JBC -12A
Test Booklet No.
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PAPER I I
II I
Test Booklet Code
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~ ~ # 48 ~ ~ I MAIN TEST BOOKLET I~ lRT~ ~
This booklet contains 48 pages.
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Do not open tMi T"'t Booklet =til you are
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Read carefully the Instructions on the Back Cover of this Test Booklet.
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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.
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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
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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)
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\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
~
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(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
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Cfi"G
~
~
(4)
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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)
~
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~
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~ 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{
~
~ ~
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( 27)
Candidates should answer .questions
from the following Part only if they
have opted for ENGLISH as
LANGUAGE - I.
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( 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.
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(2)
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( 36)
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E
( 37)
Candidates should answer questions
from the following Part only if they
have opted for ENGLISH as
LANGUAGE - II.
....
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( 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 ~
~
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~ -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
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4.
~~~~-q;r·-q~~·~~q
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5. ~
oo •
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m
tfiTi it fucw:r fc!lBt
~ ~~ ~ GIT l.Hflf~f@M, ~
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3FT >fcW C!it ~ ~ ~ \3fH GIT ~ ~ C!it ~
~~I
6. ~
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m-Cfili
~I
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3TCRT~~~ I
8.
cwful
~ ~ 3TCRT ~ -q;r ~
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I
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9. ~Jl~TH~ I ~~illf~(i qf{q)t1q) CfiT ~ •
10.
·-~ -q
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it ~ ~ ~ it ~ f.1<:rTI ~
f.:r1fl:R:r ~ I ~ ~ it ~ ~ CfiT
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fcfim ~ -q •
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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.
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Language Attempted
Q.No.
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031
o32
o36
o37
o38
o39
04o
041
042
043
o14
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044
011
o18
o19
021
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o23
Tamil
@
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o24
Tedugu
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o26
Urdu
o35
CD@ ®@
022
llbetan
o33
034
o13
o2o
I
Q.No.
oo2
o15
@
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Response
-
001
o15
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004 <Dill®@
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o1o CD®® @
011 0®®0
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II
Langu age
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00@000 1 ®
025
021
o25
o29
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CD®®0 047
CD®®0 048
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CD ® ®@ o52
CD®@ 01 o53
0 ®®0 o54
0®®0 055
CD®®@ o56
0®®0 o57
CD®@@ o58
0®®0 o59
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Response
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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
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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
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0 ®®0 o86 CD®®@
CD®®@ o87 CD®®0
<D® @0 o88 CD®®@
CD®®@ o89 CD®®0
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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
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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
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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
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Q.No.
---
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Language - ll Supplement
Test Booklet
No.
Code
Language - I Supplement
Test Booklet
No.
Code
Roll No.
J •'
-------------
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FIU.JIUJ:IE FOU...O
~
/ANSWER SHEET
'h1 $lR ~;m ~ ~ ~ ~ ~
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G ENTRLES WITH BL!lfimACK B~~EN O_HLY
31jw"fi<P/ROLL NUMBER
DDDDDDDD
a:ram
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NAME OF THE CANDIDATE (IN CAPITAL LETIERS)
,
2
3
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FATHER'SIHUSBANO'S NAME (IN CAPITAL LETTE RS~
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~lffi ~ 1lif ~ (<rn 31~ ll)
NAME OF THE EXAMINATION CENTRE (IN CAPITAL LETTERS)
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Use Only Blue/Black Ball Po1nt Pen to Darken the appropriate Circle.
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Please darken the complete circle.
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~o Change in the Answer once marked is allowed.
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5.
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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
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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
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Mark your answer only in the appropriate space in the Answer Sheet
agamst the Number corresponding to the question .
(~ ~jq;ffi 1tf<;r
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EXAMPLE • HOW TO FILL AND MARK ON SIDE·2 WITH BLUE/BLACK BALL POINT PEN ONL.:
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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
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