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PAPER I

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MAINTESfDOOKLET/'l"''JII-1

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T.:;:;ooklet;::e

Read carefully the Instructions on the Back Cover of this Test Booklet.
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INSTRUCTIONS FOR CANDIDATES

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'IWT-1 : <!R'i ~ q fum ~
(11'. 1 <l 1<. 30)
'IWT-ll ; 1'lfUrn
(11'. 31 <l 1<. 60)
'IWT-III : ~ ~
(11'. 61 <f 1<. 90)
'IWT-IV : 'I1W I - (~I fRl)
(11'. 91 -.l 1<. 120)
'IWT-V : 'I1W II- (~I fRl)
(lr. 121 -.l 1<. ISO)
'IWT-JV .q' '11W-I <); ~ 30 ~ 31tr 'IWT-V fl '11W-II <); ~

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2.

The OMR Answer Sheet is inside this Test Booklet. When


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

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I.

1271801

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Do not open this Test Booklet until you are asked to do so.
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This booklet contains 56 pages.

Test Booklet No.


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


Roll Number: in figures

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Centre of Examination (in Capitals) = - - - - - - - - , . - - - - - - - - - - - - - - - - - - - - - -~~aMf'G');


.
Candidate's Signature:
- - - - - - - - Invigilator's Signature:--~-------

~<i;mrw:
Fascimile signature stamp of

Centre

flul1~illim 11111111~ IIIII

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(2)

PART- I /'qfl'f -1
t

4.

2.

The sounds t/1, ph, ch are


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

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

( 2)

~lll"'l f"' Cfi

(3)
(4)

~
~

~~~
~on:r~t I

3.

ftr.ain '# mnf'Q1'1'

of.a ~ ftr.ain - -

off.a

( 1)

WfF!I'

(2)
(3)

feW IWI ~ ~ m <ilr<rm3lT


~~ qft ~ <W<rm.aU

(4)

~~~~

ef, 'In, 'i;r ~t


(1)

(2)
(3)
(4)

In order to avoid gender stereotyping


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

4.

Schools should cater to Individual


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

5.

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5.

Howard Gardner's theory of multiple


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

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fcficrr~t I
(1)
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3.

1.

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2.

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The following threE~ aspects of


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

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1.

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ers

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'

Directio11s: Answer the following questions by


selecting the most appropriate option.

. CHILD DEVELOPMENT AND PEDAGOGY /~fCICfii~ crfulffil'Jw.il'

~
~
~
~

~~~'!C'i\&iitoal11 ~~~iffir~

~q:;f

(1)
(2)

(3)

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

~ ~, ~ ~ ~
cnrct qft mw-rr

~ ~ ~

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

cpffi

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


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

(4)

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

(3)

<4>

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

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


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

rn

qft

(3)

(3)

Refer slow learners to special


schools

(4)

Follow same level of curriculum


for all students

Continuous
and
Comprehensive
Evaluation empha!dzes
(1)

(2)

how learning can be observed, .


recorded and improved upon.

(3)

fine-tuning
teaching.

(4)

of

the

with

-q

~qfcffiq>

~ ~

<t

flrrrrraff q:;l

~ ~ "fi'qq '31Wf

CWIT I

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

(3)

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

~ ~ <t~

(4)

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

7.

m mr cit

3f.fl1'R CWIT

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


~tl

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

Cl)

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

(2)

61ClMlf'hH,

ftcoJi

afu- -woo~~ 1R

~ ct Wi

(3)

m.m <liT m*',fll

Board

8.

Dilutes the accountability


Boards of Education.

(2)

Hinders
achieving
National Standards.

(3)

Helps all students learn more


through diagnosis.

fum- -.ITt cit

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

%-I
~ ~ ~

(2)

Universal

cit mf1<f ll

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

Makes stude:nts and teachers nonserious and easual.

"Readiness for learning" refers to

fcWIM<l :amufun~

(I)

of

(1)

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(2)

the

School Based Assessment .

(4)

9.

redundancy
examination.

of tests

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8.

continuous
testing
on
a
comprehensive scale to ensure
learning.

Apply every possible measure to


remove the individual differences
in students

.ne

(2)

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

ers

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

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

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(1)

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6.

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7.

What kind of support can a school


provide to address the individual
differences in students ?

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6.

9.

(3)

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

(4)

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

cit

Cfmfttl

mqrn

--

ciT

31ir

am- ~

( 1)

general ability level of students

(1)

~ q;r ~ <W<:rctT mr

(2)

present cognitive level of students


in the learning continuum

(2)

(3)

satisfying nature of the act of


learning

(3)

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

Thorndike's Law of Readiness

(4)

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

(4)

<t

fllt1<"'4Cf>

~ CfiT

(4)

A teacher has some physically


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

Wheel-chaired

bound

10.

fufam ctT cnm it ~ :m{lfhn


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

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

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children

-R~tl

may take help of their peers in


going to hall.

(2)

Physically

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

inconvenienced

activity in the: classroom.

(3)

12.

{1)

Cerebral dysfunction

(2)

Emotional disturbance

(3)

Behavioural disturbance

(4)

Cultural factors

An inClusive school.
(1)

Is committed to improve the

(4)

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Differentiate between students


and
sets
less
challenging
achievement targets for specially
abled children

(3)

Committed
particularly
to
improve the learning outcomes of
specially abled students

(4) Decides learning heeds of students


according to their disability

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<!<IT ~

41fC141uJ ~ 3lOf ~ TTRT

mwr

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11.

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


Cf>m1T aTIW!ll" ~~~~ t I

12.

(1)

~ f-&WlCf!tH

{2)

ti~ IIM<ti fub1

{3)

O!ICI$F(llt'1

(4)

<Hif't'fliif> ~

fub'f

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

learning outcomes of all students


irrespective of their capabilities

(2)

cnm

~?

fre

Learning disabilities may occur due to


all of the following exce1_1t

<t

m ~~~

sh
e

Polio afflicted children will now


present a song.

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11.

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

.aw.ft

Mohan why don't you use your


crutches to go to the playground.

(4)

i1Fr .q

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

children may do an alternative

(3)

~- qwf ~

rs.

10.

ne
t

~ qft ~3TI qft 1WW f~


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

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

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


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

(3)

~ ~ ~

<W<r

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

~ qft f-1<il"'"IMI

<t

<t
~

il> ~ ~

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

'ROT~ I

(5)

(2)

Can manage their studies without


a teacher

(2)

Can be good models for other


students

(3)
(4)

14.

(1)

(2)

Environmental motivation

(2)

(3)

Combination of(l) and (2)

(3)

(4)

Psychosocial factors

(4)

allowing students to take some


decisions about what to learn and
how to learn

Learning Disability in motor skills is

Cll\'11q{O(lq ~

(l)

afu" (2) <.fir~

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

.q ~ afu" wR t- ~

~t?
(1)

~~

wr:r t- ~ Rm

(2)

f.mrPJ~C6l<f ~ ~

(3)

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

(4)

16.

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


~~afu-~~~1

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


(1)

f-s'Hlfcm41

Dyscalculia

(2)

f-s~wrf<n41

(3)

Dyslexia

(3)

f-s+<'lf#141

(4)

Dysphasia

. (4)

f-s:0>f~41

17.

3lf'Q11Jf f-14i<li'11 - -

~~31cW!IT~ I

(2)

~m- 31cW!IT ~ I

need not impair functioning

(3)

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

does not improve with appropriate


input

(4)

htt

(1)

( 1)

is a stable state

(2)

is a variable state

(3)

(4)

-#

(2)

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3lf~

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

Dyspraxia

Learning Disability

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s

Individual tasks done by the.


learners

(l)

~tl
~-~~m~~

(4)

given

(3)

call~d

15.

Passive list(:ning for long periods


of time
Home
assignments
frequently

am

he

Genetic makeup

Which of the following is appropriate


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

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

_ _ t"<f;R11T~~t

(1)

(2)

17.

Cannot be learning disabled

Giftedness is due to

(1)

16.

Need support not ordinarily


provided by the school

(4)

15.

-m

{I)

(3)

14.

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

rs.
ne

Gifted students

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13.

mill

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

19.

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

(I)

Identification of a problem

(1)

~cttW1R

(2)

Breaking down the problem into


smaller parts

(2)

~ Cj;f -rnt ~ -q: ~

(3)

~~em~

(3)

Explore possible strategies


(4)

llfturrriT qff 3lmT ~

(4)

Anticipate outcomes

~~(Cfil)

(I)

(I)

(3)

not correct students while they're


trying to communicate ideas

(3)

(4)

focus more on lecturing


provide
a
foundation
knowledge

(4)

ofr

for~

://g

Seema is desperate to score A+ grade


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

htt
p
(2)

she may be thinking excessively


of this
about
the . result
examination

(3)

invigilator teacher on duty may be


her class teacher and she is of
very strict nature

(4)

she may not be able to deal with


sudden emotional outburst

~ fcmRt ow~ q;R ~ ~

~ ~~

*" *" ~ -q: *rr

~ q;n~- ~

m~~m q;r-rr

~I
~ ~ fcrtmT

l1l1l"

em ~ q;R -em

~I

and

she may not be very confident


about her preparation

*"

esh

(2)

(1)

ctt 7lt ~ cot l%"


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

~I

measure success as the number of


times students avoid making
mistakes

(2)

W.

treat errors committed by students


as blunders and take serious note
of each error

.ne

19.

A teacher should

The following are the steps in the


process of problem solving except

ers

18.

(6)

20.

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

*"

t.rr ~ afu"

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

lfflm tl

A+

m- ~ ~ cf; ~

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


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

orcrn m-;;ffift t

mm

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

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

~~CfimJT~~t

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

-.m- -q: OJSO

(I)

"WK

(2)

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

(3)

f.rOOcl;- ~ "'T ~

*"

*" ont -q:

'!R

t w

~q;m~~~~afu"

W ~ # OJSO CfiCTr ~ I
(4)

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

anWr CfiT

(7)

22.

are used to analyse the information

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


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

given?

~t?

( 1)

IdentifY

(2)

Differentiate

(3)

Classify

(4)

Describe

Rajesh is a voracious reader. Apart


from studying his course books,

h~

22.

(1)

W't!Ff~

(2)

atrr~

(3)

~~

(4)

qu\;r~

-mm m ~

l:(lOcf>

1~

on diverse topics. Rajesh does his

project even in the lunch break. He

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

does not need prompting by his

teachers or parents to study for tests

an~ im1

fact-c{:ntred learner

(2)

teacher motivated learner

(3)

assessment-centered learner

(4)

intrinsically motivated learner

in

pre-primary

p:/

Children

'CfiRt

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

fffir w:t ~ ~

m -.:ritamn

~ 3MiU

ttl ~
~ t 31tt~~ll ~ q;r awiG"fflrr
~311r!Tt

"Cfi'lft

~ ~

1m __ ~~'lt~ucn

