Tibet
(3) Nepal (4) Myanmar
90. 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.
E. Find a good place to stop and rest.
Which of the above are the responsibilities of a group leader in mountaineering ? (1) A, Band C
(2) B, C and D
(3) C, D and E (4) A,DandE
(33) A
87. lli!ftqrq ('j'I1W'1) ｾ＠ ｾ＠ 'CffiYIT <filt ｾ＠ｾ＠ ｾ＠ ｾ＠ ｾ＠ aftf ｾ＠ ku•UG (amt ｾ＠ \ii'RT ｾ＠ t I '3Wl; ｾ＠
(<mil) ctt ｭｭｲｾ＠ m ?
(1) ｾｾｒｭＭｬｬ＠ ｾｭｾｒｭ＠-q
·(2) ｾｾｒｭＭｬｬｾｭｾ＠Rmll
(3) ｾ＠ ｾ＠ Rm -q ｾ＠ Nit ｾ＠Rmll
(4) ｾｾｒｭＭｬｬ＠ ｾｭｾｲｮ＠-q
88. ｾｾｾﾥＱｈｦＭ＼ｾｩｩｬｷｾｦｩ［ｲｯｲｲｭｾ＠
1 ｾ［［ＺＡＱＴ｜･ｾ＠ = 110 ｾﾷ＠ ｉｾ＠ ¥1HR:4:il W ｾｾｾ･ｬｩｾ＼ｴｬｾ＠ 15 ｾＺＺｬｬ＾ｦｴ･ｾ＠t, "ffi "R cWIT ｾ･ｬｩｾ＠ qft CII'Rifctlfi"
ｾｴ＠(1) 1165 fl•ihfic< (2) ＱＱＰＰｾ＠
(3) ＱＵＰＰｾ＠
( 4) 1.65 fct>Ml11'l2<
89. ｾｾｾＧｉｗｔｴ＠(1) ｾ･ｭ＠ (2) fuo;;m- em (3) ｾ･ｭ＠ (4) ｾ･ｭ＠
90. ;:fftl ｾ＠ Tf{f ｾＯＳＧｩＧＱｾﾫＱｦ＼ｉｒＮｩＧｩ＠ ｾ＠ ｾ＠
ｾＺ＠
A. ｾｾｾｭｴｲｒｭｬｬｾ＠
B.
c.
D.
Cf>RT I
'IJt ｾ･ｬｩ＠ ｡ｷｬｾＮｾ＠ ,fut. Ｍ､ｨｴｾ＠ I .
-m 'iiFr ｾ＠ ｾ＠ ｾ＠ m eli ff;nr 'lfi"AT I
lf1V.ft eli ｾ＠ ｾ＠ w "3W.fiT !.ZfR ｾ＠ ｾ＠ ｾ＠ ffitr ｾＭＧｴＨｴ［ｬ＠ ｾ＠,.,\ill¥1 Cf>RT "I
E. m • arm;r ｾ＠ eli ffitr 3tT.dt ｾｻｆｲｲ＠ I
>11aoefo1<dl•1 ll ｾ＠ m-<tt fJt¥il« 1fhri ct;T
ｾＪｾｾｾＺ＠(1) A, B (leiT C (2) B, C (leiT D (3) C, D (leiT E
(4) A, D (leiT E
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A (34)
.
Candidates . shou14 answer questions from the following :Part only if they have opted for ENGLISH as LANGUAGE- I.
ｾ＠ ｦｾｫＱｦｻＱｦｾｦＱ＠ cqyTT ｾ＠ ｾ＠ ｾ＠ dfH
ｾｱｻｙｴ＠ ｾＮ＠ ｾ＠ ｾ＠ ､ｾｾｾ＠ ｾｾｾｾ＠ - I q;r
ｦｧ｣ｴ＾ｾ＠ ｡ｩＡｬｾＱ＠ ｾ＠ m- 1
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(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 :
Why do poets use poems to tell about
social injustices ? Tht: answer is simple.
This way a poet can catch and hold the
reader's attention, his/her emotions.
Usually poets in their works present
facts in order to capture attention of
many people. These are not new facts
that are presented to an audience. Poems
are always aimed at reaching feelings of
people and, thus, pulling strings.
Literature of every state shows all the
complexity of every epoch. When the
situation is the same at several countries,
it has a worldwide significance. Before
talking about poetry, we should answer
the question : What is poetry ? Poetry is
a special way of describing situations,
things, ideas, feelings. ·Poets present
their ideas in short phrases.
·A poem can be .compared to a
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.
When you read a poem you see the
poet's subjective evaluation of facts,
situations and the ｾｯ｣ｨ＠ in general.
Poets of the Romanti<: Movement wrote
their poems to share their feelings. They
wrote to help peopl€: understand their
time from the poet's point of view.
91. A poem reflects the culture ofthe
(1) period it belongs to
(2) historical past
(3) imaginary life
(4) present only
92. Here, the expression 'pulling strings'
means
(1) challenging beliefs
(2) · promoting popular notions
(3) secretly controlling thoughts
· (4) exerting strength
93. A word in the passage which means a
quality of being intricate is
(1) general
(2) · photograph
(3) complexity
(4) evaluation
94. Romantic . Movement is a literary
period when the poetry mostly
(1) is religious and philosophical
(2) dealt with the supernatural and
violence
(3) focused on self-reliance and
independence
(4) emphasised on emotion and
"imagination
A
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A 95. 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
96. An example of 'subjective evaluation'
is .,
(1) Everybody likes dishes prepared
with potatoes.
(2) The potato is a staple in some
countries.
(3) There are over 25 types of
potatoes around the world.
(4) The potato has a large percentage
of starch content.
97. 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
· 98. The purpose of poetry is to ___ _
the reader.
( 1) distract
(2) appeal to
(3) disturb
(4) confuse
99. The themes of poems are usually about
. (1) everyday happenings
(2) heroism and death
(3) romance
(4) important life events
(36) Directions : Read the given poem and answer
the questions that follow (Q. Nos. 100 to 105) by selecting the most appropriate option.
100.
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 ｯｾｴ＠ 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
'The' zephyr' is a
(1) fine quality of cloth
(2) scent or odour
(3) strong stream of air
(4) gentle, mild breeze
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101. An example of a metaphor is
102:
103.
104.
(1) 'I'll become the grass.'
(2) 'Between the miles'
(3) 'I want to be.'
