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JP-2 This booklet contains 64 pages. PAPER IT 1 ~--q:f II T:;ooklet !f::e
Test Booklet No.
1rilarr ~ msr:rr
~~~64~t I MAINTESTBOOKLET/~~~ ~ Do notoP'n tbl• T~t Booklot until you "' """' to do ro, ,. '· I ~ llflarr ~'fiT OOf ~ ;;t ~ -;;r.r ~~ "~" ;;mr 1
Read carefully the Instructions on the Back Cover ofthis Test Booklet. ~ llflarr ~ cl> fimi;f a:n<WJT "QT fur~ 'fiT ~ lt lit 1
INSTRUCTIONS FOR CANDIDATES I.
2.
3.
4.
5.
6.
7.
8.
9.
The OMR Answer Sheet is inside this Test Booklet. When 1. you are directed to open the Test Booklet, take out the Answer Sheet and fill in the particulars on Side-1 and Side-2 carefully with blue/black ball point pen only.
The test is of 2 f hours duration and consists of 150 questions. There is no negative marking. 2. Use Blue I Black Ball Point I' en only for writing particulars on this page I marking responses in the Answer Sheet. 3 The CODE for this Booklet is P. 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 4. Answer Sheet No. are the same. ln. case of discrepancy, the candidate should immediately report the matter to the lnvigilator for replacement of both the Test Booklet and the Answer Sheet. This Test Booklet has five Parts, I, II, III, IV and V, consisting of 150 Objective Type Questions, each carrying I mark : 5. Part-1 : Child Development and Pedagogy (Q. I to Q. 30) Part-II : Mathematics and Science (Q. 31 to Q. 90) Part-Ill: Social Studies/ Social Science (Q. 31 to Q. 90) Part-IV : Language I- (English/Hindi) (Q. 91 to Q. 120) Part-Y : Languageii-(English/Hindi) (Q. 121 to Q. 150) Candidates have to do questions 31 to 90 EITHJ!:R from Part-II (Mathematics and Science) OR from Part III (Social Studies/Social Science) 6. Part-lY contains 30 questions for Language-! and Part-Y contains 30 questions for Language-I!. In this Test Booklet, ?. only questions pertaining to English and Hindi language have been given. In case the language/s you have opted for as Language-! and/or Language-11 is a _language other than English or Hindi, please ask for a Test Booklet that contains questions ·on that language. The languages being answered must tally with the languages opted for in your Application Form. Candidates are required to attempt questions in Part-Y (Language-H) in :o language other than the 8. one chosen as .Language-I (in Part-IV) from the list of languages. 9.
OMR ':ffi' 'l'> W • ~ ~ 3R< <lliT %" I "''f .mqq;f 1R'lm ~ ~ "* <m ~. m ';ffi' 'l'> ~ <R "!'0-1 1{ii "!'0-2 tf{ 'tZIR ~ ~ -;fut/Ciiffi <ffi;r ~ ~ ~ ~,Z I
• qi't ~ 2 + tfZ' %" 1{ii • -q' 150 ~ t I ~ ~~'lit%- I
w 'l'6' tf{ ~ ~ ~ 1{ii ';ffi' 'l'> tf{ f.:mFr "W1R -ij;' ~ ~ -;ful/Ciiffi oifM ~ ~ <nT lf'Wr q;t I
W ~ <nT ~ i P. <W ~ <R <'f f<fi W ~ q;r mm-, ';ffi' 'l'> -ij;' ~-2 tf{ ~ mm- ~ fl:!<;rm t 1 <W 1ft ~. <R <'l f<f;. ~ ~ ~ ';ffi' 'l'> ~ fl:«;ffi t 1 31'R' <W l1R ~ m ~ ¢ ~ ~ ~ ':ffi' 'l'> i'R -ij;' ~ ~ q;T qBf ~ ClWit I
W. ~ 1l -qtq. 'IT'T I, II, III, IV ~ V t, ~ 150 ~~t.-m~1~<nr%": 'WT-1 : <m'f ~ " ~ ('A. 1 ~ 'A. 30) 'WT- II : ~ <r fuw-1 ('A. 31 ~ If. 90) 'WT-Ill: ~ ~1<114if"l<t> fuw-1 ('A. 31 ~If. 90) 'IT'T-IV : "11"!T I - (alJI;;f'r I W<i\) ('A. 91 ~'A. !20) 'IT'T-V : "11"!T II - ( alJI;;f'r I W<i\) ('A. 121 ~ 'A. 150)
~ "* ~ 31 ~ 9o '!IT m 'IT'T-11 ~"~'!IT 'IT'T-III (tll"'lf"l<t> 31!21<R~ ~ ~ ~ t I 'IT'T-IV 1l "ll"!T-1 -ij;' ~ 30 ~ ~ 'IT'T-V 1l "ll"!T-11 -ij;' ~ 30 ~ ~ ~ t I W. ~ -q' ~ alJI;;f'r Cf ~ "11"!T ~ ~ ~ ~ ~ t I ~ \lro-1 afu'ttrr \lro-11 ll ~ID<f"q.{\ ..,foqro(l'h aiJh.fl miA'\~ 3R'!lmt'm~ ~\lro~tRTIHT~'IiltT~ I fuR \lroan~w.fl -ij;'~ anq~~t~ ~'Q>f..t~ l1f oqroan~ ~ ~'G!Fft~l 'Wam:ii 'IWT-v (\lro-11) ~-oqro~ ~~ oqro'foliilf ~ID<T \lro-1 ('IWT-IV) ll ~ llf oqro~f1R &f t
""'<fiTit • ~ -q w ~ -ij;' ~ ~ Tit 1liT<'f\ ~ tR'<titl Rough work should be done only in the space provided in the
Test Booklet for the same. 10. The answers are to be recorded on the OMR Answer Sheet
only. Mark your responses carefully. No whitener is allowed for changing answers.
I 0. 'tl":ft ':ffi' ~ OMR ':ffi' 'l'> tf{ 'it ~ q;t I 3f'R '3'ilT ~~<rt 1 ';ffi'~~m~<nrm Rf .. ;d I
Name of the Candtdate (tn Capttals): ~q;r ;wr ('It~~: -----------------,-------Roll Number: in figures _______ .:._ __________________________ _
~ : ;iq:;'f -q : inwords _________________ ~-------------------: ~-q
Centre of Examination (in Capitals) : _______ -;------------------------·~('It~~: (, Candidate's Signature''-----·------- Invigilator's Signature:--------'------~-ij;'mTW: ~-ij;'mTW.: Facsimile signature stamp of
;ntre fllifiilliillllllllllllllll p
(2)
PART -I I 'qT1"f'- I
CIDLD DEVELOPMENT AND PEDAGOGY /iffi"l' fclC61'E't Cf~
Directions : Answer the following questions by
selecting the most appropriate option.
1. Which one of the following is a critique of theory of multiple intelligences ?
. 2.
(1) Multiple intelligence are only the
'talents' present in intelligence as
a whole.
(2) Multiple intdligence provides
students to discover their
propensities.
(3) It overemphasises practical
intelligence.
(4) It cannot be supported by
empirical evidence at all.
Which one of the following pair is least likely to be a correct match ? (1) Children enter in - Chomsky
the world with certain knowledge about language
(2) Language and ·- . Vygotsky thought are initially two different activities
(3) Language IS· -- Piaget contingent on thought
(4) Language IS a - B.F. Skinner stimuli in enviomment
3. Features assigned du10_ to social roles and not due to biological endowment are called (1) Gender role attitudes
(2) Gender role strain
(3) Gender-role stereotype
(4) Gender role diagnosticity
f.1ffl .. mm- 3#rrr ~ ~ f.tAfc;rfigrt rrRf
~~~ ..
1. f.1"'1ft'tf&d -q ~ ~-m ~ ~ ttt ~ H•thi:C"'I't ?
(1) ~m ·~· ~-;;IT~~ll ~ll~~~l
(2) ~ ~ q;f 3l1RT ~ q;f ~ lfl1GG~ croffi t I
(3) ~ O<IIClt\IRifi ~ -q't -3il<4'<<lifii11 ~ ~~~tl
(4) ~ ~ ~ q;f fot("l':f'("j tit ~~t~l
2. f.t¥01f("lf&d -q ~ ~ ~ ~ cf; ~ ~<1ft .~mm~t?
(1) ~'l1J'!!!Tc!>Gfltll -~ ~w.rc!>wr
~<fi«tt I
(2) 'l1f!!!T 3ff\ fcr'tlrnrri'l1 - C4 ~~· nli4l'l lfeyN;;r~
tl
(3) 'l:(Jqf fcRnr 1R" 31Jmfu; - ~
tl
(4). 'i1f!!!T C41('11q<(Oilf ~· - OlT.~.
d'(~lqifi t I ~
3. flli11f"1ifi ~ cf; cm-ar "''' ~ ..n<~a~uf.1Cf> ~ cfi cm-ar ~ 11f ~~16G(1f~ ifil\("llffl f I
(1). ~~~ (2) ~~-e;orrq (3) ~ ~ W<$"1<>&1'11
(4) ~~ ol"IR'f>l
(3)
'4. Which of the following will be most· 4.
p
r~ .... rMf&H .q. ~ qft;:r_m an~ q:;t an~mcf;'fmr~~3funt? appropriate to maximise learning ?
(1) Teacher should identify her cognitive style as well as of her students' cognitive style.
(2) Individual difference in students should be smoothened by pairing similar students.
(3) Teacher should focus on only one learning style to bring optimum result.
(4) Students of similar cultural background should be kept in the same class to avoid difference in opinion.
S. All of the following promote assessment as learning except
(1) telling students to take internal feedback.
(2) generating a safe environment for students to take chances.
(3) tell students to reflect on the topic taught.
(4) testing students as frequently as possible.
6. When a cook tastes a, food during cooking it may be akin to
(1) Assessment ofh:aming
(2) Assessment for learnil).g
(3) Assessment as learning
(4) Assessment and learning
7. Differentiated instruction is
(1) using a variety of groupings to meet student needs.
(2) doing something different for every student in the class.
(3) disorderly or undisciplined student activity.
(4) using groups that never change.
(1) ~ CfiT 3N-ft fi~HI\'ilCfl mviT ~ ~-~ am~ <1ft 4~1'11\'ilCfl mvrr <1ft ~ m .,
(2) ~ .q ~<lf<ffiCfl M;:;mr CfiT m "ORFi~~~~~~ ~~~tl
(3) ~ 1lftuwr ffi ~ ~ ~ ~~~mviTlR~~ Cfi«<T t I
(4) m ~i~Cfl ~ ~ ~ ~ {(<!> CffliT .q w;rr • • lffi
$pr :« ORlT ~ ~ I
S. cf;' ~frtfhm f.:t...,fMf&i1 lf\ft ~cf;'~'lt ~q:;f~~f l
(1) ~ CfiT ~ ~"dqltlO( ~ *' ~~I
(2) 31CfW~ ~ ~*'~~ ~ Cllolq{UI CfiT Rmur ~ I
(3) ~ ~ fcrtl<r 1R lFFf q;r;l *' ~ ~CfiT~I
c 4) f-;m;ft ~ m ~ CfiT WTRfT<'
~WIT I
6. ';;:101' ~ ~ "€~AT ~ ~ ~ q:;f ~tm~ cf;'~t , (1) ~CfiT~
(2) ·~*'~~ (3) ~*'~.q~ ( 4) ~ aftnfus-rr
7. <iii1'!Q'!Cfl ~t (1) ~ <1ft ¢j(q!(<lCfli11aTI q:;l ~
q;r;l *' ~ ~'it\lCfl{U( *' fclfcrtl ~ CfiT~~ I
(2) ~.q~~~~~ 3Wrl~ I
(3) ¢l<XlClf-12!o ~ ~ ~ ~
(4) ~~CfiT~"'T~m~
p
8. In a culturally and linguistically diverse classroom, before deciding
whether a student comes under
special ~ducation category, a teacher should
(1) Not involve parents as parents
have their own work
(2) 'Evaluate student on her/his
mother language to establish
disability
(3) Use specialised psychologists
(4) Segregate the 1;hi.Jd to neutralise
environmental factor.
9. Learning disabilities may occur due to
all of the following exreJ!! ·.
(1) Teachers way of teaching
(2) Prenatal use of alcohol
(3) Mental Retardation
(4) Meningitis during infancy
10. An inclusive school reflects on all the
following questions except :
(I) Do we believe that all students
can learn
(2) Do,we work in teams to plan and
deliver learning enabling
environment
(3) Do we properly segregate special
children from normal to provide
better care
(4) Do we adopt strategies catering
for the diverse needs of students
11. Gifted students are
( 1) Convergent thinkers
(2) Divergent thinkers .
(3) Extrovert
(4) Very hard working
(4)
8. <tii"'f~Rti.fl ~ ~ ~~ ~ 'i.flm .q 'W f"1fh111 'Cflr.f ~ ~ fct; fumefi ~ fum_wf .q amrr t ~ ~. ~ fm;cn 'i.flT 'Cflr.IT ~-
. ( 1) l1ffil'-firnT coT ~ t~fa:tf c111 ~ q;r;:rr
• ~ ~-qrn 3N-1T ~ ~ tl
(2) 3lWffiT ~ 'i.flR ~ liffl ~ cnT ~ 'CfiT 'if<lii.fl'1 q;r;:rr .I
(3) ~ "l'1lfq;~llf1<li 'Cf>T~
(4) cU(11q{On<l ~ cnT awqrcft ORR ~ ~ ~ cnT 3Wf1T q;{'t.lr. I
9. f"1""1fc1f&l1 .q ~ ~ "''RIR<t11 ~ $ q;mrr3lf~~~m-~t-
(1) ~cnlftmur-~
(2) ~ ~ liffl 'liT iffiT lfur-~
(3) .-je:<gf.;,sol
(4) :t1~1qCfll('1 ~Wl<r Kmrit ~
10. ~ <t1q1<:MI fClwM<:i $ "''fi1R<t11 f"''to1fc1f&l1 ~~'Q'flFR<fmn't I (1) q<IT lll1 ~ fcw.mr ~ t fcf;- "fl'l:fT
~r4hft{g ~ t? (2) . q<IT lll1 ~ 1:Jftcffi cnT "$Rr
Of'1'R afu' ~ ~ 'i.flR ~ ft;ro: ~ .q~~h
(3) ~~~~<R~~ ~<P<R~~~~~~ ~ ~ 3Wf1T 'Cfi<iH?
(4) q<IT ~ ~ ·CfiT ~ 31 I Cl 'ttl Cfll11aTI coT l<f 'i.flR ~ ft;ro: ~~t?
11. ~m~Tefi ___ f I (1) ~~
(2) ~~
(3) ~
(4) OISI1"~
12. The shaded area represent students in a normal distribution who fall
(1) Atcr=O
(2) Between 2cr-3cr
(3) After 3cr
(4) Between cr-2cr
13. Which one of the following pair would be most appropriatl) choice to complete the following s1entence ? Children faster when they are involved in the activities that seem
tobe_~--(1) Forget; useful in a classroom (2). Recall; linked with their
classwork only (3) Memorise; culturally neutral
· (4) Learn; useful in real life
14. CBSE prescribed group activities for students in place of activities for individual students. The idea behind doing so could be
(1) to overcome the negative emotional response to individual competition which may generalise across learning.
(2) to make · it easy for teachers to observe groups instead of individual students.
(3) to rationalise the: time available with schools most of which do not have ~nough time for individual activities.
(4) to reduce the infrastructural cost of the activity.
(5)
12. t91<1if4><'1 lfl;r ~ ~ .q Tor
fua:nf~ q;l ~ cnrnT t '\ill .q armt
(1) cr=OlR
(2) 2cr-3cr ~ofrq (3) 3cr <t" G!K (4) cr-2~ ~ofrq
13. fur Tf(f ~ q;l ~ ~ "' 'fi;r(r f~Afl1fui<'11l~~-m ~~uq;~ ~m? ~ ~ Tor Tlffifcff~ .q -mfl«;r ~ t -;;fi -~f. '<'1Gfct~ _~f I (1) ~-~"If~;~ (2) ~ m ~.cnr:r ~ ~;
llf<ll("lOI{UI
(3) ~i'!¥f<:1Cfl ~ ~ ~; ~ (4) CII'R1f"4Cfl~lf~;R
14. m.Gft.~.t ma:nr~ "' 'fi;r(r cqfcfi1•1<'1 Tlffifcff~ "' ~ 'q'f 'fli'ift\i!f) Tlffifcff~ ·~'hi~qmft f I ~~<f;-.fuf~ 6l~t (1) cqfcffi•IH ~ ~ 1lfu 'iCfll<lfl"iCfl
fi~'lli'""""Cfl llfl1fSI><113!T ~ ~ ;;IT ~ ~ lR ~1"'11"4'l'f'H ~ ~ tl
(2) ~~~~lRWW"If aiCIMlCfl'i rnr ~ ~ CfiT<f CifiT ~ 'OR'R~~ I
(3) fq~lt>141 ~ 11m ~ ~ CifiT
lllfiPICfl ORRT ~~ ~ ~ ~11m oqfcffi•IH ~ ~ ~ ~~~mm1
( 4) ~ cit ~ 't'1'ITfii CifiT 'Cfll1
'CJl8T I
p
p
15. The conclusion 'Children can learn violent behaviour depicted in movies' may be derived on the basis of the work done by whi.ch of the following psychologist ? (1) Edward L. Thorndike (2) J.B. Watson (3) Albert Bandura
(4) Jean Piaget
16. Students observe fashion shows and try to imitate models. This kind of imitation may be called
· ( 1) Primary simulation (2) Secondary simulation (3) Social learning (4) Generalisation
17. If students repeatedly make errors during a lesson, a teacher should (1) make changes m instruction,
tasks, timetable or seating arrangements.
(2) leave the lesson for the time being and come: back to it after some time.
(3) identifY the erring students and talk to principal about them.
(4) . ·make erring stu.dents stand outside the classroom.
18. Following are some techniques to manage anxiety due to an approaching E~xamination; except
· (1) familiarising with the pattern of question paper.
(2) thinking too much ·about the result.
(3) seeking support. ( 4) empha$ising strengths.
19. Bloom's taxonomy is a hierarchical organisation of ____ , (1) achievement goals (2) curricular declarations (3) reading skills (4) cognitive objectives
(6)
15. ·~ ~ .q: ~ "nf ~+tlt'iCf> ~ '<t>h:fllSl~t ··~f.lwri f.:r"'1fc"'fuit'1.q: ~ f<fffi il'11~~ rf.:r<t> am fcnlr "nf 'C6N w anmfuur ~t? (1) ~~. •Msr~Cb (2) ;;t . .rr. ~ (3) ~~ (4) ;z/R~
16. fmmft ~ m ~ ~ ~ 'Cf)f
~ ~<tl ~ 'C6fff f I~ Jrcm' ~~~ ~iiiT~t I (1) lll"lf"lCb ~ (2) Tftur~ (3) flr14rMCb ~-(4) fll"irr4\Cb{DI
17. ~ furi 'Q10 ~ ~ H111t'11( •rHfrr<~l 'C6fff t't'll ~~ (1) ~, q;r<f, ~-~3N<U~'Cf>1
O!lCW!IT #~ ~· I (2) 'QTO C!il ¥ ~ ~ ffitt ~ ~
• ~ ¥ ~ ~~Cil"Q"fl' ~ .I (3) ~ q;r;f ~ ~ Cf>1 ~
m • ~ ~ ont -q '!I'T"iWt ~ O!ffi q;r.rr. I .
(4) ~ q;r;f ~ ~ C!il ~'Cb&1~~'W~~ • I
1s; ~ arft'1Rcm f'1"'1fc"'f&t'1 ~ t'1<t>41~ t \itT 'Q'{\an ~ 'C6TtVT ~ cm;ft ~
~ v'1fi'fi'ft t 1
(1) w.f-"q;f Cf>1 ~ ~ ~ 't!MRr ~
(2) -qfturp:r ~ ont 'if orwr ~ ~ (3) ~ 'tW{f q;r.rr
( 4) fCifitl"611aTI lR' WI' ~
19. ~ <tT ~<m1'11..0 <tT Q&l"jSfiMCb ~tl (1) ~m<IT
(2) %~."1i!"'l m-~.:m (3) l:lo.f~ (4) <H:trl"flfl'lCb ~
(7)
20. A, B and' C are three students 20.
p
ar, q, ~nff.l furi t 'ill ~ ~ t 1
'31"' q;l ~ ~ ~ WRIT t aTtr ~ ~tfcn~~~.q~-mr I
'q' ~~~t ~~~.q
~~'mt({CfiVIT~ t I '~' ~ ~~~t~~~ fl'ilct>F! ~ ~ ~ M 'mt(f CfiVIT t I
·studying ·English. 'A' finds it . interesting -and thinks it will be helpful for her in future. 'B' studies English as she wants to secure first rank in the class. 'C' studies it as she is primarily concerned to secure passing grades. The 1~oals of A, B and C respectively are
( 1) Mastery, Performance, Performance A voidance
{2) Performance, Performance A voidance, Mastery
{3) Performance Avoidance, Mastery, Performance
(4) Mastery, Performance Avoidance, Performance
21. Even though this was clearly in violation of his safety needs, Captain Vikram Batra died fighting in the Kargil War while ·protecting his country. He might have
(1) sought novel experience.
(2) achieved self-actualisation.
(3) ignored his belongingness needs.
(4) wanted to earn a good name to his family.
· 22. Extinction of a response is more ilifficult following ·
{1) partial reinforcement
(2) continuous reinforcement
(3) punishment
(4) verbal reproach
23. Mastery orientation can be encouraged by
(1) focusing on students' individual effort.
{2) comparing students' successes with each other.
(3) assigning lot of practice material as home assignments.
(4) taking unexpected tests.
