Test Booklet No. JBC -12A Test Booklet Code lRT~~~ This booklet contains 48 pages. PAPER I I ~- -q?f I w~~m

~ ~ # 48 ~ ~ I MAIN TEST BOOKLET I~ lRT~ ~ Do not open tMi T"'t Booklet =til you are ~ked to do •o. II I

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

~ Wa_{T gf~ctil ~ ~ 3W:ROT 1R ~ ~ qft ~ ~ ~ I 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 ----------------------

E ( 2 )

PART I I mlll

CHILD DEVELOPMENT AND PEDAGOGY I~ fuctiFHCi m&ill?li'f!il

Directions : Answer the following questions by ~ : P~f&d JlFif '#; '3ffr # '#; ·~ ~ 3firrr selecting the most appropriate option. · ~ ~ 1

1.

a.

Learning disabilities are generally found

(1) in specially those children whose paternal relatives have such problems

(2) in children with average to superior IQ

(3) more often in boys as compared to girls

(4) more often in children belonging to rural areas as compared to urban areas

A child cannot distinguish between 'saw' and 'was', 'nuclear' and 'unclear'. He/She IS

suffering from

(1) dysmorphemia

(2) dyslexia

(3) word jumbling disorder

( 4) dyslexemia

In the Information Processing Model of thinking, the following steps are said to take place:

A. Response execution

B. Response selection

C. Pre-Processing

D. Categorisation

The corre~t sequence of these steps is

(1) D,C,B,A

(2) C, D, B, A

(3) B, D, C, A

(4) C, A, D, B

4. Gifted students are

(1) independent in their judgements

(2) independent of teachers

(3) introvert in nature

(4) non-assertive of their needs

1.

2.

3.

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( 3 )

5. Partial reinforcement 5.

6.

7.

8.

(1) is more effective than continuous reinforcement

(2) is less effective than continuous reinforcement

(3) cannot be applied in actual classrooms

( 4) works best in training animals

Orthopedically impaired children arc likely to 6· have

(1) dysgraphia

(2) dysthymia

(3) dyscalculia

· ( 4) dyslexia

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) feeling of self~actualization

Which one of the following is an example of a

fine motor skill ?

(1) Hopping

(2) Running

(3) Writing

(4) Climbing

7.

8.

9.

9. Vygotsky theory implies

(1) collaborative problem solving

(2) individual assignments to each student

(3) after initial explanation, do not support a child in solving difficult questions

( 4) child will learn best in the company of children having IQ lesser than his/her own

E

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(4) ~

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E ( 4 )

10. Smallest unit of meaning in a language is

(1) syntax

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(2) morpheme

(3) phoneme

( 4) pragmatics

11. 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

11.

(1) ~

(2) ~

(3) ~ (4) ~ctct!>!<:i)llfcl~H .(~li~Rcm)

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(1) 8

(2) 14

(3) 15

(4) 12

12. IQ scores are generally __ _ correlated 12. ~-~ ·'81Jilr:ll(f: ____ ~ "B ~~ with academic performance.

(1) perfectly

(2) highly

(3) moderately

(4) least

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(2) '3'tr.r

(3) ll~

( 4) Cf)lJ -"B -CfilJ

13. Which one of the following optimizes 13. f.lJ04iR-!fu!ct # "B ~-m ~ ~ ~ ~ motivation to learn ?

(1) Extrinsic factor

(2) Motivation to avoid failure

(3) Tendency to choose very easy or difficult goals

( 4) Personal satisfaction in meeting targets

14. 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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15.

16.

17.

18.

( 5 )

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) 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

~ssessment for learning takes into account the following except

(1) learning styles of students

(2) strengths of students

(3) needs of students

( 4) mistakes of students

An empowering school will promote which of

16.

the following qualities the most in its 17 .. teachers?

(1) Memory

(2) Disciplined nature

(3) Competitive aptitude

( 4) Tendency to experiment

M "k M th t h k Radh1"ka a 18

• on1 a, a a s eac er, as s 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 in an embarrassing situation

(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 ·

E

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E ( 6 )

19. The best way to avoid gender discrimination 19. in a school may be

20.

(1) selection of more boys than girls for a music competition

(2) metacognition of their gender-biased 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

Which of the following would be the most 20. appropriate way to encourage disadvantaged children to attend school regularly ?

(1) Paying \!" 5 per day to attract children

(2) Opening residential schools

(3) Not allowing children to attend school may be made a legally punishable offence

( 4) A child collector employed by the school, must bring · children from homes everyday

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21. ~ ~'ii~~H q;) f.i'""'lktf@d ~ 3iiCI!?~Cf>dl ~ 21. Successful inclQsion requires the following ~ #rcrrq

22.

except ~ (1) ~-'tl~o&.,

(1) Capacity building

(2) 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

22.

(2) e~.~"l~ft~ GRRT

(3) ~~

(4) ~~~

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23.

24.

25.

26.

( 7 )

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

Of the following, the greatest advantage of interdisciplinary instruction is that

(1) students are less likely· to develop a dislike for particular topics of different subject areas

(2) teachers are permitted greater flexibility .in planning lessons and activities

(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

24.

A teacher can make problem-solving fun fot 25. students by doing all the following except

(1) giving time for free play

(2) providing endless opportunities for creative thinking

(3) expecting perfection from the students while they are trying to do things by themselves

(4) providing open ended material

Learners who demonstrate an earnest desire for increased knowledge and academic 26· competence are said to.have a

(1) Mastery orientation

(2) Performance-approach orientation

(3) Performance-avoidance orientation

(4) Work-avoidance orientation

E

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E

27.

28.

29.

30.

( 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) narrate stories with positive endings

Which .would be the best first theme to start 28· with in a nursery class ?

(1) My neighbourhood

(2) My school

(3) My family

( 4) My best friend

Which of the following is true in relation to errors made by children ?

(1) Errors can be corrected by children themselves, therefore a teacher should not immediately correct them

(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

( 4) Correcting every error would take too much time and be tiresome for a teacher

Which of the following characteristics is the hallmark of the problem-solving approach ?

(1) There is an implicit hint given in the problem statement

(2) The problem is original

(3) There is usually one approach for getting the right answer

( 4) The problem is based on only one principle/topic

29.

30.

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(2) wwn~~~ (3) ~ ~ >rTH cn8 'liT ~11il'"4d: ~ ~

Wen~ (4) wwn ~ ~ ~~ 1R 3Timftr ~~

. -

( 9 )

pART II I cq'TlT II

MATHEMATICS /ll'fUrn

E

Di'rections : Answer the following questions by ~ : f.IR!ftf&d "!lFif <11 Yff( # <11 tfiT{ ~ ~ selecting the most appropriate option. ~ ~ 1

31. The sum of place values of 2 in 2424 is 31. 2424 ~ 2 ~ ~ l1Rl CfiT ~ ~ (1) 4 (1) 4 (2) 220 (2) 220 (3) 200'2 (3) 2002 (4) 2020 (4) 2020

32. (Smallest common multiple of 12 and 16) X 32. (12 3fu: 16 CfiT ~ -mcf ~) X (10 3fu: 15

(Smallest common multiple of 10 and 15) is CfiT ~ -met ~) ~ ~ equal to

(1) 960 (1) 960

(2) 720 (2) 720

(3) 1440 (3) 1440

(4) 480 (4) 480

33. What should be added to the product 33. jOHCfl~ 140 X 101 ~ ~ ~ ~ ftRffi "fcn 140 x 101 to get 14414 ? . 14414 >ITH -m ?

(1) 264 (1) 264

(2) 274 (2) 274

(3) 278 (3) 278 (4) 364 (4) 364

34. The sum of all the factors of 100 is 34. ~ 100 ~ 'fflft jOH@sl CfiT ~i)lllfl~ ~ (1) 115 (1) 115 (2) 216 (2) 216 (3) 217 (3) 217 (4) 223 (4) 223

SPACE FOR ROUGH WORK I~~ ifi ~ ~

E ( 10)

35. Number of hours and minutes from 6 : 14 a.m. 35. fcnm ~ 6 : 14 a.m. "it 8 : 02 p.m. <fCfl t:iif o2IT

36.

