t m 'l;f · 2019-05-15 · (2) apply every possible measure to remove the individual...

ｊｊｾ｡Ｑ｝＠This booklet contains 56 pages. PAPER I ＯｾＭｗｉ＠ T.:;:;ooklet;::e

Test Booklet No.

ｬｬｩｬＡｉｉｔｾｾ＠

ＢＧｾ＠ h '!"' ｾ＠ I MAINTESfDOOKLET/'l"'•'JII-1 A I Do not open this Test Booklet until you are asked to do so.

ｾ＠ 'lfiii.IU ｾ＠ CfiT Oof nCfi ＢｉＧｾ＠｜ｩｦ＼ｾＧ＠ nCfi ｾＢｉＧｾ＠ I

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

ｾ＠ 1fiiiiU ｾ＠＼ｦｲｴｴｷｾ＠ 31mVT 'QTrorr.mrr C6T tzlR ｾ＠ -qf 1

INSTRUCTIONS FOR CANDIDATES

1271801

I. The OMR Answer Sheet is inside this Test Booklet. When 1.

you are directed to open the Test Booklet, take out the Answer Sheet and fill in the particulars on Side-1 and

Side-2 carefully with blue/black ball point pen only. ·

2. The test is of21Jtours duration and consists of 150 questions.

There is no negative marking. 2. 3. Use Blue I Black Ball Point Pen only for writing particulars

on this page I marking responses in the Answer Sheet. 3. 4. The CODE for this Booklet is A. Make sure that the CODE

printed on Side-2 of the Answer Sheet is the same as that on this booklet. Also ensme that your Test Booklet No. and

4·

Answer Sheet No. are the same. In case of discrepancy, the candidate should immediately report the matter to the lnvigilator for replacement of both the Test Booklet and the Answer Sheet.

5. This Test Booklet has five Parts, I, II, III, IV and V, consisting 5. of 150 Objective Type Questions, each carrying I mark : Part-! : Child Development and Pedagogy(Q. I to Q. 30) Part-II : Mathematics. (Q. 31 to Q. 60) Part-III: Environmental Studies (Q. 61 to Q. 90) Part-IV : Language 1- (Englishil:lindi) Q. 91 to Q. 120) Part-Y : Language [J. (Engiish!Hindi) (Q. 121 to Q. !50)

6. Part-IV contains 30 questions for Language-! and Part-Y

contains 30 questions for Language-11. In this Test Booklet, 6. only questions pertaining to English and Hindi language have been given. In case the languagets' you have opted for as Language-! and/or Language-11 is a language other than English or Hindi, please ask for a Test Booklet that contains questions .. on that language. The

languages being :answered must tally with the

languages opted for in your Application Form. 7. Candidates are required to attempt questions in 7.

Part -V (Language-11) in a language other than the

I one chosen as Language-! (in Part-IV) fr.om the list of 8. languages.

8. Rough work should b<l done only in the space provided in the Test Booklet for the >arne. 9.

9. The answers are to be recorded on the OMR Answer Sheet

only. Mark your responses carefully. No whitener is allowed for changing answers. __

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ｾＭｾＮｱＧｾＱｗｦｬＬ＠ II, III, IV ->fRy ｦＮｾ＠ ISO

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'IWT-ll ; 1'lfUrn (11'. 31 <l 1<. 60)

'IWT-III : ｾ＠ｾ＠ (11'. 61 <f 1<. 90)

'IWT-IV : 'I1W I - Ｈｾｉ＠ fRl) (11'. 91 -.l 1<. 120)

'IWT-V : 'I1W II- Ｈｾｉ＠ fRl) (lr. 121 -.l 1<. ISO)

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'fl'lft ｾ＠ｾＭｏｍｒ＠ '3m' 'l'f 'Cf< tft aWm q;t I ｾ＠ｾ＠

ｾ＠ 3#m q;t , '3'ffi' ｾ＠ tq m ｾ＠ <m m ｾｾｉ＠

Name of the Candidate (in Capitals):------------------,,------------ｾ＼ｦｦｩＢＧｬｦｦＱ＠ｾ＠ aMf'G'): Roll Number: in figures

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

ＺｾＧｇＧ＠

Centre of Examination (in Capitals) =--------,.----------------------Ｍｾｾ｡ｍｦＧｇＧＩ［＠ .

Candidate's Signature: -------- Invigilator's ｓｩｧｮ｡ｴｵｲ･ＺＭＭｾＭＭＭＭＭＭＭｾ＼ｩ［ｭｲｷＺ＠ｾ＼Ａ［ｾＺ＠

Fascimile signature stamp of

Centre ｦｬｵｬＱｾｩｬｬｩｭ＠ＱＱＱＱＱＱＱＱｾ＠ IIIII

www.upscstudymaterials.com www.upscstudymaterials.com


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A· (2)

PART- I /'qfl'f -1

. CHILD DEVELOPMENT AND PEDAGOGY Ｏｾｦｃｉｃｦｩｩｾ＠ crfulffil'Jw.il' ' • t t

Directio11s: Answer the following questions by

selecting the most appropriate option.

1. The following ｴｨｲ･ｅｾ＠ aspects of intelligence are dealt by Sternberg's

1riarchic theory excel!! (I) componential

(2) social

(3) experiential (4) contextual

2. Howard Gardner's theory of multiple intelligences emphasizes (I) general intelligf:nce (2) common abilities required in

school (3) the unique abilities of each

individual · (4) conditioning skills in students

3. The sounds t/1, ph, ch are (1) ｾｯｲｰｨ･ｭ･ｳ＠

(2) Graphemes (3) Lexemes (4) Phonemes

4. In order to avoid gender stereotyping in class, a teacher should (1) try to put both boys and girls in

non-traditional roles. (2) appreciate students' good work by

saying 'good girl' or 'good boy'. (3) disco.urage girl:> from taking part

in wrestling. (4) encourage boys to take risk and be

bold.

5. Schools should cater to Individual differences to (1) narro.w the gap between individual

students. (2) even out abilities and performance

of students. (3) understand why students are able

or unable to learn. (4) make individual students feel

exclusive.

Rffl: ｾ＠ 3fom ｾ＠ｾ＠ RAfffl&rt JrRT ｾ＠ '3'ffr<fff.mr I .

1. ｾ＠ atffiRifi'l of.a ｾ＠ f"''+=1f("'f&l1

'IWT CiiT ｾ＠ｾ＠ ftrffir ftr.ain '# mnf'Q1'1' ｦ｣ｦｩ｣ｲｲｾｴ＠ I

(1) ｾ＠

( 2) ｾﾷｬｬｬＢＧｬ＠ f"' Cfi

(3) ｾ＠

(4) ｾ＠

2. ｾ＠ｾ＠ｾ＠ of.a ｾ＠ ftr.ain -ｾｯｮＺｲｾｴ＠ I

( 1) WfF!I' off.a (2) feW IWI ｾ＠ｾ＠ m <ilr<rm3lT (3) ｾｾ＠ qft ｾ＠ <W<rm.aU (4) ｾｾｾｾ＠

3. ef, 'In, 'i;r ｾｴ＠

(1) ｾ＠

(2) ｾ＠

(3) ｾ＠

(4) ｾ＠

4. ｾｾｾＧＡｃＧｩ｜Ｆｩｩｴｯ｡ｬＱＱ＠ｾｾｾｩｦｦｩｲｾ＠

ｾｱＺ［ｦ＠

(1) ｾｾ＠ 'CfiT ｾ＠ '&if

ＳＱＭｾｾＳｬｔｾｾﾷ＠ I (2) ﾷｾ＠ｾﾷＬ＠ﾷｾ＠ｾﾷ＠ｾ＠ｾ＠ｾ＠ｾ＠ cnrct qft mw-rr ｭｾｬ＠

(3) cpffi ｾ＠ 1WT ffi ｾ＠ｾ＠ <.'1$f¢4\ q;f

f.:t N'{'ll M o 'CfiBT I

(4) ｾ＠ q;f ｾ＠ 60R ｾ＠ f.Mq,

ｾ＠ｾ＠ｾ＠ lilNJ IMI"l 'CfiBT I

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Ｇｃｦｩｒｾｾｉ＠(2) ｾ＠ｾ＠ｾ＠ｾ＠ <W<rm.aU q;f

m 'CflVt ｾ＠ ft;ro: 1

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<4> &<lfCffiCfi ｾ＠ CfiT ｾ＠ rn qft

ｾＧｒｒｾｾｾ＠



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6. ·What kind of support can a school

provide to address the individual

differences in students ?

7.

8.

9.

(1) Follow a child-centered

curriculum and provide multiple

learning opportunities to students

(2) Apply every possible measure to

remove the individual differences

in students

(3) Refer slow learners to special

schools

(4) Follow same level of curriculum

for all students

Continuous and Comprehensive

Evaluation empha!dzes

(1) continuous testing on a

comprehensive scale to ensure

learning.

(2)

(3)

how learning can be observed, .

recorded and improved upon.

fine-tuning of tests with the

teaching.

(4) redundancy of the Board

examination.

School Based Assessment .

(1) Dilutes the accountability of

Boards of Education.

(2) ·Hinders achieving Universal

National Standards.

(3) Helps all students learn more

through diagnosis.

(4) Makes stude:nts and teachers non

serious and easual.

"Readiness for learning" refers to

( 1) general ability level of students

(2) present cognitive level of students

in the learning continuum

(3) satisfying nature of the act of

learning

(4) Thorndike's Law of Readiness

(3)

6.

7.

8.

9.

A

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ｾｾｃＶＧｲ｣ｦｦｾｴ＿＠

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3m- ｾ＠ q:;l ｾ＠ <t ｾ＠;wmr ｾ＠ qm;:rr I

(2) ｾ＠ -q ｾｱｦ｣ｦｦｩｱ＾＠ flrrrrraff q:;l

ｾ＠ｾ＠ <t ｾ＠ｾ＠ "fi'qq '31Wf

CWIT I

(3) m-m 1Jfu ｾ＠ｾ＠ｾ＠ｾ＠ q:;l

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

(4) ｾ＠ｾ＠＼ｴｾ＠ m mr cit Ｔｫｾ｟＼ｬＭｱ＠ -qj <liT 3f.fl1'R CWIT I

ｾ＠ afu- ｾ＠ •g"<liq)"' --- - 'QT ｾ＠ｾｴｬ＠

Cl) ｾｱＺ［ｴ＠ｗＧＭｩｦｾｩｬ｣ｴ＠ｾ｣ｴｾｏＡｬｦｬｬｃｉＩ＠

ｾＱｒｦＮｬｴｭＢｾ＠

(2)

(3)

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afu- Ｍｷｯｯｾｾ＠ 1R

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%-I

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(3) ｾ＠ Cl/(ilq{O/ -q' ｾ＠ｾ＠ -q'

ｾ＠ｾ｣ｩｴｾ＠ q:;{(1T %- I

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ﾷｾ＠ cit mqrn• ciT am- ｾ＠Cfmfttl --

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(2) ｾ＠ <t fllt1<"'4Cf> # ｾ＠ CfiT

(3) ｾ＠ <t 'Cf>r<hlft ｾ＠ q:;l ｾ＠ｾ＠

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A

10. A teacher has some physically

challenged children in her class.

Which of the following would be

appropriate for her to say ?

(1) Wheel-chaired bound children

may take help of their peers in

going to hall.

(2) Physically inconvenienced

children may do an alternative

activity in the: classroom.

(3) Mohan why don't you use your

crutches to go to the playground.

( 4) Polio afflicted children will now

present a song.

11. Learning disabilities may occur due to

all of the following exce1_1t

{1) Cerebral dysfunction

(2) Emotional disturbance

(3) · Behavioural disturbance

(4) Cultural factors

12. An inClusive school.

(1) Is committed to· improve the

learning outcomes of all students

irrespective of their capabilities

(2) Differentiate between students

and sets less challenging

achievement targets for specially

abled children

(3) Committed particularly to

improve the learning outcomes of

specially abled students

( 4) · Decides learning heeds of students

according to their disability

(4)

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{1) ｾＭﾢ＠ qwf ｾ＠ i1Fr .q ｾ＠ <t

ｾ＠ -3llH '!14614% m ｾ＠ｾ＠ｾ＠

Ｍｒｾｴｬ＠

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fl

(3) ｾ＼ｦｦｩ［ｴｾＮｱｾ＼ｴｾＳｬＱＧＱ＠

.aw.ft ｾ＠ 'H lf@<il '<tiT m <!<IT ｾ＠

ｾ＿＠

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11. <t ｡ｾｒｴｒｃｦ｜Ｑ＠ｦｐｾｯｲｴｦｴＱｦｵＡｬＱ＠ｾ＠ il>

Cf>m1T aTIW!ll" ｾｾｾｾ＠ t I

(1) ｾ＠ f-&WlCf!tH

{2) ｴｩｾ＠ IIM<ti fub1

{3) O!ICI$F(llt'1 fub'f

(4) <Hif't'fliif> ｾ＠

12. ｾ＠ ft<il<l:tfl fcltlli'1«1

(1) ｾ＠ qft ｾＳｔｉ＠ qft 1WW ｦｾ＠

foRT w:fT <t ｾＭｾ＠ q;f

ｾ＼ｴｾｾｭＭｭｾｾ＠

(2) ｾ＠ <t lWT 3trr 'ROT ｾ＠ a:ftr ｾ＠ｾ＠ｾ＠ m111 ｾ＠ <t ｾ＠ Cf;tf

ｴｪｾｍｬＧｦＢｬ＠ｾ＠ｾ＠ Rmfur 'ROT

ｾｉ＠

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(4) ｾ＠ qft f-1<il"'"IMI il> ｾ＠ｾ＠ｾ＠ qft 3JicP(I4if>cti3TI q;f ｾ＠

Ｇｒｏｔｾ＠ I



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13. Gifted students

{I) Need support not ordinarily

provided by the school

(2) Can manage their studies without

a teacher

(3) Can be good models for other

students

(4) Cannot be learning disabled

14. Giftedness is due to

(1) Genetic makeup

15.

(2) Environmental motivation

(3) Combination of(l) and (2)

(4) Psychosocial factors

Which of the following is appropriate for environment c:onducive to thinking and learning in children ?

(1) Passive list(:ning for long periods

of time

(2) Home assignments given

frequently

· (3) Individual tasks done by the.

learners

(4) allowing students to take some decisions about what to learn and

how to learn

16. Learning Disability in motor skills is ｣｡ｬｬｾ､＠

(l) Dyspraxia

(2) Dyscalculia

(3) Dyslexia

(4) Dysphasia

17. Learning Disability

( 1) is a stable state

(2) is a variable state

(3) need not impair functioning

( 4) does not improve with appropriate

input

(5)

13. ﾷｾｾｾ＠

14.

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ｾ［［ｗｉ＠

(2) ｾ＠ t- foRT am 3Tl:Z!'R "Cfl't

aqqf.flll\'1 "Cflr "ffil t I

(3) ｡ｒｾｴＢｾｾｾＢｒＢ＠

ｾｴｬ＠

(4) ｾＭｾｾｭｾｾ＠

__ ｴＢ＼ｦ［ｒＱＱｔｾｾｴ＠ I

(1) ｡ｩｬＧｪｃｩｦｾｉｃｦｬ＠ r'tRT

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( 4) 11-lT -filii lf"1<6 C!iRC6T

15. ｾ＠ .q ｾ＠ afu" wR t- ｾ＠Ｓｬｦｾﾭ

ｾ＠ CIIHI<HUI ｴＢｾ＠ f-'l""fR:iRsH ＢＦｬＢｴｾ＠

ｾｴ＿＠

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. (4) ｦＭｳＺＰ＾ｦｾＴＱ＠

17. 3lf'Q11Jf f-14i•<li'11 --(1) ｾｾＳＱ｣ｗＡｉｔｾ＠ I

(2) ｾｭＭ 31cW!IT ｾ＠ I

(3) ｾ＠ｾ＠ fcfic:wb:r.sfu Cfft ｾ＠ <R 1

(4) ｾ＠ H<m t- -w.r wnr ｾ＠ m mill I

A



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A

18. The following are the steps in the

process of problem solving except

(I) Identification of a problem

(2) Breaking down the problem into

smaller parts

(3) Explore possible strategies

(4) Anticipate outcomes

19. A teacher should

(I) treat errors committed by students

as blunders and take serious note

of each error

(2) measure success as the number of

times students avoid making

mistakes

(3) not correct students while they're

trying to communicate ideas

(4) focus more

provide a

knowledge

on lecturing and

foundation ｦｯｲｾ＠

W. Seema is desperate to score A+ grade

in an examination. As she enters the

examination hall and the examination

begins, she be,:omes extremely

nervous. Her feet ｾｾｯ＠ cold, her heart

starts pounding and she is unable to

answer properly. The primary reason

for this is that

(1) she may not be very confident

about her preparation

(2) she may be thinking excessively

about the . result of this

examination

(3) invigilator teacher on duty may be

her class teacher and she is of

very strict nature

(4) she may not be able to deal with

sudden emotional outburst

(6)

ｍｾｴｾｾＢＧｦ｣ｴｦｾ｣ｦ［ｾｦﾭ

(1) ｾ｣ｴｴｗＱｒ＠

(2) ｾ＠ Cj;f -rnt ｾ＠ -q: ｾ＠

(3) ｾｾ･ｭｾ＠

( 4) llfturrriT qff 3lmT ｾ＠

19. ｾｾＨｃｦｩｬＩ＠

(I) ｾ＠ mr ctt 7lt ｾ＠ cot l%"

ｾ＠ｾ＠ＪＢｾ＠ -q: *rr ｾ＠ afu" ｾ＠ We *" ｾ＠ *fir R"u:fuft -e;;ft ｾｉ＠

(2) ｾ＠ fcmRt ｯｷｾ＠ q;R ｾ＠ｾ＠

ｾ＠ - ｾ＠ｾ＠ *" l1l1l" *" ｾ＠ -q: *rr ｾｉ＠

(3) ｾ＠ｾ＠ fcrtmT em ｾ＠ q;R -em ｾ＠ｱ［ｮｾＭｾ＠ m ｾｾｭ＠ q;r-rr

ｾｉ＠

(4) 041 @41"1 '!R 31fuq;- 'I:ZIR t.rr ｾ＠ afu" m;r *" ｾ＠ 3l1'lm" ｾ＠ｾ＠ｾｉ＠

20. • lfflm tl A+ m- ｾ＠ｾ＠ cf; ｾ＠

atffi ｾｴ＠ 1 \ifif ｾｬｦｦｬｭ＠ 'i1cR tl ｾ＠"ffiT t neTr lfflm '!fiN mm t, ｾ＠ｾ｀ｔ｣ｦｩＢ＠

orcrn m -;;ffift t I ｾ＠ ·qrcnit ｾ＠ｾ＠ f,

ｾ＠ｾ＠ ctr ｾ＠ｾ＠ｾ＠ m "\il"lffi t ｾｾｾｾｾＢＳｗｾｾＭｱｲｦｦｩ＠ I

ｾｾｃｦｩｭｊｔｾｾｴ＠

(I) "WK w 3l1AT m ｾ＠ -.m- -q: OJSO

3lll"'fct><Cll«l -=m ｾ＠ 1

(2) "WK w ｾ＠ｾ＠ *" 1:!ftunll *" ont -q: OJSO 31fuq;- ｾ＠ｾ＠ I

(3) f.rOOcl;- ｾ＠ "'T ｾ＠ '!R t w ｾｱ［ｭｾｾｾｾ｡ｦｵＢ＠

W ｾ＠ # OJSO CfiCTr ｾ＠ I

(4) "WKW ｾ＠ｦｩｾｉｉｉＢＡｃｦｩ＠ anWr CfiT

ｗｈｔｭ＼ｩｩ｜ｾ＠ I



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(7) A

21. Which ofthe following cognitive verbs 21. R¥01ff;!fu:l11 'It ｾＭｭ＠ fiili"''IC+!Cfi ｾ＠ｾ＠

are used to analyse the information Tif ｾ＠ cl> fctqtil<I!OI ｾ＠ fffir ｾ＠ 'It Fl'1f given? ｾｴ＿＠