(4) 'If you rest upon the ground'
A synonym of the word 'besiege' is
(1) surround
(2) attack
(3) befriend
(4) trap
The theme of the poem is about
(1) separation
(2) relationship
(3) travel
(4) nature
The 'crystalline darkness'
that surrounding is
(1) black and sombre
(2) in the moonlight
(3) .lit up by the stars only
(4). pitch dark and quiet ·
suggests
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) a range of levels
(4) a slightly easier, lower level
(37) ·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.
· 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
110. Which observation supports Noam Chomsky's ideas about language acquisition ?
111.
(1) Children's language development follows a similar pattern across cultures.
(2) The stages of language development occur at about the same ages in most children.
(3) Children acquire language quickly and effortlessly.
(4) All of these
What is the system of rules that governs how words can be meaningfully arranged to form phrases and sentences ? {1) Language (2) Syntax (3) Morpheme· (4) Phoneme
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A 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) do you
(4) don't you
the money
? [tag
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.
(38) 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.
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(39)
Candidates should answer questions . from the following Part only if they have . opted ·. for HINDI as LANGUAGE-I.
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fqCf)(A/ ｾ＠ ｾｔｦＱＱＢ＠ m- 1
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A
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A
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ｾｾｾＧｦｦｻｱＺｦｴｾｾｾＧｬｦｴｴ＠
fcf;' ｾＧＱｦｴ＠ ｭＭｯｭＭｾｾ＠ -.m- ll, ｾ＠ q:,1
ｷｲｮｭｾＭＮｭＭＮｱｾｭＧｬｦｩｴｾｾ＠
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ｾｾＭｱｦｦｩｧｾｾｾｱ［ｦｾｾ＠
·ful:srr<rr ;;n(11' t fq;- m-om- ｾ＠ q;r ｾ＠ｾ＠
t? ｾＭｱｦｦｩｦ｣ｬ＾ｭＧｬ［ｦｴｾｱ［ｦｾＧｬ［ｦｴｾ＠fu1:srr<rr ;;n(11' fq;- ｾ＠ ｾ＠ ｾ＠ ｾ＠ q:ft
ｾＮ＠ ｾ＠ q:,1 "'Rr ｾ＠ ? 1lfu_1:Wft m q;r
ｾ＠ｾ＠ t ? ｾ＠ '1ft ｾ＠ ｾ＠ Offfiffi' I l:lftuTJl1
mq; t fq;- ;:;frcR ｾ＠ m ｾ＠ ｾ＠ it 'Eit ｾﾭ
ｾ＠ ｾ＠ f I 'Eit omR q:ft 1("J1<:1l ｾ＠ ｾ＠
OCl> q;tf ｾ＠ t ｾ＠ ｾﾷｾ＠ ｾ＠ t I
m ｾｾｷｲｲ｣Ｚｲｲｭｾｾｾｾ＠
ｷｲｲｲｾｴ｣Ｚｲｲｾｾ＠ ｾ＼ｒｗｦ＠ I
91. ｾ＠ ct; ｾ＠ ｾ＠ 'fmtuT Jl1'l<'l' ｾ＠
ｾｴ＿＠
( 1) ｾ＠ q;f fcl;it '1ft W:fiR"qft fum ｾ＠ Cf>f
(2) ｾ＠ lffiiT-furr orR q;r
(3) rn?:-rn?: ｾ＠ q;f ｾ＠ t>r.fq'EJ"""'R'1,.,rt<41 ll 'll<ffi ｾｱ［ｲ＠
(4) ｾＭＱＡｎｔ＠ orR q;r
(40)
mtr-IV ｾＭＱ＠
ｾ＠
92. lffi'n'-fi«rr q;y ｾ＠ cn1 mtt mm ｾ＠ -.rrt .q ｾｾｾｴ＿＠
(1) Ｍｾ＠ q;f ｾ＠ fulWir ｾ＠ ｾ＠ｾｾｉ＠
(2) ｯｲｵｲｭｭｷｲｾｏｒＢｾ＠ 1
(3) ｾ＠ ｾ＠ ｾ＠ q;r f.:p:riur fcf;<rr ｾ＠
ｾｉ＠
(4) ｾｱ［ｦｾｾｾｾ＠ I
93. ｾﾷｾｾｍｦｦｭｬＧｔｾｴ＿＠
( 1) ｾ＠ ｾ＠ :1 OR" -qr;f ｾ＼ｉｔ｜＠ "W.I;c: ｾ＠
m (2) 'Eit omR q:ft fum ｾ＠ cmvft mc'1T ｾ＠
｣ｴ［ｾ＠
(3) lffiiT-furr iffiT ｾ＠ q;r ｾＭｾ＠ ｾ＠
ｾｾｾ＠
(4) ｾｾｲｮｦｵｭｾｾｾｾ＠
m
94. ｾ｣ｴ［ｾｭｭｾｾｾｾ＠
h (1) ｾｾＭＮｭＭＮｱ＠
(2) ｾｱＺｦｴｦｵｭｾｯｮｴｬｬ＠
(3) lffiiT-furr ｾ＠ fum-«K q;f
(4) ｾｱＺｦｴｾｾｱＺｦｴ［［ｷｦｴＮ＠
95. 'lffi'n'-fl«w ｾＺｾｴ＠
(1) ｾｾＭＧｦｬＱ＠
(2) ｦＮｒＤＡ＾ｾＭＧｦｬＱ＠
(3) ｾｾＭＧｦｬＱ＠
(4)' ｾＭｾｾＭＧｦｬＱ＠
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A 105. ｦ｣ｬｦｕＭＳｴ｣ｮＢﾫｾ＠ t
(l) ｾＭ｡Ｚｩｱ［Ｍ
(2) ＬｾＬｦｴ［ｭｾ＠
(3) 'l1JT<r q;r ft;m '[3lT .
(4) ｾｭ＠
ｾＺｾｾｾｾ＠
ft7 lfft oqm afif fclEJI\'1(1 lt ｾ＠ ｾ＠ qn;ft 106. "''
(l) ｾｾｲＭｮｦｦｩｴｴ＠ 1
(2) ｾｭｾｴＱ＠
(3) ｾＳｬｗｔｭｦｦｬｴ＠ I
(4) ｾ＠ ｾｾ＠ lJ!!«ft t I
107. ｭｾｬＧｩｱ［＠ ｾ＠ 'Ql" m1 •oqm_fiwrr eli fffir .. ｾ＠ ari'UCfi'll\'t<l'{u\ t
108.
