JBC-12A

Test Booklet No.

This bookie~ contains _64 pages.

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pAPER II I ~- tJ;I' II .

Test Booklet c_ode

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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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Read carefully the Instructions on the Back Cover

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of this Test Booklet.

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INSTRUCTIONS FOR CANDIDATES

1. The OMR Answer Sheet is inside this Test B.ooklet. When

1. OMR 3W 1f;f ~ ~ ~ ~ ~ ~ ~ I \lfOf

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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.

3. Use Blue I Black Ball Point Pen only for writing

particulars on this page I marking responses in the
Answer Sheet.
4. The CODE for this Booklet is W. Make sure that the
coDE printed on Side-2 of the Answer Sheet is the same
as that on this booklet. Also ensure that your Test Booklet
No. and Answer Sheet No. are the same. In case of
discrepancy, the candidate should immediately report the
matter to the Invigilator 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
of 150 Objective Type Questions, each carrying 1 mark :
Part I : Child Development and. Pedagogy
(Q. 1 to Q. 30)
Part II : Mathematics and Science
(Q. 31 to Q. 90)
Part III: Social Studies I Social Science
(Q. 31 to Q. 90)
Part IV : Language I- (English/Hindi)
(Q. 91 to Q. 120)
Part V : Language II- (English/Hindi)
(Q. 121 to Q. 150)
6. Candidates have to do questions 31 to 90 EITHER from
Part II (Mathematics and Science) OR from Part III
(Social Studies/Social Science).
7. Part IV contains 30 questions for Language I and' Part V
contains 30 questions for Language II. In this test booklet,
only questions pertaining to English and Hindi language
have been given. In case the language/s you have
opted for as Language I and/or Language II 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.
8. Candidates are required to attempt questions in
Part V (Language II) in a language other than the
one chosen as Language I (in Part IV) from the. list
of languages.
9. Rough work should be done only in the space provided in
the Test Booklet for the same.
10. The answers are to be recorded on the OMR Answer Sheet
only. Mark your responses carefully. No whitener is
allowed for changing answers.

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Name of the Candidate (in Capitals) : - - - - - - - - - - - - - - - - - - - - - - - - - - -

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Roll Number (.:HjsMiOfi) : in figures

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(a:ic@ i f ) - - - - - - - - - - - - - - - - - - - - - -

words(~ i f ) - - - - - - - - - - - - - - - - - - - - - - -

Centre of Examination (in Capitals) : - - - - - - - - - - - - - - - - - - - - - - - - - - - -

~ (~

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Candidate's Signature : - - - - - - - - - - - Invigilator's Signature : - - - - - - - - - - - - -

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Facsimile signature stamp of Centre Superintendent - - - - - - - - - - - - - - - - - - - - - -

( 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
~~

selecting the most appropriate option.

1.

Child-centred education was advocated by 1.

which of the following thinkers ?

~-~ rn&n

(1)

(1)

Gfi.l!;f). ~

(2)

\jf'f:J ~

(2)

2.

John Dewey
Eric Erickson

(4)

Charles Darwin

2.

While teaching a single parent child, a teacher

should

(1)

treat such a child differently

(2)

assign lesser home assignments to such

a child

(4)

provide
stable
environment

and

(2)
(3)
(4)

~~

speeding
up
the
co-scholastic activities

transaction

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q;)
(1)

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(2)

CfiGT~
~ ~ q;) Cfilf ~

(3)

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~
~ ~ ~ ~
CflT 3l~ t

if ~

(Acceleration)

(1)

~~~~~if~cnGT

(2)

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of
(3)

promoting such students to next higher

grade by skipping the present grade

Whi.ch of the following is the most appropriate

activity for gifted students?

3fR

of

accelerating the process of assessment

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"J"P.n ?

(4)

(4)

transaction

""~.... ,
~ ~i{ct>~H

overlook this fact and treat such a child

at par with other children

accelerating
the
scholastic activities

Cfll.

(3)

consistent

Acceleration with reference to gifted children 3

means
(1)

4.

B.F. Skinner

(3)

(3)

3.

( 4)

4.

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(1)

Solve exercises given at the end of five

chapters at one go

(2)

rna:rcfi ~ lR q;&n "ct>l ~

(2)

Teach their class on Teachers Day

(3)

(3)

Write a report on a school match recently

held

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fffig.n

(4)

Write an original play on given concepts

c4)

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( 3)

5.

6.

Which one of the following could be an end 5.

stage of a child possessing bodily-kinesthetic
intelligence ?
Orator

(2)

(1\ll~ktCf) ~

(2)

Politicalleader

(3)

(3)

Surgeon

(4)

(4)

Poet

(1)

(2)

(2)

generally do not like their teachers

(3)

(3)

realize their full potential without any

help

(1)

cultural background

(2)

developmental stages

(3)

occupation of their parents

(4)

socio-economic background

Classrooms arter the implementation of RTE

Act 2009 are
(1)

age-wise more homogeneous

(2)

age-wise more heterogeneous

(3)

unaffected, as RTE does not affect the

average age of a class in a school

(4)

7.

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m
(1)

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(2)

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(3)

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q;an ~

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m-~ 2oo9 ~ fshlll..:tll"l ~

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(1)

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(2)

~~~~

(3)

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~q;rn

(4)

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t?

(1)

Students develop at different rates

(1)

(2)

Development is relatively orderly

(4). Development proceeds from heteronomy

to autonomy

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gender-wise more homogeneous

Development leads to growth

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~-~~~~

Systematic presentation of concepts may be 9.

related with which of the following principles
of development ?

(3)

R:i fct>rB Cf)

fcrcf;m ~ ~

perform exceptionally well in any field

important to hmp.an beings

Knowledge of
will be most
significant for a teacher dealing with a class
comprising students of mixed age groups.

~~

are generally physically weak and not

good at social interaction

(4)

9.

6.

Gifted students

(4)

8.

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~ ~

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~ P!l"lk1fuJ(1
(1)

(1)

(1)

7.

mM<n-~ ~ ~ ~ ~

R~k:lfuild

(2)
(3)
(4)

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mw

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t
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10.

( 4)

Scaffolding in the context of learning theories 10.

refers to
(1)

simulation teaching

(2)

recapitulation of previous learning

(3)

temporary support in learning by adults

(4)

ascertainingthe causes of mistakes done

by students

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(1)

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(2)

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(3)

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11.

The sentence 'Madam drives a bicycle' is

11.

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(1)

correct syntactically but semantically

incorrect

(1)

(2)

correct semantically but syntactically

incorrect

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31~-fcffiR <f;l ~ ~ ~ ~

(2)

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(3)

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~~

(3)

( 4)

semantically as well as syntactically

correct
semantically as well as syntactically
incorrect

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~~
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( 4)

12.

13.

14.

Classification of students in different groups

on the basis of their IQ tends to _ _ __ 12.
their self-esteem and
their
academic performance.

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c::pffCf)(Uj ~ fcPTftlll

(1)

increase;decrease

(1)

~;~

(2)

increase;increase

(2)

~;~

(3)

decrease; decrease

(3)

~;~

(4)

decrease; has no effect on

( 4)

~;

Raven's progressive matrices

example of _ _ _ _ _ test.

test is

an

13.

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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)

The news of 'a woman selling her child to

obtain food' may be understood best on the
basis of

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(1)

Psychoanalytical theory

(1)

lHifcl~~t>jUik4Cf) ~

(2)

Theory of hierarchical needs

(2)

4~1jSfl~Cf) 311Cl~4Cf)(113TI

(3)

Psychosocial theory

(3)

lHI~I41NtCfl ~

(4)

Theory of reinforced contingencies

(4)

3'14R1d 311Cf)ff'tlCfldi3TI Cf;l~

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.
15.

The word 'Comprehensive' in the scheme of 15.

Continuous and Comprehensive Evaluation is
supported by the following except

17.

3fu:

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Theory of multiple intelligence

(1)

~~

(2)

Theory of information processing

(2)

~~~

(3)

J.P. Guilford's theory of structure of

intellect

(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.

In Science practicals, boys generally take

control of apparatus and ask girls to record
data or wash utensils. This tendency reflects
that

(2)
(3)
(4)

Cf)T

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~.

~~~
~ en) 'Sfmfcf 'Cf)\(11 ~

Assessment
learning influences
learning by reinforcing the
between assessment and instruction.

(1)

18.

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~
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'Wlf~~~~ I

"ffiRf

(1)

16.
16.

( 5)

girls being delicate prefer such less

energy consuming tasks

(1)

~~;~til

(2)

~~; ~

(3)

Cf)T; :31(R.

( 4)

Cf)T ;

Cf)T

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en) ftcf;'fi CflG 3l~ ~ en).~ ~ ~ ~

~~~~~~~~
( 1)

(2)

girls are excellent obse~ers and record

data flawlessly

~ ~ ~ 'CflRUT ~ Cf)l1l 'CflGT

~ 'Cflft ~ ftr-m ~ ~ '{9Cl(l 'Cf)tf ~ ~
(:1 '$Fhlli

cl'$Fhlli ~ 3iq(:"'lCfl"lCfl(1f ~ ~ 3fu:

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~

stereotyping of ~asculine and feminine

roles takes place in schools also

(3)

boys can handle equipments more

efficiently as they are naturally endowed
for doing such things

(4)

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~ Sll<pRtCfl ~ ~ ~a.llf ~ ~

<wiT en) CflG

18.
How teachers and students
gender in the classroom, it _ _ _ _ the
learning environment.

Cfi&TI-Cfi&l ~

fu&lCfl 3fu: fcrny2ff fcnB )JCf)T{ ~ en)

(1)

interpret; does not affect

(1)

Olfl@ll~('l; 'R ~ >rmq ~ ~

(2)

construct; impacts

(2)

f.rfifu;

(3)

adapt; perturbs

(3)

~qj(11{(1; en) ~~

(4)

define; vitiates

( 4)

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19.

( 6)

The word 'Compulsory' in the 'Right to Free 19.

and Compulsory Education 2009' means,
(1)

parents are compulsorily forced to send

their children to school to avoid punitive
action

(2)

compulsory education will be imparted

through continuous testing

(3)

Central
Government
will
ensure
admission, attendance and completion of
elementary education

(4)

20.

21.

appropriate governments will ensure

admission, attendance and completion of
elementary education

23.

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~man "ffif(f ~~if;~ -B "5IGR
~~
~~~.~~~
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~ ~-<h) RW<:ict ~
~

C2)
(3)

(4)

20.

man
man

Rki!Bfulct .q -B

~-m ~ "!flO-~

Which of the following principles IS not

involved iri lesson planning ?
(1) Clarity of objectives
(2) Knowledge of teaching
(3) Rigidity of planning
(4) Knowledge of pupils
What
does 'Self-regulation of learners' 21.
mean?

~;rtf~.?

(1)

fq-~~~

(1) Self-discipline and control

(2)

3ltR

(2)

~~~
m~~~

(3)

~~~

(4)

ma.nf~ ~ ~

(1)

3lf~ q;y fq-"RwR' q;y CfflT

.q

3l2i ~?

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(2)

Ability to monitor their own learning

(3)

Rules and regulations made by the

student body

(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)

f<fmf~ if; ~ if; ~ ~R~'ll q;y

(4)

22.

man

'R:~ ~ ~
~ ~ 2009' -ij
~~~3l2i~
(1)
~O:Sirli<h ~ B ffi if; ~ ~ ~ q;)
~Wct~ ~if;~ ~ 1R ~

Group project activity as prescribed by CBSE

23.
is a powerful means

f.'rl1fur "<hGT
\ll'R ~ ~ ~ ~ ~wct~' if; ~ ~
(1)

~ ~~~(.1~

(2)

SlliRt!lOct ~~~ct~

(3)

~ ~~1(.1~

(4)

~ ~~~(.1~

~.~.~.t ~ Sl~l~ct ~-qf{~l'Jl"il

lfRifcrfu

_ _ _ _ q;y~~mtH~ 1

(1)

offacilitating social participation

(2)

of alleviating the burden of teachers

(2)

(3)

of relieving the stress caused due to

routine teaching

-moo if; ~ q;) ~ <fiG

(3)

~ if; m~

(4)

to promote the concept of unity in

diversity

C4)

(1)

flll11Nl<h ~wn~lf{ctl q;)

-B

wm ar.rR

~ qffi

('Rlq

q;) ~

<fiG
~ -ij ~ ~ B<h~"ll q;y ~->ffiR

<fiG

( 7)

24.

For an intrinsically motivated student,

24.

~~~~fcmr~

(1)

rewards are not at all required

(2)

external rewards are not enough to keep

him/her motivated

(2)

the level of motivation is lower than an

extrinsically motivated student

(3)

(3)
(4)

(1)

~ ~ ~ ~ fcmr~

~ ~ ~q:qllt"h

~ ~

(2)

the tendency to avoid failure

(1)

'34lctl~l ~

(3)

willingness to accept success and failure

equally

(2)

3if1Cf)(1(11 ~

(3)

(1)

difficulty level of the question

(3)

time taken by the students for answering

questions from previous lessons

(4)

26.

time allotted to specific topic in the

curriculum

(2)

.q

fua:n cfit

3ii<H<I"hdl ~

t
cn8 .q sl ~ cfit

ffi cfit
3"1(1Cf)(1(11

cnT

WlR

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tendency to act impulsively

Ideal 'Waiting Time' for getting response from

students should be proportional to

cfit

cnT

(4)

27.

q)f

the tendency to persist at challenging

tasks
25.

(4)
26.

