JBC -12A Test Booklet No. lRT~~~ PAPER I I II I Test Booklet Code I w~~m ~ ~ # 48 ~ ~ I MAIN TEST BOOKLET I~ lRT~ ~ This booklet contains 48 pages. .1ni::;F1n . ··~ ·i ... -· -·· ·--· ··--· ' ..... Do not open tMi T"'t Booklet =til you are ~ wa.u gff<'lctil qft OGJ (fCfi ;r ~- -q?f ~ked to do •o. WR ~ (fCfi cnwr ;r ~ 1 Read carefully the Instructions on the Back Cover of this Test Booklet. ~ Wa_{T gf~ctil ~ ~ 3W:ROT 1R ~ ~ qft ~ ~ ~ I rrtt~· ~ ~ INSTRUCTIONS FOR CANDIDATES 1. 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 Sidc-2 carefully with blue/black ball point pen only. 2. The test is of 1 ~ hours duration and consists of 150 questions. There is no negative marking. 3. Use Blue I Black Ball Point Pen only for writing particulars on this page I marking responses in the Answer Sheet. 4. The CODE for this Booklet is E. Make sure that the CODE printed on Side-2 of the Answer Sheet is the same as that on this booklet. Also ensure that your Test Booklet No. and Answer Sheet No. are the same. In case of discrepancy, the candidate should immediately report the matter to the Invigilator for replacement of both the Test Booklet and the Answer Sheet. 5. This Test Booklet has five Parts, I, II, III, IV and V, consisting of 150 Objective Type Questions, each carrying 1 mark : Part I : Child Development and Pedagogy (Q. 1 to Q. 30) Part II : Mathematics (Q. 31 to Q. 60) Part III : Environmental Studies (Q. 61 to Q. 90) . Part IV : Language I- (English/Hindi) (Q. 91 to Q. 120) Part V : Language II -(Eng! ish/Hindi) (Q. 121 to Q. 150) 6. Part IV contains 30 questions for Language I and Part V contains 30 questions for Language II. In this test booklet, only questions pertaining to English and Hindi language have been given. In case the languagels you have opted for as Language I and/or Language II is a language other than English or Hindi, please ask for a Test Booklet that contains questions on that language. The languages being answered must tally with the languages opted for in your Application Form. 7. Candidates are required to attempt questions in Part V (Language II) in a ·language other than the one chosen as Language I (in Part IV) from the list of languages. 8. Rough work should be done only in the space provided in the Test Booklet for the same. 9. The answers are to be recorded on the OMR Answer Sheet only. Mark your responses carefully. No whitener is allowed for changing answers. f.1W 1. OMR 6W l15f ~ • ~ .~ ~ "{@T ~ I -;;w ~ ~ ~ ~ ~ %T ~'ill~ l1;f .# ~ Cfi\ 1[!0-1 ~ 1[!0-2 tR v.rR ~ ~ ~~~ offi;r ~ lR ~ fc:rcRuT ~ I 2. • Ch131Cfi~ 1~ ~ ~ ~ 150 ~~I C!iW ;f~.OII~:t:fCl'l ~ ~ ~ I fc:rcRuT ~ enG ~ 6W l1;f cR f.mH W1R ~ ffm: ~ ~~~ iiifR ~ ~ CliT ~ 1 4. ~ ~ CfiT ~ ~ E. <w ~f-i~(i Cfi\ ~ fan~~ CliT ~, 6W l15f ~ 1[!0-2 tR ~ ~ ~ fi:rffilT ~ I <w ~ 3. ~ ~ tR m ~Rf.lilo Cfi\ ~fan • ~ m 3lR 6W l1;f ~ ~~ 1 WR<wmmill~~~~a"fR 6W l15f ~ ~ ffm: ~ q:;) ~ 3TCf1T(1" ~ I 5. ~ • ~ # ~ 'ql7T I, 11, Ill, IV alR V ~' ~ 150 ~ ~ ~' ~ ~ 1 3fq; CliT ~ : 1 : Offi1 fcrcnm q ~ 11 : 1lfUTn 'ql7T lll : ~ arar:R 'ql7T lV: 'l1!m 1- (~I~) 'ql7T V : 'l1!m II-(~ I~) 6. 'ql7T lV # 'l1!m I ~ ffm: 30 ~ alR 'ql7T 'ql7T (>r. 1 it J{. 30) (Jf. 31 it J{. .6 0) . (J{. 61 it J{. 90) (>r. 91 it>r. 120) (Jf. 121 it>r. 150) 'ql7T V # ~ 11 ~ ft;nJ: 30~~~~~~·~-q~~q'~ 'l1!m ~ ~ ~ ~ ~ ~ l ~ m1U I 3lT\j-qr m1U II am¥ TTt mm<1U ~err~~ 31ffiCIT t m~~mmc;m;ft1Rt~·~1i17T~ j fiR mmaif ~ ~ ~ ~ 3TI1f ~ ~ f ~ ~,w if Tf"fi TTt mmaif"R ~ -m:it ~ 1 7.·w~m'mlfv(mrun>~~ mm~-R~mm¥ 'ifl~ammm~('mlf IV) iftFtTftmm'Rfmrm' 8. {q; CfiT1-f ~·~1 -q ~ ~ ~ ft;ro: ~ ~ ~tRm~ 1 .9. ~ 6W ~ OMR 6W l15f tR m ~ ~ I 3118 6W utHttcfCfl ~ ~ 1 6W ~ ~ CfiT if~ mor m f.:!fTR; ~ .I mm m Name of the Candidate (in Capitals) : - - - - - - - - ' - - - - - - - - - - - - - - - - - - - - - - ~ CliT ;rrq (~ 3WU # ) : Roll Number (31jiillt:fiCl'l): in figures (at<if #) - - - - - - - - - - - - - - - - - - - - - - - :in words(~#)·---------------------­ Centre of Examination (in Capitals) : - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - , ~ (~ 3ThJU if ) : • Candidate's Signature : - - - - - - - - - - - Invigilator's Signature : - - - - - - - - - - - - ~~~: ~~~ Facsimile signature stamp of Centre Superintendent - - - - - - - - - - - - - - - - - - - - - - (2) E PART I I mlll CHILD DEVELOPMENT AND PEDAGOGY I~ fuctiFHCi m&ill?li'f!il Directions : Answer the following questions by ~ : P~f&d selecting the most appropriate option. · ~~ 1 1. Learning disabilities are generally found (1) (2) in children with average to superior IQ (3) more often in boys as compared to girls (2) (4) more often in children belonging to rural areas as compared to urban areas (3) R41ll!('111!>"' ,'8TTIJOI~I""4~('1: :H ~ #~ \il"l(fi ~ ~: ~ ~ . ~ ~ >fcnR <€t ~311 il • ~~ (4) ~ il ~ ~-~ ~ ~ \ii"T(ft ~ ~~fch4"'i \ii"T(ft ~ \ ~ :H ~ ~ ~ \ill 'was', 'nuclear' dysmorphemia (2) dyslexia (3) word jumbling disorder (1) l'sfli1<ilmlll (4) dyslexemia (2) ~~Fcffilll (3) ~ (4) fu@WBM41 Pre-Processing D. Categorisation D,C,B,A (2) C, D, B, A (3) B, D, C, A (4) C, A, D, B Gifted students are (1) independent in their judgements (2) independent of teachers (3) introvert in nature (4) non-assertive of their needs ~, ~ 'saw' 3fu: 'unclear'# ~ ~ en\ '\iiqfMJf' ~ ~ ~ ~ ~ ftr.&ffi # Rklktfuld Cfl. Slfdf$tl41 f$tl<Qj<=q<Qo:j (Sf. Slfdf$tl;ql ~ 7f. t:J. The corre~t sequence of these steps is (1) il m:d" 3fu: ~ ~~: Response execution C. ~ \ii"T(ft ~ \ill ~ Pdif il ~ ~ ~ ~I In the Information Processing Model of thinking, the following steps are said to take 3. place: Response selection # Pdif <€t 3N&n mlfruT 2. # ~ <€t ~ # ~ ~ # ~ (1) B. '#; ·~ ~ 3firrr ··.4+~;t· ~1~'1-~t.fl in specially those children whose paternal relatives have such problems A. 4. ~ (1) A child cannot distinguish between 'saw' and 'was', 'nuclear' and 'unclear'. He/She IS suffering from a. 1. JlFif '#; '3ffr # ~-~ ~UftCfi{Oj ~ ~ CfiT ~ Sfitf ~ 4. (1) t:J, 7f, '&, Cf) (2) 7f, t:J, '&, Cf) (3) '&, t:J, 7f, Cf) (4) 7f, Cfl, t:J, '& "Srfu~~ (1) (2) (3) (4) 31tH f.tutm # ~m ~ ~ rn~ il ~ ~ ~ ·~.q~~~ ~ 3i1Cl~4Cfi(113lf "Cfi) ~~ "tfffi 11f ~ E (3) 5. Partial reinforcement (1) (2) 6. than is less effective reinforcement than continuous ( 4) works best in training animals ~g""llli(:'H (2) ~ g""l4(1""l ~ ~~ ~ >lmcft ~ ~ ~ g""l4(1""l ~ ~~ Cf)ll >lmcft ~ ~ (3) Cllfd~Cf) Cfi~-CfiPd ~ ~ ;r@ fcf;m \liT (1) continuous cannot be applied in actual classrooms ~ ~:m <it mm~ ~~ (4) Cfif.t ~ wnr~ ~ Orthopedically impaired children arc likely to 6 · have (1) dysgraphia (1) fu;p;n flnlll (2) dysthymia (2) ~ (3) dyscalculia (3) fu~~Ffilfl dyslexia (4) fu<H Fcffi l!l Adolescents may experience (1) feeling of satiation about life (2) anxiety and concern about themselves (3) feeling of fear about sins committed in childhood (4) 8. is more effective reinforcement (3) · (4) 7. 5. feeling of self~actualization 7. 8. Hopping (2) Running (3) Writing (4) Climbing Cf)f~~~~ (1) ~~~~~~mq (2) ~~m-a~ (3) ~~~~ (4) 3ikl1fBR<;: ~ mq ~kl ffl Rsla ~ it ;wmm ~ m:a S\ ~ mq ~-m ~8?11 1Tfuq:; ~ CfiT ~~? Which one of the following is an example of a fine motor skill ? (1) ~ 9. (1) ~ (2) ~ (3) fu"&;rr (4) ~ n q, ~l ct4)) ~ ~ CfiT f.tfWn2f ~ (1) 9. Vygotsky theory implies (1) collaborative problem solving (2) individual assignments to each student (3) (4) after initial explanation, do not support a child in solving difficult questions child will learn best in the company of children having IQ lesser than his/her own (2) ~ fcrnmf <it Olfhhlld ~ it 01 ~ ~ (3) ~ OlfR§liT enG ~ ~ ~ (4) ~ ~ ~ ~ ~t;ll!dl ~ Cf)8T ~To{~~ <it ~ w-rrn ~~~-a~ ~~~~-~~ Cf)ll ~ ~ .~~~ -a (4) E 10. 11. 12. 13. 14. Smallest unit of meaning in a language is 10. ml5fl# 312f~~~~ ---~I ~ (1) syntax (1) (2) morpheme (2) ~ (3) phoneme (3) ~ (4) pragmatics (4) ~ctct!>!<:i)llfcl~H .(~li~Rcm) A child of 16 years scores 75 in an IQ test; his mental age will be years. (1) 8 (2) 14 (3) 15 (4) 12 perfectly (2) 16-~ ~ ~-~ w~ Cfl«fT ~; ~ Jil"'rncn correlated 12. (1) 8 (2) 14 (3) 15 (4) 12 ~-~ ·'81Jilr:ll(f: _ _ _ _ ~ ~ highly (2) '3'tr.r (3) moderately (3) ll~ (4) least ( 4) Cf)lJ following "B ~~ f.:Jt;qi~"'"B ~ ~ ~ I (1) Which one of the motivation to learn ? # 75 3lCf) mH ____ Cfli ~ ~I IQ scores are generally _ __ with academic performance. (1) 11. optimizes 13. -"B-CfilJ f.lJ04iR-!fu!ct # "B ~-m ~ ~ -B ~ Cfl«fT ~ ? ~ ~ ~ (1) Extrinsic factor ( 1) GlTW "ChlTcfi (2) Motivation to avoid failure (2) 3i'8'fi<:1(fl (3) Tendency to choose very easy or difficult goals (3) ~ ~ <rr'~ ~~ q;-r ~ (4) Personal satisfaction in meeting targets Theory of multiple intelligences implies the 14. following except (1) disciplines should be presented in a numbers of ways (2) learning could be assessed through a variety of means (3) emotional intelligence is not related to IQ (4) intelligence is a distinct set of processing operations used by an individual to solve problems -B ffi ~ ~ ~ Cfi"G ~ ~ (4) ~~cit mH Cfi"G # ~Rhll(f. f.lJ04iR-Ifuict ~ tn ~ f8qp;r cit ~ ~ -B m:go fcf;<rr ~ ~~ (1) ~ ~~ (2) "fclforq ~ ' . -B ~ q;-r ~ fcf;<rr ~ ~~ (3)· ~~llklicn ~' ~-~ -B ~ "'!'@ ~ (4) ~ mfil1UT ~* ~~~ q;-r ~~~~~~~ WJT'tlR ~ ~ fcf;<rr \ifffiT ~ E (5) 15. One of the identical twin· brothers is adopted 15. by a socio-economically rich family and the other by a poor family. After one year, which one of the following may be most likely observed about their IQ scores ? (1) 16. 17. 