( 1) IdentifY

(2) Differentiate

(3) Classify

(4) Describe

22. Rajesh is a voracious reader. Apart

from studying his course · books, ｨｾ＠

often goes to library and reads books

on diverse topics. Rajesh does his

project even in the lunch break. He

does not need prompting by his

teachers or parents to study for tests

and seems to truly enjoy learning. He

can be best described as a(n) __ _

(1) fact-c{:ntred learner

(2) teacher motivated learner

(3) assessment-centered learner

(4) intrinsically motivated learner

23. Children in pre-primary get

satisfaction rrQ.m being allowed to

discover. They become distressed,

when they are discouraged. They do

so due to their motivation to

(1) redw;e their ignorance

(2) affiliate with the class

(3) create disorder in the class

(4) exercise their power

(1) ｗＧｴＡｆｦｾ＠

(2) ｡ｴｲｲｾ＠

(3) ｾｾ＠

(4) ｱｵ｜［ｲｾ＠

22. · -mm m ｾ＠ l:(lOcf> t 1 ｾ＠ m 'CfiRt

ttl ｾ＠ｾ＠ cl> ｡ｾｦｲｾｒ｣ｭ＠ｾＺ＠ｾｃｦｩｩｻｏｴＢｬ＠

";ifl'ffi t afu- f'Ff ｓｉｃｦｩｾｕｮﾷ＠ 1R" ｾ＠ｾ＠

t I ｾｴｦｾＮ＠ＭｭｦｦｬｾＭｾＢＣ＠

ｾ＠ 4R<ilJ1'11 ｾ＠ 'Cfi«<T t I m -.:ritamn

ｾ＠ fffir w:t ｾ＠ｾ＠ m ｾ＠ 3MiU

｡ｮｾ＠ im1 "Cfi'lft ｾ＠ｾ＠ ttl ｾ＠

ｾ＠ t ＳＱｴｴｾｾｬｬ＠ｾ＠ q;r awiG"fflrr

ｾＳＱＱｲＡｔｴ＠ 1m __ ｾｾＧｬｴｾｵ｣ｮ＠ｾｾｾｾｾｭｾｴ＠ 1

(1) ｾＭ｡ｭｮｦｵｩ＠ｾ＠

(2) ｾＭｾｾ＠

(3) ｾＭｾｾ＠

(4) ｾｾｾﾷｾｾ＠

23. ｾｾｾｾＢｑＢｦｾｬｴｬＢｭ＠

ttl ｾ＠ｾｾ＠ "J1llf "ffi ｾ＠ｾ＠ m "J1Tit t, 1

ｾ｡［ｴｦＮＡｩＧｩｬｦｦｩｬｾｬＧＱ＠ｾＭ［［ｭＺｲｲｴｭｾｾ＠

ｭｾｴｾｾｾ＠ｴｴｬｾ＠

｡ｲｬＧｾｾｾｾｴｬ＠

(1) ＳＱｴｒｔＮｱ［ｦｱ［ｱｾ＠

cz,) ｾｾｾｾｲｮ＠

(3) ｾ＠ .q ｾＢＢＧｃｬｾｬ＠ｾ＠ .q

(4) ｾｾｱ［ｲｾｾ＠



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A

24. Understanding Human Growth and

Development enables a teacher to

(1) · gain control of learners' emotions

while teaching.

(2) be clear about teaching diverse

learners.

(3) tell students how they can

improve their lives.

(4) practice her ·teaching m an

unbiased way.

25. Which one ofthe foUowing is true ?

(1) Development and learning are

unaffected by socio-cultural

contexts.

(2) ·Students learn only in a certain

way.

(3) Play is significant for cognition

and social competence.

(4) Questioning by teacher constrains

cognitive development.

26. Which one of thll following is true

about the role of heredity and

environment in the development of a

child?

(I) The relative contributions of peers

and genes are not additive.

(2) Heredity and environment do not

operate together.

(3) Propensity IS related to

environment while actual

development requires heredity.

(4) Both heredity and environment

contribute 50% each m the

development of a child. ·

(8)

24. ＭｱｲＮｲ｣ｲｾｾｾ＼ｩｴｾｾｱ［ｬ＠

__ <);<rlnf GRTffi t I

(1) ｾｾｾｾｾｾＢＡｒＢ＠

ｾｾｾ＠

(2) ｾ＠ｾ＠ｾ＠ｾ＠ｾ＠ om- .q

ｾ＠

(3) ｾ＠ q;t w Offi'Ft fcl;- cf 3N-t

ｾＱｬｾｷｭＭ＼ｒｭｾ＠

( 4) Ruru ｾ＠ｾ＠ 311ft ｾＭＳｍｦｦｩ＠

25. ｐｩＢＢＱｉｔ］ｩｦＦｮＢｬｬｾｱｦｒＭｭｾｴ＿＠

\

(1) ｾ＠ｾ＠ｾ＠ m-<Hi*¥fo<t•

ｾｾｾｗｩｴｾ＠ I

(2) ｾｾｾｯｭｾｾｾ＠ 1

(3) ｾ＠ｾ＠ｾ＠ 'HII"11f->1Cfi ｾ＠ｾ＠

Wnnn$o%" I

(4) ｾ＠ sm w.:r ｾ＠＼ＸｾｈｩｩｩＢｉｃｦｩ＠

ｾＱｬｾＥＢＱ＠

26. ｾ＼Ｉ［ｾｬｬ＠ ::tll'j/'t&t<Mt afu"Cllni<HUI

<it ｾ＠ <); Grit .q ｲｾ＠ ..... f<:1f&n .q ｾ＠ qfR_

ｭｾｴ＿＠

(1) 'H"iCI<HCI>l ｾ＠ ftrtci; (genes) "CfiT

ｾ＠ｾ＠ <il•lliiiCfi ｾ＠ m-m 1

(2) 3ilf'if!<ICfictl ｾ＠ CllctiCI{UI ｾ＠ｾ＠

qfl:illf(i'tct ｾ＠ m- I

(3) ｾ＠ｾ＠ CllctiCI{UI ｾ＠ｾ＠ %" ｾ＠ CIFRifqCfi fcf<:f;m ｾ＠ Wrrt ::ttlf'if!<ICfictl ｾ＠ %" I

(4) 611f'if:(ICfictl ｾ＠ CllctiCI<(UI <;f.:IT ｾ＠

ｾ＠ｾｦｱｱＺ［ｭ＠ # ＵＰＥＭＵＰＥﾷｾ＠

tft I



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I 27. Socialization is

(1) Rapport between teacher and

taught

(2) Process of modernization of

society

(3) Adaptation of social norms

(4) Change in social norms

28. A PT teacher wants her students to improve fielding in the game of

cricket. Which one of the following strategies will best help his students achieve that goal ?

(1) Tell students how important it is

for them to learn to field.

(2) Explain the logic behind good

fielding and rate of success.

(3) Demonstrate fielding while

students observe.

(4) Give students a lot of practice in

fielding.

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

(1) internalize

(2) constmct

· (3) operationalize

( 4) rationalize

30. Sita has learned to eat rice and dal with her hand. When she is given dal and rice, she mixes rice and dal and starts ·eating. She has eating rice and dal into her schema for doing things.

(1) Accommodated

(2) Assimilated

(3) Appropriated

(4) Initiated

(9)

( 1) ｾ＠ｾ＠ :ql3nr<nr ｾ＠ oiR:r m (2) m ｾ＠ aw{-1Chli.fi<ul Cfft ｾ＠

(3) ｭｾＱＱｒｗｾｾｾ＠

(4) fll'"llf"l'f> 11RW -q ｾ＠

28. ｾ＠ m.il. ｾ＠ｾ＠ｾ＠ <fi ｾ＠ it m ｭｭｲｾ＠ <fi alsf-Ta{11T c:nT WI'HI ｾ＠ t . 1 f.p:;:r it -« ｾＭｭ＠ｾ＠

ｦｵ｡ｮｦｾ＠ CfiT 3JtRT ｾ＠ Jl11<f Cfir-'r it W'Q<fi ＧＡＢｬｬ｜Ｑｾ＼Ｖ＠ t? c 1) ｾ＠ "'fiT <:w omRT w &tr-wur ｾ＠ｾ＠ｾ＠ f<R:r m '"lt\fCl'{ul

%-I

(2) ｾ＠ &tr-wur-*<" ｾ＠ Cfft Gr ｾ＠-QW- ｾ＠ ncf; "'fiT ｾ＠ q;r-rr I

( 3) &tr-wur "'fiT ｾ＠ q;r-rr am- mwrr .:llcktl'f>"' ｾ＠ I

( 4) ｾ＠ "'f)) &tr-wur "'fiT 31fuq;

ＭＳＭｬＧｒｩｭｾ＠ I

29. ｾ＠ｾ＠ arCR ｦｵ｡ｬｬｦｾ＠ｾ＠ｾｾｩｴ＠ll"« "<6FIT ｾ＠ t ｾ＠ <l ｾ＠ fu.1fu ｾ＠aRcn <tfle<b)Oi) ｾ＠ｾ＠ '<6'f "fi"Ct I Cfl\'

fcff1Fl" ｾ＠ it ｾ＠ｾ＠ｾ＠ｃｉＧｔｇﾷｾ＠Cfir-'r cfi .aRcn' ｾ＠ｾ＠ <6"mft t I

cU$•ilrt<t>1 cfi ｾ＠ cfi ｾ＠ｾ＠

fmmfl fcif1Fl" 't foe <b) 0 n CfiT ｾ＠ attr m rrflcf; -« "3'(01" fu.1fu <fi aR<n

. ｾ＠ fCI<bfWt ｾ＠ I

(1) ｾ＠

(2) Rtrtur (3) 'iifMI'f>{OI

(4) ncf>Wm- '

30. ｾ＠ｾ＠ m -« ｾ＠ attr "'ilTc'fM "&AT •

ｾ＠ t .I \ii'Oi ｾ＠ｾ＠ am- "'ilTc'fM fcr<r ｾ＠ t nT Cfl\' ｾＭＢＧｩｬｔ｣Ｇｦｍ＠ｦＢＱｍｉ＼Ｖｾ＠ｾ＠ｾ＠ t I

ｾ＠ｾ＠ c:nT Cfir-'r <fi fffir m ｾ＠ it ｾ＠ aTtr "'ilTc'fM ｾ＠ CfiT '(f)'f ｾ＠

t"l (1) ｬｩｬＧＢｬｬｾＧｴｦＢｬｮ＠

(2) <ll'j<tifl1i1

(3) lill{ilcti11

(4) ｾ＠

A



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A (10)

PART- II I 'qf1l_ II

MATHEMATICS I •1f01<'1

31. Perimeter of a square is 24 em and

length of a rectangle is 8 em. If the

perimeters of the square and the

rectangle are equal, then the area (in

square em) of the rectangle is

(1) 16

(2) 24

(3) 32

(4) 64

32. The difference of the place value and

the face value of the number 3 in

12345 is

(1) 0

(2) 295

(3) 297

(4) 305

33. Which one of the following is not

correct?

(1) 56.7 kilogram= 5670 grams

(2) A ·cube has six faces.

(3) One millimetre= 0.1 em

(4) 0.10 is same as 0.1

31.

32.

33.

Ｅﾫｾ＠ wT q;r ｾ＠ 24 ｾＮ＠ afu- ftfim

ｾ＠ Cfft ｾ＠ 8 ｾＮ＠ t I <mf wT afu-

ｾｾｾｾｾＮｭｾｱ［ｲ＠

ｾＨｷｬｾＮｾｴ＠

(1) 16

(2) 24

(3) 32

(4) 64

ｾ＠ 12345 .q 3 ｾｾＭｱｲＭｦｩＧｦｭ＠ｾ＠

-qr-fliaiffi"t

(1) 0

(2) 295

.(3) 297

(4) 305

f.:l+::r 1i "« ｾ＠ m ｾＺＺｩｬｬ＠ t ?

(1) 56.7 f<tw1ll'll'i 5670WT

(2) ｾｴｪ［ＺｰＩ＾Ｖ＠ｾｾｴ＠

(3) ｾ＠ｦＧＢｬｦｾｐ］ｴｩ｣Ｚ＼＠ＰＮＱｾＮ＠

(4) 0.10 311t 0.1 WIRt

SPACE FOR ROUGH WORK Ｏｾ＼ｩｩｬ＼ｦ＠｣ｬ［Ｍｾｾ＠



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34.

35.

The speed of a boat in a river is 20 kni

per hour ai1d the speed of another

boat is 23 km per hour. They travel in

the same direction from the same

place at the same time. The distance

. between the boats after three and half

hours is

(1) 10 km

. (2) 10.5 km

(3) 11 km

(4) 11.5km

When 90707 is divided by 9, the

remainder is

(1) 3

(2) 5

(3) 6

(4) 7

(11) A

34. ｾ＠ 1{ ｾ＠ -;:nq c6T -:c:m;r 20 ｾ＠ Jffif tkT t

35.

｡ｦｵＢｾ＠ｾ＠ -;:nq c6T -:c:m;r 23 ｾ＠ Jffif "dGT

t ｾ＼ｨｴｯｮ＠ -;:nq ｾ＠ -tt ｾ＠ 1l ｾ＠ｾＭﾫ＠

· ｾｾ＠ 1R" 'T.fffift f I ｾ＠ "ffi::f tit ｾ＠

ｭｾ｣Ｖｔｾｴ＠

(1) 10M.

(2) 1o.sM .

(3) 11M.

(4) 11.5 M.

ｾ＠ 90707 qiT9-« \{111" ｾＱｒＢｾｴ＠

(1) 3

(2) 5

(3) 6

(4) 7

SPACE FOR ROUGH WORK I ｾＧＭＶｔ＼ｦ＠ｾｦｵｴＺｲ｜ｩｬｬｗ＠



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36. When a fresh fish is dried it becomes

37.

1/3 of its weight. Sunita buys 1500 kg

fresh fish for f 25 per kg and sell

them, when dried, for f 80 per kg.

How much does sbe earn ?

(1) f2,500

(2) t 2,700

(3) ｾ＠ 3,000

(4) n,5oo

Look at the following pattern :

(9-1)+8= 1

(98-2)+8=12

(987 - 3) + 8 = 123

(9876- 4) + 8 = 1234

According to this pattern

(987654- 6) + 8 =

(1) 12345

(2) 123456

(3) 123465

(4) 123467

(12) 36. ｾｩＧｉＧｔＧｩｬｬ＠ｾ＠ q;l p ＧｴｒＢｾ＠ｾ＠ 1/3

ｾ＠ ";iffiiT t I wflor 1500 fcnffi i'I'T'iiT ｾ＠

f 25 Jffif fcnffi ;f;- 'qJq ｾ＠ｾ＠ｾＮ＠ｾ＠

WM ｾＮ＠ f 80 Jffif fcnffi cf> 'qJq 'tR" ｾ＠ <tit

t ｬｾＧｬｦ｣ｭＢＧｃｦｧＢｾｴ＠

37.

. (1) t 2,500

(2) t 2,700

(3) t 3,000

(4) ｾ＠ 3,500

ｾｾｱ［ｬｾＺ＠

(9 -1) + 8 = 1

(98- 2) + 8 = 12

(987- 3) + 8 = 123

(9876 - 4) + 8 = 1234

ｾｾ［ｦ［Ｍｾ＠

(987654- 6) + 8 =

(1) 12345

(2) 123456

(3) 123465

(4) 123467

SPACE FOR ｾｏｕｇｈ＠ WORK I ｾＧｃＶＱ＼ｦ＠｣ｦｩＢＧｦｴ［ｮｲｾ＠



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38. 750 ml juice is. fiUed in one bottle and

six such bottles are packed in one

carton. The number of cartons needed

for 450 litres of juice is

(1) 75

(2) 80

(3) 90

(4) 100

39. Internal length, breadth and depth of

a (rectangular) box are 4 em, 3 em

and 2 em re·spectively. How many_

such boxes are needed to pack 8664

centimetre cubes ?

(1) 351

(2) 361

(3) 391

(4) 722

(13) A

38. ｾｾＧｉｦ＠ 750 ft:«;ft ｾ＠ｾ＠ \jf(ffi t am-tm 6 ｾｱ［ｬｾｾｬｦ＠ｾｾ｜ｪｦＨｦｦｩ＠

t I 450 ｾ＠ｾ＠ｾ＠ futr ｾＱＶＱＡＯ＼ｬ＼ｦ＾＠ 'filW

｣ｴｾｭｭｴ＠

(1)

(2)

(3)

(4)

75

. ' sif;

90

100

-,

' 39. ｾ＠ (311<li'11Cf>H) orcm qft ｾ＠ mnl.

ｾ＠｡ｦｩｦｾｊＶｬｭＺ＠ 4 ｾＭＮ＠ 3 Wft. nm

2 -@ft. f I 8664 ｣｡ｬｨｦｫｮＮＺｲｯＺｴｬｱ［ｬｾｾ＠

(1) 351

(2) 361

(3) 391

(4) . 722

_SPACE FORROUGH ｗｏｒｋＯｾｾ｣ｦ［ｾｾ＠



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40. 1

"Write the equivalent fraction of 3 ."

The above question asked to students

of Class IV refers to

(1) lower-level demand task as it

requires procedural skills only.

(2) lower-level demand task as it is

based on memc>rization only.

(3) higher-level dl!mand task as it is

based on procedure with

connection.

(4) · higher-level demand task as it is

based on procedure without

connection.

41. Students often make a mistake in

comparing the decimal numbers. For

example 0.50 is larger than 0.5. The

most probable reason for this error is

(1) lack of practice of these t).rpes of

questions in the class.

(2) lack of concrete experience of

representation of decimal number

on number line.

(3) careless attempt by the students.

(4) misconception regarding the

significanc<: · of zero in ordering

decimal.