~ ~ ~ ~ ~ ~
~~~~~~~

~-~Cfllf~t

there is no need of formal education

Achievement motivation is
(1)

~ ~ 3"11Cl!?<l"hdl

cfit

~t

(4)

25.

~ ~ ~

relevance of the question in the real life

Suppose you are the Chairperson of a Board of

School Education, how would you plan to 2 7.
improve the overall quality of education in the
schools under your jurisdiction ? This type of
question is an example of
.

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fcrmf~ ~ Sl Rl Ghlll >rffi

~
(1)

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q)f

'5Rfta:n

~~~.q~~l
qldiJ'qljJ

.q

~ ~ ~ ~ ~

(2)

)f'Rq)f~~

(3)

~ 1lTOl ~
q;y ~ ~~~
~ ~ Wl<n TflrT ~

(4)

<m~ fCl "h ~

w.n

.q >r.R cfit SIIJii f1l "hdl

l:rR ~ 3m Rl~lclll
3m

3l1H

Rlwcl41
~

tp:IT

ma:n

3lf'qq)R-~ ~

-tt ma:n -tt

~ ~ 3l'af&"i
~

~ ~

~ ~ ? ~.

(1)

higher order convergent

___ q;r~~t

(2)

higher order divergent

(1)

~~~

(3)

lower order convergent

(2)

~~~

(4)

lower order divergent

(3)

f.n:;r ~ ~

(4)

f.n:;r ~ ~

3lH

cn1 ~mB ~

)ICf)R

q)f

>r.R

w
28.

( 8)

A student says, "My mother ringed Principal 28.

mam last night." As a teacher your response
should be

"Yffcli7 ~ 3fP!T # " I ~

~ Sllftfsfl~ I ~ ~ .

fcml?.ff ~ t,

"fua:;q; ~ ~ -;rffi

~~ ~~

(1)

31-Cill,

(2)

~. 31N~~~~~ I

Dear child, you are not using the correct

form of verb.

(3)

~ 3Wn ~' <fit ~ 1:R: ~ ~ ~'

(3)

It should not be ringed, it should rather

be rang.

( 4)

(4)

Why don't you listen carefully ? As I told

you earlier, it should be rang, not ringed. 29

~ <il~C"''i!P\ ~ ~ Slf<ll~d f.l8ff:IR9d ~

(1)

(2)

Oh really, your mother rang up Principal

ma'am last night. Did she seek an
appointment with her ?

~~I
31N

-q it

3111-ft ml:fT 1:R:

~~ I

m~ ~Wclli'i ~ ~

~ Cfll

~~.~?
29.

Children in primary schools follow which of

the,following stages as proposed by Lawrence
Kohlberg?
b.

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.

Obedience and Pun~shment Orientation

b.

Individualism and Exchange

c.

Good Interpersonal Relationships

d.

Social Contract and Individual Rights

(1)

3Q.

---

3:ftt ~

3:ftt Ol!Rtilld

~ ~

f.lqff:tfu.ld

~~

~<fit f"Cl:flt:~dl~ ~ I
30.

The following are features of anecdota.l record

except

(1)

~ ~3it Cfll ~

(1)

it is an accurate description of events

(2)

~ .~ ~ &O!Rtilld fcrq;-m 3l~ ~IIOII~Cfl

(2)

it describes personal development or

social interactions of a child

(3)

it is a factual report with enough detail

(4)

it is subjective evidence of behaviour and

therefore does not provide feedback for
scholastic area

ffi ~

~ :~3:i't ~ qfUffi Cfi\ill ~

(3)

~ 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 ~

Directions : Answer the following questions by ~ : RA!f:tf&d

selecting the most appropriate option.
~ ~ 1
31.

Which of the following fractions

3 4 31
9
7
8' 5' 40' 20' 10
is greater than

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

Which of the numbers - 20, -

~,
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)

3 x 105 + 4 x 103 + 7 x 102 + 5 is equal to

#rr{ ~ '3fWrr

:wHcrtit~~?

1
2

(2)

8' 5'

greater than its square ?

33.

-q it q,');f_m ~

"flrif
3

_! and less than ~ ?

2

f.n:;r

JTR7 ~ "3rT[ #

103 + 7

102 + 5 ~ ~

1010

SPACE FOR ROUGH WORK I~~~~~

w
34.

35.

36.

(10)

Sum of two numbers is 32. If one of them is 34.

- 36, then the other number is
(1)

-4

(2)

(3)

-68

(4)

68

In 2010, the population of a city

30 3 million. This number is same as
(1)

30300000

(2)

303000000

(3)

3030000

(4)

30030000

is 35.

58

(2)

75

(3)

77

(4)

110

37. -210 - 1 is divisible by

(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,

~' "ffi a+b+cCfllllR~

(1)

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~ ~

SPACE FOR ROUGH WORK /~<fil<f~~~

43 = 1 + 7 + c

( 11)
38.

39.

40.

41.

42.

Sum of HCF and LCM of 4, 20 and 28 is

(1)
74
(2)
136
(8) 140
(4,)
144
Expressed as a percent 033 + 011 is
1

38.

~311 4, 20 3fu: 28 ~ lf.R (HCF) om <1-R

(LCM) Cf)f ~ ~
(1)
74
(2) 136
(3) 140
(4) 144

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

Sum of mean and median of the numbers

502, 518, 512, 5007 and 5018 is
(1) 10089
40.
(2} 1073
(3) 1071
(4) 1089
Two squares have sides x em and (2x + 1) em,
respectively. The sum of their perimeters is.
100 em. Area (in cm2 ) of the bigger square is
41.
(1)
64
(2) 81
(3) 225
(4) 289
The number of lines of symmetry of the figure
is
42.

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

~311 502, 518, 512, 5007

111~

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)

~~

wnrmr &1311 cfiT ~ ~

3
4
6

~ ~ ~ ~

(1)

(2)
(3)
(4)

3
4
6

SPACE FOR ROUGH WORK I \tfi <nr<f ~ ~ ~

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

The area of a rectangle is A cm2 and length is 44.

1 em. Its perimeter (in em) is

9n
4

~Cfil ~ AWft2 ~ 3fu:~~

1 Wfi ~ I~ -qftJnq (Wft "ij) ~

(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

A car goes on~ kilometer at 30 km per hour

45.
and then goes another kilometer at 40 km per
hour. The average speed (in kmlhour) of the
car for 2 km is

~ ~ ~

...

fcfl(114ll< cfiT ~ 30M >ffir tkJ

cfiT ~ ~ 3fu: ~ ~ wffi fcf;(114ll< cfiT ~
40 M >ffir tkJ cfiT ~ ~ ~ ~ I 2 M
~
~~-ott~~ (Fn>fifikl "ij) ~

(1)

35

(2)

34~

(1)

35

33~

(2)

(3)

34~

(4)

33~

(3)

33~

(4)

33~

7
7

SPACE FOR ROUGH WORK I~ q;rq ~ ~ ~

(13)

46.

47.

A cube has a volume 125 cm3. Area of its one 46.

face is
(1)
5 cm2
(2)
20 cm2
(3)
25 cm 2
(4)
30 cm2
In the figure, ABC is a triangle. Measure of
L ABD, in degrees, is
47.
A

fci:;BT tH CflT 3WRH 125 Wft3 t I ~ 1% ~

Cf>T ~t
(1)

5 Wft2

(2)

20Wfl2

(3)

25 Wft2

(4)

30Wft2

~if, ABC 1% fu:rr

-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

b. PQR and b. TQR are on the same base QR

and on the same side of QR. If PQ = TR ~nd

PR = TQ, then which of the following is
correct?
(1) b. PQR =b. TQR
(2) b. PQR =b. TRQ
(3) ,6. PQR b. RQT
(4) b. PQR =b. QTR

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

b. PQR a:{t{ b. TQR 1% ~ 3lltm: QR ~ o2fl QR

~ 1% ~ 3itt ~ ~ ~ I ~ PQ = TR o2fl
PR = TQ
it f.rR -q ~ Cfll-;;-m~ t ?

m,

(1)
(2)
(3)

b. PQR =b. TQR

b. PQR

=b. TRQ

b. PQR =b. RQT

(4) b. PQR =b. QTR

x 2 + 7x + 10 a:{t{ x2 - 3x - 10 CflT 1% ~
~UH@s t
(1)

X-

(2)

X+ 5

(3)

X+ 2

(4)

X-

SPACE FOR ROUGH WORK I~ cnr<f ~ ~ ~

w
50.

( 14)

The sum of two positive numbers is 63. If one 50.

number x is double the other, tlien the
equation is

(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

In Class VII, a teacher taught the 'properties 51.

of all types of quadrilaterals'. In the class test
that followed after the unit, the teacher asked
the problems on construction of quadrilateral.
No one in the class was able to perform in the
test. The reason may be
(1) all students of the class are dull
(2) there is a gap between instructions given
in class and the assessment conducted
(3) the teacher is not able to create the
interest of the students in this unit
(4) the students were not serious about the
class-test and had not prepared well

Cfia;ll VII CfiT ~ W~ ~ ~ ~ ~

"How does a square form a parallelogram ? 52.

Explain.",

'~ Cf1f ~

The students are asked to write the answer to

above question. The objective of the teacher is
(1) giving an opportunity to students to
think and reflect
(2) making the class.room more interactive
(3) exposing the students to open-ended
questions
(4) improving the writing skills of the
students

"<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)

fcrol2ff <flan-wan ~ "5fffi Ti~ ~ ~ 3fu:

~~ow~~~<tt~
>TCfiT(

~ ~'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)

fcrmf~ "Cf)) ~-3io

c:rrR >rRi

~ ~

q:;u;:rr
(4)

fcrmf~ ~ ~ ~ "Cf)) ~mBT

SPACE FOR ROUGH WORK I "N <fi"lli ~ ~ ~

( 15)

53.

It is observed that to a problem like 'Show 53.

that the sum of any two odd numbers is an
even number', most of the students replied by
quoting one example, say, 5 + 7 =12.
Students
answered
this
question
inappropriately as

(1)

54.

students firmly believe that if a

statement is true for one set of numbers,
it is always true and hence have
developed strong strategy for making
generalisations

~ ~~ ~ f.f; ~)!Cf)R<tl ~ ~ ~
f.f; ~ ~ ~ ~;df <fiT ~ w:r ~

men

~ ~ ~ ~ ~ .q ~
~~~t~f.f;,

fc!wff "Q.Cfi

5 + 7 = 12.

fcfmf~ ~~~<fiT~~ WIT, ~

( 1)

fcfmf~ <fiT ~ ~ ~ ~ f.f; ~ "Q.Cfi

Cfi~ ~;df ~ "Q.Cfi ~ ~ ~ ~ t eft
~ ~ ~ ~ 3fu ~ ~11ii~ICfl{OI
CfiB <tt ~ ~ RlCflmd Cfi{ -Rt ~
fcfmf~ ~

Cfia.TI

-ij Cfi~ ~ ~ ~

(2)

students have not learnt the logical proof

for .the statement in the class

(2)

(3)

students have not understood that in

Mathematics 'any' is used to indicate
generalisations and hence are not able to
answer correctly

(3)

fcfmf~ chl ~ ~ -ij -;r@ 3Wn f.f; TJiURf

-ij 'CfiW' <fiT >rirT ~11ii~"ICfl{UI <tl 3fu: ~
cnB~~~~~3fu~~~
~-;r@~~

(4)

students have attained the formal

operational stage as proposed by Piaget

(4)

~ ~ ~ ~ 51f(11Rl<1 3flq:qrf{Cfl
fi fst;;qr r1i Cfl 31cW4T "51TH "Cfl{ B1 ~

Portfolio of Mathematics students can have

(1)
(2)
(3)

(4)

record of
artwork

hi~

photographs, drawing and

"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)

record of assignments, worksheets,

maths lab activity record, write-up of any
mathematics model, mathematical
poste~s and cards, any new type of
problem attempted or generalisations
made, etc.

(3)

record of all class tests, unit tests

conducted during the formative and
summative assessment

(4)

Cfia.TI-<fi11f 3fu ~-<fi11f <tl ~ ~ ftCfl'fi

~ Cfi11:T ~ ftCfl'fi, Cflrlfq S!Cfl, TJiURf
51~lliJtiR11 <tl ~ ~ ftCfl'fi, M '41

~ ~ 1R 'u~<:-~', ~ ~

3fu "Cfl$f' M '41 ~ >JCf)R ~ ~

ftrnCfiT ~ ~ ~ ~~ ~(1i(;::4)Cf){O(
~~.~

~ Cfia.n "Ytta.n3it, ~ wa.n3it ~ ftCfl'ft

\ill ~Yir1iCfl 3fu ~llllr1iCfl ~ ~ ~

~~~

SPACE FOR ROUGH WORK I~~~~~

w
55.

(16)

A lesson plan on unit of Mensuration includes 55.

one of the instructional objectives as follows :
"Learners will be able to understand the
application of Mathematics."

~ cf;t ~

31Tmitf

'11'0-~

3'1j~~Hklicti

This instructional objective is

~ 3'1j~~Hklicti ~

(1)

(1)

appropriate, as all units of Mathematics

(2)

appropriate, as unit on 'Mensuration' has

(2)

lJ'fUrn cf;t

~
1
1'

~ ~ 'CfiT

appropriate, as one must be able to apply

inappropriate, as the objective is vague

~ ~ ~

3'1Tmfuf ~

~~\i{tq.f-q ~ ~~

(3)

(4)

~t~~~tafu~

the knowledge gained

(4)

~<~

lots of application in day-to-day life

(3)

-q ~

"man~~~~<it~m

aim at this only

<it ~ >ITH
~-..,B~~~

~ 'ttiT

~'B~~

and ill-defined

56.