(1) ｾＭｾ＠
(2) ｡ＢＧＢｈｾ＼ｬＴ＠ i1on"11Cfil <p;f
(3) O!lli6<fbli6 f.:l<mT q;r ｾ＠'
m1-wm ･ｬｩｾｾ＠ 'C6l ｾ＠ ･ｬｩﾷｾ＠
ｾｕｃｦｩｾｾｭｾｴ＠
(1) ｦｵＦｬｵｲ｣ｦｦｩｾｱ［ｲｾｾ＠
(2) ｾｗｬＧｾｷｲｲｾ＠
(3) d"-'tl'R'Hl4 ｾ＠ ｾ＠
(4) ｏｉｉｒｾｱ［ｲｾｾ＠
(42) 109. ｾ＠ ﾷｾ｡ｦｴｦｺｹ＠ ･ｬｩｾｾｦｴ［ｮｲ｡ｮｱｾ＠
ffil\"<it 'C6liFft q;r ｾ＠ ｾ＠ ?
. c1) ｾｾｷｾｾｾ＠
(2) ｾｇｔｴｦｾｭＺ＠ I
(3) ｦ［ｭ｣ｴｾＬ＠ ｾ＠ ｾｾ［ｦｦｩｾｱｵＧｲＺ＠
ctt M fil:.'lli'4i6 m 1
(4) ［［ｔｉｾｭ｣Ｚｲｭ＠ 1
110. ｬＧｬｬｾｦＮＺｪ＼ｦ＾＠ ｾ＠ 'Ql" ｯｱｭ｟ｾ＠ <fft ｬＧｬｬｾｦｩＧｬｩＶｩＱＱ＠
111.
112.
ｾｾ＠
(1) ｾ＠ ＳｦｵＭｾ＼ｴｯｯｭ＠ ｾﾭ
ｾ＠ q;r fcrcmr C!iVlT I
( 2) Ol't-'tl'f cffi FH li'4Ciii'11 3fu" ｬｻｪｦｾ＠ ｃｦ＾ｾ＠ I q;'t
ｾｃＡｩｖｬｔ＠ I
(3) Ol't-'tl'f ctt ｾ＠ -Wffif q;r fcrcmr C!iVlT I
) ｭｾｾ＼ｦｦｩｗＡｩｬｬｾ＠.(4
C!iVlT I
ｾｱ［ｲｬｦｾｎ＠
(1) ｾｾｴｬｒｔｾｉ＠
(2) ｾ｡ｔｉｾｴｬｒｔｾｉ＠
(3) ｾＭｬｊＬｏｴｾｾｭｾ＠ 1
(4) ｾｾｴｬｒｔＭＱ＠
oqmeli<flt'lt <tA'-m ｾ＠ '3fun t?
( 1) 'l'flqf ｾ＠ H 4 4 01<>.\i O!fCR'i!IT t I
(2) 'l'flqf O!fiCfi<1lT q;r ｾ＠ ｾ＠ t I
(3) 'l'flqf 3fu- <i1Mt ｾ＠ <fi'l1T ,ft cntt ,ft m ｾｾｉ＠
(4) ＧｬＧｦｩｱｦｾＺｾｭｦｦｩｴ＠ I
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(43) A 113. JIII'.IMCfi ｾ＠ # 'm -q;f• Ｈｾ＠ ｾ＠ 117. ｾＮｱ＠ ｾ＠ afu-'C!I"'QCf)" ｾ＠ 'Cf)T ｾ＠ t
ＧｃｦＩｔｾｾｾ＠ (1) mm ｾｾ＠ "Cf)T 3lJCRR m (1) ｬｴＧｐｾ＠ ｾｾｩｴｾｾ＠ "Cfi\-IT I (2) ＧＱＱＱｭｾｾｾ＠ fi;jfuffi ｾ＠ ｾ＠ wr)rr
fclfi:Fr ｾ＠ it 'llim-wrlrr ｾ＠ arcrnT qft ｾ＠ "Cf)T 3lJCRR
(2) (3) ｾｾ＠ qft ｾ＠ "Cf)T 3lJCRR
ｾＢｃｦｩ｜Ｍｉｔ＠ I
ｾ｣ｯｔ＠ 61;piiffll'1 ｾ＠ I (4) cffi;ft" qft • ｾｦｯｒｔ＠ WmR qft ｾ＠
(3) "Cf)T 3lJCRR
(4) ｾｱ［ｦｾｊｭｭｲ＠ I
l18. ｾＭＧｃｦｩｭ＠ .q fclf1R ｾＭｊｪｪＧｃｪＡｦ＠ mwrr 'Cf)T
ｾｍｾＣｲＮｭｦｦｩｾｴ＠ ｉｾ＠ｾＧｃｦＩｔｾｾｴ＠
114. ｾ＠ m ｾ＠ ｾ＠ qft 611Cll(<l<f){11m "Cf)T {l)
ｾｦ＼ｲｮｷｾｾｭｮｲＱ＠ＧｬｬｬＧｆｲｾ＠ I
(1) ｾ＠ (2) ｾＭｦｵｷ［ｦ＠ qft ｾ＠ q;f ｾ＠
(2) fcrnJlR <ART I
(3) ｦｬｬｾＢＧＧＢＧｬｴ＠(3) ｦ｣ｲｯｬｷＺｦＭｾ＠ ｾ＠ Rm "Cf)T -qm;r
"Cfi\-IT I (4) ＧｬｬｩｭＭｬＧｬ＼ｩｬｬｬＨｬｬｬｾｬ＠
ｾｾｱ［ｦｾｩｴｾＱ＠(4)
115. 'Cfim .q ｾ＠ ｾ＠ ｾ＠ ｾ＠ crMT miUt ｾ＠ qm{ ｾ＠ I ｾ＠ ｾＭｦｭｲ＼ｮ＠ ｾ＠ ｾ＠ 1f ＳｻｔｑＧ＼ｭｾ＿＠
119. ｾＭｾ｣ｮｬｾ＠
(1) ｾｾｾｾｦ｣Ａ＾｣ｲ｡ｷｲｾｾ＠ (1) ｭｷｲｾＮｾＭｾ＠
;:r'Cf>tl (2) ｾｾｾＭｉ＠(2) ｾ＠ p lR" ｾ＠ 'lll'Fr ｾ＠
ｾ＠ q;fo;r ｾ＠ ｾ＠ 'l'ffi ｾ＠ｾｉ＠ (3)
(3) T-1# ｾ＠ q;f ofm OfR WmR ｾ＠ ｾ＠ -I
cWl I (4) ｾｃＡｦｴｷ｣ｲｾｃＡｦｴｭｭｾ＠
(4) ｾ＠ "Cf)T -m1 ｾ＠ ｾ＠ ｓｩｴﾷｾ＠ q;f
ｾ＠ 1m" ｾ＠ ｾ＠ "Cf)T ＶＱｃｬｾｬｃｦｩＢＧＧＮ＠ ｾ＠ｦｦｩＧｦｦｩｦｴＭｾ＠ ｾＭ I
afur ｾ＠ "Cf)T arcrnT ｾ＠ .I
uo. ＼ｕｉｉＧＮｉｦｩＺｉｃｦｩｾｗＧｾＭｾ＠ ｾｾｴ＠
116. or=n ctt ｾ＠ ｾ＠ 'Cf)T ｾ＠ ｾ＠ ｾ＠(1) '111m "Cf)T ｾ＠ fum;rr
'Cf)T-- ｾＧｦｦｩｴＧｃｦ＾ｔ＠ t (1) ｾｾＧＳＧＦｾＱ＠ (2) 3T-il'R1fr<l ｾ＠ ｾ＠
. (2) fclfi:Fr ｾｩｴｾ＠ (3) '111m "Cf)T wr)rr fum;rr
(3) ｾｓｬｴ｣ｯｦｾｾＮｾｾ＠(4) \0( ｉＢＧｾｾｾ＠ IR Cf) (fe2:f ｾ＠ "Cfi\-IT
(4) ｷ｡ｇｾ＠
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A (44)
Candidates should answer questions from the following. Part only if they
· have opted · for ENGLISH as I LANGUAGE-. II.
ｾ＠ ｦｾｫｴｦＨＱｦｾ､＠ ｾ＠ ct- w.=[ *" dfH
&>ctM 'frlTI ｾ＠ ｾ＠ ､［ｊｑＱｾ＠ Ｑ］ＱＱｾＱ＠ - II CfiT
fctct50"1 ai!)\!fl ｾ＠ m I
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(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
wings suggests that they did not evolve.
into the class of birds. In pterosaurs, a
greatly elongated foUJth finger of each
forelimb supported a 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,
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.
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 ｩｮｾｯ＠ 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.
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
123. The elongated finger in the ___ _
supported the outstretched wings.
( 1) pterosaurs
(2) birds
(3) both
(4) neither
A
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A 124. The · body of the pterosaurs was
covered in (I) feathers
(2) scales (3) fur (4) smooth skin
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
126. A synonym for 'compressed', from the passage is (I) launch (2) dense (3) light (4) ｳｾｲｵｴ＠
127. The opposite of 'contrqversial' Is (I) questionable
(2) uncertain (3) debatable (4) undisputed
128. It can be understood from the passage that scientists believe that the
( 1) large wings help pterosaurs to. fly great distances.
(2) hollow bones showed they evolved from bats.
(3) fossil remains explain how they flew.
( 4) pterosaurs walked on all fours.
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
(46) 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.
,2.