~~~~~m~t 1

/go

(1)

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


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

and seems to truly enjoy learning. He


can be best described as a(n) _ __

get

23.

(1)

~-amnfui ~

(2)

~-~~

(3)

~-~~

(4)

~~~~~

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

satisfaction rrQ.m being allowed to

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

discover. They become distressed,

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

when they are discouraged. They do

m~t~~~

so due to their motivation to

arl'~~~~tl

htt

23.

R01ff;!fu:l11

fre
sh

often goes to library and reads books

21.

ne

Which ofthe following cognitive verbs

ers
.

21.

ttl~

(1)

redw;e their ignorance

(1)

31tRT.q;fq;q~

(2)

affiliate with the class

cz,)

~~~~rn

(3)

create disorder in the class

(3)

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

(4)

exercise their power

(4)

~~q;r~~

A
Understanding Human Growth and

24.

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

Development enables a teacher to

_ _ <);<rlnf GRTffi t I

(1) gain control of learners' emotions

(1)

while teaching.
(2)

be clear about teaching diverse

(2)

students

how

they

can

(3)

improve their lives.


(4)

practice

her teaching

(4)

(1)

Development and learning are


unaffected
by
socio-cultural
contexts.
Students learn only in a certain
way.

(3)

Play is significant for cognition


and social competence.

Which one of thll following is true


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

p:/

26.

The relative contributions of peers


and genes are not additive.

(2)

Heredity and environment do not


operate together.

(3)

IS
related
to
Propensity
environment
while
actual
development requires heredity.

htt

(I)

(4)

Both heredity and environment


contribute 50% each m the
development of a child.

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

Ruru ~ ~ 311ft ~-3Mffi

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

(1)

~ ~ ~

m-<Hi*fo<t

~~~Wit~ I

(2)

(3)

(4)

Questioning by teacher constrains


cognitive development.

/go

(4)

25.

fre

(2)

sh

Which one ofthe foUowing is true ?

om- .q

~1l~wm-<Rm~

an

unbiased way.

25.

~ ~ ~ ~ ~

ers
.

tell

~~~~~~"!R"
~~~

learners.
(3)

ne
t

24.

(8)

26.

~~~om~~~

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

Wnnn$o%"
~

~ <8~Hiii"ICfi

sm w.:r

~1l~%"1

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

<it

~ <); Grit .q r~

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

m~t?

(1)

'H"iCI<HCI>l

~ ftrtci; (genes) "CfiT

~ ~ <illliiiCfi ~ m-m 1

(2)

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

(3)

m- I

~ ~ CllctiCI{UI ~ ~
~

CIFRifqCfi

fcf<:f;m

%"

Wrrt

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

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

~ ~fqq:;m

tft

<;f.:IT ~

50%-50%~

(9)

(2)

Process
society

of

(3)

Adaptation of social norms

(4)

Change in social norms

modernization

(2)
(3)

~ ~ :ql3nr<nr ~ oiR:r

of

(2)

(3)

m~11RW~~~

(4)

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

Tell students how important it is


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

A teacher wishes to help her students


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

Sita has learned to eat rice and dal


with her hand. When she is given dal
and rice, she mixes rice and dal and
starts eating. She has
eating
rice and dal into her schema for doing
things.

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

Accommodated
Assimilated
Appropriated
Initiated

~ aw{-1Chli.fi<ul

m.il.

t?

(2)

( 3)

(4)

29.

Cfft ~

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

28.

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

am- mwrr

-3-l'Rim~

~~

arCR fuallf~ ~ ~~it

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


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

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


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

. ~ fCI<bfWt ~ I

internalize
constmct
operationalize
rationalize

htt
p:/

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

30.

(1)

fre

(4)

and

A PT teacher wants her students to


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

29.

teacher

between

.ne

Rapport
taught

ers

(1)

sh

28.

Socialization is

/go

27.

30.

(1)
(2)
(3)

Rtrtur

(4)

ncf>Wm- '

'iifMI'f>{OI

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

nT Cfl\' ~-"'ilTc'fM

am-

f"1MI<6~ ~ ~

c:nT Cfir-'r <fi fffir m


aTtr "'ilTc'fM ~ CfiT

~~

~ it

'(f)'f ~

t"l
(1)

lil'"ll~'tf"ln

(2)

<ll'j<tifl1i1

(3)
(4)

lill{ilcti11
~

(10)

PART- II I 'qf1l_ II

31.

Perimeter of a square is 24 em and

31.

length of a rectangle is 8 em. If the


perimeters of the square and the

32

(4)

64

(3)
(4)

(1)

(2)

295

(3)

297

(4)

305

Which one of the following is not


correct?

24

32

64

32.

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

-qr-fliaiffi"t

33.

(1)

(2)

295

.(3)

297

(4)

305

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

(1)

56.7 f<tw1ll'll'i

A cube has six faces.

(2)

~tj;:p)>6 ~~t

(3)

One millimetre= 0.1 em

(3)

~ f'"lf~P=tic:<

(4)

0.10 is same as 0.1

(4)

0.10

(1)

56.7 kilogram= 5670 grams

(2)

5670WT

0.1~.

311t 0.1 WIRt

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

htt

afu- ftfim
<mf wT afu-

16

fre
s

The difference of the place value and


the face value of the number 3 in
12345 is

~.

he

(3)

(2)

p:/

33.

24

(1)

/go

32.