' 31", qaftr~cf;~~: f I
(1) ~.~.~-·
(2) ~.~-·.~
(3) ~-·,~.~
(4) ~.~-·.~
21. ·mifcn ~ ~ ~ ~ ~ ~ <IIICI:t<lct>i'1131T cfi ~ 1l m, ~ ~ ~ attR ~q;l ~ cf;~ Cfll'!fih.''l
<foif 1f -qlt TTl:[ I ~: ~ --m/df 1
(1) • ~.citmcit~ (2) 3Wtl-~ cit m&r (3) am ~ ~ 611cP(4Cfl('11aTI cit
• < 4) am 1lRcnr ~ -=wr cit &nfu_m&f
22. sditfin<~• cnr fc:«;tlq ~ f-1'"1R:if&!'1 1l ~ ~~ an~'Cflftr-:f t? . (1) ~~ (2) f.ltnr~ (3) ~ ( 4) ~ 'l1ffi;:rr
23. <fi am f-1y;o•i'1• an'Olia"<<H1 q;y JOI)ffil~ wfcfi<rr -m "ff<fiffi t 1
(1) ~ ~ C4f<k1•1M ~ 1R ewr ~~
(2) ~ cit~ cit lR'W 'WRT ~
(3) '~-'Cf>Tlt ~ ~ .q ~ ~ 3rRmf
mtrnt~ (4) ~~~
p (8)
24. Which one ofthefollowing is correctly 24. f.:p:;:r lt ~ ~ ~ ~ t? match~d?
( 1) Physical
Development
(2) Cognitive
Development
(3) Social
Development
- Environment
- Maturation
- Environment
(4) Emotional - Maturation
Development
25. All the following facts indicate that a
child is emotionally and socially fit in
a class except
(I) develop good relationships with
peers
(2) concentrate on and persist with
challenging tasks
(3) manage both anger and joy
effectively
(4) concentrate persistently on
competition with peers
26. . Which of the following statements
support role of environment in the
development of a child ?
(I) Some students quickly process
information while others in the
same class do not.
(2) There has been a steady increase
in students' average performance
on IQ tests in last few decades.
(3) Correlation · between IQs of
identical twins raised in different
. homes is as high as.0.75.
( 4) Physically fit <:hildren are often
found to be morally good.
25.
(1) '?IF(lRCfi fcrCfiR:r - CII\11CI<OI
(2) +i~l"'l('qCfi fcrCfiR:r - qf{qqq\11
(3) fil'"ilf"lCfi fcrCfim" - CII\11CI'(OI
~--cfi 31f<'1fhfi1 f-11001f&~fm<1 ~ ('f&f
~ ~ t fcf; ~ cnarr .q: fic1•n«"~Cfi
al1ntl"'lfu1Cfi ~~ ft"'t<ilfJ1<'1 t (1) ~ ~ cf; wr ~ ~ q;r
fcrCfiR:r (2) TJ;4lffi'{oi cmT ~ ~ ~ "CfiBT
31k ~ <;0¢111'{~Cfi ~w-IT (3) sW.r ~ trrt ~ q;f wncft ~ ~
~"CfiBT
(4) ~ ~ cf; wr Mfo<ilfl1111 ~
'i¢\11 '{~Cfi ~ ~ "CfiBT
.26. f.:p:;:r .q: ~ 'Cfit.:f m ~ ~ cfi ~ .q: ~qft ~<nl'~'fmrrt?.
(1) ~ fuwiT ~311 q;r ~ ~
~ ~ ~ ~ q;m cf; 31-'<i fuwiT "Qm ~ <fir llffi I
(2) fQm;fi ~ C::l?l!fa-;41 ~ ~ ~
Wm ~ ~ c);- 31tmr ~ ~ WITffir <f.s rt t I
(3) QCfifll41'1 ~ ~ ~ ~
-qjffi ~ om ~ s* t ~ ~~ 0.75 cf;"ffi'IR~t I
(4) l?lli.lRCfi ~ ~ ~ .~ ~
~~~~~"fffit I
27.
28.
29.
30.
Socialisation includes cultural transmission and
( 1) discourages rebellion.
(2) development of individual personality.
(3) fits children into labels.
(4) provides emotional support.
A teacher shows two identical glasses filled with an equal amount of juice in them. She empties them in two different glasses one of which is taller and the other one is wider. She asks her class to identify which glass would have more juice in it. Students reply that the taller glass has more juice. Her students have diflictllty in· dealing with (1) Accommodation
(2) · Egocentrism
(3)
(4)
Decentring
Reversibility
Karnail Singh does not pay income tax despite legal procedures and expenses. He thinks that he cannot support a corrupt govern~ent which spends millions .of rupees in building unnecessary dams. He is probably in which state of Kohlberg's stages of
. moral development (1) Conventional
(2) Post Conventional
(3) Pre Conventional ·
(4) Para Conventional ·
Intelligence theory incorporates the mental processes involved in intelligence (i.e. meta-components) and the varied forms that intelligence can take (i.e. creative intelligence)
(1) Spearman's 'g' factor
(2) Sternberg's triarchic theory of
intelligence
(3) Savant theory of intelligence
(4) ~ Thurstone's pnmary mental
abilities
(9)
27.
28.
29.
30.
'H'iiJICfi<UI .q 'Hf.:llf&~i'1 t - 'Hi't<fiF"Cfi
*nvrafu' I
(1) fc:ts;)Q;<If CliT f•H5ffilffi?1 'Cfi'\-!T
(2) ~ 4 f<ti1 Cf) 04f<ti1 ~ fucf;m
(3) ~ CliT ~ .q 'H'"ll<ilf"f(j 'Cfi'\-!T
(4) :H~'IIi''""ICfi~~~
1ffi' mf~ Gl t:<t>'HLIH fTi<;rmT 'Cfll ~ '4l«fi t'ill ~ ctl ~ 1=ffifT ~ ~~ f I <w ~ Gl f1Ff f1TI;rmT .q ~ qmft t ~~lffi~tafu'~~t I "<W ~ 'Cfll '3'('1' mm ctt ~ ~ <f> fffir dt~~~t~~~ ~tfct>~mm'll~~t 1 mf~cf;~'Cfll Cfifcs"11$t I
(1) fl'"ll<il"1'1
(2) . 61t"(<tfs;?11
(3) fc:t<ts;ICfi<OI
(4) ~(Reversibility)
p
~ ffw ~ Cfit<iaug1 fM1' ~ cf; ~~~~ 1cr~tfct>cr 1ffi' ~ mcm- 'Cfll ~ ~ '{~'ill ai"''ICI!IG!Cfi -muT <f> ~ 'Q'f mm ~. ~ '4l«fi t I cf ~: Cfill\<'1iil1\ <f> ~ fu"Cfim ctl f~~H~ ll t? (1) qho•J?1
(2) ~-q{y{JII(1
(3) ~-q{q<JII(1
(4) 1ffi-Y{Y<I'1('1 (Para Conventional)
'ill ~ ~ ~ ll 'Hf.:llf<'1i'1 'iHfflCfi
~an c*« 'Q'fr-~ afu' ~am fffir 'ill~~~ ric*« fl"1"11i'i41
of.a> 'Cfll vrrfl«;r Cli«rr t, <w t
(1) '(11'i<H~'1 'CfiT '';;:fi' 'CfiRCfi'
(2) ~ 'CfiT '1fo&4'111 'CfiT f:«tr ~
(3) ~'Cf)T~~
p (10)
. Candidates have to do questions 31 to 90 rlfl~ q;7 J1R' 31 ?f90 <IT nT 'l/TTT- II {TTfUfrr <!f EITHER from Part - II (Mathematics and femR} <IT 'l/TTT _ III (ffllllfJ:tq; ~ 1 Hflfi!J:iq; Science) OR from Pa11 - III (Social Studies I femR) ?f qw1 f
1 Social Science).
31.
32.
33.
34.
35.
PART-11/~-11
MATHEMATICS AND SCIENCE I 41 fU h'1 Cf fcnt H
The number of integers less than -3 31. -3~mtlw-s~~~<tt~t but greater than -8 is (1) 2 (2) 3 (1) 2 (2) 3 (3) 4 (4) 6 (3) 4 (4) 6
The distance between two places is 12 32. Gl ~ cf> ~ ctft ~ 12 ~ t I ~ km. A map scalt~ is 1 : 25000. The "11'1f.i:l51 qrr~ 1 : 25000 t I "11'1fil51 W distance between the two places on the
FGT~<f>~ctft~. ~1l. t map, in em, is (1) 24 (2) 36 (1) 24 (2) 36 (3) 48 _(4) . 60 (3) 48 (4) 60
. ·-3 (-7) -3 (-7) t The reciprocal of·g- x 13 is
33. S X 13 qjf~ 104
(2) -104
104 -104 (1) 21 21 (1) (2) 21 -21 21 21
(3) 104 (4) 104 21 (4)
-21 (3) 104 104
The number of vertices in a 34. fif>m GI~CfiHCfl cf> 3 0 f1fi;:nt ~ 12 'Cfi'H'Cf> polyhedron which has 30 edges and 12 faces is f I ~ GI~CfiHCfl <f>.m ctft ~ t (1) 12 (2) 15 (1) 12 (2) 15 (3) 20 (4) 24
(3) 20. (4) 24
When half of a number is . increased 35. ~fif>m~cf>amt1l 15 ·~~ by 15, the result is 39. The sum of m qfhnq 39 t 1 <41'RI~Cfl ~ cf> aiCfiT digits of the original number is qrr~t
(1) 6 (2) 7 (1) 6 (2) 7 (3) 9 (4) 12 (3) 9 (4)· 12
SPACE FOR ROUGH WORK /l'Qi~~~~
36. In M»QT, PQ =PT. The points Rand S are on QT such that PR = PS. If LPTS = 62° and L.RPS = 34°, then measure of LQPR is
(1) 11° (2) 13°
(3) 15° (4) 17°
37. If for MBC and M>EF, the correspondence CAB ~ EDF gives a congruence, then which of the followng is not true ~·
(1) AC=DE (2) AB=EF
(3) LA=LD (4) LB=LF
38. 40% of (1 00 - 20% of 300) is equid to
(1) 16 (2) 20
(3) 64 (4) 140
39. HCF of two numbers is 28 and their LCM is 336. If om~ number is 112, then the other number is
(1) 56 (2) 70
(3) 84 (4) '98
40. 2 .
If 3 x = 0.6 and 0.02 y = 1, then the
value ofx +y-1 is
(2) 1.1
(11) p
36, M»QT ll, PQ = PT t I ~ R afu' S ~ QT 'QT~Wf>"R'ffcn PR = PS t I~ LPTS = 62° nw LRPS = 34° ~. nT LQPR Cfll mq t (1) 11° (2) 13°
(3) 15° (4) 17°
37. ~ MBC afu' M>EF ~ CAB ~ EDF ~ ~ fiC!l'IM ~. nT f.p:::r ll ~ ~-m~ ;rtf t? (1) AC =DE
(3) LA= LD
(2) AB =EF
(4) LB= LF
38. (100 - 300 ~ 20%) ~ 40% <m<R"t (1) 16 (2) 20
(3) 64 (4) 140
39. G1-mman ~ ~ fi'li4C!thfi (HCF) 28
nw ~ ~ fi'li4C!til (LCM) 336
t I ~~-mm 112 ~. nl~ -mmt (1) 56 (2) 70
(3). 84 (4) 98
40. 2
~ 3 X = 0.6 afu' 0.02 y = 1 t. c;.f
x+ y-1 ~lfR't
(1) 0.92 (2) 1.1 (1) 0.92
(3) 49.1 (4) 50.9 (3) 49.1 (4) 50.9
p
41. x-2
If Y = x + 1, y :t: 1, then x equals
(1)
(3)
~ 1-y
Y.::.l y+1
(2)
(4)
Y21 y-1
L::_y 1-y
42. A square andl a circle have equal perimeters. Tine ratio of the area of the square to the area ofthe circle is
(1) 1 : 1
(3) 1t : 2
(2) 1 : 4
( 4) 1t : 4
43. ABCD is a square with AB = (x + 16) em and BC = (3x) em. The perimeter (in em) of the square is
44.
45.
(1) 16 (2) 24
(3) 32 (4) 96
The mean of 10 numbers is 0. If 72 and -12 are included in these numbers, the new mean will be
(1) 0
(3) 6
(2) 5
(4) 60
The circumference of the base of a right circular cylinder is 44 em and its height is 15 cni: 'f.he volume
(in cm3) of·the cylinder is (u~e 1t = 2~)
(1) 770 (2) 1155
(12)
(1)
(3)
~ 1-y
Y.::.l y+1
(2)
(4)
Y21 y-1
L::_y 1-y
42. ~ crrT afu-~ ¥ cf> ~ ¢fmR" t I
crrtcf>~ctil¥<f>~-tt~t
(I) 1 : 1
(3) 1t : 2
(2) I : 4
( 4) 1t : 4
43. ABCD ~ crrT t fum1t AB (x + 16) "@ft nm BC = (3x) "@ft t I crrt <til~ <*ft ll) t (1) 16 (2) 24
(3) 32 (4) 96
44. ~ msc:rrm CfiT 11TUl' o t 1 ~ ~ msc:rrm 'll 72 afu- -12 afu- flfa'lf.:'1i'1 ~ ~ ~. or~ 11TUl' mrrr (1) 0 (2) 5
(3) 6 (4) 60
45. ~ ct&lqTI"\;q ~ cf> amm- ~ 'Qftfq
44 "@ftnm~~ Is "@fit 1 ~
CfiT am«R <*ft31l) t ( 1t ~ 2~ ~)
(I) 770 (2) 1155
(3) 1540 (4) 2310 (3) 1540 (4) 2310
SPACE FOR ROUGH WORK 1~<6T<f c);~~
46. A class VII teachet wants to discuss the foUowing problem in the class : "A square is divided into four congruent rectangles. The perimeter of each rectangle is 40 units. What is the perimeter of given square ?"
Key Mathematical concepts required to solve this problem is
(i) Area of square· and rectangle, perimeter of square and rectangle and definition of square and rectangle
(2) Meaning of the terms square, rectangle, congruent, perimeter, etc.
(3) Area of rectangle, perimeter of square
( 4) Formation of algebraic equation to solve the problem.
47. Algebra is introduced in the middle classes. According to Piagets' theory of cognitive development, it is appropriate to introduce algebra at this stage as
(1) the child is at sensorimotor stage and can understand with the help oflots of manipulatives.
(2) the child is: at pre-operational stage and can understand abstract concepts.
(3) the child is at concrete-operational stage and he can understand and conceptualize concrete experiences by creating ·logical structure.
( 4) the child is at formal operational stage and is fully mature to grasp the abstract concepts.
(13)
46. q;arr VII cf; ~ q;arr # f-1'"1ft'1f&i1 ~ 'Ql'~'Cfir.IT~ t: '"l!"i em <fiT "ii'R" ftCil'I'H'l aw«rr 1l ~%<IT~ t I~ aw:ffi ~ ·~ t: 4o ~ 1 fur T'l'q em~ ~~t?" ~ ~ ~ m-r ~ cf; 'fi;r(r 31i<W4<1'i ~ •if01ffi<4 fi<ti("Q"'11 t (1) qTf 3fu" 3WIO C!iT ~. qTf 3fu"
3WIO C!iT ~. qTf 3fu" 3WIO qft ~
(2) 'CPt, 3WIO, '8ClhH4, ~ ~ ~~~1c:wft C!iT ~
(3) 3WIO C!iT ~. qTf C!iT ~
p
( 4) WWIT q:;f ~ '<fi'R ~ fuQ' ofl"1 11fD lffi"' Wil<:f>< o I
47. ~ q;arran .q. <il\il•lf01i1 ~%<IT ~ t I ~ cf; fi~Hiti'l<ti fclq;m cf; ~cf;~~~'Ql'JI\il•ifUii1 ~ ~'3funt.~
< 1) ~ ~il<:.l'lfli<:f> «rr 1R t 3fu" orso -mt t:«14Ri11(1CI>l ~ ~ cw ~ "8'Cf>i''T t I
(2) ~· ~-~fsti"'I~Cf>. «ft 1R t 3fu" ~ ~Cf>("'H I Q ~ "8'Cf>i''T t I
(3) qurr 'If[ ~fsti"'I~Cf> «ft 1R t ·3fu" 'Cff.\'
~ ~ C!iT f.:r4tur '<ti'R ~ '[RT
ljft ~ q:;f ~ "8'Cf>i''T t I
( 4) qurr 6ll q'ql R (f) ~f stili I~ (f) "q'<(Uj' 1R t 3fu" ~ ~Cf>01'11an q:;f ~ '<ti'R *. fuQ''['lf~~~t I
SPACE FOR ROUGH WORK I '{'qj'cnr<f <fi'ft;n:r~
p
48. Mr. Sharma was assessing the
students' work on exponents. One of
the response sheet was as follows :
(a) 23 X 25 = 28
(b) 32 X 4l = (12)4
(c) 33 +35 =3-2
(d) 720 + 714 = 76
(e) ~+1~6=(~f
On the basis of this response sheet
Mr. Sharma can make the following
observations :
(1) Child has understood the laws of
exponents and can apply them
well.
(2) Child has understood the laws of
exponents but has made clerical
errors.
(3) Child has understood the laws of
exponents but has not practised
the questions involving division of
two numbers.
(4) Child has understood the law of
exponents for the cases where the
base is same and has missed the ·
concept for the case where the
base is different.
(14)
48. .'Sft ~ ;t ~ w fmm'~ ~ ~ ~ ~~~'Q'lii'CI)~~~=
(b) 32 X 42 = (12)4
(c) 33 + 35 = 3-2
(d) 720 + 714 = 76
(e) 93+ 186=(~f
~ ~-'Q'lii'CI) ~ amm- w .'Sft ~
Pl'"1f<wlf&C'1 fGafuiT t~t:
< 1) GfT.'qf ~ ~ f.:!<!1:r wm T(<IT t afu-
11ffi ~~ ~ ~ Cfir ~
tl
(2) GfT.'qf ~ ~ f.:!<!1:r wm T(<IT t ~~~-~Ci>1f I
(3) GfT.'qf ~ ~ f.:!<!1:r wm T(<IT t ~ ~ ql ~:m ~ 'l1T1T cmi
~'~'if~~~ I
(4) ~ 3W-lff ~ ~t ~~it
~ ~ f.l<rqT q;~- wm T(<IT t ~ ·~ 3W-lff 3lWT t - ~ ~ it '("iCfi{'IHI q;)-~ ~ t I
SPACE FOR ROUGH WORK /lln~ cl;fmr~
Q~ p ' 49. According to Van Hiele level of 49. cR ifi;J cf; \RUf.:tJliOI fcRm" cf; ~ *'
~ \I<Uf'.:tJlq ~ cf; -qfq ~ f -· ~. f~O?MEIUI, i:iio11Q:qlnifi ~. 31~Q'qiR<t> ~ atR-~ (rigour) I
C6W VII cf;fuam?.l<IT q;T ~ q;T ~ Fct~1"'"':an cf; aw.TR"lff ~ ~ cf;~ em ~ 1 ~ ~ <R-ifi;f \i<Oii>ftJlq
50.
Geometric thought the five levels of geometric understanding are-visualization, analysis, informal deduction, formal deduction and rigour. Students of class Vll are asked to classify the quadrilaterals according to their properties. These students are at __ level of Van Hiele Geometrical thought. ( 1) Visualization (2) Analysis (3) Informal Deduction (4) Formal Deduction·
A · task assigned to the class Vlll student is as follows : An open box is to be made out of a
· metallic sheet of 50· em x 65 em. Length and breadth of the box is 30 .em and 15 em respectively. What is the possible height of the· box ? Also find the volume of this box. This task refer to (1) lower level cognitive demand as it
requires the lmowledge of formulae of volume of cuboid.
(2) lower level of cognitive demand as there is no connection between concepts involved and procedure
(3) ·required. higher level of cognitive demand as the problem can be solved by
50.
fcRm"cf; ~lfff I
(1) ~ (2) fGl'i'MqOJ
(3) 3l -1l q T.IIRct> f.:rrT1::R (4) 3fiqT.IIRct> ~
C6W VIII q;T f"'"'1fMf&o ~W:n'~:
~ ~ orcmr 50 W:ft x 65 W:ft en'\ MfM<t> 'O?ft?: ~GAT t I ~ en'\ ~ atR~Sf;lm: 30 W:ft atR'15 Wfl t I~ ct\~~~t?~~'Cf>T ~1ft~~ I
'1046~ en'\ 31ln:i<tm ~ t 1
(1) f.fi:;r ~ :8~HI({'ICf> lllrr, ~ <m" 3li41'14>('1Cf>J (Cf1Gil4'5) $' 3lT4('R $'
~$'~em mrr crnrr ~ (2)
(3)
f.fi:;r ~ ~~J'11({'1Cf> lllrr, ~ flf4ff<:11'1 ;8ct>(>'ti'1131T ~ 31/Cl'i'<IC!> mwrr $' 1Wr <~>rhiom ~ ~
~ ~ ~~1'11({'1Cf> lllrr, ~ 3l1W ~ ~ 3fu' ~ ~ ~$-oifq~~~~ 'Cf)f ~ ~ 'i!T "("l'Cf)i'1T ~
(4)
making diagrams and connections between many possible situations. higher level of cognitive demand (4) ~ ~ ~~HI({'ICf> lllrr, ~ <m" as it requires the use of conceptual ~Cf>(>'ti'1J('i:JCf) ~ $' ~ em mrr understanding that 'underline the crnrr ~ ~ q;J<t Cl>T'!jp 'Cf>'R em procedure to wmplete the task. ~ Rfui; ~
SPACE FOR ROUGH WORK /llnm c6'~~
p 0~
51. Mr. Nadeem gave the following task 51. .l!fi·~~afu"Cfilur~~cnllfl'
to his class, after completing the topic
on lines and angles :
Speak for 2 minutes on the following
figures using your knowledge about
lines and angles ::
E F
~~---7- .. J H G
This task is
(1) Reflective in nature, can be used
to pass time.
(2) Exploratory in nature, can be used
for summative assessments.
(3) Reflective as well can be used for
formative assessment.
(4) Communicating and can
encourage Mathematical Talk iri
wm Cfmt Sir Pn<1fMf&i1 ~(figure)
W2fi:RG~:
J H
~~t
(1) ~~~,~~~~
~M"'T~tr
(2) ~ ~ &1"'14<Cfi, <il•lr!"101Cfi ~
c);~~M"'T~t I
(3) ~ ~ '&\41!"101Cfi ~c);~
~M"'T~t1
(4) ~ ~ Cffi'IT ~ ~ ~ c);
~ ~-~ ~ ~ ff q;'f
the classroom durit].g free time. !Oilff!lfi;(1 CR ~ t I
SPACE FOR ROUGH WORK/~Cfi'l'<fc1;-'fi;nr~
52. A child of class Vll defined the
rectangle as follows :
"Rectangle is a quadrilateral whose
opposite sides are parallel and equal."
The definition reflects that the child
(1) cannot recognize the shape.
(2) do not know the c:orrect properties
of the shape.
{3) knows the properties of the shape,
but repeated some properties in
definition.
(4) knows some; properties, but
missed some important to
complete the definition.
53. · A very common · error observed
in addition of linear expression is
5y+3=8y.