One day a small opening appeared. He
sat and watched the butterfly for several
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
to help the butterfly. He took al pair of
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
because he expected that, . at any
moment, the wings would enlarge and
expand to be able to support the body,
which would contract in time.
Neither happened! In fact, the butterfly
spent the rest of its life crawling around
with a swollen body and shriveled
wings. It never was able to fly. What the
man, in his kindness and haste, did not
understand was that the restricting
cocoon and the struggle required for the
butterfly to get through the tiny opening
were God's way of forcing fluid from
the body of the butterfly into its wings so
that it would be ready for flight once it
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
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131. The natural process would have the
wings of the ·butterfly
(1) unfold and s,tretch out .,
(2) fold up and remain snug
· (3) half open and snug against the
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
134. The essay is ____ in form.
(l) factual
(2) descriptive
. (3) discursive
(4) argumentative
135. A man noticed that the---'------
( 1) butterfly was hidden
(2) cocoon was growing
(3) cocoon was moving
(4) .butterfly was e'merging
(47) Directions : Answer the questions that follow
by selecting the most appropriate
option:
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.
137. The Humanistic Approach is
specifically tuned to the
(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 .
138. A 'special needs language classroom'
is ｩ､･ｾｬｬｹ＠
(1) exclusively furnished.
(2) located separately.
(3) integrates all types of learners.
(4) · has extra teachers to help regular
. teachers.
A
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A 139. One of the challenges of 'Behaviour
Management' in a senior class is
(1) students' readiness to use the
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 parent-
teacher 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
difficult situations that students
have had to face in life.
(4) managed to get the Principal's
permission to go out and play
during the English period.
141. Assessing reading at Class VII, can be
done most effectively through a
(1) spoken qUiz based on the
meanings of words and
expressions.
(2) 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 a 50 word book/text
_review as a small project.
(48) 142. Curriculum development follows the
following sequence :
(1) Formulation of objectives,
assessment of needs, selection of texts/learning experiences,
evaluation
(2) Selection of texts/learning
experiences, assessment of needs,
formulation of objectives,
evaluation
(3) Assessment of needs, formulatjon
(4)
of objectives, selection of texts/learning expenences, evaluation
Formulation of objectives,
assessment of needs, evaluation, selection of texts/learning
experiences
143. The learning experiences that offer a vicarious experience to learners are
(1) ·real objects and specimens
(2) abstract words, case study
(3) display boards, film clips
( 4) · field trips, observations
144. In Computer Aided Instruction [CAl), the 'simulation mode' is where learners
( 1) experience real life systems and phenomena.
(2) receive bits of information followed by questions with immediate feedback.
(3) a senes of exercises with ' repetition practice.
(4) get problems which are solved by a process of trial and error.
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145. ｾ＠ 'listening stimulus' (1) presents input to separate groups
of students who gather again to
share what they listened.
(2) presents an information ' gap
activity such as giving directions.
(3) is listening to a good commentary to review it.
(4) 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
and allowing others to take turns.
(2) describing one's school or its
environs informally.
(3) 'telephone' conversation with another.