(14)

40. •1cl; fii11j(i<4 f'R ｾ＠ I" ifim IV cl;

tmnrem ｾ＠ｾ＠ 11trr ｾＢｦＡｃｩｭ＠ cit

｡ｮｮｴｾｮ＠ ctmn f I

(1) ｾ＠ｾ＠ｾＭｱ［ｲ［ｦＬ＠ｾ＠ｾ＠

<);cffi ｾｓｦ＾ＴｕｉＢｦ＾ｈｬ＠ｾ＠ cit ·

ＳＧＱＱ＼ＺＡｾＴＢｦｬ､ｩ＠ｾ＠ｾ＠

(2) ｾ＠ｾ＠ｾＭｱ［ｲ［ｦＬ＠ｾ＠ w <);cffi

ｾｱｲｾｾ＠

(3) ｾ＠ｾ＠ｾＭｱ［ｲ［ｦＬＧ＠ｾ＠ｾ＠

ｾ｣Ｉ［ｾｾｱｲｾｴ＠

(4) ｾｾｾＭｱ［ｲ［ｦＮ＠ｾｾ｣Ｉ［＠

ｦＮｒｲｾｱｲｾｾ＠

41. Jmf: mawdf <alilt"'a ｾ｡ｮ＠ cit 'iFR' ll

ｾ＠ Cfi'«l" f I Ｓｾ＠ｾｾｾ＠ U I cl; ｾ＠ 0.50, 0.5 ｾ＠

wm t llfl' ｾ＠ q;r ｦｬ｡ｩｾｩｦｩ＠ｾ＠ <m"OT

ｾｾｴ＠

(1) ｾＢＧ＠ｾ＠ Wffi" ｣Ｉ［ｾ＠｣Ｉ［ｾ＠

<tiT 3N1a" I

(2) ｾ＠ｾ＠ qr ｇｾｩＢｒＢＧｃＡ＠ｾ｣Ｉ［＠ f.Rc:;qur

｣Ｉ［ｾ＠ｾ＼ｴｩｔ＠ 3N1a" I

(3) ｾ＠ rnr ＨＢＱＱＴｬＺ＼ｾｬｴｬｬ＠ Ol«'AT 1

(4) ｾ＠ｇｾｬＴＨＢＱ＼ｲｬｬ＠ｾ｣ｩｴ＠ｦｬｬｾＢｦｬＡＱＱ＠ｾ＠

ﾷｾｾｦｩＢｦｬ＼＿ｉｈｉｉ＠

SPACE FOR ROUGH ｗｏｒｋＯｬＧｱｩｾ｣ｦ［ｾｾ＠



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42. A teacher prompts the students to

prepare Mathematical journal with

the theme "Application of

Mathematics in Daily life". This

activity is

(1) to test tl)e students understanding of

Mathematical concepts.

(2) to provide opportunity to students

share their ideas and knowledge.

(3) to help smdents to sense of

Mathematics.

(4) to help students to connect

Mathematical concepts and its

applications and to share their

knowledge and ideas.

43. According to Van Hiele level of

geometric thought, the five )evels are -

visualization, analysis, informal

deduction, formal deduction arid

rigour. Some polygons are given to a

child of Class III for sorting.

He classified tbe polygons on the basis

of the number of sides. This child is at

---'':.....· .;.:..· level of Van-Hiele

Geometrical tbought

(1) Visualization

(2) ','Analysis

(3) lnf<;>rmal deduction ｾＮＮＬ＠ i .

(4) Formal deduction

ps) 42.

A

ｾ＠ fm1<n tmmwn ｾ＠ﾷｾ＠ｾ＠ .q: TTfirrrr q;r ｾ＠ 'j3'l en w ｾ＠ｾ＠ m1!f ., FU rffi ＼ｾ＠ｾｾｾｾｾｾｾｴｩｔ＠

t 1 ｷｔｔｦｦｩｦ｣ｲｩＧｾｴ＠

(1) ｾ＠ <ift ｾ＠ fi<t>&<J"11arr <ift mq:;r;:rr 1

(2) 3N-l m 3fu- ｾ＠ -<t>T -mw ｾ＠ cl;

ｾｾＭ＼ｴ＾ｔｾｾ＠

Cf){RT I

(3) lJfUm qft ｾ＠ -q ｾ＠ qft ｾ＠

q:;r;:rr I

(4) ｾ＠ fi<t>&<J"11arr 3fu- ｾ＠3lill"MI -q m ｾ＠ 3fu- 3N-l m ｾ＠ fcrqffi -<t>T mw ｾ＠ -q Ｍｾ＠ qft ｾ＠ q:;r;:rr I

43. ct.; m ｾ＠ｊ＼ｬｲｦｩＺｉｊｉ＼ｾ＠ｾ＠ｾ＠ｾ＠ｾ＠

ｾｾｾｦＭｾＮ＠ｦｃｉＡｉｈｾｕｩＬ＠

ｾ＠ 4l 4iltR <6 f.:frrq;:f, ail 4ilt n <6 f.¥rq;:f afu

ｾ＠ (rigour) I 'C6'afT ill ｾ＠ｾ＠ｾ＠ｾ＠ .

ｾｾｾｾｾｾｾﾷ＠

ｬＶｾｾｯｯｯｬ＠cg 1prrm ctt ｾ｡ｮ＠ cl;- ｡ｭｭＭｴｦｦｾ＠

ｾｾ｣ｲｮｲｲｴ＠ I ｗｾｗｦｭｒｾ＠\i<ltf>iJ\<4 ｾｾ＠ｾｴｦｦｴ＠ I

(1) ｾ＠

(2) fcP/H"'OI

(3) · 314l4'<HRCfl ｾ＠

(4) Ｖｩｨ＼ｬｩｒ＼ｴ＾ｾ＠

SPACE FOR ROUGH ｗｏｒｋｾｾｾ＠｣Ｉ［ｾｾ＠



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44. A child displays difficulty in

differentiating between numbers,

operations and symbols, two clock

hands, different coins etc. This implies

that the specific barrier affecting his.

learning is

(1) poor verbal, visual, auditory and

working memory.

(2) poor visual processing ability i.e.

visual discrimination, spatial

organization and visual

coordination.

(3) poor language processing ability.

i.e. expression, vocabulary and

auditory processing.

(4) ·poor motor skills, reading and

writing skills.

45. NCF 2005 emphasises on Constructivist

Approach of learning as it focuses on

{1) memorization of definitions and

formulae.

(2) sub!llission of regular homework.

(3) active participation of Ieamer

through engaging activities.

(4) effective lecture and instructions

by teacher.

(16)

44: ｾ＠ｾ＠ｾ｡ｲｲＮ＠ｾ｡ｲｲ＠ afu" ｾ＠

ｾ＠ｴＭｾ＠ｾＮ＠ｍｾｲｮｭ＠ anfu-1l atn

ｾ＠ ll ＼Ｖｦ､ＰＱＱｾ＠ｾ＠ q;rffi t ｉｾ＠

ｦＰＱｾｮＱ･ｩ＠ tfln-;;IT ｾｾｾｾ＠

<fiT lN1fan <nn"tt t, cit

(2) ｾ＠ｾＭｗｦ［ｬＱｕｔ＠ <!Tn:im, ｾ＠ -

ｾｾ＠ .. ｾｾＭｭｲ＠

(3) ｾ＠ 'llTm mf;l10T <!Tn:im, ｾ＠

ｾＮ＠ｾＭｾ＠ 3W ｾ＠ mf;l10T

45. ｾ＠ QIQ_<I'€1<1\ ct>1 ＧＨ＼Ｇｑｾ｀ｩ＠ 2005 atfwrq c);

'l'il"ii<Ml ｾ＠ｾ＠ -.wr ｾ＠ t, ｾ＠ Cf5

ｾｾｴｬ＠

(1) ｾＺｭＭｭｲｾ｣ｯｴ＼ｮｇｾ＠

(2) ｾ＠ｬｊＧｴＧＭｾ＠ ;:;p:fT Ｍｾ＠

(3) ｾＣｾｾｾｾ＠

q;y ｾ＠ .. wne:1fh11

( 4) ｾ＠ 00 >MTCft O<ll(0..041'1 3W

ｾ＠

SPACE FOR ROUGH WORK I rq;'C6'1<f ｣ｦ［ｾｾ＠



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46. Following are array diagram

bindis to represent 15.

0 0 0 ｾＰＬ｟｟ＬＮＮＰＮＮＮＮＬＰｾＰＮＮＮＮＮＬＰＺＭＱ＠

000 00000 000 00000 000 000

loooooooooooooool

using

0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

The way of representing 15 or any .

other number in the above manner

can be used to teach concept of

(I) 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,

commutative property of

multiplic:ation, multiplication

identity, identification of prime

and composite numbers.

(17) A

46. f"'i01ffwif&l1 ｾ＠ CfiT ｾ＠ｾ＠ §tr 15 .m ｾｭ＼ｭｨｩ＼ｩｬｦｵｴＱＱ＠ (array) ｾｦ＠

000 000 000 000 000

00000 00000 00000

0 0 0 0 0 0 0 0

loooooooooooooool 8 0 0 0 0 0

1s amcrr 3R' ｾ＠ｾ＠ .m Jre:fun m cl; ｾ＠ｾ＠ .m __ 'lfft tfi!fii'Q""' 'Q'JR ＼Ｉ［ｾ＠ $:M¥U('1 %orr ｜ｩｬｬｾ＠ t I

(1) ｾＪｾｷｲｦｵ＠

(2) ｾ＠ em ｾ＠ wrfu, ｾ＠ amｾ＠ mw em ｾＮ＠ 3W«f q;r

ﾷｾ＠

(3) ey ｾｾ＠ｾ＠ｾ＠ｾ＠ｾ＠ .q ｾ＠

ｾ＠ CliT ｾ＠ q;r;f, ｾ･ｭｾ＠

wrfu, ｾ＠ｾＮ＠ｾ＠ afu" ｾｾ･ｭｾＮ＠ 41311(<0(<6 ｾ＠

q;r ｾ＠ q;cl ｾ＠ 3W«f q;r ｾ＠

(4) ey ｾｾ＠ｾ＠ｾ＠ｾ＠ｾ＠ * ｾ＠ｾ＠ q;r ｾＮｾ･ｭｾ＠ wrm. ｾｾＮｾ｡ｭＭｾ＠

ｾｾ･ｭｾ＠

SPACE FOR ROUGH ｗｏｒｋＯｾｾ｣ｬ［Ｇｦｩ［ｮｲｾ＠



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A

47. Which of the following questions is

open-ended ?

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

8, I7, 85 in ascending order.

(2) Which is more ?

I 7 -or-3 5

(3) Write any four number greater

than 2.7.

(4) Wh . . 2

at ts 7 more than 7 ?

48. The most appropriate tool to expose

the students of class II to plane

figures, its vertices and edges is

{I) Geo-Board

(2) Nets of 3D solids

(3) Cubes

(4) Black-board surface

(18)

47. f.:t101f€tf&fl if"« <nt.:r-m ｾ＠ atn crn:rr w-f

t?

{I) '25, 7I, I9, 9, 8, I7, 85 ｾ＠

｡ｭＩｩｴｾｩｦｾ＠ I

(2) ｾｭｾｴ＿＠

I 7 -err-3 5

(3) 2. nt ｾ＠ cmt '<m" ｾ＠ fffi3T 1

(4) 2 ＷｾＷｾｾｴ＿＠

. 48. q;m II cf; ｦｵｬｭｦｾ＠ <fiT ｾ＠ all'f>Rt41,

ｾ＠ｾ＠ afu- fcf;;ml "« ｾ＠ qm;t <fiT

•I ,

(3) ｾ＠

SP.ACE FOR ROUGH WORK ｾｾｾｴｦｩＭｾｾ＠



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49. Following is a problem from text book

of class V:

"There are 4 poles ofmeasure 105 em,

115 em, 150 em and 235 em

respectively. If they have to be cut into

pieces of equal length, what is the

maximum length of each piece ?"

This question is asked to

(1) test knowledge of factors and

multiples

(2) check the skill of finding HCF

(3) enhance problem solving skills

using learnt concepts '

(4) give practice of word problems

based on HCF and LCM

50. Following is a problem from text book

of class III :

"Which mathematical operation will be

used to solve the following problem . ?

A milkman sold I410 litres of milk in

10 days. How many litres of milk did he

sell in a day ?"

Which competence of Bloom's

cognitive domain is referred in the

above question ?

· (l) Knowledge

(2) · Comprehension

(3)

(4)

Analysis

Synthesis

(19)

49.

A

ｦＮＱＧＢＱｒＺｉｦ＼ｓｾｩＱ＠ｾ＠ v <it ｾＭｾＮｱ＠ｾ＠ｾ＠

m;m;rt:

«-qif 4 Gist t fiR<I;r 11'fll ji;111T.· 10 5 'fWI.,

215 'fWI., 15 0 'fWt. rreTT 235 'fWt. t I ｾ＠

ｔｲｴｾ＠ｾＮｱＬｾ＠ .q: <1iTc:'fT t ni JTr"lR; .

gcnt<lft ＳＱＨＧｾ＠ｾＧｩｦ＼ｬｔ＠ -mJ ?"

(I) ｾ＠ 3fu- ｾ＠ＤＧｾ＠｣ｮｾ｢ｒｷｲ＠

(2) tt"'-Hiltt'h mn ｾ＠ＤＧｾ＠ <1>1 ｾ＠

C3) mw 1ft fi Cf)C'<l '11 an "CflT m "Cfl«l ｾ＠

ｾｾｾｱ［Ｉｾ＠

(4) tt"'-H'Iltt'h (fllf tt<"lmQ"l w ｾ＠

ｾＭｾ｡ｮ＠ "CflT 3Mffi ｾ＠

so. . f.:t'"1ft'1f&i'1 ｾ＠ m <it ｾＭｾ＠ .q ｾ＠

ｾｭＺｒ＼ｮｴＺ＠

ﾷﾷｾ＠ｾ＠ q;7 'ffl' m .q, ffflr q:ff;:r_ fit 1(/Vf(flq 'fifincrr q;r ]1?#r f<l;w

ｾ＿＠

r['1> ｾ＠ 10 ｾ＠ .q: 1410 r:ftcr fl1 knr

t I CW ｲ｛Ｇｬ＾ｾ＠ rf film:t r:ftcrfll knr #'?"

ｾｭ［ｭ［ｲ＠ oq ｾ＠ cf; ｾＺｈｈｩｩＢＧＧｃｦｩ＠ iltr Cfft

ｾｾ＼ｩｴ＠｡ｭＭｾｴ＿＠

(1) ｾ＠

(2) ｾ＠

(3) ｦ｣ＺｬｾＨｩｴｾｏｉ＠

(4) ｦｩｾＨｩｴ＼ｪｏｉ＠

SPACE FOR ROUGH WORK ｴｾｃｦｩＧｔ＼ｦ＠｣ｦ［ｾｾ＠



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51.

52.

Rashid is studying in class V. He can

classify various types of triangles in

different categories but has difficulty

in understanding the abstract proof

for the sum of three angles in a

triangle to be always 180. According

to Piaget Cognitive Theory Rashid is ·

at

(1) Concrete operational stage

(2) Formal operational stage

(3) Sensorimotor stage

( 4) Pre-operational stage

According to NCF 2005

"Developing children's abilities for

mathematization is the main goal of

mathematics education. The narrow

aim of school mathematics is io develop

'useful' capabilities."

Here mathematization refers to develop child's abilities

( 1) In performing all number

(2)

operations efficiently including of

finding square root and cube root.

To formulate

Geometry and

independently.

Theorems of

their proofs

(3) To translate word problems into linear equations.

(4) To develop the child's resources

to think and reason mathematically, to pursue

assumptions to their logical conclusion and to handle

abstraction.

(20)

51.

52.

ｲｬｦｵｇｾ＠ V 'It 'Ql'ffi' t I ｾｦｵｦｾ＠ｬｦ｣ｦｩｒＢｾ＠

ｾ＠ q;f ｦｾ＠ｾ＠ .q ｾ＠ｾｗｦｩＧｦｦｩ＠

ｴｾ＠ｾ＠ 1t iR q;foif q;p:rrrr 1so mm t- ｾ＠ｾ＠ Wfl17T q;f ｾ＠ .q -m ｃｦｩｦ｣ｳＢＱＱｾ＠mffi t I ｾ＠ｾ＠ＺｈｾｈｩｩＧｩｃｦｩ＠ fu';atf ｾ＠

ｾｲｲｦｵｇＭｾｷｴ＠ 1

(1) ｾ＠ 'liflfl"'li"'!Cfi ｾ＠

(2) 3/l4"<l1Rcti 'liflfl"'l("'""lcti ｾ＠

(3) Ｇｬｩｾ･ＮＧＱＱｦｩＱｃｦｩ＠ｾ＠

(4) ｾＭＧｬｩｦｬｦｬＢＧｬＨＢＧＢＢｬ｣ｴｩ＠ｾ＠

ｾ＠ Qld<lil<ll qft ＼Ｈｃ｜ｑｾ｀＠ 2005 ｾ＠ = A ' -•_;""

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

•lf0Tri1Ch (0/ Cfft Q11rr7T31f "" fiFI;-nr 'f&r-11'

f I P{!ffl 'T1fUrrr 'liT ifffirrr Mll?1 f -' ｾ＠ Q11rr7T31f 'liT fiFI;-nr I "

\

'<l'iT Ｇ＼ｬｦｏｉｊｩｃｦｩｾｏｉＧ＠ｾ＠ 'Cift ｾＳｦｩ＠

cnr fci'Cfi'm ｾ＠ 'Cift ｡ｭＭｾｾ＠ t 1

(1) ｾ＠ 3'!lt ｾ＠ｦＢｬ｣ｴｩｬｩｩＧｬｾ＠ｾｷｩｔ＠

ｾｾＳＱｔ｣ｴｾｾ｣ｮＱ＠

(2) ｾ＠ｾ＠ｾ＠ ""'llf'"lffi"' m 'CfiT

f.r'!C\qur 3'!lt ｾ＠ｾ＠ 'CfiB cn1

(3) ｾＭＧｗｒｚＡｔＳＱＧｦ＠ q;)- ｾ＠ 'HlilCfi(OI #

ｾｃｉ＿ｒ｣ｮＱ＠

( 4) ｾＳＱＱﾷ＠ q;)- ｾ＠ｾ＠ R1'.Cfi1i 'CfiT

ﾢｬｩｾｩｬｷＱ＠ｾ＠ 3'!lt ｾ＠ 'CfiT ｾ＠

CI?R c), ｾ＠ TTfO'rffi<r ｾ＠ｾ＠ fmR 3'!lt

ｾ｣ｴｾ｣ｴｾＧｃｦｩｔｾｾ＠



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53;

54.

The highlights of a good textbook are

that

A. They contain numerous

exercises to give rigorous

practice.

B. All concepts can be introduced

ｴｨｲｯｾｧｨ＠ situations.

c. Only solved examples are

included.

D. They must" be thick and heavy.

(1) AandB

(2) CandD

(3) AandC

(4) BandD

NCF 2005 emphasises that

(1) Succeeding m Mathematics

should be mandatory for every

child.

(2) Students should be tested first for

their logico-mathematical ability.

· (3) Maths curriculum shall be

separate for low achievers.

(4) Maths shall be taught to selective

students.

(21)

53.

54.

A

ｾ＠ｾ＠ＴＱ｡Ｌ＼ｾｹ［Ｇｫｬ｣ｮ＠ <tT ｦｃｉｾｉＧＧｩｇｲｬｬｾ＠ t:

at". ｾｾｾｾ｣ｩ［ｦｦｦｩｲｾ＠

mhfl<mft" 1

Of. ｾ｣Ｉ［＠ 11lUitf ｾｭｩｬ＠ fi<ti&<H 1m

ｃｦｩｬｾｾＢ［ｩｻｬｾｴ＠ I

ｾＭｾ＠ &T ｾ＠ TTlf ｾ＠ tt mf1rn fcn"tr TTlf t I

G". ｾｭｩｴ｣ｲｾｾｾｉｃｉｾ＼ｉ｣ｮｩﾷ＠ I

(1) ｡ｴＢｾ＼ｲ＠

(2) ＨＱｾＨ｜＠

(3) ＳＱｾＨＱ＠

(4) ｏｦｾ＼｜＠

rTlil<r Qld<lil<ll ciT ＼ｻ＼｜ｑｾＦｉ＠ 2005 A ' ----

wawrtftt 1

(1) l1fUrfT -q ｾ＠ｾ＠ｾ＠ｾ＠ｾ＠

ｾｴｬ＠

(2) ｾ＠ q:,1 ｾＭｾ＠ <irr<:mr ｾ＠

ｾｾｾｗｷｩａＢｴｾ＠

(3) ｾ＠ｾ｡ｩｩ＠ｾ＠ｾ＠ l1'fUR'T_

414_4'<141 alwr tMt

SPACE FOR ROUGH WORK I -rq;q;ycf ｣Ｉ［ｾ｜ｩｦｔｔＶ＠



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A (22) 55. The difference between the sinilllest 55. · 5, 10 afu" 35 <fi mR{ mt 't11si•JUI'tj afu"

56.

common multiple and biggest

common factor of5, 10 and 35 is

(1) 30

(2) . 35

(3) 65

(4) 75

The number of factors of 105 is

(1) 3

(2) 4

(3) 6

(4) 8

57. If the time ｬｩｾｷ＠ is 2.17 P.M., what will

be. the time 11 hours and 59 minutes

from now?