37.

to 8 : 02 p.m. on the same day is ~ '<tt ~ t

(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

(1) 2

(2) 3

(3) 4

(4) 6

When 121012 is divided by 12, the remainder is

(1) 0

(2) 2

(3) 3

(4) 4

36.

37.

(1) 2 tR 3fu: 12 fl.r.:R

(2) 12 tR 3fu: 16 ~

(3) 13 tR 3fu: 48 ~

(4) 14 tR 3fu: 16 ~

~ -ij fcmR .! ~ ? 3 6

(1) 2

(2) 3

(3) 4

(4) 6

121012 ~ 12 "it ~ ~ -q"\ ~ t (1) 0

(2) 2

(3) 3

(4) 4

38. Which one of the following is not correct ?

(1) 1 paisa = ~ 0·01 (1) 1 ~ = t!' 0·01

(2) one and a half dozen = 18 (2) "Q,Cfi 3fu: 3lf'qf ~ = 18

(3) 1 millimetre = 0·1 centimetre (3) 1 fi!clltfiC:{ = 0·1 ifi)4)c:{

( 4) 3 litres 30 millilitres = 330 millilitres (4) 3 ~ 30 filcll("llco{ = 330 fil("lld'rc:{

SPACE FOR ROUGH WORK t~'Cfil<f~~~

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

. ( 11) E

39. A chocolate has 12 equal pieces. Manju gave 39. ~ 'i:llcnc'lc: ~ 12 ~ mrT ~ I ~ ~ ~ one-fourth of it to Anju, one-third of it to ~-'Cj)~ mrT ~ ~' ~ ~-~ mrT

40.

41.

Sujatha and one-sixth of it to Fiza. The ~2n ~ 3fR ~ ~-~ mrT ~ ~ ~ number of pieces of chocolate left with Manju ~ 1 ~ ~ ~ ~ 'i:llcnc'lc: ~ ~ mrT ~ is

(1) 1

(2) 2

(3) 3

(4) 4

One orange costs two and a half rupees. How much will three and a half dozen oranges cost?

(1) I!' 90

(2) I!' 105

(3) I!' 112

( 4) I!' 120

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

(1) 200

(2) 300

(3) 400

(4) 500

40.

41.

42.

(1) 1

(2) 2

(3) 3

(4) 4

~~<fiT~~~~ ~~(ft;{~mro <fiT ~ CFf[ ~ ?

(1) I!' 90

(2) I!' 105

(3) I!' 112

(4) I!' 120

10 Jf0: ~ qffi ~ ~ ~ ~ ~ ~

~~~~~~~~~~ ctt ~ 5o (Oiih:fk< -m, (l) 3i1Cf~~c:n ~ <liT ~~~ (1) 200

(2) 300

(3) 400

(4) 500

42. The perimeter of twq squares is 12 em arid 24 em. The area of the bigger square is how

~ crTI ~ ~ 12 W:fi <f2n 24 Wfi ~ I ~ Cflf <fiT ~ -ml Cflf ~ ~ <fiT ~ ~ ~ ?

(1) 2~ · many times that of the smaller ?

(1) 2 times (2) 3 ~

(2) 3 times (3) 4 ~

(3) 4 times

(4) 5 times (4) 5~

SPACE FOR ROUGH WORK /.'{!~; CfilCf ~ ~ ~

E

43.

44.

45.

(12)

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

The number of degrees in four and one-third

right angles is

(1) 390

(2) 395

(3) 400

(4) 405

In the figure, side of each square is 1 em. The area, in square em, of the shaded part is

§J

~

(1) 8

(2) 9

(3) Hr

(4) . 11

'9

44.

45.

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

~ 3fu: "Q;Cf}-~ ~q<f>lol # ~ ~ ~ ~

(1) 390

(2) 395

(3) 400

(4) 405

~ #, ~ qrf ~ ~ 1 "Wfi ~ mr~ cnr ~' CfTi "Wfi #, ~

§J f.-

f.-

f-- '--

--

(1) 8

(2) 9

(3) 10

(4) 11

~

1 014ifcna

SPACE FOR ROUGH WORK I~~~~~

( 13) E

46. Shailja can express a number in different 46. ~ ~ ~ it 'B-&:rr Cfi't <X:fm CO\ ~ ways. For example 4 = 2 + 2 or 4 = 1 + 3 etc.

In which developmental phase of numbers is

she?

(1) Quantifying phase

(2) Partitioning phase

(3) Factoring phase

( 4) Operating phase

% I ~ ~ fu"Q: 4 = 2 + 2 312fCIT 4 = 1 + 3

~ I ~ ~ ~ ~ futfltflk4Cfl ~ 11\

% ?

(4) ~-~

47. "Cfl~ III "CfiT ~ 482 Cfi't -:erR -Bl ~ ~% 47. A child of Class III reads 482 as four hundred ~ 40082 ~ % I ~ W~ ~ fu"t!: ~

eighty two but writes it as 40082. What does ~ ~ "Cfl@ % ? this indicate for a teacher ?

(1) Child is not attentive in the class and is a careless listener

(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

(4) Teacher should teach the concept of place value when the children are able to write numbers correctly

(1) ~ "Cf)PJT -it ~ ~ % ~ ~ it ~ ~

(2) ~ ~it~%~"f~lfR~

'fi1TS1 "fmfltf -;® CO\ 'tl1m %

(3) ~ ~ ~ ~ ~ Rl'kltftd ~

~~~-it~%

<4> -m~ q:;r ~ lfR ~ (lGf ~ ~

~ ~ ~ ~;it Cfi't ~ '5JCJ)R

fuw.rr~~

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

E (14)

48. To introduce -subtraction of two-digit numbers 48.

in Class . III, a teacher proceeded in the following steps :

49.

Step I : Revision of two-digit numbers with understanding of place value system ..

Step II: Use of tally marks to show that smaller number can be subtracted from larger number.

Step III :· Application of subtraction on numbers under each column of place value.

In this case teacher is developing the lesson

(1) from system concept ---7 operation ---7

algorithm

(2) from operation ---7 system concept ---7

algorithm

(3) from algorithm ---7 system concept ---7

operation

(4) from system concept ---7 algorithm ---7

operation

"Which two numbers when multiplied give the product 24 ?" ·

This question

(1) is an open ended question as it has more than one answer

(2) · is a closed-ended question as it has definite number of answers

(3) suggests general problem-solving strategy to the child so that he/she can

49.

cn&Tl III -q ~-~ ~.:if ~ Ol!CICfiC"H ciT ~ q:;f.t ~ ~ fir~ f.I8R1fula ~ "CfiT

~Cfl«ll%: -:q(ll{ 1 : ~ ~ ~ cfi'l ~ ~ m2T

~-~ ~.an _cfil s•w1Rl cnBT 1

-:q(ll{ II: ~ ~ q:;f.t ~ ~ fcfi -rnt\ ~ . cil~~-e~\ifl~%­~~"Cfilm~ 1

-:q(ll{ Ill : ~ l1R ~ ~ Cfi'ft;fl:r ~ ~ ·~.:if ~ Ol!CICf>C"H "CfiT ~ ~I

~ ft~ -q fir~ --­"Cfi\ ®% I (1) ~2TT-'8 Cfi(Yq"'' I ---7 ~ ~

' ~ (2) ---7 ~-'I:'!Cfie'<H'

~

---7 qf{CfiC"H-

---7 qf{Cfi(1"'1-

(3) qf):CfiC"H-~ ---7 ~-'l:'fCfi(Y\4"'1 I ---7

~ (4) ~-'l:'fCfi(Y\4"'11 ---7 qf{CfiC""H-~ ---7

~

''fcn.:T ~~.:if ciT~ q:;f.t l:R 24 ~01"'14)<:1 >ml

"lWn ?"

~~

(1) pn-~ ClTffi m % ~ ~ ~ -e ~"3TR~

(2) ~-~ ClTffi ·m % ~ ~ ~ ~-q"3m~

(3) ~ ciT ~ ~-~ (OHtf<t4l cnl mmnt~~~"3TR~~

answer correctly (4) 31ftH:i~HirJiC'fl ~ -e ~ q:;f.t -q ~ cfa (4) helps the child to think metacognitively 'l:'f~ll!dl Cfl«lT%

SPACE FOR ROUGH WORK I 'ttfi ~ ~ ~ ~

50.

51.