(2)

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

~(wl~.~t

square em) of the rectangle is


16

%~

~~~~~.m~q;r

rectangle are equal, then the area (in

(1)

rs.
ne

MATHEMATICS I 1f01<'1

(11)

The speed of a boat in a river is 20 kni

per hour ai1d the speed of another


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

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

place at the same time. The distance

m~c6T~t

.between the boats after three and half


hours is

. (2)

10 km
10.5 km

(3)

11 km

(4)

11.5km

/go
fre

35.

(1)

10M.

sh
ers

(1)

When 90707 is divided by 9, the

35.

(2)

1o.sM.

(3)

11M.

(4)

11.5 M.

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

remainder is

(2)

(3)

p:/

(1)

(4)

(1)

(2)

(3)

(4)

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

htt

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


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

.ne

34.

34.

When a fresh fish is dried it becomes

36.

1/3 of its weight. Sunita buys 1500 kg


fresh fish for f 25 per kg and sell

f 25

them, when dried, for f 80 per kg.

f2,500

(2)

2,700

(3)

3,000

(4)

n,5oo

t l~'lfcm"'Cfg"~t

t 2,700

(3)

3,000

(4)

3,500

~~q;l~:

(98- 2) + 8 = 12

(98-2)+8=12

(987- 3) + 8 = 123

(9876- 4) + 8 = 1234

ofr

(987 - 3) + 8 = 123

According to this pattern


(987654- 6) + 8 =

p:/
/g

12345

(2)

(9 -1) + 8 = 1

(9-1)+8= 1

(1)

37.

2,500

esh

Look at the following pattern :

ers
.

. (1)

37.

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

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

How much does sbe earn ?


(1)

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

ne
t

(12)

36.

(9876 - 4) + 8 = 1234

~~;f;-~
(987654- 6) + 8 =
(1)

12345

(2)

123456

(2)

123456

(3)

123465

(3)

123465

(4)

123467

(4)

123467

htt

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

(13)

750 ml juice is. fiUed in one bottle and

38.

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

am-

carton. The number of cartons needed

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

for 450 litres of juice is

ct~mmt

(1)

75

(1)

75

(2)

80

(2)

sif;

(3)

90

(3)

90

(4)

100

(4)

100

six such bottles are packed in one

'

sh

ers

.ne

38.

-,

39.

Internal length, breadth and depth of

fre

a (rectangular) box are 4 em, 3 em

39.

and 2 em respectively. How many_

'

(311<li'11Cf>H)

orcm qft

(2)

361

(3)

391

/go

351

p:/

(1)

(4)

722

2 -@ft. f

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

(1)

351

(2)

361

(3)

391

(4) . 722

_SPACE FORROUGH WORK/~~cf;~~

htt

mnl.

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

such boxes are needed to pack 8664


centimetre cubes ?

40.

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

The above question asked to students

tmnrem ~ ~ 11trr ~"f!Cim

of Class IV refers to

annt~n ctmn f I

(1)

lower-level demand task as it

(1)

requires procedural skills only.


(2)

on

procedure

(3)

without

lack of practice of these t).rpes of


questions in the class.

/go

(2)

(4)

lack of concrete experience of


representation of decimal number
on number line.
careless attempt by the students.

(4)

misconception
regarding
the
significanc<: of zero in ordering

htt
p:/

(3)

decimal.

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

f.Rr~qr~~

41.

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


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

Jmf:

fre

Students often make a mistake in


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

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

sh

procedure

connection.

41.

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

~c);~~qr~t

(4) higher-level demand task as it is


on

cit

~qr~~

with

connection.

based

ers

(2)

higher-level dl!mand task as it is


based

~Sf>4UI"f>Hl

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

based on memc>rization only.


(3)

cit

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

<);cffi

lower-level demand task as it is

"Write the equivalent fraction of 3 ."

.ne

40.

(14)

~~t
(1)

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


<tiT 3N1a" I

(2)

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

c);~ ~<tiT 3N1a" I


(3)

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

(4)

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


~~fi"fl<?IHII

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

43.

A teacher prompts the students to


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

to test tl)e students understanding of


Mathematical concepts.

(2)

to provide opportunity to students


share their ideas and knowledge.

42.

fm1<n tmmwn ~ ~ ~ .q:


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

~~~~~~~tiT

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

fre
sh
ers
.

42.

ne
t

ps)

(3)

to help smdents to sense of


Mathematics.

(4)

to help students to connect


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

According to Van Hiele level of


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

(3)

lJfUm qft ~ -q ~ qft ~

(4)

q:;r;:rr I
~

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

3lill"MI -q

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

43.

ct.;

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

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

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

~~~~~~~

p:/
/go

l 6~~oool

He classified tbe polygons on the basis


of the number of sides. This child is at
---'':......;.:..
level
of
Van-Hiele
Geometrical tbought
(1)

(2)
(3)

(4)

cg

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

(1)

(2)

fcP/H"'OI

Visualization

','Analysis

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

lnf<;>rmal
deduction
i
.

(3)

314l4'<HRCfl ~

Formal deduction

(4)

6ih<liR<t>~

~..,

htt

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

~tfft I

(16)
child

displays

differentiating

difficulty

between

in

44:

numbers,

afu"

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

operations and symbols, two clock

hands, different coins etc. This implies

ll

<6fd011~ ~

q;rffi

I~

that the specific barrier affecting his.

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

learning is

<fiT lN1fan <nn"tt t, cit

(1)

poor verbal, visual, auditory and

(2)

ers

working memory.
poor visual processing ability i.e.
visual

discrimination,

organization

and

(2)

spatial

poor language processing ability.


i.e. expression, vocabulary and
auditory processing.
poor motor skills, reading and
writing skills.

NCF 2005 emphasises on Constructivist

/go

Approach of learning as it focuses on


{1)

(3)

<!Tn:im,

mf;l10T

<!Tn:im,

~. ~-~ 3W ~ mf;l10T

45.

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


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

atfwrq c);

t, ~ Cf5

~~tl

memorization of definitions and


formulae.

~ 'llTm

fre

(4)

sh

(3)

~ ~-Wf;l1UT

~~.. ~~-mr

visual

coordination.

45.

~ ~ ~arr. ~arr

.ne

44.

(1)

~:m-mr~cot<nG~

(2)

sub!llission of regular homework.

(2)

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

(3)

active

(3)

~#~~~~

participation

of Ieamer

q;y ~ ..wne:1fh11

htt
p:/

through engaging activities.


(4)

effective lecture and instructions

by teacher.

(4)

00

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

>MTCft

O<ll(0..041'1

3W

(17)

00000
00000

0
0
0
0
0
0

loooooooooooooool

0
0
0
0

0
0
0

/go

p:/

00000
00000
00000

000
000
000
000
000

0
0

80
0
0

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

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

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


(1)
(2)

(3)

~*~wrfu

em

mw em

wrfu,

am-

~. 3Wf q;r

ey

~~ ~ ~ ~ ~

.q

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

wrfu,

~ ~. ~

afu"

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

(4)

ey

~~ ~ ~ ~ ~

~ q;r ~.~em~

wrm.

~~.~am-~
~~em~

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

htt

0
0
0
0
0

loooooooooooooool

fre

The way of representing 15 or any .


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

.m

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

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

0 0 0
000
000
000
000

46.

ers
.ne

Following are array diagram using


bindis to represent 15.

sh

46.

(18)

{I)

47.

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


t?
{I)

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

Which is more ?

I
7
-err3
5

Write any four number greater

(3)

48.

(4)

. .
2
at ts 7 more than 7 ?

fre

(4)

The most appropriate tool to expose


the students of class II to plane

/go

figures, its vertices and edges is


Geo-Board

(2)

Nets of 3D solids

(3)

Cubes

htt
p:/

{I)

(4)

2. nt ~

cmt '<m" ~ fffi3T

sh

than 2.7.
Wh

~m~t?

ers

(2)

I 7
-or3 5
(3)

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


am)it~if~ I

8, I7, 85 in ascending order.


(2)

Which of the following questions is


open-ended ?

.ne

A
47.

. 48.

2
7~7~~t?

q;m II cf; fulmf~ <fiT ~


~~

all'f>Rt41,

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


I ,

(3)

Black-board surface

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

(19)

Following is a problem from text book

49.

of class V:

em,

respectively.

150

em

and 235

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


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

em

If they have to be cut into

pieces of equal length, what is the


maximum length of each piece ?"
test knowledge of factors and
multiples
(2)

check the skill of finding HCF

(3)

enhance problem solving skills


using learnt concepts

(4)

'
give practice of word problems

based on HCF and LCM

Following is a problem from text book


of class III :

(I)

~ 3fu- ~ $'~ cn~bRwr

(2)

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

C3)

mw 1ft fi

Cf)C'<l '11

an "CflT m

(4)

tt"'-H'Iltt'h

(fllf

tt<"lmQ"l

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

m <it

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

://g

above question ?
(l) Knowledge

q;r

.q, ffflr

]1?#r f<l;w

.q: 1410 r:ftcr fl1 knr

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


~m;m;r

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

~~<it am-~t?

(2) Comprehension

(2)

Analysis

(3)

fc:l~(it~OI

Synthesis

(4)

fi~(it<jOI

htt
p

'fifincrr

r['1> ~ 10 ~

(4)

~?

(1)

(3)

.q

~m:R<nt:

~ ~ q;7 'ffl'

Which competence of Bloom's


cognitive domain is referred in the

~-~

used to solve the following problem .?


A milkman sold I410 litres of milk in
sell in a day ?"

~-~an "CflT 3Mffi ~

"Which mathematical operation will be

10 days. How many litres of milk did he

"Cfll ~

~~~q;)~

ofr
e

50.

sh
ers

This question is asked to


(1)

m;m;rt:

"There are 4 poles ofmeasure 105 em,

115

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

.ne

49.

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

51.