18. The boy with rich socio-economic family will score greater than the boy with poor family (2) Both of them will score equally (3) The boy with poor family will score greater than the boy with rich socio-economic family (4) Socio-economic level does not affect the IQ score ~mcHT ~ ? f.:r¢1 -crftcm: qr€t ~ cRt ~PJT ~ f1141Ri1Cfl-3llf~ -crftcm: CJTffi ~ 3lf~ ~>rrn~ (2) ~~~"it~ >rrn ~ (3) ~ f1141Ri1Cfl-3llf~ -crftcm: ~ ~ cRt ~PJT f.:r¢1 -crftcm: CJTffi ~ ~ ~ >rrn~ (4) f1141Dtct~-3llf~ "f(R ~-~men cnt >rmfcm """l"tf ~ for learning takes into account the following except learning styles of students (2) strengths of students (3) needs of students (4) mistakes of students wu (1) ~ssessment (1) ~ ~ -q "it ~ en) f1141Ri1Cfl-3llf~ ~ "it ~ -crftcm: ~ iW:fr \lffiiT ~ 3ltt ~ cnT ~ H~ "Cfftcm: WU I ~ Cfft ~ ~~~-~~~-q f.l~R-tf@o -q "it <Fn 3'1Cl1:1ifcho ~ cRt ~ ll;Cflf141""1 16. ~ ~ ~ ~· f.l~R1R9o CfiT ~ "&aT ~~ (1) ~cRt~-~ (2) fcrmf$ft cRt ~ (3) ~cRt 3'11Cl~4Cfldl~ fcrmf$ft cRt ~ mrm fGIE~I~ll ~ ftr~ -q f.l~R1R9o ~3it -q "it ~ ~ Gf<91CI1 ~ ? ( 4) An empowering school will promote which of the following qualities the most in its 17.. ~ teachers? (1) Memory (1) ~ (2) Disciplined nature '(2) 3ij~lli'ed ~ (3) Competitive aptitude (3) ~~~ (4) Tendency to experiment Cfi8 cRt • "4lRCfil, it 1TfUra cRt ~ ~' ~ "it ~ w-1 ~ ~ I ~ "it ~ "3TR ~ fm:;R "lR ~ . ( 4) M on1"ka, a M a th s t eac h er, as k s Radh1"ka a question. On not getting any answer from Radhika, she quickly moves on and asks Mohan another question. She rewords her question after realizing that Mohan is struggling to find the answer. This tendency of Monika reflects that she is (1) trying not to put Radhika embarrassing situation in an (2) well aware of the fact that Radhika is not capable of answering questions (3) slightly nervous about her question (4) supporting gender stereotyping of roles by favouring Mohan · 18 • . "qft&lUf g{a~"it~w-:J~~ ~~~~ ~ ~ fcn ~ "3TR ~ -q ~~WI~ o1 ~ ~ w-1 ~ ~ cnT ~ ~ I "4lRCfiT cRl ~ ·~~~~fcn~ (1) (2) (3) ( 4) uftTCfil en) fcnBT 3~$lrt'{?f ~ -q """~"@ ~~'® ~ ov:r -B ~= ~ ~ tcn ~ ~~~~~"""l"tf~ ~ ~ ~ >ffir ~ t:rGro ~ ~ q;y 1:[~ ~ -ft?lrT ~3it -q ~f%~ot;dl en) Gf<91CI1 ~ '® ~ m'QCfil -rrt (6) E 19. 20. The best way to avoid gender discrimination 19. in a school may be (1) selection of more boys than girls for a music competition (2) metacognition of their behaviours by teachers (3) recruitment of equal number of male and female teachers (4) formation of a rule to shun gender discrimination in the school and enforce it strictly gender-biased Paying \!" 5 per day to attract children (2) Opening residential schools (3) (4) Sensitization (3) Segregation (4) Involvement of parents The up-scaling of performance in the scholastic areas on the basis of performance in co-scho~astic areas can be justified as (1) it ensures universal retention (2) it develops respect for manual labour (3) it caters to individual differences (4) it follows the policy of compensatory discrimination for the marginalized students -q ~ ~ ~ ~ ~ ~ q;) :si'lct"ll~d ~ CfiT Pi'""'lRif@d -q ~ ~-m ottcnT fclw~~ ~~~? (1) ~ q;) ~ Cfi8 ~ ~ "5ffir ~ I! 5 (2) 3i1CIIal~ fcl~~~~ ~ (3) ~ q;) fclt~l~~ ~ ~ ~ ~ ~ q;) (4) 22. 22. fcl~l~~ -q iWT-~ q;) ~ ~ ~ ~ ~ Gf.fRT 3fu: ~ ~ ~ "tffi'R ~ ~ .3lQUt:J ~ ~ Successful inclQsion requires the following except (2) CfiT ~ ~ tiT A child collector employed by the school, must bring · children from homes everyday Capacity building ffi Cf){CfRl Not allowing children to attend school may be made a legally punishable offence (1) iWr ~ ~ it~~ (1) ~ 51Rt41f?ldl ~· ~ ~'$1"Ch4i ~ ~~ ~ ~ CfiT ~ Cfi8T (2) m~ ~ ~ iWr-11~ OlfcH;HJ CfiT ~ (3) ~ ~ ~ -m~ q;) WlR ~ if (4) 21. 21. -q ~CfiVTI Which of the following would be the most 20. appropriate way to encourage disadvantaged children to attend school regularly ? (1) fcl~l~~ fcl~l~~ ~ ~ q;) ~· Cfi8 ~ ~ ocffin q;) ~ ~ ~ \ii) ~ tTU ~ ~q;)~~ ~ ~'ii~~H q;) f.i'""'lktf@d ~ 3iiCI!?~Cf>dl ~ ~ #rcrrq ~ (1) ~-'tl~o&., (2) e~.~"l~ft~ GRRT (3) ~~ (4) ~~~ ~-~a.lfilrq; l$!1 -q Pt&ii~Oi ~ ~ 11\ ~SJfUyq; Pi6141~"1 ~ ~ q;) ~ CfiT ~ l$!1 -q fcfiB 31llW l:R ~ ~ ~ ~ ? (1) ~ mcf~ ~ (retention) q;) §f.i~d · m Cfi«fT ~ (2) (3) . (4) ~ ~ ~ ~ ~ ~ WI ~ >ffir ~ Rl<f>m d Cfi«fT ~ ~ a~Rh<f> ~an q;) ~ Cfi«fT ~ ~ ~~~~~ltd ~ ~ ~ 51Rt~Cf> ~ ~ ~ cfiT ~ Cfi«fT ~ E (7) 23. While selecting material for the portfolio of 23. students of should be there. (1) exclusion; students (2) inclusion; other teachers (3) inclusion; students (4) inclusion; parents 24. 24. Of the following, the greatest advantage of interdisciplinary instruction is that (1) fcrolf~ ~ ~~ (2) ~ (3) fcrolf~; f!J:II~:\tH (4) ~; f!J:II~:\tH 25. (3) students are given opportunities to generalize · and apply newly learned knowledge in multiple contexts (4) teachers are less likely to feel overwhelmed by the multiplicity of topics needed to be addressed in a traditional curriculum R8R1R9a .q -a f!J:II~:\tH 3la:~ ~ q;r ftctlf11~ (1) fcrolf~ ~ ~ ..q >rRr ~ ~-~ ~ ~ '"ilqB~Jn ~Chma ~ ~ ~ ~mq.n Weft~ 11TO-~ ~ ~ ~ ~ ~''l'<=~"IJiq'"l ~ ~ (3) (4) ~ ~ AA~, ~ q{qolld qldil'q4t .q ~ ~ ~ ~ 3iiC:H4Chdl t -a ma:rcf>l ~ ~ ~ ~ ~ ~mq.n Weft ~ (1) giving time for free play 1@zy~~~ I (2) providing endless creative thinking (3) expecting perfection from the students while they are trying to do things by themselves (4) Wal ~ fcrolf~ q:;) ~ ~ ~ ~ q;r ~-~ ~ ~ ~ f!IJ:IIr<llt·a ~ ~ 31Cim~~~ m8.1<fi for .q rna:rcf>l q:;) .q A teacher can make problem-solving fun fot 25. students by doing all the following except opportunities q;r ~ ~~~f<f; ~ ~ Pi8R1R9a ~ q:;) ~ ~ ~-WITQH q:;) ~ ~· ~ (1) (2) ~~~~~~ ~t"l'"lkJ:ICh ~ ~ ~ ~ 3lCim ~'qcgR (3) ~ fefm~ m <f)\~ providing open ended material ( 4) 26. fira:rcf>l; W1Mt ~W-n~ I q;r fcrolf~; iSI~ISCfl{UI (2) teachers are permitted greater flexibility .in planning lessons and activities ~ ~ (1) students are less likely· to develop a dislike for particular topics of different subject areas (2) 4liilR1lll ~ -a ~ CfiT4 ~ ~ ~ m-m ~ qft'{?Tdl ~ ~~ ~ 3la crRt ml1!fi ~'q ~ Learners who demonstrate an earnest desire 26 for increased knowledge and academic · competence are said to.have a ~m~~~~~ ~~~G~~ (1) Mastery orientation C1) ~go;qa1 ~ (2) Performance-approach orientation C2) R141~'"i-'3tf~Tfll ~ (3) Performance-avoidance orientation C3) Rt41~'"l-~ ~ (4) Work-avoidance orientation (4) Cfir4-~ ~ ~~~~t mtrrn~~ E 27. (8 ) In order to instil a positive environment in a 27. primary class, a teacher should (1) wish each child in the morning (2) riot discriminate and set the same goal for every child (3) allow them to make groups on their own on the basis of sociometry during group activities (4) 28. (1) My neighbourhood (2) My school (3) My family ( 4) My best friend 30. (4) 28 · (1) CJR4T cn~IR~i ~ ~ ~ fcl'€11(:1~ ~ (2) If a teacher is not able to correct all errors in the classroom it indicates that the system of teacher education has failed (3) A teacher should not notice every error otherwise syllabus will not be covered (3) ( 4) Correcting every error would take too much time and be tiresome for a teacher (4) (2) ~tr ~ ~ ·~ ~ ~ en) ~trm \iff ~ ~ ~ ~ Errors can be corrected by children themselves, therefore a teacher should not immediately correct them Which of the following characteristics is the 30. hallmark of the problem-solving approach ? ~CflRic.-1icn ~ 11ftcm ( 4) ~ fW:J fir:;r ~ ~ e#it' ~ CJR4T ~ ~ R'""'R1fula ~ -B ~-m ~ ~ ~ ? (3) (1) There is an implicit hint given in the problem statement 3lT'QT{ ~ Cfia.TI ~ ~ cn8 ~ ~ ~-"Bt ~-~(theme)~~~? (1) ~~ (2) Which of the following is true in relation to errors made by children ? (1) ~-~ ~ ~ ~1ii'Jifi!Rt ~ "'R~~~~e#it~tft ~ 29. 29. f.:rfifu Cfi8 ~ ~ ~ mPJCfl rit (1) ~~~'liT ~ Cfi\on ~ (2) fcf~ ~ Cfi\on ~ 3fu ~ ~ ~ ~m~~§PifNa~~ (3) narrate stories with positive endings Which .would be the best first theme to start with in a nursery class ? >IT~ Cfia.TI ~ ~CflRk1iCfl C41dlcHUI mPJCfi rit ~ ~ ~ gtJ ~ ~ ~trTBT mPJCfl cna.n-cna.l ~ wfT ~ eiit ~rit~trl'G~~~"dl~~ Cfi«fT ~ fcJ; ma.l'li-ma.n eiit ~ ~ ~ ~ mPJCfl rit ~ ~ 1R ~ ~ ~ ~~ q1~9f)1i ~ ~ mm t.n ~ ~ en) ~trl'G ~ ~ ~ -wr:T ~ (f~ ~ rea.l'li ~ ~ ~-Cflffi mm Pi'""'R1fula ~ -B ~-"Bt ~'liT~~~? (1) wwn cn2H ~ ~ fcl:flttal wwn-~ 3iaf.ff%a ~ -B ~ ~~ (2) The problem is original (3) There is usually one approach for getting the right answer (3) wwn~~~ ~ ~ >rTH cn8 'liT ~11il'"4d: ~ ~ ( 4) The problem is based on only one principle/topic (4) wwn ~ ~ ~~ (2) Wen~ ~~ 1R 3Timftr E (9) pART II I cq'TlT MATHEMATICS II /ll'fUrn Di'rections : Answer the following questions by ~ : f.IR!ftf&d selecting the most appropriate option. ~ ~ 1 31. 32. 33. 34. The sum of place values of 2 in 2424 is (1) 4 (2) 220 (3) 200'2 (4) 2020 31. 2424 ~ 2 ~ ~ (1) 4 (2) 220 (3) 2002 (4) 2020 (Smallest common multiple of 12 and 16) X 32. (Smallest common multiple of 10 and 15) is equal to CfiT (1) 960 (1) 960 (2) 720 (2) 720 (3) 1440 (3) 1440 (4) 480 (4) 480 What should be added to the product 140 x 101 to get 14414 ? 33. (12 3fu: jOHCfl~ 140 264 (1) 264 (2) 274 (2) 274 (3) 278 (3) 278 (4) 364 (4) 364 115 216 (2) 216 (3) 217 (3) 217 (4) 223 (4) 223 X - X (10 101 ~ ~ ~ ~ 'fflft SPACE FOR ROUGH WORK I~~ ifi ~ ~ . -mcf ~) -m ? ~ 100 ~ (1) (2) tfiT{ ~ ~ 3fu: 15 ~ -met ~) ~ ~ . 14414 >ITH 34. <11 l1Rl CfiT ~ ~ 16 CfiT ~ (1) The sum of all the factors of 100 is (1) 115 "!lFif <11 Yff( # jOH@sl CfiT ~i)lllfl~ ~ ftRffi "fcn E 35. 36. 37. 38. ( 10) Number of hours and minutes from 6 : 14 a.m. 35. to 8 : 02 p.m. on the same day is (1) 2 hours and 12 minutes (2) 12 hours and 16 minutes (3) 13 hours and 48 minutes (4) 14 hours and 16 minutes 1 . 2 How many - are there in - ? 6 3 36. fcnm ~ (1) 2 (2) 12 tR 3fu: 16 ~ (3) 13 tR 3fu: 48 ~ (4) 14 tR 3fu: 16 ~ 3 (1) 2 3 (2) 3 (3) 4 (3) 4 (4) 6 (4) 6 (2) 2 (3) 3 (4) 4 tR 3fu: ~ -ij fcmR (2) 0 8 : 02 p.m. <fCfl '<tt ~ t 2 (1) "it ~ (1) When 121012 is divided by 12, the remainder 37. is 6 : 14 a.m. .! ~ 0 (2) 2 (3) 3 (4) 4 (1) 1~ (2) "Q,Cfi fl.r.:R ? 6 121012 ~ 12 (1) 12 t:iif o2IT "it ~~ -q"\ ~ t Which one of the following is not correct ? ~ 0·01 = t!' (1) 1 paisa = (2) one and a half dozen (3) 1 millimetre = 0·1 centimetre (3) 1 (4) 3 litres 30 millilitres = 330 millilitres (4) 3 ~ 30 = 18 0·01 3fu: 3lf'qf ~ fi!clltfiC:{ = SPACE FOR ROUGH WORK t~'Cfil<f~~~ 0·1 = 18 ifi)4)c:{ filcll("llco{ = 330 fil("lld'rc:{ E . ( 11) 39. A chocolate has 12 equal pieces. Manju gave 39. 1 (2) 2 (3) 3 (4) 4 ~2n ~ 41. 42. One orange costs two and a half rupees. How much will three and a half dozen oranges cost? (1) 1 (2) 2 (3) 3 (4) 4 (1) I!' 90 (2) I!' 105 (2) I!' 105 (3) I!' 112 (3) I!' 112 (4) I!' 120 (4) I!' 120 41. 300 (3) 400 (4) 500 2 times (2) 3 times (3) 4 times (4) 5 times ctt Jf0: ~ qffi ~ ~ ~ ~ ~ ~ ~ 5o (Oiih:fk< -m, (l) 3i1Cf~~c:n ~ <liT ~~~ (1) 200 (2) 300 400 500 (3) (4) The perimeter of twq squares is 12 em arid 24 em. The area of the bigger square is how · many times that of the smaller ? (1) 10 ~~~~~~~~~~ Floor of a square room of side 10 metres is to be completely covered with square tiles, each having length 50 centimetres. The smallest number of tiles needed is (2) ~ I ~~ ~ ~~<fiT~~~~ ~~(ft;{~mro <fiT ~ CFf[ ~ ? I!' 90 200 mrT 3fR (1) (1) ~ ~ ~-~ mrT ~ ~ ~ ~ 1~ ~ ~ ~ 'i:llcnc'lc: ~ ~ mrT ~ 40. 40. 