(4) comparing two
objects/places/events assessor.
or
for
147. Retrieval skills in writing are (I) note making and note taking
more
the
(2) diagramming and summarising (3) abilities to do extensive reference
work
(4) orgamzmg information ·while reading/listening
148. 'Awareness raising' grammar· games encourage students to (1) think consciously about the
structures they have learnt.
(2) collaborate in completing a given
activity.
(3) engage and feel about human
relationships while the teacher
controls the structures. ·
(4) use learnt structures to
communicate with one another
about a given theme.
(49) A 149 .. Language acquisition
(1) is the memorization and use of
necessary vocabulary
(2) involves a systematic approach to
the analysis and comprehension of
grammar as well as to the
memorization of vocabulary.
(3) refers to the process of learning a
native or a 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.
(2) 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.
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. (50)
Candidates should answer questions . from the following Part only if they have opted · for HINDI as LANGlJAGE- II.
ｾ＠ ｦｾｊＰＴＱｦＨ＿ｦｦｾ､＠ <qJTT ｾﾷ＠ ｾ＠ c);- 3fH
ｾｱＨＱ＠ 'ffm ｾ＠ ｾ＠ ｡ｾＱｾ＠ ｣ｱＧｾＧ＠ - 11 Cf)T
fqCf)(Yq ｾ＠ Tf1T m- 1
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(51)
qpy_y
<qf1'.ff - II ｾ＠
f.mT : ｾ＠ Rtt ｾ＠ -rrnm q;f ｾ＠ ｾ＠ ｾ＠ｾ＠ q;r "'€I<R ｾＺ＠
ｾｾＭｴｴｾｦｵｭｾｾ＠
ｾｗｒＺＢｳｬｾ＠ I ｾ［ｮｬｬｬｬ｜ｾｾ＠
afu- ｾ＠ 'i''i'<lit1l C!?l· ow fur ｾ＠ ｾ＠
ｭｾｴ＠ I ｾｬｬｯＭｦｾｏｗｾＭｲｲＺｉｔｾｾ＠
ｾｾｾｾ｣ｦ［ｾｾＢＣ＠
Ｍｾ＠ ｾ＠ I W"f <f>1 mRT ｾ＠ tl 2Ai<ICf>(
fmr-lT ｦＢｬ＼ｴ＾ｾｦｦｩ＠ ｾＮ＠ "f'ffi "3mt 1ft "Cf)l1 mRT ｦＢｬ＼ｴ＾ｾ＼ＺＬｊ＠ ｾ＠ I ｾＭｾ＠ 'l1I1S1T <f>1 ｭｩｴｾ＠
ｾ＠ 'il'ffi aTir tl tft ｾ＠ t I "ffr 4 3Noft ｾ＠ cf; ｾ＠ fum cf; 'lmT{ cf; <nt -q . ｾｴｭｾｦ＼ｲ＼ｲｮＭｴｩｾｾｾｾ＠ 1
tlr qft Ｇｱｴ｜ｩＨｩ［Ｎｊｱｬｾｬ＠ -q of<\ ｾ＠ qft ow <w t
ｾｾｾ＠ ｉｾＨＡｃｦＩＢｩｴｾｾ＠
q;r ｾ＠ t: ｾＢｴＭｴｬ＠ ｡ｷｬｾｾｾ＠
ｾ＠ 3l!OT. · t 1 m ｾ＠ q;r "{!;;;
. IH<lf"i<t> fum (ICf)" ｾ＠ t : ¢ ｾ＠ >f, 'W
ｾｾｱｦｴｦｵｭ｣ｦ［ｾｾｴ＠ 11Rt <w ｾ＠ Fm -<t>Tt ｾ＠ 'l1I1S1T ｾ＠ q;r 31CR1{
ｾ＠ P=wrr, ｾ＠ ｾ＠ qiT ｾ＠ fcmR;r ｾ＠ q;f
fum cf; ｾ＠ ｾ＠ cf; "IRlrr -q oru:rr it ｾ＠ ｾ＠ I ｾ＠ q:;1:fi ｾ＠ fiil<t>ffH'l ｾ＠
ｾ＠ OFRT t afu" OOf 1ft ｾﾷ＠ ｾＴＧｻ｣ｩ＼ｴ＾＠ ｾ＠ t ｾｾｾｬｬ｜ｾＭｾｾ｣ｦ［＠
ｾｭｦｩｷｲｲｮ＠ 1
122.
123.
124 .
ｾｾｦ｣ｲｾｲｮｨｦｾｬｦｩＧｦｾ＠ t 1
(1) ｾ＾ｬｩｴｾｾ＠ I
(2) ｾ＠ Ci>f wWr ｾ＠ IIMf'"l<t> mr (lCf)" ｩｴｾｾ＠ I
(3) ｾ＠ q;r m OJSO mfim ｾ＠ 1
(4) ar-<f ｾＱｦｴｾ＠ <j<T ｾ＠ t I
ｾＭ［ｦｾｱｦｴ＠ WRTf<nmf qft t? (1) ｾＢＣ＠
(2) oqt\I(<:,JqRJ tl
(3) ｾＢＣ＠
(4) 'i{w:"#
ｾ＠ fmrr cf; -;;rq tR" ｾ＠ ｾ＠ S3TT \ill ｾ｣ｮｬ＠ .ariW:r t?