(1) 1 L57 A.M.

(2) 9 : 59 A.M.

(3) · 2.16A.M.

(4) 2.17A.M.

56.

(1) 30

(2) 35

(3) 65

(4) . 75

ｾ＠ 105 <fi 1JU Hci'!l Cfft ｾ＠ f

(1) 3

(2) 4

(3) 6

(4) 8

57. ｾｾ＠ 31if 2.17 P.M. t, nT ＳＱｩｲｾ｣ｦｴ｣ｴ＾＠

11. tit afu- 59 f1:RG <l; ｾ＠ｾ＠ｾ＠

ｾ＿＠

(1) 11.57 A.M.

(2) 9 : 59 A.M.

(3) 2.16 A.M.

(4) 2.17 A.M.

SI'ACE FOR ROUGH WORK Ｏｾ｣ｴｩｔ＼ｨｴ､ｾｾｾ＠ .



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59. 11 ones + 11 tens + 11 hundreds 59. ＱＱｾＫＱＱｾＫＱＱｾ＠ ¢lml"f

equals t

(1) 144 (1) 144

(2) 1221 (2) .1221

(3) 12321 (3) 12321

(4) 111111 (4) 11111-1

60. The sum of five hundred nine and 60. ｾｾ［Ｚｦｴ＠｡ｦｵＢｴｦｲＮ［ｾ＠ｾｾｾｴ＠

three thousand twenty eight is (1) 3537

(1) 3537

(2) 3087 (2) 3087

(3) 837 (3) 837

(4) 387 (4) 387



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A . (24)

PART- Ill/'tWT-' Ill .

ENVIRONMENTAL STUDIES I Q<OiieH cit ｾ＠ .

61. The name of the scientist· who first

peeped into a mosquito stomach and

proved that mosquitoes spread

malaria and for his research was

awarded Nobel Prize in medicine in

December 1902 is

(1) Charles Darwin

(2) Gregor Mendel

(3) George Mistral

(4) Ronald Ross

62. Rajat said to his friend, "I cannot play

because I am down with fever. I pass

through a cycle of shivering, fever and

headache and finally sweating. .After

my blood test doctor prescribed me a

bitter medicine.'' Rajat . might be

suffering from

(1) Typhoid

(2) Diarrhoea

(3) . Cholera

(4) Malaria

63. Who was AI-Biruni ?

(1) A Qutabshahi Sultan who ruled

our country for about 40 years.

{2) A trader from Afghanistan who

came to study the dryfruit markets

of our country.

(3) A traveller from Uzbekistan who

wrote· a book which is helpful to

know the past of our country.

(4) A traveller who travelled from

Kashmir to Kanyakumari to study

the culture of Indian people.

61. ｾ＠ •hnP!Cfl CfiT ｾ＠ ';:f1lf t f-;:m-;t <('lclSII!l q

lfTm' ｾ＠ 1k' ｾ＠ｾ＠ＢｦｦｩｃｴｩＧＭｾ＠ｾ＠ 31tr ｾ＠ｾｾｾｱＨ［Ｉｦｨｵｬ］Ａｾｮｾｾｴｦｦｭ＠

l'« ｾ＠ｾ＠ｾ＠ R<('ltaH 190i * filfcfiH'II ｾｬＤｦＱｦｾ＠Ｄｾｈ＠ fcrl:n'Tl<IT I

(I) ｾｾ＠

(2) ｷｷｾ＠

(3) ＢＪＪｾ＠

(4) ｾｭｲ＠

62. ｾ＠ ;f 3TQ;f fir.nh;-gr, "'il-:;ift ｾ＠ 'Wfiffi

ｾ＠ｾ＠ｾ＠ t I 'il tqtcfl, ｾＮ＠ｾ｡ｦｵＭ｡ｦｦｩＱｦｾ｡ｔｒｾＢ＼ｩｪｬ［ｾ＠

"FfffiT t I r<ffi ｾ＠ｾ＠ｾ＠ｾ＠ｾ＠ ;f

ｾ＠ｾ＠ 'CfliCit ｾ＠ ;tt I" ｾ＠ｾ＠ Wr ｾ＠

titmf m wmrr t?

( 1) fW:rr<ft ｾ＠

(2) 3lfimTr

(3) ｾ＠

(4) ｾ＠

63. ＳｗｩＧＭｾ＠ '!liR ｾ＠ ?

(1) OW ｾ＠ 'f(j"WIItft ｾ＠ｾ＠ｾ＠

ｾ＠ｾ＠ * ｾ＠ 40 'Cl'rt ｾ＠ｾｉ＠

(2) OW 31 Cfi111 f01 «'111 Cffi' ｾ＠ &fT!1'R1 ｾｔ＠ ;;IT

ｾｾＪＮｱｱｲｾｾｃｦｦｩＧ＠ｾ＠

't!iR aw:IT ｾ＠ I

(3) ow ｡ｾｦ｣ｦｩＧｒＱＱＱ＠ q;r <mil' ｾＮ＠ｾ＠ｾ＠

ｾｍＢ［［ｉｔｾｾｾｾｾ＠

ｯｮｴＪｾＪｾｴｬ＠

(4) ･ｷｾ＼ｭｦｴＧｾｾＧｬＱｭＧｦｾｭ｣ｴｴ＠

ｾ＠ Cffi' ｾ＠ 't!iR ｾｾ＠ｾ＠ｾ＠ｃｦｬｾｬＧｦＢｬｬＧｬＮｩ＠ <1Cfl' ctt ｾ＠ Cifr I



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64. The animals that flre awake at night can see .objects

(1) in all colours

(2) only in black and white colours

(3) in green colour only

(4) in red colour only

65. Select the correct statements about

elephant herd :

A. An elephant herd has· mainly

females and baby elephants

upto 14-15 years old.

B. An elephant herd comprises

members of a particular family.

C. The oldest female is the leader

of the herd.

D. An elephant herd may

accommodate any· number of

female elephant and the young

ones.

(I) AandB

(2) A andC

(3) Band D

(4) C and D

66. Inside the petals, in the middle of a

flower we find a thin powdery

structure, called

(1) Anther

(2) Pollen

(3) Radicle

(4) Stigma

67. If you go to Ahmedabad (Gujarat) by

train, then at Ahmedabad railway

station you will find that most of the

vendors are sellb1g

(1) Dhokla with chutney and lemon

rice

(2) Chholay-bhature and lassi

(3) Idli-chutney and Vada-chutney

(4) Puri-shaak and thanda doodh

(25)

64. ｭｲｬｬｾｾｾｾｾＧｬｦｩｴ＠

(1) ｾｴｲｦＧｬｦｾｗｩｩｦｦｴ＠ I

(2) c);crc;r q;rffi 3lk ｾ＠ tl' ｾ＠ t I

(3) c);crc;r rt trf ll ｾ＠ N t I

C4> ｣ｦ［｣ｲ｣［ｲｾｴｲｲｬｬｾｭｴ＠ 1

65. ＭｲｯＧｾ＠ <fi ｾ＠ <fi iflt 'If m:t ｾ＠ '!fit ｾＺ＠

A. ＭｲｯＧｾ＠ t- '$" 'If cficn;t ｭＭｾ＠ • 14-15 ｃｩｦｬｩ＼ｦｩｾｾＮＺ＼ｨＧ｜ｾｦ＠ I

B. ＭｲｯＧｾ＠ <fi ｾ＠ 'ijs 'If W ｾ＠ "t\ ＧｑｦｵｭＭ＼ｦｩｾ＠ｾ＠ f I

c. '$" ctt mm w ｭｷｾｴ＠ -tt ｾ＠ｾ＠Cfft*'rrMt I

D. ｾ＠ｾ＠ 'If ｾｦｾｦｾ＼Ｔｬ＠ afif ｾ＠ Cfft ｾｦ｣ｴｭ［Ｚｦｬｾｾｾｴ＠ I

(1) A 021T B

(2) A 021T C

(3) B 021T D

(4) C021TD

66. <ieji<4'i <fi ｾ＠ｾ＠ cf; itT:!' 'If ¥tJ ｾ＠'Q1nf ｾ＠ｾｦｵｊｔｴ＠ｾ＠ t ｾ＠ｾ＠f ( 1) 4<1' 1"1\ll<l

(2) ｾ＠

(3) ｾ＠

(4) ｾ＠

67. ｾ＠ 3TN twmft 1m o18'W&U« ('J'riW'1)

ｾｭｾｾｾｾ｡ｴｦｩＱＴｩｮＨｭ＠

ｾｾｾｾＭｾｾｾｾ＿＠

(1) ｾＮ＠ｾＮ＠［ｦｦｯｲｾＢＱｔ｣ｷｲ＠

(2) ｵｍＭｾｾｾ＠

(3) ｾＭｾｾ･ｭＭｾ＠

(4) ＧｴｴｦｴＭｭｲｲｾｾｾ＠

A



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68. The birds move their neck very often

because

{1) they can fly.

(2) the birds eyf:s are fixed.

(3) the birds have small eyes.

(4) their ears are covered with

feathers.

69. After diagnosis a doctor says to a

patient that there is less haemoglobin

in his blood. Which of the following

should he eat to make up the

deficiency of iron ?

(1) Rice, sugar, amla

(2) Green leafy vegetables, wheat,

orange

(3)_ Jaggery, lemon, pea

(4) Amla, green leafy vegetables,•

jaggery

70. National Curriculum Framework,

2005 strongly · recommends that

teaching of EVS at primary stage

should primarily aim at ' .

( 1) developing understanding of basic

concepts of the subject.

(2) memorizing basic principles of the

subject.

(3) linking c:Iassroom learning to life

outside ｴＧｾ･＠ school.

( 4) acquiring skiJls to carry out·

·experiments independently.

(26)

68. ｾ＠ｾ＠ｾ＠ arso anQ<fi ft;m{ t ｾ＼ｭｖｔｴｾ＠

(1) ｾｾｾｉ＠

(2) ｾ＠ em • em ｾ＠ <{11 ｾ＠ｾｉ＠

(3) ｾ･ｭｭｴｴｾｾ＠ 1

· (4) ｾ｣ｭｴｫｳｩｨｨ｣ｬ＾ｾｾ＠ 1

69. f.1GR c);- ｾ＠ｾ＠ｾ＠ nrft ｾ＠ <w

Cfi"g'ffi t ｾ＠ｾ＠ｾ＠ 1l ＢｾｬｱｨｦｬｦｯＧｈＢ＠ <tf

Cf>lft t ;:IT ｾ＠ nrft cnT 3mfR qft Cf>lft cnT

ｾ＠ｱ［ｒ｣ｦ＾ｦｴ［ｲｴｲｾＭｾｾ＠ mmr 1

( 1) ｾＮ＠ -:df.:IT, 31icwrr

(2) ｲｯｾｾＮｾｭｭＮ＠

(3) ｷＮｾｾ＠

(4) ｾＮ＠ｲｯｾｾＮ＠ w

70. ｾ＠ 41<!_<1'4<11 <tf ＧＡ＼｜ＴｾＦＱ＠ 200S ｒｬｬＡｬｾｩｦｩ＠

ｾ＠ 'QT Ｔ＼ＱＱ＼ＴｾＰＱ＠ｾ＠ｭｾｒｕｔ＠ 'f6T ｾ＠

ｾｗｾｔｭｭｲ＠

{t) ｾ＠ em ｾ＠ｾｩｦｩｍＴＱｭ＠ em

ｾ＠ｾ＠ CfiT fucfim I

(2) ｾ＠ c); ｾ＠ fu;:iffi ｾ＠ｾ＠

CWlT I

(3) ｾ＠ｾ＠ｾ＠ｾ＠ fCiiQI<"'<I c);

ｾ｣Ｉ［＠ｾｴ･ｲＭｮｾｾ＠ 1

(4) ｾ＠ｾ＠ｾ＠ｾ＠ｾ＠ qft ﾥｾＱ＼ＢＱＱＧＱＱ＠

a#imCW'!T I



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71. Which one of the following is not

. consistent with the requirements of

EVS curriculum at primary stage ?

{1) It should equip the learners with

knowledge and skills to enter the

world of work.

(2) · It should inculcate in learners a

concern for environment.

· {3) It should engage learners m

acquiring methods and processes

leading to generation of new

knowledge.

(4) It should suit cognitive level of

the learners.

72. Higher priority and space has been

given in NCERT textbooks on EVS to

(1) explain basic concepts of the

subject.

(2) provide opportunities to learners

· for contemplation and wondering.

(3) provide exact definitions of

technical terms. ·

(4) include large number of practice

questions.

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

objective of including poems and

stories in EVS textbooks ?

(1) To develop interest in the subject.

(2) To have a change in routine and

monotonous content.

(3) To provide fun and enjoyment for

learners.

(4) To promote imaginative and

creative ability in the learners.

(27). A

71. f.:t"'1fi;tfuit1 ll '« ｾＭｭ＠ S111Qfi1Cfi «R' tR'

qq\<HUI ｾ＠ <tf ｑｪｯｱｾｱ｜＠ <tf "

<Jf ICI11'1Cfit11 ･ｬｩｾｾ＠ t 1

( 1) ｾ＠ "1fiTi1 ｾ＠ｾ＠ ll 1ICM ｾ＠ fffi;

ｾｱＺ［ｦｾｾｾｾｾ＠

Clir-IT. I

(2) ｾ＠ｾ＠ # 4"11<'1(01 ｾ＠ｾＭ q:;f

ｾｃｬｩｲＭｉｔﾷ＠ I

(3) ｾ＠ｾ＠ q:;f ｾ＠ｾ＠ｾ＠

ｾＮｭＢｩＮｦｩｬｾｾＭｱｾ＠

ｾﾷＢＢＢｾｾｱＺ［ｦｾｾ＠Ｃ｡ｭｾｾ＠ 1

(4) ｾ＠ｾ＠ｾ＠Ｔｈｦｾｃｦｩ＠ «it ｾ＠

ｾｾﾷﾷｉ＠

72. ｬｦＧＮｾＮｦＬ｡ｭＭＮｩ｜Ｎ＠ qft ｾＭｾ＠ ll Q'i\Ci(Uj

ｾ＠ 'CfiT ｾ＠ SI11Qfi:ri.fit11 atR' ｾ＠ｾ＠ｾｴ＠

(I) ｾ＠ｾ＠ｾ＠ tii.fi("<<'ilaU ｾ＠

ｾｾ＼ｬｩｾｬ＠

(2) fim;f ｾ＠ｾ＠ *" ｾ＠ｾ＠ q:;f ｡ｲ｣ｲｮｲｾｭｾｾ＠ i

(3) <1Cfl41Cfl'l 'tl""lc!C'tl ｾ＠ｾ＠ｾ＠

ｾｭ＼ｬｩｾＱ＠

(4) aW:tq;- ｾ＠ # 3Mm ｾ＠ q:;f ｾ＠

ｾｾｾｉ＠

73- qq\cnur ｾ＠ <tt ｾＭｾ＠ 1l

ｾ｡ｮｾ＠ｃｦｩｾｴｦＮＺｴｬｬＧｩ＠ 'i.fiT ｾ＠ -m 'fiT

f.:t"'1f<;tf&t11l"« ｾＭｭ＠ｾ＠ｾ＠ t?

o) ｾ＠ -q m "CflT fcrcfim Clir-IT 1

. (2) ｾ＠ｾ＠ｾ＠ｾＭ｣ｲｴｱ＠ # ｾ＠

Clir-IT I

(3) ｾ＠ q:;f ｾ＠Ｍｾ＠ lf-i!T ｾ＠

"Cfl\RT I

(4) ｾ＠ -q ｃｦｬＨＢ＼＼ＧＱＱ＾ｴｩｬｾ＼ＱＱ＠ｾ＠

ｾＢＱＧＱＱＱＧＴｃｦｬ＠ｾ＠ "CfiT ｾ＠ｾ＠ I



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74. · Good EVS ｾ［ｵｲｲｩ｣ｵｬｵｭ＠ should be 'true

to the child, true to life and true to the

subject.' Which of the following

characteristics of a curriculum does

not meet the above requirements ?

(1) It promotes the value of freedom

from fear and prejudice.

(2) It requires the Ieamer to view the

subject as a social enterprise.

(3) It emphasises more on processes

of teaching and learning.

(4) It emphasizes more on terms and

definitions.

75. Nalini wants to introduce the topic on

'Animals - our friends' to Class III ·

students. In order to ·introduce the

topic more interestingly, the best

teaching strategy would be to ·

(1) use a chart showing pictures of

different animals.

(2) draw pictures of different animals

on the blackboard.

(3) show a video film on animals and

their usefulness.

(4) ask the students to see pictures of

animals given in the textbook.

76. Class V NCERT EVS textbooks ·

include a section 'what we have

learnt' in the end of every chapter. It

is suggested that answer to questions

included in this section should not be ·

assessed in terms of. right or wrong. · ·

This shift has been done because

(1) children cannot · write correct · ·

answers at this stage.

(2) it enhances convenience to

teachers in assessment.

(3) it helps the teacher to know how

children are learning.

(4) it reduces subjectivity m

assessment.

(28)

74. ＧｑＴｔｃｉｾｏｉ＠ｾ＼ｦ＾ｬ＠ｾ＠ｾ＠ QI4_4T.l4l CfiT

ｾ＠ "' Jffit ｾＮ＠ 'itCR "' Jffit ｾ＠ｾ＠ｾ＠ <f> lffir ｾ＠ｾ＠ mfttr I' 414_4'<14\

·<tt ｲｾＧＢＧｴｦＨｩｬｲＦｮ＠ Pcnthil11m 4 ｾ＠ｾ＠ m ｾ＠ＳＱＱｃｉｾＴｃｦｩｬＱＱ＠ CfiT 't{n :ffi <fm'il ?

(1) ｾｾｾｾｴｴＧｔｦｦｩＧｦｦｩ｣Ｉ［ｾ＠ｃｩｩｔＮｾｾｴ＠ I

(2) ｾ＠ｾ＠ q;f ｾ＠ flli11f"1Cfi ｾ｣Ｉ［ｾ＠

Ｍｱｾ｣Ｉ［ｾｾｾｾ＠

tl (3) ｾ＠ｾＭｾＭｾ＠ 11{ ｾ＠

ｯｭｾｴ＠ 1.