11{

Present NCERT text-books on Mathematics 56

are
written
keeping
in
mind
the
recommendations of

lJ'fUrn cf;t ~ 1B.'fft.t 3ffi.il. ~-~

cf;t ~3'11 <it ~ -q ~

(1)

National Curriculum Framework 2005

(1)

~ 41~4'1:1'!lf cf;t ~ 2005

(2)

National Policy on Education 1986

(2)

~roan -;ftfcJ 1986

(3)

Syllabus prescribed by CBSE in 2006

(3)

2006

-q "fft:~.~.t ~ 51f<11Rld

(4)

Syllabus prescribed by State Board in

(4)

2006

-q ~ ~ ~ 51'Rtlfcld

2006
SPACE FOR ROUGH WORK I~~~~ 'il'1'll

41~'!1Sflli

41Q:'!!Sflli

(17)

57.

Read the follQwing question:

57.

f.l j:;j fB;t ful ct

Wo{

q;) ~ :

X+ 1
3
Solve--=---,
2x+ 3 8

Which cognitive skill of Bloom's Taxonomy is

emphasized in this question ?
(1) Knowledge
(2) Comprehension
(3) Application
(4) Analysis

A teacher asked his/her students to complete

the following concept map:
58.

2:Cffll"'TJ:t"l ~ fcnB <Et~Hklic:tl

~lR~~rrmt?
(1)

(2)

!il)q

(3)

~
~~~t:IOI

(4)

58.

w.f ~ ~

~ ~ ~ 'fiCfl(Vq"'l ~ q;) -~

Wa;fcf)

~~~~fcroTf~~~t:

With this activity in class, the teacher is using

concept map
(1) to catch the attention of each student
(2) to provide different kinds of learning
material
(3) to conduct formative assessment and to
get insight on how much students have
learnt
(4) to enhance spatial ability of the learner
so that she/he can see the complete unit
as a whole

"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

-ma:m~ tfiT ~ ~ CfiT ~ ~

~~<Tifcn~~q;)~~~~

SPACE FOR ROUGH WORK I ttfi.cnr<i ~ ~ ~

w
59.

(18)

"The organisers of an essay completion decide 59.

that a winner gets a prize of ~ 100 and a
participant who does not 'Yin gets a prize of
3,000. Find the number of winners, if the

total number of participants is 63."

60.

Winning is
participation

more

important

(2)

Participation is more important

(3)

Competency of writing a good essay is

important

(4)

Writing of thoughts on social issues can

be developed as a regular habit and the
opportunities to make your thoughts
public
can
be
availed
through
participation in essay competition

(1)

Find the cube of 10.

(2)

Write any 5 numbers whose cube is more

than 64.

(3)

(4)

than

Identify the open-ended problem.

~ q;) ~ 100 cnr ~ ~ 31tt ~

~ \ijffi ~ trn:t ~ ~ 25 <nT ~
~ 1 r ~
\itT fcfafur <fiT ~ ~
~ 3,000 t I ~ "Sffifmffr<IT <fiT ~ ~ 63 t
(!)~~<fiT~~~ I"

fcn

~ ~<fl("tl"'l ~ \if'fq ~ ~' ~a:f<f)

~ ~ m~ -:q:qf
~ ~ ~ ~ liT'allf
~ fcf;;r ~ q;T ~<flmo "<f){ ~ ?

Apart from checking the mathematical

concept, what values can a teacher inculcate
through this question amongst students,
during the discussions ?
(1)

f.rm M

-um

~ 25. The total prize money distributed. is

~

'f.:~Giq 51Rt~1fTtol ~ 3il~1'it<h'i ~ ~

(1)

~ \iPft~1f<o1 ~ ~ JOJ~fq'"l?f

(2)

\ilft~lf<ol ~ JOJ~*"'''"l?f

(3)

~ f.!Giq ~<fiT~ IOf~fq'"l?f t

(4)

eJJOJINl<fl ~ 1:R fcferrit q;) ~ <n1 ~

~~~~-ijM\ill~t

31tt f.!Giq 5I Rt ~I fTt o1-ij \4 I' ft ~ 1f<o 1~ liT'allf

~ 3lN 3ltR ~ q;) eJcf'i!H<fl Cfl8 ~
~q;) ~"51TH "<f){~~

60.

~-3loqffi~~~~ I
(1)

10~~q;)~~ I

(2)

~ -q'fq ~ ~

fuCflT ~

64 ~

~m1

Parikshit makes a cuboid of dimension

5 em, 2 em, 5 em. How many such
cuboids are required to form a cube ?
Find the cube-root of 512 using prime
factorisation method.

(3)

~ fcmr~ 5

~ t:Rltr

iRT(fi

~~~
(4)

Wfi,

WIT,

I ~ ~

tHNt <fiT

512cnr~~~

WIT cnr

<it GAR ~

~lcl!(~<fldl

~ ~UH@s"' ~ cnl

SPACE FOR ROUGH WORK I~~~~~

m?

~ ~

(19)

Which of the following is a heterogeneous 61.

mixture?
(1) Air filled in a balloon
(2)
Brass
(3)
Stainless steel
(4)
Iodised table salt
62.
62. A magnet is rolled in a mixture of iron filings
and sulphur powder. Itis observed that
(1) iron filings get attracted to the N-pole
and sulphur to the S-pole of the magnet
(2)
iron filings get attracted to the S-pole
and sulphur to theN-pole of the magnet
(3)
only the iron filings get attracted equally
to both poles of the magnet
. (4)
iron filings get attracted to both poles
and sulphur clings in the middle of the
magnet
61.

63.

64.

P!CJR=tfuia it~ Cf>t.:r-m

(1)

~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)

If you are asked to project the image of a

63
. well-lit painting on the wall, which one of the
following optical devices would you select for
this purpose ?.
(1)
Plane mirror
(2)
Convex mirror
(3)
Concave lens
( 4)
Convex lens

In the following table, the readings of an

odometer at different times of a journey are
64.
given
Odometer
Time(AM)
reading (km)

(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 ~ ~

SIRt~kl CfiT ~ -q"{ >r~ ~ ~ ~ ~

~, it 3TitT ~ ~ ~ ~ f.ICJR=tfuia Slcnl~n;q

~it~~~?
(1)

~~

(2)

~~

(3)

"ffi:r
"ffi:r
"ffi\OiT it ~ <mn

~ ~ ~

3fts'llfl?:( Cfi1

~(AM)

q ld<-1 i"h (km)

800

6640

830

6658

800

6640

900

6676

830

6658

930

6694

900

6676

1000

6712

930

6694

The speed of the vehicle iri metres per second

is

1000

6712

cfit lfiG( >rfu ~ it ~ ~

(1)

10

(1)

10

(2)

18

(2)

18

(3)

20

(3)

(4)

36

(4)

20
36

-q"{

w
65.-

66.

( 20)

An object of mass 5 kg is sliding on a smooth 65.

frictionless horizontal surface with a constant
velocity of 10 metres per second. The force
required to keep the object moving with the
same velocity is
(1) 0 newton

~ 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

cfi't ~ ~ ~ ~ ~ ~ ~ soq CfiT

(1)

Mouth ~ oesophagus ~ stomach

small intestine ~ large intestine

(2)

Mouth ~ stomach ~ oesophagus

small intestine ~ large intestine

(3)

Mouth ~ oesophagus ~ stomach

large intestine ~ small intestine

Mouth ~ stomach ~ oesophagus

large intestine ~ small intestine

(4)

67.

68.

(2)

conversion of pyruvate to lactic acid

(3)

conversion of pyruvate to alcohol

(4)

non-conversion of glucose to pyruvate

fifus M

250~
~

'qGR~ I
(1)

~ ---7 ~ ---7 ~ ---7 ~ ---7

~

(2)

~ ---7 3WJWJ ---7 ~ ---7 ~ ---7

(3)

~
~ ---7 ~ ---7 ~ ---7 ~

---7

After physical exercise we sometimes get 67.

muscle cramps. This results due to
(1) non-conversion of glucose to lactic acid

Select from the following a set having correct

combination of organs that do not carry out
68.
any digestive function.
(1)
(2)

Oesophagus, Buccal cavity, rectum

Oesophagus, large intestine, rectum

(3)

Oesophagus,
Buccal
cavity,
large
intestine
Small intestine, large intestine, rectum

(4)
69.

66.

Select the correct sequence of parts in the

human alimentary canal.

5 kg~ CfiT ~

The part of alimentary canal which receives 69.

bile juice from the liver and stores it in gall
bladder is
(1) Stomach
(2) Oesophagus
(3) Small intestine
(4) Pancreas

(4)

~ ---7 3WJWJ ---7 ~ ---7 ~ ---7

~

~~~~-~~~.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 ~ ~ ~

~ Cf)) ~"it~ -qrq;r cwt ~ ~

(1) ~.~~.~
(2) ~.~.~
(3)
(4)

~~~.~
~.~.~

~ ~ CfiT ~ ~-m m7T ~ \if) ~ ~

m~~~~ ..q~cnn~?
(1)

3WJWJ

(2)

(3)

(4)

itffi

( 21)

70.

The correct sequence of the complex processes 70.

involved in the digestion of food is
(1)

Ingestion ~ absorption
assimilation ~ egestion

digestion

(2)

Ingestion ~ digestion ~ absorption

assimilation ~ egestion

(3)

(1)

(2)

(3)

Ingestion~ assimilation~

They are finger-like projections.

B.

They have very thin walls.

C.

They have small pores through which

food can pass easily.

D.

They have a network of thin and small

blood vessels close to the surface.

7 1.

The statements which enable the villi to

absorb digested food are

72.

3l"ll~n"lol

f<:!ift"h(OI

f<:!ift"h(OI

~ ~ R&:fiiB"1

Study the following statements about villi :

A.

3lcll~fl!:lol ~ R&:fiiB"1

egestion

(4)
71.

3l"ll~n"lol

fC! ift<.f)(OI ~ R&:fiF8"1

egestion

absorption ~ digestion

fC! ift<.f)(OI ~ R&:fiF8"1

Ingestion~ digestion~ assimilation~

absorption
(4)

~ ~ ~

.q f.I8R-!Rsi<1

Cfi2RT CfiT 3f~

~:
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

~ CfiT ~ ~ CfiT 3lC4:tn~(1

(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

Which of the following statements are true

about photosynthesis ?
72.
A.

In this process solar energy is converted

into chemical energy.

B.

In photosynthesis C02 and H 2 0 are

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.

"51'Cfim-~llft!:lol -ij C02 Cf~ H 2 0 CfiT ~

f.f;<n \jfffi'f ~ I
"51'Cfim-~llft!:lol -ij C02 ~ irnT ~ Cf~ 0 2

"3tf~~~ I

In photosynthesis 0 2 is released and

carbon monoxide is consumed.

D.

"51'Cfim-~llfl!:lOI -ij 0 2 .~ ~ ~ Cf~ ~

"tii'i<tBI~s ~ ~ ~ I

(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)

Before playing a sitar, a sitarist always 73.

adjusts the tension of the string of the sitar
and tries to pluck it suitably. By doing so the
sitarist adjusts the

(1)

loudness of sound
string

. (1)

(2)

amplitude of vibrati

( 2)

(3)

intensity of sound

(4)

pitch of the string 0 sitar

cpq;r

cnr

~cfit~

3Wnlf

a long piece of cloth with them. Before

carrying the load on th r heads they fold the

cloth in the shape of a

~~~~~~-a;

Porters who carry liea

luggage always have

und disc and place it

on their heads. By doin

(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)

increase the area f contact of the load of

luggage with thei head

(2)

decrease the fore exerted by the load of

luggage on the he d

(3)

decrease the thru t of the luggage

(4)

save their heads

comprehensive programme for

protection of ll the physical
biological compo ents of forests

-q ~ <f)\ 3ltR tm -q"{ ~ -m ~ -q"{

3ltR 1m

~ ~ ~ ~-aJ;r ~ ~ ~

~
(2)

3ltR 1m -q"{ ~ ~ WTnl: GR1 ~ erlT ~

~

(3)

~cnJ~erll~~

(4)

~ ~ ~ 3ltR fm:

om possible injury

CfiT

<f)\

For the conservation f forests, a successful 75.

strategy is essential This strategy should
involve
(1)

mtt ~ "J3R ~ ~ $

the
and

ma:M

~
~ ~ 1% ~ ctirMlRl ~
~ I ~ ctii44'1Rl -q ~ ~ ~

CRT
(1)

(3)

~ ~ ~ ~ ~ ~ ~
ma:M~~~~

CRT

~mcnr~

(3)
(4)

(4)

protection of a imals at highest trophic

level, i.e., top c rnivores, as they depend
directly on her vores

~ -q)"!!fi ~ ~ ~m, 3l~ ~ ~

'ii~l$1ft41, cnr ~' ~ -a; llllctil$1ft41

-q"{ ffiq f.!m ~ ~

( 23)

76.

Some dinosaurs had feathers although they 76.

could not fly, but birds have feathers that help
them to fly. In the context of evolution this
means that
t~e

birds

(2)

birds have evolved from reptiles

(3)

there is no evolutionary
between reptiles and birds

connection

(3)

~ ~ -qf8Fif ~ Gft:q ~ ~Cf)l4!4

~q~t

(4)

feathers are ho~ologous structures in

both the organisms

(4)