'It 'Ql'ffi' t

rlfuG~ V

I ~fuf~ lfcfiR"~

ne
t

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

mffi t

I ~ ~ :H~Hii'iCfi

~rrfuG-~wt

~ 'liflfl"'li"'!Cfi ~

(1)

(2)

Formal operational stage

(2)

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

(3)

Sensorimotor stage

(3)

'li~e.'11fi1Cfi ~

( 4)

Pre-operational stage

(4)

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

52.

(2)

(3)

-_;""

' ~ Q11rr7T31f 'liT fiFI;-nr I "


\

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

~3fi

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


(1)

To formulate Theorems of
Geometry and their proofs
independently.

(2)

To translate word problems into


linear equations.

(3)

To develop the child's resources


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

(4)

htt

'

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


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

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

p:/

(4)

to

/go

( 1)

refers

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

fre

Here mathematization
develop child's abilities

fu';atf

Concrete operational stage

"Developing children's abilities for


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

mm

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

(1)

According to NCF 2005

1so

ers
.

52.

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

sh

A
51.

3'!lt ~

f"lctilii'l~ ~wiT

~~31Tct~~cn1

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

f.r'!C\qur

'CfiT

3'!lt ~ ~ 'CfiB cn1

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

~CI?Rcn1

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


li~ilw1 ~

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

The highlights of a good textbook are


that

53.

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


at".

B.

examples

Cfil~~";i{l~t I

(1)

AandB

(2)

CandD

(3)

AandC

(4)

BandD

Succeeding
m
Mathematics
should be mandatory for every
child.
Students should be tested first for
their logico-mathematical ability.

://g

(3)

Maths curriculum shall


separate for low achievers.

tt mf1rn

be

G".

~mitcr~~~ICI~<Icni I

(1)

at"~<r

(2)

(1~(\

(3)

31~(1

(4)

Of~<\

rTlil<r
A

Qld<lil<ll
'

wawrtftt
(1)

ciT

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

l1fUrfT -q

~ ~ ~ ~ ~

~tl

(2)

~ q:,1 ~-~

<irr<:mr ~

~~~WwiA"t~
(3)

~ ~aii ~ ~ l1'fUR'T_

414_4'<141

alwr tMt

Maths shall be taught to selective


students.

htt
p

(4)

fcn"tr TTlf t

54.

NCF 2005 emphasises that

(2)

~ &T ~ TTlf ~

~-

ofr
e

They must" be thick and heavy.

(1)

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

Of.

are

D.

sh
ers

Only solved
included.

~~~~ci;fffir~

mhfl<mft"

All concepts can be introduced


thro~gh situations.

c.

54.

They
contain
numerous
exercises to give rigorous
practice.

.ne

A.

(21)

53;

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

A
55.

(22)
The difference between the sinilllest
common

multiple

and

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

55. 5, 10

biggest

(1)

rs.
ne
t

common factor of5, 10 and 35 is


(1)

30

(2)

35

(3)

65

30

(2) . 35

(3)

65

(4) . 75
(4)

(2)

(3)

(4)

If the time

li~w

he

(1)

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


(1)

(2)

(3)

(4)

fre
s

57.

56.

The number of factors of 105 is

is 2.17 P.M., what will

57.

~~ 31if 2.17 P.M.

be. the time 11 hours and 59 minutes

11. tit

from now?

~?

/go

56.

75

afu- 59 f1:RG <l; ~ ~

(1)

1 L57 A.M.

(1)

11.57 A.M.

(2)

9 : 59 A.M.

(2)

9 : 59 A.M.

(3)

2.16 A.M.

(4)

2.17 A.M.

htt
p:/

(3) 2.16A.M.
(4)

2.17A.M.

t, nT 31ir~cftct>

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

t
ne
144

(2)

1221

(3)

12321

(4)

111111

ers
.

(1)

59.

11~+11~+11~

The sum of five hundred nine and

(1)

144

(2) .1221

60.

(3)

12321

(4)

11111-1

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

three thousand twenty eight is

3537

(2)

3087

(3)

837

p:/

(1)

387

htt

(4)

lml"f

fre
sh

60.

11 ones + 11 tens + 11 hundreds


equals

/go

59.

(1)

3537

(2)

3087

(3)

837

(4)

387

. (24)

PART- Ill/'tWT-' Ill .

62.

(1)

Charles Darwin

(2)

Gregor Mendel

(3)

George Mistral

(4)

Ronald Ross

Rajat said to his friend, "I cannot play


because I am down with fever. I pass
through a cycle of shivering, fever and
headache and finally sweating. .After
my blood test doctor prescribed me a
bitter medicine.'' Rajat . might be
suffering from
(1)

Typhoid

(2)

Diarrhoea

(4)

63.

/go

(3) . Cholera

A Qutabshahi Sultan who ruled


our country for about 40 years.

p:/

{2)

A trader from Afghanistan who


came to study the dryfruit markets
of our country.

A traveller from Uzbekistan who


wrote a book which is helpful to
know the past of our country.

htt

(3)

(4)

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


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

ne

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

l' ~ ~ ~

A traveller who travelled from


Kashmir to Kanyakumari to study
the culture of Indian people.

R<('ltaH

filfcfiH'II ~l$f1f~ $~H

62.

(I)

~~

(2)

ww~

(3)

"**~

(4)

~mr

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

~ ~ ~

190i

fcrl:n'Tl<IT

*
I

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

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

"FfffiT t

I r<ffi ~ ~ ~ ~ ~ ;f

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

titmf mwmrr t?
(2)

fW:rr<ft ~
3lfimTr

(3)

(4)

( 1)

Malaria

Who was AI-Biruni ?


(1)

61.

ers
.

The name of the scientist who first


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

fre
sh

61.

ENVIRONMENTAL STUDIES I Q<OiieH cit ~ .

63.

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

OW ~ 'f(j"WIItft ~ ~ ~

~ ~
~I

(2)

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


~~*.qqr~~Cffi' ~

't!iR aw:IT ~
(3)

~ 40 'Cl'rt ~

ow a~fcfi'R111

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

<mil'

ont*~*~tl
(4)

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

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

(25)

66.

(2)

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

in green colour only

(3)

c);crc;r rt trf ll ~ N

in red colour only

C4>

cf;crc;r~trrll~mt

(3)
(4)

Select the correct statements about


elephant herd :
A.
An elephant herd has mainly
females and baby elephants
upto 14-15 years old.
B.
An elephant herd comprises
members of a particular family.
C.
The oldest female is the leader
of the herd.
D.
An
elephant
herd
may
accommodate any number of
female elephant and the young
ones.
(I) AandB
(2)

A andC

(3)

Band D

(4)

C and D

Inside the petals, in the middle of a


flower we find a thin powdery
structure, called
Pollen

(3)

Radicle

(4)

Stigma

If you go to Ahmedabad (Gujarat) by

train, then at Ahmedabad railway


station you will find that most of the
vendors are sellb1g

htt

-ro'~

<fi

~:
A.

Dhokla with chutney and lemon


rice

(2)

Chholay-bhature and lassi

(3)

Idli-chutney and Vada-chutney

(4)

Puri-shaak and thanda doodh

<fi iflt 'If

m:t

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

'!fit

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

B.

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


'Qfum-<fi~ ~ f I

c.

'$" ctt mm
Cfft*'rrMt I

D.

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

"t\

w mw~t -tt ~ ~

~fctm;:fl~~~t I

66.

(1)

A 021T B

(2)

A 021T C

(3)

B 021T D

(4)

C021TD

<ieji<4'i <fi ~

'Q1nf ~

~ cf; itT:!' 'If tJ ~

~fuJTt ~ t ~ ~

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

Anther

(2)

(1)

65.

ne

only in black and white colours

ers
.

(2)

~trf'lf~Wiifft I

in all colours

p:/

67.

mrll~~~~~'lfit
(1)

(1)

(1)

64.

fre
sh

65.

The animals that flre awake at night


can see .objects

/go

64.

67.

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

~
~

~ 3TN

twmft 1m

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

~m~~~~atfi14in(m

~~~~-~~~~?
(1)

~. ~. ;ffor~"1Tcwr

(2)

uM-~~~

(3)

~-~~em-~

(4)

'ttft-mrr~~~

(26)

they can fly.

(2)

the birds eyf:s are fixed.

(3)

the birds have small eyes.

(4)

their ears
feathers.

are

covered

with

69.

~~~I

(2)

~ em

em ~ <{11 ~

(3)

~emmtt~~ 1

(4)

~cmtksihhcl>~~ 1

c);- ~ ~ ~

f.1GR

Cfi"g'ffi

Cf>lft t

Rice, sugar, amla

(2)

Green leafy vegetables, wheat,


orange

(3)_

Jaggery, lemon, pea

(4)

Amla, green leafy vegetables,


jaggery

National Curriculum Framework,


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

( 1)

developing understanding of basic


concepts of the subject.