12 ~-'Cj)~ mrT ~ ~' ~ ~-~ mrT one-fourth of it to Anju, one-third of it to Sujatha and one-sixth of it to Fiza. The number of pieces of chocolate left with Manju is (1) ~ 'i:llcnc'lc: ~ 42. ~ crTI ~ ~ 12 W:fi <f2n 24 Wfi ~ I ~ Cflf <fiT ~ -ml Cflf ~ ~ <fiT ~ ~ ~ ? (1) 2~ (2) 3 ~ (3) 4 ~ (4) 5~ SPACE FOR ROUGH WORK /.'{!~; CfilCf ~ ~ ~ (12) E 43. 44. 45. Internal length, breadth and height of a 43. rectangular box are 10 em, 8 em and 6 em respectively. How many boxes are needed to pack 6240 centimetre cubes ? (1) 12 (2) 13 (3) 15 (4) 17 fcF;B1 3i llldiCfll< Gfc'R) ~ ~ ~' ~ crm ~ ~: 10 "Wfi, s "Wfi 3fu: 6 "Wfi ~ 1 6240 ~ihft2{ t:R1 "Cfll ~ ~ # ~ ~ ~ 3iiCJ~l!Cfldl ~? (1) 12 (2) 13 (3) 15 (4) 17 The number of degrees in four and one-third 44. right angles is ~ (1) 390 (1) 390 (2) 395 (2) 395 (3) 400 (3) 400 (4) 405 (4) 405 In the figure, side of each square is 1 em. The 45. area, in square em, of the shaded part is 3fu: "Q;Cf}-~ ~q<f>lol ~ #~~~~ #, ~ qrf ~ ~ 1 "Wfi ~ mr~ cnr ~' CfTi "Wfi #, ~ §J §J f.f.- f-- '-- ~ ~ '9 (1) 8 (1) 8 (2) 9 (2) 9 (3) Hr (3) 10 (4) . 11 (4) 11 SPACE FOR ROUGH WORK I~~~~~ 1 014ifcna E ( 13) 46. = 1 + 3 etc. ~ ~ ~ it 'B-&:rr Cfi't <X:fm CO\ ~ % I ~ ~ fu"Q: 4 = 2 + 2 312fCIT 4 = 1 + 3 In which developmental phase of numbers is ~ I ~ ~ ~ ~ futfltflk4Cfl ~ 11\ she? %? Shailja can express a number in different 46. ways. For example 4 =2 (1) Quantifying phase (2) Partitioning phase (3) Factoring phase + 2 or 4 ~-~ (4) (4) Operating phase 47. 47. A child of Class III reads 482 as four hundred eighty two but writes it as 40082. What does this indicate for a teacher ? "Cfl~ III "CfiT ~ 482 ~ ~ ~ "Cfl@ %? (1) (1) (2) Child is a careful listener but has not established sense of place value (3) Child is confusing the expression of number in expanded form and in short form ~ ~ %~ ~ it ~ "fmfltf -;® CO\ 'tl1m % ~ ~ ~ ~ ~ Rl'kltftd ~ ~~~-it~% <4> Teacher should teach the concept of place value when the children are able to write numbers correctly -it ~ ~it~%~"f~lfR~ 'fi1TS1 (3) (4) ~ "Cf)PJT ~ Child is not attentive in the class and is a careless listener (2) 40082 Cfi't -:erR -Bl ~ ~% ~ %I ~ W~ ~ fu"t!: ~ -m~ q:;r ~ lfR ~ ~ ~ ~ ~;it fuw.rr~~ SPACE FOR ROUGH WORK I~ cnT<f ~ ~ ~ (lGf Cfi't ~ ~ ~ '5JCJ)R E 48. (14) To introduce -subtraction of two-digit numbers 48. in Class . III, a teacher proceeded in the following steps : cn&Tl III Step I : -:q(ll{ 1 Revision of two-digit numbers with understanding of place value system .. -q ~-~ ~.:if ~ Ol!CICfiC"H ~ q:;f.t ~ ~ fir~ f.I8R1fula ciT ~ "CfiT ~Cfl«ll%: ~ ~ ~ : cfi'l ~ ~ m2T ~-~ ~.an _cfil s•w1Rl cnBT 1 -:q(ll{ II: ~ ~ q:;f.t ~ ~ fcfi -rnt\ ~ cil~~-e~\ifl~%­ Step II: Use of tally marks to show that smaller number can be subtracted from larger number. ~~"Cfilm~ 1 Step III :· Application of subtraction on numbers under each column of place value. -:q(ll{ Ill : ~ l1R ~ ~ Cfi'ft;fl:r ~ ~ ·~.:if ~ Ol!CICf>C"H "CfiT ~ ~I ~ ft~ In this case teacher is developing the lesson (1) (2) (3) (4) 49. from system concept algorithm from operation algorithm ---7 from algorithm operation ---7 ---7 operation system concept system concept from system concept operation ---7 algorithm "Cfi\ ---7 ---7 I ~ ---7 qf{CfiC"H- ~-'I:'!Cfie'<H' ---7 qf{Cfi(1"'1- ~2TT-'8 Cfi(Yq"'' I (2) ~ ~ ~ (3) qf):CfiC"H-~ ' ---7 ---7 ---7 ---7 ~-'l:'fCfi(Y\4"'1 I ---7 qf{CfiC""H-~ ---7 ~ ---7 "Which two numbers when multiplied give the product 24 ?" · (4) ~-'l:'fCfi(Y\4"'11 ---7 ~ 49. ' fcn.:T ~~.:if ciT~ q:;f.t l:R 24 ~01"'14)<:1 >ml "lWn ?" ~~ This question (1) (1) ®% -q fir~ - - - is an open ended question as it has more than one answer (1) m %~ pn-~ ClTffi ~"3TR~ ~-~ ClTffi ·m %~ ~ ~ -e ~ ~ (2) · is a closed-ended question as it has definite number of answers (2) suggests general problem-solving strategy to the child so that he/she can answer correctly (3) ~ (4) mmnt~~~"3TR~~ 31ftH:i~HirJiC'fl ~ ~ q:;f.t -q ~ cfa (3) (4) helps the child to think metacognitively ~-q"3m~ ciT ~ ~-~ -e 'l:'f~ll!dl Cfl«lT% SPACE FOR ROUGH WORK I 'ttfi ~ ~ ~ ~ (OHtf<t4l cnl . E (15) 50. The students of Class V were able to attempt 50. Cfi~ the problem .!_ ..;-.!. correctly: but not able to ~ ~ ~ 2 3 solve the problem "How many 51. .!. cake pieces 3 are there in half a cake?". Thq reason is (1) students' language development is poor (2) problem is of higher difficulty level for Class V (3) operations on fractions are taught without contextualisation and language support (4) students are not able to understand the mathematical equivalence of the two 51. problems Hamida always allow her students to observe the number pattern and to form conjectures on their own in order to enhance their mathem~yical abilities. She wrote the followini:.. problems on board and asked the studen~s to write the answers : 21 +7 = 2·1 + 0·7 = 0·21 + 0·07 = 0·021 + 0·007 = Through the set of questions she wants the students to observe that (1) as one factor is divided by 10 and the other is multiplied by 10, the product remains same (2) as one divisor is decreased by 10 and the other is increased by power of 10, the product remains same (3) if both the divisor and the dividend are increased or decreased by power of 10, the quotient remains the same (4) if both the divisor and the dividend are decreased by power of 10, the quotient is also decreased by the power of 10 v ~. fcror2ft' ~ .!.2 ..;--.!.3 ~ ~ ~ 2l, en) ~ ~ ~ ww:rr CfiT ~ -;r@ ~~2lfefi"3llil~"il~ 1 3 ~~ ¢. ~ ?" ~ CfiT\UT ~ fuwf~ CfiT ~-~ ~ ~ ~ wwn Cf>~ v ~ ~ sa=.r ~ ~ c€l ~ ~ ~ ~fst><!ll~ W;n -B;~ 3fu: ~­ (1) (2) (3) ~~~~ fcror2ft' ~ ~ ww:rr311 c€l ~ ~ ( 4) cn)~~~-;r@~ ~ ~ fuwf~ ~ cnf.t c€l ~ ~ ~ ~ ~-51RI~4l (patterns) CfiT -JiC!~I<ti'i tft ~ ~ ~311 en) Cfif.i 3fu: qft:<fiC"NI ~ I ~ ~ ~ Pfq~f@d f!Af41~ ~ ~ 3fu: fuwf~ ~ ~ ~ fef; ~ ~ "3W fu& : 21 +7 = 2·1+0·7= 0·21 + 0·07 = 0·021 + 0·007 = ~ ~ ire: ~ mv.m ~ ~ ~ ~ fefi fcror2ft' ~ 3'1CI~l<ti"l cfi\ ~ fefi (1) ~ ~ ~ en) 10 ~ ~ fef;m ~ ~ 3fu: ~ en) 10 ~ :JUTT fef;m ~ ~ cfr w-TI ~oFJq;(_1 tmH (2) ~ c€l 10 (3) mr ~ ~ ~ ~ ~uHq;11 m ~ ~ c€l 10 ~ ~ ~ c€l tmf ~ ~ ~ ~~ 3fu: ~ ~ 10 ~ <n'tRTQ; ~ ~' ~ (4) ~ ~ tRTO: ~ tRd"T~ SPACE FOR ROUGH WORK I \Q'i ~ ~ ~ ~ cfr c€l ~ t 3fu: cfr tmf ~ ~ tmH ~ afR ~ ~ 10 c€l t cfr ~ ~ 10 c€l tmf ~ tmf ~ E 52. 53. (16) Piaget believed that learning results from 52. social instruction and a mathematics teacher believing in Piaget's theory shall use (1) lots ofmanipulatives and lab activities in the class (2) group project and group discussion (3) differentiated instruction (4) chalk and talk method Pradeep / was shown a broken ruler ~ ~ l ~ ~ I and asked, where 53. is 5 em on the ruler. He picked up the ruler and pointed at the mark of 5 em on the ruler. His answer (1) is correct as he rightly pointed out the mark of 5 em on the ruler (2) is incorrect as he is showing a point only and not the distance between two points marked as 0 and 5 (3) is incorrect as the ruler is broken and he must start with 2 and should point at 7 as the desired mark (4) is reflecting that he has the misconception that 5 em refers to a point and not to a length 54. Uma was not able to understand the concept of odd and even numbers. In order to improve 54 her understanding, the teacher took some 20 • pebbles of different colours and asked her to pair them up and sort out the numbers from 1 to 20 for which pebbles get paired up or do not get paired up. Uma (1) is a visual learner (2) is a kinesthetic learner (3) is an auditory learner (4) needs personal attention ~ CflT fucnB' ~~~ ~ 2iT ~ ~ 14tfu!Cfi ~ ~ llfiJrn CflT ~ fu~ ~ ~ ~#fucl"rn~ (1) "Cfi8:ll -q mt . !:;f('14i{'iik1chl (manipulatives) ~ Sl"•i'flllMC11-~ CflT >r<WT ~ (2) ~tt@;Cfi qftl!l\il"il ~ ~tt@;Cfi ~ CflT >rWT~ (3) ~ ~ CflT >rWT ~ (4) ~ ~if"Cfi~Cflfm~ ~ ~ col ~ ~ s.;m ~ /~~l~~~~~~~ ~~~~~# 5 dOT(fT ~ ~ ~ lR -Mr ~~ ~~~ 5 -Mr ~ f.mT;r col ~ Cfi@~ ~~~ (1) ~ ~ ~ ~ ~ lR 5 -Mr ~ (2) (3) (4) f.mr::r col~~~~ lRffi ~ ~ ~ ~ f.rnR col ~ WI ~;r~ 0 ~ 5~~-q~~~* ~~~~col lRffi ~ ~ ~ {GT S,3TI ~ ~ '3B 2 ~ ~ "Cfi8T ~ 2iT 3:{tt 7 col ~ "Cfi8T 2iT '\ill ~ Cli'3·flll ~ ~ ~ ~ '® ~ ~ ~ ("iCfi("tf"if ~ ~ ~5 Wft~B'r..~~#~;rfcf;~ ~~# ,..,~ ~ W1 ~ ~ ~* ~ ("iCfi("tf"lf col~ ~ tfT ~~I~ ("iCfi("tf"if col~~~~ ~~~~~~20~~~ ~~~~~~~ 1Br21~1~ 20 (fCI1 ~* col mt.t ~ ~ CfiQT m ~ ~~~-qro;~~~~~-qro; I~ (1) (2) ( 3) (4) -:qr~ fua:n2ff ~ ~ ~ fua:n2ff ~ ~ fua:n2ff ~ col &lfffiJf(1 ~ ~ 3'11CI!?4Cfi(11 ~ SPACE FOR ROUGH WORK I~~~~~ ( 17) 55. 56. Rubrics of assessment for the geometry lesson 55. on points and lines in Class IV shall be (1) can differentiate between line and line segment, can mark a point, can draw a line segment of given length accurately (2) can measure the line in ems and inches accurately, can name the line (3) can measure the line segment in ems and inches accurately and can mark end points of line segment (4) can differentiate between line, ray and line segment and can define them .. In a class, a teacher asked the students to 5 6. define a quadrilateral in different ways - using sides, using angles, using diagonals etc. The teacher's objective is to (1). help the students to explore various definitions (2) help the students to understand quadrilateral from different perspectives (3) help the students to memorize all definitions by heart (4) help the stuqents to solve all problems of quadrilateral based on definitions 57. Students are asked to establish a relation between vertically opposite angles. They draw 57. various figures, measure the angles and observe that vertically opposite angles are equal. In this case, students according to Van Hiele thought are at (1) Visualization level (2) Analytic level (3) Informal Deduction level (4) Deduction level E Cf>P;TI IV if ~ 3fn: 00 ~ ~~~d1~ 1:fTO ~ ~ ~~mTr c1) oo 3fn: ·hsmsi:s if ~ Cf>\ ~ t ~ ~Cf)\~t~~~~~ ~~~~~VcmfT~ (2) (3) ~ if 00 ~ ~ ~ ~ mq ~ 00 Cf)l ;m:r ~ VcmfT ~ ~ ~ -~ Wfi 3fn: ~ if WTm ~ mq~~ 3fn:~~ ~: ~3TI~ ~Cf)\~~ ~ 3fn: ·hsmsi:s if ~ Cf>\ VcmiT ~ 3fn:~~Cf)\~~ Wfi 3fn: t c1) oo, Cf>P;TI if rof~ fcrmf$fl ~ ~ >ICfiR ~ ~~~~m~~~~. ~ ~3TI Cf)l wiTrr' CfiluiT Cf)l wiTrr' -~ Cf)l wWT~I - rof~Cf>T~~ (1) ~ ~3TI ~ ~ if fcrolf$fi c€t ~Cf)81 (2) (3) (4) ~ 11fUt~ ~ ~ ~ ~ if fcrmf$fl c€t ~ i:;l~ d I Cf>8T fftft ~3TI ~ ~ ~ if fcrmf~ c€t ~i51~dl Cf)8T ~3TI ~ 3lTmfuf -:qg:flr c€t ~ W1PIT3it ~ ~ m if ~ c€t . ~i51~dl Cf)8T ~ ~ "3?~ ~ CfiluiT ~ -q~ ~ ~Cf>B~~Cf>Wf~~ ~~~~ ~ t CfiluiT ~ mtffi ~ ~ ~ ~ ~ fcf; "3?~ ~ cn)ur ~ ~ I ~~if,~~~ fcftm ~ ~ fcror~ (1) 'Cil§t:ftCfl{OI ~ ~ ~ ~ (2) fGI~~~OikliCfl ~ ~ ~ (3) 3Hlq::qlft:Cfl (4) f.:rn:R ~ ~ ~ SPACE FOR ROUGH WORK I~~ ifi ~ ~ f.:rn:R ~ ~ ~ 1 E 58. 