(4) ｾ＠ﾷｾＱ｡ＺＺＱｃｩｩＱ＠ｾ＠ｾＧＪ＠ 11{ ｾ＠

ｯｭｾｴＱ＠

75. -;:ffi;r-:ft cnm m cf> ｦｭｭＧｾ＠ 'CfiT •;;rr;:rcrr_

ｾ＠ m' JrCf)'fOl ｾ＠ｾ＠ 'Cfi'fRl ｾ＠t 1 JrCf)'fOl 'CfiT ｾ＠｡ｮｾ＠ｾ＠ｾ＠ｾ＠

ｾ＠ cnR "'fffir ｦｾＧＢＧｴｦｴＧｬｦＦｬＱ＠ * ｾ＠ <tRｭｾＢｗｲｩｦｾｾｭｴｦｴ＠ 1

(1) ｾｾ｣Ｉ［ｾｱ［ｦｾｾ＠

ｾﾷ＠ｾ＠ 'Cf)T m <!WIT 1

(2) . ｾｾ｣Ｉ［ｾｱ［ｦ＠ｾＴＱＱＱＴｻＬＲ＠ 11{

ORRT I

(3) ｾ＠ (9"22T ｾ＠ 34lllPii11 1R

.mmfuT ｾｾ＼Ａｗｉｔ＠ I

(4) Ｎｾ＠ Cf>T ｾＭｾ＠ -q ｾ＠ c);

ｾｾｦｱ［ｉｔｃｦ＾ｔｾ｣Ｉ［ｾｾ＠ I

· 76. cnm v <tt ｾＮｭＮｴｭｲＮｩｴＮ＠ <tt Q4tCI<OI

. ｾ＠ <f>l ｾＭｾ＠ * ｾ＠ tffir"' atn ＧｬｬｾｭｃｦｩｔｾｾｔｔｴｩｔｴＭＧＧｧｬｦｾ＠

. ｾ＿Ｇ＠ｾｾｾｔｔｴｩｔｴｦ＼ｦ［ｾｭＪ＠

ｾ＠ JfAT ＢＧｾ＠ q;r ｾ＠ｾ＠ T'I'M'O ＢＧｾ＠* ｾ＠ -::m ｾ＠ｾ＠ I ｾ＠ QRCirl"'1

ｾｾｔｔｴｩｔｴｾ＠

(1) ｾ＠ «'R' 11{ ｾ＠ｾ＠ 6W ｾ＠ fffi9 ｾｉ＠

(2) ｾｾＭｱｾ｣ｴｦｴｾｾｔ＠

tl (3) ｾ＠ｾ＠ -q ｾ＼ｩｴ＠ wrmr Cfi«!T tr

ｾｾｾｷｴＱ＠(4) ｾ＠ｾ＠ -q fqqqf-'1<>3i'il q;f q;q

Cfi«!T lr I



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77. Experimenting, Exploring, Investigating

Jmd Questioning constitute esslmtial

·elements· of ｡｣ｴｩｶｅｾ＠ learning of EVS. A

teacher arranges the following activities

related to the concept of 'Food we should

eat'.

(1) Draws the diagrams of all such

foods on the blackboard.

(2) Gives examples of different foods

each in essential components of

food.

(3) Asks students to collect related

information from. all possible

sources.

(4) Shows a video on the topic. '

Which one of the above four activities

satisfy the condition for active

learning?

78. While teaching the topic on 'Air is

everywhere' to Class IV students,

Gitika. plans to perform the following

activities :

(1) Take the students to a field trip.·

(2) Explain the · concept . through

specific examples.

(3) Use multimedia capsule to explain

the concept.

(4) Ask probing questions related to

the topic.

Which one of the above proposed

activities is not relevant for teaching

of the topic effectively ?

(29) A

77. ｊｏｉ＼ｩｬｩｾｩｬｬＧｫｩｬＬ＠ｾＮ＠ｾＭｾ＠｡ｦｵＧｾ＠

ｾ＠ qq\c:n 01 ｾ･ｬｬｾ＠ anQTTlf ell

ｾｾＧＡｩｩｬＧｾ｣ｴｭｦｴｬｾ＠

ma;cn ''{ifAT ｾ＠ｾ＠ '{ifAT ｾ＠ em '!'iCfl('Q"11 ell ifltl{ ｾ･ｬｬｾ＠ f.:t'"1f<:tfuii1

ｾｾ･ｭ＠ｾ＼ｦｩＧｲｮｴ＠ •

(I) >t41'1q{c: 'tR ｾ＠ 'lfCflR' t" w:ft ｾ＠

ｾｴＢｾｱＮｭＺｲｲｴ＠ I

(2) ｾｾｾｴＭｾｴｮｴ＠

ｾｬｻ＠ｾ＠ｾ＠ GfffiiiT t I

(3) ' ｾ＠ｾ＠ｾ＠ t fq; w:ft W1ifcm

-m ｾ＠ｾ＠ "11'1Cfli'O ｾ＠ <R 1

ｾ＠ "iff'f ｾｾ＠ .q ｾ＠ｾＭｬｦｬ＠ｾ＠

ari'U1'11f 'Cfll ｾｾ＠ t?

78- ｾ＠ IV ell Ｍｭ｡ｭｾ＠ 'Cfll •-gqr ｾ＠ｾ＠ t>

ｾ＠ﾷｾ＠ｾ＠ｾ＠ Pi'"1Rrif&l'1

ＱＧｬｦｵｦｵｦｾ＠ 'Cfll ｾ･ｭＭｾ＠ ar.rn=ft t ,

(2) ｾ＠｡ｾｷｮ＠ｾ＠ fii'fi<"HI <!iT

'O!!T&IT I

(3) fii'fi('<l"'ll '<tiT ｾ＠ t- ｾ＠

'lt'i1•ilf.s41 ｾ＠ q;r m 1

(4) ｾｾｾｾｾｾ＠

ｾ＠ JHI'1lfctl'1 ｾｾ＠ .q ｾ＠ｾＭｭ＠

ｾ＠ 'Cfll JNTCft 'ffilcf; ｾ＠ｾ＠ ell ｾ＠

ｾＺｭＡｴ＿＠



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79. The section on 'Do this and find out'

i.ncluded in different topics in EVS textbooks aim at

( 1) providinli

expenences.

direct hands-on

(2) improving performance m

examination.

(3) learning definitions of scientific

terms.

(4) keeping the students engaged at

home.

80. A good assignment in EVS. should

primarily aim at

(1) revise the lesson for effective

learning.

(2) ensure better utilization oftime.

(3) keep the students engaged and

disciplined.

(4) provide extended

opportunities.

learning

81. As an EV.S teacher, the major

objective of ｯｲＱｾ｡ｮｩｺｩｮｧ＠ a field trip to a

zoo should be

(1) to provide fun and enjoyment to

students.

(2) to have a change in monotony of

routine teaching schedule.

(3) to provide active learning

experience to students.

(4) to satisfy parents on quality of

education.

(30)

79. Q<I,CI'!OI ｾ＠ ctfl ｾＭｾ＠ 1l fcn''iA

ｾ＠ .q ｾＧ｣ｩｳ＠ ·m-w <fiT mfJ«;r

ｦ｣ｮ＼ｉｔｔｔｬｩＧｔｴｾｾ＠ t

(2) ﾷｬｬｾｃＡｩｦｾ＠ I

(3) ｾ［ＡＱＱｦＢＱｃｦｩ＠ Jtliii:JqMl C!>1 ｾ＠

ｾＮ＠

(4) ｴｬ｜ｬｬｾｃＡｩｦ｣ｸｲｮ［ｾ＠ I

80. Q<i\CI'!OI ｾ＠ 1l ｾ＠ｾ＠ｾ＠ 'Cfi1<f ｾ＠

ｾｾｾｾ＠

(1) ｾ＠ｾＪＧｾＱＱｔＰｃｦ＾Ｑｾ＠ I

(2) ｾ＠ CfiT ｾ＠ｾ＠＼ＡｬｦＢＱｾｩｬ､＠

ｾｉ＠

81. ｱｾ｜ｃｉＧＡｏｉ＠ｾ＠ *" fmrcn ｾ＠ "(<\tf 1l

ｦｩｬｾ＼ｬｬｦｈ＠ · *" 'j,lqVT ｾ＠ｾ＠ q;r-f ｾ＠

ｾｾｾｾ＠

(2) ｾ＠ｾ＠ｾ＠ C!>1 QCfi{@l q;f

ｾｉ＠

(4) rom C!>1 ｾ＠ *' ont 1l ｾ＠

＼Ａｩｔｾｾ＠ I



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82. Which one of the following is not an

objective of study of EVS in relation

to Social Sciences ?

· (1) It should enable children to

question the existing ideas and

practices.

(2) It should enable children to grow

up as responsible member of

society.

(3) It should enable children to

respect differences of · cultural

practices.

(4) It should enable children to learn

correct definition of key terms.

. 83. Kavita. wants to emphasise more on

social issues like poverty, illiteracy

and class inequalities in an EVS class.

Which one of the following learning

experiences will be more effective to

achieve this objllctive ?

(1) Organising special lectures on

related issues.

(2) Asking the students to prepare

charts on related social issues.

(3) Asking the students to undertake

group projects to coiiect and

analyse related information.

{4) Asking the students to write

slogans on related issues.

84. Formative Assessment in EVS at

primary stage does not include

( l) identification of learning gaps of

students.

(2) identification of deficiencies in

teaching.

(3) enhancement of students'

learning.

( 4) grading and ranking of students.

(31)

82. 'Hi"lif"'ifl ｦ｣ｭｒ｣ｦｩｾｬｦ＠ｑ＼ｬｬ＼ｉｾｏｩ＠ｾ＠

ｾ＠ "<fiT ｦｾＱＴＱｦｬＱｦＦｬＱ＠ ll ｾ＠ｾＭｭ＠ｾ＠

:lEt? (1) ｷｾ＼ｐｔｾｾｾ＠

3MT'HT 1R ｾ＠ｾ＠ <i; <!Tni ORRT

.I

(2) w ｾ＠ <PT ｾ＠ <ii ｾ＠ f-!Jlil<m ｾ＠ <i; ｾ＠ -q ｾ＠ <i; <iTni GF!Rf .I

(3) w ｾ＠ coT ｾＭＳｍｔＧｈｔ＠ ll fuW.rnT q;r ｾ＠ｾ＠ <!Tni ORRT .,

(4) W ｾ｣ｯｔｾ＠ｾｉｾｉｃｬｍｬ＠ ttft ｾ＠ｾ＠＼ｵ｣Ｚｾ＠ <W<r GA"RT .. I

83. <tiftffiT ｱ＼ｪｩ＼ｉｾｏｪ＠ｾ＠ qft <ii81f lf ｾ＠ . ｾ＠ afu- CflT-a!MI"''I11 M 'HI"liRilifl

ｾ＠ｾ＠ｾ＠ t-u ｾ＠ t I PI141R:if&l1 ll ｾ＠ｾＭｭ＠｡ｲｬＧｗｬｬｲＭｾ＠ l'fl' ｾ＠ <tt •llanQ<fl"lNT<ft ｾ＠ ?

(1) ｾ＠ｾ＠ 1R fcMq 641l:941-ti q;r

ｾｱ［ｲ［Ｚｲｲ＠ I

(2) ｾ｣ｯｔｾ＠ｾｬＢｬｬｦＢＧｬｩｦｬ＠ｾﾷＭｱｲ＠

Ｇ＼ｮｴｾｾ＼ｩ［ｾｾ＠ I

{3) ｾ＠ coT ｾ＠ＢＱｈｩｦｬｬｾ＿ｩ＠ｾ＠

ｾ＠ｾ＠ｾ＠ fcH'HtlOI ｾ＠ <i; ｾ＠

ｾｬＢｬｦｴｾｃＡｩ＠ 4R4l"1'11 ｾ＼ｩ［ｾｾｲ＠ 1

(4) ｾ＠ coT ｾ＠ 1f# 1R ｾ＠

ｾ＼ｩ［ＭｾｾＱ＠

84. ｊｮｴｬｦｾｃＡｩ＠ｾ＠ｾ＠ q«<ic:n 01 ｾ＠ ll

hl"'liil4i ｾ＠ ltiT vnfiwr :!!! ｾｉ＠

(l) ｾ＼ｩｩｾＭｾｱｦｴｾ＠

(2) . ftmur -q ｾ＠ ctt ｾ＠'

(3) ｾ＼ｩｩｾ＼ｐｔｇｬｩｒ＠

(4) ｾ｣ｴｴｾ＠ｾｦｦｩ［ｔｲ＠



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A

85. Given below . are some human

activities :.

A. Digging of mines.

· B. Constructing dams.

C. Collection of leaves and herbs to

sell them in the market.

D. Weaving baskets from bamboo.

E. Making leaf plates out of fallen

leaves.

The activities responsible for the

disappearance of forests is/are

(1) only A

(2) A and B both

(3) A,BandC

(4) · B,C,DandE

86. . Select correct statements al1out

Bronze:

A, Bronze is an element like iron,

silver and gold.

B. Bronze is made on melting

copper and tin.

C. Bronze is very strong and is

used in ·making cannons and

statues.

D. The utensils made of Bronze are

lighter and stronger than that of

aluminium.

(1) Band C

(2) . C and D

(3) D and A

(4) AandC

(32)

85. ［ｦｵｴｭｾｾ＠ m.(jjCf)("jjQ ｲｯｲｾｴ＠ =

A. mq;rai'€1+1 ｾ＠

c. omm-1hN-:f ｾｦｦｦｩｲ＠ ,:!fu<lhrri ｾﾭ

ｾｾｱ［ｲＮｲｲ＠

ｾｾｾｭＬｱｪｃｦＩＨＢｪｪｑ＠ＧｃｦｬｴＮＺｦｾｴｾｾｾ＠

lTJ?:r.nM ｾ＠ fffir ｦｾ＾ｒ＼ｭ＠ t ?

(1) ｾａ＠

(2) A ｮﾣｉｔｂｾ＠

(3) A, B n£IT C ·

(4) B, C, Dn£ITE

86. ｾｾ｡ｬｴＮｱＭｭＧｔｾｾＺ＠

A. rtfm ｾＮ＠ｾ＠ 1'00 ｾ＠ qft ｾ＠

ｾＭｭｱｴ＠ I

B. ｾ＠ 'C6l i'lt.n 1'00 fl;; ｾ＠ N ｅｈＧＧｉｉｃｦｩｾ＠

ｾｾｾｴｬ＠

c. ｲｴｦｭｾｾｾｴﾷｾ＠nN 1'00 ｾ＠ (¥) lR'If 'iil'ffiT f I

D. ｾｾｾ＠ｾｒｊｾｦＮＺｴ＼ｬｱ＠ｬｦ［ｾｱｦｴ＠

ｗｒｔＮｱｾ｡ｴｴｲ｡ｴｦｾｾ＠ｾ＠

tl

(1) B n£ITC

(2) ｃｾｄ＠

(3) Dn£IT A

(4) A n£IT C



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87. A person living in Gandhidham · (Gujarat) wants to visit first Bhopal (Madhya Pradesh) and then Hyderabad (Andhra Pradesh). The dirj;lctions of his journey will be

(1) First towards East and then

towards South

(2) First towards West and then

towards South

(3) First towards South and then

towards West

(4) First towards South and then

towards East

88. On a city map it was mentioned

"Scale 1 em = 110 metres". If the

distance between two localities on the map is 15 em, then the actual distance

between the two localities is

(1) 1165 centimetres

(2) 1100 metres

(3) 1500 metres

(4) 1.65 kilometres

89. Mount Everest is a part of

( 1) India (2) Tibet

(3) Nepal (4) Myanmar

90. Study the following duties/

responsibilities :

A. Help others in carrying their

bags.

· B. Let the group follow you and ·

keep at the front.

C. Ask those to stay back who cannot climb properly.

D. Look after those who are ··not

well and arrange food for the

group.

E. Find a good place to stop and

rest.

Which of the above are the responsibilities of a group leader in mountaineering ?

(1) A, Band C

(2) B, C and D

(3) C, D and E

(4) A,DandE

(33) A

87. lli!ftqrq ('j'I1W'1) ｾ＠ｾ＠ 'CffiYIT <filt ｾ＠ｾ＠ｾ＠ｾ＠ｾ＠ aftf ｾ＠ ku•UG (amt ｾ＠ \ii'RT ｾ＠ t I '3Wl; ｾ＠

(<mil) ctt ｭｭｲｾ＠ m ?

(1) ｾｾｒｭＭｬｬ＠ｾｭｾｒｭ＠-q

·(2) ｾｾｒｭＭｬｬｾｭｾ＠

Rmll (3) ｾ＠ｾ＠ Rm -q ｾ＠ Nit ｾ＠

Rmll (4) ｾｾｒｭＭｬｬ＠ｾｭｾｲｮ＠

-q

88. ｾｾｾﾥＱｈｦＭ＼ｾｩｩｬｷｾｦｩ［ｲｯｲｲｭｾ＠

1 ｾ［［ＺＡＱＴ｜･ｾ＠ = 110 ｾﾷ＠ｉｾ＠ ¥1HR:4:il W

ｾｾｾ･ｬｩｾ＼ｴｬｾ＠ 15 ｾＺＺｬｬ＾ｦｴ･ｾ＠t, "ffi "R cWIT ｾ･ｬｩｾ＠ qft CII'Rifctlfi"

ｾｴ＠(1) 1165 fl•ihfic< (2) ＱＱＰＰｾ＠

(3) ＱＵＰＰｾ＠

( 4) 1.65 fct>Ml11'l2<

89. ｾｾｾＧｉｗｔｴ＠

(1) ｾ･ｭ＠ (2) fuo;;m- em (3) ｾ･ｭ＠ (4) ｾ･ｭ＠

90. ;:fftl ｾ＠ Tf{f ｾＯＳＧｩＧＱｾﾫＱｦ＼ｉｒＮｩＧｩ＠ｾ＠ｾ＠

ｾＺ＠

A. ｾｾｾｭｴｲｒｭｬｬｾ＠

B.

c.

D.

Cf>RT I

'IJt ｾ･ｬｩ＠｡ｷｬｾＮｾ＠ ,fut. Ｍ､ｨｴｾ＠ I .

-m 'iiFr ｾ＠ｾ＠ｾ＠ m eli ff;nr 'lfi"AT I

lf1V.ft eli ｾ＠ｾ＠ w "3W.fiT !.ZfR

ｾ＠ｾ＠ｾ＠ ffitr ｾＭＧｴＨｴ［ｬ＠ｾ＠,.,\ill¥1 Cf>RT "I

E. m • arm;r ｾ＠ eli ffitr 3tT.dt ｾｻｆｲｲ＠ I

>11aoefo1<dl•1 ll ｾ＠ m-<tt fJt¥il« 1fhri ct;T

ｾＪｾｾｾＺ＠(1) A, B (leiT C

(2) B, C (leiT D

(3) C, D (leiT E

(4) A, D (leiT E



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A (34)

Candidates . shou14 answer questions from the following :Part only if they have opted for ENGLISH as LANGUAGE- I.

ｾ＠ｦＢＢＢｫｩｦｾｦｾｦｴ＠ cqyTT ｾ＠ｾ＠ｾ＠ dfH

ｾｱｻｙｴ＠ｾＮ＠ｾ＠ｾ＠､ｾｾｾ＠ｾｾｾｾ＠ - I q;r

ｦｧ｣ｴ＾ｾ＠｡ｩＡｬｾＱ＠ｾ＠ m- 1



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(35)

PART-IV LANGUAGE-I

ENGLISH

Directions : Read the given passage and

answer the questions that follow

(Q: Nos. 91 to 99) by selecting the most

appropriate option :

Why do poets use poems to tell about

social injustices ? Tht: answer is simple.

This way a poet can catch and hold the

reader's attention, his/her emotions.

Usually poets in their works present

facts in order to capture attention of

many people. These are not new facts

that are presented to an audience. Poems

are always aimed at reaching feelings of

people and, thus, pulling strings.

Literature of every state shows all the

complexity of every epoch. When the

situation is the same at several countries,

it has a worldwide significance. Before

talking about poetry, we should answer

the question : What is poetry ? Poetry is

a special way of describing situations,

things, ideas, feelings. ·Poets present

their ideas in short phrases.