(2)

memorizing basic principles of the


subject.

(3)

linking c:Iassroom learning to life


outside t'~e school.

(4)

acquiring skiJls to carry out


experiments independently.

70.

nrft

mmr 1

~. -:df.:IT,

(2)

ro~~.~mm.

(3)

w.~~

(4)

~. ro~~. w

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

<w

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

( 1)

~ ~ ~ 1l "~lqhflfo'H"

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

ofr

(1)

htt

'

arso anQ<fi ft;m{ t

(1)

esh

After diagnosis a doctor says to a


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

70.

~ ~ ~
~<mVTt~

~I

p:/
/g

69.

{1)

68.

The birds move their neck very often


because

ers
.ne

68.

31icwrr

<tf

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

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

~W~Tmmr
{t)

~ ~ifiM41m
~ ~ CfiT fucfim I

(2)

~ c); ~

em

em

fu;:iffi ~ ~

CWlT I

(3)

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

(4)

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

a#imCW'!T

(27).

{3)

(4)

72.

It should inculcate in learners a


concern for environment.

(2)

It should engage learners m


acquiring methods and processes
leading to generation of new
knowledge.

(3)

explain basic concepts of the


subject.

(2)

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


~q:;f~~~~~
~~

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

~Clir-IT I

~ ~ q:;f ~ ~ ~
~.m"i.fil~~-q~

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

(4)

~ ~ ~ 4Hf~Cfi it ~

~~I

72.

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


~ 'CfiT ~ SI11Qfi:ri.fit11

atR' ~ ~

~t

~ ~ ~ tii.fi("<<'ilaU ~
~~<li~l

provide opportunities to learners


for contemplation and wondering.

(2)

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

of

(3)

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

provide exact definitions


technical terms.

p:/
/g

include large number of practice


questions.

73-

*"

~m<li~1

(4)

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


~~~I

qq\cnur

<tt

~-~ 1l

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

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

(1)

To develop interest in the subject.

(2)

To have a change in routine and


monotonous content.

. (2)

To provide fun and enjoyment for


learners.

(3)

To promote imaginative and


creative ability in the learners.

(4)

(4)

t1

(I)

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


objective of including poems and
stories in EVS textbooks ?

(3)

S111Qfi1Cfi R' tR'


Qjoq~q\
<tf
"

Clir-IT. I

It should suit cognitive level of


the learners.

htt

73.

( 1)

(1)

(4)

<Jf ICI11'1Cfit11 eli~~

It should equip the learners with


knowledge and skills to enter the
world of work.

Higher priority and space has been


given in NCERT textbooks on EVS to

(3)

qq\<HUI

ll ' ~-m
~ <tf

ers

(2)

f.:t"'1fi;tfuit1

esh

{1)

71.

.ne
t

Which one of the following is not


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

ofr

71.

~ ~ ~ ~-crtq

Clir-IT I

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

-q

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

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

(28)

74.

It requires the Ieamer to view the


It emphasises more on processes
of teaching and learning.

(4)

It emphasizes more on terms and

~ ~-~-~
om~t 1.

(4)

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

-;:ffi;r-:ft

/go

p:/
children

cannot write

correct

(1)

htt
(2)

it

enhances

convenience

to

teachers in assessment.

(3)

it helps the teacher to know how

(2)

it

reduces

assessment.

subjectivity

<tR-

~~c);~q;f~~

<!WIT 1

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

11{

ORRT I

(3)

(4)

.~ Cf>T ~-~

~ 34lllPii11
.mmfuT ~~<!WIT I
(9"22T

-q

1R

~ c);

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

76.

cnm v <tt

~.m.tmr.it.

<tt

Q4tCI<OI

* tffir"' atn

.~ <f>l ~-~ ~

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

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

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

~~TTtiTt~

(2)

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


~I
~~-q~ctft~~T

tl
-q ~<it wrmr Cfi!T tr

(3)

~~

(4)

~ ~

children are learning.

(4)

~ ~ 'Cf)T

(1)

answers at this stage.

cnm m cf> fmm'~ 'CfiT

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


m~"Wrif~~mtft 1

ask the students to see pictures of

Class V NCERT EVS textbooks


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

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

animals given in the textbook.

76.

11{

m'

show a video film on animals and


their usefulness.

(4)

75.

draw pictures of different animals


on the blackboard.

(3)

(3)

fre

use a chart showing pictures of


different animals.

(2)

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


-q~c);~~~~

sh

Nalini wants to introduce the topic on


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

(2)

om~t1

definitions.

75.

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

tl

subject as a social enterprise.


(3)

(1)

CiiT.~~t I

from fear and prejudice.


(2)

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


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

ers
.ne
t

74. Good EVS ~;urriculum should be 'true


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

~~~wt1
m

Cfi!T lr I

-q

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

(29)

Experimenting, Exploring, Investigating


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

77.

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


~

qq\c:n 01 ~ell~ anQTTlf ell

ne
t

77.

~~'!iil'~ctmftl~

ma;cn

''{ifAT

'!'iCfl('Q"11

~ ~

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

~~em ~<fi'rnt

Draws the diagrams of all such

ers
.

(1)

(I)

foods on the blackboard.


(2)

(2)

food.
Asks students to collect related
possible

(3) ' ~ ~ ~

~ "iff'f ~~

/go

Explain

the concept . through

Use multimedia capsule to explain


the concept.

htt
(4)

fq;

.q ~ ~-lfl ~

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

78-

~ IV

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

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

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

(2)

Ask probing questions related to


the topic.

Which one of the above proposed


activities is not relevant for teaching
of the topic effectively ?

a~wn

'<tiT

fii'fi<"HI

<!iT

'O!!T&IT I

specific examples.

(3)

Take the students to a field trip.

p:/

(2)

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

fre

Shows a video on the topic. '

While teaching the topic on 'Air is


everywhere' to Class IV students,
Gitika. plans to perform the following
activities :
(1)

~~~t-~tnt

sh

from. all

Which one of the above four activities


satisfy the condition for active
learning?

78.

t" w:ft ~

~l{ ~ ~ GfffiiiT

information
sources.
(4)

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

~t"~q.m:rrt I

Gives examples of different foods


each in essential components of

(3)

em

'{ifAT

(3)

fii'fi('<l"'ll

'lt'i1ilf.s41 ~ q;r

(4)

~~~~~~

~ JHI'1lfctl'1 ~~
~

t-

'Cfll JNTCft 'ffilcf;

~:m!t?

.q ~ ~-m

~ ~

ell ~

(30)

81.

providinli
expenences.

(2)

improving
examination.

performance

(3)

learning definitions of scientific


terms.

(4)

keeping the students engaged at


home.

.q ~'cis

m- w

(2)

ll~C!if~

(3)

~;!11f"1Cfi

Jtliii:JqMl

revise the lesson for effective


learning.

(2)

ensure better utilization oftime.

(3)

keep the students engaged and


disciplined.

(4)

provide
extended
opportunities.

C!>1

ers
.

(1)

<fiT mfJ;r

fcn<ITTTli'Tt~~ t

hands-on

A good assignment in EVS. should


primarily aim at

~.

(4)

80.

tl\ll~C!ifcxrn;~ I

Q<i\CI'!OI ~

1l ~ ~ ~ 'Cfi1<f ~

~~~~
(1)

~ ~*'~11T0Cf>1~ I

(2)

~ CfiT ~ ~

<!lf"1~ild

~I

learning

As an EV.S teacher, the major


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

81.

*"

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

*"

~~~~

to provide fun and enjoyment to

p:/

(1)

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

( 1)

direct

79.

fre
sh

80.

The section on 'Do this and find out'


i.ncluded in different topics in EVS
textbooks aim at

/go

79.

ne

students.

(2)

to have a change in monotony of

(2)

htt

routine teaching schedule.

(3)

to

provide

active

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


~I

learning

experience to students.

(4)

to satisfy parents on quality of

education.

(4)

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


<!iT~~ I

(31)

(2)

(3)

(4)

(2)

(3)

It should enable children to


respect differences of cultural
practices.

(4)

83.

(1)

(3)

Asking the students to undertake


group projects to coiiect and
analyse related information.

{3)

Asking the students to


slogans on related issues.

(4)

p:/

htt

grading and ranking of students.

students'

coT

~ <i;

<iTni

GF!Rf

~-3MT'HT

q;r ~ ~

<!Tni

ll

ORRT

~coT~ ~I~IClMl ttft ~


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

q<ji<I~Oj ~ qft <ii81f

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

t-u ~ t

lf ~.
'HI"liRilifl

I PI141R:if&l1

ll

<tt

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


~q;r;:rr I

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

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

coT

~ "1Hifll~?i ~

~ ~ ~ fcH'HtlOI ~ <i; ~

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

write

(4)

of

-q

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


llanQ<fl"lNT<ft ~ ?