59. (18) Higher Order Thinking Skills (HOTS) based 58. questions demand the (1) knowledge of facts, rules, formulae (2) knowledge of algorithm (3) knowledge of symbols and diagrams ( 4) knowledge and some degree of cognitive efforts Most appropriate formative task to assess the 59. students' understanding of data analysis is (1) Cf~, (2) ~~~~ (3) ~3fu:~~~ (4) "¥9 ~ (lCf) f.'iwif, ~ "Chf.t ~:ftHk·~Ch Wffif 3fu: ~ cfiT ~ CfiT ~ ~ ~ ~ (C;4k~Ch ~ ~ Qui~ (2) Role play (3) Crossword (3) . cpf_~ (4) Survey-based Project (4) Classroom discussion was initiated in Class V on 'Sale' in festival season, during topic of 'Percentage'. This type of discussion in classroom (1) ~~~ ~ ~ ~!?Jlt~or ~tfi ·fcrmf~ (1) 60. 60. ~ ~ ~ ~ (HOTS) 1:R ~ w.l -cgp:tfrT~~ I helps the students to listel't to each other's opinion and encourages them to present their argument (2) must be avoided as it raises the noise level of class and disturbs others (3) helps the students to enhance their debating skills (4) starts heated arguments in class and spoils the atmosphere of the class (1) Sr!?-1i'd£l (2.) ~ ~ (Th-f 'cB) ~~-~ qf{;4l\iHI ~ ~ WflT "Chl$ v -ij ~· ~ ~ WflT ~· 1:R "Cha.wfi :q.qf ~ cfiT ~ I "Ch&ll -ij ~ ~ · cfil:q.qf (1) m-ru wr.t ~-~ ~ q;r -q ~ cfiT ~ "Ch«ft ~ 3fu: ·~ CfCi; ~ 'Ch8 ~ ~ ~ si'l r'81 I% a "Ch«ft ~ (2) ~l$ cfiT ~ ~ ~ ~ "<;f)l$ ~ iR~~cn)~~ 3fu:~cn)~ "Ch«ft ~ (3) ~ enG~~ ~tfi ~ en) ~ -ij. cfiT ~ (4) cfiT '8 E:Wid I "Ch«fi ~ "Chl$ -ij lWIT-l'l\Ifi .cm-ll ~ ~ 3fu: "Chl$ ~ ~ en) ~ "Ch«ft ~ SPACE FOR ROUGH WORK I~~~~~ "Ch«ft ~ I ( 19) E pART III I 'WI' III ENVIRONMENTAL STUDIES I 4c:tfct(Ul 3f~~ Directions : Answer the foll(M}ing questions by ~ : RAf?tf&d w;ff selecting the most appropriate option. ~ 1 R 61. In the villages of Bihar many farmers do 61. bee-keeping and collect honey to earn extra money. The best time to start bee-keeping is ·~ ~ (1) January to March (2) April to June ~~~ (1) ~-B~ (3) July to September C2) (4) October to December (3) 63. 64. ~ -B ~ CfiT4 (1) ~ (2) Paraffin wax (2) ~ (3) Grease (3) "lfffi (4) Coal (4) ~ Arunachal Pradesh (2) Meghalaya (3) (4) llTI1 '~2ffi' ~ ~ lfrm ~-it~'~-~ ~~~~·\iftcrTCfil ~ ~~~~ ~~ 1 ~ -q ~ cftm -q-r:rr ~ ~ wm: (1) 3HiUff"t:l<:1 ~ (2) ~-q Assam (3) m:m-q Orissa (4) ~-q One Pashmina shawl is as warm as 64 - - - - normal sweaters and _ _ _ _ · hours are taken to weave a plain Pashmina shawl. (1) 10; 200 (2) 06; 250 (3) 06; 200 (4) 10; 250 ~ tH ~ ~-B~ ~-B~ ~GR"B~ -m~-it3BIT-BM~: (1) 3firrr ~ ~ I ll~-~ ~ ~ CfiT ~ Select the one which is different from the others: 62. (1) Petrol 'Nepenthes' is a plant which traps and eats frogs, insects and even mice. In our country 63. this plant is found in ~ ~ ~ ll~-~ ~ ~ ~ ~ CfiT (4) 62. 1l'fcrT -q it 3"ff( # it ffrr[ -q ~ Y!iltfl'if ~ ~ m'tffiUT ~~~Tflf~~(f~~mtmUT~ ~q:;l~~ WTCfT ~ I (1) 10; 200 (2) 06; 250 (3) 06; 200 (4) 10; 250 tJUCTCfiT~ E 65. 66. ( 20) The group called Tarun Bharat Sangh is 65. associated with (1) rebuilding old lakes (2) helping specially learning abled children providing cooked midtfiay meal in schools (4) running free coaching classes for the children belonging to EWS Select from the following the characteristics of. the houses of Leh and Ladakh : A. ~ ~ 'B (3) (4) 66. ~ .-ij ~ ~'B f.l8 R1 fuid -q -B m 3fu: ~ ~ l1cfiT'il ctt A. ~~<RT'B~~cfil~~ B. ~. ~ -ij ~ ~ "'1'@ l:f?~, ~ 3fu: ~ Ground floor without window C. Thick walls made of stones, mud and lime c. D. Wooden floors D.~~~ (1) A, B, C (1) A, B, C (2) B, C, D (2) B, C, D (3) C, D, A (3) C, D, A (4) A, B, D (4) A, B, D fertile· (2) barren (3) useful for a special kind of crop (4) fit for irrigation -qq:;r ~31T ~ ~~ ~ ~ 'B ~ criT ~ ~ ~ ~ H:~ ~ q;&mt ~ 'B B. (1) cnr Pcl~l2dl~ ~ : Slanting wooden roofs made of tree trunks Growing the same crop over and over and using so many chemicals makes the soil "Ba:lll ~ en) ~ -ij ~ Cfi8-B 67. 67. m«f ~ ~ ~ ~ ~ 0) ~ ~ S'if.ffifd Cfi8 'B (2) in (3) (RiUJ 'B ~mil~ ~ ~ ~ ct't ~ ~-~ mrBf ~ ~ Cfi8 'B ~ '31TR 3fu: ~ 'B (~) ~ \ifRft ~ (1) Tch (2) ~~\ifRft~ (3) M~~~~~ ~ \ifRft ~ (4) ~~~~~\ifRft~ ( 21) 68. 69. 70. 71. E For making Madhubani paintings the artists 68. use ll~ (1) specially made poster colours (1) ~ %R (2) fibre paints of very good quality (2) 3llir ~ TTCfT ~ ~ ~ (3) paints made by dissolving silver and gold· (3) ~-~ (4) coloured paste of powdered rice (4) -qm ~ -:qfCffi ~ ~ ~ Select from the following a group of diseases 69. caused by mosquitoes : (1) Malaria, Dengue, Cholera (2) Malaria, Chikungunya, Typhoid (3) Dengue, Malaria, Chikungunya (4) Malaria, Cholera, Typhoid Nit Cfi't GAR ~ ~ \ifR "CfT# "irT ~ ~ ~ ~*w} ~ ~ it ~ ~-"irT cnl ~~~it?: RklR1R9o it it -irTI q)T ~~ ~ (1) ~.~~ (2) ~. ~<h""I~R~I, ~~ (3) ~~.~<h""ljR~I (4) ~.~.~~ Rklfdf@o (1) smelly, thick, dark coloured oil ~: (2) smelly, thin, pale liquid (1) ~. 1]"1(p' ~ "irT (3) pleasant smelling, thin, blue coloured liquid (2) ~. 11m1T' 1fu;n 01" (3) ~ l'j~ (4) dense and dark fluid without smell (4) ~ l'j~ 71. A. Only four types of poisonous snakes are found in our country. ~ it~~: Select the correct characteristics of petroleum 70. from the following : Select the correct statements about snakes : \ifT it it q)T' q)T Ct?"'lfdl!~ ~ ~ ~~ CflT ~ 11m1T' -;fu;rr ~ 01" 1]"1(p (f~ ~ "irT q)T ~ -ffiql~~it~~~ I A. ~~it~T.TR~~~-Wtr~ "\ifffi ~ I B. Cobra is a poisonous variety of snakes. C. A poisonous snake has four hollow teeth (fangs) through which the poison en~ers the body of a person when the snake bites. B. -;wr (~) ~ -ffiqT q)T~ %R~ I C. ~ m'tr ~ T.ffi ~ ~ ~ ~ I \ifGf -Wtr M CXlful Cfi't ~ ~ "ffi ~ ~ ~ -zyiT it ~ -mR it ~ \iffifT ~ I D. Medicine for snake bites is made from the snake's poison. D. -Wtr ~ coR c{;T ~ \ifT(ft ~ I (1) A, B andD (1) A, B Cf D (2) B, CandD (2) B, C Cf D (3) C, D and A (3) C, D Cf A (4) B, A and C (4) B, A Cf C -Wtr ~ ~ it ~ ~ ( 22) E 72. s. Station No. Name Arrival Departure Distance Day (km) Time Time 4 Surat 16·15. 16·20 530 1 5 Valsad 17·23 17·25 598 1 6 Bhiwandi 21;10 Road 21·20 772 1 7 Madgaon 7·45 1509 2 7·35 As per above information the distance between Surat and Madgaon and the time taken to cover this distance by the train, respectively are 73. 74. -;:flit A portion of railway time-table for the route of 72. an express train is given below : (1) 979 km; 15 hours 15 minutes (2) 979 km; 15 hours 20 minutes (3) 1509 km; 15 hours 25 minutes (4) 1509 km; 15 hours 30 minutes ll>"R""~B ~ ~ M lll1f ~ ~ ~-~ CflT ~ ~ ~ 1p:ff ~ : Sf;J1 ~q)f R ~q)f ~ 'B1Tlf ~ q)f 'B1Tlf (~) ~ 4 ~ 16·15 16·20 530 1 5 ~ 17·23 17·25 598 1 6 fu<:m Us 21·10 21·20 772 1 7 "' lWTfC{ 7·35 7·45 1509 2 ~ ~ ~ 31[~ tR ~ 3fu: ~ ~ c4tq cfiT qft (f~ ~ ~ ~ qft CfiT (p:f ~ -q ~ ~~;~ 0) 979M; 15 ~ 15 ~ (2) 979M; 15 ~ 20 ~ (3) 1509 M; 15 ~ 25 ~ (4) 15o9M; 15 ~ 3o ~ (1) 3l4'>liiR'Rll"l (2) csillffl~:?l (3) 3~fih'R1H (4) ~ w (~) ~ ~ Al-Biruni came from a country now called (1) Afghanistan (2) Bangladesh (3) Uzbekistan (4) Oman Select the correct statement about bronze which was used in making big guns (cannons) 74 · found in the fort of Golconda. ~I (1) Bronze is an clement (2) Bronze is an alloy of copper and zinc (3) Bronze is an alloy of copper and tin (4) Bronze is platinum an alloy ~ ~ -il, ~ ~ Jflff§0$1 -q mill cfttr -q fct><n 1p:ff ~' ~ Cfl28 of copper and C1) cnfuT~mq~ (2) w (3) (4) ~ (~) (f~ ~ (~) m~mg ~ w w ~ (~) (f~ ft.l cfiT ilr~mg ~ ~a~ ~fl"lli cfiT ilr~mg ~ cfiT E ( 23) 75. While discussing about friction, a teacher gave 75. a number of examples to explain the concept. Some of the examples where friction is useful in our day-to-day life as quoted by the .teacher are given below : :fR fu;t!: ~ ~ : A. B. We are able t9 walk because of friction between our feet and the ground. B. C. A ball thrown vertically upwards comes· back to us due to friction. c. D. We are able to stop a moving vehicle by applying brakes because of friction. D. (1) A, Band C (2) c€l ~ ~ ~ ~ -B ~ fu;t!:·t ~-B~~~~~~~ ~ ll ~ ~' ~ ftrfucpr ~ "Cfi~ it fu;t!: \ill We are able to write because of friction between the tip of the pen and the paper. WflR<€l~3fR~~~~~ ~ "CfiRUT #mf 11ffi ~ I Wf~'!R~~ 3fu:~~~~~ "CfiRUT ~ -qffi ~ I ~~m ~ ~ ~ coW ~ ~ ~ "CfiRUT tt~trrn~~~ I ~ ~ "CfiRUT Wf M llkt~ft(1 ~ on) ~~~~ tt tt ~~~~ A,BCf C B, C and D (1) (2) (3) C, D and A (3) C,DCf A (4) D,AandB (4) D,AdB A public school has about two to three children with special needs in every class. Some children are physically or mentally challenged. These children study with other children while sitting in the same class. The public school mentioned above follows which of the following? 76. B,CCf D ~ ~ ~ it ~ "Cfi~ it ~ ~ -B <fi;r ~ ~ 3ilcF?4Cfidl ~ ~ I ~ ~ ~11£lftCfi ~ 'IHfBCfi ~ ~ fc1Cfi(1ill (~) ~ I ~ ~ 3P1 ~ ~ m21 "3"ffi co~ it ~ "Cfi«<T ~ ? (1) CCE ( 1) -mRf ~ ~ JOLC'4 iCfi""l (2) Inclusive education (2) fl"'~~ft -m~ (3) Peer education (3) fi'ICf4fCfi -m~ (4) Compensatory learning (4) Slkt~Cfi ~ Sarita's teacher engages her in a number of group activities such as group discussions, group projects, etc. Which learning dimension is her teacher following ? (1) Learning through recreation (2) Language guided learning (3) Competition based learning (4) Learning as a social activity m21 ~ ~ 1 ~~~f.!'Rit-B~~ 77. 77. fiCfi&-4""11 A. The correct examples were 76. ~~~it~~~~ ftrfucpr ~ ~ -mtn c€l ftrfucpr ~ fcrlmr fii'!!%Cfi ~ it ~&eft t ~- ~-~, ~-4ft4'1\ll""ll, ~ I ~ ftrfucnr ~ ~ fcnB ~ "CfiT ~ "Cfi\ \tt ~ ? wu ~ (1) 'l·t'l{\ll""l (2) ~-~~ (3) srRt4lfllol (4) fii'IINlCfi~~~it~ ~~ E 78. 79. so. 81. ( 24) A Science Exhibition was organised in Rohan's 78. school. It was organised with an objective. Which in your view is the most appropriate objective? (1) Train students for various professions (2) Provide a creative channel for learners (3) Establish a name for the school (4) Satisfy the parents An effective teaching-learning will happen in the class when a teacher helps or facilitates to 79. link the knowledge a student has with the new concept to be taught. The objective behind this is to promote ~ ~ fci~IC14 if ~ ~ ~ cnT ~ ~TFIT·2ff ~~~~~~m~ ~ WIT 2fT I ~ ~ ~ Cht.J-m ~ ~~%? ( 1) ~ &OicH"llli'i ~ CflVIT (2) m~~ ~ ~ ~\iHk'"ICfi mum ~oq Cf)ffiT >l'fu:& CflVIT ( 3) fcl ~ IC1 '!! (4) ~CfiT~CflVIT cnT ;rrq if ~ >MTCFt m~-~-~ ~ %~ m~ ~ ~ ~ CfiT ~ ~ "CfRYft ~ ~Cfii:"Y'"II ~ ~ ~ if ~ Cfi«fT % I ~ q;a:n ~if~~% ~I (1) correlation and transfer of knowledge (2) individual differences (1) ~ (3) learner autonomy (2) ~G!RhCfi ~~ (4) reinforcement (3) ma:n2ff'-fCliGI'dal (4) S'"lcsf~H While doing experiments and practical work, Shyama's performance is the best in her class. 