This type of error is termed as
( 1) Clerical error
(2) Conceptual error
(3) Procedural error
(4) Careless error
(17)
52. <narr VII CfiT ~ ~ ~ ~ 311m:f <fiT
~<fiffiTt:
"311m:f ~ t fimcfi fcicR1M ~JlfiMlli
'ti"i 1"1 ii•H 31tr~ t I"
~~~tf<fi'~
(1) •em~mmm 1
(2) • q,1 -mr ~m em m "'RRT I
{3) ~ q,1 ~m em ;;n;rnr t ~ -qftqrqr -q ~ ~m em
(4)
·Cfi«ll~ I
~ fCII?l<111'11Q "'RRT ~ ~ -qftqrqr
em ~ ~ -q ~ t:{(\'\'i5(1al ~ ~
t;T~ I
53. tcifq.~ c);' <WT .q ~ otS" mqp;f ~ t: 5y+3 = Sy
(1) ~~
(2) fi Cfi01'111''qttl ~
(3) l'!cht:(Oiq{Cf) ~
(4) <i'IIY<CM ~
SPACE FOR ROUGH WORK I rq;-<fil'¢ c):;fmr~
p
p
54. Read the following question from the class VI text-book :
"Prabal deposited t 5,000 in a_ bank at the rate of 5% interest per annum. After 2 years he withdrew the money to purchase the study table for t 3,500. He deposited! the money left · with him again at the rate of 5% interest per annum for another two years. How much llimount will he receive after two years ?"
What values can be inculcated in students through this question ?
(1) Honesty
(2) Habit of saving money and spending it wisely
(3) Sincerity
(4) Simplicity and helping others
55. Following is a problem from text-book of class VI:
"Express the following statement through linear expression :
Neha has 7 more toffees than Megha. If Megha has x toffees, how many toffees does Neha have ?"
Which competence of Bloom's cognitive domain is referred -in the above question ?
(1) Knowledge
(2) Comprehension
(3) Analysis
(4) Synthesis
(18)
. 54. ~ VI ctf ~-~ ~ f-1""1R-Ifu111 ~~:
·~ -:t 5% Jffir Cf!i ctt « ~ GZmr w~ ll f 5,000 \ifl1l' ~ I ~ Cf'i Gi1G ~ f 3,500 ~ cm;ft ~ ~ cfi ~ ~ I ~ anR 'Q'm' qTif 'flfu cnT 3Rf
~ Cf!i cfi ~ 5% Jffir Cf!i GZmf « w \ifl1l'
qm ~ I ~ Cf!i Gi1G ~ ~ 'flfu 'lli'Gi
~?"
~ ~ cfi ~ ~ tmm~ 1l ~-m ~ fclcnf.a11 ~~~t?
{1) {1411C:Hf
(2) . ~ q,l- Of'«<i ~ a:ftt ~ fl"l$1<::1<
~~~
(3) f.!tar
( 4) ~ a:ftt ~ q,l-~ q;r-rr
55. f-1""1f("'f&l1 ~ ~ t \ill~ VI~~ TTtt: ·~~cfi~~ fo1""1R-If&l1 ~ <nl3lf~~:
~ cf;'Q'm' ~ ctt WAf ll7 ~ ~ f I ~~ cfi 'Q'm' X ifqft f'ffi ~ <fi 'Q'm'
~~m?" ~~ll~<fifl'i11'11~Cb ~qft~ !fll«flctf am-~~~ t? (1) m-='J
(2) ~
(3) f"li<M~ui
(4) fi~<Jl~ol
SPACE FOR ROUGH WORK I 'tQ;'m cfiful:r~
(19) p
56. If p = 32000 + 3-2000 and q = 32000 _ 56. ~ p = 32000 + 3-2000 ~ q = 32000 -
3-2000, then the value of p2 - q2 is 3-2000 ~. nil' p2 - q2 C6T lfR t (1) (2) 2 (1) 1 (2) 2
(3) 3 (4) 4 (3) 3 (4) 4
57. The square of 9 is divided by the cube 57. 9 cf; Cf1T <liT 125 cf; ~ ~ 'fiTT ~ 'Q"f
toot of 125. The remainder is ~t
(1) 1 (2) 2 (1) 1 (2) 2
(3) 3 (4) 4 (3) 3 (4) 4
58. The value of~~ is 58. ~16~ <6TlfR't (1) 16 (2) 8 (1) 16 (2) 8
(3) sV2 (4) 16--./2 (3) sV2 (4) 16--./2
59. One-half of 1.2 x 1030 is 59. 1.2 x 1030 <6Tanmt
(1) 6.0 X 1030 {2) 6.0 X 1029 (1) 6.0 X 1030 (2) 6.0 X 1029
(3) o.6 x 53o (4) 1.2 X 1015 (3) o.6 x 530 (4) 1.2 X 1015
60. 223911 4 223911 4 .
If 3' 30• 10' 15 and 5 are written in 60. ~ 3' 30' 10' 15 ~ 5 <liT amTt1 ~ 1{
ascending order, then the fraction in TI=mn ;;mr. -~hit.:,hfl~ \itT f'IA" m. <f6 t the middle most will be
(1) 23
(2) 4
23 4 -(1) (2) - , 30 5
30 5
2 11 (3) 2 11
(3) 3 (4) 15 3 (4) 15
SPACE FOR ROUGH WORK /llli~~~~
p (20) ' •Hn$EH cf;-~q;T~.q QRCikli'1 ~cl;-61. The steps required for the conversion 61.
of kitchen garbage into manure are ~~.~-mY Sf;lf.q~ t. ~~tnr given below in a jumbled form. t: (A) Put the garbage in the pit. (A) ~q;TT1f.q~ I
(B) Cover the bottom of the pit with (B) TTf cit nffi .q ~ cit '4«f f~i§ICfl't
sand. ~~I
(C) Cover the pit loosely with grass (C) TTf <fiT 'Elm ~ -m- cl;- i!Tht ~ or a gunny bag. ~~I
(D) Add worms. (D) a11f.q~~ 1
The correct sequence of these steps is: 'f"f ~<fiT -mY Sf;lf t : (1) (B), (A), (C), (D) (1) (B), (A), (C), (D)
(2) (B), (C), (A), (D) (2) (B), (C), (A), (D)
(3) (B), (A), (D), (C) (3) (B), (A), (D), (C)
(4) (B), (D), (A), (C) (4) (B), (D), (A), (C)
62. Two organisms are best friends and 62. ~~~ ~fq;rt afu-w:r-w:r m live together. One provides shelter, t 1 ~ ~ ~ arrcm:f, ~ nm ~~ water and nutrients while the other ~ <fmrrt, ~~ ~<Rli'IT~ prepares and provides food. Such an ~ 'fmrr t I ~ cf;-l'« JlCfiTf cf;-~ association of organisms is termed as <.fiT~t (1) Autotrophy (1) 'fqq'jiSfUI
(2) Parasitism (2) q{"'l<il1'11 . (3) Heterotrophy (3) f<M"'4JISfUI (4) Symbiosis (4) 'H (\ "11 ct "1
63. In the alimentary canal. the swallowed1 63. a:nm-;::m;r ('qTT.R -;wit) .q ~ TfiU ~
· food moves downwards because of ~cit ~Tffi:r<fmrrt, ~
(1) the contraction of muscles in the (1) trm 1"ffi ~ em m- em -QWit
wall of food pipe. ~q;«frt I
(2) the fl?w of fluid material taken (2) ~ . ~ -wr fWrr TTm lffi'f m
~mor~1 with the food.
(3) ~WI"Wffif~ I (3) gravitational pull. (4) ~-"TZ -;;fm ~ ·cor -;frtT "lR ~ (4) force provided by the muscular ~.WI"~ q;«fT ~ I
tongue.
64. Frogs and earthworms breathe 64: ~nm~~aNo'ft~~~
through their skin because of which ~ t ~ qm'Uf t fct;- 'f"f ~ ~ cit the skin of both the organisms is ~~t (1) dry and rough (1) ~T!;cfw
(2) dry and slimy (2) ~T!;cf~
(3) moist and rough (3) aml-T!;cf~
(4) moist and slimy (4) ;mtT!;cf~
65. While going for a picnic a student noted the reading on the odometer on the bus after every 10 minutes till the end of the journey. Later on he recorded the readin1~ in a table shown below:
· Time(AM) Odometer reading (km)
8.00 78752
8.10 78758
8.20 78768
8.30 . 78780
8.40 78791
8.50 78800
9.00 78806
The average speed of the bus in the entire journey in metres per second was
(1) 15
(3) 30
(2) 18
(4) 54
66. You are provided with a concave .mirror, a concave lens, a convex mirror and a comvex lens. To obtain an enlarged image of an object you can use either
(1) concave lens or .convex lens
(2) concave mirror or convex mirror
(3) concave mirror or concave lens
(4) concave mirror or convex lens
67. Select from the following a set of Kharif Crops :
(1) Cotton, paddy, pea, linseed
(2) Paddy, maize, cotton, soyabean
(3) Gram, mustard, groundnut, wheat
(4) Maize, paddy, li_nseed, soyabean
• (21)
65. N<t>f-i<t> 1R' \iffit ~ M tmr ~ <mrr ~ ~ ~o:R1 c1; a~):shfk< '<.fiT 41o"'i<t>
" ~ 10 f1:r-:rG ~ ~ ~ I affi .q ~ ~ 41q_"'i<61 cnT ~ GWft mruft .q ft;mrr:
~(AM)
8.00
8.10
8.20
8.30
8.40
8.50
9.00
(I) 15
(3) -30
"":shfk< '<.fiT .
41q_"'i<t> (km)
78752
78758
78768
78780
78791
78800
78806
(2) 18
{4) 54
66. ~~~~.~~$.
~~~~~~$fu<n'TJ<IT
t I ~ ~ '<.fiT fcrclf~ JOifl"'f<il~ ~ ~cl;~am~~~t~m
(!) ~"ffij ~~"ffij
(2) .3lC!Iffi' ~ ~ ~ ~
(3) 3lCIIffi' ~ ~ 3lCIIffi' "ffi1
( 4) 3lCIIffi' ~ 3f2ic!T ~ "ffi1
67. f-1'"1fMf<sh'1 .q ~ ~ ~ '<.fiT 't'1'i"il4
fl: (I) Cfit!rn, 'lffi, ~. 3lffiiT (2) 'lffi, ~. Cfit!rn, ~1<wil'1
(3) T:RT, m-m. ~. ~ '~ ' 0 (4) ~. 'lffi, ¢1~~~. 'lil"'liSIH
p
p
68. Study the following statements about the effects of weeds on tbe crop plants:
(A) They help crop plants to grow healthily.
(B) They interfere in harvesting.
(C) They affect plant growth.
(D) They compete 1.vith crop plants for water, nutrients, space and light.
The correct statements are : (1) (C) and (D) only
(2) (D) only
(3) (B), (C) and (D)
(4) (A), (B) and (D)
69. When we add aluminium foil to freshly prepared sodium hydroxide solution a gas is produced. Which of the following correctly states the property of this gas ? (1) Colourless and odourless gas
which extinguishes a burning match stick.
(2) Colourless and odourless gas which promotes burning of a candle.
(3) · Brown coloured pungent smelling gas.
(4) Colourless and odourless gas which produces a 'pop' sound
. when a burning match stick is brought near it.
70. Aqueous solution of which of the following oxides will change the colour of blue litmus to red ? (1) Copper oxide
(2) Iron oxide
(3) Magnesium oxide
(4) ·Sulphur dioxide
71. Which of the following· is a pair of exhaustible natural resources ?
(1) Coal and soil
(2) Petroleum and water
(3) Minerals and wildlife
(4) Natural gas and sun-light
(22)
68. -q;m;fi ~ w &~ Qi1<m cfi Jrlrrcf cfi ~ 'll~furTTtr~CfiT·~~: (A) .q -q;m;ft ~ cti ~ <f,a "at
'!1t\i~i11 <fiffl f I
(B) .q~llomtr~<fifflf I (C) .q ~ cti ¢a<iil ~ <fiffl f I
(D) .q -q;m;ft ~ ~ 'ffiYI", ~. ~ ~~cfi~m<fifflt 1
~"'!'Iii q;?.R t : (1) ~(C)~(D)
(2) ~(D) (3) (B), (C)~ (D)
(4) (A), (B)~ (D)
69. ~ ~ fllfs<~"i t\i$~1<H11$s cfi i'fl\m "OR ~~"at q~f·N"i cti "Q;;:ft ~ t, "ffi ~ ~ ~ "t\Tffl t I ~ fur Tltr ~ 1l ~ ~-m q;?.R ~ ~ ~1]111T CfiT "'!'Iii 'Cf1JR ~ t ?
(1) ~~~~"ll~ll!ftm ·q,hft"ffi q;f ~ tft t I
(2) ~ ~ ~ ~ "'T ~ ~ *" ~ -q wr:rnr Cfmll tl
(3 > m~Pi~ c.m;fT ~ trr cit ~ (4) ~~-~~;;TI~~-
qft mffi ~ ffi 1R '11"P:r' ~ ~Cfml'tt I
70. ~fur TTtr at1CH1i$:S1 .q ~ ~ ~ ~;:fu;f~CfiftTT~~~?
"' (1) ~ 3l1Cffil~'5
(2) ~ 3l1Cffil~'5
(3) . ~''1lf:(l<iG 3l1Cffii~:S
(4) ~~
11. A'"'lfc:'1f&i1 1l ~ ~-m ~ ~ ~ JOIICfiMC6 ~ CfiT <f1M t? (1) ~~~ (2) tl?lf~<jq ~ ;;wr
(3) ~ ~ Cl""''"l'tCI
(4) 111'1'fl1<6 ~ ~ ~ Cf;j" ~
72. Which of the following statements is true about endemic species ? (1) They ~re not affected by the
destruction of their habitat.
(2) They are found only in zoos and botanical gardens.
(3) They are found exclusivety in specific habitat.
{4) Endemic spec1es can never become endangered.
73. Which of the followiDig pairs is related to the inheritance of <:haracters ?
( 1) Chromosomes and genes
(2) Chromosomes and mitochondria
(3) Cell membrane and cell wall
(4) . Cell membrane and chloroplast
74. Out of the different combinations of terms given below, the correct combination of terms with reference to an animal cell is
(1) Nucleus, plastid, cell membrane, cell wall
(2) Nucleus, chromosome, ribosome, cell wall
(3) Cell membrane, · ~hromosome, ribosome, mitochondria
(4). ·Cell membrane, ribosome, chloroplast, mitochondria
75. Consider the following sets of reproductive terms
(A) Sperm, oviduct, egg, uterus
· (B) Ovulation, egg, oviduct, uterus
(C) · Sperm, testis, spermduct, p_enis
(D) Menstruation, egg,. oviduct, uterus·
The sets of correct combination are :
(1)
(2)
(3)
(4)
(A), (B) and (C)
(B), (C) and (D)
(C), (D) and (A) I
(A), (B) and (D)
(23) p
72. ~ ttfl:tfl"lt cl; ~ .q ~ ~ ~ll~<nt.:f-m~~ t? c 1) ~ 3ll"Cirn *" ~ m q:;r ~ '!R coTt
1A'l1JCr ~ ~ I .
(2) ~ ~ filf$411'H) ~ ctH~fi1Cf> ~ "ll-cn<fr "'Tffi t I
(3) ~ ~ ~ 3ll"Cirn 1l tt -cn<fr "~Till tl
(4) ~ ~ ~ m tiCf>Giq""1
~m"f!Cf>ffi1
73. ~~TT\f~ll~cnt.:f-m~~ ctft ~l'l<iillct>t'11 ~mit'Ut'l"t? (1) ltll"ilfll4 (TIT® WIT~ (2) lfll4lfil4 WIT 41$GlCf>lf~41 (3) C!ilfuCf>T ~WIT~ m ( 4) C!ilfuCf>T ~ WIT CR"ihl011 R {Wff ~
74. ~· ~ TT\f 'QGT ""'"fcri''IA" :«.n'"""'i * ~ ~ ct>)F$ict>l cl; ~ 'QGT CfiT cnt.:f-m :«.n'31"1 ~ t? (1) ~ ~. C!ilfuCf>T~.
C!ilfuCf>T m (2) ~ lfll4lfil4 (TIT®, {i$oilfll4,
C!ilfuCf>T m (3) C!ilfuCf>T ~. lfll"ilfll4, <I$<Stlfil4_
41$2.lCf>lf~41
(4) C!ilfuCf>T ~. {i$oilfll4, cMl{l011R
(t~fh1C1ctCf>) , 41$2.lCf>lf~41
75. ~ ~ TT\f "'31""1""1" ~ mit'Ut'l" 'QGT""'" fl'! ... ~ql wfcr<rrf~ (A) ~. a~oa<urn41. anra-, ~ (B) 31Uslrt'l'i, anTiS", <ilUsCliftrfl, ~ (C) ~. 'f"'UT, !ij5fi10]"1f<'1Cf>l, fm;f
(D) lfi¥'!1Cl, anTiS", 310JSCliftrfl, ~ ~~ 't1<4IJ1"1 cl; fl'!-..~<4 t: (1) (A), (B) WIT (C)
· (2) (B), (C) WIT (D)
(3) (C), (D) WIT (A)
(4) (A), (B) WIT (D)
p
76. . Which of the following elements must be available in water for the metamorphosis of tadpoles ? (1) Chlorine (2) Bromine (3) Sulphur (4) Iodine
77. Which one of the following is not the objective of teaching of Science at upper primary stage ? (1) Developing questJ.onmg and
enquiring skills (2) Acquiring technological skills (3) Acquiring process skills (4) Acquiring scientific literacy
78. National Curriculum Framework (NCF) strongly recommends that Science education at ·upper primary stage should (1) prepare students for competitive
examinations. (2) help students to be emotionally
balanced. (3) help students to acquire
computational skills. (4) follow constructivistic approach
for teaching and learning of the subject.
79. 'Cognitive validity' of Science curriculum at uppper primary stage requires that it should (1) be age appropriate and within the
reach of students' understanding level.
(2) convey scientific~lly correct content.
(3) nurture the natural curiosity and creativity of the learners.
(4) enable the students to appreciate how · the concepts of Science evolve with time.
80. · Which one of the following does not reflect the personality attribute of a person having scientific temper ? (1) Seeking evidence· (2) Biased opinion (3) Rational thinking (4) Openmindedness
(24)
76. ~ *' 411<41"'\'1'!01 *' ~ ~ .q. f.:t""''~futi't .q. ~ ~ ~ qft 3Q('10!4i'fl
"11<111<441 t? (1) ~ (2) ~ (3) ~ (4) ~
77. R""''fc."'f&i't .q. ~ ~-m ~ llll!lf'141 ~ wf<.mR'-~'4>1'~::!]! t? (1) ~ ~ 3fu' ~-~ ~ q;r
mrn-~ (2) ('1Cf');flcti) ~ .a#im ~
(3) mpl1Uf ~ .a#im ~ (4) ~~11f"11i~.a#im~
78. ~ QIQ,_<4i4<4l qft '10\Q~&I (2005) ~ ~ om:r '4>1' ~ ~ ~ t fct; ~ Jlll!lft:~41 ~wf<.mR'~<lil
79.
80.
(1) ~ 'Cf'>f 11fo<ilr1ct1 ~an <1>
~~~~I
(2) l;i~lfi('4Cf') ~ * ~ ~ 'If ~-ctl)-~~1
. (3) WTuRr ~ .a#im ~'If~ -ctl)-~~1
(4) . ~ ~-ftm!R <1;' ~ <"tHICIIGl
61WP1q;f ~ ~ I
~ llll!lft:~41 ~ w fcim;r_Qid<4i4<4t Cfft 'fifll"" l(i:l41 ch«w qft ~ liltr t fcl; (1) ~-~ -ctl)- 31Tii -ctl)- ~ * ~ 3fu' m oW.H-~ ..,ft ~ *'~~~~
(2) ~ &~lf"1Cf'> ~ * 00 ~-'Cf«J -mwmm~1
(3) ~ ~ -ctl)- ~ w.mr-m 3fu' ~'J111fl4Cf'>lil 'Cf'>f ~ ~~I
{4) ~~'Cf'>f~<!ln:rGRRT~ fcf; ~ mw-n 'Cf')'{ ~ fcf; ~ <1;-~ mr-=r -ctl)- lJCf'><:'<I11Q fc:lm fiW fc:tCf'>f-81'1 m-mt 1
f.:t""''fc."'futnll ~ ~-m &:tuf.:t41 ~ ~ '&lfcfi1' *' ~rcfi'1iiil-fcl:t1~"~ <liT ~ ~ cn«fT? ( 1 ) w:nur 1iTrRr (2) ~~ (3) i'lt' Wrc; f¥ffi;r (4) ~'ffiif
81. NCERT Science textbooks for upper primary classes include large number of daily life related questions which have been left unanswered. This has been done so that
(1) teachers have: a good pool of questions for assessment purpose.
(2) students can send these questions to scientists to get the answer.
(3) teachers can use these questions for home assignment.
(4) students can seek answer to these questions by ~xploring different resources.
82. While teaching the correct method of reading a clinical thermometer to class VIII students, Neha mentions the following necessary precautions to be taken:
( 1) Thermometer should be washed with hot water. before and after use.
(2) Do not hold the thermometer by the bulb while taking the reading.
(3) Ensure that before use, the mercury level in the thermometer is below 35 °C.
(4) Read the thermometer keeping the level of mercury along the line of sight.
Which one of the above precautions has been mentioned wrongly by the teacher?
83. The section on 'activities and projects' included in the exercises· of NCERT Science textbooks for class Vlll primarily aims at
(1) enhancing indepth understanding of the basic concepts.
(2) keeping the students engaged during vacations.
(3) assessing the students on practical skills.
( 4) providing opportunitY to students for extended learning.
(25) p
· 81. ~ swaf"'C6 ~ <fit '<6'1:1ITaiT <fit lf'.m.t.arn-.il. <fit~*~~-« ~qn ~~ <f; w-f vnfl«;r fc61r -rnr f~-gM-;:nfl~~t I~~ ~~t• {1) ~ ~ ft;w ~ ~ Wff ~
~~-~~~ {2) ~ ~ ~ CliT ~~IRCfl ~ Wff
~~~mti'!'CR~ I (3) ~ ~-Cfil<t <f; ft;w ~ ~ 'CflT
wWTCR~I <4> ~ fclM;;r -mm Cb1 ~ q;ffl R
~ ~ ~'31'R' mti1 CR ~ I
82. 'C6'I:IIT VIII CfiT ctffif..:t<6<'1 1!1Jilq1z~ ~ 'C6T
-mt <ffTC6T ~ ~ ~ amfT ~ cmwft F""'"'1f~f&l'1 ;;)ftClll<4<6 ~ q;r ~
'C6«ft t: (1) <l"ll4lc< q;f m ~ ~ afu' ~ ~
TTJt 'l:lfft ~ ~ ~ I {2) l!l"'J4l<::< q;f ~ ~ ~ ~ qft
('f{'qi'~ ~ ~ ~ I
{3) <l"ll..r~c< 'CflT m <liB ~ ~ ~ '(J;Rf.t<~H <R "R ~ ~ ~ mr 35°C~Cfil'f~l
{4) l!l4hi"ic< ~~mrCliT~'hsrr~ mr -q ffi<R -qo;:r cR" 1
~l1""«'<6t.=r-m ~lClt~l;:ft ~-tT'I<'f'l'1' ~t?