~~~-q-q"{~ W1~

~-~ ~ ~Cf)ffqCf) ~-Wo

Geothermal energy is an alternative source of

energy. For this energy, the most feasible
regions are those that

~ ~~ ~ ~ ~ ~

( )
1

\lll ~

(1)

are near the coastal regions

(2)

~~~~~
~'C!'
1:!

(2)

have coal mines

(3)

~ ~ ~~ ~

(3)

have thermal power plants

(4)

\lll

~~

I ~ ~

f.:leR ~

-ij (f'C(f ~ ~ ~ ~

are over hot spots in the crust

78.

79.

(1) ~ CflT Wcnrn -qf8Fif ~ ~3TI t

(2) -qf8Fif CflT Wcnrn ~ ~ ~3TI t

reptiles have evolved from

(4)

78.

~~ IWcnrn~~-ij~~~t~

(1)

77.
77.

"9 sr4"lr<u ~ -q"{ ~. ~ ~ ~ ~ ~ ~.

'R;:g -qf~ ~ 1R ~ ~ \lll ~ -q ~ ~

Aluminium, copper, silver

(2)

Gold, iron, silver

(3)

Copper, gold, iron

(4)

Silver, gold, platinum

Select from the following the reaction(s) that

is/are possible :

-q

cfH

mgm ~ ~ ww CfiT ~

\lll~~-ij~~~

Select from the following a set of three metals

which are found in free state.
(1)

r.~~~ R1 R9d

79.

(1)

~ijf?:rf.r4li, q;'fq"{, ~ (~)

(2)

1ffi;s ("ffi;n), ~. ~

(3)

q;'j'q"{, 1ffi;s' ~

(4)

~. 1ffi;s, ~

f.r~R1R9d ~311

-q ~ ~~ ~ \lll

~t~:
~

A.

Al 2(S0 4) 3 (aq) + Cu (s)

B.

FeS0 4 (aq) + Zn (s)

C.

CuS04 (aq) +Fe (s)

D.

A1 2(S04) 3 (aq) + Zn (s)

AandB

(1)

ACiB

(2)

(3)

AandD

(3)

ACiD

(4)

BandC

(4)

BCfC

A.

Alz(S04) 3 (aq) + Cu (s)

B.

FeS0 4 {aq) + Zn (s)

C.

CuS0 4 (aq) +Fe (s)

D.

Al 2(S04) 3 (aq) + Zn (s)

(1)
(2)

w
80.

81.

( 24)

The crop nutrients available in fertilizers are

80.

83.

if ~ ~ if; ~ ~ ~

(1)

nitrogen, potassium and iron

(2)

nitrogen, phosphorus and potassium

(2)

(3)

nitrogen, phosphorus and iron

(3)

"li$?1\Jl"l, Y'lif':hlH'I ~ ~

(4)

nitrogen, sodium and potassium

(4)

"li$~1\Jl"l, ~ ~ cfl~~IO!ll'l

Out of the following, in which lesson is a 81.

general rule explained first and after that
examples are illustrated ?

~'~

"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)

It is done to combine the scientific study

with work in other subject areas

(3)

It gives details of each unit of work for

each term

(4)

It is done to plan, the specific learning

objectives of each lesson to build .upon
prior learning

A ti~htly structured lesson of Physics if taught

with little flexibility is least conducive to the
learning of the student who

"~~

4kPiiO!ll'l

Yldil'il"'li-~ if; ~

if

R'""l~fuH1

if

-B~-m~~t?

Which one of the following is most appropriate

about curriculum planning in Science ?
It is done to map the scientific topics
studieq in each term

~~

~~~

f.P""l R-tfulo if -B ~ ~ if ~ ~ f.r:m

~~~~~~~~~~~?.

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)

~ ~ 1R f.rflfu <m- if;~~~

ifi ~ 31f'Wlll ~ ~ ~ Gf.fR ifi
~~\l~T(ftt

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.

Lesson pl.anning in Life Sciences should be 84.

guided primarily by the consideration of

~ ~

(1)

meeting the needs of the average child in

the class

(1)

(2)

satisfying parents

(3)

the curriculum
outcomes

(4)
85.

and

providing pupils with work

85.

(2)

scheduling time in school library on

internet

(3)

gaining the co-operation of the public

library

(4)

86.

87.

discouraging children from copying

verbatim from books and encyclopedias
and guiding them effectively

Max Rafferty

(2)

John Dewey

(3)

Robert Hutchins

(4)

B.F. Skinner

A teacher is conducting a demonstration to

motivate students, but the demonstration does
not result in the expected outcome. The
teacher is best advised to

(3)

41dil"''(!f ~ ~~

(4)

~~~~~

~ ~

q:;a:n

3ln: 3lf'Wl111:fftuw:il

~ ~

mq_ ~

t m
t,

(1)

~~~

(2)

~ '4\ Rlt~1~4'1 T"rC3fd~Cf)=l~=lj

-q

~ Cfi1

~.;:ftCf){OI Cf>V{l

(3)
(4)

86.

~ 3'R1Cfll~(! Cfi1 ~ mH Cf>VfT

~ ~ ~ ~ fcl~CI<.hl:d'i 3fn: ~
~ ~: ~ ~ ~ ~ '5MTCft ~ ~
~ liPk:~f"l Cf>VfT

ffl&1Ul ~ ~ ~ - - - ~ ~ ~
m~~m~~~t

The project method of teaching is best

associated with the philosophy of
(1)

.~~~Cf>8

with is
finding appropriate materials

-q

Cf>a:TI ~ ~ ~ ~ 3ilcWFfidl3lf ~ ~

ftr~ ~ ~ ~ ~ ~ ~ ~

the major problem the teacher has to contend

(1)

~ urR

Cf>8

learning

When upper-grade children do research work,

~-~

~~~~~~~~~

(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)

withhold the demonstration and do it

again

(2)

tell the chiss that the demonstration

failed and ask them to help/determine
the reason

(2)

(3)

find out and explain the cause of failure

of the demonstration by involving
students

(3)

fcrolf~ ~ m~ ~ 'Cf){ ~ ~
3ift q:;~a 1 Cfi1 Cf>RUT '401 ~ cr ~ ~

(4)

send a note to the Science co-ordinator,

asking him/her to come to the room

( 4)

~ ftl"l'"Cil!Cf) ~ -qffi '% ;flc: ~ ~

~ Cf>8.1 -q 3lR ~ ~ q:;m TflfT t

( 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 ?

While introducing a complex concept, ask

only open-ended questions to stimulate
thinking of students

(2)

Take a pre-test to find out previous

knowledge of students

(2)

Use
manipulative
materials
explaining the subtle processes

(3)

(4)

\iiR:t'id I

<tt

51fdfsillll ~ ~ -ij

f.pOOJR1f@a -ij -B ~-~ ~ ~ ~ <tt ~

fcfflR -moo <it ;rtt ~ \lfFft ~ ?

(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~

Plan the level of instruction slightly

above the level of individual students but
well within the level of the class

(4)

-m~ ~ <it 31Wf-31Wf ~ ~ ~

~ ~~<f)~~~<tt~~

-B

~~
89.

In a mixed ability class with students in

89.
different stages of cognitive development,
which on~ of the following strategies will be
most suitable?

~ "Cf>~, ftm-ij
~ ~ -ij ~. ~ ~ ~ ~ Wft?

(1)

Using hands-on activities involving

concrete objects for simplification of
abstract concepts

(1)

Regrouping the class into four groups as

per the four stages of cognitive
development proposed by Piaget

(2)

(3)

Planning individual instruction for gifted

students

(3)~ ~ ~ ~ ~-~
( 3Wf1T -B rn~) <tt ~

(4)

Taking an average of the IQ scores of

students
and
planning
teaching
accordingly

(2)

90.

Of the following activities in a Science class,

the one with least educational value is
(1)

Constructing a model

(2)

Reading about a simple experiment

(3)

Discussing a scientific principle

(4)

Drawing a design

Rl001R1f@a

-ij

-B

~-~

fcrttr ~ ~ ~
.fcfwff ~~Hk'"ICf> ~ ~

~3TI <it~~~ -B <tt "\ii"R

~ ~ WU ~ ~q:;('<l;;ll3it q;r

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).

pART III I 'm7T III

SOCIAL STUDIES I SOCIAL SCIENCE (ftliiiPfcti 3{~~
Directions : Answer the following quest~ons
selecting the most appropriate option.
31.

32.

33.

34.

by

~:

RA!Hf&d

~ ~

Bodies that do not have their own heat and 31.

light, but are lit by the light of the stars are
known as

srm ~

d"IU <fit WR1 ~ ~ t

( 1) <!"it

(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

When one particular image is fixed with an 33.

individv,al or group, it is known as

(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)

Anti-British movement in 34.

~t~~

Discriminated

the

~ q ~ \l1) ~ ~ ~ q;) ~

(1)

Who led
Kittoor?

Yrf(

ftQrr;f)

ttJusftr;fij ~ ~ q ~ ~

Stars

(1)

ftliiiPfcti

(1)

The place, people, things and nature that 32

surround any living organism are called

~ ~ ~-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)

Arab and Indian styles

(2)

Persian and Indian styles

(3)

Turkish and Mghan styles

(4)

Turkish and Persian styles

35.

36.
36.

37.

38.

Potential resources

(2)

Actual resources

(3)

Waste resources

(4)

Valuable resources

The Standard Meridian of India is

(1)

82 30' E longitude .

(2)

82 50' E longitude

(3)

82 E longitude

(4)

83 30' E longitude

When rock fragments get compressed and

hardened to form layers of rocks they are
known as

~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

mm fsf;m3if -ij ~ "SfcfiR cnr ~a)q

~ ~ ~ ~ \iffifT

(1)

tCl 'iij I:q I{\

secularism

(2)

~00

(3)

sovereignty

(3)

(4)

polity

(4)

(1)

arbitrary

(2)

"CflR11T

l:ffifzy~-ij~~t ~ ~~

(1)

When State does not interfere in religious

affairs it is called

~ ~ ~, ~ ~

-q

~mfcffl

(1)

39.
' 39.

(2)

3Nt ~ ~ fcf;m TJ<n' ~ ~ \ill"ffi t

Resources which are found in a region, but

have not been utilised are known as

(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)

They are always superior to folk dances

(1)

(2)

There are eight recognised classical

forms of dances

(2)

~ ~ ~ 3116 11FlT ~ ~

(3)

Kathakali is the classical form of Kathak

(3)

Cf>~, Cf)~ ~ Cf>l ~ ~

(4)

Kathak was recognised as a classical

dance forin only after Independence

(4)

In the Indian freedom struggle. 'Dandi March' 41.

marked the beginning of
(1)

Quit India Movement

(2)

Civil Disobedience Movement

(3)

Swadeshi Movement

(4)

Home Rule Movement

~~~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

In India, the Governor of the State is 44

appointed by the

Cf>l ~

f.ti:;r~it~-m ~~~t?

(1)

f.p:;f ~it ~;pn q(AHIIId ~ ~ ~?

(1)

~~~

(2)

11cR

(3)

$-~

(4)

~~

'l1ff ~' ~ ~ {l'rl!%.1

cfit ~ ~ Cf){OT

(1)

President oflndia

(1)

'l1ff ~ ~

(2)

Parliament

(2)

Prime Minister

( 3)

)['qR

Chief Justice of Supreme Court

(4)

~ o:lii<!!R1<!1 ~ ~ ~tfm

(3)
(4)

Cf)~ ~ Cf>l ~ ~ ~ ~ ~ ~
~~mfu~~~t

Which one of the following is an erosional land

feature?
42.
(1) Loess

43. Which of the following is a conventional source 43 .

of energy?

44.

li:ft

w
45.

46.

( 30)

Who among the following Mughal rulers led 45.

the idea of 'Universal Peace' ?

(1)

Akbar

(2)

Shahjahan

(3)

Humayun

(4)

Jahangir

(1)

Guru Nanak Dev

(2)

Guru Angad Dev

(3)

Guru Govind Singh

(4)

Guru Teg Bahadur

(1)

Troposphere

(2)

Ionosphere

(3)

Stratosphere

(4)

Exosphere

48.
48.

(1)

(2)

~""

(3)

(4)

Article-21 of the Indian Constitution entitles

(1)

Right to Freedom of Religion

(2)

Right to Equality

(3)

Right to Life

(4)

Right to Constitutional Remedies

"ct ~ ~ ~ f.n::;{ it B~

(1)

~~tcf

(2)

~~tcf

(3)

~~~

(4)

~WT~

f.rl:;{

it B CII~~S<1 ct Cfit.:r-~ "%!' ~ ~

~~~~?

Out of the following, which is the most ideal

layer of the atmosphere for flying aeroplanes?

3WT

~?

Who among the following was the founder of 46 ,~,

'Khalsa' ?

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.

The highest law making body in India is the

(1)

Parliament

(2)

Prime Minister and his Council

(3)

President

(4)

Judiciary

Which of the following forests do not have a

distinct period of shedding leaves, and
therefore do not ever look bare ?