80 • She is considered a very creative person. So, she is learning a concept by fu"Q: fcmlf~ CfiT >rfufa:rn m cnT B$Bklr'Q q;)~ ~ ~Hid{UI ~ 51~llllr'"ICfi ~ ~ s:u: ~ cnT (1) imitation if ~m ~% 1 ~ ~ ~'iHir4Cfi ma:n2ff lTRT \iiTciT %1~ ~ _ _ __ ~ ~ ~Cfii:"Y'"II~ CfiT ~% I (2) convergent thinking (1) ~ (2) ~~ (3) ~~ (4) ~ ~ '"li:S ll (3) divergent thinking (4) modelling f.lt;qiC:'"I q;a:n Environmental factors that shape the 8 1. . development of a child include all of the following except - - - ~ ~ ~ ~ ~ q;) 3lfcf)R ~ "CilB C:lld Iq{Uftll "CfiTtCfiT if f.l '""'"! fC1 f@ d ~ (1) physique (1) ~II{) f{Cfi 1l&l (2) culture (2) ~ (3) quality of education (3) ma:nct;l~ (4) quality of nutrition (4) ctlfuCfidl ct;l ~~I • ~ ( 25) 82. Seema learns every lesson quickly by rote 82. method, whereas Leena _ understands each lesson after discussion and brainstorming. It denotes the developmental principle of (1) inter-relationships (2) individual differences (3) general to specific ~~1ll6cit~~~ Wft~ ~ ~ ~ ~ ~"iRTfif11 (4ffd&:fl ~) ~ ~ ~ 1ll6 cit w:rwft ~ I ~ ~ WCfllflk4<:fl ~ cfit ~ ~ Cfi«<1 ~ 1 (1) ;ffir:~ (2) ~l!Rt>Cfl ~m (3) --~-B~cfit ~ ( 4) - continuity 83. E (4) In co-operative learning, older and more 83. proficient students assist younger and lesser skilled students. This leads to (1) higher achievement and self-esteem (2) higher moral development (3) conflict between the groups ( 4) intense competition ~.-w~lllk4Cfl 31fwm ii ~ ~ ~ ~a:r feroTm~ ~ "Cf)l1 ¥ffi fcrorf~ ~ ~ ~ ~ ~-qfturm~ (2) 3ttt ~-Tffti:rr ~ ~ fcrcfim (3) ~it~ (4) ~ (1) 84. - Dyslexia is associated mainly with difficulties 84. in ( 1) · heating 85. f.:l{a{al ~~ S1RI4lfTiar m2i~~~(1) wR (2) ~ speaking and hearing (3) ~ reading (4) ~ (2) speaking (3) (4) ~: f%:klfcff!lll 3tttwR- 4lllCI{OI 3l~ cfiT cna;TI The use of poems and story-telling to explain 85. concepts in an EVS class helps to ~ ~ ~~3ft (1) Cfl\1T (2) take care of the language and cultural diversity among learners channelize the energies of the students in the right direction (3) make the interesting lesson enjoyable (4) promote the ability to imagine and explore the nature of the world at the local and global level (1) (2) and it fiCfl0'10il3lf cit 3ttt ~-~ ~ ~ m ~ Cfi«<1 ~ I -manr~ ii ~ ~ ~ ~tffil3TI ~ ~ ~ ii ~ R:m ~it it fcrorf'~ 3'11~<;<;1~1 cfiT ~iq;R!Cfl ~ ~ ~<filiCfl(OI 3ttt ~ ~ ii (3) 1lT6 cit (4) ~~~~l:R"ffi:mcfit~cit ~ 3-fR~~cfit~cit~ ~it ( 26) E 86. 87. 88: A teacher uses audio-visual aids and physical 86. activities in her teaching because they ~ (1) facilitate effective assessment (1) ~~"ctilwm~~ (2) provide a diversion to learners (2) -m~ "CfiT ~-~ ~ ~ ~ (3) utilize maximum number of senses to enhance learning (3) ~ ~ (4) provide relief to the teacher c4) Portfolios (2) Periodic tests (3) Home assignments (4) Summative assignments The following are the methods to teach EVS except >IT~ ~ (1) 4l iq;) fB-P:il (2) ~~~ (3) ~~ (4) ~%:·10JCf)~ ~ ~ (1) 641&41ofl ~ ~ (2) Problem-solving (2) WR=ln-~~ (3) Cooperative learning (3) ~~4"'PIIri4Cfi ~ (4) Guided enquiry (4) ~~ q4fcHUI ~ ~ EVS teacher should (1) ~: (1) focus exclusively on experiments (2) ~= (2) focus exclusively on books and tests (3) accept and respect perception of children (4) accept and respect views of parents Exercises and activities in an EVS text-book should be provided 90. at the end of the chapter (3) inbuilt in the topics (4) at different places in the book CfiT ucf.b ~'""ifB-if&a q4fCROI "Cfi"G fum "CfiT w:Wn 11{ ~ t.n ~ ~ 3fR w~3TI 11{ ~ t.n ~ (3) ~ ~ fi~Cf))ol "CfiT ~ ~ ~ "Bt-1lH t.n~ ~~~q;)~~~ "Bt-1lH (2) "Cfi"G ~ ~ cfiT fcm:n:ri ~ I Explaining through lectures at the end of the unit CfiT ~ Cfil>RWT~ I (1) (1) ti ~ CfiT ~ "f(R 11{ ~~ (4) 90. .q roa.1cf) "CfiT 3ffil11 ~ ~ ~ 88. 89. 89. ~lltlll:cti ~ CfiT >RWT "Cfi«fT ~ ~ ~ ~~ The best way to assess a child at primary level 87. is to use (1) ~ "fllFJ ~-~ ~~14~~ "!@ roa.1cf) t.n ~ q4fCI{OI ~ cfiT ~ q;) ~-~ (3) (4) 1ffi5 ~ ~ .q . .q 3i"o:~ ~ .q 3R'f11-3ffi11 ~ 11{ ~ ~ ~ ~q Cfi\RT ~ I (1)- ~~ ~.q (2) .q E ( 27) Candidates should answer .questions from the following Part only if they have opted for ENGLISH as LANGUAGE - I. ....,. -crtt~2ff RJ:;iR1f@a m-sT ~ >rHr Qfiq(1 ~ ~ ~ 3r~l4 mlfr - fCf Cf>~q 3"i ~'#f) ~ ~ I ~ ~ I Cf)l E ( 28) PART IV I.AIYGUAGEI ENGLISH Directions : Read the given passage and answer the 91. questions that follow -rQ. No. 91 to 99) by selecting the most appropriate option. The use of the word 'cranking' conveys the meaning that (1) the key did not fit the lock properly The day the cat was killed, Maddy watched her mother wind that old clock with her same little smile, cranking the gold key into its funny little hole, as grandma wandered around the dining table in her dressing gown while her nurse read a pulp fiction on the front step, while her brothers scraped their forks against the table and dripped the last 92. bits of potatoes and corn from their open, awful mouths, that clock sat heavy on the white carpet, at the end of the hall, mom humming along to that terrible ticking. It made Maddy's teeth clench. 'Truly, there was no point to these silly, endless family dinners. Always being six o'clock sharp and 93. never over until that clock was wound, thirteen ·. years of her life wasted for this nonsense so far, burnt up in boredom, when all the while she had some very important matters to attend to back in her bedroom. (2) the clock doesn't work (3) the key was used with irritation on the mother's part (4) gold was not a suitable metal for a clock key The longcase clock had been left by "the previous owner, or maybe the one before that, no one was sure. Cloaked in pine wood and always counting, no birds printed around the clock face, no farm scenes or flowers, just black numbers and wiry hands and that was that. Then near the bottom, a long silver pendulum behind a square of smokey glass. It was too heavy to tip, too tall to place 94. anything on top, old and faded and always suspect. Her brothers avoided it at night and the cat avoided it entirely (or used to). The clock face glowing round and white, over the wooden suit, like a pale faced ghost or a porcelain reaper, feetless and shadows for 95. arms. And mom would sing along with the · pendulum while the boys knocked over the kitchen chairs wrestling and playing tag, and grandmother would nap by the television and the nurse would paint her nails. All the time, her mom would smile and hum. The siblings were 'awful mouths' following figure of speech : (1) Comparison (2) Oxymoron (3) Transferred epithet (4) Epigram IS the "Truly, there was no point to these silly, endless family dinners." The correct transformation would be (1) The subject found her siblings mentally unstable and took long to finish dinner. (2) Her mother forced her to sit through a • lengthy dinner ritual. (3) The food could only appeal to the youngsters, not a teenager. (4) The subject was pre-occupied with some personal work and was impatient with others at the dinner table. The (1) (2) (3) (4) tone of the story is biographical narrative reflective autobiographical The clock was 'always suspect'. The subject thought (1) that it wasn't working at all (2) it tended to move slowly (3) it broke down periodically (4) it had one hand missing \ ( 29) 1 96. E ''The clock face was glowing round and white."' Directions :Read the given poem and answer the This observation is further enhanced by the questions that follow (Q. No. 100 to 105) by selecting observation that it was like the most appropriate option . (1) gold • (2) radium (3) silver (4) ceramic Human Nature Is it human nature to desire forbidden fruit, 97. "It made Maddy's teeth clench." The idiom 'to clench one's teeth' can be introduced in an EBL class by (1) giving a detailed expression (2) giving other similar idioms and asking children to guess the meanings in context · (3) ( 4) meaning of the guiding students to find other 'teeth' idioms on their own by looking up the word 'idioms' giving a worksheet where students use the idiom in a number of situations to hunger for a blossom so obsessed with passion that we forget the pain, which inevitably arises once we tease ourselves with the thought of it or taste a tiny part of it, and it becomes the predator eating at us like a carnivore that saves the head for last savouring the brain to feed its own and we, still craving illicit nectar enjoying the fact that it is devouring us ? 98. 99. The word 'incline'. [para 2] (1) hum (2) sharp (3) tip (4) drip in the story means "All the time, her mom would smile and hum." This suggests that Maddy C.J. Grant 100. Another word in the poem that suggests 'forbidden' is (1) obsess (2) crave (3) savour (4) illicit (1) admired her mother's calm (2) thought her mother was indifferent to 101. "It becomes the predator" means time (1) strong emotions influence one negatively was convinced her mother was more (2) pursuit of happiness attuned to the mechanical working of the clock - not the time (3) being cautious against outside influences thought that her mother didn't care (4) being strong and positive against any about her family threat (3) (4) E ( 30) 102. An example of personification in the poem is (1) saves the head (2) tease ourselves (3) illicit nectar (4) like a carnivore 103. "Eating at us like a carnivore" refers to (1) being attacked by a wild beast (2) being attacked by a human enemy (3) being eaten up by an unknown entity (4) exerting a strong irifluence 104. "We, still craving illicit nectar" explained by focusing on the word (1) we (2) craving (3) illicit (4) nectar 108. A felJow traveller at the airport has just finished reading the newspaper and you want him/her to pass i,t to you. Choose how you will make the request. (1) Pass me the paper. (2) Pass me the paper, please. (3) Can you pass me the paper? (4) Could you newspaper? possibly pass me the can be 109. Read this exchange. 105. A synonym for the word 'savouring' is Teacher : Do you like to read a story book instead? Student : Yes. Teacher : Yes, please. Here the teacher (1) ' (2) confirms the student's request offers an alternative language activity (1) smelling (2) flavouring (3) relates language function with politeness (3) experiencing (4) (4) avoiding makes a polite suggestion to start reading Directions : Answer the following questions by selecting the most appropriate option. 