(15)

The students of Class V were able to attempt 50.

the problem .!_ ..;-.!. correctly: but not able to 2 3

solve the problem "How many .!. 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

(3)

(4)

Class V operations on fractions are taught without contextualisation and language support 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)

(2)

(3)

(4)

as one factor is divided by 10 and the other is multiplied by 10, the product remains same as one divisor is decreased by 10 and the other is increased by power of 10, the product remains same if both the divisor and the dividend are increased or decreased by power of 10, the quotient remains the same if both the divisor and the dividend are decreased by power of 10, the quotient is also decreased by the power of 10

E

Cfi~ v ~ fcror2ft' ~ .!. ..;--.!. en) ~ ~ ~ . 2 3

~ ~ ~ 2l, ~ ~ ~ ww:rr CfiT ~ -;r@

~~2lfefi"3llil~"il~ 1 ~~ 3

¢. ~ ?" ~ CfiT\UT ~ (1) fuwf~ CfiT ~-~ ~ ~ ~ (2) wwn Cf>~ v ~ ~ sa=.r ~ ~ c€l ~ (3) ~ ~ ~fst><!ll~ W;n -B;~ 3fu: ~­~~~~

( 4) fcror2ft' ~ ~ ww:rr311 c€l ~ ~ cn)~~~-;r@~

~ ~ fuwf~ c€l ~ ~311 en)

~ cnf.t ~ ~ ~ ~ ~-51RI~4l (patterns) CfiT -JiC!~I<ti'i Cfif.i 3fu: qft:<fiC"NI ~ tft ~ 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 =

~ w-TI ~ ire: ~ mv.m ~ ~ ~ ~ fefi fcror2ft' ~ 3'1CI~l<ti"l cfi\ ~ fefi (1) ~ ~ ~ en) 10 ~ ~ fef;m ~

~ 3fu: ~ en) 10 ~ :JUTT fef;m ~ ~ cfr ~oFJq;(_1 tmH mr ~

(2) ~ ~ ~ c€l 10 ~ ~ ~ ~ 3fu: ~ c€l 10 c€l tmf ~ ~ ~ t cfr ~uHq;11 m ~ ~

(3) ~ ~ 3fu: ~ ~ 10 c€l tmf ~ ~ <n'tRTQ; ~ ~' cfr ~ tmH ~ ~

(4) ~ ~ afR ~ ~ 10 c€l tmf ~ tRTO: ~ t cfr ~ ~ 10 c€l tmf ~ tRd"T~

SPACE FOR ROUGH WORK I \Q'i ~ ~ ~ ~

E (16)

52. 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

53. 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 her understanding, the teacher took some 20

54•

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 -Mr ~~ ~~~ dOT(fT ~ ~ ~ lR 5 -Mr ~ f.mT;r col ~ Cfi@~ ~~~ (1) ~ ~ ~ ~ ~ lR 5 -Mr ~ f.mr::r col~~~~

(2) lRffi ~ ~ ~ ~ f.rnR col ~ WI ~;r~ 0 ~ 5~~-q~~~* ~~~~col

(3) lRffi ~ ~ ~ {GT S,3TI ~ ~ '3B 2 ~ ~ "Cfi8T ~ 2iT 3:{tt 7 col ~ "Cfi8T 2iT '\ill ~ Cli'3·flll ~ ~

(4) ~ ~ '® ~ ~ ~ ("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) -:qr~ fua:n2ff ~ (2) ~ ~ fua:n2ff ~ ( 3) ~ fua:n2ff ~ (4) col &lfffiJf(1 ~ ~ 3'11CI!?4Cfi(11 ~

SPACE FOR ROUGH WORK I~~~~~

55.

56.

( 17)

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 c 1) oo 3fn: ·hsmsi:s if ~ Cf>\ ~ t ~ ~Cf)\~t~~~~~ ~~~~~VcmfT~

(2) Wfi 3fn: ~ if 00 ~ ~ ~ ~ mq ~ t 00 Cf)l ;m:r ~ VcmfT ~

(3) ~ ~ -~ Wfi 3fn: ~ if WTm ~ mq~~ 3fn:~~ ~: ~3TI~ ~Cf)\~~

c 1) oo, ~ 3fn: ·hsmsi:s if ~ Cf>\ VcmiT ~ 3fn:~~Cf)\~~

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) ~ 11fUt~ ~ ~ ~ ~ if fcrmf$fl c€t ~ i:;l~ d I Cf>8T

(3) fftft ~3TI ~ ~ ~ if fcrmf~ c€t ~i51~dl Cf)8T

(4) ~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 f.:rn:R ~ ~ ~ (4) f.:rn:R ~ ~ ~

SPACE FOR ROUGH WORK I~~ ifi ~ ~

E

58.

59.

60.

(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) Qui~

(2) Role play

(3) Crossword

( 4) Survey-based Project

Classroom discussion was initiated in Class V on 'Sale' in festival season, during topic of 'Percentage'. This type of discussion in classroom

(1) 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

60.

~ ~ ~ ~ (HOTS) 1:R ~ w.l -cgp:tfrT~~ I

(1) Cf~, f.'iwif, ~ ~ ~ (2) ~~~~

(3) ~3fu:~~~

(4) "¥9 ~ (lCf) ~:ftHk·~Ch Wffif 3fu: ~

~ ~ ~!?Jlt~or ~tfi ·fcrmf~ cfiT ~ CfiT

~ "Chf.t ~ ~ ~ ~ (C;4k~Ch ~ ~ (1) Sr!?-1i'd£l

(2.) ~ ~ (Th-f 'cB) (3) . cpf_~

(4) ~~-~ 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 q;r wr.t -q ~ cfiT ~ "Ch«ft ~ 3fu: ·~ CfCi; ~ 'Ch8 ~ ~ ~ si'l r'81 I% a "Ch«ft ~

(2) cfiT ~l$ cfiT ~ ~ ~ ~ "<;f)l$ ~ iR~~cn)~~ 3fu:~cn)~ "Ch«ft ~

(3) ~ enG~~ ~tfi ~ en) ~ -ij.

~ cfiT '8 E:Wid I "Ch«fi ~

(4) "Chl$ -ij lWIT-l'l\Ifi .cm-ll ~ ~ "Ch«ft ~ 3fu: "Chl$ ~ ~ en) ~ "Ch«ft ~

SPACE FOR ROUGH WORK I~~~~~

1 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 it 3"ff( # it ffrr[ ~ 3firrr selecting the most appropriate option. ~ R 1

61.

62.

63.

64.

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

(3) July to September

(4) October to December

Select the one which is different from the others: 62.

(1) Petrol

(2) Paraffin wax

(3) Grease

(4) Coal

'Nepenthes' is a plant which traps and eats frogs, insects and even mice. In our country 63.

this plant is found in

(1) Arunachal Pradesh

(2) Meghalaya

(3) Assam

(4) Orissa

One Pashmina shawl is as warm as ---- normal sweaters and ____ 64· hours are taken to weave a plain Pashmina shawl.

(1) 10; 200

(2) 06; 250

(3) 06; 200

(4) 10; 250

·~ ~ 1l'fcrT -q ~ -B ~ ~ tH ~

~ ~ ll~-~ ~ ~ ~ ~ CfiT

CfiT4 ~ ~ I ll~-~ ~ ~ CfiT ~ ~~~ (1) ~-B~

C2) ~-B~ (3) ~-B~ (4) ~GR"B~

-m~-it3BIT-BM~:

(1) ~

(2) ~ llTI1 (3) "lfffi (4) ~

'~2ffi' ~ ~ lfrm ~-it~'~-~ ~~~~·\iftcrTCfil ~ ~~~~ ~ ~ 1 wm: ~ -q ~ cftm -q-r:rr ~ ~