(1) ｾｱｩｦｭｲＭｦｴｱ［ｲｾＢＣｾ＠
(2) ｾＭ＼ｴ＾ｾｗｩｴ＠ q;r ｾｦＢｬ＼ｩｬｦＢｬｩＱ＠ ｾ＠ ｾ＠
ｾ＠
(3) ｾ｣ｦ［ｾｦｵｭｴＮ］ｲｲ＠
c 4) "ffiriT q;f fum q;r ｾ＠ mq; ;:r m
121. ｆｾＭｾＭｱﾷｾ＠ Ｇｬｬｭｬｬｾｭｦｦｩ＠
ｾＢ＿＠
.. 125. ·fcrem" l'JGG -q ﾷｾＮ＠ ｾ＠ ｾ＠ tR" \illl'JGG ｾＮｾｴ＠
(1) m- 'l1I1S1T -q (1) fiiloqlfl:<t>
(2) llRCf)" 'l1I1S1T -q (2) ｾＭｱＱｦｬＺ＼ｴ＾＠
(3) ｾ＠ 'l1I1S1T -q (3) ｾｯｱｒｊｃｦ＾＠
(4) ｾＭｱ＠ (4) ｾＭｱＱｒ＼ｴ＾＠
A
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A . 126. ﾷｾ＠ llOGf
(1) ｾ＠
(2) ｦｾ＼ｬｬｦ｣ｴｩ＿ｬｑｯｬ＠
(3) ＧｬｏｉｉＧＪＧｬｩｾｃｦｬ｀＠
(4) fu;<rr
127. '"ER"cit ｔＮｬｾｬｾ＼ｴｬ｣ｭＧｬｬｬｾｾ｣ｩｴ＠ ｾｾ＠
ｾ＠ ｾ＠ t I' G{1'Cflf 1t ｾｭｩｦｬｦｬｩＧｬ＠ am t (1) ｦｵ［＼ｲｲｾ＠
(2) ｦＢＧＧＧｴｾ＼ｉｃｉｉｾｃｦｬ＠ ｾ＠
(3) ｾｦＢＧＧＧｴｾ＼ｉｃｉｉｾｃｦｬ＠ ｾ＠
( 4) ｾ＠ ｾｲ｣ｦＮＺｲｲｩＺｬＧ＠
128. ｾ＠ 31lf ｾ＠ q;f ＧＡＧＧＡＧｾｩｦｲｩＧｩ＠ cit ｾ＠ fm" . ＧＳＰｒｾｾｴｦＮｆ［ｾ＠ ＳＱｬｦｾ＠
(1) ｾｾｩＧｗｦｦｾｾｴ＠ I
(2) ｾｱｪｧ［ＺｻｬＴ＠ ｾ［ｱ＠ ｾ＠ ｾ＠ ｾ＠ t I
(3) ｾ｣Ｉ［Ｍｭｭｾｾｴ＠ 1
(4) ｃｾｩｦｦｦｩｮ｣［ｱｾｾｾｴ＠ 1
ｾ＠ : ｾ＠ f<N ｾ＠ ｲｲｾ＠ "Cfll ｾ＠ ｾ＠ -mT ｾｃｪ［ｦＧｱ＼ｒｾＺ＠
＼ＱＢＱＭｩｾｬｦ｣ｴｃｦｬ＠ <miT ciT TWfi 'If ｾ＠ "''T 'i:ft <W, 3l1R ｾｾ｣ｩｔｾ＠ 'If lll1
ｾ＠ .qr "ffr \l ｾ＠ .. ｾ＠ ｾ＠ ｾ＠ ｾ＠
ｾｾ＠ ｡ｷｦｦｩｾｷｦｦｴ＠ ｾｾｾ＠
ｾ｜ｬｲｮｴ＠ ｬＫｬｒｃｦｾｬｦｾｾ＠
c);- C6TruT f;r;t ｾｴ＠ ;f\T.rr w ｾ＠ t, ｾ＠ ｾ＠3'F<l'l<r \llll1 orq m- m ｾ＠ 1 ｾＭｾ＠ ｾ＠
ｾ＠ ;:rrq ｾ＠ lll1 ｾ＠ ｾ＠ q;«f t, ｾ＠ｾ＠ m 'If ｾｩｴ＠ 3lffi t, ｾ＠ m amo: ｾﾷｦｦｩｨｮｩｴ＠ ｾｩｴ＠ z;itrrr ｾＱＱｭｾ＠ t I m 'If, ｾ＠ -qrn off.&: m, ｾ＠ 6fu- ｾ＠t lllnt ｾ＠ ｾ＠ ｾ＠ awm Ｎｾ＠ m, 1:jfq
ｾ＠ 6fu- 3lf01f.ft c);- 381 ｾ＠ｾ＠ ｾ＠
ｾｱｦｴＢﾢｾ｜ｬＧｩＺｦｴｾｾｴ＠ I
(52) 129. ｾ｣ｦ［ｾＵｬｦｾＧｓｩｦｦｩｾｾ＠
t? (1) Ｍ［［［ｔｾｴ＠ I
(2) -;;;1 ｾ＠ Cflt ｾｴ＠ I
(3) Ｍ［［［ｬ［ｦｦｩｲｾｾｴ＠ I
(4) -;;;1 ｾ｣ｩｔｾ＠ m q;«f 1
130. ｾ＠ cf; ｾ＠ 5lf ｾ＠ OfTJf lR" m:rr_ ｾｾｴ＿＠
(1} ｾ＠ ll'RC!T c);- ;:rrq ｾ＠
(2) ｾ＠ m c);-;:rrq ｾ＠
(3) ｾ｣ｲｴｾｭ｣ｩｬｾ｣Ｉ［Ｍ［Ｚｲｲｱｾ＠
( 4) '!!Tit ｾ＠ ;:rrq ｾ＠
131. ﾷｾ＠ ｾ＠ｾ＠ 1t !!5 tt m t ..... ' 'C(lCfqlt ｾＦｩｦ｣ｦ＾ｩＱｬＱＰｇｾ＠ ｾ｣ｩｴ＠ ｡ｭＭｾ＠
'lfi«{Tf?
(1) "1::>011<:'14'1 ciT (1{4>
(2) ｾｾｷｭｾｾ｣ｩｬＨＱｻＴ＾＠
132. ｾ＠ l10G Ｇｉｴｾｾ＠ 'Q;;:rq CfUT ｣Ｉ［Ｍｾ＠ lR"
ｾｬＺ｟Ｉｱ［ｊｾｾ｜ｩｦｬＧｾｦ＿＠
(1) ｾ＠
(2) ｾ＠
( 3) 3'F<l'l<r
·(4) ｾ＠
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133.
134.
135.
ﾷｾ＠ w.Gll cnt.l-m ｾ＠ t?