·A poem can be .compared to a

photograph as it reflects real .life, real

situations and feelings, In a poem a poet

captures the exact moment and

represents it the way he/she has seen it.

When you read a poem you see the

poet's subjective evaluation of facts,

situations and the ｾｯ｣ｨ＠ in general.

Poets of the Romanti<: Movement wrote

their poems to share their feelings. They

wrote to help peopl€: understand their

time from the poet's point of view.

91. A poem reflects the culture ofthe

(1) period it belongs to

(2) historical past

(3) imaginary life

(4) present only

92. Here, the expression 'pulling strings'

means

(1) challenging beliefs

(2) · promoting popular notions

(3) secretly controlling thoughts

· (4) exerting strength

93. A word in the passage which means a

quality of being intricate is

(1) general

(2) · photograph

(3) complexity

(4) evaluation

94. Romantic . Movement is a literary

period when the poetry mostly

(1) is religious and philosophical

(2) dealt with the supernatural and

violence

(3) focused on self-reliance and

independence

(4) emphasised on emotion and

"imagination

A



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A

95. The structure of poetry is usually

characterized by

(1) sequences of two or more words

without an 'action word'

(2) long winded sentences

(3) lengthy descriptive stanzas

( 4) short, factual stanzas

96. An example of 'subjective evaluation'

is .,

(1) Everybody likes dishes prepared

with potatoes.

(2) The potato is a staple in some

countries.

(3) There are over 25 types of

potatoes around the world.

(4) The potato has a large percentage

of starch content.

97. The meaning of the word 'epoch' is a

(1) lengthy, complex poem

(2) type of literary work in England

(3) distinctive point of time

(4) being great and impressive

· 98. The purpose of poetry is to ___ _

the reader.

( 1) distract

(2) appeal to

(3) disturb

(4) confuse

99. The themes of poems are usually

about

. (1) everyday happenings

(2) heroism and death

(3) romance

(4) important life events

(36)

Directions : Read the given poem and answer

the questions that follow (Q. Nos.

100 to 105) by selecting the most

appropriate option.

100.

Between the Miles

Because existence can become severe

in one d_ay,

just sense me and I'll be there.

In the mind's eye,

I'm not so far away.

If you hold ｯｾｴ＠ your hand,

in the-whispers,

I'll become the zephyr ...

and besiege you.

If your eye's upon the stars,

in the crystalline darkness,

I'll become the moon.

And the light shall guide you.

If you rest upon the ground,

in the warmth,

I'll become the grass.

And embrace you.·:,.

If you tum outside,

in the wetness,

I'll become the rain.

·'

An upon your forehead, kiss you.

If you free the air,

in the light of day,

I'll become the sun.

And smile for you.

Between the miles- ·

if you need me.

If you need a friend.

Let me be the friend, I want to be. ·

Heather Stoop

'The' zephyr' is a

(1) fine quality of cloth

(2) scent or odour

(3) strong stream of air

(4) gentle, mild breeze



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101. An example of a metaphor is

102:

103.

104.

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

(2) 'Between the miles'

(3) 'I want to be.'

(4) 'If you rest upon the ground'

A synonym of the word 'besiege' is

(1) surround

(2) attack

(3) befriend

(4) trap

The theme of the poem is about

(1) separation

(2) relationship

(3) travel

(4) nature

The 'crystalline darkness'

that surrounding is

(1) black and sombre

(2) in the moonlight

(3) .lit up by the stars only

(4). pitch dark and quiet ·

suggests

105. In the poem, the poet suggests that

friendship is unaffected by

( 1) individual independence

· (2) changing feelings

(3) time and distance

(4) differences in attitude

Directions : Answer the following. questions by

selecting the most appropriate

option:

106. A learner's competence in English will

improve when she/he receives

or· learning experience that is

appropriate.

(1) an equal level

(2) a slightly higher level

(3) a range of levels

(4) a slightly easier, lower level

(37) ·A 107. A 'mental block' associated with

English language learning is

(1) interest in Sports and Arts.

(2) disinterest in studies in generaL

(3) lack of opportunities to use

English.

(4) dyslexia-a disability.

· 108. A company labels its frozen snacks

75% fat free rather than co11taills 25%

fat so that people will view them more

positively. This is an example of a

(1) prototype

(2) phoneme

(3) subjecrive utility

(4) semantic slanting

109. When children first start to speak in

sentences, their speech may be

described as

(1) babbling

(2) exceptionally soft

(3) telegraphic

(4) multi-lingual

110. Which observation supports Noam

Chomsky's ideas about language

acquisition ?

111.

(1) Children's language development

follows a similar pattern across

cultures.

(2) The stages of language

development occur at about the

same ages in most children.

(3) Children acquire language quickly

and effortlessly.

(4) All of these

What is the system of rules that

governs how words can be

meaningfully arranged to form

phrases and sentences ?

{1) Language

(2) Syntax

(3) Morpheme·

(4) Phoneme



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112. A twelve-year-old child enjoys using

puns. This enjoyment indicates that

she has

(1) semantic slanting

(2) deductive reasoning

(3) mental blocks

(4) metalinguistic awareness

113. Did you really

yesterday?

(1) knead

(2) kneed

(3) need

(4) needed

114. You don't smoke,

question)

(1) have you

· (2) are you

(3) do you

(4) don't you

the money

? [tag

115. A 'critical period' during language

learning is (1) the period during which language

can be acquired with greater ease than any other time.

(2) the length of time before a comprehensive assessment . takes place in class. .

(3) best preparatory period for any language project.

(4) special time set aside for students to intensively practice language

use.

116. The two skills required to take notes effectively are (1) using symbols and abbreviations

instead of words. (2) re-writing a text, using your own

'YOrds. (3) writing legibly with correct

punctuation. (4) writing fluently, using

conjunctions.

(38)

117. Remediation, when students find

difficulty in the use of different

'modals' would be for them to

( 1) be given ample practice in using

modals in a set of sentences.

(2) frame sentences on their own and

teacher corrects them.

(3) learn about the structures outside

the classroom through suitable

activities. (4) practice by collaboratively

completing tasks where structures are used integratively, in a variety of

real life situations.

118. What is wrong with the following

multiple choice question ? Tick the most appropriate : The Metro theatre is located __ _

LodhiRoad. (a) over (b) at (c) beside (d) behind (1) All answers are wrong (2) Two are wrong

(3) The statement IS not correctly

framed

(4) 'Over' is the correct answer

119. Receptive Language skills are

(1) using grammatical structures

accurately.

(2) writing in a range of styles.

(3) listening and reading for

information.

(4) being able to self-correct while

using language.

120. The 'Natural Order' in the process of

learning English suggests that,

children

(1) are slow at learning to speak when

riot in school.

(2) learn to read and write

simultaneously.

(3) are able to speak first and then

listen.

(4) acquire some language structures

earlier than others.



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(39)

Candidates should answer questions . from the following Part only if they have . opted ·. for HINDI as LANGUAGE-I.

Wwff ｦｾｾｦＨ［ｦｦｾｳｈｩ＠ mrr c); ｾ＠ c); dfH

ct>ct<1 . Cflfr ｾ＠ｾ＠､ｾｬｾ＠ · \:II till - I CfiT

fqCf)(A/ ｾ＠ｾｔｦＱＱＢ＠ m- 1

..

·l

A



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A

ｾＺ＠ -;fffl ｾ＠ｾ＠ｾ＠ｾ＠ 1WiR ｭＮｾ＠

ｾ＠ q;r T.f1R ｾＺ＠

m # ｙｬｯｾｬｬ＼ＺＱＱ｡ｬｴＬ＠ｾ＠ｾ＠ fum q:ft

ｾ＠ｾ＠ q:ft ｾ＠ <6tft ｾ＠ t I rn?: ｾ＠ im'

ｾ｣ＶｴｭＭｯｭＭｾｾｱＺＬＱｾｾｴ＠ 1

'GT-Grt ｾ＠ｾ＠ｾ＠ c6t ＧＱｦｴｾＣｾ＠ an

ｾ＠ Cf>f 311W '1ft ｾＭｐｩｴ＠ ll OFIT S3lf t I

ｾｾｾＧｦｦｻｱＺｦｴｾｾｾＧｬｦｴｴ＠

fcf;' ｾＧＱｦｴ＠ｭＭｯｭＭｾｾ＠ -.m- #, ｾ＠ q:,1

ｷｲｮｭｾｯｮｴＣ＠ｾｭＧｬｦｩｴｾｾ＠

3Fm lffii'T-ftmr ｾ＠ . ｾ＠ｾ＠ q;r

ｾ＠ q;tf ｾ＠ '1ft 1IT'({f ｾ＠ｾ＠ I lffii'T-ftmr

ｾ＠ｾ＠ -qffi fc!im ＱＭｦｔｾ＠ｾ｣Ｖｴ＠ｾｾ＠

·ful:srr<rr ;;n(11' t fq;- m-om- ｾ＠ q;r ｾ＠ｾ＠

t? ｾＭｱｦｦｩ＠ fc!im Ｇｬｦｴｾ｣ＶｴｾＧｬｦｴｾ＠

fu1:srr<rr ;;n(11' fq;- ｾ＠ｾ＠ｾ＠ｾ＠ q:ft

ｾＮ＠ｾ＠ q:,1 "'Rr ｾ＠ ? 1lfu_1:Wft m q;r

ｾ＠ｾ＠ t ? ｾ＠ '1ft ｾ＠ｾ＠ Offfiffi' I l:lftuTJl1

mq; t fq;- ;:;frcR ｾ＠ m ｾ＠ -qffi it 'Eit ｾﾭ

ｾ＠ｾ＠ f I 'Eit omR q:ft 1("J1<:1l ｾ＠ｾ＠

OCl> q;tf ｾ＠ t ｾ＠ｾﾷｾ＠ｾ＠ t I

m ｾｾｷｲｲ｣Ｚｲｲｭｾｾｾｾ＠

ｷｲｲｲｾｴ｣Ｚｲｲｾｾ＠ｾ＼ｒｗｦ＠ I

91. ｾ＠ ct; ｾ＠ｾ＠ 'fmtuT Jl1'l<'l' ｾ＠

ｾｴ＿＠

( 1) ｾ＠ q;f fcl;it '1ft W:fiR"qft fum ｾ＠ Cf>f

. (2) ｾｬｦｦｩｩｔＭｦｵｲｲｾｱ［ｲ＠

(3) rn?:-rn?: ｾ＠ q;f ｾ＠ｾｦ｣ｩｩＧｅｬＬＮＬＮＬｒＧＱＬＮＮＬ＼Ｔｬ＠ ll 'll<ffi ｾｱ［ｲ＠

(4) ｾＭＱＡｎｔｾｱ［ｲ＠

(40)

mtr-IV

ｾＭＱ＠

ｾ＠

92. lffi'n'-fi«rr q;y ｾ＠ cn1 mtt mm ｾ＠ -.rrt .q

ｾｾｾｴ＿＠

c1> ｾ＠･ｭｾ＠ fulWir ｾ＠ｾ＠ｾｾｉ＠

(2) ｯｲｵｲｭｭｷｲｾｏｒＢｾ＠ 1

(3) ｾ＠ｾ＠ｾ＠ q;r f.:p:riur fcf;<rr ｾ＠

ｾｉ＠

(4) ｾｱ［ｦｾｾｾｾ＠ I

93. ｾﾷｾｾｍｦｦｭｬＧｔｾｴ＿＠

( 1) ｾ＠ｾ＠ :1 OR" -qr;f ｾ＼ｉｔ｜＠ "W.I;c: ｾ＠

m (2) 'Eit omR q:ft fum ｾ＠ cmvft mc'1T ｾ＠

｣ｴ［ｾ＠

(3) lffiiT-furr iffiT ｾ＠ q;r ｾＭｾ＠ｾ＠

ｾｾｾ＠

(4) ｾｾｲｮｦｵｭｾｾｾｾ＠

m

94. ｾ｣ｴ［ｾｭｭｾｾｾｾ＠

h

(1) ｾｾｯｮｴＣ＠

(2) ｾｱＺｦｴｦｴｬｭｾｯｮｴＣ＠

(3) lffiiT-furr ｾ＠ fum-«K q;f

(4) ｾｱＺｦｴｾｾｱＺｦｴ［［ｷｦｴＮ＠

95. 'lffi'n'-fl«w ｾＺｾｴ＠

(1) ｾｾＭＧｦｬＱ＠

(2) ｦＮｒＤＡ＾ｾＭＧｦｬＱ＠

(3) ｾｾＭＧｦｬＱ＠

(4)' ｾＭｾｾＭＧｦｬＱ＠



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•1ft• ｾｴ＠(41) A

96. 100. cnFcr ci; 3FJmf ｾ＠ 'qJ1<f 61 'fr.l' ｾ＠ ffl nT

(1) fs'll<llfct'?l"'OI ｾｦｦｬ＿＠

(2) ｾＭ (1) \R fi:wr -;;mf I

(3) f.:rmr (2) ｷｾ［ｦ｜ｔｽｾｭｭ＠ 1

(4) WIT (3) ｾ＠ m m \R ｾ＠ mrn "3l'R'1 tft 1

(4) \R m "lfcfffi ｾ＠ｾ＠ｾ＠ 1

97. ﾷｾｾｾｾｱｦｴ＠ｾｭｴ＠ｾ＼ｲｧＢＧｬｦｴ＠ t fcJ> ... , CfTCf<J cii ｨＺｳｾ＠ i f<f>rl am CfiT tt+ll'11 eft .

ｾ＠｣ｩｩ｣ｭｵｔｾＭｭｾｾｾｾＭｱ＠ｾｴ＠

101.

(1) ｃｬｆｾ＼ｬｦ｣ｴｃｦｩ＠ｾｳ｡ｲｲｴ＿＠

(2) Cl Fk1 fctCfio I . (1) «R

(3) ｾＭ(2) ｾ＠

(4) . ｾ＠(3) ｾ＠

(4) ｾ＠

98. ｾ＼ｩｩｾＭｾｃｦＩＨｾ＼ｭＱｊｔｾｴ＿＠

(1) l{fffi-film orR q;r 3llt ";f ;;n;RT 102. ｾｾｾＭｭ＠ 'CRjUT' CfiT tt+lHiefi t?

(2) ｾ＠ q;r 3llt ";f ｾ＠ (1) • (3) tf{ omR qft ｾ＠ "Cfir-IT

(2) l1itq

(4) ｾｾｯｮｴｬｬＭ［ｲｾ＠(3) ｾ＠

(4) ｾ＠

99. ｾｾＭｱ＠ｾ＠ｾ＠ CfiT anm-<AT sarr t 1

(1) ｾｾｾｱ［ｔｾＭｱｾｱ［ｲ＠.103. 'W ｾＭｾｨｲＭＺｲＭｨｷｲｲｾＭｾｴ＠

(2) ｾｾｾｱ［Ｂｴｾｾｱ［ｲ＠

(3) ｾｾｾｱ［ｔｾＭｱｾｾ＠(1) ｾｗＱＱｃｦＮｾ＠

q;r (2) ｾＮｾｷＺｲＭｲ＠

(4) ｾ＠ q;"t ｾ＠ ";f ｾ＠ q;r (3) W11Cf, ｾＮ＠ w:r-f

f.mT: ;fiT} ey ｔｊｴｾ＠ q;"t ｾｾ＠ｾ＠ｾ＠(4) ｾＮｾＮｷＺｲＭｲ＠

q;r T.I<Ff ｾ＠ :

104. ｱ［ｦ｣ｲＭ［ｦｾｾｃｦｩｬＧｾｾｴ＿＠

ｾｦ｣Ａ［ｗｾｾＮ＠ (1) ｾｾｾｱ［ｲ＠

＼ＱｦＡＺＮＢｦ＼ｗＺｲ｟｡Ｚｪｱ［ｾｴ＠ I (2) ｾｱ［ｲ＠

ｾ＠ lff Cf<IT tft -;r m (3) ｾｱ［ｲ＠

ｾｦＮｆ［ｦﾫｒｾｴ＿＠ (4) «F!T"Cf>T



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A 105. ｦ｣ｬｦｕＭＳｴ｣ｮＢﾫｾ＠ t

(l) ｾＭ｡Ｚｩｱ［Ｍ

(2) ＬｾＬｦｴ［ｭｾ＠

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

(4) ｾｭ＠

ｾＺｾｾｾｾ＠

ft7 lfft oqm afif fclEJI\'1(1 lt ｾ＠ｾ＠ qn;ft 106. "''

(l) ｾｾｲＭｮｦｦｩｴｴ＠ 1

(2) ｾｭｾｴＱ＠

(3) ｾＳｬｗｔｭｦｦｬｴ＠ I

(4) ｾ＠ｾｾ＠ lJ!!«ft t I

107. ｭｾｬＧｩｱ［＠ｾ＠ 'Ql" m1 •oqm_fiwrr eli fffir ..

ｾ＠ ari'UCfi'll\'t<l'{u\ t

108.

(1) ｾＭｾ＠

(2) ｡ＢＧＢｈｾ＼ｬＴ＠ i1on"11Cfil <p;f

(3) O!lli6<fbli6 f.:l<mT q;r ｾ＠'

m1-wm ･ｬｩｾｾ＠ 'C6l ｾ＠･ｬｩﾷｾ＠

ｾｕｃｦｩｾｾｭｾｴ＠

(1) ｦｵＦｬｵｲ｣ｦｦｩｾｱ［ｲｾｾ＠

(2) ｾｗｬＧｾｷｲｲｾ＠

(3) d"-'tl'R'Hl4 ｾ＠ｾ＠

(4) ｏｉｉｒｾｱ［ｲｾｾ＠

(42)

109. ｾ＠ﾷｾ｡ｦｴｦｺｹ＠･ｬｩｾｾｦｴ［ｮｲ｡ｮｱｾ＠ffil\"<it 'C6liFft q;r ｾ＠ｾ＠ ?

. c1) ｾｾｷｾｾｾ＠

(2) ｾｇｔｴｦｾｭＺ＠ I

(3) ｦ［ｭ｣ｴｾＬ＠ｾ＠ｾｾ［ｦｦｩｾｱｵＧｲＺ＠

ctt M fil:.'lli'4i6 m 1

(4) ［［ｔｉｾｭ｣Ｚｲｭ＠ 1

110. ｬＧｬｬｾｦＮＺｪ＼ｦ＾＠ｾ＠ 'Ql" ｯｱｭ｟ｾ＠ <fft ｬＧｬｬｾｦｩＧｬｩＶｩＱＱ＠

111.

112.

ｾｾ＠

(1) ｾ＠ＳｦｵＭｾ＼ｴｯｯｭ＠ｾﾭ

ｾ＠ q;r fcrcmr C!iVlT I

( 2) Ol't-'tl'f cffi FH li'4Ciii'11 3fu" ｬｻｪｦｾ＠ｃｦ＾ｾ＠ I q;'t

ｾｃＡｩｖｬｔ＠ I

(3) Ol't-'tl'f ctt ｾ＠ -Wffif q;r fcrcmr

C!iVlT I

) ｭｾｾ＼ｦｦｩｗＡｩｬｬｾ＠.(4

C!iVlT I

ｾｱ［ｲｬｦｾｎ＠

(1) ｾｾｴｬｒｔｾｉ＠

(2) ｾ｡ｔｉｾｴｬｒｔｾｉ＠

(3) ｾＭｬｊＬｏｴｾｾｭｾ＠ 1

(4) ｾｾｴｬｒｔＭＱ＠

oqmeli<flt'lt <tA'-m ｾ＠ '3fun t?