83. 'C6'I:IIT VIII <f; fffir lf'.m.f_arn-.il. 'qTQ<f_ "
~ <f; ~ * ·~tl" ~ qR"'l\11'11' 1WT~'C6T~~t (1) ~ 'tiC6("<1'11aU qft ~ ~ q;f
~I
(2) ~ -q ~ q;f cirm -n9'1T
{3) l'll<tlriCfl ~ -q ~ 'CflT
~CR"'T I
{4) ~-fcwnr ~ ft;w ~ q;f
~~CRRTI
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84. Major. objective of organisation of . Science Exhibitions is to
( 1) grade students on practical skills.
(2) provide opportunity to students to
compete with others.
(3) provide opportunity to students to
showcase their creative ideas.
(4) provide opportunity to students to
enhance their academic
performance.
85. Four candidates appearing in an interview for the post of science teacher were asked to give a demonstration lesson to class VIII students on the topic 'Pressure exerted by liquids · and gases'.
. Following different approaches were followed by different candidates :
(1) Detailed explanation of related
concepts with the help of diagram
on the blackboard.
(2) Use of charts for _explanation of different concepts. ,
(3) Organisation of hands-on student
activities followed up with discussions.
(4) Greater focus on . classroom
questions during the lecture.
Which one of the above approaches will be most effective for teaching of the topic?
86. Tlie technique of 'classroom questioning' in teaching of Science can be more effectively used for
(1) ensuring levels of learning
(2) developing problem solving skills
(3) maintaining discipline in the Class
(4) promoting creativity and
innovativeness
(Z6)
84. fcmr.:r-~ *' ~<fil~~t (1) ~ q;y lli41Pict> ~ c1> anmr
-qr~(
(2) ~ c1; ~ ~ ~ c1; ~ ~q;)~~CRRT I
(3) ~ 'q"1'11i'ilCf> ~ q;r ~ ~ c1;~~q;)~~
CRRT I
(4) ~~~q;)~c1;~ ~q;)~~CRRT I
85. fcmFr fm;cn c1; ~ c1; fmr ~ ~ crn;J ~ ~~ q;y ·~ 3fu' ~ mr wm« ~· ~ W ~ VIII c1;
~ q;f ~ ~ 1ffir ~ c1; fmr em~ lf~-f~~mrf~
f~~<fil <ii'j)QIM"'' ~~:
(1) I(<II•N{_c -qr 3llW <m ~ ~ ~ ~Cf>("<f'113U ..m ~ ~ q;r.rr I
(2) fuN;;r fict>("<f'113U q;) ~ ~ c1;
~ -mt q;r m q;r.rr 1
(3) t\'R14{Cf> ~-~ c1; orre; 'if'tiT q;r ~ q;r.rr I
(4) iXll&lH cl; ~ ~-~ ~ -qr
~ ewr ~ q;r.rr 1
~ 3QI•i"'l ll ~ ~q;f~cl;fmr ~uct>JNfcft ~mt?
86.. fcmr.:r-fVmvl ll ·~-~ ~· ctt (1Cf>;::fict> <fiT *' fmr JN1Cft ~ ~ wWT~\iiT~f
(1) ~ q;r m <!lf~f?<'tlct ~
(2) ww:rr ~ ~ q;r fqCf>m ~
(3) ~ ll ¢l'f<""'H <~;:rnn<S;t
(4) ~l1:cf ~"1"11i'ilCf>i'11 q;)~~
87. Given below are the steps to test the presence of proteins in a food item. These steps are not in correct sequence.
(A) Take a small quantity of food item in a test tube, add 10 drops of water to it and shake it.
(B) Make the paste or powder of the food to be tested.
(C) Add 10 drops of caustic soda solution to the test tube and shake well.
(D) Add 2 drops of copper sulphate to it.
The correct sequence of these steps is
(1) (A), (B), (D), (C)
(2) (B), (A), (D), (C)
(3) (B), (A), (C), (D)
( 4) (D), (B), (A}, (C)
88. Which of the following terms . constitute the female part of a flower ?
(1) Stigma, ovary and stamen
(2) Stigma, ovary and style
(3) Stamen, ovaty and style
(4) Stamen, petals and sepals
89. Bow many muscles work together to move a bone?
(1) Two
(2) Four
(3) Six
(4) Number is not fixed.
90. Choose the set that represents only the biotic component of a habitat.
(1). Sand, turtle, crab, rocks
(2) Insects, frog, fish, aquatic plants
(3) Tiger, deer, grass, soil
(4) Insects, water, aq~;~atic plants, fish
(27) p
87. ' ~ ~ .q mtR qft 34f~fu ~ 'Q"ftllfOT
~t-~~~mrTJlft ~~~ -~~#~tl
(A) ~ ~ ~ ~ 1WT 4HSI'1t'fl # ~ ~ 10 ~ 'iiM ~ afu" 4HS1'1Ml ~ ftHi$~ I
(B) 'Q"ftllfOT fcf;lr ~ cmvf ~ ~ ~ 'QT3Sf arercn~~ 1
(C) 4HS1'1Ml # 10 ~ Cfllf-RCfl ~ ~ qft ~ afu" ~mfu ~I
(D) ~2~~~~qft f~HI$~ I
l'1' "'EffU'1T ~ ~ ~ t : (1) (A), (B), (D), (C)
(2) (B), (A), (D), (C)
(3) (B), (A), (C), (D)
(4) (D), (B), (A), (C)
88. ~ mr TJlf 'ctlt.l-~ 'QG ~ ~ t-l!'m 1WT~"«eefaP.fi'~ t? (1) qfuq;m, ~ ~ ~
(2) qfuq;m, ~~qfuq;r
(3) ~.~~~
(4) ~.~~~
89. ~ ~~T'!fu~~t-~ ~·~ fq(i'ICfl~. ~ ~ ~ 'Cfl«ftt? (1) ey (2) 'q'R'
(3) ~-
(4) mszrr~~t,
90, ~ flij-..il<i ~'ii<R'~\ill~ 3t1CI'm
eli" ~ ~ aw:rcn ~ f.:t'C<\40 I Cfifffi
tl (1) om;, ~3TI, ~. ~ (2) Cfl\c:, ~. lW'ffi, ~-~ (3) Gfltf, -rnur, tmr, ~ (4) ctts ~. ~-~. lW'ffi
p
Candidates have to do questions 31 to 90 EITHER from Part - ll (Mathematics and Scimce) OR from Part - III (Social Studies I Social Science).
(28)
WtdeT<If q;T JIR 31 #' 90 "'nt 'JITTT- II I (1Tfimr cr ~ <lT 'JITTT- III (ffiX(f'{:;jq; aral7R'
1 t/11//Mi:h fcmFI} #' m f I
PART-ill/mrf-ill
SOCIAL STUDIES I SOCIAL SCIENCE (fll"''ifJ1Gfl ~I fll"''lf\iiCf) fctt~H)
31. According to Arthashastra, during Mauryan period North-West was important for (1) Cotton (2) Gold and precious stones (3) Silver and copper (4) Blanket
32. Amphorae was a (1) coin of Italy (2)' red glazed pottery (3) tall double handled jar (4) perforated pot
33. Pepper was as valued in Roman Empire that as it was called (1) Black magic (2) Black charm . (3) Black stone (4) Black gold
34. Persian wheel, spinning wheel and firearms were invented during (1) Pre-historic period (2) Ancient period (3) Medieval period ( 4) Modem period
35. A Sanskrit Prashasti has been found in praise of which of the following Delhi Sultans ? (1) Iltutmish (2) Balban (3) Alauddin Khalji (4) Firoz Tughlaq
36. Hiranya-garbha ritual was performed (1) when a king won a territory. (2) to declare the king as Kshatriya
even if he was not one by birth. (3) before hunting a deer. (4) for the birth of male child.
31. atelO?IIflil·~ ~ 4\4Cf>IH ll ~-~ __ cfifi;nr~ err 1 (1) q;qrn
(2) m.=rr~~~ (3) ~ ~ 'ffiGfT (4) ~
32. ~~ errl ( 1) ~ q;r fuqq;r (2) ~ il'iCf)C::J{ <rff;r . (3) ~ ~ m i'Rtfi ~ wrr "'T{
( 4) f0S::ifffi <rff;r
33. m ft 11011~ .q 'Cf>Tffi ~ qft ~ 1Urr e:rt %~ cfr'Ofl'q'~~~ I
( 1) C!i1ffi ~
(2) C!i1ffi ~ (3) C!i1ffi ~
c 4) C!i1ffi m.=rr 34. ~. ~ ~ 311'4<ilflil1 q;r ~lfcl&fll.
ll'S3IT err I (1) !OII~fot:lfl Cfm>f (2) '!OIT'f.iT;:r Cfm>f (3) ~Cfm>f
(4) ~Cfm>f 35. f~'"1f~f&i'1 .q ~ fcnft' ~ cfi ~ qft
~ -q ~~ Jmfu=f 'qTliT TJ'lfr t? (1) ~Mjctf'"I:CI (2} ~ (3) <l1HJdl\l'1 ~ (4) ~~
36. fu•o<~•l-4~~~\iffirren' c 1) ~ l1:Cf>' ~ fcfim ~ em ;;furrrr m 1
(2) ~CfiT·m!Tm~~~~ cw-;;r;:q~ •""~'~ 1
(3) mq;rfuCf>lt~~~ 1 ( 4) 1j;f ~ -;;r;:q cl; ~ I
37. During the Chola period associations
of traders were known as
(1) Gramam
(2) Shrenis
(3) Nagaram
(4) Sabha
38. Nath literature i!i associated with
(1) Bengali
(2) Assamese
(3) Odiya
(4) Maithili
39. Khan Abdul Gaffar Khan started a
40.
powerful non-violent movement in
North-West Frontier Province, known
as
(1) Ram-Rahim Movement
(2) Khilafat Movement
(3) Khudai-KhidmatgarMovement
(4) Pakhtun Movement
After the Congress Resolution
(1929) to fight for Purna-Swaraj,
'Independence Day' was. observed on
(1) 15 August 1930
(2) 26 January 1930
(3) 1 January 1930
(4) 2 October 1930
(29)
37. ~ 'Cfi'TM ·.q. &41 q 1fhn cJ; ~. cnt ~ \ifl'ffi m 1
(1) 1:l11m
(2) ~
(3) ~
(4) w:rr
38. ~~~~t
(1) -.jrm;ft ~
(2) arnm~
(3) ~~
(4) ~~
39. '&IFf~~ '&IFf;{~-~
~ Jffi:r ll qtf4:1:tquffi ~ ::lli~)&H
(1). Wl-~~
(2) f&W11~11 ~
(3) ~ f@<il'il"'l'll< ~
(4) ~~
40. ~am mftn ·~ ~· (1929) cJ;
~ m Cfft !H1'11CI"11 cf; o:rTG cnl
''('CitbiHI fcrc;m• ~TJ<n' I
(i) 15 .3Vf«f 1930
(2) 26~ 1930
(3) 1 ~1930
(4) 2~ 1930
p
p (30)
41. Big Bear is an example of 41. f.proiM"~d~I~~Ui t (1) Milky way (1) 6l1Cfll'il' i• II Cl>T
(2) Constellation (2) ~cpf (3) Star (3) ORfcpf
(4) Galaxy (4) ~cpf
42. Only one side of 1the moon is visible 42. ~~~·q)f~~-tt mTTmmt from the earth because ~t.~ (1) other side of the moon is towards (!) ~ CfiT ~ 'I1JlT ~ fe:;:r ~ ~
the earth only during the day time. ~qfraffi"~t I (2) other side of the moon is towards (2) ~ CfiT ~ 'I1JlT ~ 3l1WWlT tnT
the earth only on the New Moon ~qfraffi"~t I (Amavashya).
(3) ~tnT~~~ am-~ (3) time taken by the moon to move ~ # ~ 3l1H are qr <pR #
around the earth and to complete WlR~WRITt I
one spin is same. (4) ~ <PT 3l1H are 11r ~ ~ (4) it takes the moon one light year to ~ # ~ >I'Cfl'M qq WRIT t I complete one spin.
43. The earth moves on its axis 43. ~~arew~t
(1) from West to East (1) ~~~qfr3ffi"
(2) from North to South (2) ~ ~ cfuur qfr am-(3) from East to West (3) ~~~qfraffi-(4) from South to North (4) cfuur~~qi'raffi-
44. As we move from Eastern Hemisphere 44. ~-~ ~ ~ Tffi;n;t ~ ~ Tffi;n;t to Western Hemisphere the :size of ~ .mr~ t. ~iiil"fi~ mm <tiT 31'TCtm" longitudes
(1) ~"'ffiTt I (1) mcreases
t:R:m "'ffiT t I (2) decreases (2)
(3) remains same (3) wrRWITt I
(4) first increases then decreases (4) ~ ~ . "'ffiT t ftor t:R:m "'ffiT
tl
45. The Earth Day is 45. ~-f<A <ti~MII'11 t (1) The time during which the sun
(J) ~~WI>~~qr~~ shines on a specific place on the earth.
·~qr~tl
(2) The measure of standard time at (2) ~ cpr 11RCfl'~ I Greenwich.
(3) ~ rnr 3l1H are 11r ~ .-.t fWrr (3) Period of rotation of the earth
TT<rr~ I around its axis.
(4) Period of revolution of the earth (4) ~rnr~~~affi-~# around the sun. fWrr TT<rr ~ I
46. On equinox, direct rays of the sun fall on
( 1) Tropic of Cancer
(2) Equator
(3) Tropic of Capricorn
(4) ·Arctic Circle
47. There are many harbours and ports in Atlantic Ocean because
(1) There is large: volume of sea trade between the U.S.A. and Europe.
(2) Fishery industry is flourishing in the Atlantic Ocean.
(3) The coastline of the Atlantic Ocean is highly indented.
(4) The coastline . of the Atlantic Ocean is very shallow.
48. Which is the world's longest mountain range?
( 1) The Himalayas
(2) The Rocky
(3) The Andes
(4) The Alps
49. In India Tropical Rain Forests are found in
(1) Madhya Pradesh
(2) Himachal Pradesh
(3) Andaman & Nicobar Islands
(4) Rajasthan
50. During the retreating monsoon period, the moisture laden winds blow from
(1) Valley to plains
(2) Land to sea
(3) Sea to land
(4) Plateau to plains
(31)
46. ~<f>Wr ~ ctr mm fcnfol~ t-(1) q;<fd"lm W
(2) ~tmw
(3) lfCR"t"lSTW
(4) ~<fnW
47. <i12:i"1iflcti qi_\l't11'H # ~ ~.IJI<f 'lfci lfi'Rt,~.
(1) ~:n. 3l1W:Cfir ~ ~ cf> oiTT:r \1RT -qr;rr ll ~ o!j]1:11HTOT ~ I
(2) 3Ri"1ifccti 14~1'81 1 1< ll lffi<1 "3l!lTrf fctctif-811 ~ I
(3) 3i2:Mifc:ct> 14~1'81'1< Cfft nc tm ~ ~~I
(4) 3i2:C"1ifc:ct> 14~1'81'1< qft ~ ~ fffirnl~l
48. ~ ctr -mm "i"1lGft ~ ~ <iit.=r-m t? (1) ~
(2) ~
(3) ~
(4) ~
49. 'I{R(f 1l aw lct>flili~ cr«ri q.:r -q]"(f ~if"
(1) ~~"4
(2) ~~"4
(3) ~-f'"l<t>lciil< s.'l4w{l\l "4
(4) {1"1<('\qH ll
5o. ~~<f>~ant~dt
( 1) mit ~ *:R qft :am-
(2) ~ ~ ~ qft :am-
(3) ~~~qft am-( 4) 1:IOlr ~ *:R qft am-
p
p
51. Which of the·. following is called
'lungs' ofthe earth ?
(1) Tropical evergreen forest of
Brazil.
(2) Tropical deciduous forest of
Central America.
(3) Temperate evergreen forest of
China.
(4) Temperate deciduous forest of
Chile.
52. Which is the largest river basin in the
world?
(1) Ganga river basin
(2) Nile river basin
(3) Mississippi river basin
(4) Amazon river basin
53. What is 'Maloca'?
(1) A tribe
(2) A house type
(3) A wild animal
(4) A resident ofMalacca
54. Using resources carefully and giving them time to get renewed is called
(1) Resource conservation
(2) Sustainable development
· (3) Resource management
(4) Development management
55. Shelter belt is a method of
(1) water conservation·
(2) soil formation
(3) plantation
(4) soil conservation
(32)
51. f-"1"1ft'1i&l'1 .q ~ ~ ~ cl; ~ ~
~t?
(2) l1'tZf ~ cf- 3ISO!Cflfc~tfl<:r ~
q.:r
52. fc1rcr q;J mm am~ -affi:R ~ m t? (1) *rr~~
(2) ~~~
(3) Pn:ilf-H4l ~ ~
(4) ~~~
53. ·~ CFnt? (1) ~~
(2) ~Wffi"'PT<K
(3) ~q.<f~
( 4) ~ q;r f.:rcmft'
54. ~ q;J '!'11'1chl'1i'{J<fl ~ 'Cflr-rr.i'fm
~ '1cfl<fl'! Oj cl; ~ ~ ~. --Cf)~\"'ifll t I
(1) ~~
(2) @!'1ql1Sj0n4 fi:rCf'lR:r (3) ~~
( 4) fi:rCflR:r ~
55. wet~ qft~ftri'qt I
(1) ~~
(2) ~ f.:mtur (3) OWTR1
(4) ~-~·
56. Bhimbetka in Madhya Pradesh is a
(1) Palaeolithic site
· (2) Neolithic site
(3) Megalithic site
(4) Mesolithic site
57. Which of the three Gods were
especially important in the Rigvedic
period?
(1) Rudra, Vishnu and Indra
(2) Agni, Indra and Soma
(3) Indra, Varun and Rudra
(4) Agni, Indra and Vishnu
58. Sanskrit is considered to be a part of
the family of languages known as
(1) Indo-Aryan
(2). Indo-Greek
(3) Indo-European
(4) Indo-Arabian
59. At which place it was a general
practice to lay the dead with head
towards North ?
(1) Inamgaon
· (2) Burzahom
(3) Mehargarh
(4) Bhimbetka
60. The Buddha described the thirst of
desires and cravings as
(1) Pipasa
(2) Trishna
(3) Tanha
(4) Teevra Ichcha (Strong desire)
(33)
56. lllll' ~ 1l ~ \llqa:IG<f>i '%" __ _
q'!F!~~t I
(1) ':{{lql"'ifuJCfi
(2) '1CJqi"'ITUICfi
(3) "ltilqi"'ITUICf>
(4) ~qJ"'ifuJCfi
57. ~ 'Cf>WI' .q 'Cf>t.1 ~ 'ffi;::f ~ <l<f>'!
~ei?
( 1) ~. fu'ror ifilT ~
(2) ,mr.,, ~ i'MT m.r (3) ~, CRiUT i'MT ~
( 4) ,mr.,, ~ i'MT fu'ror
58. ~ q;1 f;m ~-~ CfiT #;m" liT-'IT
~t-m ~t
.(1) ~-3Wt
(2) ~-<fiR
(3) ~-~
(4) ~-~
p
59. ~ m w ~ q;1 '9W: '3'iR" ctt am: fu'f~~Ch'11"11 ~ m?
(1) ~<jjJ:jl OCI
(2) ~
(3) ~
(4) ...n4~C:Cfil
60. or-a am ~ait cr ~ait ctt ~ q;t f-'lHf&~f&H ll ~ Cf"'T 'OTi'1l"<lT TI"''T ?
(1) ~
(2) Qmrr
(3) (RT
(4) ~fur~
p
61. Branding of product·
62.
63.
(1) makes it more saleable.
(2) differentiates it from other
products in the market.
(3) makes it more attractive for
customer.
(4) gives customer rebate on MRP.
Which part of the Indian Constitution
is often referred to as the 'Conscience'
of the Constitution ?
(1) The part dealing with the
Directive Principles.
(2) The part dealing with the
Fundamental Rights.
(3) The prut dealing with the
reservation policy for SCs, STs
andOBCs.
(4) The Preamble ofthe.Cpnstitution.
How many members can be
nominated to the Lok Sabha ?
(1) None
(2) Two
(3) Four
(4) Twelve
(34)
61. ~ctt~~-«
(1) ~~~;;m:ff~ I
(2) ~.q~¢~~~
f'Rqmrr~ I
(3) ~~*"~~OR~
tl
(4) ~~q;f~~lff~
fm;ffit~l
(3) ~ "'lffi, 311~-tl\'1 ~ ~
~~crt*"~ 3lTWUT ;ftffi ~
~m-
(4) ~ qft !H~IcHI
63. R mn ~ ~ iifm;f ~ '1'11::ftn ~ ·
~t?
(2) ~
(3) 'qJr
(4) GfiW
64. A judge gives decision on a case
(1) on the basis of argument
(2) . on the basis offee paid
(3) on the basis of evidence
(4) on the basis of police inquiry
65. Which of the following cult bas
distinctive tribal influence ?
{1) · Cult of V enkateshwara
(2) Cult of Jagannath .
(3) Cult ofVishwanath
(4) Cult of Amamath ·
66. . Diseases like diarrhoea, dysentery,·
cholera can be prevented through
(1) education·ofhealth and hygiene
(2) better health care facilities
(3) providing safe drinking water
(4) providing cheap medicines
67. More often discussions on government
and .its functioning lead to extreme
views, therefore teacher should
(1) avoid any debate or discussion on
it.
(2) criticise the way government
functions.
(3) argue for judicial activism
(4) organise more objective
interactions as compared to
didactive views.
(35) . p
64. ~%m ~"tR"f.:rofqt'lft
(1) ~~.awm-'!R
(2) ~~~~.awm-'IR
(3) ~~.awm-'!R
(4) ~ Ht\q',lCfliH ~ .awm-'!R
65. f.:tJ;Otfilf&l1 ll ~ ~ '$:f 'tR" ::;uR cmfl
JNTEf -qfu;ri'affi ~ t ?