(2)

enhancement
learning.

~ ~~

Asking the students to prepare


charts on related social issues.

(3)

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

(2)

identification of deficiencies in
teaching.

<tiftffiT

Organising special lectures on


related issues.

(2)

.I
.,
w

fuW.rnT

It should enable children to learn


correct definition of key terms.

identification of learning gaps of


students.

.I
~

~ <i; ~

(1)

( l)

~ ~-m ~

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

(1)

It should enable children to grow


up as responsible member of
society.

Formative Assessment in EVS at


primary stage does not include

ll

:lEt?

It should enable children to


question the existing ideas and
practices.

Kavita. wants to emphasise more on


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

{4)

84.

~ "<fiT f~141fl1f&l1

fre

. 83.

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

sh

(1)

82.

ers
.ne
t

Which one of the following is not an


objective of study of EVS in relation
to Social Sciences ?

/go

82.

84.

~ coT ~
~<i;-~~1

1f# 1R ~

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

ll

ltiT vnfiwr :!!!

~I

(l)

~<ii~-~qft~

(2) .

ftmur -q ~ ctt ~

(3)

~<ii~<PTGliR

(4)

~ctt~ ~ffi;Tr

'

(32)

below . are

some

human

85.

activities :.
A.
B.
C.

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

A.

mq;rai'1+1 ~

c.

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

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

~~q;r.rr

D.

Weaving baskets from bamboo.

E.

Making leaf plates out of fallen


leaves.

The activities responsible for the

(2)

A and B both

(3)

A,BandC

(4) B,C,DandE

statements

al1out

/go

. Select correct
Bronze:

fre
sh

only A

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

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

disappearance of forests is/are


(1)

ers
.

sell them in the market.

86.

Given

ne

85.

86.

(1)

~A

(2)

A nITB~

(3)

A, B nIT C

(4)

B, C, DnITE

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

rtfm ~.

~ 1'00 ~ qft ~

A,

Bronze is an element like iron,


silver and gold.

B.

Bronze is made on melting


copper and tin.

B.

Bronze is very strong and is


used in making cannons and
statues.

c.

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

D.

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

p:/

C.

The utensils made of Bronze are


lighter and stronger than that of
aluminium.

htt

D.

~-mqt I
~

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

NEH''IICfi~

~~~tl

WRT.q~attratf~~ ~

tl

Band C

(1)

B nITC

(2) . C and D

(2)

C~D

(3)

D and A

(3)

DnIT A

(4)

AandC

(4)

A nIT C

(1)

(33)

(3)
(4)

88.

89.

and

(2)
(4)

then

(3)

~~Rm-ll ~m~Rm

-q

~~Rm-ll~m~
~ ~

Rm -q

Nit

Rmll

(4)

88.

~~Rm-ll ~m~rn

-q

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

~t

(1)

89.

/go

(3)
(4)

ctt mmr~ m ?

Rmll

(2)

1165 flihfic<
1100~

(3)

1500~

(4)

1.65 fct>Ml11'l2<

~~~'IWTt
(1)
(3)

Tibet
Myanmar

htt
p:/
(2)

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

(2)

and then

Study
the
following
duties/
responsibilities :
A.
Help others in carrying their
bags.
B.
Let the group follow you and
keep at the front.
C.
Ask those to stay back who
cannot climb properly.
D.
Look after those who are not
well and arrange food for the
group.
Find a good place to stop and
E.
rest.
Which of the above are the
responsibilities of a group leader in
mountaineering ?
(1)

(1)

and then

Mount Everest is a part of


India
Nepal

(<mil)

then

On a city map it was mentioned


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

90.

and

.ne

(2)

First towards East


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

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


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

sh

(1)

87.

ers

A person living in Gandhidham


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

fre

87.

90.

~em

fuo;;m- em
~em

(2)
(4)

~em

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


~:
A.

~~~mtrRmll~
Cf>RT I

B.

'IJt ~eli awl~.~ ,fut.


-dht~ I

c. -m

'iiFr ~ ~ ~

eli ff;nr

'lfi"AT I

D.

lf1V.ft eli ~

"3W.fiT !.ZfR

ffitr

~-'t(t;l ~

arm;r ~

eli ffitr 3tT.dt

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

E.

~{Frr I
>11aoefo1<dl1 ll ~

m- <tt fJtil 1fhri

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

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

ct;T

ers

.ne

(34)

~ ~ ~ dfH

ofr

~ f"""kif~f~ft

esh

Candidates .shou14 answer questions


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

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

htt

p:/
/g

fgct>~ ai!l~1 ~ m-

(35)

Directions : Read the given passage and


answer the questions that follow
(Q: Nos. 91 to 99) by selecting the most
appropriate option :

91.

.ne
t

PART-IV
LANGUAGE-I
ENGLISH

A poem reflects the culture ofthe


period it belongs to

(2)

historical past

Why do poets use poems to tell about

(3)

imaginary life

social injustices ? Tht: answer is simple.

(4)

This way a poet can catch and hold the


reader's

attention,

his/her

emotions.
92.

present only

Here, the expression 'pulling strings'

facts in order to capture attention of

means

many people. These are not new facts

sh

Usually poets in their works present

ers

(1)

that are presented to an audience. Poems


are always aimed at reaching feelings of
and,

thus,

pulling

strings.

challenging beliefs

(2) promoting popular notions

(3)

(4)

fre

people

(1)

Literature of every state shows all the

secretly controlling thoughts


exerting strength

complexity of every epoch. When the


situation is the same at several countries,
it has

a worldwide

significance. Before

93.

A word in the passage which means a

quality of being intricate is

htt
p:/
/go

talking about poetry, we should answer

(1)

the question : What is poetry ? Poetry is

general

a special way of describing situations,

(2) photograph

things, ideas, feelings. Poets present

(3)

complexity

(4)

evaluation

their ideas in short phrases.

poem

can

be

.compared

to

photograph as it reflects real .life, real

situations and feelings, In a poem a poet

captures

the

exact

moment

and

represents it the way he/she has seen it.

94.

Romantic . Movement is a

literary

period when the poetry mostly


(1)

is religious and philosophical

(2)

dealt with the supernatural and

When you read a poem you see the

poet's subjective evaluation of facts,


situations and the

~och

violence

in general.

Poets of the Romanti<: Movement wrote

(3)

time from the poet's point of view.

on

self-reliance

and

independence

their poems to share their feelings. They


wrote to help peopl: understand their

focused

(4)

emphasised
"imagination

on

emotion

and

96.

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

sequences of two or more words


without an 'action word'

(2)

long winded sentences

(3)

lengthy descriptive stanzas

(4)

short, factual stanzas

An example of 'subjective evaluation'


is
.,

98.

(2)

The potato is a staple in some


countries.

(3)

There are over 25 types


potatoes around the world.

(4)

The potato has a large percentage


of starch content.

fre

lengthy, complex poem

(2)

type of literary work in England

(3)

distinctive point of time

(4)

being great and impressive

The purpose of poetry is to _ _ __


the reader.
distract

p:/

( 1)
(2)

appeal to

(3)

disturb

(4)

confuse

The themes of poems are usually


about

htt

99.

of

The meaning of the word 'epoch' is a


(1)

. (1)

everyday happenings

Between the Miles


Because existence can become severe
in one d_ay,
just sense me and I'll be there.
In the mind's eye,
I'm not so far away.
If you hold o~t your hand,
in the-whispers,
I'll become the zephyr ...
and besiege you.
If your eye's upon the stars,
in the crystalline darkness,
I'll become the moon.
And the light shall guide you.
If you rest upon the ground,
in the warmth,
I'll become the grass.
And embrace you.:,.
If you tum outside,
'
in the wetness,
I'll become the rain.
An upon your forehead, kiss you.
If you free the air,
in the light of day,
I'll become the sun.
And smile for you.

sh

Everybody likes dishes prepared


with potatoes.

/go

97.

(1)

Directions : Read the given poem and answer


the questions that follow (Q. Nos.
100 to 105) by selecting the most
appropriate option.

ers
.ne
t

A
95.

Between the miles-


if you need me.
If you need a friend.
Let me be the friend, I want to be.

Heather Stoop

100. 'The' zephyr' is a


(1)

fine quality of cloth

(2)

scent or odour

(2)

heroism and death

(3)

romance

(3)

strong stream of air

(4)

important life events

(4)

gentle, mild breeze

'Between the miles'


'I want to be.'
'If you rest upon the ground'

102: A synonym of the word 'besiege' is


(1)
(2)

surround
attack

(3)

befriend
trap

(4)

103. The theme of the poem is about


separation
(1)
(2) relationship
(3)
travel
(4) nature

(3)
(4).

.lit up by the stars only


pitch dark and quiet

105. In the poem, the poet suggests that


friendship is unaffected by
( 1) individual independence
(2) changing feelings
(3) time and distance
(4)
differences in attitude

htt
p

Directions : Answer the following. questions by


selecting the most appropriate
option:
106. A learner's competence in English will
improve when she/he receives
or learning experience that is
appropriate.
(1)
an equal level
(2) a slightly higher level
(3)
(4)

109. When children first start to speak in


sentences, their speech may be
described as
(1) babbling
(2)
exceptionally soft
(3)
telegraphic
(4)
multi-lingual

://g
ofr

104. The 'crystalline darkness' suggests


that surrounding is
(1)
black and sombre
(2)
in the moonlight

108. A company labels its frozen snacks


75% fat free rather than co11taills 25%
fat so that people will view them more
positively. This is an example of a
(1) prototype
(2) phoneme
(3)
subjecrive utility
(4)
semantic slanting

ers

(2)
(3)
(4)

esh

101. An example of a metaphor is


(1)
'I'll become the grass.'

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

.ne
t

(37)

a range of levels
a slightly easier, lower level

110. Which observation supports Noam


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

(38)

(1)

semantic slanting

(2)

deductive reasoning

(3)

mental blocks

(4)

metalinguistic awareness

114. You don't smoke,


question)
(1) have you
(2) are you
do you
don't you

ers

118. What is wrong with the following


multiple choice question ?
Tick the most appropriate :
The Metro theatre is located _ __
LodhiRoad.
(a) over
(b) at
(c) beside
(d) behind
(1) All answers are wrong
(2) Two are wrong
(3) The statement IS not correctly
framed
(4) 'Over' is the correct answer

? [tag

://g
ofr

(3)
(4)

the money

esh

113. Did you really


yesterday?
(1) knead
(2) kneed
(3) need
(4) needed

117. Remediation, when students find


difficulty in the use of different
'modals' would be for them to
( 1) be given ample practice in using
modals in a set of sentences.
(2) frame sentences on their own and
teacher corrects them.
(3) learn about the structures outside
the classroom through suitable
activities.
(4) practice
by
collaboratively
completing tasks where structures
are used integratively, in a variety of
real life situations.

.ne
t

112. A twelve-year-old child enjoys using


puns. This enjoyment indicates that
she has

htt
p

115. A 'critical period' during language


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

119. Receptive Language skills are


(1) using grammatical structures
accurately.
(2) writing in a range of styles.
(3) listening
and
reading
for
information.
(4) being able to self-correct while
using language.

120. The 'Natural Order' in the process of


learning English suggests that,
children
(1) are slow at learning to speak when
riot in school.
(2) learn to read and write
simultaneously.
(3) are able to speak first and then
listen.
(4) acquire some language structures
earlier than others.

ers

.ne
t

(39)

sh

Candidates should answer questions


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

fre

LANGUAGE-I.

p:/
/go

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


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

htt

(40)

~-1

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

~ ~ q:ft ~ <6tft ~ t

92.

c1>

rn?: ~ im'

(2)

orurmmwr~OR"~

(3)

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

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


wrnm~ont# ~m'lfit~~
~ . ~ ~ q;r

'1ft 1IT'({f ~

~ I

lffii'T-ftmr

93.