(1) 3HiUff"t:l<:1 ~ -q (2) ~-q

(3) m:m-q

(4) ~-q

~ Y!iltfl'if ~ ~ m'tffiUT

~~~Tflf~~(f~~mtmUT~ ~q:;l~~ tJUCTCfiT~ WTCfT ~ I

(1) 10; 200

(2) 06; 250

(3) 06; 200

(4) 10; 250

E

65.

66.

( 20)

The group called Tarun Bharat Sangh is 65. associated with

(1) rebuilding old lakes

(2) helping specially abled children in learning

(3) providing cooked midtfiay meal in schools

( 4) running free coaching classes for the children belonging to EWS

(RiUJ m«f ~ ~ ~ ~ ~

0) ~ ~ S'if.ffifd Cfi8 'B

(2) ~ ~ 'B "Ba:lll ~ en) ~ -ij ~ Cfi8-B

(3) ~ .-ij ~ cnr -qq:;r ~31T ~ ~~ ~'B

(4) ~ ~ 'B ~ criT ~ ~ ~ ~ H:~ ~ q;&mt ~ 'B

Select from the following the characteristics of. the houses of Leh and Ladakh :

A. Slanting wooden roofs made of tree trunks

66. f.l8 R1 fuid -q -B m 3fu: ~ ~ l1cfiT'il ctt Pcl~l2dl~ ~ :

B. Ground floor without window

C. Thick walls made of stones, mud and lime

D. Wooden floors

(1) A, B, C

(2) B, C, D

(3) C, D, A

(4) A, B, D

A. ~~<RT'B~~cfil~~

B. ~. ~ -ij ~ ~ "'1'@

c. l:f?~, ~ 3fu: ~ 'B ~mil~

D.~~~

(1) A, B, C

(2) B, C, D

(3) C, D, A

(4) A, B, D

67. Growing the same crop over and over and using so many chemicals makes the soil

67. ~ ~ ~ ct't ~ ~-~ '31TR 3fu: ~ 'B mrBf ~ ~ Cfi8 'B ~

(1) Tch (~) ~ \ifRft ~ (1) fertile·

~~\ifRft~ (2)

(2) barren M~~~~~ (3) ~ \ifRft

(3) useful for a special kind of crop ~

(4) fit for irrigation (4) ~~~~~\ifRft~

( 21) E

68. For making Madhubani paintings the artists 68. ll~ Nit Cfi't GAR ~ ~ ~*w} ~ ~ use ~ \ifR "CfT# "irT ~ ~ (1) specially made poster colours (1) ~ %R it ~ ~-"irT (2) fibre paints of very good quality (2) 3llir ~ TTCfT ~ ~ ~ (3) paints made by dissolving silver and gold· (3) ~-~ cnl ~~~it?: (4) coloured paste of powdered rice (4) -qm ~ -:qfCffi ~ ~ ~

69. Select from the following a group of diseases 69. RklR1R9o it it -irTI q)T ~ ~ ~ \ifT ~ caused by mosquitoes : it~~: (1) Malaria, Dengue, Cholera

(1) ~.~~ (2) Malaria, Chikungunya, Typhoid

(2) ~. ~<h""I~R~I, ~~ (3) Dengue, Malaria, Chikungunya

(3) ~~.~<h""ljR~I (4) Malaria, Cholera, Typhoid

(4) ~.~.~~ 70. Select the correct characteristics of petroleum

Rklfdf@o it it Ct?"'lfdl!~ ~ ~ ~~ from the following : 70.

(1) smelly, thick, dark coloured oil ~:

(2) smelly, thin, pale liquid (1) ~. 1]"1(p' ~ "irT CflT ~

(3) pleasant smelling, thin, blue coloured (2) ~. 11m1T' 1fu;n 01" liquid

(3) ~ l'j~ q)T' 11m1T' -;fu;rr ~ 01" (4) dense and dark fluid without smell

(4) ~ l'j~ q)T 1]"1(p (f~ ~ "irT q)T ~

71. Select the correct statements about snakes : -ffiql~~it~~~ I 71.

A. Only four types of poisonous snakes are ~~it~T.TR~~~-Wtr~ found in our country. A.

"\ifffi ~ I B. Cobra is a poisonous variety of snakes.

C. A poisonous snake has four hollow teeth B. -;wr (~) ~ -ffiqT q)T~ %R~ I

(fangs) through which the poison en~ers C. ~ m'tr ~ T.ffi ~ ~ ~ ~ I \ifGf the body of a person when the snake -Wtr M CXlful Cfi't ~ ~ "ffi ~ ~ bites. ~ -zyiT it ~ -mR it ~ \iffifT ~ I

D. Medicine for snake bites is made from D. -Wtr ~ coR c{;T ~ -Wtr ~ ~ it ~ ~ the snake's poison.

\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

E ( 22)

72. A portion of railway time-table for the route of 72. -;:flit M ll>"R""~B ~ ~ lll1f ~ ~ ~-~ an express train is given below : CflT ~ ~ ~ 1p:ff ~ :

s. Station Arrival Departure Distance Day No. Name Time Time (km)

4 Sur at 16·15. 16·20 530 1

5 Valsad 17·23 17·25 598 1

6 Bhiwandi 21;10 21·20 772 1 Road

7 Madgaon 7·35 7·45 1509 2

As per above information the distance between

Surat and Madgaon and the time taken to cover this distance by the train, respectively are

(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

73. Al-Biruni came from a country now called

74.

(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.

(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 an alloy of copper and platinum

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75.

76.

77.

( 23)

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 :

A. We are able to write because of friction between the tip of the pen and the paper.

B. We are able t9 walk because of friction between our feet and the ground.

C. A ball thrown vertically upwards comes· back to us due to friction.

D. We are able to stop a moving vehicle by applying brakes because of friction.

The correct examples were

(1) A, Band C

(2) B, C and D

(3) C, D and A

(4) D,AandB

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?

(1) CCE

(2) Inclusive education

(3) Peer education

( 4) Compensatory learning

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

76.

77.

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78.

79.

so.

( 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

(1) correlation and transfer of knowledge

(2) individual differences

(3) learner autonomy

(4) reinforcement

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

(1) imitation

(2) convergent thinking

(3) divergent thinking

( 4) modelling

81. Environmental factors that shape the 81. . development of a child include all of the following except

(1) physique

(2) culture

(3) quality of education

(4) quality of nutrition

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82.

83.

( 25)

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

( 4) - continuity

In co-operative learning, older and more 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

83.

84. - Dyslexia is associated mainly with difficulties

85.

in

( 1) · heating

(2) speaking

(3) speaking and hearing

(4) reading

84.

The use of poems and story-telling to explain 85. concepts in an EVS class helps to

(1) take care of the language and cultural diversity among learners

(2) channelize the energies of the students in the right direction

(3) make the lesson enjoyable and interesting

(4) promote the ability to imagine and explore the nature of the world at the local and global level

E

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86.

87.

88:

89.

90.

( 26)

A teacher uses audio-visual aids and physical 86. activities in her teaching because they

(1) facilitate effective assessment

(2) provide a diversion to learners

(3) utilize maximum number of senses to enhance learning

(4) provide relief to the teacher

The best way to assess a child at primary level 87.

is to use

(1) Portfolios

(2) Periodic tests

(3) Home assignments

(4) Summative assignments

The following are the methods to teach EVS 88.

except

(1) Explaining through lectures

(2) Problem-solving

(3) Cooperative learning

(4) Guided enquiry

89.

EVS teacher should

(1) focus exclusively on experiments

(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.

(1) at the end of the unit

(2) at the end of the chapter

(3) inbuilt in the topics

( 4) at different places in the book

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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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.... ,.

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 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 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.

The longcase clock had been left by "the previous owner, or maybe the one before that, no

93.

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 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.

95.

The use of the word 'cranking' conveys the

meaning that

(1) the key did not fit the lock properly

(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 siblings were 'awful mouths' IS the

following figure of speech : (1) Comparison (2) Oxymoron (3) Transferred epithet (4) Epigram

"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 tone of the story is (1) biographical (2) narrative (3) reflective ( 4) 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) E

1 96. ''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

(1) gold

(2) radium

(3) silver

(4) ceramic

•

97. "It made Maddy's teeth clench." The idiom 'to clench one's teeth' can be introduced in an EBL class by

98.

(1) giving a detailed meaning of the expression

(2) giving other similar idioms and asking children to guess the meanings in context

· (3) guiding students to find other 'teeth' idioms on their own by looking up the word 'idioms'

( 4) giving a worksheet where students use the idiom in a number of situations

The word in the story means 'incline'. [para 2]

(1) hum

(2) sharp

(3) tip

(4) drip

99. "All the time, her mom would smile and hum." This suggests that Maddy

(1) admired her mother's calm

the most appropriate option .

Human Nature

Is it human nature

to desire forbidden fruit,

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 ?

C.J. Grant

100. Another word in the poem that suggests 'forbidden' is

(1) obsess

(2) crave

(3) savour

(4) illicit

(2) thought her mother was indifferent to 101. "It becomes the predator" means time

(3) was convinced her mother was more attuned to the mechanical working of the clock - not the time

(4) thought that her mother didn't care about her family

(1) strong emotions influence one negatively

(2) pursuit of happiness

(3) being cautious against outside influences

(4) being strong and positive against any threat

E

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

( 30)

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 possibly pass me the newspaper?

104. "We, still craving illicit nectar"

explained by focusing on the word

can be 109. Read this exchange.

(1) we

(2) craving

(3) illicit

(4) nectar

105. A synonym for the word 'savouring' is

(1) smelling

(2) flavouring

(3) experiencing

(4) avoiding

Directions : Answer the following questions by

Teacher : Do you like to read a story book instead?

Student : Yes.

Teacher : Yes, please.

Here the teacher

(1) confirms the student's request

' (2) offers an alternative language activity

(3) relates language function with politeness

(4) makes a polite suggestion to start reading

selecting the most appropriate option. 110. Which is a function word ?

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

107. "You ask, what is our aim ? I can answer in one word :Victory." Churchill asks a question

(1) however

(2) booking

(3) principal

(4) someone

and then goes on to answ~r it. Such a question 111. Strut, stride and trudge arc words that

lS describe a manner of

(1) a prompt (1) galloping

(2) explanatory (2) running

(3) rhetorical (3) riding (4) stylised

(4) walking .

( 31) E

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' speaking­

The two given statements can be differentiated by drawing students' attention

to the

(1)

(2)

(3)

use of 'by' in the passive form

differences in the arrangement of words

roles of the subject and ,object in both sentences

( 4) change in the verb forms

113. Which pair constitutes types of 'cognitive style'?

(1) Individual/team work

(2) Project oriented/paper-pencil activity

(3) Grammatical accuracy/fluency

( 4) Field dependence/field independence

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

115. When reading, to 'decode' means to

(1) make notes

(2) read superficially for the general meaning

(3) recognize words to understand their meanings

( 4) replace long words with symbols

listening skills, mark/s would be deducted during this exchange for (1) the first speaker (2) the second speaker (3) both (4) neither

117. While writing, one of the cohesive devices used

IS

118.

(1) phrase

(2) ellipsis

(3) adjective

(4) preposition

If the piece of writing is brief, complete, in the third person, without digressions and emotional overtones and logically arranged, it

is a

(1) class.ificd advertisement

(2) memorandum

(3) report

( 4) newspaper article

ll9. Use of the medium of motion pictures offers alan experience for the student.

(1) abstract

(2) indirect

(3) concrete

( 4) vicarious

120. According to the recommendations of NCF 2005, technology could be integrated

(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

E ( 32)

Candidates should answer questions

from the following Part only if they

have opted . for HINDI as

LANGUAGE - I.

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E ( 34)

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96.

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98.

99.

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(3) ~ wu 3lR "Cil'BT ~~lt::lct1

(4) ~

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(1) "31nn~

(2) ~~

(3) ~~~

(4) ~~

103. f.rq -q "B ~· Cf)f q;qf<qq(:cf) ~ ;rtf ~ :

(1) ~

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(3) tR

(4) ~tn:

104. 'f01d;j(11' Cf)f ~ ~ ~

(1) ~

(2) ~

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(4) 'Y'U~

105. q:;fcr Cf(:fT wR 3-fu ~ cfiT ~ ~ ~ ?

( (1) ~en)

(2) ~en)

(3) 3WTT cfiT ~ en)

( 4) f.RmT en)

( 35) E

1os. ~ ~ ~ -B m ~ ~ ~ ~ 1