( 1) 'l'flqf ｾ＠ H 4 4 01<>.\i O!fCR'i!IT t I

(2) 'l'flqf O!fiCfi<1lT q;r ｾ＠ｾ＠ t I

(3) 'l'flqf 3fu- <i1Mt ｾ＠ <fi'l1T ,ft cntt ,ft m ｾｾｉ＠

(4) ＧｬＧｦｩｱｦｾＺｾｭｦｦｩｴ＠ I



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(43) A

113. JIII'.IMCfi ｾ＠ # 'm -q;f• Ｈｾ＠ｾ＠ 117. ｾＮｱ＠ｾ＠ afu-'C!I"'QCf)" ｾ＠ 'Cf)T ｾ＠ t

ＧｃｦＩｔｾｾｾ＠ (1) mm ｾｾ＠ "Cf)T 3lJCRR m (1) ｬｴＧｐｾ＠ｾｾｩｴｾｾ＠ "Cfi\-IT I (2) ＧＱＱＱｭｾｾｾ＠ fi;jfuffi ｾ＠ｾ＠ wr)rr

fclfi:Fr ｾ＠ it 'llim-wrlrr ｾ＠ arcrnT qft ｾ＠ "Cf)T 3lJCRR

(2) (3) ｾｾ＠ qft ｾ＠ "Cf)T 3lJCRR

ｾＢｃｦｩ｜Ｍｉｔ＠ I

ｾ｣ｯｔ＠ 31;piiffll'1 ｾ＠ I (4) cffi;ft" qft • ｾｦｯｒｔ＠ WmR qft ｾ＠

(3) "Cf)T 3lJCRR

(4) ｾｱ［ｦｾｊｭｭｲ＠ I

l18. ｾＭＧｃｦｩｭ＠ .q fclf1R ｾＭｊｪｪＧｃｪＡｦ＠ mwrr 'Cf)T

ｾｍｾＣｲＮｭｦｦｩｾｴ＠ｉｾ＠ｾＧｃｦＩｔｾｾｴ＠

114. ｾ＠ m ｾ＠ｾ＠ qft 611Cll(<l<f){11m "Cf)T {l)

ｾｦ＼ｲｮｷｾｾｭｮｲＱ＠ＧｬｬｬＧｆｲｾ＠ I

(1) ｾ＠ (2) ｾＭｦｵｷ［ｦ＠ qft ｾ＠ q;f ｾ＠

(2) fcrnJlR <ART I

(3) ｦｬｬｾＢＧＧ＼ｩｬｴ＠(3) ｦ｣ｲｯｬｷＺｦＭｾ＠ｾ＠ Rm "Cf)T -qm;r

"Cfi\-IT I

(4) ＧｬｬｩｭＭＱＧＱＴＧＱＱＱＨＱＱＱｾＱ＠ｾｾｱ［ｦｾｩｴｾＱ＠(4)

115. 'Cfim .q ｾ＠ｾ＠ｾ＠ｾ＠ crMT miUt ｾ＠ qm{ ｾ＠ I ｾ＠ｾＭｦｭｲ＼ｮ＠ｾ＠ｾ＠ 1f ＳｻｔｑＧ＼ｭｾ＿＠

119. ｾＭｾ｣ｮｬｾ＠

(1) ｾｾｾｾｦ｣Ａ＾｣ｲ｡ｷｲｾｾ＠ (1) ｭｷｲｾＮｾＭｾ＠

;:r'Cf>tl (2) ｾｾｾＭｉ＠

(2) ｾ＠ p lR" ｾ＠ 'lll'Fr ｾ＠ｾ＠ q;fo;r ｾ＠ｾ＠ 'l'ffi ｾ＠

ｾｉ＠ (3)

(3) T-1# ｾ＠ q;f ofm OfR WmR ｾ＠ｾ＠ -I

cWl I (4) ｾｃＡｦｴｷ｣ｲｾｃＡｦｴｭｭｾ＠

(4) ｾ＠ "Cf)T -m1 ｾ＠ｾ＠ｓｩｴﾷｾ＠ q;f

ｾ＠ 1m" ｾ＠ｾ＠ "Cf)T 31ctffiCfi"'' ｾ＠ｦｦｩＧｦｦｩｦｴＭｾ＠ｾＭ I

afur ｾ＠ "Cf)T arcrnT ｾ＠ .I

uo. ＼ｕｉｉＧＮｉｦｩＺｉｃｦｩｾｗＧｾＭｾ＠ｾｾｴ＠

116. or=n ctt ｾ＠ｾ＠ 'Cf)T ｾ＠ｾ＠ｾ＠(1) '111m "Cf)T ｾ＠ fum;rr

'Cf)T-- ｾＧｦｦｩｴＧｃｦ＾ｔ＠ t

(1) ｾｾＧＳＧＦｾＱ＠ (2) 3T-il'R1fr<l ｾ＠ｾ＠

. (2) fclfi:Fr ｾｩｴｾ＠ (3) '111m "Cf)T wr)rr fum;rr

(3) ｾｓｬｴ｣ｯｦｾｾＮｾｾ＠(4) ＢＢｉＢＧｾｾｾ＠ IR Cf) (fe2:f ｾ＠ "Cfi\-IT

(4) ｷ｡ｇｾ＠



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A (44)

Candidates should answer questions from the following. Part only if they

· have opted · for ENGLISH as

I LANGUAGE- II.

ｾ＠ｦｾｫｴｦＨＱｦｾ､＠ｾ＠ ct- w.=[ ct- dfH

&>ctM 'frlTI ｾ＠ｾ＠､［ｊｑＱｾ＠Ｑ］ＱＱｾＱ＠ - II CfiT

fct Cf50"1 ai!) \!fl ｾ＠ m I



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(45)

PART-V

LANGUAGE-TI ENGLISH


answer the questions that follow

(Q. Nos. 121 to 129) by selecting the

most appropriate option.

1. The fossil remains of the first flying

vertebrates, the pterosaurs, have

intrigued paleontologists for more than

two centuries. How such large creatures,

which had wingspans from 8 to 12

metres, solved the problems of powered

flight, and exactly what these creatures

were-reptiles or birds - are among the

questions scientists have puzzled over.

2. Perhaps the least controversial assertion

about the pterosaurs is that they were

reptiles. Their skulls, pelvises and hind

feet are reptilian. The anatomy of their

wings suggests that they did not evolve.

into the class of birds. In pterosaurs, a

greatly elongated foUJth finger of each

forelimb supported a wmg like

membrane. In birds the second finger is

the principle strut of the wing. If the ·

pterosaur walked or remained stationary,

the fourth finger and with it the wing,

could. only tum upward in an extended

inverted V -shape alongside of the

animal's body. Both the pterosaurs and

the birds have hollow bones, a feature

that represents a saving in weight. In the

birds, however, these bones are

reinforced more massively by internal

struts.

3. Although scales typically cover reptiles,

the pterosaurs probably had hairy coats.

The recent discovery of a pterosaur

specimen covered in long, dense and

relatively thick hair-like fossil material,

was the first clear evidence that this

reasoning was correct. Efforts to explain

how the pterosaurs became air-borne

have led to suggestions that they

launched themselves by jumping . from

cliffs, by dropping from trees, or even by

rising ｩｮｾｯ＠ light winds from the crests of

waves.

121. The skeleton of a pterosaur can be

distinguished from a birds by the

( 1) size if its wing span.

(2) presence of hollow bones. ·

(3) hook-like projections at the hind

feet.

( 4) the anatomy of its wing span.

122. Which is the characteristic of

pterosaur?

(1) They hung upside down like bats

before flight

(2) Flew to capture prey

(3) Unable to fold their wing fully at

rest

(4) Lived mostly in the forest

123. The elongated finger in the ___ _

supported the outstretched wings.

( 1) pterosaurs

(2) birds

(3) both

(4) neither

A



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A

124. The · body of the pterosaurs was covered in

(I) feathers

(2) scales

(3) fur

(4) smooth skin

125. The pterosaurs flew by

(I) jumping off a mountain ledge

(2) pushed by wind before take off

(3) jumping upwards with force

(4) moment.um gained by running

126. A synonym for 'compressed', from the passage is

(I) launch

(2) dense

(3) light

(4) ｳｾｲｵｴ＠

127. The opposite of 'contrqversial' Is

(I) questionable

(2) uncertain

(3) debatable

(4) undisputed

128. It can be understood from the passage

that scientists believe that the

( 1) large wings help pterosaurs to. fly

great distances.

(2) hollow bones showed they

evolved from bats.

(3) fossil remains explain how they

flew.

( 4) pterosaurs walked on all fours.

129. Fossils often left scientists in doubt whether the pterosaur

( 1) ever existed at all

(2) how many lived at that pefiod

(3) their size and weight

(4) their shape and gender

(46)


answer the . questions that follow

(Q. Nos. 130 to 135) by selecting the

most appropriate option :

1. A man found a cocoon of a butterfly.

,2.

One day a small opening appeared. He

sat and watched the butterfly for several

hours as it struggled to force its body

through that little hole. Then it seemed

to stop making any progress. It appeared

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

could go no further: So the man decided

to help the butterfly. He took al pair of

scissors and snipped off the remaining

bit of the cocoon. 'fh.e butterfly then

emerged easily. But it had a swollen

body and small, shriveled wings. The

man continued to watch the' butterfly

because he expected that, . at any

moment, the wings would enlarge and

expand to be able to support the body,

which would contract in time.

Neither happened! In fact, the butterfly

spent the rest of its life crawling around

with a swollen body and shriveled

wings. It never was able to fly. What the

man, in his kindness and haste, did not

understand was that the restricting

cocoon and the struggle required for the

butterfly to get through the tiny opening

were God's way of forcing fluid from

the body of the butterfly into its wings so

that it would be ready for flight once it

achieved its freedom from the cocoon.

130. The man's first instinct was

(1) leave the cocoon alone

(2) help the butterfly

(3) leave the butterfly alone

(4) keep watching



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131. The natural process would have the

wings of the ·butterfly

(1) unfold and s,tretch out .,

(2) fold up and remain snug

· (3) half open and snug against the

body

(4) unfold.and remain stiff

132. A word that means 'to make or

become withered' is 1.

(1) · moistened

(2) folded

(3) wasted

( 4) shrivelled

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

is about

(1) not to have any problems

(2) need for struggles in life

. (3) escape pain at any cost

(4) needless struggles in life

134. The essay is ____ in form.

(l) factual

(2) descriptive

. (3) discursive

(4) argumentative

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

( 1) butterfly was hidden

(2) cocoon was growing

(3) cocoon was moving

(4) .butterfly was e'merging

(47) Directions : Answer the questions that follow

by selecting the most appropriate

option:

136. The 'bottom up model' of curriculum

is one where

(1) learning IS based on a set of

software to make curriculum more

Ieamer friendly.

(2) the curriculum that allows

freedom for student mobility with

increased choice of curricular

activity and encourages learning

by doing.

(3) the learning process 1s geared

towards career orientation.

(4) a need-based distance education

with indirect influence on

students.

137. The Humanistic Approach is

specifically tuned to the

(1) mastery of academic disciplines

with all their characteristic features .

(2) application of learnt structure,

content, concepts and principals to

new situations.

(3) processes that enable students to

discover structures for themselves.

(4) process where sequence is taught

along with how to present the

related .contents .

138. A 'special needs language classroom'

is ｩ､･ｾｬｬｹ＠

(1) exclusively furnished.

(2) located separately.

(3) integrates all types of learners.

(4) · has extra teachers to help regular

. teachers.

A



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A 139. One of the challenges of 'Behaviour

Management' in a senior class is

(1) students' readiness to use the

smart board.

(2) student's lack of self study skills.

(3) teachers' preference to conduct

group rather than individual work.

(4) teachers' lack of self confidence.

140. To inculcate a 'Never Give Up .

Attitude', a suitable activity is the one

when students

( 1) sang two popular songs and

exhibited some of their art and

craft works during the parent

teacher meet.

(2) ·made modifications to their paper

planes and tested them. again,

experimented with the best way to

get them to go the distance and

shared their finding.

(3) in groups created graphs about the

difficult situations that students

have had to face in life.

(4) managed to get the Principal's

permission to go out and play

during the English period.

141. Assessing reading at Class VII, can be

done most effectively through a

(1) spoken qUiz based on the

meanings of words and

expressions.

(2) written test based the characters

and events in the story/text.

(3) an oral interview to find out how

much they have read.

(4) writing a 50 word book/text

_review as a small project.

(48) 142. Curriculum development follows the

following sequence :

(1) Formulation of objectives,

assessment of needs, selection of

texts/learning experiences,

evaluation

(2) Selection of texts/learning

experiences, assessment of needs,

formulation of objectives,

evaluation

(3) Assessment of needs, formulatjon

(4)

of objectives, selection of

texts/learning expenences,

evaluation

Formulation of objectives,

assessment of needs, evaluation,

selection of texts/learning

experiences

143. The learning experiences that offer a

vicarious experience to learners are

(1) ·real objects and specimens

(2) abstract words, case study

(3) display boards, film clips

( 4) · field trips, observations

144. In Computer Aided Instruction [CAl),

the 'simulation mode' is where learners

( 1) experience real life systems and

phenomena.

(2) receive bits of information

followed by questions with

immediate feedback.

(3) a senes of exercises with '

repetition practice.

(4) get problems which are solved by

a process of trial and error.



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145. ｾ＠ 'listening stimulus'

(1) presents input to separate groups

of students who gather again to

share what they listened.

(2) presents an information ' gap

activity such as giving directions.

(3) is listening to a good commentary

to review it.

(4) enables students to discuss a set of

criteria which they prioritize to

complete and present a task.

146. The 'interactional routine' during

speaking assessment includes a

(I) negotiating meanings, taking turns

and allowing others to take turns.

(2) describing one's school or its

environs informally.

(3) 'telephone' conversation with

another.

(4) comparing two

objects/places/events

assessor.

or

for

147. Retrieval skills in writing are

(I) note making and note taking

more

the

(2) diagramming and summarising

(3) abilities to do extensive reference

work

(4) orgamzmg information ·while

reading/listening

148. 'Awareness raising' grammar· games

encourage students to

(1) think consciously about the

structures they have learnt.

(2) collaborate in completing a given

activity.

(3) engage and feel about human

relationships while the teacher

controls the structures. ·

(4) use learnt structures to

communicate with one another

about a given theme.

(49) A 149 .. Language acquisition

(1) is the memorization and use of

necessary vocabulary

(2) involves a systematic approach to

the analysis and comprehension of

grammar as well as to the

memorization of vocabulary.

(3) refers to the process of learning a

native or a second language

because of the innate capacity of

the human brain.

(4) is a technique intended to simulate

the environment in which children

learn their native language.

150. Noah Chomsky's reference to "deep

structures" means a

(1) hidden set of grammatical rules

learnt through intensive study.

(2) transformational grammar that -has

led in tum to increased interest in

comparative linguistics.

(3) a trend that English is the most

common-auxiliary language in the

world.

(4) universal wammar underlying all

languages and corresponding to an

innate capacity of the human

brain.



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Candidates should answer questions . from the following Part only if they have opted · for HINDI as

LANGlJAGE- II.

ｾ＠ｦｾｊＰＴＢＱｦｻＱｦ｀､＠ <qJTT ｾﾷ＠ｾ＠ c);- 3fH

ｾｱＨＱ＠ 'ffm ｾ＠ｾ＠｡ｾＱｾ＠｜ｩＧｾＧ＠ - 11 Cf)T

fqCf)(Yq ｾ＠ Tf1T m- 1



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qpy_y

<qf1'.ff - II

ｾ＠

f.mT : ｾ＠ Rtt ｾ＠ -rrnm q;f ｾ＠ｾ＠ｾ＠

ｾ＠ q;r "'€I<R ｾＺ＠

ｾｾＭｴｴｾｦｵｭｾｾ＠

ｾｗｒＺＢｳｬｾ＠ I ｾ［ｮｬｬｬｬ｜ｾｾ＠

afu- ｾ＠ 'i''i'<lit1l C!?l· ow fur ｾ＠ｾ＠

ｭｾｴ＠ I ｾｬｬｯＭｦｾｏｗｾＭｲｲＺｉｔｾｾ＠

ｾｾｾｾ｣ｦ［ｾｾＢＣ＠

Ｍｾ＠ｾ＠ I W"f <f>1 mRT ｾ＠ tl 2Ai<ICf>(

fmr-lT ｦＢｬ＼ｴ＾ｾｦｦｩ＠ｾＮ＠ "f'ffi "3mt 1ft "Cf)l1 mRT ｦＢｬ＼ｴ＾ｾ＼ＺＬｊ＠ｾ＠ I ｾＭｾ＠ 'l1I1S1T <f>1 ｭｩｴｾ＠

ｾ＠ 'il'ffi aTir tl tft ｾ＠ t I "ffr 4 3Noft ｾ＠ cf; ｾ＠ fum cf; 'lmT{ cf; <nt -q .

ｾｴｭｾｦ＼ｲ＼ｲｮＭｴｩｾｾｾｾ＠ 1

tlr qft Ｇｱｴ｜ｩＨｩ［Ｎｊｱｬｾｬ＠ -q of<\ ｾ＠ qft ow <w t

ｾｾｾ＠ｉｾＨＡｃｦＩＢｩｴｾｾ＠

q;r ｾ＠ t: ｾＢｴＭｴｬ＠｡ｷｬｾｾｾ＠

ｾ＠ 3l!OT. · t 1 m ｾ＠ q;r "{!;;;

. IH<lf"i<t> fum (ICf)" ｾ＠ t : ¢ ｾ＠ >f, 'W

ｾｾｱｦｴｦｵｭ｣ｦ［ｾｾｴ＠ 11Rt

<w ｾ＠ Fm -<t>Tt ｾ＠ 'l1I1S1T ｾ＠ q;r 31CR1{

ｾ＠ P=wrr, ｾ＠ｾ＠ qiT ｾ＠ fcmR;r ｾ＠ q;f

fum cf; ｾ＠ｾ＠ cf; "IRlrr -q oru:rr it

ｾ＠ｾ＠ I ｾ＠ q:;1:fi ｾ＠ fiil<t>ffH'l ｾ＠

ｾ＠ OFRT t afu" OOf 1ft ｾﾷ＠ｾＴＧｻ｣ｩ＼ｴ＾＠ｾ＠ t

ｾｾｾｬｬ｜ｾＭｾｾ｣ｦ［＠

ｾｭｦｩｷｲｲｮ＠ 1

122.

123.

124 .

ｾｾｦ｣ｲｾｲｮｨｦｾｬｦｩＧｦｾ＠ t 1

(1) ｾ＾ｬｩｴｾｾ＠ I

(2) ｾ＠ Ci>f wWr ｾ＠ IIMf'"l<t> mr (lCf)" ｩｴｾｾ＠ I

(3) ｾ＠ q;r m OJSO mfim ｾ＠ 1

(4) ar-<f ｾＱｦｴｾ＠ <j<T ｾ＠ t I

ｾＭ［ｦｾｱｦｴ＠ WRTf<nmf qft t?

(1) ｾＢＣ＠

(2) oqt\I(<:,JqRJ tl

(3) ｾＢＣ＠

(4) 'i{w:"#

ｾ＠ fmrr cf; -;;rq tR" ｾ＠ｾ＠ S3TT \ill ｾ｣ｮｬ＠ .ariW:r t?