~~~Mffml'T~t?
( 1)

(2)

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

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

fq;-

m-om-

(3)

~ q;r ~ ~

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


;;n(11'

fq;- ~ ~ ~ ~

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

~~
mq;

? ~

'1ft ~ ~ Offfiffi' I l:lftuTJl1

I 'Eit

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

94.

~~wrrc:rrm~~~~

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

'fmtuT

. (2)
(3)

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

(4)

~-1!NT~q;r

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

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

~~~
~~rnfum~~~~

~ct;~mm~~~~

(1)

~~ont#

(2)

~q:ftftlm~ont#

(3)

lffiiT-furr ~ fum-K q;f

(4)

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

Jl1'l<'l' ~

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

htt

91.

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

~ ~~ ~

p:/

OCl> q;tf ~

m q;r

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

~ ~

(4)

q:ft

/go

fu1:srr<rr

~ ~ :1

fre

~ q;tf ~

~q;f~~~~ I

sh

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

lffii'T-ftmr

~I

(4)

3Fm

~ em~ fulWir ~ ~
~~I

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


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

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

~~~t?

fum q:ft

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

ers
.ne
t

mtr-IV

ll 'll<ffi

95.

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

~~-'fl1

(2)

f.R$!>~-'fl1

(3)

~~-'fl1

(4)' ~-~~-'fl1

(41)

1ft ~t

100.

(1)

fs'll<llfct'?l"'OI

(2)

~-

(3)

f.:rmr
WIT

(4)

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


~ffl?

(1)

\R fi:wr -;;mf I

(2)

w~;f\T}~mm 1

(3)