~~~~~~fcn

(I) ~ en) ~ ~ ~ ~tT cnwn ~

(2) ~ en) ~· (1~ ~ Cf)f ~ ~

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(3) ~en)~~~ Cf)f ~ ~tl

109. ~ ~-fu"&R Cf)f ~ ~

(1) ~~~~

(2) ~ cfiT ~ WfSRT ~

(3) ~ ~ cfiT ~ ~ ~ CfCi; t-IT (4) ~ ff~ -q ~ Cf)f >nncft m CfiBT

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~~/ (1) ~cfil~-~

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(2) ~ Pl4tiiSI<& ~ ~

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101. ~cprm

(1), ~ ~-~ -q -mm ~ (2) ~ ~ mlUfi -q -mm ~ (3) ~~~~-q-mm~

(4) ~-cRt~ -q -mm ~

(2) ~Cf)f~

(3) ~ en) ~-m ~ 3icffi\ ~ cgy;rr

(4) ~cfil~~>rftr~~ 3fCRRT

111. ~ cfiT en.~ -q ~ m~ ~ "B ~ ~~ ~~?

(1) ~~~Gf~-~~~

C2) ~f<PaPI!!! ~ -q ~ ~ ~

(3) ~ ~ ~~ Cf)f ~~~ tft m ;r ~

(4) ~~~Gf~-~~;r~·.

E ( 36)

112. ~ ~ ~1Cfl(0 1 cfi't- cnT 116. ~ cfi't ~-~ ~ wrRr Cf)f mm-~

(1) ~~ -w-IT ~ ~ ~ 3li'CflT ~ ~ &;n ~ ~ ~ I

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(3) ~ ~ -w-IT ~ ~ ~ 3li'CflT ~ ~

(1) ~'W~

(2) ~-w~

(3) 4li$)R14l

(4) sa\ -slf<l co131T

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113. ~ ~' Slfdfsfi;ql ~ CfiBr, ~ -q mTT