106. Decorum in spoken language pertains to (1) correct grammatical usage (2) voice quality or loudness (3) clarity and purity of style (4) appropriate gestures 110. Which is a function word ? (1) however (2) booking (3) principal (4) someone 107. "You ask, what is our aim ? I can answer in one word :Victory." Churchill asks a question and then goes on to answ~r it. Such a question 111. Strut, stride and trudge arc words that describe a manner of lS (1) a prompt (1) galloping (2) explanatory (2) running (3) rhetorical (3) riding (4) stylised (4) walking . E ( 31) 112. The documents have been downloaded by the 116. Speaker 1 : Where are you from ? students. Speaker 2 : Kashmir. The students have downloaded the documents. During the assessment of students' speakinglistening skills, mark/s would be deducted The two given statements can be during this exchange for differentiated by drawing students' attention (1) the first speaker to the (2) the second speaker (3) both (1) use of 'by' in the passive form (4) neither (2) differences in the arrangement of words 117. While writing, one of the cohesive devices used (3) ( 4) roles of the subject and ,object in both sentences change in the verb forms IS (1) phrase (2) ellipsis (3) adjective (4) preposition 113. Which pair constitutes types of 'cognitive 118. If the piece of writing is brief, complete, in the style'? third person, without digressions and (1) Individual/team work emotional overtones and logically arranged, it is a (2) Project oriented/paper-pencil activity (1) class.ificd advertisement (2) memorandum (3) Grammatical accuracy/fluency (3) report (4) Field dependence/field independence (4) newspaper article ll9. Use of the medium of motion pictures offers 114. The process of word formation consists of (1) compounding and conversion (2) conversion and meaning (3) spelling and compounding (4) using synonyms or euphemisms alan (1) (2) (3) (4) make notes (2) read superficially meaning (3) (4) for the (1) with the larger goals and processes of educational programmes (2) with revisions to meet current developmental policies of the Central Government (3) as an add-on to the main educational goals (4) used only judiciously "subject to the economic and social goals of a community general recognize words to understand their meanings replace long words with symbols abstract indirect concrete vicarious 120. According to the recommendations of NCF 2005, technology could be integrated 115. When reading, to 'decode' means to (1) experience for the student. E ( 32) Candidates should answer questions from the following Part only if they have opted . for HINDI as LANGUAGE - I. 1:f{t~2ff Chq(1 RkiR1fuAa mrr ~. m ~ ~ dtfi ~ ~· dr~l~ ~ - I ~Cf)~q ~~w, Cf>T ... • E ( 33) 'ql1'f IV cqmJ ~ f<:llcH?icsl'i fcrcnm-~ ~ "Bfi-~ fli(1'1(1Ch{ 'qffi WI t fiffi "fm;:ft<:r W4Cmfl, ~ ~ I ~ ~ ~ q;r 31clm ~I ~<FIT~' ¥9~ ~¥9~~-~ml 91. q;r~~ I fii~I~Ch q;Ff cr211 m'q-~ ~ m;rr ~211 ~ mf~ 21$f{j'R Cf211 ililWt;t>{ ~ ~ 1972 !II~CIIm'41 (1) ~ "Q,Cfi ~ ~ GlillliT ~ "Q,Cfi ~ (f211 ~ cit ~-fc$T ~ 'SII"lChltl ~ Cfi8T #~ ~ ~ m;IT ~ ~ I ~ q;r -;w:r 211 - fii~I~Ch (2) ~ ~ ~j~llmd Cfi8T q;Ff Cf211 ~-~ (~.~3W:#r.) I (3) ~ f<:IICI~CS~I, ~ ~ (4) ~ ~ ~3TI iftlH#~~~2t ~~~~# ~~I~Ch ~ ~ ~ 92 • \ill "fiCfiCft t I ~ ~ ~ ~CI ~(1"11 Cfl0 ~ ""ltf ~ \ill "fiCfiCft I "Q,Cfi ~ ~ 1l'fq ~ ~ 3N-fi fl~~ Ig m 2t 34Cf1{Ufl ~ 'SII"lChltl ~ ~ ~, ~ "ll~~foh"l 211 ·~ 1l'fq 3lFll ""ltf 1 Gffi l:R q)f l1"[;r;rr (1) 3ll~ ~ # ~~~~Ch "fiCfiCft t (2) TJlcTl # ~lctiR'41 "B (3) ~ ~ q~(1'!f)~Jfl ~ Gffi l:R ~ §(1$ila ~ ·~ 1~ ~ ~ q{q(Jlld 'SIHChltl ~ I" cit "'11! t ~ wr "(1llf "30ffi t ~lctiR'41 ~ ~ ~ I "3B"ChT ~ l:R l@Cf: f<:IICI~csfl ~ - f<:IICieicsfl, ~ I"~ Gffi-Gffi ~ ~ cn2R. ~ 3ll ~ 2t I (4) ~ m ~ ~ ~ ~ ''Wf ~ ~ 'SIHChl£1 'B ~ ~-~ t ~ GfRf ~ 3N-fi " (1) (2) (3) ~-B~-"mitcn~~t ~~~ ( 4) it aqCf1(on !III'ICII«1 3N-fi fl~flll~ ""ltf ~ ~ \ill m~~~ fl~~~~ m §(1$il~ !II~CIIm'41 ~ ~ ~~t ~ ~ # ~~I~Ch 34Cf1{Ufl ~ 'SIHChltl 'B ~ <n ~ ~CI~(1"ll ~ ~ ""ltf ~ \if[ "fiCfiCft t ~~~~~#~~ ~"B~t? ~ ~ ff.t 7Tftft~ q;r ~ ~ 93 211 '31 HCh ltl ~ ~ l:R ~ ~ ~~~\if[~ ~ ~ IB "B ~ q;u;n ~ wm~®3ll~~ ~~~-H~wm~ 3N-fi q)f ~~ ~~~·~3TI~ "3"B 1l'fq -H ~ ~ ~ ~ 1l'fq->J'qR ~ m .,.J E 94. 95. ( 34) '31R'll' ~ ~ ~ (1) ~ (2) 3ii('"IH'IWOIH (3) ~ (4) 4{1011('"1011 it ~ ~ ~{~tft~, I " ·Rl~i'IRlll' cnM ~ it weft ~ cfiT l:&J I 1l1q -ij ~ ~ ~ CflT ~fiO!l!Cfll £) tffiT fffi9T it cnM~~-~it, ~ cnM ~ fcr.rq_~ it, wr ~, ~ CflT\01 ~ (I) 'Rl<:-i)Rl!l' cnM~~l:l~lR 1licr ~TITer it~ -ij ~ ~ ~CifCid::ldl ~ it ~it 97. 98. 99. ! (2) ~ ~ fCIICI~CS!.,I fcrcnm-~ ~ Wf ~ ~3Wllt~~ (3) ~it-Rtrr ~l:R ~~ ~ cnM ~it ~ ~ cfiT l:&T (4) -q ~ lR ~fiO!l!CfiiD mcq ~ ~ ·~· (1) ~ (2) ~ (3) ~ (4) ~ 111~ (1) ~ (2) ~ (3) 3'1Cf140lldl (4) mzy:R 'B11ffi CflT ~ ~ I 100. cit l1P-ffiT ~ ~ ~ Rt=iR1 fulct -q -a ~ cnT ~ ;rtf (1) ~ (2) '{-CliCI~~ (3) 3'13;~11~~ (4) 3'13;~11 fu d ~·~Cfll~~ (1) 3'13 ql.j'p ft (2) 3'13;4 l.f"~p ft (3) 3'1~4l.f"p ft (4) 34l.flfTictl ! (qfc{t cf;l &r, §fim'f~'f riff) wr~ 96. PA!?tmM Jl"R! (sr. -8. 1oo it ~ f?1W : Cfifcr?rr <ii! 105)1/ ~3firrr~~/ ~ it -ij ;rtf ~ ? I 101. ~ 102. •'"Cfi"TB ~ it weft ~ cfiT l:&T I" tffin cnT mer ~ (1) cnM ~ it ~ cfiT l:&T weft ~ (2) ~qffll.fl (3) ~it~-a~~~ (4) ~mit~~ 31RfT ~ it ~ 31W cfiT ~ ~ ttl ~ 'cnM ~· ~ ~ (1) Tfl:ff -a~ (2) 'lllf<llld ~ (3) ~ (4) ~ ~ ~~? 'cnM it wu 3lR "Cil'BT it weft (1) "31nn~ (2) ~~ (3) ~~~ (4) ~~ I ~~lt::lct1 ~ cfiT l:&J• it ~-~ ( 35) 103. f.rq -q "B ~· Cf)f q;qf<qq(:cf) ~ ;rtf ~ : 1os. E ~ ~ ~ -B m ~ ~ ~ ~ (1) ~ ~~~~~~fcn (2) ~ (I) (3) tR (4) ~tn: 1 ~ en) ~ ~ ~ ~tT cnwn ~ (2) ~ en) ~· (1~ ~ Cf)f ~ ~ ~tTcnwn~ 104. 'f01d;j(11' Cf)f ~~~ (1) ~ (2) ~ (3) ~ (4) 'Y'U~ (3) ~en)~~~ 109. ~ ~-fu"&R 105. q:;fcr ( Cf(:fT wR 3-fu ~ cfiT ~ ~ ~ ? (1) ~en) (2) ~en) (3) cfiT ~ en) f.RmT en) ( 4) ~~~~ (2) ~ (3) ~~ (4) ~ ff~ cfiT ~ WfSRT ~ cfiT ~ ~ ~ CfCi; t-IT -q ~ Cf)f >nncft m CfiBT ~ ~--m~ ~ ~ ~ 'ii:!~tt?i ~ \ ~~/ 1os. 11o. ~ ~tl ~~ (1) 3WTT Fr~Wr: PIA!M&d J1R7 ~ ~ # ~ ffrc[ ~ ~ Cf)f Cf)f ~m-q (1) ~ cpr ~ m<q;J ~ (2) ~ Pl4tiiSI<& ~ ~ (3) ~~~~ (4) ~~liD{~ (1) ~cfil~-~ (2) ~Cf)f~ (3) ~ en) ~-m ~ 3icffi\ ~ cgy;rr (4) ~cfil~~>rftr~~ 3fCRRT 111. ~ cfiT en.~ -q ~ m~ ~ "B ~ ~~ ~~? 101. ~cprm (2) -q -mm ~ ~ ~ mlUfi -q -mm ~ (3) ~~~~-q-mm~ (4) ~-cRt~ (1), ~ ~-~ -q -mm ~ (1) ~~~Gf~-~~~ C2) ~f<PaPI!!! ~ (3) ~ ~ ~~ ~ (4) -q ~ ~ ~ Cf)f ~~~ tft ~~~Gf~-~~;r~·. m ;r ( 36) E 112. ~ ~ ~1Cfl( 0 1 cfi't- cnT 116. ~ (1) ~~ -w-IT ~ ~ ~ 3li'CflT ~ ~ (2) ~ q0l1f.U~ -w-IT~ lff~ ~ 3li'CflT ~ ~ (3) ~ ~ -w-IT ~ ~ ~ 3li'CflT ~ ~ (4) -f.rGj~ ~ -w-IT ~ lff~ ~ 3li'CflT 113. ~ ~' Slfdfsfi;ql ~ CfiBr, ~ -q ~ mTT &;n cfi't ~-~ ~ wrRr ~~~ I (1) ~'W~ (2) ~-w~ (3) 4li$)R14l (4) sa\-slf<l co131T Cf)f 117. ~cfi't~-~ ~ (1) mq;{ (2) m~ ~ ~' quRCfiBr (3) ~~cnr~~~ (1) ~-m~-~~ (4) ~~~q(q;~~~ (2) ~ ~lft;Qiq; ~ ~ (3) ~-~~~~~ (4) ~ ~-ft:r&R :02IT ~ ~ ~ ~ 114. ~ ~ ~§>Bif<tRlco co~ (1) ~ cfi1 li"T<!~ ~~ cnr 11s. ~ ~ m (2) ~cfil~cnrm~~~ (3) ~ (4) ~ q;) ~·lfRcp mm ~ m (1) ~ ~ ~ICfl(OI ~ -q< ~.t-n (2) f.rtr (3) (4) ~~ ~ ;m"QR -q< ~ cnr ~ ~ (2) ~'W~ (3) -w-IT~ sa\ (4) ~ ~ ~ -q<tf ~ CfiBr ~ cfi1 ~ ~ <'ft<;4~~ q;) ~ ~ ~ cfi1 ~ q;) Qdl~lft;d CfiBr -q mlP.fi ~CfiBr -q 'iQ~'{?i ~ (1) ~-~ (2) ~ cnr rna:rcn (3) ~~ ( 4) ~ Cf)f ~ ICfl(OI (1) ";{ t-n fcrtm:f ~ cnr m 4'll"lllft(.1 120. -q;r_qf5lcol~ ~ ~ CfiBr ~ ~ ~ ~ ~~(.'! cnr ~ >NfCfi ~ ~ q;) ~ ~' ~~ ~ ~ ~ ~ cn<RT ~ 119. ~-~ ~ ~ CfiBr ~. m ~~ ~ (1) cfi1 i:fRJ~ ~ ~ lfRcp cfi1 ~ -q ~ ~ mm-~ -q 'I1TI1.~ ~ ..,,'"''"'' ~ (2) ~~~ (3) ~q;)~~~ (4) ~~~cfil . . . ~ ~ ~ -q< Sl fdfsfl;q I E ( 37) Candidates should answer questions from the following Part only if they have opted for ENGLISH as LANGUAGE - II. .... -cRT~~ Pfqf(;tf@a mrr ~ ~ ~ ~ Cnctfl otfi ~ ~ 3.-~~ ~ ~Cf)~ ai~'#l ~ ' m, - II ~ E ( 38) PARTV LANGUAGE II ENGLISH Directions : Read the passage given below and answer the questions that follow (Q. No. 121 to 129) by selecting the most appropriate option. 1, 2. 3. Nammescong Creek flowed into the backs of my thighs as I fished, pausing between casts to secure my balance in the current and admire a new hatch of pale yellow mayflies lift from the stream. Over my shoulder, the sun dropped into a farmer's cornfield, the final patch of orange light on the water eriough for me to spot the small, vaguely metallic object at my feet. Retrieving it, I ran my thumb over its raised lettering, rubbing away the mud and a string of algae. A name appeared, along with 4. an expiration date. June 1984. I had discovered arrowheads here in the past, so it didn't seem misplaced to find a tool used by modern man to obtain a meal. industrial accident cost him his left eye, the payoff from the plant enabling him to retire eight years earlier than expected and move to a small hobby farm in southern Virginia. He told me a glass eye wasn't his style, so he ·had taken to wearing an eyepatch, which his wife still hates and his grandchildren - ages three, five, .and seven -have always loved, as it makes Grandpop look like a pirate. He called them his Miracle Grandbabies, born to a daughter who struggled with alcohol and drug addiction for years - her rock-bottom in 1984, a year before she cleaned up for good. But in the end the man couldn't remember ever losing his wallet, either by accident or theft. He said he'd never fished the Nammy, that, in fact, he'd always thought the sport a little boring, and· so I came to realize there was no story here. I took a moment to consider how the card had 121. "Flowed into the backs of my thighs" informs come to rest in the bed of the Nammy. I the reader that the narrator was fishing while thought maybe there was a story in it. I was (1) sitting on the river bank curious to know if the owner had lost his (2) his legs were hanging in the river wallet while fishing, the whole trip ruined the second he'd inventoried his cash or dug out his (3) standing in the river license for a game warden. Over time the (4) walking across the river leather would've rotted into fish food, with the scoured plastic remaining. I wondered how 122. 'Scoured' means many miles the card might have ridden on (1) drenched spring floods over the past quarter of a (2) cleaned century. For all I knew he could've been (3) bent shapeless robbed, the thieves stripping out the money (4) discoloured and tossing the billfold away later as they crossed a bridge. 