(4)
~~~~qft ~mt ~<rg"'lft t

fcJ> ... ,

CfTCf<J

cii h:s~ if<f>rl

am CfiT tt+ll'11 eft .

~t
ClF~<lfctCfi

(2)

Cl Fk1 fctCfio I

(3)

~-

. (1)

(2)

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

(1)

l{fffi-

(2)

~ q;r

3llt ";f ~

omR qft ~ "Cfir-IT

tf{

(4)

~~ontll-;r~

/go

(3)

(3)

(4)

fre

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

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

(2)

(3)

(4)

(1)

l1itq

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

(1)

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

(2)

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

(3)

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

(4)

p:/

99.

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

~sarrt?

(1)

(4) . ~
98.

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


\R m "lfcfffi ~ ~ ~ 1
~

sh

97.

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Candidates should answer questions


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

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(45)

PART-V

The fossil remains of the first flying


vertebrates,

the

pterosaurs,

have

intrigued paleontologists for more than


two centuries. How such large creatures,
which had wingspans from 8 to 12

flight, and exactly what these creatures


were-reptiles or birds - are among the
questions scientists have puzzled over.
2.

Although scales typically cover reptiles,


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

ofr
esh

metres, solved the problems of powered

.ne

1.

3.

ers

Directions : Read the given passage and


answer the questions that follow
(Q. Nos. 121 to 129) by selecting the
most appropriate option.

LANGUAGE-TI
ENGLISH

Perhaps the least controversial assertion


about the pterosaurs is that they were

reptiles. Their skulls, pelvises and hind


feet are reptilian. The anatomy of their

121. The skeleton of a pterosaur can be


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

wings suggests that they did not evolve.


into the class of birds. In pterosaurs, a

p:/
/g

greatly elongated foUJth finger of each


forelimb

supported

wmg

like

membrane. In birds the second finger is


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

122. Which is the characteristic of


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

could. only tum upward in an extended


inverted

V -shape

alongside

of the

htt

animal's body. Both the pterosaurs and

the birds have hollow bones, a feature


that represents a saving in weight. In the

birds,

however,

these

bones

are

reinforced more massively by internal


struts.

123. The elongated finger in the _ _ __


supported the outstretched wings.
( 1)

pterosaurs

(2)

birds

(3)

both

(4)

neither

(46)

124. The body of the pterosaurs was


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

Directions : Read the given passage and


answer the . questions that follow
(Q. Nos. 130 to 135) by selecting the
most appropriate option :
1.
A man found a cocoon of a butterfly.

.ne
t

One day a small opening appeared. He


sat and watched the butterfly for several

125. The pterosaurs flew by


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

hours as it struggled to force its body

ers

through that little hole. Then it seemed

to stop making any progress. It appeared

as if it had gotten as far as it could, and it

could go no further: So the man decided


to help the butterfly. He took al pair of
scissors and snipped off the remaining

bit of the cocoon. 'fh.e butterfly then

sh

126. A synonym for 'compressed', from the


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

emerged easily. But it had a swollen

body and small, shriveled wings. The

fre

man continued to watch the' butterfly

127. The opposite of 'contrqversial' Is


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

/go

,2.

128. It can be understood from the passage


that scientists believe that the
large wings help pterosaurs to. fly
great distances.

(2)

hollow bones showed


evolved from bats.

p:/

( 1)

(3)

(4)

they

because he

expected that, . at

any

moment, the wings would enlarge and


expand to be able to support the body,
which would contract in time.
Neither happened! In fact, the butterfly
spent the rest of its life crawling around
with a swollen body and shriveled
wings. It never was able to fly. What the
man, in his kindness and haste, did not
understand was that the restricting
cocoon and the struggle required for the
butterfly to get through the tiny opening

fossil remains explain how they


flew.

were God's way of forcing fluid from

pterosaurs walked on all fours.

the body of the butterfly into its wings so

htt

129. Fossils often left scientists in doubt


whether the pterosaur
( 1)

ever existed at all

(2)

how many lived at that pefiod

(3)

their size and weight

(4)

their shape and gender

that it would be ready for flight once it


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

(47)
wings of the butterfly

option:
(1)
(2)
(3)

unfold and s,tretch out


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

136. The 'bottom up model' of curriculum


is one where
(1)

unfold.and remain stiff

132. A word that means 'to make or


become withered'
is
1.

(2)

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

(3)

the learning process 1s geared


towards career orientation.

(4)

a need-based distance education


with
indirect
influence
on
students.

/go
fre
sh

(1) moistened

learning IS based on a set of


software to make curriculum more
Ieamer friendly.

ers

body
(4)

.ne
t

131. The natural process would have the

Directions : Answer the questions that follow


by selecting the most appropriate

(2)

folded

(3)

wasted

(4)

shrivelled

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


is about
(1)

not to have any problems

(2)

need for struggles in life

. (3)

escape pain at any cost

(4)

needless struggles in life

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

mastery of academic disciplines


with all their characteristic features .

(2)

application of learnt structure,


content, concepts and principals to
new situations.

(3)

processes that enable students to


discover structures for themselves.

(4)

process where sequence is taught


along with how to present the
related .contents .

p:/

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

(l)

factual

(2)

descriptive

. (3)

discursive

argumentative

htt

(4)

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

is

138. A 'special needs language classroom'


is ide~lly
(1)

exclusively furnished.

( 1)

butterfly was hidden

(2)

located separately.

(2)

cocoon was growing

(3)

integrates all types of learners.

(3)

cocoon was moving

(4)

.butterfly was e'merging

(4) has extra teachers to help regular


. teachers.

(48)

(1)

students' readiness to use the

142. Curriculum development follows the


following sequence :
(1)

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

(2)

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

smart board.
(2)

student's lack of self study skills.

(3)

teachers' preference to conduct


group rather than individual work.
teachers' lack of self confidence.

140. To inculcate a 'Never Give Up .


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

sang

two

popular

songs

and

(3)

(4)

craft works during the parentteacher meet.


(2)

Assessment of needs, formulatjon


of objectives,
selection
of
texts/learning
expenences,
evaluation

ofr
esh

exhibited some of their art and

ers

(4)

139. One of the challenges of 'Behaviour


Management' in a senior class is

.ne

made modifications to their paper

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

planes and tested them. again,


experimented with the best way to

get them to go the distance and


shared their finding.
(3)

in groups created graphs about the

(1)

real objects and specimens

difficult situations that students

(2)

abstract words, case study

(3)

display boards, film clips

have had to face in life.

managed to get the Principal's

://g

(4)

143. The learning experiences that offer a


vicarious experience to learners are

permission to go out and play

(4)

field trips, observations

during the English period.

141. Assessing reading at Class VII, can be


done most effectively through a
spoken

qUiz

htt
p

(1)

meanings

of

based

on

words

( 1)

experience real life systems and


phenomena.

(2)

receive bits of information


followed by questions with
immediate feedback.

(3)

a senes of exercises
repetition practice.

(4)

get problems which are solved by


a process of trial and error.

the
and

expressions.

(2)

144. In Computer Aided Instruction [CAl),


the 'simulation mode' is where learners

written test based the characters

and events in the story/text.

(3)

an oral interview to find out how

much they have read.

(4)

writing

50

word

_review as a small project.

book/text

with '

(49)
'listening stimulus'

(2)
(3)
(4)

presents input to separate groups


of students who gather again to
share what they listened.
presents an information ' gap
activity such as giving directions.
is listening to a good commentary
to review it.
enables students to discuss a set of
criteria which they prioritize to
complete and present a task.

146. The 'interactional routine' during


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

(3)
(4)

147. Retrieval skills in writing are

(4)

note making and note taking


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

/go

(I)
(2)
(3)

(2)

p:/

htt

(2)

think consciously about the


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

(3)

(4)

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.

150. Noah Chomsky's reference to "deep


structures" means a
(1)

hidden set of grammatical rules


learnt through intensive study.

(2)

148. 'Awareness raising' grammar games


encourage students to
(1)

is the memorization and use of


necessary vocabulary

fre

(2)

and allowing others to take turns.


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

(1)

ne
t

(1)

149.. Language acquisition

ers
.

sh

145.

transformational grammar that -has


led in tum to increased interest in
comparative linguistics.

(3)

a trend that English is the most


common-auxiliary language in the
world.

(4)

universal wammar underlying all


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

ers

.ne

. (50)

ofr
esh

Candidates should answer questions


.from the following Part only if they
HINDI
as
have
opted for
LANGlJAGE- II.
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122. ~~fcr~rnhf~lfi'f~

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(2)

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(S3)

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m 'f>1 WffiT

(1)

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(2)

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(2)

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WAf, wm:=rr

(3)

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(4)

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cn1 3{]qiJIUC6-~'"I'q'tlif<C6
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(54)

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141. wr.rr~ll~~

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(3)

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(4)

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146. ~-~

~ ~-~ cit
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(1) ~'11Jl'!T Cf;f ~t I
(2)
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(3)
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(4)
~ 'I1Jl'IT-wWr cn&lT # 'I1Jl'IT- cllli Ict <oI

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(1)

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(2)

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(3)

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(4)

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(1)

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

(2)

<m1. ~ ll&f~ Wurr I

(3)

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(4)

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(1)

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(2)

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cit

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(3)

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(4)

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(2)

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(3)

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(4)

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148. ~ ~ <nalT

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(2)

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(1)

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(2)

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(3)

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Wf Cf<ffiT or-fAT

(4)

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(1)

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(2)
(3)

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;;ftcR_~ q;f ~ ~ cf; fum:

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(55)

SPACE FOR ROUGH WORK

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'ftn~~~~

(56)

3.

4.

5.

Out of the four alternatives for each question, only


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

I.

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


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

The candidates should ensure that the Answer Sheet 2


is not folded. Do not make any stray marks on the
Answer Sheet. Do not write your Roll No. anywhere
else except in the specified space in the Answer Sheet.
Handle the Test Booklet and Answer Sheet with care, 3.
as under no circumstances (except for discrepancy
in Test Booklet Code or Number lind Answer Sheet
Code or Number), another set will be provided ..
The candidates will write the cortect Test Booklet
Code and Number as given in the Test Booklet I 4.
Answer Sheet in the Attendance Sheet.
Candidates are not allowed to carry any textual
material, printed or written, bits of papers, pager, 5.
mobile phone, electronic device or any other material .
except the Admit Card inside the examination hall/
room
Each candidate must show on demand his I her
Admission Card to the Invigilator.
6.

7.

No candidate, without special permission of th~


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

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

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


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

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


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

~~~'Rflit;;m:rft I

~ ~-~'!f;fitro;TJlt~q

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

..mwrr liTU m

~~it~ em~ fucuq

fcl>m

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


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

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

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


~I

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

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

p:/

aP&q;r

Use of Electronic I Manual Calculator is prohibited. 9.


10. The candidates are governed by all Rules and

9.

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

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

6.

8.

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

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FOLLOWING

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I.

THE

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READ CAREFULLY
INSTRUCTIONS;

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

htt

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

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


be detached under any circumstances.

12. On completion of the test, the candidate must hand


over the Answer Sheet to the Invigilator in the
Room I Hall. The candidates are allowed to take

away this Test Booklet with them.

11.

fci>mtm'm it

~ 3li<~'Q;fq;f

m11fiT

3Will.

":f:q;tl

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

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

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

P-I (Set-A)
ENGLISH L-I (Q Nos.91-120), ENGLISH L-II (Q Nos.121-150)

htt

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150

rs.

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/go
fre

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1
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p:/

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50

P-I (Set-A)
HINDI L-I (Q Nos.91-120), HINDI L-II (Q Nos.121-150)

htt

1
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3
2
3
2
4
4
3
2
3
1
2
4
4
2
2
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3
3
2
1
2
2
3
2
2
2
3
2
2
3
1
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1
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2
1
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2
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ne
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101
102
103
104
105
106
107
108
109
110
111
112
113
114
115
116
117
118
119
120
121
122
123
124
125
126
127
128
129
130
131
132
133
134
135
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137
138
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140
141
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143
144
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146
147
148
149
150

rs.

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4
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3
2
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1
1
4
3
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1
4
3
4
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3
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4
1
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sh
e

51
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63
64
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75
76
77
78
79
80
81
82
83
84
85
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91
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93
94
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100

/go
fre

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p:/

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