~' quRCfiBr

(1) ~-m~-~~

(2) ~ ~lft;Qiq; ~ ~

(3) ~-~~~~~

(4) ~ ~-ft:r&R :02IT ~ ~ ~ ~

114. ~ ~ ~§>Bif<tRlco co~ -q

(1) ~ cfi1 li"T<!~ cnr ~ ~ m ~ ~~

(2) ~cfil~cnrm~~~

(1) mq;{ ~

(2) m~ ~

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(4) ~~~q(q;~~~

11s. ~ cfi1 ~ ~ ~ cnr ~ >NfCfi ~ ~

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~CfiBr

(3) ~ cfi1 i:fRJ~ q;) ~ ~' ~~ ~ ~ lfRcp ~ ~ ~ ~ cn<RT ~ 119. ~-~ -q 'iQ~'{?i ~

(4) ~ q;) ~·lfRcp mm ~ m ~ ~ (1) ~-~

~ ~ CfiBr ~. (2) ~ cnr rna:rcn (3) ~ ~ fcrtm:f ~ cnr m ( 4) ~ Cf)f ~ ICfl(OI

(1) ~ ~ ~ICfl(OI ~ -q< ~.t-n

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(2) ~~~

(3) ~q;)~~~

~~~cfil ~ (4) . . . ~ ~

'

( 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.-~~ ~ - II ~ ~Cf)~ ai~'#l ~ m ,

E

....

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, 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

2.

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 come to rest in the bed of the Nammy. I thought maybe there was a story in it. I was curious to know if the owner had lost his wallet while fishing, the whole trip ruined the second he'd inventoried his cash or dug out his license for a game warden. Over time the leather would've rotted into fish food, with the

121. "Flowed into the backs of my thighs" informs

the reader that the narrator was fishing while

3.

(1) sitting on the river bank

(2) his legs were hanging in the river

(3) standing in the river

( 4) walking across the river

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 century. For all I knew he could've been robbed, the thieves stripping out the money and tossing the billfold away later as they crossed a bridge.

Looking him up and phoning, I recited the card number and issuing bank. He laughed, recalling it as the first credit account he'd ever taken out, a line of imaginary cash in those years when he had no 'real money. But that finally changed, he explained, . after an

(2) cleaned

(3) bent shapeless

( 4) discoloured

123. " .... a tool used by modern man to obtain a meal" in this context is a/some ,

(1) fishing rod

(2) money

(3) coins

( 4) credit card

( 39) E

124. 'The whole trip ruined' was because of the

(1) sudden appearance of mayflies

(2) loss of the wallet, for its 'owner' who had given up his/her holiday

(3) orange sunlight falling on the water thereby disturbing the fish

( 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

( 4) the reality did not live up to his imagination

129. A word in the story that means 'soar' is

(1) born

(2) lift

(3) plant

(4) rub

Directions : Read the passage given below and answer the questions that follow (Q. No. 130 to 135) by selecting the most appropriate option.

1. 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.

2. 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.

130. "Schools found themselves in a funding quagmire." Here, 'quagmire' means

(1) boggy area

(2) isolation

(3) indebtedness

( 4) quicksand

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

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) investing on more reference books in the 136. 'I loved Ophelia :forty thousand brothers library

(2) conducting after school special classes for weak students

(3) getting more financial sujJ>ort from the government

( 4) recruiting and training moral personnel to help the special needs children

132. Functional capabilities constitute the

(1)

(2)

(3)

(4)

ability to go for higher studies

the skills to cope with everyday challenges

the determination to succeed

exceptional talent in academic or literary activities

133. A 'product system' here means

(1) services or financial investments that are not commercially value-adding

(2) important resources not available to the disabled persons

Could not, with all their quantity of love Make up my sum'.

The phrase ' .. forty thousand brothers' illustrates a figure of speech called

(1) . imagery

(2) personification

(3) hyperbole

( 4) allegory

137. The homonym of'bier' is (1) bear (2) beer (3) bare (4) bar

138. A rhetorical question is asked (1) to gather personal information (2) to clarify a concept (3) for the sake of effect with no answer

needed ( 4) to get a feedback about what others

think about your speech/writing (3) special training equipment designed for

139. disabled children

An example oflinking adverbials is (1) the

(4) products that are freely accessible to schools only

134. Find a word in the report that means 'widely circulated'.

(1) systemic

(2) achievement

(3) product

(4) change

135. The antonym for the word 'hindering' would be

(1) challenge

(2) disability

(3) assistive

( 4) customized

(2) these (3) so (4) your

140. Language acquisition (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

142.

aims (1) to enable knowledge acquisition through

literacy and its development into an instrument of abstract thought

(2) to subsume the languages that a child acquires naturally from her/his home and societal environment

(3) to introduce standard sign language in English for children with language­related impairments

(4) to provide adequate facilities at the State level for instruction in English at the primary stage of education

'While listening' means a stage (1) when students are listening for pleasure (2) when students are listening to a

recording of a natural conversation (3) where the students attempt a listening

task (4) when a listening activity is introduced

148.

grammar game. The teacher should (1) call aside the erring student and offer

some guidance (2) call aside the student incharge in the

group and instruct him/her to guide the student

(3) quietly note down the mistakes and hold a remedial class for the 'erring' students

( 4) quietly note down the mistakes and discuss them with the class after the activity

What is taught is not what is learnt because (1) a teacher or learner can never fully

master any discipline (2) students pay attention during informal

discussion (3) a teacher's socio-economic level may

differ widely from the students' ( 4) students possess different· abilities,

personalities and come from a variety of backgrounds

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