(1)

Tropical deciduous

(2)

Tropical evergreen

(3)

Temperate evergreen

(4)

Temperate deciduous

A type of farming in which higher doses of

modern inputs are used to obtain higher
productivity is known as
(1)

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)

3W ICf> flGj tfr;r

(3)

mwr {'IC!OIGl~R

(4)

mwr~

{'! C:0 IGl ~ R

~~~~~~~~~
~ ~ ~ ~ 3(<11C!:Cf>dl >rTH
~
~
Cf)~("tldl t.

mr

(1)

c:ufOI~<h ~

(2)

~~

(3)

~~

(4)

~~

Cf>8

52. ~ ~-Bt ~~tfll<h ~ ~-~ ~ ~

52.

When a number of industries locate close to

each other and share the benefits of their
closeness, it is referred to as

(1)

Industrial-system

(2)

Industrial region

(3)

Market economy

(4)

Assembly line production

@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)

A particular area from which all the voters 53.

living there choose their representative is
called a

East coast of North America and the sea

around Japan have rich fishing grounds
because of
(1)

55.

56.

54

~ ~ ~ ~~ qffi ~ ~ 3ltRT

~~t<h~~ldl~

~ ~

indented coastal area

(3)

a warm current along the coast

(4)

meeting of warm and cold currents

55.
More than 80 percent of the population of the
world lives in
(1)

Asia and Mrica

(2)

Asia and South America

(3)

North America and Asia

(4)

Asia and Europe

When the subjugation of one country by 56.

another' leads to political, economic, social and
cultural changes we refer to this process as

~ 0?: q \ifTtJH ~ 3ffi11ffif ~

~~~~
(1)

O?:~m~~~ mu~~

(2)

~~~~

(3)

a?: ~ m~

<4)

TPf CJ ~ mu3if CflT ~ ~

a cold current flowing along the cc;>ast

(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,

~. 110ll~<h 3ft\ iftRt<h ~ ~ t

o)~~q;)~~~

(1)

Confederacy

(1)

(2)

Mercantile

(2)

Olll41ft<h

(3)

Colonisation

(3)

3ftqf.l~~ftq)(U(

(4)

Renaissance

( 33)

57.

Which of the following literary heritage of 57.

India means 'approaching and sitting near' ?

f.n:=J if "B

(4)

58.

59.

60.

~ ~ '81h;fi'llcn ~ CflT 3l~ ~

The system of tax became most prominent in

the period of
58.

~ 'CflR1 if ~ >r2ll CflT ~ ~ 2ll ?

(1)

Harappan Civilization

(1)

~~

(2)

Vedic Age

(2)

~ 'CflR1

(3)

Mahajanapadas

(4)

Guptas

. (3)

'i~l\ii"N~

(4)

'lffiij

if, ~ ~ ~ ~ if f.rcm:r q;fi

In India, the Munda Tribe lived in the region 59.

of

(1)

Chhotanagpur

(1)

~~

(2)

Bastar

(2)

(3)

Durg

(3)

(4)

Kullu

(4)

(1)

(2)

qf(Sf)"!OI

The movement of the Earth around the Sun is

60.
known as
(1)

Rotation

(2)

Revolution

(3)

Orbital plane

(3)

q;~~

(4)

Circle of illumination

(4)

>reftfu

w
61.

( 34)

Read some points about the Atlantic Ocean :

61.

63.

ii$1~1'R ~ ~

.q

f.l~~R~h1

ov:f

A.

It is 'S' shaped.

~:

B.

Its coastline is smooth and straight.

A.

~ ~ ~ 'S' 31~ ~

C.

It is the busiest ocean from commercial

viewpoint.

B.

c.

~141Rcti ~ ~ ~ ~ ~ 'i~l~l'l< ~ I

Which of the above statements are true ?

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.

Which one of the following is a 'Palaeolithic

63.
site'?

~~~~
(1) . ~
(2)

(3)

~~~~(1111~

(4)

RIOOl~Rsid

COT ~ I

Ol-00 ~ ~ -q f.!Gri~ ~

~en~

The tomb of a Sufi saint is known as

3lfcf)R

Inamgaon

(2)

Hallur

(2)

(3)

Bhimbetka

(3)

\frmrii~~-r::lCfir-YI

(4)

Burzahom

(4)

<it Cfl$1 \ifffiT ~

.q ~ cot.f-m

(1)

'g<l41tll01 ~ ~ ?

64.

The famous . conquest of Kalinga by the 64

Mauryan ruler Ashoka was fought in present
day
(1)

65

Karnataka

~~~~~~COT~
CfifWT~.q ~~?

lft4
(1)

(2)

(2)

Odisha

(3)

Kerala

(3)

(4)

Andhra Pradesh

(4)

31Hl~

1 1ang1,1age of th e map can be

A umversa
understood by way of

65

~<it ~ cf;T ~cf~JI:ft ~<it ~ ~

~~

(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)

Speaking in own mother tongue

(2 )

31!H. ~ q;) 1f.1Rl

(2)

Celebrating own festivals

( 3)

31!H 1Jlq \ifRT

(3)

Visiting native village

( 4)

~ -ij

(4)

Travelling in a train

A narrow strip of land, which connects two 67

land masses is known as

(1)

(2)

Gulf

(2)

(3)

Island

(3)

(4)

Strait

(4)

68.

~ 2012 f.!I=Jfetf@d -ij

(1)

BC 2012

"\ifHfCfioT ~ ?

(2)

EC 2012

(1)

(3)

AD 2012

(2)

(4)

AP 2012

(3)
(4)

Most suitable statement about Biosphere is

(1)

Man's immediate surroundings

(2)

Plant and Animal kingdom

(3).

Land, water, air, plants and animals

69.

CfiBT

~~~~~\ill~~ ~q;)~
"3-it \ifRT ~ ~

Isthmus

The year 2012 can also be written as

<:j'f;ff

(1)

(4)
70.

f.:n::;r -ij it Cifft;:pn AAqm q;) ~ tfl ~ ?

it

~ >JCflR

it

iffiiD

"ifi.Bt. 2012
tBt. 2012
v,.tt. 2012
v,.1ft. 2012

~Cilios~ ~ ~ -ij ~ ~ q;~ ~

(1)

~ CfiT dlfCfilf"etCfi ~

( 2)

"tftii 3"itt ~ "\if11(f

(3)

~. ~. ~. ~ 3"itt ~

.;

Various domains of environment

Where, among the following, is the mid-day

Sun exactly overhead at least once a ye~ on
all latitudes ?
(1)

Between Tropic of Cancer and Equator 70.

only

(2)

Between Tropic
Equator only

(3)
(4)

of

Capricorn

and

Between Tropic of Cancer and Tropic of

Capricorn
Between Arctic Circle and Antarctic
Circle

it ~. ~ 3la:mri "({\ ~ CfiT

~ ~ -q "Cfill-it-"Cfill ~ GfR m ~it~
Pt!O=lfetf@d -ij

~?
.

(1)

~~WI

3"itt ~ ~ l"f~

(2)

~~WI3"itt~~~

(3)

~WI

(4)

~ "

3"itt ~WI ~ l"f~

3"itt 3F"llchR:Cfi ~ ~ l"f~

w
71.

72.

( 36)

Which one of the following is the most suitable 71.

teaching aid to show proportionate size. and
shape of continents ?
(1)

Physical map of the World

(2)

Poster of the Earth

(3)

Globe

(4)

Political map of the World

Which of the following is the most important

feature of a book on Social Sciences at the 72.
national level ?
(1)

(2)

It 'should not include lengthy texts as it

is difficult for children to remember
lengthy texts
It should provide information in a crisp
and systematic way to facilitate
memorisation

(3)

It should be such so as to enable all

social groups to relate t? it

(4)

It should not follow any particular school

of thought specially in ~ting history

f.p::;r

3iljq1RtCfi

Parents of a first generation learner express

their inability to help their child in dealing 73.
with his/her educational problems during a
PTA. As a teacher you should
)

(1)

ask them to join centres established for

adult education

(2)

ask them to carefully monitor the time

their child devotes to his studies at home

(3)

comfort them by telling that their .

knowledge about their child is of utmost
importance in helping to deal with their
child

(4),

ask them to provide an environment rich

in different types of learning materials at
home

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 ~ ~

tR 1:R ~ 1:R ~ \ifR

~~col ~H'i_cfCfi ~ ~ ~ ~

~~~~~~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.

The collection of weather information by using 74.

weather instruments is an example of
collecting

(1)

Primary data

(2)

Secondary data:

(3)

Tertiary data

(4)

Generic data
75.

75.

76.

A Social Science teacher often takes an

objective type formative assessment but she
has a doubt about the reliability of the test
developed by her. What should be done to
increase the reliability'ofthese assessments?

~~~
(1)

m~~<nT

(2)

~~q:)f

(3)

~~q:)f

(4)

fcr~ ~

q:)f

~141NlCh fc!w-r ~ ~ ~ ~ )JCf;l'{

~ (<\qJr4Cf; ~ ~ ~ ~ ~ ~

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)

Use standardised test

(1)

(2)

Use questions given in the booklet of

exemplars published by NCERT

(2)

(3)

Try to find out what other teachers do

(3)

~ 'W WTHT fcf; ~

(4)

Increase the number of questions

(4)

~~

Continuous a~d Comprehensive Evaluation 76.

mainly focuses on

3fu:

(1)

continuous testing to improve the child

C1)

~ ~ ~tm ~ ~ (111l(ll'{ W8:lUl

(2)

continuous observation of the behaviour

of the child

(2)

~~~

(3)

~. ~

(3)

education of Head, Heart and Hand

(4)

~~~q;)~~(~

(4)

promoting weaker ineligible students to

higher grade

Social Science should equip children with

(1)

the ability to follow social rules about

gender

(2)

the ability to withstand social pressure

(3)

the ability to think independently

(4)

the ability to defend social practices

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

3fu: mw ~ rna.n 'tf{

-q;a.n) -q"( m <fi8

77.

77.

~ 3qq;(ofi ~ WU ~ W4Ftll ~ ~

~141NlCh fc!w-r q;) ~ q;) - - - - ~ ~

~~~I
(1)

~~am

-q

~141NlCh ~ Cfll' 11R'f.f<fi8

~ 1.!lnn
C2)

~141N1q; ~ -Cf;) M

(3)

~~it~ q;8 ~

(4)

~141NlCh ~

q:)f

~ 1.!lnn

1.!lnn

~ q;8 ~ ~

w
78.

79.

( 38)

The median score of a class of 51 students is 78.

36 in a summative assessment in Social
Sciences. It suggests that
(1)

the majority of students scored below 36

(2)

25 students scored marks equal to or

above 36

(3)

the majority of students scored in the

range of 36 - 46

(4)

36 percent of the content is learned by

them
79.

Students started
co-students directly

questioning

Students interrupted their co-students

frequently

(3)

No student seemed to be agreeing fully

with other students

(4)

Students refused to listen to their

co-students completely

(2)

25 ~~ ~ ~ 36~ ~ <n "3ilR ~

(3)

~ ~ ~ 36-46 ~ Gftq ~

3lCfi

36 ~ ~ ~

(4)

mWT36~~-Cffg~~

BI41NlCfi ~ ~ ~ ffi~ ~

~ ~ ~

Cfi&lf ~

fu"Q:

GJR ~ Cf>t.J-m o~ ~'Qtfi

~~<ir<:r~?
(1)

(2)

(3)

fcml~ ~
Cfi8 W1 ~

tt

~ ~-~ ~ ~

~ ~ ~ ~-~ q;) Gftq ~ ~

~~Cfi\Wn m

Cf>1{ ~ ~ ~ fcrolf'~ ~ '{Uf(e'qOI

~~m

(4)

Which of the following is an advantage of a

spiral curriculum in Social Sciences?
Retention of the concepts for a longer
period of time and with deeper
understanding

wR

~ ~ ~-~~ <fiT Gffif

~ 1HT Cfi\ Wn m

BI41NlCfi ~ ~ ~ 41dil'<il~i "Cfi1 f.lJOOl~Ug('l

~ ~
(1)

Cf>t.J-m ~ ~

~ ~ ~ ~ 3fR 1% ~ B4~1Clitf ~

fu"Q: {"jCf)fq"ll~ q;y lf'Q"RUT

(2)

~ ~ ~ {"jCf)fq"ll~

"Cf)f

"Cf)8T

(2)

Ability to apply the concepts across

disciplines

(3)

~ (theme) 3llmfuf ~
Cfi8 ~ 31cmU q;) ~

(3)

Increased opportunities to develop theme

based learning

(4)

fiCflfq"ll~

Make the concepts more purposeful and 81.

relevant

~3fR~q;y~~~

(4)
81.

31['~ ~ ~

their

(2)

(1)

(1)

~ ~ ~

80.
80.

~~ ~ Cfi&lf q;y lJ~ 36 ~ I ~ ~

tn~~

"SITH ~ ~

Which one of the following should be the most

noticeable for a Social Sciences teacher about
a discussion held recently:?
(1)

~ ~ li't'lk4Cfi ~ ~ 51

BI41NlCfi

While assessing the attitudes and. values, a

Social Science teacher may assign weightage
to which of the following descriptors?
(1)

Passively accepting ideas ofothers

(2)

Feels free to ask questions

(3)

Does not share credit with other children

(4)

Does not wish the teacher everyday

"Cfll

~ ;;s~~~'t?i

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f'CICfimd

afR

sufiflJCfl

BI41NlCfi ~ ~

ffi&l"Cfl f.l1001k-tftso

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fcrcRoy~q;) ~~~~?
(1)

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(2)

~~~~~~"Cf)81

(3)

~~~m~ Wi~~~Cfi8T

(4}

~ -m~ q;y ~ ~

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( 39)

82.

83.

Which one of the following is not

recommended by CBSE for Formative
Assessment ?

82

, (1)

Wo-:3lJmfuf

(2)

~Cf~

3lftrq; ~ ~

(1)

Source-based analysis

(2)

Models and charts

(3)

(3)

Too frequent testing

(4)

(4)

Using auth~ntic sources of primary texts

Which one is right in reference to Social 83.

Science at elementary level ?

fcii(JjqO(

wa:JUT CfWfT

m~ ~-~ ~ ~ SIIIOllfOICfl ~
Cfil~

f.JR -ij ~ ~-~ ~ ~ 'R

~!'liPicti

fcmH

~~-ij~t?