123. ".... a tool used by modern man to obtain a meal" in this context is a/some , Looking him up and phoning, I recited the card number and issuing bank. He laughed, (1) fishing rod recalling it as the first credit account he'd ever (2) money taken out, a line of imaginary cash in those (3) coins years when he had no 'real money. But that (4) credit card finally changed, he explained, . after an E ( 39) 124. 'The whole trip ruined' was because of the Directions : Read the passage given below and answer the questions that follow (Q. No. 130 to 135) by selecting the most appropriate option. (1) sudden appearance of mayflies (2) loss of the wallet, for its 'owner' who had given up his/her holiday 1. orange sunlight falling on the water thereby disturbing the fish (3) ( 4) narrator's attention being diverted by his find 125. By 'looking him up', ffhe narrator (1) referred to a telephone directory (2) attempted to meet the 'owner' personally (3) called him up through an operator ( 4) found out about him through various sources 126. 'A small hobby farm' would be (1) an open space where rare animals are cared for (2) a small zoo in the backyard (3) a commercially successful farm ( 4) a farm run without any profit 127. The 'owner's' daughter had cleaned up by (1) getting married (2) having two children (3) giving up a destructive lifestyle ( 4) choosing to stay with her parents 128. There was no story because (1) what he found out showed that the 'owner's' life lacked adventure (2) he was disappointed that the 'owner' was well to do (3) the 'owner' did not share his interest in fishing 2. The No Child Left Behind Act of 2001 has served as a catalyst in many school improvement efforts. Schools in the United States are responding to meet the challenge of these improvement efforts, although in doing so, some are caught in a decision-making and funding quagmire. They ask, "How can we best support teachers so that all students can succeed ?" Using technology as a means of closing achievement gaps is one option schools are considering more purposefully and effectively. This includes using assistive technologies for students with special needs and creating a systemic approach to change that benefits all students, including subgroups. Assistive technologies are technologies that support students with disabilities, of which a total of 6.5 million were being served through the Individuals with Disabilities Education Act of 1997. This Act defines an assistive technology device as "any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve functional capabilities of a child with a disability." Regardless of their previous experience, many administrators and educators are expected to be change agents of school improvement efforts today and be well versed and knowledgeable about assistive technologies, despite the fact that the definition of assistive technology is so broad and the field is relatively new. the reality did not live up to his imagination 130. "Schools found themselves in a 129. A word in the story that means 'soar' is quagmire." Here, 'quagmire' means (1) born (1) boggy area ( 4) (2) lift (2) isolation (3) plant (3) indebtedness (4) rub (4) quicksand - - ------- funding - - - - - - - - - - - - - - - - - - - - - - - - - - - - E ( 40) 131. According to this report, 'achievement gaps' Directions : Answer the following questions by can be closed by selecting the most appropriate option. (1) (2) (3) ( 4) investing on more reference books in the 136. 'I loved Ophelia :forty thousand brothers library Could not, with all their quantity of love conducting after school special classes for Make up my sum'. weak students The phrase ' ..forty thousand brothers' getting more financial sujJ>ort from the illustrates a figure of speech called government recruiting and training moral personnel to help the special needs children 132. Functional capabilities constitute the (1) ability to go for higher studies (2) the skills to cope with everyday challenges (1) systemic (2) achievement (3) product (4) change (1) . imagery (2) personification (3) hyperbole ( 4) allegory 137. The homonym of'bier' is (1) bear (2) beer (3) the determination to succeed (3) bare (4) exceptional talent in academic or literary (4) bar activities 138. A rhetorical question is asked (1) to gather personal information 133. A 'product system' here means (2) to clarify a concept (1) services or financial investments that (3) for the sake of effect with no answer are not commercially value-adding needed (2) important resources not available to the ( 4) to get a feedback about what others disabled persons think about your speech/writing (3) special training equipment designed for 139. An example oflinking adverbials is disabled children (1) the (4) products that are freely accessible to (2) these schools only (3) so (4) your 134. Find a word in the report that means 'widely circulated'. 140. Language acquisition 135. The antonym for the word 'hindering' would be (1) challenge (2) disability (3) assistive (4) customized (1) . requires the memorization and use of necessary vocabulary (2) involves a systematic approach to the analysis and comprehension of grammar as well as to the memorizat~on of vocabulary (3) refers to the process of learning a native or a second language because of the innate capaCity ofthe human brain (4) is a technique intended to simulate the environment in which children learn their native language ( 41) E I 141. According to NCF 2005, learning of English 147. The students make mistakes while playing a aims grammar game. The teacher should (1) call aside the erring student and offer (1) to enable knowledge acquisition through guidance some literacy and its development into an (2) call aside the student incharge in the instrument of abstract thought group and instruct him/her to guide the (2) to subsume the languages that a child student acquires naturally from her/his home (3) quietly note down the mistakes and hold and societal environment a remedial class for the 'erring' students (3) to introduce standard sign language in ( 4) quietly note down the mistakes and English for children with languagediscuss them with the class after the related impairments activity (4) to provide adequate facilities at the State level for instruction in English at the 148. What is taught is not what is learnt because (1) a teacher or learner can never fully primary stage of education master any discipline 142. 'While listening' means a stage (2) students pay attention during informal (1) when students are listening for pleasure discussion (2) when students are listening to a (3) a teacher's socio-economic level may recording of a natural conversation differ widely from the students' (3) where the students attempt a listening ( 4) students possess different· abilities, personalities and come from a variety of task backgrounds (4) when a listening activity is introduced 143. Student A and Student B ask and answer 149. Learners are familiar with the concept 'cy~erspace' due to their cognitive overload. questions to complete a worksheet. This is Therefore, learners (1) an information transfer activity (1) may end up studying more meaningful (2) a role play topics in class (3) an information gap activity (2) may explore their own interests ( 4) a controlled interview according to their own experience, 144. Criteria· of assessment is a/are background and perspective while (1) guidelines with marking scheme spending considerable time navigating (2} question-wise distribution of marks for content (3) general impression of a student's ability (3) usually omit studying prescribed but important topics ( 4) scoring key ( 4) may be exposed to a sequential and 145. In the word 'scarce', the phonetic transcription cohesive expository presentation for 'a' is 150. Constructivism is a theory where students (1) /e/ (1) study a variety of dissimilar samples and (2) /ea; draw a well founded conclusion (3) /ie/ (2) form their own understanding and knowledge of the world, through (4) /ae/ experiencing things and reflecting on 146. Notes can be made using a flowchart or a webthose experiences diagram. The study skill involved is (3) are facilitated by the teacher arid use a variety of media to research and create (1) storing their own theories (2) summarising (4) construct their own learning aids, (3) retrieving thereby gaining hands-on experience (4) gathering E ( 42) Candidates should answer questions from the following Part only if they have opted for HINDI .as LANGUAGE - II. ... -crttPdlm Chq (1 RJ:;iR1R9~ tfT1T ~ ~ ~ ~ <fl=fi ~· ~ 3r~l~ mtrr - II CfiT ~Cf>(Yq ~ "¥f W I E ( 43) 'qTlT v ~II iFft ~ : rmm 128) cn1 ~ PiAmf&d Jff.if (sr. -8. 121 # 122. ~ ~ ~&T' ~ %1 ~ ff ~ ~ ~ jf.tcr I (1) . (2) fcrol2ff \iftcR cp) llf.{q \iftcR ~ ~ ~ "@ ~ err~ 3iRt!t141Rh ~ ~ 1 fcrol2ff CfiR1 ~ ~ ~ \ill ~ ~ ~ ~ \iftcR-m: ·~ ~ ~ ~ ~ I ~ liHR'lCh ~ cnt >~'TN~~ ffrq.{ mm %1 m t 3fu ~ ~ ~ ~ ~ -q ~ ~ ~ (4) ~ cnt ~~% (2) 3i1Cl:{l!Chdl Q1cft% (4) ~&Tf Cf>t·~ 44lCJ{OI ~ ~ 3i1Cl:{l!Ch ~ 124. 3ijltllfH, ~ ~ ~ ~. ~ ~ fcrm2ff ~ ~ -q ~ ~ ~ f<fM TIT ~ -:q-ql ~ ~ ~? m-m :rm ~ :xon ~ ~ m2ff CfiR1 tt err~ (2) ~ ~ ~ 3i ICl:{l!Chdl ~ ~ -q-{ 31tR -mf~ ~ Gftq ~ ~ ~ ~ 3 C) (4) ~ %1 ~ ~ ~ ~ ~ -q 3i1Cl:{l!Chdl mtt% I 125. (3) \ifT(fl "@ fcrw2ff \iftcR CfiT <Fit ~ ? ~ \iftcR fcrol2ff \iftcR -q-{ 'qffifT ~ \ill ~ fcmr2ff \iftcR -q ~ ~· ~ ~ ~~m~~ ·~ \iftcR ~ \iftcR mm ~ 126. ~ -mm -q, wr~ ~ (3) -mm Cf>t ~ -mm -q ~ (4) mCfiT~~t-rr (2) \iftcR ~ '~ ~ >nfH %"g '"ffim CfiT ~· ~ ~ ~ ~ (1) (2) "Ch8 :H ~ ~% Rllli 1Cl(.1I cn1 ~ 3i1Cl:{l!Ch ~. ~ fcf; fcrol2ff CfiT 31tR (1) ~ \iftcR ~ ~ ~ 41oltll~l ~ 0) \ifT(fl 'QRUT ~ ~ "TT l1Rl m TIT Cf>t ~~ % I llf.{q ~ ~ \iftcR (3) 41oltll~l 121. fcrol2ff 'B'Rf \ifT(fl ~ 3i1Cl:{4Chdl% ~ 3TI \iftcR cp) ~8:1 ~ 4R1~(1 ~ -mm CfiT ~ ~ WffiT % I ~ >fCfiT{ fcrm2ff CfiR1 -q \ill ~ ~, fcrw2ff cp) (3) (1) ~ CfiR1 -q ~ ~ ~ ~ ~ % err ~ ~ ~ ~% 1 ~ lH ~ 31~ ~~%err~ t cnt 123. ~ ~ 311m\ -q-{ %1 \iff ~ % fcn ~ ~ CfiR1 ·~ ~ ~ ~ 1 ~ ~ -;ftq ~~~%-ffi\iftcR~3fu~~\iff(fl% I~ ~ ~ ~ %? GRRT WTRT fcn.J ~ -q ~· ~ ~? (1) ~. 4R1~(1 (2) ~. (3) ~. 4R1~(1 ffrq.