(1) an information transfer activity (2) a role play (3) an information gap activity ( 4) a controlled interview

144. Criteria· of assessment is a/are (1) guidelines with marking scheme (2} question-wise distribution of marks (3) general impression of a student's ability ( 4) scoring key

145. In the word 'scarce', the phonetic transcription for 'a' is

(1) /e/

(2) /ea;

(3) /ie/

(4) /ae/

146. Notes can be made using a flowchart or a web­diagram. The study skill involved is (1) storing (2) summarising (3) retrieving ( 4) gathering

Therefore, learners (1) may end up studying more meaningful

topics in class (2) may explore their own interests

according to their own experience, background and perspective while spending considerable time navigating for content

(3) usually omit studying prescribed but important topics

( 4) may be exposed to a sequential and cohesive expository presentation

150. Constructivism is a theory where students (1) study a variety of dissimilar samples and

draw a well founded conclusion (2) form their own understanding and

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

(3) are facilitated by the teacher arid use a variety of media to research and create their own theories

( 4) construct their own learning aids, thereby gaining hands-on experience

E ( 42)

Candidates should answer questions

from the following Part only if they

have opted for HINDI .as

LANGUAGE - II.

-crttPdlm RJ:;iR1R9~ tfT1T ~ ~ ~ ~ Chq (1 <fl=fi ~· ~ 3r~l~ mtrr - II CfiT

~Cf>(Yq ~ "¥f W I

...

( 43)

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E

~ ~ CfiR1 ·~ ~ ~ ~ 1 ~ ~ -;ftq (1) fcrol2ff \iftcR ~ ~ m TIT Cf>t 'QRUT

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~ 4R1~(1 ~ -mm CfiT ~ ~ WffiT % I ~ >fCfiT{ 124. ~ -q ~ ~ ~ f<fM TIT ~ -:q-ql ~ ~ fcrm2ff CfiR1 -q \ill ~ ~, 3ijltllfH, ~ ~ ~ ~ ?

~ ~ -q ~ \ifT(fl ~. ~ ~ fcrm2ff ~ 'B'Rf 0) Rllli 1Cl(.1 I cn1 ~ ~ ~ \ifT(fl % 1 ~ ~ ~ ~ m-m :rm

(2) ~ >nfH %"g ~ ~ 3i ICl:{l!Chdl ~ ~ 3i1Cl:{4Chdl% ~ :xon ~ ~ m2ff CfiR1 tt err~ 41oltll~l % I ~ -q-{ 31tR -mf~ ~ Gftq ~ ~ ~ ~ C3) ~ "TT 3TI ~ 3i1Cl:{l!Ch ~. ~ fcf; fcrol2ff CfiT 31tR (4) ~

~ -q 3i1Cl:{l!Chdl mtt% I 125. '"ffim CfiT ~· ~ ~ ~ ~

121. llf.{q \iftcR ~ '~ ~ "@ fcrw2ff \iftcR CfiT <Fit l1Rl \ifT(fl ~ ?

(1) -mm -q, wr~ ~ (2) -mm Cf>t ~ GRRT

(3) -mm -q ~ WTRT

(4) mCfiT~~t-rr

(1) ~ \iftcR fcrol2ff \iftcR -q-{ 'qffifT ~ 126. fcn.J ~ -q ~· ~ ~? (2) \ill ~ fcmr2ff \iftcR -q ~ ~· ~ ~ (1) ~. 4R1~(1 ~~m~~ (2) ~. ffrq.{

(3) ·~ \iftcR ~ \iftcR mm ~ (3) ~. 4R1~(1

E ( 44)

127. ~ ~ w -mtl-~ t c 1) - fcrm + m2ff

(2) fcrm +312ft

( 3) fcrn + 3TI2ff

(4) fcrm + ~

12s. '~'w~t

(1) ~

(2) ~

(3) ~'Q;f

(4) ~

~ : 1JETiw W ~ f.IAfflf&rt JTRl {sr. fi. 129 ?f

130. '~-~ ~' ~ m~ -a ~ 3ffi: ~ ~TTrmt? (1) ~-31WT~ (2) 31WT-31WT ~

(3) ~~ ( 4) ~ 'fliP:~

131. f.p•<:J!BR9a it -a ~-m ~ M 'lt'!lj(itif -a ~~t? (1) marco ~ (2) ~~ (3) l1ltft ~ (4) ~~

135)1/ ~3firrr~~/ 132. ~~c@CFIT~~~?-

@R:it:!l-11 ~ ~ ~ ~ it ~ m 'lt'!ljMI ~ ~ it;

(1) ~~wart (2) ~~-~®~ (3) ~tft~tt~w~~~ (4) ~ ~ ;mf$n ~ "§~ t

~ ~ ~ ~ ~ ~if<t>Rlcti ~ 3fu: ~ cit .+.....-.f± ~ -A-. ~ 133. G'{l 01 rm' "i ct>l-1-"ffi ~ ~ ?

~ >rzyr ~ ~ .1 ~ ~ \il"'''ll"''~ it ~' ~ (1) Cfilf~ ~

~ 4!~1t'!l~l m: ~ t ~ ~ ~ ~-mffi ~ litter ~ (2) ~ ~ (3) ~~

(4) ~~ tft~ ~I~~ 'lt'!lj(lt:tl ~~~·~~~

~ ~ ~ fcfi ~(;J~•c•m ~ ~mq.rr ~ tt ~ >J1'I'ffi 134. 'tfi' ~ t ~ 3ffi: ~ ~ ~ I ~ ~ ~ tn~ -6 ~ ~ tft (1) fsf;m_fc:Wrur

~ ilrffin t fcf; ~ it ~ w ~ ~~ ~ t (2) ~ (3) fsf;m

~ ~ ~~ '(l"Cfi ~ ~ ~ 31WT-~ ~ I ( 4) 'f.rqjo

129. ~ Cf)T·1f.lRT fcl:;iffi ~ t?

(1) ~if<t>Rlcti ~ (2) ~

(3) ~~ (4) ~Hidl-6~

135. ~'~t

(1) ~

(2) fsf;m_~

(3) 'IOIIC!Cfli!Cfl ~

(4) fsf;m

(~) E

~: Plt.rtf&f&d JrR7 ~ Yirr ~ ~ ffrr[ ~ 3firrr 140. ~-<:n2R ~ ~ if ~-m -q~ ~ ;rtf ~~/ ~?

136. ~-~ if ~-m -q~ ~ Cfi11 '"H'!f'=l'{uf ~ ?

(1) f.:ic: ~ ClldiCl(UI

(2) ~ 313~ ~ fu'furn ~

( 3) fu'furn cnrf lR -m~ cf;T Sl R1 Gt;lll /flaruft

(4) ~~cnl~ 3rRirn

137. 1fHT' ~ ~ ~ if ~~m <:n2R ~ :rtf ~?

(1) ~ ~ ~ ~ ~·fcrcnrn if ~~

(1) ~-~cnl~

(2) Cfl(Yq"'li!tA~dl cnr ~ (3) ~\il"llr!OiCfldl cnT mm ( 4) 'mln ~ fu'furn ~ it ~

141. ~ cit ~ if ~ iRf't ~ I ~ ~ ~~-"li~~~ ~~~~~

(1) ~f~J I fq:)lll

(2) ~~Fcffil!l

(3) ~Wlc>jlR1lll

(4) fmR.

(2) ~ ~ cnr mm 'mln ~ f.rw:lt cit ... q~:qH~, ~ f;rqfuT cnB if~~ 142. ~ ~~d~id ~:

(3) ~ ~ ~ Cfll1 l"i~f'=l~f ~ (1) wm ~ ~ ~ (2) 3'1j~ll("l"l~"ldl cit~ q;((ft ~

(4) ~~~~~~:mol~ (3) ~ 3fu ~ ~ ~ ~ fcrcnm if ~~

13s. 3'1~ cf;T ~cit~ if ~-m ~ ~trcn (4) ~-~if~~ ~it~~?

(1) ~ -qo;{

(2) ~ -qo;{

(3) ~ "4"<H

( 4) tft1:rr -qo;{

' 139. ~~3'1~~cn8~~~~~

(1) -m~ wu m 3'1~ ~ Cfi8T

(2) ~-m wu ~ cit 3'1~ cnr 3'ljl1R

wrRcnl~~

(3) ~-<im~

( 4) ~ cf;T cxn&n Cfi8T

143. ~ 3llOcff -en~ cit ~ ~ ~ 1 ~ ~ lR

~ .~ ~ >lll'rn Cfi8T ~ ?

(1) ~ 1l&f

(2) ("llfu~Cfl fcrm3'11 cnr ~ (3) 31RCflR (OIJOi$lHI

(4) ~ ("IJOi$lHI

144. ~-ftr~ if ~-m -mq ~ ~ it 31WT Cfi«ff

. ~ ?

(1) ~-~~~

(2) ~-~if~ (3) 'mln-m cf;T ~ (4) m

E (~)

145. ~ fliftRtcti ~ ~ en~ # 'mln-rn~ c@ 148• 'mln-~ .q ~-m -mq ~~ JOJi'!fCI"!?T ~ ?

cp;ff CfiVfT ~ ? 0) AAtr 312f ~ ~ ~

(2) 3ffi:10lf<tflii("JO!Cfj ~ 1R ~ ~ t.n ~ (3) ~ iSIId,;ld ~ ~ ~~ ~

t.n ( 4) ~ c@ "JOI"RCfi 'mln-wfrl ~ ~ ~ ~ ~

146. 'mln ~-~ cfiT ~ # 312i ~ "Cfi1

~~:~

(1) ~-~

(2) ~-fliftRtcti ~

(3) -m~~312f~

(4) ~-·~

147. ~-~ 'mln-rn~ .q ~: cp;ff ~ q;\<ft ~ ?

(1) OlfiCfi<fOICfi ~ ~ q;u(fi ~

(2) 'mln cfiT fcrfmf m:nt ~ q;\<ft ~

(3) ~ "Cfi1 ~ q;\<ft ~

( 4) ~ c@ fcr"fmf 'tfCif cfiT '-Ttl "l Cfi I£) tfl ~

(2) ~

(3) ~

(4) mNCfi ~311-l:R 31Ttrlfui ~

149. ~l:fl6~;~~~t?

(1) ~-~ CfiT fcrq;rn

(2) ·~~ ~ ~ ~ ~-~ ~ m2l

~

(3) ~-~ cfiT '-ltl"lctil<l

(4) ~ cfiT ~~IC1dl

( 1) ~-~ "Cfi1 fcrq;rn

(2) ~-B~

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( 4) 1:IDlT "Cfi1 ~-~ ~ cfiT :!i~l C1d I "Cfi1 fcrq;rn

( 47) E

SPACE FOR ROUGH WORK '

tcf)~~~ \i141~

E ' ·( 48 )

READ CAREFULLY THE FOLLOWING INSTRUCTIONS :

1. 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.

R¥41R1f&t~ f.iW ~ ~ ~ :

1. ~>rv-1it~~~'ql\~-q~~~it

~ OMR ~ -q;r it ~-2 1R ~ ~ CfTf ~ m ~ CRQ. ;fiB;~ offi1 ~ tR ~ ~ I ~ <ilR ~ ~ ~it~~OfGffi~\liT~~ I

2. ~ ~Hf.lilM ~ ~ ~ ~ -q;r ~ ~ ~ ~ ~ ~ 1R ~ 3FT f.rnH ~ Wlnt I ~ 3f1:RT ~ ~ -q;r -q ~ ~ it 31f(jfun 3Pf;f ~ ~ I

3. ~ ~ ~ ~ -q;r CfiT ~H'i<f~ m ~, Cf<.lTfcf; fcfim -m ~ -q (w ~ ~ ~ ~ -q;r it ~GIT~-q~q,l~~~)~m