(1)

History- Geography- Political Science Economics

(1)

(2)

History- Geography - Political Science Sociology

(2)

(3)

History - Geography - Civics - Sociology

(3)

(4)

History Sociology

~
3l~

~ fcmT;r

fcmT;r -

~'li'Jiltllf51

ma -

roa:JUT %g

~'li'Jiltllf51

Geography - Economics -

84. If a teacher wants to teach 'evolution .of life' 84.

he/she must visit

85.

f.fR -ij. ~ ~-~ ~ ~ ro~ itt

'i)iiR:ct '"l~ictiot' ~ ~ ~ ;rtf t?

<fit

~ (~)' ~

q;) 3lCWi ~ CfWfT ~

(1)

Natural history museum

(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;) ~ ~

(~ ~)

The following factors form a basis for teaching 85.

Social Science except
(1)

to promote analytical skills

(1)

(2)

to promote social skills for adjusting in

global world

(2)

~ ~ -ij ~'lrl{l'Jiot ~ ~ ~r'lrPicti

~q;)~~

(3)

to transmit information on texts

(3)

~-~ 'R ~.m

(4)

to develop critical understanding of

society

(4)

<fit

<nT ~ ~

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86.

( 40)

While teaching democratic polity, a Social 86.

Sciences teacher invites an expert of Political
Science from a local college to speak to her
class. Before the expert could speak to her
class, t:qe teacher must share with him which
of the following ?

l:'il"hdif?lcn ~ ~ ~ ~I!Oll~"h

~ q;~ ~ ~ "Ch8 ~ ~ ~
~~~~~~q;)~

rnf8JChl

q:;ftll~~~~~q;~~
"Cht, rnf8JChl q;) f.lqR1f@d -ij ~ ~

~~m~~~?

(1)

Text-book prescribed fo~e class

(1)

q;~ ~ ~ Slf<llfcld ~-~

(2)

Kind of assessments that will be based

(2)

~~~

(3)

q;~ -ij ~

on this topic

(3)

3llmfuf

fcJwff ~ ~ \ll)

Cf)l

>TChR

~ ~

~~~

There are some students belonging to

reserved categories in the class

(4)

fcrm;if cfiT

(4)

~ ~ ~ ~ 3i~~l"tlr!Ol"h ~

Instructional objectives for the topic

87.

v:<fi"i:h~-ij~ ~ ~~~ ~~
~ 0~ ~ CflRUT ~ q;~ -ij ~i~ffiq;

, 87.

A class includes some tribal children and as a.

result there is an environment of cultural
diversity in that class. Which of the following
would be the most suitable method for the
teacher to use this effectively ?
(1)

~RlRicl

Wa.rcli

~ ~

"Ch8 %g f.lqR-ffulo

eM

-ij ~ ~-m ~

(1)

~~~~~~~~

and relate the information to topics

~~~~~~
(2)

(3)

GfR -ij ~

3fu~

\lfR

~~.-ijmm~~~
~11f.l~1

Highlighting the role of freedom fighters

cfiT ~ "'hl ~ Cfl8T

fcmlf~ ~ ;w:r;ft ~

3fu

~ ~

~ ~ '{<"'llqH ~ ~IOlllf.ld ~.3lf

~ ~ ~.~ fshJO!kR"h

Asking students to carry out action

research

>lmcfi

~~mrrr?

movement

Displaying tribal artifacts and costumes

m'Q "Ch8 ~ ~

on topics related to their

culture and valued by them the most

(4)

~ ~ ~

such as Birsa Munda during the freedom

(3)

Asking students to tell about their tribes

being taught
(2)

Cf)l

fclfcr'QOT

(4)

'l1"1'llldlJOI

~'Ch8T

~10ltffi~1

3fu ~

q;)

( 41)

88.

89.

.Normative dimension of Social Sciences 88

includes which of the following dimensions?

~~~~~~3WW{
R'""l R1 Rsie1 3W!Tlit -q ~ ~ ~ <fi@ ~ ?

Which one of the following is a characteristic 89.

of reciprocal learning?

Pl'""lR1RsiC1 -q

(1)

Responsibility for learning is shared

between the students and the teacher

(1)

Learning proceeds by addressing the

causes of forgetting

(2)

(3)

Teacher reciprocates by activ~ly leading

the teaching-learning process

(3)

(4)

Teacher is completing her education

while working in a school

(4)

M~ Rl~~~~
q:;) 1fT q;@t ~

(1)

041&1H~

(2)

~~

(3)

~ 1R -~ GHR ~ ~ em:-~ q;-r

(2)

90.

Best way to teach the topic 'Functions of

Parliament' is through
(1)

Lecture method

(2)

Story telling

(3)

Conducting debates for

consensus over issues

arriving

~ ~-m ~
~cfil~~?
~ q;-r 3fH~IRI('Cl fcmlf~

3fu rn~

~~~~nmrr~~~
~ ~

CfiRUi'f q:;)

~ q;@ ~

mw.rr

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rn~ -~ ~ ~ rnaJUT-~-~ CfiT
3lli't ~ ~ 'tfGXR ~-~ q;n ~

-q Cfll1f <fi@ ~ 3N-ft rnm

90.

at

~Cf)Gl

(4)

(Yin""'fl:<ti)

Project work

(4)

q 1{41

'll"' i Cfll1f

( 42)

Candidates should answer questions

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

WPdl2fi RklfBolfuu1 mrT ~ m

~q~ atft ~ ~ ~ ml!fT
~q:;~q 34~'#0 ~

m,

1 .

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-

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.

Clearly the socialization of gender is

reinforced at school. "Because classrooms are
microcosms of society, mirroring its strengths and
ills alike, it follows that the normal socialization
patterns of young children that often lead to
distorted perceptions of gender roles are reflected in 93.
the classrooms." (Marshall, 1997). Yet gender bias in
education reaches beyond sociali~ation patterns,
bias is embedded in textbooks, lessons, and teacher
interactions with students. This type of gender bias
is part of the hidden curriculum of lessons taught
implicitly to students through the everyday 94.
functioning of their classroom.
Research has found that boys were far more
likely to receive praise or remediation from a
teacher than were girls. The girls were most likely
to receiv~ an acknowledgement response from their
teacher. They give boys greater opportunity to
expand ideas and be -animated than they do gl.rls
and that they reinforce boys more for general
responses than they do for girls. Clearly the
socialization of gender roles and the use of a genderbiased hidden curriculum lead to an inequitable
education for boys and girls. Gender bias in
education is an insidious problem that causes very
few people to stand up and take notice.
91.

Socialization is a process of
(1)

causing to conform to environmental

demands

(2)

succumbing to psychological pressures

(3)

molding a child to conform to certain

norms of behaviour

(4)

learning to accept moral values of a

society

A 'microcosm of society'
(1)

has educational facilities

(2)

has excellent learning environment

(3)

reflects the exceptional achievements of

its government

(4)

imitates life outside

learning environment

the

classroom

A 'perception' referred to here is that

(1)

school curriculum supports the girl child

(2)

boys are more intelligent and lively

(3)

teachers balance the bias

( 4)

there is no bias in schools

A word from the essay which is the opposite of

'demonstrated' is

(1)

animated

(2)

clearly

(3)

implicit

(4)

distorted

'Remediation' in the classroom is the process

of

.96.

(1)

error correction orally during class

(2)

reinforcement of good behaviour among

learners

(3)

giving special coaching for quiet students

(4)

stopping a negative trend in learning

achievement

In 'inequitable education'
(1)

boys get more school hours

(2)

course books are prescribed differently

for boys and girls

(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

A 'hidden curriculum' implies here that

101. The observation 'perches in the soul' refers to

human

(1)

boys need preferential treatment

(2)

the school
stereotypes

(3)

the curriculum is gender-biased

(4)

girls need more attention while teaching

system

enforces

sexual

(1)

worries

(2)

disappointment

(3)
(4)

expectation
spirituality

A synonym for 'general' is

102. 'And sweetest in the gale is heard' means

(1)

customary

(2)

diminutive

(1)

winds blow loudly during a gale

(3)

precise

(2)

sorrow is the greatest during a storm

(4)

special

(3)

expectation of relief even in sorrow

(4) joy and happiness go hand in hand

Directions : Read the given poem and answer the
questions that {oilow (Q. No. 100 to 105) by selecting 103 'Abash' means a sense of
the most appropriate option.
(1) embarrassment
Hope is the thing with feathers
That perches in the soul,

(2)

hope

(3)

loss

(4)

pride

And sings the tune -without the words,

. And never stops at all,

104. 'Never, in extremity,' refers to

And sweetest in the gale is heard;

And sore must be the storm
That could abash the little bird
That kept so many warm,
I've heard it in the chillest land,
And on the strangest sea;
Yet, never, in extremity,
It asked a crumb of me.

Emily Dickinson

(1)

extreme happiness

(2)

longing excessively

(3)

hope costs nothing

(4)

unexpected

105. 'A crumb' is a metaphor for

(1)

hope

(2)

sadness

(3)

reward

(4)

food

( 45)

Directions : Answer the following questions by 110. Which is a lexical word ?

selecting the most appropriate option.
(1) some
106. According to the observation in the NCF 2005
[3.f.3], English is a
language in
India:
(1)

First

(2)

Global

(3)
(4)

Second

(2)

whether

(3)

principal

(4)

if

111. Use of' dialogues and avoiding unnecessary

details pertain to

Foreign

107. ''You ask, what has my government done for

you ? I can answer in two words : A lot !"

The question put here is

(1)

a prompt

(2)
(3)
(4)

explanatory

(1)

reports

(2)

story telling

(3)

writing a report or story

(4)

listening to a conversation

112. I suggest that we all watch the movie 'TIGER'.

rhetorical

It has been suggested that we watch the movie

'TIGER' together.

stylised

108. Your classmate has just finished reading a

book from the library that you wanted and you
want him/her to give it to you. Choose how you
will make the request.
(1)

Give me the book.

(2)

Can you give me the book now?

(3)

Let me have the book now, please.

(4)

Could you let me take the book now?

109. Read this exchange.

Teacher : Shall we go out to the garden and

find out the names of those flowers near the
wall?
Students : Yes, yes, yeah ...

The
two
given
statements
can
be
differentiated by drawing students' attention
to the
(1)

use of 'by' in the passive form

(2)

the arrangement of words

(3)

change in the verb forms

(4)

the roles of the subject and object in both

sentences

113. The purpose of'rapid reading' is

(1)

extended reading

(2)

seeking information

(3)

for interest

(4)

for specific detail

Teacher : Yes, Ma'am, please.

114. The process of word formation consists of

Here the teacher

(1)

confirms the students' request

( 1)

compounding and conversion

(2)

offers an alternative language activity

(2)

conversion and meaning

(3)

relates language function with politeness

(3)

spelling and compounding

(4)

makes a
reading

(4)

using synonyms or euphemisms

polite suggestion to start

( 46)

115. Note-taking is done

118. If the piece of writing is complete, in the third

(1)

during extensive reference work

person, without digressions and emotional

(2)

while writing an essay

and logically arranged, it is a

overtones
.

(3)

during a lecture

(4)

while reading a review

( 1)

classified advertisement

(2)

memorandum

(3)

report

(4)

newspaper article

116. Speaker 1 : Can I borrow your pencil, please ?

Speaker 2 : Why not ?

During this exchange, while assessing
students' speaking-listening skills, mark/s 119. 'Rahul received the following telegram on his
would be deducted for

birthday. Write three sentences about it.'

[The input is given]

(1)

the first speaker, as the question is

.framed incorrectly

(2)

(4)

(1)

knowing

(2)

applying

(3)

creating

( 4)

analysing

the second speaker, as the response is

f:r;amed incorrectly

(3)

This writing task requires this skill :

both, since it is a meaningless exchange

neither, as the context justifies this
exchange

120. 'You have to bring your own stationery. You

117. While writing, one ofthe cohesive devices use~

is

(1)

imagery

will need 2 pencils, an eraser and a ruler.'

The underlined word is a

(1)

conjunction

(2) .ellipsis

(2)

lexically similar word

(3)

content words

(3)

substitute word

(4)

proposition

(4)

reference word

{ 47)

Candidates should answer questions

from the following Part only if they
have
opted
for
HINDI
as
LANGUAGE - I. ,
...

'tfft&n~ Rh=iR=if@a, trrrr ~ w;IT ~ ~

CnCI (?( (ftfi ~ ~ 3r~l~ mlfr - I Cfi1

~Cf)~q ~ ~.m 1

( 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.

~mt COT~~ ;rtf

t?

~~~~eta ~3ft, Gftf<i;:<hdl -ij

~ Olffii q;@

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

<hlt"l~:ni3TI <it 92. ~-m ~ ~ Ch1s eta mu ~

.m ~ Gfqj' ~

3fT(fl

(1)

~~ CliBJ

3fm::r

;rtf

( 2) . -:q)"{t CfWIT

~ "Cfffi ~' ~- 3{~ ~eta~

t~

(3)

~eta ~-m COT~

~ ~ ~~Cfils, ~ ~ ~~lfR"dl, ~~

(4)

fucrn ~

<Pn ~ 3fu: <tm ~ ~ ~ ffl8;lCO 3fu:

~ ~

~ ~ ~ >ffir

3NU~ ~

"it

mmw:rt ~~~>ffir~~~~~3NU~
t- ~eta

~-meta~

I "WR-~

93.