{ E ( 44) w -mtl-~ t 127. ~ ~ 130. '~-~ ~' ~ m~ ( 3) (4) ~ 3ffi: ~ ~TTrmt? c1) - fcrm + m2ff (2) -a fcrm +312ft fcrn + 3TI2ff fcrm + ~ (1) ~-31WT~ (2) 31WT-31WT (3) ~~ (4) ~ 'fliP:~ ~ 12s. '~'w~t f.p•<:J!BR9a it (1) ~ (2) ~ ~~t? (3) ~'Q;f (1) (4) ~ ~: 1JETiw W 131. JTRl {sr. fi. 129 (3) (4) ~~ ?f 135)1/ ~3firrr~~/ 132. ~~c@CFIT~~~?(1) (2) (3) @R:it:!l-11 ~ ~ ~ ~ it ~ m 'lt'!ljMI ~ ~ (4) it; ~ ~ ~ ~ ~ ~if<t>Rlcti ~ 3fu: ~ cit m: ~ t ~ ~ ~ ~-mffi ~ ~~wart ~~-~®~ ~tft~tt~w~~~ ~ ~ ;mf$n ~ "§~ t .+.....-.f± 133. G'{l 01 rm' ~ >rzyr ~ ~ .1 ~ ~ \il"'''ll"''~ it ~' ~ ~ 4!~1t'!l~l marco ~ ~~ l1ltft ~ (2) ~ f.IAfflf&rt -a ~-m ~ M (1) litter ~ ~ -A-. ~ "i ct>l-1-"ffi ~ ~ Cfilf~ ~ (2) ~~ (3) ~~ (4) ~~ tft~ ~I~~ 'lt'!lj(lt:tl ~~~·~~~ ~~~ fcfi ~(;J~•c•m ~ ~mq.rr ~ tt ~ >J1'I'ffi ~ 3ffi: ~ ~ ~ I ~ ~ ~ tn~ -6 ~ ~ tft ~ ilrffin t fcf; ~ it ~ w ~ ~~ ~ ~ ~ ~~ '(l"Cfi ~ ~ ~ 31WT-~ ~ 129. ~ Cf)T·1f.lRT fcl:;iffi ~ t? I t 134. 'tfi' ~ t (1) fsf;m_fc:Wrur (2) ~ (3) ( 4) fsf;m 'f.rqjo 135. ~'~t (1) ~if<t>Rlcti ~ (1) ~ (2) ~ (2) fsf;m_~ (3) 'IOIIC!Cfli!Cfl (4) fsf;m (3) (4) ~~ ~Hidl-6~ ~ ? 'lt'!lj(itif -a E (~) ~: Plt.rtf&f&d JrR7 ~ Yirr ~ ~ ffrr[ ~ 3firrr 140. ~-<:n2R ~ ~ ~~/ ~? 136. ~-~ 137. if ~-m -q~ ~ Cfi11 '"H'!f'=l'{uf ~ ? (1) f.:ic: ~ ClldiCl(UI (2) ~ 313~ ~ (3) fu'furn cnrf lR -m~ cf;T Sl R1 Gt;lll /flaruft (4) ~~cnl~ 3rRirn 1fHT' ~ ~ ~ fu'furn ~ if ~~m <:n2R ~ ~ ~ ~ ~ ~·fcrcnrn ~ ~ cnr :rtf if mm 'mln ~ f.rw:lt cit q~:qH~, ~ f;rqfuT (3) 4 ( ) ~-~cnl~ (2) Cfl(Yq"'li!tA~dl (3) ~\il"llr!OiCfldl cnT ( 4) 'mln ~ fu'furn ~ it ~ cnr ~ mm ~ if ~ iRf't ~ I ~ ~ ~~-"li~~~ ~~~~~ ~~ (2) (1) 141. ~ ~? (1) if ~-m -q~ ~ ;rtf cnB if~~ ~ ~ ~ Cfll1 l"i~f'=l~f ~ (1) ~f~J Ifq:)lll (2) ~~Fcffil!l (3) ~Wlc>jlR1lll (4) fmR. .. 142. ~ ~~d~id ~: (1) ~~~~~~:mol~ cit (2) (3) wm ~ ~ ~ 3'1j~ll("l"l~"ldl cit~ q;((ft ~ ~ 3fu ~ ~ ~ ~ fcrcnm if ~~ 13s. 3'1~ cf;T ~cit~ if ~-m ~ ~trcn (4) ~-~if~~ ~it~~? (1) ~ -qo;{ (2) ~ (3) ~ ( 4) tft1:rr -qo;{ 143. ~ 3llOcff -en~ cit ~ ~ ~ 1 ~ ~ lR ~ .~ ~ >lll'rn Cfi8T ~ ? -qo;{ "4"<H ' (1) ~ (2) ("llfu~Cfl (3) 31RCflR (OIJOi$lHI (4) ~ 1l&f fcrm3'11 cnr ~ ("IJOi$lHI 139. ~~3'1~~cn8~~~~~ (1) (2) wu m 3'1~ ~ Cfi8T ~-m wu ~ cit 3'1~ cnr -m~ wrRcnl~~ (3) ( 4) 144. ~-ftr~ 3'ljl1R if ~-m -mq ~ ~ it . ~ ? (1) (2) ~-<im~ (3) ~ cf;T cxn&n Cfi8T (4) ~-~~~ ~-~if~ cf;T ~ 'mln-m m 31WT Cfi«ff E 145. (~) ~ fliftRtcti ~ ~ en~ # 'mln-rn~ c@ cp;ff CfiVfT ~ ? 148• t.n ~ (2) 3ffi:10lf<tflii("JO!Cfj ~ 1R ~ ~ (3) ~ iSIId,;ld ~ ~ ~~ ~ t.n ( 4) 'mln-~ .q ~-m -mq ~~ JOJi'!fCI"!?T ~ ? 0) AAtr 312f ~ ~ ~ (2) ~ (3) ~ (4) mNCfi ~311-l:R 31Ttrlfui ~ ~ c@ "JOI"RCfi 'mln-wfrl ~ ~ ~ ~ ~ 149. 146. 'mln ~-~ cfiT ~ # 312i ~ (2) (1) ~-~ CfiT fcrq;rn (2) ·~~ ~ ~ ~ ~-~ ~ m2l ~ (3) ~-~ (4) ~ ( 1) ~-~ "Cfi1 fcrq;rn (2) ~-B~ "Cfi1 ~~:~ (1) ~l:fl6~;~~~t? ~-~ ~-fliftRtcti ~ (3) -m~~312f~ (4) ~-·~ 147. ~-~ 'mln-rn~ .q ~: cp;ff ~ q;\<ft ~ ? (1) OlfiCfi<fOICfi ~ ~ q;u(fi ~ (2) 'mln cfiT (3) ~ "Cfi1 ~ q;\<ft ~ ( 4) ~ c@ (3) fcrfmf m:nt ~ q;\<ft ~ fcr"fmf 'tfCif cfiT '-Ttl "l Cfi I£) ( 4) '-ltl"lctil<l cfiT ~~IC1dl ~ cfiT AA~ ~~ 1:IDlT mNcti mmft "Cfi1 ~-~ ~ fcrq;rn tfl ~ cfiT ~ ~ cfiT :!i~l C1d I "Cfi1 ( 47) SPACE FOR ROUGH WORK ' tcf)~~~ \i141~ E E ' ·( 48 ) R¥41R1f&t~ READ CAREFULLY THE FOLLOWING INSTRUCTIONS : 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 Peri 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 B'ooklet and Answer Sheet with care, as under no circumstances (except for discrepancy in Test Booklet Code or Number and Answer Sheet Code or Number), another set will be provided. 4. The candidates will write the correct 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 the 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 Invigilator on duty and sign the Attendance Sheet twice. Cases where a candidate has not signed the Attendance Sheet a second time wi!l be deemed not to have handed· over the Answer Sheet and dealt with as an unfair means case. 9. Use of Electronic I Manual Calculator is prohibited. 10. The candidates are governed by a11 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. 1. f.iW ~ ~ ~ : 1. ~>rv-1it~~~'ql\~-q~~~it m ~ OMR ~ -q;r it ~-2 1R ~ ~ CfTf ~ ~ CRQ. ;fiB;~ offi1 ~ tR ~ ~ I ~ <ilR ~ ~ ~it~~OfGffi~\liT~~ I 2. ~ ~Hf.lilM ~ ~ ~ ~ -q;r ~ ~ ~ ~ ~ ~ 1R ~ 3FT ~ -q;r 3. f.rnH ~ Wlnt I ~ 3f1:RT ~ -q ~ ~ it 31f(jfun 3Pf;f ~ ~ I m ~ ~ ~ ~ -q;r CfiT ~H'i<f~ ~, Cf<.lTfcf; fcfim -m ~ -q ~ ~ ~ ~ -q;r it (w ~GIT~-q~q,l~~~)~m ~~~q;u<fr~ I 4. ~~~~-q;r·-q~~·~~q ~~~~~~~--q;r-q~ I 5. ~ oo • C!it >fcW ~~Cfia;l -q m tfiTi it fucw:r fc!lBt ~ ~~ ~ GIT l.Hflf~f@M, ~ C!it ~~ ~~ ~ 1!iH, ~@l~Tf.iq; ~ GIT fc!iBt 3FT >fcW C!it ~ ~ ~ \3fH GIT ~ ~ C!it ~ ~~I 6. ~ "lR 1R ~ ~~ ~ ~ 3f1:RT m-Cfili ~I 7. ~ GIT ~ C!it ~~it 3TCRT~~~ I 8. cwful ~ ~ 3TCRT ~ -q;r ~ W-IT cit{~ W-IT ~ ---q;r 'IR~~~~~·~-;ffl'f~ ~ fcfim ~ I "2t ~ <ilR ~--q;f 1R ~ ~ ~en 1:ffi" 1-lRT ~~ ~ ~ -q;r-;®~~ afu: "lffi"~·~Cfif~l!RT~ I 9. ~Jl~TH~ I ~~illf~(i qf{q)t1q) CfiT ~ • 10. ·-~ -q ~ I it ~ ~ ~ it ~ f.1<:rTI ~ f.:r1fl:R:r ~ I ~ ~ it ~ ~ CfiT ~ ~ it f.1<:rTI ~ ~ it ~ WIT I fcfim ~ -q • ~ afu: "3ffi: -q;r CfiT ~ tJTI1 31WT 3lfCRUT ·~ 00 11. ~~I 12. . wa.n ~ ~ liT, wa.nm q;~ 1 ~ ~ ~ 1fi ~ 'q';f q;~-f.m~ q;1 ~ ~ ~ 1 "fiTt/ pi W~ ~ 'i#iT 'R" iifT 'flri t· I rme.wff 3PR • • ( lfO -2 • SIDE·2 ) Note: Obtain Language Supplement Test Booklet if Language-! or Language-11 opted is other than English or Hindi r r~J ~-II~w.f~ ~-I~w.f~ ~ Main Test Booklet No. @®®.® ®®®® @0@000 @0 @®®®®®®® ®®®®®®®® 00000000 ®®®®®®®® ®®®®®®®® ®®®®®®® 000000@ ®®®®®® ® 000000 ®®®®®® ®®®®®® ®®@@@@@@ ®®®®®® Language Attempted Q.No. @} @) <@ @ @ @ ~ ® I® @ ® @ @ ® @@ I @ @ @ @ Or1ya Pt.qabi @ @ @ I 031 o32 o36 o37 o38 o39 04o 041 042 043 o14 CD®@@ 044 011 o18 o19 021 @ @ o23 Tamil @ @ o24 Tedugu @ @> @> @ @> @ o26 Urdu o35 CD@ ®@ 022 llbetan o33 034 o13 o2o I Q.No. oo2 o15 @ @ @ Response - 001 o15 ® ® I @ @ ®®®®®® I ®®®®®® @ 000000 ®®®®®® ® ®®®®®® ® 0@@@ CD®®@ oo3 ·CD@®@ 004 <Dill®@ oo5 CD®®@ o06 0®®0 oo1 CD®®@ oo8 0® ® 0 oo9 CD®®@ o1o CD®® @ 011 0®®0 012 <DeY®@ II Langu age ®®®®®® 00@000 1 ® 025 021 o25 o29 o3o 1 0®00 045 CD®®0 046 CD®®0 047 CD®®0 048 CD0®0 049 0®®0 oso CD®®@ o51 CD ® ®@ o52 CD®@ 01 o53 0 ®®0 o54 0®®0 055 CD®®@ o56 0®®0 o57 CD®@@ o58 0®®0 o59 0®@@ 06o ~ 'llllwJ ~ 1fll 'fli<Fir «liP "iPftn1l ¥1 ~ iilht iiiToCI '"'" fill ...,.._ .;wu ll'll!""" (""" 1~1!1'11H )~ ft>\llt fl 111'11 @@@@@@ Response G)@@@ CD®®@ CD®®0 G)@@@ Q.No. Response 061 (j)@@@ CD®®0 063 CD®®0 064 G)@Q)@ 065 CD®®@ 066 CD® ® 0 067 CD® ® @ 068 CD ®® @ 069 CD ®® @ o1o CD®®@ 062 0®@0 0®®0 CD®®@ CD®®@ 0®®0 CD®®@ 0®®0 011 0®®0 0®®0 on CD®@@ CD®®@ o73 0 ®@0 CD®® @ o74 CD®®@ 0®®0 o75 CD ®®@ CD ® ®@ o76 CD®®@ <D®® 0 on CD®®0 CD ® ®0 o78 CD®®@ CD ® @@ o79 CD®®0 CD® ®0 o8o CD®®@ CD®®0 o81 CD ®®@ 0®®0 o82 CD ®®@ CD®®@ o83 CD ®®@ CD®®0 o84 0 ®®0 1)@@0 085 <D®®( 0 ®®0 o86 CD®®@ CD®®@ o87 CD®®0 <D® @0 o88 CD®®@ CD®®@ o89 CD®®0 CD®@@ ooo CD®®C "'1"1 llFI ~ mllll 3'il m ®®®®®®® ®®®®®®® ®®®®®®® 0000000 ®®®®®®® ®®®®®®® ®®®®@®@ Q.No. o91 o92 o93 o94 o95 o96 o97 o98 o99 100 101 Response 4 4 00®0 CD®®<!> 00®0 CD0@0 CD®®@ CD®®@ CD®@@ CD®®@ CD ®®0 1o9 00@@ 104 105 106 107 110 111 112 113 114 115 116 111 118 119 120 Response CD@@ CD®@@ 108 1o3 122 123 124 125 126 121 128 129 13o 131 132 133 134 135 136 137 138 139 0 ® ®0 14o CD®@ @ 141 CD® ®@ 142 CD®® @ 143 CD®® 0 144 CD®®@ 145 CD ® ®0 146 CD®® 4 147 CD®@@ 148 CD®®@ 149 00®@ 150 (tift 1!1'11 I lit <filii II :v;AI Qlit"-4\ $ nll'll CD®@ CD 2 ® L -----S.gnature of lnv.gllalor 4 4 CD®® .. 0®® 0 0®® 0 CD®®0 0®®0 CD®®@ CD. 2 <D 2 3 "' :· 3 4 0@.@ CD®. 3 4 · " ' 0®®0 CD®®@ <D®®@ G)@@@ CD®®@ CD®®@ 000)0 CD®®@ 0®®<9 <D®®@ 0®@0 <D®®0 0®®@ CD®®@ CD®®@ G)@@@ t) . ~ 111"1 Before handlllg over the~ Sheel to ltte t(IVIQilator the candidala Should check lllet Rol1 No., Language Supplement Te5t6ooklel No & Code (i L..-.g.wge I or Language II atl&mpted Is Oltle< than English or Hlnd1) . Language attempted ( Languilge I & Language II l have been filled In and mar1<ed c:orrectly ~ -- _ :...' 00®0 121~!CD®® ZD ® ® 0 CD® ®@ CD ®®@ G)® @@ 00®@ <D®®0 0®®0 102 Q.No. --- -• ------------------ Il IIII E CD<DCDCDCDCDCD II ®®®®®® @0@000 ® ®®®®®® ®®®®®® @ ~ ·:n_r.: Coda I[ [CDCDCDCD I I I [G)CD I ll I I I I I I I I [] lCDCD<DCDCDCD I I I I I CDCD G)(D CD CD 0 CD ®® ®® ®®®® ®®®®®® ® .. ~w.f~ Language - ll Supplement Test Booklet No. Code Language - I Supplement Test Booklet No. Code Roll No. J •' ------------- \3m 48ICI>I ~ ~ 'tn} ftcre FIU.JIUJ:IE FOU...O ~ /ANSWER SHEET 'h1 $lR ~;m ~ ~ ~ ~ ~ ~-2 1:R \3ffi ~ G ENTRLES WITH BL!lfimACK B~~EN O_HLY 31jw"fi<P/ROLL NUMBER DDDDDDDD a:ram ~ em "OfT"f (~ lf) NAME OF THE CANDIDATE (IN CAPITAL LETIERS) , 2 3 arern ~ em ;wt (~ lf) FATHER'SIHUSBANO'S NAME (IN CAPITAL LETTE RS~ fltm I I I ~ o:i./ '-7""""---:--------:------::---:-:---- - - - - - - - - - ' ~lffi ~ 1lif ~ (<rn 31~ ll) NAME OF THE EXAMINATION CENTRE (IN CAPITAL LETTERS) I I ~ CJft fcmt m ~ ~~ ~ tt.,- <'~ m't ~ 1lil F-mP~ ~ '!fttl1 Use Only Blue/Black Ball Po1nt Pen to Darken the appropriate Circle. t<mJ ~ Ill~ 1lil TJtR f.mr-1 ~ 'lfttll Please darken the complete circle. llfilq;- llT'l ifi1 ~ ~ ~Tl1J7Til1 ~ I 111" ~ tp ~ -q TQm f.WR ~ ~ ~1 I ';..0 e~ ®®0e WR~G lil®0_ WR~ @ @®@G:l WR~ ~ d-"rl< $ lrl1; 111" m ~ -q f.mr-1 <¥lA $ tff'iml 4'tl1 co:'ecT CD0®3_ e cfi1l ~., 3Tj'RI "It'! ~o Change in the Answer once marked is allowed. ~ CliTt f.mR ., ~ 1 5. \!m qf-}ifillR 3Rl 6 Pteasedonotmakeanystraymarks ontheAnswerSheet. ~ \Jffi ~ lR lJ)ttl1 if;Tl1 ifiRI 'At t I Rough work must not be done on the Answer Sheet. 1 tffl -rS ~ ~ Darken ONlY ONE CIRCLE; for each Question as shown below: I. CENTRE NUMBER \3C::I'fl'(Ot:- yeo-2 m INSTRUCTIONS FOR MARKING ON SIDE-2 ~ liT-'! ifi1 \1m ~"'l" ~ 1 um tlftm ..:, ~ ~ ifi1rr<f> <fi mtr.'l ~ ~ i'i f.mR Mark your answer only in the appropriate space in the Answer Sheet agamst the Number corresponding to the question . (~ ~jq;ffi 1tf<;r lA 'fl ~) EXAMPLE • HOW TO FILL AND MARK ON SIDE·2 WITH BLUE/BLACK BALL POINT PEN ONL.: .. . OJ :Gl .,. I Ol ot 1 '-"l ... I '* . "' .... ~ St~ ~ ~ urr" .-d <{:! ~ llT'l ~ <1 wn S-111 ~ 3ft< "' " llftr.t;l <fi ~ 2 1Wff.)&i<t> if?! ~o if>~ 3fl~ 3fl.l4'1 ~ IIFI ~I~ mf~ ~lfi1 K<' .:!11:< I -q lTIIT ~3Tl m -wrA ~ 130TR ~ ~ t <1'1 ¥" The candidate should check carefully thai the Test Booklet Code printed on Side-2 of the Answer Sheet is the same as printec:l on Main Test Booio;let In case ot discrepancy. the candidate should Immediately report the matter to the lnvtgllator tor replacement of both the Main Test Book!etand the Answer Sheet 008 ~1 ~? 11$: td 1