(1) ｾｱｩｦｭｲＭｦｴｱ［ｲｾＢＣｾ＠

(2) ｾＭ＼ｴ＾ｾｗｩｴ＠ q;r ｾｦＢｬ＼ｩｬｦＢｬｩＱ＠ｾ＠ｾ＠

ｾ＠

(3) ｾ｣ｦ［ｾｦｵｭｴＮ］ｲｲ＠

c 4) "ffiriT q;f fum q;r ｾ＠ mq; ;:r m

121. ｆｾＭｾＭｱﾷｾ＠Ｇｬｬｭｬｬｾｭｦｦｩ＠

ｾＢ＿＠

.. 125. ·fcrem" l'JGG -q ﾷｾＮ＠ｾ＠ｾ＠ tR" \illl'JGG

ｾＮｾｴ＠

(1) m- 'l1I1S1T -q (1) fiiloqlfl:<t>

(2) llRCf)" 'l1I1S1T -q (2) ｾＭｱＱｦｬＺ＼ｴ＾＠

(3) ｾ＠ 'l1I1S1T -q (3) ｾｯｱｒｊｃｦ＾＠

(4) ｾＭｱ＠ (4) ｾＭｱＱｒ＼ｴ＾＠

A



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. 126. ﾷｾ＠ llOGf

(1) ｾ＠

(2) ｦｾ＼ｬｬｦ｣ｴｾｬｑｕｉ＠

(3) ＢＢＢＢｬＧＪＧｬｩｾｃｦｬ｀＠

(4) fu;<rr

127. '"ER"cit ｔＮｉｾｉｈｾＧｬ｣ｭＧｬｬｬｾｾ｣ｩｴ＠ｾｾ＠

ｾ＠ｾ＠ t I' G{1'Cflf 1t ｾｭｩｦ＼ｴ＾ｩＧｴ＠ am t (1) ｦｵ［＼ｲｲｾ＠

(2) ｦＢＧＧＧｴｾ＼ｉｃｉｉｾｃｦｬ＠ｾ＠

(3) ｾｦＢＧＧＧｴｾ＼ｉｃｉｉｾｃｦｬ＠ｾ＠

( 4) ｾ＠ｾｲ｣ｦＮＺｲｲｩＺｬＧ＠

128. ｾ＠ 31lf ｾ＠ q;f '!''!'(ifri'i cit ｾ＠ fm" .

ＧＳＰｒｾｾｴｦＮｆ［ｾ＠ＳＱｬｦｾ＠

(1) ｾｾｩＧｗｦｦｾｾｴ＠ I

(2) 3Jqjg;:ft<j ｾ［ｱ＠ｾ＠ｾ＠ｾ＠ t I

(3) ｾ｣Ｉ［Ｍｭｭｾｾｴ＠ 1

(4) ｃｾｩｦｦｦｩｮ｣［ｱｾｾｾｴ＠ 1

ｾ＠ : ｾ＠ f<N ｾ＠ｲｲｾ＠ "Cfll ｾ＠ｾ＠ -mT ｾｃｪ［ｦＧｱ＼ｒｾＺ＠

＼ＱＢＱＭｩｾｬｦ｣ｴｃｦｬ＠ <miT ciT TWfi 'If ｾ＠ "''T 'i:ft

<W, 3l1R ｾｾ｣ｩｔｾ＠ 'If lll1

ｾ＠ .qr "ffr \l ｾ＠ .. ｾ＠ｾ＠ｾ＠ｾ＠

ｾｾ＠｡ｷｦｦｩｾｷｦｦｴ＠ｾｾｾ＠

ｾ｜ｬｲｮｴ＠ｬＫｬｒｃｦｾｬｦｾｾ＠

c);- C6TruT f;r;t ｾｴ＠ ;f\T.rr w ｾ＠ t, ｾ＠ｾ＠ｾ｜ｬｬｬｬＱｯｲｱｭｭｾ＠ｾｾＭｾｾ＠

ｾ＠ ;:rp:r ｾ＠ lll1 ｾ＠ｾ＠ q;«f t, ｾ＠

ｾ＠ m 'If ｾｩｴ＠ 3lffi t, ｾ＠ m amo: ｾﾷｦｦｩｨｮｩｴ＠ｾｩｴ＠ z;itrrr ｾＱＱｭｾ＠ t I m 'If, ｾ＠ -qrn off.&: m, ｾ＠ 6fu- ｾ＠

t lllnt ｾ＠ｾ＠ｾ＠ awm Ｎｾ＠ m, 1:jfq

ｾ＠ 6fu- 3lf01f.ft c);- 381 ｾ＠ｾ＠ｾ＠

ｾｱｦｴＢﾢｾ｜ｬＧｩＺｦｴｾｾｴ＠ I

(52)

129. ｾ｣ｦ［ｾＵｬｦｾＧｓｩｦｦｩｾｾ＠

t?

(1) Ｍ［［［ｔｾｴ＠ I

(2) -;;;1 ｾ＠ Cflt ｾｴ＠ I

(3) Ｍ［［［ｬ［ｦｦｩｲｾｾｴ＠ I

(4) -;;;1 ｾ｣ｩｔｾ＠ m q;«f 1

130. ｾ＠ cf; ｾ＠ 5lf ｾ＠ OfTJf lR" m:rr_

ｾｾｴ＿＠

(1} ｾ＠ ll'RC!T c);- ;:rp:r ｾ＠

(2) ｾ＠ m c);-;:rp:r ｾ＠

(3) ｾ｣ｲｴｾｭ＠ ciT ｾ｣Ｉ［Ｍ［ＺｲｰＺｲｾ＠

( 4) '!!Tit ｾ＠ ;:rp:r ｾ＠

131. ﾷｾ＠ｾ＠ｾ＠ 1t !!5 tt m t ..... ' 'C(lCfqlt ｾＦｩｦ＼ｴ＾ｩＱｬＱＰｇｾ＠ｾ｣ｩｴ＠｡ｭＭｾ＠

'Cf>«{Tf?

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

(2) ｾｾｷｭｾｾ｣ｩｬＨＱｻＴ＾＠

132. ｾ＠ l10G Ｇｉｴｾｾ＠ 'Q;;:rq CfUT ｣Ｉ［Ｍｾ＠ lR"

ｾｬＺ｟Ｉｱ［ｊｾｾ｜ｩｦｬＧｾｦ＿＠

(1) ｾ＠

(2) ｾ＠

(3) ｾ＠

·(4) ｾ＠



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133. ﾷｾ＠ w.;pl cnt.l-m ｾ＠ t?

(1) ｾ＠

(2) <r

(3) ｾ＠

( 4) ft<r

134. ﾷｾ＠ 'ifi'!ltnhilcl,' ｾＱｬＦ＼ｲｲｴ＠

(1) ｾ＠

(2) ｾ＠

(4) ｾ＠

135. ｾ｣ｦ＾｡ｭＺｭＭｷｾｾｾｴｲＮｮ＠

(I) ｾｃｦｩｦｾ＼ｔＧ｀Ｑｒｾｾｴ＠ I

(2) ｾ＠ CfiT ｡ｭｾ＠ｾ＠｣ｲｴＭｾ＠

'f>1 "&It ｣ｯｔｾ＠ t I

(3) ｾ＠ｾ＠ｾｩＱ＠ am * l:JTff ｾ＠

ｾｴｬ＠

(4) ｾｾ＠ｾｾｾ｣ｦ［Ｍｦ｣ｦ［［ｮｴ＠

ｾｴｬ＠

ｦＮＺＤｔＺｾｾｾｐＮＺ＠

136. ｾ＼ｮｬｾＭｾｬｬｭｒｴｴｴｬ｜ｦ＼ｬＧｻｵｨｭｴ＠

(S3) .A

137. ｾＧＡＧＱＯｉｈｈｩｬｬﾷｾｴ＠

(1) "ffi'WHTOGT cf> m 'f>1 ¥WffiT

(2) (fur TJfu ｾ＠ｾ＠ q,1 ¥WffiT

(3) ｾ＠ｾ＠ｾ＠ CfiT m <nR cn1

( 4) ｾ＠ m cn1 Ｓｻ｝ｱｩｊｉｕｃＶＭｾＧＢｉＧｱＧｴｬｩｦ＼ｃＶ＠"ij'ij'f.alf -q ｾ＠ f:fl $l C6 offi;:R 'f>1 '1J'( I <'1 (11

. 138. ｾ｣ｦ＾ｾｴ＠

( 1) WRf, ｾＮ＠ 1WIT, ft;mRr

(2) ｾＮ＠ 1WIT, ft;mRr, wm:=rr

(3) 1WIT, ft;mRr, WAf, wm:=rr

(4) ft;mRr, ｾＮ＠ 1WIT, ｾ＠

139. ｾｦ｣ｬｩｩｬｩｗＢｬ＠Ｓｦｒｾｾ＠

(1) ｃｦ＾ｬｴﾷｾ＠ＧｱＡｱｦｾｾｾ＠ I

(2) ｷｦｴｾｷｾｾ＠ 1

(3) ｾｾｾｾｾｾ＠

(4) wr-=IT ｾＭＢＧｴＱＱＨＧＱＢ＠ qif 'q!qf * ｾ＠ｾ＠

ｾｲｮｾｾ＠

140. ｾ＠ｮｴｬ｜Ｂ｣ｦ＾ｾ＠ .q ｾ＠ｾ＠ｾＭｦ｣ｲ｣ｭＺｩ＠

ｾｾｾ＿＠

(1) ｾ＠ｾ＠ｾ＠ lWIT-ftrffi ｾ＠ 'q!qf

ｃｦｩｦｷｗｲｾｾ＠ I

(2) ｾｾｾｾ｣ｦ［Ｍｷｦｴｾ＠

ｾ｣Ｉ［Ｍｾ＠ f.:rtR 3ffi:fil;<rr ｾ＠ｾ＠ I

(3) ｾ＠ｾ＠ｾ＠ｾ＠ "C6m ｾ＠

ＧｱＡｱｦＭｬｬＢｬｬＧｉｾｉｉｈｉ＠ CfiT f.:rtR wWr ｾ＠

tl

(4) ｾｭｾＧｱＡｱｦｃｦｩｦｷｗｲｾ＠



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141. ｷｲＮｲｲｾｬｬｾｾ＠

(1) ｾﾷ｣ｩｴ＠ Ofl(f wR # ｾＬ＠ $t ｾ＠

llfof¢"11

( 2) w-:rr q;f '6q 1'1 'i el Cfl wR cit &fl1ffi q;r

ｾ＠

(3) ¥1ifo'{c1Cfl trRI.

(4) ｷｴｾｾ｣ｩｴｾ＠ •:rwqf11

142. ｦ｣ｮｾｮＺｲ＼ｮｒＢＧｃｦ＾ｔｾ＠ＺＱＱｴｾｦｱｱ［＠ｾ＼ｮｬ＠ｾ＠

ｾＧｃｦ＾ｔ＠ｾｾＭｱｾｾｭＺｬｬｦｾ＿＠

(1) ｾｱ［ｦｾ＠ I

(2) ＼ｲｲ･Ｚ｣ｩｴＷｦｴｾｾ＠ I

(3) ｍ｣［ＺﾥＢＱＢｃｦ［ｦｾｾ＠ I

(4) ｗ｣ＩＣｾｭｮＺｦｭｾｾ＠ 1

143. ｾ＠ -q ＱＺｬｯＭｬＭｾ＠ 'CflT fcrcnm ｾ＠ cf; fffir

ｾｴ＠

(1) cn&lT B ｾ＠ CfRR ｾ＠ Cf;f 3l'R1R1 I

(2) <m1. ｾ＠ｬｬＦｦﾷｾ＠ Wurr I

(3) cffi;:ft ｾ＠ Cf;f 3l'R1R1 I

(4) ｾｾｃｦ［ｦｾＭＳｍｦｦｩ＠ I

( 1) ｾ＠ｗＭｾ＠ Tffufcifu liBr ｾ＠ I

(2) ｾ＠ cit ｾ＠ 1fqfu q;f ｾ＠

CRffi ｾ＠ I

(3) "Cfll01:f-01fi@1T Cf;f ｾ＠ lWT ｾ＠ I

(4) ｾＭＳｬＧｒＱｦｦｩ＠ Cf;f ｾ＠ fit\fi"l'{Oj ｾﾷ＠

ｾｉ＠

(54)

145. wm ｾ＠ｾ＠ Cflfcs•ug 'CflT ｾ＠ qmrr

ｾ＠ｉｾ＠ｾＡｦｦｩＺｲｮＢｴ＠ I

(1) f,gfl;llf<h"'l

(2) f.s'k'ifCffi"'l

(3) ｦＬｧｾＨＱＧＱＧｦｦｬＢＧｬ＠

(4) f.s'!>!llf'"l"'l

146. ｾＭｾ＠ <nT m ｾ＠ｾＭｾ＠ cit ｾ｣ｮｬｯｭＺＺｉｔｾｾ＠

(1) ｾＧＱＱｊｬＧＡｔ＠ Cf;f ｾｴ＠ I

(2) fr-l'Ell("l"' Cf;f ｾ＠ t I

(3) ｾ＠ｾ＠ｾ＠ 1:R" ｾ＠ m<'T WIX'!T ﾷｾ＠ I

( 4) ｾ＠ 'I1Jl'IT-wWr cn&lT # 'I1Jl'IT-cllli I ct < o I

Cf;f f.:rlltur CRffi ｾ＠ I

147. ｾＭ｡Ｚｲ［［ｒＮ＠ｾＭＳｬｦｑｔｔｱ＠ -q ｾ＠ ainTt (1) ｾＭｾ＠ cf; ｾ＠ q;r 3l'R1R1

ｾｱ［ｲ＠ I

(2) ｾｱ［ｲ＠ I

( 3) 'I1Jl'IT cfi f.:r<ll::IT q;f ｾ＠ｾ＠ Cf;f I

( 4) 'I1Jl'IT ｾ＠ cfi 3l'R1R1 Cf;f I

148. ｾ＠ｾ＠ <nalT -q ｾ＠ cnl ｾ＠ cf;

wm<nT (1) ｾｾﾷｉ＠

(2) lilffM'i ｾ＠ｾＮ＠ I

{3) ｾ＠ mflm OR t.n'. I

( 4) icffir mffllt\'1 ｾ＠ Cj;BT • I

149. ｊｗＡｉｦＧＢｬｃｦｬｾｬｦｦｾＭｾＧｃｦ＾ｔｾｴ＠

(1) ｾ｣ｩｴｦｵｭ｡ｮｾＧｾｍｭｾ＠

(2) ｗｦｲ｣ｦ［ｾｾｾｾﾷｾ＠

(3) ¥Wf ｾｯｲＭｦａｔ＠

( 4) ¥Wf Cf<ffiT or-fAT

150. ｾｾ｡ｦｵＮｭＭｾｾｾｾｴ＠

(1) ｾｱ［ｦｾ｣ｦ［ｦｵｲｯ［＠

(2) ｾｾｾ｣ｦ［ｾ＠

(3) ［［ｦｴ｣ｒ｟ｾ＠ q;f ｾ＠ｾ＠ cf; fum: (4) ＼ｬｾ＠



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(55) A SPACE FOR ROUGH WORK

Ｇｦｴｮｾｾｾｾ＠



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READ CAREFULLY THE FOLLOWING

INSTRUCTIONS;

I. 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.

2 The candidates should 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.

3. Handle the Test Booklet and Answer Sheet with care,

as under no circumstances (except for discrepancy

in Test Booklet Code or Number lind Answer Sheet

Code or Number), another set will be provided ..

4. The candidates will write the cortect Test Booklet

Code and Number as given in the Test Booklet I Answer Sheet in the Attendance Sheet.

5. Candidates 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 hall/

room

6. Each candidate must show on demand his I her

Admission Card to the Invigilator.

7. No candidate, without special permission of ｴｨｾ＠

Superintendent or Invigilator, should leave his I her

seat.

8. The candidates should not leave the Examination Hall

without handing over their Answer Sheet to the

lnvigilator on duty and sign the Attendance Sheet

twice. Cases where a candidate has not signed the

Attendance Sheet a second time will be deemed not

to have handed over the Answer Sheet and dealt

with as an unfair means case. The candidates are

also required to put their left hand THUMB

impression in the space provided in the Attendance

Sheet.

9. Use of Electronic I Manual Calculator is prohibited.

10. The candidates are governed 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

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.

A

I.

2

3.

4.

5.

6.

.7.

8.

9.

10.

11.

12.

ｾｾｾｗＡｵＺｾｔｔｬｴＧ＼ｬＧｋｾｩｴ＠ｾ＠ｾＢＳＱＧｒＢｾｦｴ［ｲｯＺ＠

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

1 2 51 1 101 1

2 3 52 4 102 1

3 4 53 1 103 2

4 1 54 1 104 3

5 3 55 3 105 3

6 1 56 4 106 2

7 2 57 3 107 3

8 3 58 4 108 4

9 2 59 2 109 1

10 3 60 1 110 4

11 4 61 4 111 2

12 1 62 4 112 4

13 1 63 3 113 3

14 3 64 2 114 3

15 4 65 2 115 1

16 1 66 2 116 1

17 2 67 1 117 4

18 2 68 2 118 1

19 3 69 4 119 3

20 4 70 3 120 4

21 2 71 1 121 4

22 4 72 2 122 3

23 1 73 2 123 1

24 2 74 4 124 3

25 3 75 3 125 1

26 1 76 3 126 2

27 3 77 3 127 4

28 4 78 1 128 1

29 1 79 1 129 3

30 2 80 4 130 2

31 3 81 3 131 1

32 3 82 4 132 4

33 1 83 3 133 2

34 2 84 4 134 3

35 2 85 2 135 4

36 1 86 1 136 2

37 2 87 1 137 3

38 4 88 4 138 3

39 2 89 3 139 4

40 1 90 4 140 2

41 4 91 1 141 4

42 4 92 3 142 3

43 1 93 3 143 3

44 2 94 4 144 1

45 3 95 1 145 2

46 4 96 1 146 1

47 3 97 3 147 2

48 1 98 2 148 3

49 3 99 1 149 3

50 3 100 4 150 4



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

1 2 51 1 101 1

2 3 52 4 102 1

3 4 53 1 103 3

4 1 54 1 104 2

5 3 55 3 105 3

6 1 56 4 106 2

7 2 57 3 107 4

8 3 58 4 108 4

9 2 59 2 109 3

10 3 60 1 110 2

11 4 61 4 111 3

12 1 62 4 112 1

13 1 63 3 113 2

14 3 64 2 114 4

15 4 65 2 115 4

16 1 66 2 116 2

17 2 67 1 117 2

18 2 68 2 118 3

19 3 69 4 119 4

20 4 70 3 120 3

21 2 71 1 121 3

22 4 72 2 122 2

23 1 73 2 123 1

24 2 74 4 124 2

25 3 75 3 125 2

26 1 76 3 126 3

27 3 77 3 127 2

28 4 78 1 128 2

29 1 79 1 129 2

30 2 80 4 130 3

31 3 81 3 131 2

32 3 82 4 132 2

33 1 83 3 133 3

34 2 84 4 134 1

35 2 85 2 135 2

36 1 86 1 136 3

37 2 87 1 137 4

38 4 88 4 138 1

39 2 89 3 139 4

40 1 90 4 140 2

41 4 91 2 141 1

42 4 92 3 142 3

43 1 93 2 143 2

44 2 94 4 144 4

45 3 95 1 145 2

46 4 96 3 146 4

47 3 97 2 147 2

48 1 98 2 148 1

49 3 99 3 149 2

50 3 100 3 150 4



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t m 'l;f · 2019-05-15 · (2) apply every possible measure to remove the individual...

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