~COT

~~ ~ q;@
<1)

-m 3N-ft ~-m ~ eta 1~ ~

~ eta 3Ho m ~ WIT-1 ~ WTfUio t 1~ ~

-q ~-~ ~ >rRr ~ \ifT!ffl m\lfRft

~ fcl:i<n 3fu:

. (2)

~-q~-mCOT~~t

Wfur (fR:m ~ t 3fu:

(3)

~ -ij {'i:HI(""'<hdl

~~~~t ~~~fll;R~~m~

(4)

Rl51<h(?il ~ ~

~ ~ ~ ~ 3i~<hl~<h ~
~

ffl8;lCO <rr

CfWIT ~'

<it ~ \ifT "{f<f)d1 t

~ ~ ~ q;@

<tin ~

CliBJ

~: ~

~-a;~eta~-mCOT~~~t

f.rofm

94.

-ij

cr

m \lfRft t

~ ~ ~m

-q

3ffift t

fcf; ~ <it <tm

(fGf

f.lq~f@d -ij ~ ~ ~ ~ ;rtf

(1)

~-~

(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.

31'fqy -:qffi' ~ mrft mmT ~.

~ (~ ~) + ~ ~. ~ (~

(2)

8 1os) If -~ 3forrr Fcrcn?:r ~ 1

wff ~-lWfi
~ ~ 3m!. -m 1J1q -q ~ ~ 1

~ (~ ~) + '<f;' ~. ~ (~

(1)

97.

cr$rrrr <lit ~ ~ RR!&f&d JrA1 (!!. ri.

~)+~'~

fi~"361~~~~ I

~ (~ ~) + ~ ~. ~ (~

~3m!.~ GFr-&f ~ ~ ~ I

~)+~~

~ ~~

~ (~ ~) + ~ ~. ~ (~

~~~~

~)+~~

~ ~ "ffin :me~~ <fit

~-~-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~

-w--w ~ ~ 31~ ~~.

~3m!.~ GFr-&f ~ ~~ I

::rtf ~

100. ~ ~ ~ Gf.f-&f ~ ~ ~ tjfffi

(1)

~~?

(2)

( 1)

~ ~- 't.flf CfK 3m!. ~

(3)

(2)

~ -~ ~ ~

(4)

'wrR'

Cf)l

~~~
101.

(1)

"B111R

(2)

(3)

mlHT

(4)

3i~4Hdl

3m!.~

(3)
(4)

~~~~Tm~~

irt:r1 ~ 3lR ~ WlOJ ~

(1) 1fR1 ~ ~ lRFn ~ WI ~
(2) 11RT 1J1q -q ~ ~ ~ ~ m
(3) ~ 31ffi4"R -q rn ~ ~
~~~~

mq
.

-q iW;
~ ~ ~ (f)) GCf) iWn- ~

(4)

Cf)l

(51)

112.

WR ~ ~ ~ :rrmfi ~-~ "ffift

<Pfi ~~11:1~ ~ ~ I~~ t
(1)

~~cnl

C2)

(3)

~-~cnl

-q

I~ 117. ~11cHcnT~~t

fl10~q<1 cnT

c4) WR cfiT "%rm cnT

11s. ~-ma:JUT
( 1)

-q ~-m ~ ~ <fill
~ -"ffilUfi

( 2)

-q{tPill\'t

(3)

~~

(4)

~~

114. ~

Jii:!~'i?1

~-~ ~

(2)

( 3)

lfR -q&f CIWl1

(4)

~ -;m Cfl\ uft

cfiT 'Cf)~ -ij Wffim-~-~311

R fii:l a 'Cf><l t fen

(1)

(2)

weft
(3)

(2) . ~ q:;') ~ ~

enG

(4)

~ ~ ~ ~

~q:;')~~~t

(4)

~~

115. ~ -ij ~
(1)
(2)

119.

cfiT -q{t~ ~ uft t

3fu: ~

ma:JUT-"ffilUfi cnT ~it' t

~

cfiT

~ lR ~-~-~311 cnT

3flmfto ~ t

~ ICf>{UI lR ~

(3)

~ cnT 3l2f ~ ~1Cf>{ 0 1 \iff.f.n t

(4)

~-~ -ij ~-~ cnT ~ ~

\iff.f.n'

~ >flnfUrd 00' Wffim ~ lR 3i'Fft

_51 Rl fso~ I ~ cfiT a:fl1dl ~ ~

(2)

~ q:;') ~-~ ~ -ij &;n

cfiT >rfsf;m q:;')

~q:;')~~~t

'"lf4ict>"i cnT ~ t

~ ~ ~ ~

~t

(3)

~ ~

(4)

~~~fel:;~~~m&T

cfiT ~ \iff.f.n

116. ~ '"lf4iCf>'1 cnT 1% f.ff%m2f t

(1)

~ -q{tPill\'t ~

(2)

~ ~ -q{tPill\'t ~

(3)

~ ~ ~-m cnT

(4)

~ ~ -q{t~-~~ ~ q:;') 'WnH CIWl1

(1)

~~"!~~

(2) '3tf:~~~

Rtn: 3ic:tc::-i'lct>'1 CIWl1

cnT ~

'5Nicf~

uftt
(3)

cfiT ~-~ ~ q:;') 'WnH CIWl1

118. ~

~-Oif ~ ~ ~ ~

TTRr ~ -q&f CIWl1

I~

(1)

(l)

(3)

~~~~~

(4)

~~~~~

(52)

Candidates should answer questions

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

'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)

understand and evaluate emotionally,

one's surroundings

(2)

give a calculated emotional response at

all times

(3)

respond to
environment

(4)

be considerate

stimulus

in

the

123. Here 'emotional support' suggests

Also, one of the first steps to developing our
(1) wise counsel
emotional intelligence is to improve our
(2) sympathy
emotional literacy. In other words, to improve
(3) pity
our ability to identify our feelings by their
(4) tolerance
specific names -,and the more specific we
can be, the better. In the English language we
124. 'Working on your emotional literacy' means to
have thousands of words which describe and
(1) improve
one's
attitude
and
identify our emotions, we just don't use many
communication skills
of them. If you are interested in working on
(2) control verbal or physical outbursts
your emotional literacy, the first step is to
start using simple, three word sentences such
(3) adopt a friendly attitude while meeting
strangers
as these : I feel sad. I feel motivated. I feel
offended. I feel appreciated. I feel hurt. I feel
(4) work with a counsellor to support your
disrespected. When we talk about our feelings
emotional behaviour
using three word sentences we are sending
what have been called "I messages". On the
other hand, when we say things like ''You 125. "I messages" are usually apout
make me so jealous" we are sending a "you
(1)
others' business, therefore 'gossip'
message". These "you messages" typically put
(2) expressing your views freely
the other person on the defensive, which hurts
(3) blaming others
communication and relationships rather than.
(4) blaming yourself
helping.

( 5.4)

126. ''You messages" are usually about

(1)

blaming others

(2)

sympathizing with the listener

(3)

looking at issues from others' viewpoint

3.

My mind wandered.

4.

Another year gone.

5.

I tripped through a wall of pedestrians, then

suddenly a moving bus carelessly littered me
down into the curb. My tear-stained eyes
searched for an angel on the concrete surface,
but the illuminated white crossing hand
signalled my insignificance.

6.

I pushed myself up, bruised and filthy. A horn

quickly warned me of approaching death, then
the yellow taxi sped through the red bulb.
Sighing, I checked each direction, brushing
waste from my body as I joined a new crowd
and made the final push across the last road. I
hoisted my bag, checked. for my office keys,
then entered one of the many sky-gripping
fortresses of the financial district.

7.

Back to work.

(4) .blaming yourself

127. The antonym from the passage for the word
'general' is

(1)

simple

(2)

specific

(3)

nature

(4)

improve

128. In the context 'defensive' means

(1)

attack an injustice

(2)

expressing.anger

(3)

support what is right

(4)

support a point of view

129. A word that means 'of a nature' is

(1)

precisely

(2)

typically

(3)

litera~y

(4)

offended

Directions : Read the passage given below and

answer the questions that follow (Q. No. 130 to 135)
by selecting the most appropriate option.

130. 'Unseasonal winds' refer to the

(1)

strong winds blowing that day

(2)

winds causing unexpected storm

(3)

not the time of the year for such windy

conditions

(4)

windy conditions that change the climate

1.

Dust-caked clouds coated the bay, tanker

ships signalled.

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)

132. ' ... I, too, was lighter' suggests the narrator

(1)

is very light for his size

(2)

was fat but light-footed

(3)

is fat and clumsy

(4)

was light and agile

133. 'Carelessly littered me down' implies that the

subject
(1)

felt helpless and weak

(2)

was injured in the fall and needed help

(3)

was treated with indifference by society

(4)

was thrown high and far after the

Directions : Answer the following questions by

selecting the most appropriate option.
136. Iconic mode of learning is based on a system of
using

(1)

symbols

(2)

images and diagrams

(3)

different types of graphs

(4)

a variety of activities

137. Constructivism is a theory where students

(1)

study a variety of dissimilar samples and

draw a well founded conclusion

(2)

are facilitated by the teacher and use a

variety of media to research and create
their own theories

(3)

form their own understanding and

knowledge of the world, through
experiencing things and reflecting on
those experiences

(4)

construct their own learning aids,

thereby gaining hands-on experience

vehicle hit him

134. 'An angel on the concrete surface' refers to

(1)

a fellow angel after he died in the

accident

(2)

a good Samaritan among the pedestrians

(3)

seeing an angel as he was confused after

being hit
138. Language acquisition

(4)

his colleagues walking past who would

(1)

requires 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 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

help him

135. Here, 'sky-gripping fortresses' are

(1)

tall buildings for commercial use

(2)

large buildings for residents on that

street

(3)

buildings that entrap the human spirit

(4)

tall buildings without windows, that are

secure

(56)

139. Which is not a teacher-centered instruction ?

142. While reading for comprehension, we

understand that the following pairs are
examples of homographs :

(1)

Individualized instruction

(2)

Demonstration

(1)

lead [metal] I lead [give direction]

(3)

Modelling

(2)

led [gave direction] I lead [metal]

(4)

Lecture

(3)

mail [post) I male [gender]

(4)

warm I tepid
[being neither too hot nor too cold]

140. In a listening-speaking assessment activity,

indicate how you will assess the following
exchange:

Teacher : Have you watched any English film

lately ? Tell your friend about it.
Student 1 : Of course. Especially animations.

143. Read the following examples of dangling

modifiers used in sentences by some students.
Indicate how you will assess them. [Max. 1
mark]

Student 2 :Me too. I like them a lot.

Student 1 : Having arrived late for practice, a

written excuse was needed.

(1)

Student 2 : Without knowing his name, it was

difficult to introduce him.

Student 1 :Incorrect response

Student 2: Correct response

(2)

Student 1 :Correct response

Student 2 :Incorrect response

(3)

Student 1 : Incorrect response

Student 2 :Incorrect response

(4)

Student 3 : The experiment was a failure not

having studied the lab manual
carefully.
(1)

Student 1: -1-

Student 1 : Correct response

Student 2: -1-

Student 2 : Correct response

Student 3 : -0(2)

141. According to NCF 2005 [3.1.3], "At the initial

stages of language learning
may be
one of the languages for learning activities
that create the child's awareness of the world."

Student 1 : -1Student 2 : -0Student 3 : -0-

(3) Student 1 : -0-

(1)

Vernacular Language

Student 2: -1-

(2)

II Language

Studerit 3 : -0-

(3)

Hindi

(4)

English

( 4)

Student 1 : -0Student 2: -1Student 3: -1-

(57)

144. Criteria of assessment is alan

147. What is taught is not what is learnt because

(1)
(1)

scoring key

(2)

question-wise distribution of marks

general impression of a student's ability

(4)

assessment guideline

possess

different

abilities,

personalities and come from a variety of

backgrounds
(2)

(3)

students

students pay attention during informal

discussion

(3)

a teacher's socio-economic level may

differ widely from the students'

(4)
145. Choose the appropriate intonation.

a teacher or learner can never fully

master any discipline

He has passed with distinction in English,

however ...
148: While writing a telegram, a necessary feature
to be applied is
(1)

rising

(2)

falling

(3)

rising-falling

(4)

falling-rising

( 1)

personal touch

(2)

personal abbreviation

(3)

brevity

(4) , neatness

i49. The 'value' of a word in a text means the

146. While reading, 'signification' is

(1)

(2)

(3)

(4)

arriving at the meaning of an unfamiliar

word by reading other words in the
sentence
recognizing the message in a set of
symbols
comprehending a sentence by putting
together the meaning of its constituent
words
conversion of message form into a
diagram/table

(1)

appropriate use of the

particular context

word in

(2)

number of ways a word can be used

(3)

dictionary meaning of a word

(4)

significance of the word in a particular

context

150. Affective factors in motivation are linked to

students'

( 1)

survival and safety needs

(2)

own perceptions of their ability

(3)

understanding successes and failures

(4)

ability to complete a language task

(58)

Candidates should answer questions

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

w&n~

Rl0040iR1fJa trJ1T
ChCI(1 otfT ~ ~ dr~l~
f4Cfi(Yq ~ -m ,

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~ - II Cf>T

(59)
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~
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123. ~ <Xl'fu; ~~\ill

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(2)

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~

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'lffi ~~~.~~~~I~

.3Tisf.rcti ~ ~

I~~ ~('qiCf)~UI ~ ~ q;r

'fcrm~ ~ q;r -mtr-~ ~

(1)

fcrm+Wf

(2)

fcrm + ~

(3)

fcrm + 3lWt'

(4)

fcf + mWY

3li~ISCfiR ~ I~~ l=!"RCr ~ I ~ ~ ~ q;r

mRrcti fcfflH

Cf;l

fcrmWf

~ ~ ~{i('q!Cf)~OI ~ -a)

~ ~ ~. ~ ~ m~ ~ 3{tt

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w-:f >rrn ~. ftr;ffi ~ ~ ~ ~ WI I -Q;m ~
"tR 'lft w:f ~ ~ ~ fcfflH ~ fcrmWf en) ~ ~