(1) c!Cfll'<Cl'l ~
(2) ~~
(3) fctN"il~ ~
(4) ~~
66. ~. ~. t-;rr ~ oflql~<if 'CflT ~ '\i{f
~t
(1) ~~~mr
(2) ~~WrmaTI~mT
(3) ~~~~CRJCR
(4) .m~~~
67. mcm- ~ ~ 'Cfll<iT <it ~ 31<ftff
~ ~ <it "ffi'qi ~ '\ii"Rft t. atn:
~'Cfll ~%'Cf6
{1) W 'Qr fcnm ~=fh,;ITG-~ ~ T:Rii ~~I
(2) m<l>lr~~-~q,l ~'Cflt I
· (3) ~ flfsti"lol (Judicial activism)
~~~~I
(4) a4~'<11fl"'Cf> ~'* <tt WRT 1l ~ Cl«J)f-1""3 3Rf:~aTI 'Cf>T ~
'Cfltl
p (36)
68. The views of social scientists vary the 68. f"'l .... firi!&C1 if ~ f<fffi ~ ~ f<mlf~ cr
most on which of the following agents
regarding their · impact on the
behaviour and attitudes of children
and adolescents ?
(1) Family
(2) School
(3) Television
(4) Peer
69. Which of the following is the most
appropriate way to increase the time
spent on academic activities by the
students in a Social Science class ?
(1) Assigning homework three times
a week.
(2) Assigning individual projects on
new topics before discussing the
topic in class.
(3) Incorporating lots of new material
in a lecture to be delivered to
sustain interest.
(4) Proper lesson pl~nning and
abiding by the time schedule for
. every activity.
fcf>:ttiR4'i!f.:6:ttM ~ ·~ cr Jrc[ffi w
31m"~~ if~ f~~tf-'141 ~ ~
(1) ~
(2) fctem1<1
(3) 2Hifct"1'1
(4) ~
fcmR ~ if fumf~ q;r ~~
Ttfufcri'~ w ~ -ry-q ~ q;l ~ ~
fmr~t?
(2) "'1'<1 fc!1sr<IT _l:lt, ~ 1:!t "'q'T:Jf cnB ~
.1Tffi, ~ ~ q;f 3Will-3Will
(3) m ~ ~ ~ ~ "'T ~ <41&11'1
if~~ .am~~ -rer-rr 1
(4) ~'TIC~ q ~ ~ <);
~ R<ffi Wl<r C!iT ~ I
70. A student was interested in studying problems faced by Indian soldiers during the Kargil War. She interviews several soldiers who took part in tlie Kargil War. These soldiers can be considered
(1) Secondary sources
(2) Primary sources
(3) Actual narrators
(4) Internal sources
71. A teacher wants to give a case study to st~dents of class-VII. Which of the following topics would be most appropriate ?
72.
(1) Earthquake
(2) Major crops oflndia
(3) Minerals found in India
(4) Structure of the earth
Valuing observable individual preferences deduction is called
(1) · Reasoning
(2) Free association
(3) Egocentrism
(4) Social brainstorming
facts over .in deriving
73. To show land use in different countries of the world, which of the following would be a suitable teaching aid ?
(1) Flow chart
(2) Comparative chart
(3) Timeline chart
(4) Venn diagram
(37)
70. ~ irefT 'l~T«'ITln~·f.l'q;l am Cfm 11 li'1 Cfif 'If ~ ct>fu"11$~'j cfi~lf~f I erg"~ ~ 'Cf)T ~ *ft t ~ ~ Cfif 'If
. ~ ~ m 1 'f'f ~ <6T f"1""ff'-"'f&H
'If "tt ~ lfRT 'ill~ t? (1) Tftur -mn (2) ~1'4f~"' -mn (3) cH<RJfCict> Of<IR ~ C!TR
(4) ~-mn
71. ~ ~ ~ VII cfi m <6T Tt6"1'
~ (case study) cfi fffir J:TC6tuT ~ ~ t I f"1""ff'-"'f~i'1 'If 'tt mRf ~ 'Cf>t.fm61TTT?
(1) ~
(2) ~qft~~
(3) 'iffi(f # ~ ""l'R C!lR ~
(4) ~qft~
12. a<01 f<fi'1ct> "tf''lcf c~; '¥AT 'If ~ aM1 Cf)"1 ~ . nutT q;f ~ 'If -mr Wfq;; f"1ct>li'1"11
f"1'"1f'-"'f~Hlf'tt~ Cf>~Mii'11 t? . ( 1 ) '('fC\;;rr .
(2) lfffi-Wm
(3) 3lli"""~f~(11
(4) 'HI"''If"Jc:p ~~
73. fcri''IA ~'If ~ ~ q;f ~ cl; fffir f"1""ff'-"'f&i'1 'If -tt 'Cf>t.f-m fmm'-~ ~m?
(1) wrrw (2) ijC1'11i"""Cfi 'CITt
(3) ~-tw 'CITt
(4) $1~
p
p
74. A teacher writes instructional
objective for his/her lesson plan as . 'Students will be able to give reasons
for the downfall of Mauryan Dynasty'. This objective will come under
(1) Knowledge
(2) Understanding
(3) Application
(4) Synthesis
75. All of'the following are characteristics of creative thinking except :
(1) Ability to always produce right·
answers to problems posed
(2) Synthesise . from a variety of sources
(3) Flexib,le and imaginative way to approach a problem
(4) Purposeful, reflective judgement
76. During Social Science class, students begin to discuss whether a mobile tower should be allowed to install in the proxiDlity of their school or not. A student says that the radiations from the tower would make students sick. Another student says, I heard this on the news that mobile towers do not make people sick. As a teacher you would
(1) Encourage students to organise a
dhama (protest) outside the office · of local administration.
(2) Motivate students to collect evidences. that will help them
assess the situation objectively.
(3) Organise a structured debate on this topic in the class.
(4) Organise an election to know the support in favour and against.
(38)
74. '!'f)~ arq;:ft Wcr-~ .q 'fmf lM em <fi l«R <fi ~ <fiT i1ffi ~ 3f'j~~l"11(4!1ifi ~ ~~ t I lfr ~~~ampTT?
(1) ~
(2) ~
(3) ~ (4) fi~<'i"101
75. f.:t'"'1~f&n # ~. cfi atfi!l~<m ~ "t"1'11(4!1ifi ~cf; an~f I
(1) ~ ll<IT ~ cf; ~ 00 ~-~ "3W~ci;wwf
(2) ~ ~ ~ fi~<'i"101
(3) ~ ~ ~ ~ q;r;t tQ ifi<"G'11~n(YI cr ~ m- q;r ~
(4) ~ cr fcr"'H~n(YI ~ ~- ctft wrnr
76. '!'f) <ai•ufJiifi ftmR ~ # ~utudl lfr ~ atTN ctmt f fct; fif€1 1('1<4 cf; f.fifi?: i1ld41$M ~ 'M1"FfT ~ fc6" "1tf I '!'f)
m;rT d t fc6" ~ ~ f-iifiM4 ernwrr f~fcf>~Ui msrran 'fiT~~~ I "l!ifi'
~mmdtfcti"~ MI'CIIflllW'fi" fc6" iil!41$M ~~'fiT afum" "1tf Cfmt f I ~fVrf!flifil<fiomlatN
o> ~.an~. ~ ~"' ifil<ll(YI<l
"' ~ ~ . ~ "' ~ lilffurno ~I ,
(2) ~.an~-~ W!ifu -qr ~ ~
q;r;lci;~~~~~ W!ifu q;r Cl~"ita ~<fir~ I
(3) ·~ ~ -qr q;m # ~ fir<Ht{{lifi
~ Cf;T ~ ifi'(cUq•f) I
( 4) q;m -q ~ W!ifu ~ ;;rr;R "' ~ ;.w~#~ <I><CIIq•fl I
77. At the upper primary stage, according to NCF-2005, the content of Social Studies will draw its content from which ofthe following subjects ?
. (1) History, Civics and Geography
(2) History, Geography, Political
Science and Economics
(3) Environmental Science, History, Civics and Geography
(4) Disaster Management, History, Political Science and Values Education
78. For which of the following a time-line would be best suited for ?
(1) to give summary of a dynasty.
(2) To explain achievements of· a ruler.
(3) · To compare two dynasties.
(4) To teach ancient history.
79. Locating a place on the map is assoCiated with
80.
(1) Knowledge
(2) Comprehension
(3) Application
(4) Skill .
Children have little exposure to laws, therefore, while discussing laws, it is important that teacher should
(1)
(2)
(3)
explain all the aspects of laws very clearly.
giVe as many examples from fa~iliar context.
discuss about juvenile laws only.
(4) create fear regarding -laws.
(39)·
77. ~ Qiq_<N<Il ~ 2005 cf> ~~ ml!lf'1<t• ~ w fll"'ifJtct> fcfflR Cfl1 fCltii<ICi'f<'! f-1"'1f&~f€1i1 .q ~ f<f;;:f ~ ~ ffi "'"RT~?
(I) ~.~~cr~
(2) ~.~.~~q ~
(3) q(l\Cj{Oj ~' ~' ~ ~ q~
(4) ~~. ~. ~~q '"{('<N'(Cf> m
78. f-1"'1f&~f€1i1 it -« %fl" ~ it ~-00 mm~~?
( 1) . f~;inr,rcm cnr ~ "lffiJf ~ if 1
(2) M ~ q,1 ~ q,1 01lT&IT
~if I
(3) ~~qlt~~it I
( 4) ~ 'lffiO ~ ftmul' if I
79. "'Hf'i!:4WQ~'Cf>l-wRn:imunt.
(1) w-:r'#
80.
(2) ~'#
(3) ~'#
(4) ~'#
~'<fiT~~ -.rsn q;lf ~ m t. ~~wqfhOii:it ~~ ~ "'t\'ii'il'{\Jl tf<f>fmrcn
(1) ~~~~aTI~~"Cf>t I
(2) . ~ ~ '# ~-'#-~ ~~I
(3) ~~~'#~~qlt ~~I
(4) "Cf>J¥~mtf~~q;t I
p
p
81. A Social Science teacher must employ which of the following methods for being effective ?
(1) · Increase engagement of students by thought provoking and interesting activities.
(2) Increase the knowledge of students by taking tests on every Monday.
(3) Award grades in a lax manner to boost the confidence of slow learners.
(4) Assign pr(ljects to be done at home so as to involve parents in the studies of theit ward.
82. In a discussion on Constitution, it is important that it is discussed in historical context so that students become aware that :
(1) democracy has its roots in India.
(2) republics flourished m ancient India.
(3) anti-colonial struggle had its major influence.
(4) Indian Constitution is the oldest in the world.
83. Outcome oriented student learning -model in Social Science will focus primarily on whiclil of the following?
(1) Group activities, excursions and summative assessments
(2)
(3)
(4)
Complete coverage of course, information centred teaching and summative assessments
Learning activities,
objectives, formative
summative assessments
learning and
Aims of education, new teaching method, board exam
(40)
81. ~ ffl•nf"'Cfi fcmR" ctT fufarcnr am~~
~~·ld~·,~f-1'"'1Wtrual1lf~~
mM~~lfMt<ft~.-?
(1) fctiiHlfl"'Cfi cr ~ ~ ilRT
~q;r~c);-"llfu~
~I
(2) ~ ~ CfiT • ~ "€m!TaTI q;r ~ cr;t:r C!iBT I
(3) mt~~~cf>~cm
~~m?;~nt~~ 1
(4) lWIT-flrnr CfiT ~ ctt m -q flf"'4f~l1 '<fiB~~ qfN"1'11 ~ I
82. flfatll"'l 'Q'f ~ "Cfi"fff ~ ~· "'~'tii!'fll t fcti~ ~ qffi~lf~q:; qfh:lll4lfctT ~ "l1'1fct> msr "~''''!<'iCfi n 'fit" f.ti : (I) ~qft~'llmf-qt I
(2) ~ 'l1ffif -q lJ'URi:r ~-~ m ~ 1
(3) aqf-1~'<1 "' ~ m q;r lfl" w llro~~ I
(4) ~ ~ ~ q;r "fiORl ~ ~~I
83. ffl"'lf-i~Cfi fcmR" lT 4RUII"' amufu:r fmmfi ari'WT"'" ~ Pi'"'1f(i1~(1 lT ~ ~ 'Q'f
JW!If>ICfi nlf'Q'f~Wrr?
(1) "fllW ~. -w:rur ~ ~
(2)
(3)
(4)
.~. ~r -q 41~4st>"' q;r ~ ~ ~. ~ ~ fimul· q
~~
~~~~ ' ,
(41} p
84. The content of Social Science should 84. ~ fcmR ~-Cffii <liT ~ ~ aimat ~fcn
(1) making students familiar with happenings in the world around.
(2) raising students awareness through critically exploring and questioning of familiar social reality.
(3) inculcating nationalism m students.
(4) imparting knowledge. about · developed countries.
85. In a pluralistic society like ours, it is important that textbooks should be such that
(1) they reflect government views to make children a good citizen.
(2) controversial issues are avoided.
(3) all regions and social groups be able to relate to them.
(4) different textbooks are available for different regions.
86. According to NCF 2005, the aim of education in Social Science should be enable student to
(1) Criticise political decisions
(2) Analyse socio-political reality
(3) Retention of information on sociopolitical situation in the country
(4) Present knowledge about socio political principles in a lucid and concise way so that students remember them easily:
(1) ~ <tiT m-er -q m qrffi ~m ~
~ <.RCil<rr ~ I
(2) ~ <tiT ~ fll'"llf"lct> ~ CfiT
3l1Mlil'11i""lCf> ~ ~ '3"1' -qr w-1
'30l'Cf>\ "11'1 ¥Cf> ORT<IT ~ I
(3) ~ ll {I "?1 <m I qft 'qJCRT 'Cf>T fcrci;rn
fcf;<rr~ ·I
(4) fqCf>f*!ct m ~ 0Tit ll "lHCf>l'l.l ~
~I
85. m~ fttftt!Qril'{"l ~#~-~ l« ~qft -g1;ft ~fcn
(1) ~~ctil~~"RR~
~ ~ <i~q:,]on <tiT ~tfnfcilfkilct
'Cf>tl
(2) ~ fc:tc:ufc;ct ~ ~ 'i! w 1
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87. The Civil Rights Movement was started in the U.S.A. to
. (I) ' demand for fundamental fights for African-Americans.
(2) demand for equal fights and end to racial discrimination.
(3) demand for voting rights for women.
(4) demand for social security for old.
88. How a Chief Minister is chosen ?
(1) By the President of the party which has got majority in the election.
(2) By the MiA's of the party which has got majority in the election.
(3) · By the President of India on the . advice of the Prime Minister.
(4) By the President of India on the recommendation of the Governor.
89. Which of the following s_!Iows gender stereotyping ?
(I) Girls are more talented than boys.
(2) Girls can do only household works. ·
(3) Girls can do all type of works which a boy can do.
(4) Girls should get equal opportunity as boys ..
90. In a democracy the media plays a very important role in
(I) providing news and discussing events taking place in the country and the world.
(2) advertising goods so that. people can buy goods of their choice.
(3) telecasting cricket events so that people can watch sitting at home.
(4) providing many · types of entertainment materials.
(42)
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(3) ~*"~llr~~~ am
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(2) <rni* q;r ~ coR -q • ffiTT ~ ~ C!ft <rnl* q;f ~ ~ I
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mfc!;-ffirrt:~r~~~~ I
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(43)
.
Candidates should answer questions from the following Part only if they have opted for ENGLISH as LANGUAGE- I .
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PART-IV LANGUAGE-I
ENGLISH
Directions : Read the given passage and answer the questions that follow (Q. Nos. 91 to 99) by selecting the most appropriate option :
Renowned educationalist Sir Tim
Brighouse, observed that an outstanding school
has four factors that are visible. "Teachers talk
about teaching, teachers observe each other's
practice, teachers plan, organize and evaluate
their work together rather than separately, and
that teachers teach each other."
He continues : "One of the reasons I like
that is that you can immediately see ways in
which you could make it more likely that
teachers talk about teaching."
Sir Tim then encouraged schools to focus on
activities .that were low effort but high impact,
describing them as "butterflies". Some
. examples he gave included rotating staff
meetings around different classrooms with the
host, at the start, describing the room layout
and displays, or discussing other teaching
techniques ·and approaches. With modem
technology teachers could observe their own.
lessons and then. when viewing them back,
decide whether they want to shar:e them with a
mentor.
The role of mentoring was vital and
suggested that more schools could send
teachers out in small groups to learn from
colleagues in other schools.
He said : "If this were widespread
practice, if people were to attend to their
butterflies, the outcome in terms of teacher
morale and teacher satisfaction would be
positive. We all agree that professional
development is the vital ingredient".
91. In the mode suggested by Sir Tim, teachers may self-evaluate and selfreflect
(1) using technology
(2) without technology
(3) through a students' survey
(4) interviewing each other
92. 'Teachers talk about teaching' means that they
(1) make some suggestions
(2) discuss their own practices
(3) criticize one another
(4) freely change opinions
93. 'Low effort but high impact' in this contextimplies that schools
( 1) pay teachers a lower salary
(2) extract more work for the same pay
(3) decrease the work load and salary
·(4) create opportunities within the system for development
94. In this extract, it is observed that technology supports teachers to
(1) improve students
(2) conduct meetings for teachers
(3) follow-up/remediation activities for students.
( 4) self-diagnose their practices
95. Here, 'visible' means
(1) seen (2) obvious
(3) ~ppealing (4) bright
96.
97.
98.
'Rotating staff. meetings in the class rooms' permits teachers to
(1) be informal with each other
(2) miss some of them
(3) share their own practices with
others
(4) keep busy all the time
A synonym for the word,
'counselling', from.the passage is
( 1) describing
(3) discussing
(2) mentoring
( 4) teaching
The talk by Sir Tim is about the
( 1) teachers who dress like butterflies.
(2) visiting schools to socialise.
(3) knowledge teachers gain for job growth.
(4) schools who control their teachers.
99. "Butterflies" here refer to
( 1) the dress code
(2) a practice of staff interaction
(3) changing schools
(4) going to classes in rotation
Directions : Read the given poem and answer the questions that follow (Q .. Nos. 100 to 105) by selecting the most appropriate option :
As I Watch You Grow
Do you know how much you me~n to me·?
As you grow into what you will be.
You came from within, from just beneath my
heart
It's there you'll always be though your own life will now start.
(45)
· . You're growing so fast it sends me a whirl,
With misty eyes I ask, Where's my little girl?
I know sometimes to you I seem harsh and so unfair,
But ope day you will see, I taught you well because I care.
The next few years will so quickly fly,
With laughter and joy, mixed with a few tears to cry.
As you begin your growth to womanhood, this fact you must know,
You'll always be my source of pride, no matter where you go.
You must stand up tall and proud, within you feel no fear, .
For all you dreams and goals, sit before you very near.
With God's love in your heart and the world by its tail,
You'll always be my winner, and victory will prevail.
For you this poem was written, with help from above,
To tell you in a rhythm of your Mother's heartfelt love !
KayTheese
100. 'Do you know how much you mean to me ?' is a question. (1) rhetorical (2) restrictive (3) convergent (4) divergent
101. An antonym for the word 'harsh' is (1) severe (2) mild (3) gr1m (4) clashing
102. In the expression 'It sends me a whirl', 'it' refers to (1) travelling far (2) growing up (3) new experiences (4) the real world
p
p
103. . To 'sta~d up tall' is
(I) growing up healthy .
(2) be taillike the boys
(3) being fearless
(4) getting ambitious
104. The phrase 'the world by its tail'
means to
(1) be a good follower
(2) overcome challenges
(3) · face one's enemies
(4) to avoid challenges
105. The poem addresses a
(I) friend
(3) mother
(2) daughter
(4) girl
Directions : Answer the following questions
by selecting the most appropriate option :
106. A person sitting behind you in a cinema starts talking on the mobile phone and you want to tell him/her to stop. Choose how you will make the request.
{1) "Stop talking so loudly !"
(2) "Please don't use the mobile phone inside the theatre."
(3) "<;::an't you not use the mobile phone; please ?"
(4) "Could you possibly stop usmg the mobile phone here ?"
(46)
. 107. Exemplar for homonym would be
(1) aisle/isle
(2) beer/bear
(3) stale/stall
(4) stock/stoke
108. Which is a lexical word?
(1) love (2) IS
(3) the (4) might
109. While learning about the passive voice form, students learn about
(I) use of'by'
(2) position of verbs
(3) position of nouns
(4) use of verb form
110. Students can leave the school
premises at 12.30 pm.
Students ought to leave the school
premises at 12.30 pm.
The two given statements can be
differentiated by drawing students'
·attention to the
( 1) differences in the arrangement of
words
(2) meaning conveyed by the
modals/verb modifiers
(3) the roles of the subject and object
in both sentences
(4) absence of change in the verb
·,form ·
111. Which learning domain constitutes higher order thinking ?
(1) remembering
(2) understanding
(3) application
(4) evaluation
112. The process of word formation consists of
(1) compounding and\ affixes
(2) opposites and meaning
(3) verbs and nouns
(4) using synonyms or euphemisms
113. When reading, to 'decode' means to
(1) an action used in ICT
(2) solving a complex puzzle
(3) to analyse and understand
(4) understanding a foreign language
114. Speaker 1 :'We had an enjoyable hOliday this winter.
Speaker 2 Where did you go ?
Speaker 1 Where ?
Speaker 2 Yes, which place did you visit?
During the assessment of students' speaking-listening skiDs; mark/s would be deducted during this exchange for
(1) Speaker!
. (3) Both
(2) Speaker II
(4} Neither
(47) p
115. While writing, 'ellipses' is a (1) phrasal verbs (2) semantic linker (3) adjectival form (4) prepositional phrase
116. If a longer piece of writing is brief, complete, in the third person, without digressions and emotional overtones and logically arranged, it is a ( 1) classified advertisement (2) memorandum (3) report (4) newspaper article
117. The politician had been making promises long before election time. The statement is in the tense. (1) past continuous (2) present perfect (3) present perfect continuous (4) past perfect continuous
118. 'Gender sensitization' in the school curriculum implies (1) children should be differentiated
as boys and girls (2) sex · education from primary
school onwards (3) respectful approach towards
defining gender roles (4) promote co-education m high
school.