~~~q;u<fr~ I

4. ~~~~-q;r·-q~~·~~q ~~~~~~~--q;r-q~ I

5. ~ oo • ~~Cfia;l -q m tfiTi it fucw:r fc!lBt >fcW C!it ~ ~~ ~ 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 W-IT cit{~ 3TCRT~~~ I

8. cwful ~ ~ 3TCRT ~ -q;r ~ W-IT ~ ---q;r

'IR~~~~~·~-;ffl'f~ I ~ fcfim ~ "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 ~ • ~ I

10. ·-~ -q 3lfCRUT it ~ ~ ~ it ~ f.1<:rTI ~ ·~ 00 f.:r1fl:R:r ~ I ~ ~ it ~ ~ CfiT

~ ~ it f.1<:rTI ~ ~ it ~ WIT I

11. fcfim ~ -q • ~ afu: "3ffi: -q;r CfiT ~ tJTI1 31WT ~~I .

12. wa.n ~ ~ liT, wa.nm q;~ 1 ~ ~ ~ 1fi ~ 'q';f q;~-f.m~ q;1 ~ ~ ~ 1 rme.wff 3PR "fiTt/ pi W~ ~ 'i#iT 'R" iifT 'flri t· I

• • ( 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 ~ ~-I~w.f~ ~-II~w.f~ Language - I Supplement Language - ll Supplement

J •' Roll No. Test Booklet Test Booklet No. Code No. Code

[ I I I [ I ll I CDCDCDCD G)CD CDCD

I I I I I I I [] l I I I I I I [ ®®®®®®®® @®®.® ®®®® @0@000@0 @®®®®®®® ®®®®®®®® 00000000 ®®®®®®®® ®®®®®®®® ®®@@@@@@

Language Attempted

Language II

@} @) <@ @ @ @ ~ ® I® @

® @ @ ® @@ I @ @ @ @

® ® I @ @ @ @ I

Or1ya @ @ Pt.qabi @ @ I

@ @ Tamil @ @ Tedugu @ @ llbetan @> @> Urdu @> @

G)(D CD CD 0 CD CDCD<DCDCDCD ®®®®®® ® ®®®®®® ® ®®®®®® ®®®®®® @0@000 ® 00@000 1 ® ®®®®®® ®®®®®® I ®®®®®® @ ®®®®®® @

000000 000000 ®®®®®® ® ®®®®®® ® ®®®®®® ®®®®®® ®®®®®® @@@@@@

-

Q.No. Response Q.No. Response Q.No. Response

001 0@@@ 031 G)@@@ 061 (j)@@@ oo2 CD®®@ o32 CD®®@ 062 CD®®0 oo3 ·CD@®@ o33 CD®®0 063 CD®®0 004 <Dill®@ 034 G)@@@ 064 G)@Q)@ oo5 CD®®@ o35 0®@0 065 CD®®@ o06 0®®0 o36 0®®0 066 CD® ®0 oo1 CD®®@ o37 CD®®@ 067 CD® ®@ oo8 0®®0 o38 CD®®@ 068 CD ®®@ oo9 CD®®@ o39 0®®0 069 CD ®®@ o1o CD®® @ 04o CD®®@ o1o CD®®@ 011 0®®0 041 0®®0 011 0®®0 012 <DeY®@ 042 0®®0 on CD®@@ o13 CD@®@ 043 CD®®@ o73 0 ®@0 o14 CD®@@ 044 CD®®@ o74 CD®®@ o15 0®00 045 0®®0 o75 CD ®®@ o15 CD®®0 046 CD® ®@ o76 CD®®@ 011 CD®®0 047 <D®®0 on CD®®0 o18 CD®®0 048 CD ®®0 o78 CD®®@ o19 CD0®0 049 CD ®@@ o79 CD®®0 o2o 0®®0 oso CD® ®0 o8o CD®®@ 021 CD®®@ o51 CD®®0 o81 CD ®®@ 022 CD ®®@ o52 0®®0 o82 CD ®®@ o23 CD®@ 01 o53 CD®®@ o83 CD ®®@ o24 0 ®®0 o54 CD®®0 o84 0 ®®0 025 0®®0 055 1)@@0 085 <D®®( o26 CD®®@ o56 0 ®®0 o86 CD®®@ 021 0®®0 o57 CD®®@ o87 CD®®0 o25 CD®@@ o58 <D®@0 o88 CD®®@ o29 0®®0 o59 CD®®@ o89 CD®®0 o3o

1 0®@@ 06o CD®@@ ooo CD®®C

~w.f~ .. ~ Main Test Booklet ·:n_r.: No. Coda

I I I l I I I I E CD<DCDCDCDCDCD ®®®®®®® • ®®®®®®® 000000@ ®®®®®®® ®®®®®®® 0000000 ®®®®®®® ®®®®®®® ®®®®@®@

Q.No. Response Q.No. Response

o91 00®0 121~! CD®® 4

o92 CD®@@ 122 CD@@ 4

o93 00®0 123 CD®@ 4

o94 CD®®<!> 124 CD 2 ® 4

o95 00®0 125 CD®® .. o96 CD0@0 126 0®® 0 o97 CD®®@ 121 0®®0 o98 CD®®@ 128 CD®®0 o99 CD®@@ 129 0®®0 100 CD®®@ 13o CD®®@ 101 CD ®®0 131 CD. 2 3 "' :·

102 ZD ®®0 132 <D 2 3 4

1o3 CD® ®@ 133 0@.@ 4 ·

104 CD ®®@ 134 CD®. 3 " '

105 G)® @@ 135 0®®0 106 00®@ 136 CD®®@ 107 <D®®0 137 <D®®@ 108 0®®0 138 G)@@@ 1o9 00@@ 139 CD®®@ 110 0 ®®0 14o CD®®@ 111 CD®@@ 141 000)0 112 CD® ®@ 142 CD®®@ 113 CD®®@ 143 0®®<9 114 CD®®0 144 <D®®@ 115 CD®®@ 145 0®@0 116 CD ®®0 146 <D®®0 111 CD®® 4 147 0®®@ 118 CD®@@ 148 CD®®@ 119 CD®®@ 149 CD®®@ 120 00®@ 150 G)@@@

~ 'llllwJ ~ 1fll 'fli<Fir « liP "iPftn1l ¥1 ~ iilht iiiToCI '"'" fill ...,.._ 111'11 "'1"1 llFI ~ mllll 3'il m (tift 1!1'11 I lit <filii II :v;AI Qlit"-4\ $ nll'll t) . ~ 111"1 .;wu ll'll!""" (""" 1~1!1'11H )~ ft>\llt fl

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

~ -- ------

L S.gnature of lnv.gllalor

-----_ : ... ' -------------------------------------------------·-

\3m 48ICI>I /ANSWER SHEET ~ ~ 'tn} ftcre ~ 'h1 $lR ~;m ~ ~ ~ ~ ~ FIU.JIUJ:IE FOU...O G ENTRLES WITH BL!lfimACK B~~EN O_HLY

31jw"fi<P/ROLL NUMBER

DDDDDDDD ~ em "OfT"f (~ a:ram lf) NAME OF THE CANDIDATE (IN CAPITAL LETIERS)

~-2 1:R \3ffi ~ m -rS ~ ~ INSTRUCTIONS FOR MARKING ON SIDE-2

, ~ ~~ ~ tt.,- <'~ m't ~ 1lil m F-mP~ ~ '!fttl1 Use Only Blue/Black Ball Po1nt Pen to Darken the appropriate Circle.

2 t<mJ ~ Ill~ 1lil TJtR f.mr-1 ~ 'lfttll Please darken the complete circle.

3 llfilq;- llT'l ifi1 ~ ~ 111" ~ tp ~ -q TQm f.WR ~ ~ ~1 4'tl1 ~Tl1J7Til1 ~ I

Darken ONlY ONE CIRCLE; for each Question as shown below: fltm I ~ em ;wt (~ arern lf) FATHER'SIHUSBANO'S NAME (IN CAPITAL LETTERS~

I I ';.. ~ WR~G WR~ WR~ co:'ecT 0 e ®®0e lil®0_@ @®@G:l CD0®3_ e

~ o:i./ CENTRE NUMBER I I . ~ d-"rl< $ lrl1; 111" m ~ -q f.mr-1 <¥lA $ tff'iml cfi1l ~., 3Tj'RI "It'!

'-7""""---:--------:------::---:-:-------------' ~o Change in the Answer once marked is allowed. ~lffi ~ 1lif ~ (<rn 31~ ll) 5. \!m qf-}ifillR 3Rl ~ CliTt f.mR ., ~ 1

NAME OF THE EXAMINATION CENTRE (IN CAPITAL LETTERS) Pteasedonotmakeanystraymarks ontheAnswerSheet.

Rough work must not be done on the Answer Sheet. 1 ~ liT-'! ifi1 \1m um tlftm ..:, ~ ~ ifi1rr<f> <fi mtr.'l ~ ~ i'i f.mR

I I

6 ~ \Jffi ~ lR lJ)ttl1 if;Tl1 ifiRI 'At t I

~"'l"~ 1 Mark your answer only in the appropriate space in the Answer Sheet agamst the Number corresponding to the question .

\3C::I'fl'(Ot:- yeo-2 tffl ~ CJft fcmt (~ ~jq;ffi 1tf<;r lA 'fl ~) EXAMPLE • HOW TO FILL AND MARK ON SIDE·2 WITH BLUE/BLACK BALL POINT PEN ONL.:

~ St~ ~ ~ urr" .-d <{:! ~ llT'l ~ <1 wn S-111 ~ 3ft< "' " llftr.t;l <fi ~ 2 -q lTIIT ~3Tl m -wrA ~ 1 30TR ~ ~ t <1'1 ¥" 1Wff.)&i<t> if?! ~o if>~ 3fl~ 3fl.l4'1 ~ IIFI ~I~ mf~ ~lfi1 K<' .:!11:< I

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

.. OJ

:Gl I Ol .,. . ot 1 '-"l

... I '* 1 ~1 ~? .. "' .... 11$: td