~an ~ ~ ~ ~ ~ ~.
~~~~

"tR

121. ~ q;r 3l~ ~

(1)

3H~ ISCfil(

(2)

mtn cpf ;ntJ

(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)

~ ~

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~~

mu ~{i('q!Cf)~O' ~ ~ m

(4)

122. <41'R1~Cfi ~ <Xl'fu; ~~\ill

<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)

~~

128. '~' Cfi1

(1)

"5fRfR

(2)

-;:rcfR

(3)

(4)

>ICftuy

sft ~ cit

fcl:ql{'i_cfCf> ~ ~ ~

"Cf>BT

"WTRT2ff ~ ~

130.

(4)

P:ft~~

fcmT

Cfi1 31Rm1

"Cf>-8 ~~cit mf~ cf;T

"Cf>1:ft ~ ~ ~ ~ ~
(1)

~ m~ cf;T 3ilq~l!Cf>dl ~ ~ ~

(2)

~~GRHT~~~~

(3)

~~m~~~

(4)

~~m~~~

131. ~ ~ ~ 1fffi ~

~ : rmiw <!iT ~ R'ff&f&d

135)-ff ~~~~/
~ ~

cit

JrR1 (JT. ri.

129

~Cfil

(2)

~ Cfi1

~ Cfi1 3NTCf ~ ~

ffi1TI Cfi1 crrn wen t \ill

3i1R ~ I ~ ~ >ffir ~ >fCfil "Cf>-8 3fR "3B
~ ~ ~ ~ ~- ~ ~ I Cfifcr, ~ 3fR

WOT

(1)

crrn wen~ ?-

1~ ~ ~ ~ ~

132. 31~ ~ ~

~ ~ ~ ~ ~ Cfi1 ~ fcf;<:rr ~ 3fR

fcoB f.l<m

Cfi1 ~ -~ ~ ~

~?
(1)

31~ ~ ~ ~ ~ ~ ~ fcf;<:rr

~-~~.~~-~~~cf;T~wn
C'fi t ~ ~ GJffi ~ 3fR ~ ~:m Cfi1

(2)

31~ Cflif-~-Cflif 'qR "til 31cWT fcf;<:rr ~

wnw.J "Cf>-8 ~ ~ ~ ~ ~ 1

(3)

31~ ~

(4)

31~ ~ )ffif :Cf)R1 fcf;<:rr ~

~ fcf;Bt ~ ~

mOO "$:

~ \ii"Rl 31~ ~ ~ I fu"@t

..-n-h-n

...........4
~~~''1 ~ ~ ~ ~ "''l~'1

~-~ cit ~ ~

Cfi1

1:R

~ ~ ~

sft ~cit RI"''R'{cfCf>

~

Cfi1 ";fllf 31~ l:1 I

~ 133.
:>!\<l"''l

~~~~~ I

~ ~ ~ ~ ~ ~ ~ fcf> ~ Rl1At4'*'

~~~~Cfil~~~~ I

(31VPR - f.W7, ~ "f!WT)

~ "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-~'

<tT ~ "Chl f.rmur -m ~

m1:fT <tT ~&TI 11 ~ >rChl( <tT

(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

~-w~

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)

fuN-~ <1iT \iiH<hltl

(2)

B'ft ~ <tT ~ ~

(3)

(3)

B'ft ~ q;) "'8lTR ~ ~ ~ ~

(4)

~<tl~

(4)

B'ft ~

142.
Cf)BT'

TTfif ~ ~

138. ~ ~&n

ml:ff-mS:lCfl "Chl ~ ~ fco ~

~Ch~d

11 mS:lCfl 11 ~ ~ ~ -m

11 ml:ff-m <tT

8;llrnT q;) ~

Q}'fl'8JiH ~

col:

fco~
(1)

B'ft ~ <tT ~3ft <tT ~3ft q;)

143.

~~m.1ll 3TH ~ ~ ~

~%

(1)

m1:fT "Chl ~ '41.~ -;r@ ~

(2)

~-~ q;) ~ ~ CfiU %

(2)

~ m1:fT

(3)

~ ml:ff3it 11 -qrol <tT ~-~

(3)

B'ft ml:ff3if.11 ~ ~a:RIT ~ ~

~: ~ ~%

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 ~ ~

31Ttf ll1"=f-11<H q;)

~ ~?

(1)

(2)

'(3)

~q

(4)

BCIIC:I(IO{<f) ~

'l111SfT-roaJUT eta~

eta Cfia.1T -ij ~ ~~ ~

(1)

'l1J1SI1

(2)

~-ij~~~

(3)

fcrimi ~eta Cfia.113TI -ij

(4)

~~~~

~ ~~ ~

149.

Gfi%11 ~ ~ CfiT4 ~ ~ -ij ~

11 !:!fCI '{?Y ~

146. ~
(1)

'ff<3l CfiT HcfSI!j@ ~ ~

~ fcl-m ~ ~ Cfi{RT

(2)

~ ~

-ij

~ ~

eta

2Jl<T CfiT

(4)~~

fcrcnrn
(3)

~ fffig.n fu@"r;n

( 4)

147. ~-maJUT
(1)

eta ~~ Cfi8T fu@"r;n

-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)

SPACE FOR ROUGH WORK

'{tf;~~~ ~~~

( 64 )

f.!41R1f&t1 ~ ~ ~ ~ :

READ CAREFULLY THE FOLLOWING INSTRUCTIONS :

1.

2.

3.

4.

5.

1:'.

-II
<(.

6.
7.

\. u.J
\

8.

9.
10.

11.

12.

Out of the four altematives for each question, orily

one circle for the correct answer is to be darkened
completely with Blue/Black Ball Point Pen on
Side-2 ofthe OMR Answer Sheet. The answer once
marked is not liable to be changed.
The candidates shDuld ensure that the Answer
Sheet is not folded. Do not make any stray marks
on the Answer Sheet. Do not write your Roll No.
anywhere else except in the specified space in the
Answer Sheet.
Handle the Test Booklet and Answer Sheet with
care, as under no circumstances (except for
discrepancy in Test Booklet Code or 'Number and
Answer Sheet Code or Number); another set will
be provided.
The candidates will write the correct Test Booklet
Code and Number as given in the Test Booklet i
Answer Sheet in the Attendance Sheet.
Candidate~ are not allowed to carry any textual
material, printed or written, bits of papers, pager,
mobile phone, electronic device or any other
material except the Admit Card inside the
examination haliJroom.
Each candidate mtist show on demand his I her
Admission Card to the Invigilator.
No candidaie, without special permission of the
Superintendent or Invigilator, should leave his I
her seat.
The candidates should not leave the Examination
Hall without handing over their Answer Sheet to
the Invigilator 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.
Use
of Electronic I Manual
Calculator is
prohibited.
The candidates are govemed by all Rules and
Regulations of the Board with regard to their
conduct in the Examination Hall. All cases of
unfair means will be dealt with as per Rules and
Regulations of the Board.
No part of the Test Booklet and Answer Sheet
shall be detached under any circumstances.
On completion of the t~st, the candidate
must hand over the Answer Sheet to the
Invigilator
in
the
Room I Hall.
The

candidates are allowed to take away this Test

Booklet with them.

1. ~~~~~~"iffi~if"B~3W~

~ OMR 3m 1f;f ~ ~-2 1R ~ ~ Tf cnT

~
(lW -;ft#t;Cfi!B ~ ~ 1R -B ~ 1 ~ om 3m ~
~~one::~~~~~~ I
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3m

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3. ~ ~ ~ 3m

f<R:IT 'lit ~ if

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4.

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m ctt ~ ~. ~

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8. ~ ~ CfiT 3WriT ~

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~

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11. f<R:IT~if~ am: 3ffi:<f;f~~ ~ 31WT
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fml p:r rrtt~ ~ q;1 c;t iifT
t ,

 ( 1fEO

-2 SIDE-2 )

Note : Obtain Language Supplement Test Booklet if Language-! or

Language-11 opted is other than English or Hindi.
~
Roll No.

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@

i.lffi1lft111!Tf.ril""'.111'1~ll~~ ..mtr!'vftQ~~~~. ~~li"A~~3lnm ('lf<l~llll~"~lll~~ """"" tl. ~li"A~

~. ~ '111'"" {~ afRfii1!R lll ~ fii1!R). eft~~{~ I 3fn ~II ) "fltl ~'I!~~ '111 afR ~"" ~ '111 ~I

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 Candidate in running hand

Signature of lnvigilator

~
~

-------------

----

( lf'O

\nR 4bl4>1

-1 SIDE-1 )

~ ~

/ANSWER SHEET

.w fffif ~ -em ~ ~~~ ~ ~ "R ~ 1'li

'P0-2 1R \3"m

FILL IN THE FOLLOWING ENTRIES WITH BLUE/BLACK BALL POINT PEN ONLY

fu<) ~

ct>

INSTRUCTIONS FOR MARKING ON SIDE-2

31jw'li<I>/ROLL NUMBER

DDDDDDDD
~ "<1>1 ~ (~

3lfcmf

3Jam li)

1.

~~~~<it<'liA~~'l't<'\cmmf.mR~~~

2.

~~'1'1<'\cmmfu!A~~~

3.

~IrAq;]""'~ l(iiJ ~ ~

NAME OF THE CANDIDATE {IN CAPITAL LETTERS)

Use Only Blue/Black Ball Point Pen to Darken the appropriate Circle.
Please darken the complete circle.

~ "<1>1 ~ (~

ttrnT ;

3Jam li)

Darken ONLY ONE CIRCLE for each Question as shown below:

FATHER'S/HUSBAND'S NAME IN CAPITAL LETTERS

~ ;:f.j CENTRE NUMBER

q)J 0{1ll

(~

Tfffif

Tfffif

Tfffif

Tfffif

WRONG

WRONG

WRONG

WRONG

CORRECT

e e 0e jl@@@ @@ @@ CD e

trt\IH'I

'1'1<'\ ll'Tim f.mR ~ ~ ~ ~

~7Jm'gl

3Jaffl li)

4.

~""'cf;~l(i!J'!R'l't<'\ilfu!Awlf.tcf;~~~~~

5.

\JTR

NAME OF THE EXAMINATION CENTRE (IN CAPITAL LEITERS)

~~Change in the Answer once marked is allowed .

'l&nJ tR 3RI ifitl <lilt fuTA "! ~ I

Please do not make any stray marks on the Answer Sheet

6.

~ \JTR

7.

Rough work must not be done on the Answer Sheet

~ IrA q;] ""' \JTR- ~ il ~ 111/ l!llri<!> cf; <WR Win '1'1<'\ il fuTA

'l&nJ tR ~ <liT'! <iR"'T lf'lT 'g I

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I
.

. _

against the Number corresponding to the question.

_.

\1~1~'(01:- -po-2 q;) ~<1ft fctftt (~ ~~~ iffi;f ~ ~ ~)

EXAMPLE HOW TO FILL AND MARK ON SIDE-2 WITH BLUE/BLACK BALL POINT PEN ONLY
Note : Obtain Language Supplement Test Booklet.
WR ~ ~ 02140579

If your Roll No. is 02140579

1 1 11

If Language-1 Supplement
Test Booklet No. is 234567 & Code Is W

Language - I Supp ement

Test Booklet
No.
Code

Roll No.

'l111lI ~ R'l ~
-;j_ 234567 t '31'R
w

3INilft

~-~~~pc

11

WR

1 1 1

CDCD e CDCDCDCDCD

@@@@@@@@

@@@. @0@0

000000e0

~~~~~e
@o@~@@@

1 1 1 1 1 1 1

G)G)G)G)G)G)

e 00000

@0 . 0@0

e
e
00000.

@@@@@@
~

If Language-! or Language-11 opted is other than English or Hindi.

WR

3INilft 'lT'II-U ~ lit'! ~

oi. 125678 t 3fR em; xt

If Language-D Supplement
Test Booklet No. is 125678 & Code Is X

e CDCDCDCDCD
0 e 0000

0@@@@@

1 1 11

0 e 0000

1 1 1 1

G)G)G)G)G)G)G)

@@@@@@ .

000 e 000

0000000

@@@@@@

e
e

e e

WR aJI1I1IIl

fllorn

~- 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~

@l

1)4)

Garo

Gujat;oti

Kannada

(0~

Khasl
Malayalam

loo

09

Manlpuri

@ !@

Mizo

Nepal

~
@
,., . ~

Urdu

Onya

Putlabo

I~
~

Tamil

(1r

Tetugu

Tibetan

.~

@
@

If Subject Attempted Is Soc;ial Science

~ ~ m~ qij E2lA m ~ ~ ~<r-~ ~ i'i

s3!T 3I'R i3'ffi ~ ~ T0-2 i'i s3!T mR
IDI3JTR~offll ~ ffi~~l!l'l> <P) ~ llR 31'R~~I<r-l~ 1/'i i3'ffi ~~I

If language -lis English

& language -Ills Bengali

Englloh
H10d1

~A-.pt8d

Main Test Booklet

WR 3INilft 'lT'II-1 English

~ 'lJ11l-ll Bengali

language

e
e

IMPORTANT

~~~

Language - ll Supplement
Test Booklet
No.
Code

1 1 1 1 1 1 1

3INilft lj'5Q R'l

oi. 0204563 t

If your Main Test

Booklet No. Is 0204563

'llf!II-II ~ w-1 ~

0000 e 0

WR

arR

-\'3<R

R'l-i-00811111t
If your Response to
Question number 0081s (1)

Q.No.

008

Response

e 000