119. Identify where the collective form is an error: A (1) host of angels (2) congress of baboons (3) clutch of ducks (4) shoal offish
120. An exemplar of a question to 'funnel' or restrict a respondent's answer is (1) "What do you think ~f the
weather?" (2) "How many books are there ?" (3) "Tell me about your most recent
holiday." ( 4) "What are your goals ?"
p (48)
Candidates should answer questions from the following Part only if they have opted for HJND I · as LANGUAGE- I.
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(50)
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101. ~""' 'Q'g"~ ftfi ·~ .m <fi~ ~ ftmftqft~~t'~~~
qft ann:f~tf"Cfmrr t? . (1) ~ aw.ft ~ -q orr-~ t ~<It
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.(51)
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(2) 3flq; 'WaU "'~ "'~ q;f ~tn~l
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(52)
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(53)
Candidate·s should answer .. questions from the following Part only if they have opted for ENGLISH as
. LANGUAGE- II.
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PART-V LANGUAGE-II
ENGLISH
Directions : Read the given passage and
answer the questions that follow (Q. Nos. 121
to 129) by selecting the most appropriate
option:
Raja Ravi Verma was the Indian King
and painter whose paintings . brought a
momentous turn in Indian art. His works on
great Indian epics Ramayana and Mahabharata
brought the omnipresent deities to the
surroundings of earthy world. This showed
, excellent fusion of Indian traditional art with
European realism. These paintings influenced
future generation artists and also influenced the
literature and films. His representation of
mythological characters has become a part of
the Indian imagination of the Classics. His style
is criticized for being too gaudy and
sentimental.
Ravi Verma was born on April.29th, 1848 in
Kilimanoor Palace in Kerala. Ravi Verma was
brought up in an environment of "art and
culture. At the age of seven he started painting
the figures of animals, acts and scenes from
daily life on the wall with charcoal. As he grew
up, he was exposed to the famous paintings of
Italian painters. Here he was using indigenous
paints made from leaves, flowers. He enhanced
his creativity by listening to the music of
veterans, watching Kathakali, a folk dance
form, going through the manuscripts preserved
in ancient families and listening to the artistic
interpretation of the epics.
Raja Ravi Verma is most remembered for his
paintings of bea_utifully sari-clad worrien, who
were depicted as graceful and shapely.
121. The themes of Ravi Verma's famous
paintings were
(1) deities
(2) animals and habitats
(3) natural scenery
(4) female figures
122. He was especially able ro access
historical documents in the possession
of
(1) national museums that curate
them
(2) certain individuals
{3) families who inherited them
(4) his family members in Kilimanoor
123. As he matured in his craft, Ravi
Verma's·skills were influenced by
( 1) Italian artists
(2) Indian cinema
(3) Ancient manuscripts
(4) None of these
124. 'His style is criticized for being too
gaudy and sentimental' means that his
work was characterized by
(1) pale colours and sad atmosphere
(2) unrealistic images
(3) lacking intellectual and emotional
depth·
(4) strong colours and emotionally
appealing
125. In the extract, 'artistic interpretation of the epics' means he was interested in
(1) popular writing of his time.
(2) . untque rendering of old mythologies.
(3) standard interpretation of the Indian epics.
(4) unusual and rare myths found in legends.
126. Find a word in the passage which is the opposite of 'minimized'
( 1) influenced (2) criticized
(3) .exposed (4) enhanced
127. The article is alan
(1) fiction
(2) essay
(3) biography
(4) autobiography
128. The focus is on the subject's
association with
(1) sculpture
(2) painting
(3) music
(4) dance (Kathakali)
129. A synonym for 'omnipresent' is
· (1) conspicuous
(2) . universal
(3) . partly invisible
(4) magnificent
(55)
Directions : Read the given passage and answer the questions that follow (Q. Nos. 130 to 135) by selecting the most appropriate option:
The scene presented by a community of bees is
the more astonishing, the more we become
acquainted with its details. Each hive is a
commonwealth, of which the queen is
nominally the head, receiving the greatest
honour and care from her industrious subjects.
With a greater wisdom than can be claimed by
men, these creatures allow no disputes about
the succession to the throne to induce them to
injure each other; but they require the parties
themselves individually to settle the . quarrel
between each other, without prolonged interference with the duties of the hive. Indeed,
they may be said with truth to have adopted the advice : "Let those who make the quarrels, be
the only ones to fight."
Only one queen is permitted to hold office in
the community at a time; but while herclaims are undisputed, she is treated with singular
respect and affection. Indeed, her presence, and
the prospy_ct of a future generation, appear the
chief motives of the insects to exert i.i'~E .IT>.)
themselves.
130. The writer's observation that the bees
'settle the quarrel between each other,
without prolonged interference with the
duties of the hive' suggests that he/she
is
., .. ''(i) pointing a bee character
(2) observing the traits of worker bees
(3) appreciating the queen bee
(4) condemning the behaviour of ill
tempered human beings
p
p
131. 'The prospect of a future generation,'
suggests that the writer is in
his/her outlook.
(1) ambivalent
(2) nationalistic
(3) sympathetic
(4) appreciative
132. 'The parties' in this context means
(1) participants
(2) political organisation
(3) individuals
(4) bees
133. The queen bee has a position which
gives her from her
subordinates.
(1) disregard but affection
(2) aggressive defensiveness
(3) exceptional reverence and
devotion
(4) caring support and indulgence
134. 'To exert themselves' means the bees
are
(1) having influence
(2) quite aggressive
(3) busy toiling
(4) very exhausted
135. 'Each hive is a commonwealth ' means
the hive is
(1) over-crowded
(2) has a queen
(3) self-governing
(4) without a leader
(56)
Directions·: Select the most appropriate option
(Q. Nos. 136 to 150) :
136. Compounding is
(1) stringing together older words like
the formation of earthquake from
earth and quake.
(2) removing seeming affixes from
existing words, such as forming
edit from editor.
(3) joining parts of two or more older
words, such as forming smog, which comes from smoke and fog.
(4) forming new words from existing ones by adding affixes to them, ·
like shame + less + ness -+ shamelessness
137. 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 and use a variety of media to research
and create their own theories.
(4) construct their own learning aids, thereby · gaining hands-on
experience.
138. E-learning refers to
(1) acquisition of the mother tongue
(2) learning English language as the
first language.
(3) use of electronic media and
information and communication
technologies
(4) a language course for foreign
languages
139. Examples of irregular verbs are
(1) break - broke
(2) train - trainer
(3) walk - walked
(4) happy - happier
140. A subject-centered approach is where learning experiences are organized
around
( 1) students' interests
(2) teacher's subject competency
(3) course content
(4) educational technology
141. Standardized assessment means ___ assessment. (1) formative (2) (3) frequent (4)
summative alternative
142. In the word 'flower', the phonetic transcription is (1) /fleur/ (2) /fl::eur/ (3) /flauer/ (4) /flour/
143. The Gathering skill while reading is ( 1) note-taking (2) note-making (3) puzzling out (4) analysis
144. Multiple choice items consist of a ( 1) set of questions (2) options to choose questions (3) sequence of grammatical errors ( 4) stem and a set of options
145. Abilities for adaptive and positive behaviour that enable students to delll effectively with everyday· demands and challenges are ( 1) multiple inti::lligences (2) learning domains (3) life skills (4) learning methods
(57)
146. A self-contained unit of a discourse in writing dealing with a particular point or idea is
(1) an essay
(2) a poem
(3) a paragraph
(4) a statement
147. The following is a conditional sentence
(1) I have to go to work.
(2) lfthe sea is stormy, the waves are high.
(3) Shut the door.
(4) It's a sunny day, isn't it?
148. Communication technology that enable sharing of educational resources within an institution
(1) internet
(2) intranet
(3) telephone
(4) audio-video cassette
149. Encouraging the student to love the world and to imagine a peaceful future; and caring for the student and encouraging the student to care for others is education.
( 1) distance
(2) academic
(3) values
(4) vocational
150. A communication technique that requires the listener to feed back what they have heard in their own words, to confirm the understanding of both parties, is listening.
(1) active
(2) appreciative ~
(3) informative
(4) passtve
p
p ' (~8)
Candidates should answer questions from the following Part only if they have opted for· HINDI as LANGUi\GE- II.
~ f;:p•41f(1nS(ff_.~ ct ~ ct atH
~CIM ~ ~ ~· 3~l~ \UtH - II Cffi
fqcn~ ~ TfiT m I .
m : ;ft'<f ~ "111{ -rmm q;1 ~ m ~ ~<fiT~~:
~ '8~&lf"ll qft 'W'RT -miTt~~
~~~~~t ~~~~~
'I1U WT'I'Cf mm t ~ $t ~: an ;;m:rr t 1
~ q;f f;ro' ~ Tfifrr ~ ~ ~
~t. ~~t~~~~w.rrtcre
3fu" WFIT .q ~ OR1GRT ~ m ~ 1 ~ ~
~ ~ ~ ~ foRT ~ cmur ~ <rr fq;r
ClllfdfCI<t> qft ~ ~ qm;qf-!Cf>" cmur * ~ ,.
am m;IT ~~ $t ~ t.rr. ~ ~ ~. ~ ~qqif"lo <rr &o Cfir-IT ~ m 3fu" ~
t ~~~f.:roffiaNR~WmH~t. ~
~~~1ft TR'10 Cfilli ~ qft ~ ~ ~ t I
~ow~ ~~t~~~-am
am ~<fiT fu<t>rr ttt "'l"ff t 1 ~ mH ~ ~
~t. ~~~~"ffirifw~~~
q;Jt ~-~ ~ ffl, ~-Q:m ~ .q ~~
~ OW <fiT '4'ilT fi::rffirr t I ~ 3N-'ft '4J qft ~ ll
~. ~3fu"~~t ll{ffif~~.q
~~~il~wrqft~TTRifmm
t 1 ~~~'ERT"llwornr~~<ii4"
~ ~ ~ ~ ~ ~ 1R ~<fiT 3l'I1TCiJ"
3fu" ~ ~ ~ mt(f OR "ffif t 3fu" ~
q;f ~ CfiRUIT ~ &o ttl=rr ~ t I
(59)
cqyrr_v ~-II
~
121. ~ ~ ~ ~ <t>4-il" m 'Q"''" 3RT?.f
. 'CfR'fft?
(1) ~f.:roffi~t I
(2) ~~~t I
(3) ~mH~qft~~-rnft I
(4) ~c;us~"ll~t I
122. ~~'Cf>T~ mcr~t~
. ..
(1) ~ .q $t, ~. ~ffi&Jf"ll 3fu" t11~Cf>t11 rr.ft" ~ I
(2) ~ q;f ~ ~ 'qlCf ~ w 3lRT~ I
(3) ~ ~ CfiRUIT w iT ~ ~q;f~~~l
(4) ~ll3l1Wl"-~ttl=rr~ I
123. ~ ~ .qr ctT T~TG .q t1 m <fiT wf~WJ ~t.~
( 1) '41 ~ ~ ~ liT9' "Cf>«ft -miT tJ
(2) ~ '41 iT ~ ~-~ "Cf>«ft · -mftt I
(3) '4J~l00Wmqftfi~t I
(4) '4l~~"llwmmt 1
124. ~-m ~-~ ~ ~-~ ~ f1Fr . t?
(1) ~. ~. 3l'I1TCiJ"
(2)
(3)
(4) ~. 3l1Wt, ~
p
p
12s. ,~, ~~m'Cil'ffivroxrt
(1) -;fur
(2) ~
(3) ~
(4) . ~
126. ~<fifi;n:rHr f<l!ll"'UI vroxrt
(1) M
(2) ~
(3) w-1
(4) ~
121. ~ <fl ~ an<fiQCfi m mn:r· ertt ~t\ill
(1) ~~~tl
(2) ~rsm~r.mt 1
(3) ~~t I
(4) ~~01¥~RT ~lfCffi~IIC'1l ~t I
128. Fc:lt~iM<'I'i # ~ ~ ftTo:rr %m q;mJT ~
Cl'ir-IT
(1) ~~I ~ :
(2) ~cp'f~q;r~~ I
(3) 3WWTCf>l<nr~fu ~ I ·
(4) ~~I
~: ;:fN~~~CfiT ~~~
~q;r~~:
<!R' ~ wR .*" Wl-Wl .wmt .qr t, ~ cm1l<114 .qr ~ t m on#~~ co1 ~ ~ ~-wrr~ ~~'IWlUTm~~~~.
lfti C4111l<114 ~ ~ ~ t I wR cf> ~ ~ ~ .q't ~ ~ I off.& c);- 11m Cffi" ~ ~ f;R:ffi
.. em- wiT rt omU q;r ~ f-1Cfli<1Cfl< fi ~ q;f
(60).
~ tfT %-, om ~ 1't oml Wf ~ t I <\T Cfif"f
~ t fcn wr-f c:nT w-rr ¥9 ~ fcn ~em ~ ~I ~-;t~1p~itWrr~~fcn~
~. ~ em 1 ~ C!'lR co1 omr 'l:2iR ~ ~r
~~Cf>'T~tl
wr-f co1 q;c;rr ~ ~ mm "'T -m ~ 1 wl
OffiRf t fcn ~ ~ ~ t, ~ ~ oiffi >!fuw11·
it~~~ ~ I wiT O!TI"1l-q' ~ "l1f-1 Wf ~ ~
~·~nmm(i it ~ ~ ~ 1 ~ ;m;ncrr wr-f ~ ~ cf> ofRr ~ ~, ~ "1Hct>Hi, ~ ~
w-1 .q't J:I'I11Cf ~ ~ I
129. ~ artnti'tl<-114 #<t<IT ~·b
(1) 'IWlUT -q: ~ ~ t, C41111<114 -q: ~ t.l
(2) 'IWlUT ~ ~ mm-, C4111l<114 ~
mm-~ 1
(3) 'IWlUT -q: ~ ~ mm- ~. C4111l<114
llwr.rr ~~m~t 1
(4) 'IWlUT ~ mm- t C4111l<:114 ~ mm~~
·130. ~ ~ ~ qft;;.m m<:r ~ 'CfmiTt? (1) ~ (2) ~ "1HCf>Hl
(3) ~~w-1
(4) <r·~
131. ~cfi ~Cf<IT ql\f<l'{ul t? (1) Wf1T
(f) '1:2iR~Wf.IT
(3) '1:2iR~~~~~
(4) ~~w;:rr
132. 'wR~~~~ 1fi~t I' C{lCF.I't (1) !01~'1<".11i1Cf>
(2) ~
(3) ~f-'1~il41i"iiCf>
(4) ~
133. W~-~ oT amtom ___ t I C{1CF.I'
134.
~~~'qt"~ amrrrr (1) ~
(3) ~
(2) ~Mli
(4) ~"Uti
·~ "Cf>Tmq-~t
(1) 'T'f+w
'(2) ~.+w
(3) 'T'f+31P$
(4) ~+ 3lT+W
135. ~~llif.a'Cfft 'Cf>t.f-m q~fCI'{ui ."Cf>T~t?
( 1) ~ ~flct>Pi!G: q;r ~% I
(2) ~-~ffc~>nrrr~·~t 1
(3) ~ fcrnm" q;f qtf 10[~ -;;m:if t I
(4) ~~~~~tl
f.mr:~~~PI
136. -qo;:r ~ ~ arl''!Umf t (1) ~-~Cii't~
(2) ~ q;f 1WIT
(3) ~q;f~
(4) ~~
~) p
137; Cll$'""""'~ ~ oqm_~ qft ~ ll ~ 'qt"~fcr:nt?
(1) ~~Tff
c2) *~ p:llf"'' Cf) .mr :~ trr (3) ~-ptrr
(4) ~~Tff
138. oqm'Cfft~-~~~~~~-;;tt
(1) ~~I
(2) ~~*~I
(3) ~ * ~-· * ~ OR ~I
(4) a:lf-'1<".11~11: ~ ~ -}ffi;-mo ~ 1
139. oqm~~~"CfR"ft~
(1) ~Cii't~cr;rfrnrrt I
(2) 'I1J1SIT -a-1 q R 4Cf<:1111 q;f ~ t I
(3) ~t I
( 4) , fmc~;" Cli't q;t:fi em ~ t I
140. ~ tm"~~ <fiT~~~
"Cf>r.tT ~ t? (1) ~-~
(2) ~
(3) ~
(4) ~~
141. CiOIICfi~Oi * ~ ~ ~ cnl ~ qft
~"Cf)J~
( 1) ~ * ~ ll ~ ''IT'11"T.Il~ I
(2) ~ -q<ffi' m11ri't ll ~ "'Rl ~ I
(3) fOI{;t~M ~~"'RR~ I
(4) ~atcnTcr;r~~ I
p .(62)
142. ~ll~q;f~~: 146. ~<il'!'fi~Uj~~~f ~~~
c); fi;nrm ~ II (1) T'ffi:~t I (1) ~ cf>~-~ 1:fOOur (2) alifWcf;~~~~t I (2) ~ Cfft 'qj1Sff~ m Cfft &l11ffi" (3) T*;:~tl
(3) ~ *"~ :~ c);1:f00ur (4) ~tl
(4) ~ Cfft ~~ *"m\-~ 147. ~-~cf>~ ll anqcl;fi;nr ql\'i€4\{u\ t
143. ~-fiwul cf> ~ # 'Cfit.:r-m ~ ~ (1) ~ mr 1f~<l'il11 ~--w:WT ~ 1
t? (2) ~~~-~~~
(1) ~-fOOur ~~ ~ ~ q;fu;, (3) ~ mr ~f$l$1Cfi ~--w:Wr ~ 1
~ "CflT ~<!Pr WlT ~ I (4) ~ ~ fcR:mr ~ ~-Cfi"l1t ~ I
(2) ·~ ~-fOOur ~ ~ d·t3tFRHl<l t-m-r ~ "CflT -w:Wr 148. ~ ~IIQf'ICfi ~ w Cfit.:r m ~-fiwul ~tl q;y~~t?
(3) ~-fOOur <l ft:Ri1T 'CflT ~ ~ (1) R;;ft ~ *" amTR' ~ ~ "Cf)f
Wll"!RT. I ~"1•Wi1<'1 -w:WT I ,,.
(4) 1Ml1 ~-am Cfft ~ ftrffi<r ~ cf> (2) ~ *" ~ 'CflT ~ Cfft &l11ffi" "Cf)f
~ ~ W<n c); ~ 3l;;f.:f'cf> ~ ffi?: ~I
~ <'111'1161{01 ~ t 1. (3) ~' <:11<t>1fCffi<i'i 3ltt ~ "Cf)f
~ -w:Wr ~ Cfft Wifu "Cf)f
144. ~ Cfft ~ ll ~ 3fCiim" 1Ffi" :riCfi\'<1'11 I ~I
<RW m cf> fi;rQ- atMTT-3Will ~an cf> (4) q;fu;, ~c);~~ I
~~t ~~~~hmilt?
(1) ~'Cflf~~c);~ I 149. -- c); <~tf!'IR'*I f"'"'1f<"'f&(1 410C4sM
"
(2) ~ Cfft ~311 Cfft "11'1CfiR'l ~ 'tWII+il fit><OIICfiMIQ ~ ~ ll 't1l\14<fi
~~tl ~*"~I
(1) ~·
(3) ~<PT~~*"~I (2) ~-ClUR (4) fOOur 'CflT 3lfuCfi' ~ cr &FR11'11'{ul (3) 'll'IOl 'CflT ~ ~
GR'Rcf;Wro: I (4) 7ftff
145. 'f.SfoJ iNl<W <tif''tiotu fct;ri t ? 150. ~~-~q;y~t (1) 'QO"f-3WlffiT ~ (1) Gl<"''{ciCfi ~ I
(2) ~-3WlffiT~ (2) ~~"t.rr I
(3) TfURT ~ 3WlffiT ~ (3) qrq.f 3l'l<l'rn I
(4) <ITffi ~ 3WlffiT ~ (4) TJlllfu' ~ ~ I
(64)
READ CAREFULLY THE FOLLOWING f"1'"1f&tf&l'1 ~ ~~"qj: INSTRUCTIONS:
1. Out of the four alternatives for each question, only 1. ~~~~~~'<lT{~#~w~~~ one circle for the correct answer is to be darkened OMR ~<r:i~~-21K~~<plcorit~(9"W completely with Blue/Black Ball Point Pen on Side-2
;fu;f~ ofu;r ~t.:r ~ ~ 1 ~mr~ ~ ~ of the OMRAnswer Sheet. The answer once marked is not liable to be changed. ~<i"IG~ ore:ffi ~ ~ ~ i I
2. The candidates should ensure that the Answer Sheet 2. . ~ '!jf1filili1 q;t~~~<r:icor~::r~~~ is not folded. Do not make any stray marks on the
liT CfiTt 3A f.rnR ::r wrr(t I ~ ~ 3iilfi4i'li Answer Sheet. Do not write your Roll No. anywhere else except in the specified space in the Answer Sheet. ~<r:i#mtful~~~ ~::r~ I
3. Handle the Test Booklet and Answer Sheet with care, 3. m ~ ~ ~ '1:i "'liT ~H'{cl'li wWr 'fit, ~ as under no circumstances (except for discrepancy fcnit '111 qf{fo~l?&1 .q ~. ~ ~ ~ '1:i *" in Test Booklet Code or Number and Answer Sheet
~ <rr ~ .q f1Rm cit~ cor~~ llfu:rr Code or Number), another set will be provided.
4. The candidates will write the correct Test Booklet ~~~CRT<fr~ I Code and Number as given in the Test Booklet I 4. ·~l~<r:i#~~·~~q Answer Sheet in the Attendance Sheet.
~cor~m~~~-<r:i#~ 1 5. Candidates are not .allowed to carry any textual
- material, printed or written, bits of papers, pager, 5. ~am m ~~#~em-* fucrr<r fcnit - -• mobile phone, electronic device or any other material mcit~~, ~<!TiH~fMf!Sit1, CfilTT'ifcit~, except the Admit Ca:rd inside the examination hall/
~. ~'1iR, ~<'l<t<;;lf1'h ~<rrfcnit .aA m
I room.
6. Each candidate must show on demand his I her cit~ cor~ ;;;r;t <rr ~ q;B cit~~ t 1
Admission Card to the Invigilator. 6. ~ ;;;r;t liT~~. ~cor :oN-IT ~-m ~ 7. No candidate, without special permission of the ~I ~
Superintendent or In vigilator, should leave his I her 2 ~ ~<rr~citfcmq ~~f.RrC!ilt~ - 7. ~ seat.