(1) ｾ＠
(2) <r
(3) ｾ＠
(4) ft<r
ﾷｾＱｦｴ＠ ｜ＡｉｒＢｾｾＭＧ＠ ｾ＠ ll&<rr t . _,
(1) ｾ＠
(2) ｾ＠
(3) ｾｻＰＱＱ＾Ｔ＼Ｖ＠
(4) ｾ＠
Ｍｲｲｯｭｾ｡ｭＺｭＭｷｾｾｾｴｲＮｮ＠
(1) ｾｃＡ＾ｔ｢＼ｔｾｾｾｴ＠ I
(2) ｾ＠ q;r ｡ｭｾ＠ ｾ＠ ｣ｲｴＭｾ＠
CJi1 "&It ｣ｯｔｾ＠ t I
(3) ｾ＠ ｾ＠ ｾＨＱＢ＠ am * l:JTff ｾ＠
ｾｴｬ＠
(4) ｾｾ＠ ｾｾｾ＼ｴＭｦ｣ｦ［［ｮｴ＠
ｾｴｬ＠
ｦＮＺＤｔＺｾｾｾｐＮＺ＠
136. ＧｉｕＡｕ｣ｮｬｾＭｾｬｬｭｭｴｴｬ｜ｦ＼ｬＧｻｵｨｭｴ＠
( 1) q'Rf.J"d 3MR1
(2) 041C6<fUIC6 f.:r"l1:::T ;it cfl<>&if('1C6 "04T&IT
(S3) .A
137. ｾ＠ ＧＡＧｉｉｉｈｈｉＧｉｬﾷｾｴ＠'
(1) (lffi11 ｾ＠ * m <li1 ¥WffiT
(2) ｾ＠ TJfu ｾ＠ ｾ＠ qft ¥WffiT
(3) ｾｾｾｱ［ｲｭｃｦＱｒ＼ｬｩＱ＠
ＧＡＧｾｉｃＧＱｈｉ＠
(4) ｾ＠ m CJi1 3{]qiJIUC6-614lqiHf<C6
ＢｩｦｩｾｔＮ｡ｬｦ＠ -q ｾ＠ f:fl $l C6 offi;:R CJi1 '1J'( I <'1 HI
138. Ｇｉｕｉｕｾｾｴ＠
(1) WRf, ｾＮ＠ 1WIT, ft;mRr
(2) ｾＮ＠ 1WIT, ft;mRr, wm:=rr
(3) 1WIT, ft;mRr, WAf, wm:=rr
(4) ft;mRr, ｾＮ＠ 1WIT, ｾ＠
139. ｾｦ｣ｬｩｩｬｩｗＢｬ＠ Ｓｦｒｾｾ＠
(1) ｃｦ＾ｬｴﾷｾ＠ ＧｱＡｱｦｾｾｾ＠ I
(2) ｷｦｴｾｷｾｾ＠ 1
(3) ｾｾｾｾｾｾ＠
(4) wr-=IT ｾＭＢＧ＼ＱｔｃＧＱＢ＠ qft 'q!qf * ｾ＠ ｾ＠
ｾｲｮｾＱ＠
140. ｾｾｾｾｬｬｾｾ＠ ｾＭｦ｣ｲ｣ｭＺｩ＠
ｾｾｾ＿＠
(1) ｾ＠ ｾ＠ ｾ＠ lWIT-ftrffi ｾ＠ 'q!qf
ｱ［ｲｭｾｴ＠ 1
(2) ｾｾｾｾ＼ｴＭｷｩｔｾ＠
ｾ＠ <t" ｾ＠ f.:rtR 3ffi:fil;<rr ｾ＠ ｾ＠ I
(3) ｾ＠ ｾ＠ ｾ＠ ｾ＠ "C6m ｾ＠
ＧｱＡｱｦＭｬｬＢｬｬＧｉｾｉｉｃＧＱＱ＠ C!>T f.:rtR wWr ｾ＠tl
(4) ｾｭｾＧｱＡｱｦｱ［ｲｭｾ＠
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A 141. ｷｲＮｲｲｾｬｬｾｾ＠
(1) ｾﾷ｣ｩｴ＠ Ofl(f wR # ｾＬ＠ $t ｾ＠
llfof¢"11
( 2) w-:rr q;f ｾ＠ 1'1 'i ei Cfl wR cit &fl1ffi q;r
ｾ＠
(3) ¥1ifo'{c1Cfl trRI.
(4) ｷｴｾｾ｣ｩｴｾ＠ •:rwqf11
142. ｦ｣ｮｾｮＺｲ＼ｮｒＢＧｃｦ＾ｔｾ＠ ＺＱＱＱｾｦｾｩＶ＠ ｾ｣ｩｴｾ＠
ｾＧｃｦ＾ｔ＠ ｾｾＭｱｾｾｭＺｬｬｦｾ＿＠
(1) ｾｱ［ｦｾ＠ I
(2) ＼ｲｲ･Ｚ｣ｩｴＷｦｴｾｾ＠ I
(3) ｍ｣［ＺﾥＢＱＢｃｦ［ｦｾｾ＠ I
(4) ｗ｣ＩＣｾｭｮ］ｩｭｾｾ＠ 1
143. ｾ＠ -q ＱＺｬｯＭｬＭｾ＠ 'CflT fcrcnm ｾ＠ cf; fffir ｾｴ＠
(1) cn&lT B ｾ＠ CfRR ｾ＠ Cf;f 3l'R1R1 I
(2) <m1. ｾ＠ ｬｬＦｦﾷｾ＠ Wurr I
(3) cffi;:ft ｾ＠ Cf;f 3l'R1R1 I
( 4) ｾｦｵｲｮ］ｷＺｲＮｩｴ＠ q;r ｾＭ｡ｍｲｮ＠ 1
( 1) ｾ＠ ｗＭｾ＠ Tffufcifu liBr ｾ＠ I
(2) ｾ＠ cit ｾ＠ 1fqfu q;f ｾ＠
CRffi ｾ＠ I
(3) "Cfll01:f-01fi@1T Cf;f ｾ＠ lWT ｾ＠ I
(4) ｾＭＳｬＧｒＱｦｦｩ＠ Cf;f ｾ＠ fit\fi"l'{Oj ｾﾷ＠
ｾｉ＠
(54) 145. wm ｾ＠ ｾ＠ Cflfcs•ug 'CflT ｾ＠ qmrr
ｾ＠ ｉｾ＠ ｾＡｦｦｩＺｲｮＢｴ＠ I
(1) f,gfl;llf<h"'l
(2) f.s'k'ifCffi"'l
(3) ｦＬｧｾＨＱＧＱＧｦｦｬＢＧｬ＠
(4) fs"Mlf"l"'l
146. ｾＭｾ＠ <nT m ｾ＠ ｾＭｾ＠ cit ｾ｣ｮｬｯｭＺＺｉｔｾｾ＠
(1) ｾＧＱＱｊｬＧＡｔ＠ Cf;f ｾｴ＠ I
(2) fr-l'Ell("l"' Cf;f ｾ＠ t I
(3) ｾ＠ ｾ＠ ｾ＠ 1:R" ｾ＠ m<'T WIX'!T ﾷｾ＠ I
( 4) ｾ＠ 'I1Jl'IT-wWr cn&lT # 'I1Jl'IT-cllli I ct < o I
Cf;f f.:!1:ltur CRffi ｾ＠ I
147. ｾＭ｡Ｚｲ［［ａＭ ﾷｾＭＳｬｦＧｕｬｬＱＧｦｬｬｾ＠ ainTt (1) ｾＭｾ＠ cf; ｾ＠ q;r 3l'R1R1
ｾｱ［ｲ＠ I
(2) ｾｱ［ｲ＠ I
( 3) 'I1Jl'IT cfi f.:r<ll::IT q;f ｾ＠ ｾ＠ Cf;f I
( 4) 'I1Jl'IT ｾ＠ cfi 3l'R1R1 Cf;f I
148. ｾ＠ ｾ＠ <nalT -q ｾ｣ｩｴｾ＠ cf;