8. The candidates should not leave the Examination Hall :oN-IT~ ::f Wit I
without handing over their Answer Sheet to the 8. ~~cor 3l'RT·~ '1:i ~ f.Rr ~ ~-<r:i · Invigilator on duty and sign the Attendance Sheet
llr~~fcmf.Rr~·~~~ I twice. Cases where a candidate has not signed the Attendance Sheet a second time will be deemed not ~ fcnit ~ ;f ~ mr ~-<r:i liT~~ to have handed over the Answer Sheet and dealt Fcmm~11RT~~~~<r:i::r@~t • with as an unfair means case: The candidates are
~ ~ ml:Ff "'liT lWW!T 11RT ~ 1 ~ami\ aw.r also required to put their left hand THUMB impression in the space provided in the Attendance OI'Tifw.r ~ ~q;J f.:mR ~-mf tl fur Tllf~ Sheet. w·~wrrifl
9. Use ofElectronic I Manual Calculator is prohibited. ~<"i<t<;;1f1<t> I l\~illfMi1 4R<t><"''li "'liT~~ i I 9.
10. The candidates are govem<?d by all Rules and Regulations of the Board with regard to their conduct 10. ·-~# ~*~~<ITt*<OOf.r<rl:it~ in the Examination Hall. All cases of unfair means will ~am f.1qfl:R; t 1 ~ ~ *.00 llfl'l<'ij "'liT b.e dealt with as per Rules and Regulations of the ~ -.rrt~f.r<rl:it ~ ~ ~ ~mr 1 Board.
il. No part of the Test Booklet and Answer Sheet shall 11. fcnitt~Tffif #. ~ ·~<r:i "'liT Cfi!t'l11lT .3WI1T
be detached under any circumstances. ::r'Cfit I
12. On completion of the test, the candidate must hand 12. . ~aulf'PA6HW, ~ami\~ I~~ lf lfi over the Answer Sheet to the Irivigilator in the
~ mt ~-RillflCn C6T ~ ~ ~ 1 mfm'P.fl Room I Hall. The candidates are allowed to take away this Test Booklet with them. ~ mer PI Wli1T ~ <M ~ ;;rr wri t 1
p
JJ~a1] This booklet contains 56 pages. PAPER I /~-WI T.:;:;ooklet;::e
Test Booklet No.
llil!IIT~~
"'~ h '!"' ~ I MAINTESfDOOKLET/'l"'•'JII-1 A I Do not open this Test Booklet until you are asked to do so.
~ 'lfiii.IU ~ CfiT Oof nCfi "I'~ \if<~' nCfi ~"I'~ I Read carefully the Instructions on the Back Cover of this Test Booklet.
~ 1fiiiiU ~ <frttw~ 31mVT 'QTrorr.mrr C6T tzlR ~ -qf 1
INSTRUCTIONS FOR CANDIDATES
1271801
I. The OMR Answer Sheet is inside this Test Booklet. When 1. you are directed to open the Test Booklet, take out the Answer Sheet and fill in the particulars on Side-1 and Side-2 carefully with blue/black ball point pen only. ·
2. The test is of21Jtours duration and consists of 150 questions. There is no negative marking. 2.
3. Use Blue I Black Ball Point Pen only for writing particulars on this page I marking responses in the Answer Sheet. 3.
4. The CODE for this Booklet is A. Make sure that the CODE printed on Side-2 of the Answer Sheet is the same as that on this booklet. Also ensme that your Test Booklet No. and 4· Answer Sheet No. are the same. In case of discrepancy, the candidate should immediately report the matter to the lnvigilator for replacement of both the Test Booklet and the Answer Sheet.
5. This Test Booklet has five Parts, I, II, III, IV and V, consisting 5. of 150 Objective Type Questions, each carrying I mark : Part-! : Child Development and Pedagogy(Q. I to Q. 30) Part-II : Mathematics. (Q. 31 to Q. 60) Part-III: Environmental Studies (Q. 61 to Q. 90) Part-IV : Language 1- (Englishil:lindi) Q. 91 to Q. 120) Part-Y : Language [J. (Engiish!Hindi) (Q. 121 to Q. !50)
6. Part-IV contains 30 questions for Language-! and Part-Y contains 30 questions for Language-11. In this Test Booklet, 6. only questions pertaining to English and Hindi language have been given. In case the languagets' you have opted for as Language-! and/or Language-11 is a language other than English or Hindi, please ask for a Test Booklet that contains questions .. on that language. The languages being :answered must tally with the languages opted for in your Application Form.
7. Candidates are required to attempt questions in 7. Part -V (Language-11) in a language other than the
I one chosen as Language-! (in Part-IV) fr.om the list of 8. languages.
8. Rough work should b<l done only in the space provided in the Test Booklet for the >arne. 9.
9. The answers are to be recorded on the OMR Answer Sheet only. Mark your responses carefully. No whitener is allowed for changing answers. __
OMR ~ 'l'f ~.~<);~<1m t I~~ tri'tw ~ ~ <!iT ~ -;;nl(, m '3'ffi' 'l;f f.:!<fiwr ~ "rr-t ~ "l''-2 'Cf< err::r -.l ~ ~ iiTi'f ~IF -.l fucRur 'Gt I
• <ffi ~ 2ftitt~ • .q' 150 ~ f I CfiTt ~ 3:fci;;f -:m t I
~ "!113" 'Cf< fucRur ~ "'iB ~ ~ 'l;f 'Cf< f.mr:r 'i'J1'J1-2t <); ~ ~ -;fu;t~ -aJi;r riitz' .r..- <ffi wiTrr q;t I ~ ~ <m ~ t A. <W ~~of fil> ~ ~ <m &, ~ 'l;f <~; "l''-2 'It wr m -.l fllffiir t , v. '11 ~ ~ of fil> • ~ ~ .;fir ~ 'l;f <il9!!1' fl«offi t 1 wr< w f':A- ~ m ~ ~ ~ ~ 31tr ~ 'l'f 'i'f.t <); ~ ~ CfiT ¥'f awRf ~ I ~-~.q'~1Wfl, II, III, IV ->fRy f.~ ISO ~~t,-:m~t ~<mt: 'IWT-1 : <!R'i ~ q fum ~ (11'. 1 <l 1<. 30) 'IWT-ll ; 1'lfUrn (11'. 31 <l 1<. 60) 'IWT-III : ~ ~ (11'. 61 <f 1<. 90) 'IWT-IV : 'I1W I - (~I fRl) (11'. 91 -.l 1<. 120) 'IWT-V : 'I1W II- (~I fRl) (lr. 121 -.l 1<. ISO) 'IWT-JV .q' '11W-I <); ~ 30 ~ 31tr 'IWT-V fl '11W-II <); ~ 3o~~~t~~-~.q:~~"~ 'I1W -.l Wifu'ff ~ ~ ~ ~ I ~ ~-1 afu'!lU ~-IIlf .;nq<~;&RT~Ttf~~~"?U~*'amrot'ffi~ ~'lfi'II'T~'Qi\111T~1l\1T~ tf.iR ~m*'m '!!>'3'ffi' atltf~~t~ ri<r-r trlilf ~ 11f ~ ~ orcmr ~w;ft~l 'Qi\ew.ft m.t.v ('lfi'II'T-11)~, ~~-.l~ ~'q'l;;rf ~&RT~I(\WT-IV)lf~Ttf~~f'A~ l \'ii~•~*~~<~;~~'ltm~ 'Cffq;tl .
'fl'lft ~ ~-OMR '3m' 'l'f 'Cf< tft aWm q;t I ~ ~ ~ 3#m q;t , '3'ffi' ~ tq m ~ <m m ~~I
Name of the Candidate (in Capitals):------------------,,------------~<ffi"'lff1 ~ aMf'G'): Roll Number: in figures 31'l'64i<il : 3lCilt .q:
: inwords :~'G'
Centre of Examination (in Capitals) =--------,.-----------------------~~aMf'G'); . Candidate's Signature: -------- Invigilator's Signature:--~-------~<i;mrw: ~<!;~: Fascimile signature stamp of
Centre flul1~illim 11111111~ IIIII
A· (2)
PART- I /'qfl'f -1 . CHILD DEVELOPMENT AND PEDAGOGY /~fCICfii~ crfulffil'Jw.il'
' • t t
Directio11s: Answer the following questions by selecting the most appropriate option.
1. The following threE~ aspects of intelligence are dealt by Sternberg's 1riarchic theory excel!! (I) componential (2) social (3) experiential (4) contextual
2. Howard Gardner's theory of multiple intelligences emphasizes (I) general intelligf:nce (2) common abilities required in
school (3) the unique abilities of each
individual · (4) conditioning skills in students
3. The sounds t/1, ph, ch are (1) ~orphemes
(2) Graphemes (3) Lexemes (4) Phonemes
4. In order to avoid gender stereotyping in class, a teacher should (1) try to put both boys and girls in
non-traditional roles. (2) appreciate students' good work by
saying 'good girl' or 'good boy'. (3) disco.urage girl:> from taking part
in wrestling. (4) encourage boys to take risk and be
bold.
5. Schools should cater to Individual differences to (1) narro.w the gap between individual
students. (2) even out abilities and performance
of students. (3) understand why students are able
or unable to learn. (4) make individual students feel
exclusive.
Rffl: ~ 3fom ~ ~ RAfffl&rt JrRT ~ '3'ffr<fff.mr I .
1. ~ atffiRifi'l of.a ~ f"''+=1f("'f&l1 'IWT CiiT ~ ~ ftrffir ftr.ain '# mnf'Q1'1' fcficrr~t I (1) ~
( 2) ~·lll"'l f"' Cfi
(3) ~ (4) ~
2. ~ ~ ~ of.a ~ ftr.ain -~on:r~t I ( 1) WfF!I' off.a (2) feW IWI ~ ~ m <ilr<rm3lT (3) ~~ qft ~ <W<rm.aU (4) ~~~~
3. ef, 'In, 'i;r ~t (1) ~ (2) ~ (3) ~ (4) ~
4. ~~~'!C'i\&iitoal11 ~~~iffir~ ~q:;f (1) ~~ 'CfiT ~ '&if
31-~~3lT~~· I (2) ·~ ~·, ·~ ~· ~ ~ ~ ~ cnrct qft mw-rr m~l
(3) cpffi ~ 1WT ffi ~ ~ <.'1$f¢4\ q;f f.:t N'{'ll M o 'CfiBT I
(4) ~ q;f ~ 60R ~ f.Mq, ~ ~ ~ lilNJ IMI"l 'CfiBT I
5. fcr'€11('141 'CfiT ~ iffir ~4fcfi"'C6 f1AnTm q:;f~~~? ( 1) . cl<lfiffitfi ~ ~ l'l~~nsrrt CfiT <P11
'CfiR~~I (2) ~ ~ ~ ~ <W<rm.aU q;f
m 'CflVt ~ ft;ro: 1
(3) <w ~ ~ ft;ro: fc!;' 'f<ll ~ ~~~<rr~t1
<4> &<lfCffiCfi ~ CfiT ~ rn qft ~'RR~~~
6. ·What kind of support can a school provide to address the individual differences in students ?
7.
8.
9.
(1) Follow a child-centered curriculum and provide multiple learning opportunities to students
(2) Apply every possible measure to remove the individual differences in students
(3) Refer slow learners to special schools
(4) Follow same level of curriculum for all students
Continuous and Comprehensive Evaluation empha!dzes
(1) continuous testing on a comprehensive scale to ensure learning.
(2)
(3)
how learning can be observed, . recorded and improved upon.
fine-tuning of tests with the teaching.
(4) redundancy of the Board examination.
School Based Assessment .
(1) Dilutes the accountability of Boards of Education.
(2) ·Hinders achieving Universal National Standards.
(3) Helps all students learn more through diagnosis.
(4) Makes stude:nts and teachers nonserious and easual.
"Readiness for learning" refers to
( 1) general ability level of students
(2) present cognitive level of students in the learning continuum
(3) satisfying nature of the act of learning
(4) Thorndike's Law of Readiness
(3)
6.
7.
8.
9.
A
~~ * ~<~fcfi'1'*' r~m <nt -m:nr~ ~ cf> ft;rtr '(lCfl f<w IM<l ~ m <fiT
~~C6'rcff~t? (1) Gffi'f-~ 41C}_<l'ql!J <liT ~ CWIT
3m-~ q:;l ~ <t ~ ;wmr ~ qm;:rr I
(2) ~ -q ~qfcffiq> flrrrrraff q:;l ~ ~ <t ~ ~ "fi'qq '31Wf
CWIT I
(3) m-m 1Jfu ~ ~ ~ ~ q:;l fcMq f<HlliM4 'i -q' $;;IT I
(4) ~ ~ <t~ m mr cit 4k~_<l-q -qj <liT 3f.fl1'R CWIT I
~ afu-~ •g"<liq)"' --- - 'QT ~ ~tl
Cl) ~q:;t W'-if~ilct ~ct~O!lfllCI)
~1Rf.ltm"~
(2)
(3)
~ q:;l ~ m 61ClMlf'hH, ftcoJi
afu--woo~~ 1R
~ ct Wi m.m <liT m•*',fll
fcWIM<l :amufun~ (I) fum--.ITt cit "1 Cl I"'~ t:l q:;q q:;r ~T
%-I
(2) ~ ~ ~ cit mf1<f ll orrm ~ q:;{(1T %- 1
(3) ~ Cl/(ilq{O/ -q' ~ ~ -q'
~ ~cit~ q:;{(1T %- I
(4) ~ afu-~ q:;l ~ 31ir M I 4 <Cll ~ ORTt1T %- I
·~ cit mqrn• ciT am-~ Cfmfttl --
(1) ~ q;r ~ <W<:rctT mr (2) ~ <t fllt1<"'4Cf> # ~ CfiT
(3) ~ <t 'Cf>r<hlft ~ q:;l ~ ~
(4) '414:si~Cf> <liT~ <liT f.!w:r
A
10. A teacher has some physically
challenged children in her class.
Which of the following would be
appropriate for her to say ?
(1) Wheel-chaired bound children
may take help of their peers in
going to hall.
(2) Physically inconvenienced
children may do an alternative
activity in the: classroom.
(3) Mohan why don't you use your
crutches to go to the playground.
( 4) Polio afflicted children will now
present a song.
11. Learning disabilities may occur due to
all of the following exce1_1t
{1) Cerebral dysfunction
(2) Emotional disturbance
(3) · Behavioural disturbance
(4) Cultural factors
12. An inClusive school.
(1) Is committed to· improve the
learning outcomes of all students
irrespective of their capabilities
(2) Differentiate between students
and sets less challenging
achievement targets for specially
abled children
(3) Committed particularly to
improve the learning outcomes of
specially abled students
( 4) · Decides learning heeds of students
according to their disability
(4)
10. ~ fufam ctT cnm it ~ :m{lfhn fc1Cf>Hi1@ crn;l-~ f I f"''Aft"tfuti1 it~ ~ft;rtr~~~~-rnr?
{1) ~-¢ qwf ~ i1Fr .q ~ <t ~ -3llH '!14614% m ~ ~ ~ -R~tl
·(2) . •111f1P:<t> ~ ~ ~ ~ cnm .q if"<.!# ~Cf>f(>'G<t> ~ C1'iT ~
fl
(3) ~<ffi;t~.q~<t~3l1'1
.aw.ft ~ 'H lf@<il '<tiT m <!<IT ~
~?
(4) 41fC141u«J ~ 3lOf ~ TTRT mwr ~I
11. <t a~RtRCf\1 fP~ortft1fu!l1 ~ il> Cf>m1T aTIW!ll" ~~~~ t I
(1) ~ f-&WlCf!tH
{2) ti~• IIM<ti fub1
{3) O!ICI$F(llt'1 fub'f
(4) <Hif't'fliif> ~
12. ~ ft<il<l:tfl fcltlli'1«1
(1) ~ qft ~3TI qft 1WW f~ foRT w:fT <t ~-~ q;f
~<t~~m-m~~
(2) ~ <t lWT 3trr 'ROT ~ a:ftr ~ ~ ~ m111 ~ <t ~ Cf;tf
tj~Ml'f"l ~ ~ Rmfur 'ROT
~I
(3) ~ ~ ~ <W<r ~ <t ~-~ct>T ~ <t ~ ~~~~mm~l
(4) ~ qft f-1<il"'"IMI il> ~ ~ ~ qft 3JicP(I4if>cti3TI q;f ~ 'ROT~ I
13. Gifted students
{I) Need support not ordinarily provided by the school
(2) Can manage their studies without a teacher
(3) Can be good models for other students
(4) Cannot be learning disabled
14. Giftedness is due to
(1) Genetic makeup
15.
(2) Environmental motivation
(3) Combination of(l) and (2)
(4) Psychosocial factors
Which of the following is appropriate for environment c:onducive to thinking and learning in children ?
(1) Passive list(:ning for long periods of time
(2) Home assignments given frequently
· (3) Individual tasks done by the. learners
(4) allowing students to take some decisions about what to learn and how to learn
16. Learning Disability in motor skills is call~d
(l) Dyspraxia
(2) Dyscalculia
(3) Dyslexia
(4) Dysphasia
17. Learning Disability
( 1) is a stable state
(2) is a variable state
(3) need not impair functioning
( 4) does not improve with appropriate input
(5)
13. ·~~~
14.
(l) ~ ~ qft 311C:Fi4Cfl\'11 mill ~ -m <illil~\'1: f<lEll<'141 lrnT ~ ~ ~;;WI
(2) ~ t- foRT am 3Tl:Z!'R "Cfl't aqqf.flll\'1 "Cflr "ffil t I
(3) aR~t"~~~"R" ~tl
(4) ~-~~m~~
__ t"<f;R11T~~t I (1) ail'jCif~ICfl r'tRT
(2) Cll\'11q{O(lq ~
(3) (l) afu" (2) <.fir~
( 4) 11-lT -filii lf"1<6 C!iRC6T
15. ~ .q ~ afu" wR t-~ 3lf~~ CIIHI<HUI t"~ f-'l""fR:iRsH "&l"t~
~t?
(1) ~ ~ wr:r t-~ Rm ~ -# ~
(2) f.mrPJ~C6l<f ~ ~
(3) ~ ~ lrnT Ollf<fl"jl 1\'1 C6l<f C6V1T
(4) ~ "Cfl't ¥ 'W ~ t.rr fcf; ~ ~~afu-~~~1
16. Tffuq:;-~ .q 3lf'Q11Jf f-'l<t1•th'll -
C6t'W11ffi t I
(1) f-s'Hlfcm41 (2) f-s~wrf<n41
(3) f-s+<'lf#141 . (4) f-s:0>f~41
17. 3lf'Q11Jf f-14i•<li'11 --(1) ~~31cW!IT~ I
(2) ~m- 31cW!IT ~ I
(3) ~ ~ fcfic:wb:r.sfu Cfft ~ <R 1
(4) ~ H<m t- -w.r wnr ~ m mill I
A
A
18. The following are the steps in the process of problem solving except
(I) Identification of a problem
(2) Breaking down the problem into smaller parts
(3) Explore possible strategies
(4) Anticipate outcomes
19. A teacher should
(I) treat errors committed by students
as blunders and take serious note of each error
(2) measure success as the number of times students avoid making mistakes
(3) not correct students while they're trying to communicate ideas
(4) focus more
provide a knowledge
on lecturing and foundation for~
W. Seema is desperate to score A+ grade in an examination. As she enters the examination hall and the examination begins, she be,:omes extremely nervous. Her feet ~~o cold, her heart starts pounding and she is unable to answer properly. The primary reason for this is that
(1) she may not be very confident about her preparation
(2) she may be thinking excessively about the . result of this examination
(3) invigilator teacher on duty may be her class teacher and she is of very strict nature
(4) she may not be able to deal with sudden emotional outburst
(6)
M~t~~"'fctf~cf;~f
(1) ~cttW€1R
(2) ~ Cj;f -rnt ~ -q: ~
(3) ~~em~
( 4) llfturrriT qff 3lmT ~
19. ~~(Cfil)
(I) ~ mr ctt 7lt ~ cot l%"
~ ~ *"~ -q: *rr ~ afu" ~ We *" ~ *fir R"u:fuft -e;;ft ~I
(2) ~ fcmRt ow~ q;R ~ ~
~ -~ ~ *" l1l1l" *" ~ -q: *rr ~I
(3) ~ ~ fcrtmT em ~ q;R -em ~ q;n~- ~ m ~~m q;r-rr
~I (4) 041 @41"1 '!R 31fuq;- 'I:ZIR t.rr ~ afu"
m;r *" ~ 3l1'lm" ~ ~ ~I
20. • lfflm tl A+ m-~ ~ cf; ~ atffi ~t 1 \ifif ~lfflm 'i1cR tl ~ "ffiT t neTr lfflm '!fiN mm t, ~ ~@Tcfi" orcrn m -;;ffift t I ~ ·qrcnit ~ ~ f, ~ ~ ctr ~ ~ ~ m "\il"lffi t ~~~~~"3W~~-qrffi I
~~CfimJT~~t
(I) "WK w 3l1AT m ~ -.m- -q: OJSO 3lll"'fct><Cll«l -=m ~ 1
(2) "WK w ~ ~ *" 1:!ftunll *" ont -q: OJSO 31fuq;-~ ~ I
(3) f.rOOcl;-~ "'T ~ '!R t w ~q;m~~~~afu"
W ~ # OJSO CfiCTr ~ I
(4) "WKW ~ fi~•III"!Cfi anWr CfiT
WHTm<ii\~ I
(7) A
21. Which ofthe following cognitive verbs 21. R¥01ff;!fu:l11 'It ~-m fiili"''IC+!Cfi ~ ~
are used to analyse the information Tif ~ cl> fctqtil<I!OI ~ fffir ~ 'It Fl'1f given? ~t?
( 1) IdentifY
(2) Differentiate
(3) Classify
(4) Describe
22. Rajesh is a voracious reader. Apart
from studying his course · books, h~
often goes to library and reads books
on diverse topics. Rajesh does his
project even in the lunch break. He
does not need prompting by his
teachers or parents to study for tests
and seems to truly enjoy learning. He
can be best described as a(n) __ _
(1) fact-c{:ntred learner
(2) teacher motivated learner
(3) assessment-centered learner
(4) intrinsically motivated learner
23. Children in pre-primary get
satisfaction rrQ.m being allowed to
discover. They become distressed,
when they are discouraged. They do
so due to their motivation to
(1) redw;e their ignorance
(2) affiliate with the class
(3) create disorder in the class
(4) exercise their power
(1) W't!Ff~
(2) atrr~
(3) ~~
(4) qu\;r~
22. · -mm m ~ l:(lOcf> t 1 ~ m 'CfiRt ttl ~ ~ cl> a~fr~Rcm ~: ~Cfii{Ot"l ";ifl'ffi t afu- f'Ff SICfi~Un· 1R" ~ ~
t I ~tf~. -mffl~-~"# ~ 4R<ilJ1'11 ~ 'Cfi«<T t I m -.:ritamn ~ fffir w:t ~ ~ m ~ 3MiU
an~ im1 "Cfi'lft ~ ~ ttl ~ ~ t 31tt~~ll ~ q;r awiG"fflrr ~311r!Tt 1m __ ~~'lt~ucn ~~~~~m~t 1
(1) ~-amnfui ~
(2) ~-~~
(3) ~-~~
(4) ~~~·~~
23. ~~~~"Q"f~ltl"•m
ttl ~ ~~ "J1llf "ffi ~ ~ m "J1Tit t, 1
~a;tf.!i'ilffil~l'1 ~-;;m:rrtm~~
m~t~~~ ttl~
arl'~~~~tl
(1) 31tRT.q;fq;q~
cz,) ~~~~rn
(3) ~ .q ~""'Cl~l ~ .q
(4) ~~q;r~~
A
24. Understanding Human Growth and
Development enables a teacher to
(1) · gain control of learners' emotions
while teaching.