wm<nT (1) ｾｾﾷｉ＠
(2) mffM'i ｾ＠ ｾＮ＠ I
{3) ｾ＠ mflm OR t.n'. I c 4) icffir mffllt-=t ｾ＠ Cj;BT • 1
149. ｊｗＡｉｦｾｃｦｬｾｬｦｦｾＭｾＧｃｦ＾ｔｾｴ＠
(1) ｾ｣ｩｴｦｵｭ｡ｮｾｬＺｾｍｭｾ＠
(2) ｗｦｲ｣ｦ［ｾｾｾｾﾷｾ＠
(3) ¥Wf ｾｯｲＭｦａｔ＠( 4) ¥Wf Cf<ffiT or-fAT
150. ｾｾ｡ｦｵＮｭＭｾｾｾｾｴ＠
(1) ｾｱ［ｦｾ｣ｦｩｦｵｲｯ［＠
(2) ｾｾｾ｣ｦ［ｾ＠
(3) ［［ｦｴ｣ｒ｟ｾ＠ q;f ｾ＠ ｾ＠ cf; fum: (4) ＼ｬｾ＠
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(55) A SPACE FOR ROUGH WORK
Ｇｦｴｮｾｾｾｾ＠
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(56)
READ CAREFULLY THE FOLLOWING INSTRUCTIONS;
I. Out of the four alternatives for each question, only I. 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.
2 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.
3. 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 ..
4. 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.
5. 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
7.
8.
Admission Card to the Invigilator.
No candidate, without special permission of the Superintendent or Invigilator, should leave his I her seat.
6.
.7.
The candidates should not leave the Examination Hall without handing over their Answer Sheet to the 8. lnvigilator on duty and sign the Attendance Sheet twice. Cases where a candidate has not signed the Attendance Sheet a second time will be deemed not to have handed over the Answer Sheet and dealt with as an unfair means case. The candidates are also required to put their left hand THUMB impression in the space provided in the Attendance Sheet.
ｾｾｾｗＡｵＺｾｔｊｬｴＧ＼ｬｬ｜ｾｩｴ＠ ｾ＠ ｾＢＳＱＧｦｻｾｦｴ［ｲｯＺ＠
OMR "31'f{ -q;r ｾ＠ ｾＲ＠ 1lr ｾ＠ 1%' C[ff q;l ｾ＠ 1J_ft i'fW
［ｦｵ［ｦｾ＠ ofu;r ｾｾ＠ ｾ＠ o/ 11%'01T{ "3W ｾ＠ <iR=l ｾｾｾｾｾ［［ｲｲｾｩ＠ I
ｾ＠ ＧＡｊ＾ｒｾｩＡｩＱ＠ Ｇｦｩｴｦｬｦ＾ｾ＠ "3W"!f;f q;ll:!Tm ':f ｾｾ＠ ｾ＠
1R" Cfilt 3R' f.mR ':f ｾ＠ I ｾ＠ 31lRT 611!*'11i<6
"3W"!f;f it Rmmf ｾ＠ ｾ＠ ｾ＠ 3FPr ':f ｾ＠ I
m ｾ＠ ｾ＠ "3W "Q;f "<6T 'UlH'{cl<6 wWT 'fit, ｾ＠fcl>m ,:ft ｱｦｻｦｾｦＨＧｬ＠ it ｾＮ＠ ｾ＠ ｾ＠ "31i{ -q;r ｾ＠
ﾷ＼ｲｲｾｩｴｦＧＺｒｭＧｦｦｴｾｱ［ｬｾ＠ ｾﾷ＠ｾｾｾＧｒｦｬｩｴ［［ｭＺｲｦｴ＠ I
ﾷｾ＠ ＬﾷｾＭｱ［ｲｩｴｲｯ［ｔｊｬｴﾷｾﾷｱ＠ｾｱ［ｬｾｾｾｾｾＭＭｱ［ｲｩｴｾ＠ I
..mwrr liTU m ｾｾｩｴｾ＠ ･ｭｾ＠ fucuq fcl>m ｭ＼ｦｦｴｾｷｲｮｴＬ＠ ｾ＼ｔｔｬ｜ｦｩＴｦｍｦｇＱｩＱＬ＠ ｾｾｾＮ＠
ｾＮ＠ ｾｾＮ＠ ｾｊｩｾｦＧｩ＼ｦ＾ｾ＼ｲｲｦ｣ｦｩｭｊｆｔｭ＠
'f>1 "f!TI1!ft q;l B ;m;f <TT ｾ＠ <iR=l 'f>1 ｾ＠ ｾ＠ t I
ｾ＠ "'R -qr ｾｾＮ＠ ｾｱ［ｬ＠ 31lRT ｾＭ･ｭ＠
ｾｉ＠
ｾ＼ｲｲｾＧｦｦｴｾ＠ ｾｾｦＮｆｲｲ＼ｦｩｬｴｾ＠
ｾｾＧＺｦｭｴｬ＠
ｾ＠ ｾｱ［ｬＳｬＧｆｉｔ＠ ｾＭｱ［ｲ＠ ｾ＠ f.Frr ｾ＠ ｾＭＢＡｦ［ｦ＠
ＭｱｲｾｾｾｦＮｆｲｲｾﾷｾｾｾ＠ I
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