(2) be clear about teaching diverse
learners.
(3) tell students how they can
improve their lives.
(4) practice her ·teaching m an
unbiased way.
25. Which one ofthe foUowing is true ?
(1) Development and learning are
unaffected by socio-cultural
contexts.
(2) ·Students learn only in a certain
way.
(3) Play is significant for cognition
and social competence.
(4) Questioning by teacher constrains
cognitive development.
26. Which one of thll following is true
about the role of heredity and
environment in the development of a
child?
(I) The relative contributions of peers
and genes are not additive.
(2) Heredity and environment do not
operate together.
(3) Propensity IS related to
environment while actual
development requires heredity.
(4) Both heredity and environment
contribute 50% each m the
development of a child. ·
(8)
24. -qr.rcr~~~<it~~q;l
__ <);<rlnf GRTffi t I
(1) ~~~~~~"!R"
~~~
(2) ~ ~ ~ ~ ~ om- .q ~
(3) ~ q;t w Offi'Ft fcl;- cf 3N-t ~1l~wm-<Rm~
( 4) Ruru ~ ~ 311ft ~-3Mffi
25. Pi""1IT=if&n"ll~qfR-m~t?
\
(1) ~ ~ ~ m-<Hi*¥fo<t• ~~~Wit~ I
(2) ~~~om~~~ 1
(3) ~ ~ ~ 'HII"11f->1Cfi ~ ~
Wnnn$o%" I
(4) ~ sm w.:r ~ <8~Hiii"ICfi
~1l~%"1
26. ~<);~ll ::tll'j/'t&t<Mt afu"Cllni<HUI
<it ~ <); Grit .q r~ ..... f<:1f&n .q ~ qfR_
m~t?
(1) 'H"iCI<HCI>l ~ ftrtci; (genes) "CfiT
~ ~ <il•lliiiCfi ~ m-m 1
(2) 3ilf'if!<ICfictl ~ CllctiCI{UI ~ ~
qfl:illf(i'tct ~ m- I
(3) ~ ~ CllctiCI{UI ~ ~ %" ~ CIFRifqCfi fcf<:f;m ~ Wrrt ::ttlf'if!<ICfictl ~ %" I
(4) 611f'if:(ICfictl ~ CllctiCI<(UI <;f.:IT ~
~ ~fqq:;m # 50%-50%·~ tft I
I 27. Socialization is
(1) Rapport between teacher and taught
(2) Process of modernization of society
(3) Adaptation of social norms
(4) Change in social norms
28. A PT teacher wants her students to improve fielding in the game of cricket. Which one of the following strategies will best help his students achieve that goal ?
(1) Tell students how important it is for them to learn to field.
(2) Explain the logic behind good fielding and rate of success.
(3) Demonstrate fielding while students observe.
(4) Give students a lot of practice in fielding.
29. A teacher wishes to help her students to appreciate multiple views of a situation. She provides her students multiple opportunities to debate on this situation in different groups. According to Vygotsky's perspective, her students will various· views and develop multiple perspectives of the situation on their own. (1) internalize
(2) constmct
· (3) operationalize
( 4) rationalize
30. Sita has learned to eat rice and dal with her hand. When she is given dal and rice, she mixes rice and dal and starts ·eating. She has eating rice and dal into her schema for doing things. (1) Accommodated
(2) Assimilated
(3) Appropriated
(4) Initiated
(9)
( 1) ~ ~ :ql3nr<nr ~ oiR:r m (2) m ~ aw{-1Chli.fi<ul Cfft ~
(3) m~11RW~~~
(4) fll'"llf"l'f> 11RW -q ~
28. ~ m.il. ~ ~ ~ <fi ~ it m mmr~ <fi alsf-Ta{11T c:nT WI'HI ~ t . 1 f.p:;:r it -« ~-m ~ fuanf~ CfiT 3JtRT ~ Jl11<f Cfir-'r it W'Q<fi '!"ll\1~<6 t? c 1) ~ "'fiT <:w omRT w &tr-wur ~ ~ ~ f<R:r m '"lt\fCl'{ul %-I
(2) ~ &tr-wur-*<" ~ Cfft Gr ~ -QW-~ ncf; "'fiT ~ q;r-rr I
( 3) &tr-wur "'fiT ~ q;r-rr am- mwrr .:llcktl'f>"' ~ I
( 4) ~ "'f)) &tr-wur "'fiT 31fuq;-3-l'Rim~ I
29. ~ ~ arCR fuallf~ ~ ~~it ll"« "<6FIT ~ t ~ <l ~ fu.1fu ~ aRcn <tfle<b)Oi) ~ ~ '<6'f "fi"Ct I Cfl\'
fcff1Fl" ~ it ~ ~ ~ CI'TG·~ Cfir-'r cfi .aRcn' ~ ~ <6"mft t I
cU$•ilrt<t>1 cfi ~ cfi ~ ~ fmmfl fcif1Fl" 't foe <b) 0 n CfiT ~ attr m rrflcf; -« "3'(01" fu.1fu <fi aR<n
. ~ fCI<bfWt ~ I
(1) ~
(2) Rtrtur (3) 'iifMI'f>{OI
(4) ncf>Wm- '
30. ~ ~ m -« ~ attr "'ilTc'fM "&AT • ~ t .I \ii'Oi ~ ~ am- "'ilTc'fM fcr<r ~ t nT Cfl\' ~-"'ilTc'fM f"1MI<6~ ~ ~ t I
~ ~ c:nT Cfir-'r <fi fffir m ~ it ~ aTtr "'ilTc'fM ~ CfiT '(f)'f ~ t"l (1) lil'"ll~'tf"ln (2) <ll'j<tifl1i1 (3) lill{ilcti11 (4) ~
A
A (10)
PART- II I 'qf1l_ II
MATHEMATICS I •1f01<'1
31. Perimeter of a square is 24 em and
length of a rectangle is 8 em. If the
perimeters of the square and the
rectangle are equal, then the area (in
square em) of the rectangle is
(1) 16
(2) 24
(3) 32
(4) 64
32. The difference of the place value and
the face value of the number 3 in
12345 is
(1) 0
(2) 295
(3) 297
(4) 305
33. Which one of the following is not
correct?
(1) 56.7 kilogram= 5670 grams
(2) A ·cube has six faces.
(3) One millimetre= 0.1 em
(4) 0.10 is same as 0.1
31.
32.
33.
%«~ wT q;r ~ 24 ~. afu- ftfim ~ Cfft ~ 8 ~. t I <mf wT afu-~~~~~.m~q;r
~(wl~.~t
(1) 16
(2) 24
(3) 32
(4) 64
~ 12345 .q 3 ~~-qr-fi'fm ~
-qr-fliaiffi"t
(1) 0
(2) 295
.(3) 297
(4) 305
f.:l+::r 1i "« ~ m ~::ill t ?
(1) 56.7 f<tw1ll'll'i 5670WT
(2) ~tj;:p)>6 ~~t
(3) ~ f'"lf~P=tic:< 0.1~.
(4) 0.10 311t 0.1 WIRt
SPACE FOR ROUGH WORK /~<iil<f cl;-~~
34.
35.
The speed of a boat in a river is 20 kni
per hour ai1d the speed of another
boat is 23 km per hour. They travel in
the same direction from the same
place at the same time. The distance
. between the boats after three and half
hours is
(1) 10 km
. (2) 10.5 km
(3) 11 km
(4) 11.5km
When 90707 is divided by 9, the
remainder is
(1) 3
(2) 5
(3) 6
(4) 7
(11) A 34. ~ 1{ ~ -;:nq c6T -:c:m;r 20 ~ Jffif tkT t
35.
afu"~ ~ -;:nq c6T -:c:m;r 23 ~ Jffif "dGT
t ~<hton -;:nq ~ -tt ~ 1l ~ ~-«
· ~~ 1R" 'T.fffift f I ~ "ffi::f tit ~
m~c6T~t
(1) 10M.
(2) 1o.sM .
(3) 11M.
(4) 11.5 M.
~ 90707 qiT9-« \{111" ~1R"~t
(1) 3
(2) 5
(3) 6
(4) 7
SPACE FOR ROUGH WORK I ~'-6T<f ~fut:r\illW
A 36. When a fresh fish is dried it becomes
37.
1/3 of its weight. Sunita buys 1500 kg
fresh fish for f 25 per kg and sell
them, when dried, for f 80 per kg.
How much does sbe earn ?
(1) f2,500
(2) t 2,700
(3) ~ 3,000
(4) n,5oo
Look at the following pattern :
(9-1)+8= 1
(98-2)+8=12
(987 - 3) + 8 = 123
(9876- 4) + 8 = 1234
According to this pattern
(987654- 6) + 8 =
(1) 12345
(2) 123456
(3) 123465
(4) 123467
(12) 36. ~i'I'T'ill ~ q;l p 'tR"~ ~ 1/3
~ ";iffiiT t I wflor 1500 fcnffi i'I'T'iiT ~
f 25 Jffif fcnffi ;f;- 'qJq ~ ~ ~. ~
WM ~. f 80 Jffif fcnffi cf> 'qJq 'tR" ~ <tit t l~'lfcm"'Cfg"~t
37.
. (1) t 2,500
(2) t 2,700
(3) t 3,000
(4) ~ 3,500
~~q;l~:
(9 -1) + 8 = 1
(98- 2) + 8 = 12
(987- 3) + 8 = 123
(9876 - 4) + 8 = 1234
~~;f;-~
(987654- 6) + 8 =
(1) 12345
(2) 123456
(3) 123465
(4) 123467
SPACE FOR ~OUGH WORK I ~'C61<f cfi"'ft;nr~
38. 750 ml juice is. fiUed in one bottle and
six such bottles are packed in one
carton. The number of cartons needed
for 450 litres of juice is
(1) 75
(2) 80
(3) 90
(4) 100
39. Internal length, breadth and depth of
a (rectangular) box are 4 em, 3 em
and 2 em re·spectively. How many_
such boxes are needed to pack 8664
centimetre cubes ?
(1) 351
(2) 361
(3) 391
(4) 722
(13) A
38. ~~'If 750 ft:«;ft ~ ~ \jf(ffi t am-tm 6 ~q;l~~lf ~~\jf(ffi
t I 450 ~ ~ ~ futr ~161!/<l<f> 'filW
ct~mmt
(1)
(2)
(3)
(4)
75
. ' sif;
90
100
-,
' 39. ~ (311<li'11Cf>H) orcm qft ~ mnl.
~ afif~J6lm: 4 ~-. 3 Wft. nm
2 -@ft. f I 8664 calhfkn.:ro:tlq;l~~
(1) 351
(2) 361
(3) 391
(4) . 722
_SPACE FORROUGH WORK/~~cf;~~
A
40. 1
"Write the equivalent fraction of 3 ."
The above question asked to students
of Class IV refers to
(1) lower-level demand task as it
requires procedural skills only.
(2) lower-level demand task as it is
based on memc>rization only.
(3) higher-level dl!mand task as it is
based on procedure with
connection.
(4) · higher-level demand task as it is
based on procedure without
connection.
41. Students often make a mistake in comparing the decimal numbers. For
example 0.50 is larger than 0.5. The
most probable reason for this error is
(1) lack of practice of these t).rpes of
questions in the class.
(2) lack of concrete experience of
representation of decimal number
on number line.
(3) careless attempt by the students.
(4) misconception regarding the
significanc<: · of zero in ordering
decimal.
(14)
40. •1cl; fii11j(i<4 f'R ~ I" ifim IV cl;
tmnrem ~ ~ 11trr ~"f!Cim cit
annt~n ctmn f I
(1) ~ ~ ~-q;r;f, ~ ~
<);cffi ~Sf>4UI"f>Hl ~ cit · 3'11<:!~4"fldi ~ ~
(2) ~ ~ ~-q;r;f, ~ w <);cffi
~qr~~
(3) ~ ~ ~-q;r;f,' ~ ~
~c);~~qr~t
(4) ~~~-q;r;f. ~~c);
f.Rr~qr~~
41. Jmf: mawdf <alilt"'a ~an cit 'iFR' ll ~ Cfi'«l" f I 3~ ~~~ U I cl; ~ 0.50, 0.5 ~
wm t llfl' ~ q;r flai~ifi ~ <m"OT
~~t
(1) ~"' ~ Wffi" c);~ c);~ <tiT 3N1a" I
(2) ~ ~ qr G~i"R"'C! ~c); f.Rc:;qur
c);~ ~<tiT 3N1a" I
(3) ~ rnr ("114l:<~ltll Ol«'AT 1
(4) ~ G~l4("1<rll ~cit fll~"fl!11 ~
·~~fi"fl<?IHII
SPACE FOR ROUGH WORK/l'qi~cf;~~
42. A teacher prompts the students to prepare Mathematical journal with the theme "Application of Mathematics in Daily life". This activity is
(1) to test tl)e students understanding of Mathematical concepts.
(2) to provide opportunity to students share their ideas and knowledge.
(3) to help smdents to sense of Mathematics.
(4) to help students to connect Mathematical concepts and its applications and to share their knowledge and ideas.
43. According to Van Hiele level of geometric thought, the five )evels are -visualization, analysis, informal deduction, formal deduction arid rigour. Some polygons are given to a child of Class III for sorting.
He classified tbe polygons on the basis of the number of sides. This child is at ---'':.....· .;.:..· level of Van-Hiele Geometrical tbought
(1) Visualization
(2) ','Analysis
(3) lnf<;>rmal deduction ~.., i .
(4) Formal deduction
ps) 42.
A ~ fm1<n tmmwn ~ ·~ ~ .q: TTfirrrr q;r ~ 'j3'l en w ~ ~ m1!f ., FU rffi <~ ~~~~~~~tiT t 1 wTTffifcri'~t (1) ~ <ift ~ fi<t>&<J"11arr <ift
mq:;r;:rr 1
(2) 3N-l m 3fu-~ -<t>T -mw ~ cl;~~-<t>T~~ Cf){RT I
(3) lJfUm qft ~ -q ~ qft ~ q:;r;:rr I
(4) ~ fi<t>&<J"11arr 3fu- ~ 3lill"MI -q m ~ 3fu- 3N-l m ~ fcrqffi -<t>T mw ~ -q -~ qft ~ q:;r;:rr I
43. ct.; m ~ J<lrfi:IJI<~ ~ ~ ~ ~
~~~f-~. fCI!IH~Ui, ~ 4l 4iltR <6 f.:frrq;:f, ail 4ilt n <6 f.¥rq;:f afu~ (rigour) I 'C6'afT ill ~ ~ ~ ~ .
~~~~~~~·
l6~~oool cg 1prrm ctt ~an cl;- amm-tff~
~~crnrrt I W~WfmR~ \i<ltf>iJ\<4 ~~ ~tfft I
(1) ~ (2) fcP/H"'OI
(3) · 314l4'<HRCfl ~
(4) 6ih<liR<t>~
SPACE FOR ROUGH WORK~~~ c);~~
A 44. A child displays difficulty in
differentiating between numbers,
operations and symbols, two clock
hands, different coins etc. This implies
that the specific barrier affecting his.
learning is
(1) poor verbal, visual, auditory and
working memory.
(2) poor visual processing ability i.e.
visual discrimination, spatial
organization and visual
coordination.
(3) poor language processing ability.
i.e. expression, vocabulary and
auditory processing.
(4) ·poor motor skills, reading and
writing skills.
45. NCF 2005 emphasises on Constructivist
Approach of learning as it focuses on
{1) memorization of definitions and
formulae.
(2) sub!llission of regular homework.
(3) active participation of Ieamer
through engaging activities.
(4) effective lecture and instructions
by teacher.
(16) 44: ~ ~ ~arr. ~arr afu" ~
~ t-~ ~. M~rnm anfu-1l atn
~ ll <6fd011~ ~ q;rffi t I~ f01~n1ei tfln-;;IT ~~~~
<fiT lN1fan <nn"tt t, cit
(2) ~ ~-Wf;l1UT <!Tn:im, ~ -
~~ .. ~~-mr
(3) ~ 'llTm mf;l10T <!Tn:im, ~
~. ~-~ 3W ~ mf;l10T
45. ~ QIQ_<I'€1<1\ ct>1 '(<'Q~@i 2005 atfwrq c);
'l'il"ii<Ml ~ ~ -.wr ~ t, ~ Cf5
~~tl
(1) ~:m-mr~cot<nG~
(2) ~ lJ't'-~ ;:;p:fT -~
(3) ~#~~~~
q;y ~ .. wne:1fh11
( 4) ~ 00 >MTCft O<ll(0..041'1 3W
~
SPACE FOR ROUGH WORK I rq;'C6'1<f cf;~~
46. Following are array diagram bindis to represent 15.
0 0 0 ~0,__,..0....,0~0.....,0:-1 000 00000 000 00000 000 000
loooooooooooooool
using
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
The way of representing 15 or any . other number in the above manner can be used to teach concept of
(I) area and commutative,property
(2) commutative property of multiplication, identification of prime and composite numbers, area ofrec:tangle
(3) representation of a number as product of two numbers, commutative property of multiplication, multiplicative identity, identification of prime · and composite numbers, area of rectangle using units quantity
(4) representation of a number as product of two numbers, commutative property of multiplic:ation, multiplication identity, identification of prime and composite numbers.
(17) A 46. f"'i01ffwif&l1 ~ CfiT ~ ~ §tr 15 .m
~m<mhi<ilfut11 (array) ~f
000 000 000 000 000
00000 00000 00000
0 0 0 0 0 0 0 0
loooooooooooooool 8 0 0 0 0 0
1s amcrr 3R' ~ ~ .m Jre:fun m cl; ~ ~ .m __ 'lfft tfi!fii'Q""' 'Q'JR <);~ $:M¥U('1 %orr \ill~ t I
(1) ~*~wrfu
(2) ~ em ~ wrfu, ~ am~ mw em ~. 3W«f q;r
·~
(3) ey ~~ ~ ~ ~ ~ .q ~ ~ CliT ~ q;r;f, ~em~
wrfu, ~ ~. ~ afu" ~~em~. 41311(<0(<6 ~ q;r ~ q;cl ~ 3W«f q;r ~
(4) ey ~~ ~ ~ ~ ~ * ~ ~ q;r ~.~em~ wrm. ~~.~am-~ ~~em~
SPACE FOR ROUGH WORK/~~cl;'fi;nr~
A 47. Which of the following questions is
open-ended ?
{I) Write the numbers 25, 7I, I9, 9,
8, I7, 85 in ascending order.
(2) Which is more ?
I 7 -or-3 5
(3) Write any four number greater
than 2.7.
(4) Wh . . 2 at ts 7 more than 7 ?
48. The most appropriate tool to expose
the students of class II to plane
figures, its vertices and edges is
{I) Geo-Board
(2) Nets of 3D solids
(3) Cubes
(4) Black-board surface
(18) 47. f.:t101f€tf&fl if"« <nt.:r-m ~ atn crn:rr w-f
t?
{I) '25, 7I, I9, 9, 8, I7, 85 ~
am)it~if~ I
(2) ~m~t?
I 7 -err-3 5
(3) 2. nt ~ cmt '<m" ~ fffi3T 1
(4) 2 7~7~~t?
. 48. q;m II cf; fulmf~ <fiT ~ all'f>Rt41, ~ ~ afu- fcf;;ml "« ~ qm;t <fiT
•I ,
(3) ~
SP.ACE FOR ROUGH WORK ~~~tfi-~~
49. Following is a problem from text book
of class V:
"There are 4 poles ofmeasure 105 em,
115 em, 150 em and 235 em
respectively. If they have to be cut into
pieces of equal length, what is the
maximum length of each piece ?"
This question is asked to
(1) test knowledge of factors and
multiples
(2) check the skill of finding HCF
(3) enhance problem solving skills
using learnt concepts ' (4) give practice of word problems
based on HCF and LCM
50. Following is a problem from text book
of class III :
"Which mathematical operation will be
used to solve the following problem . ?
A milkman sold I410 litres of milk in
10 days. How many litres of milk did he
sell in a day ?"
Which competence of Bloom's
cognitive domain is referred in the
above question ?
· (l) Knowledge
(2) · Comprehension
(3)
(4)
Analysis
Synthesis
(19) 49.
A f.1'"1R:If<S~i1 ~ v <it ~-~.q ~ ~ m;m;rt:
«-qif 4 Gist t fiR<I;r 11'fll ji;111T.· 10 5 'fWI., 215 'fWI., 15 0 'fWt. rreTT 235 'fWt. t I ~
Trt~ ~.q,~ .q: <1iTc:'fT t ni JTr"lR; .
gcnt<lft 31('~ ~'if<lT -mJ ?"
(I) ~ 3fu-~ $'~ cn~bRwr
(2) tt"'-Hiltt'h mn ~ $'~ <1>1 ~
C3) mw 1ft fi Cf)C'<l '11 an "CflT m "Cfl«l ~ ~~~q;)~
(4) tt"'-H'Iltt'h (fllf tt<"lmQ"l w ~ ~-~an "CflT 3Mffi ~
so. . f.:t'"1ft'1f&i'1 ~ m <it ~-~ .q ~
~m:R<nt:
··~ ~ q;7 'ffl' m .q, ffflr q:ff;:r_ fit 1(/Vf(flq 'fifincrr q;r ]1?#r f<l;w
~?
r['1> ~ 10 ~ .q: 1410 r:ftcr fl1 knr t I CW r['l>~ rf film:t r:ftcrfll knr #'?" ~m;m;r oq ~ cf; ~:HHii"''Cfi iltr Cfft ~~<it am-~t?
(1) ~
(2) ~
(3) fc:l~(it~OI
(4) fi~(it<jOI
SPACE FOR ROUGH WORK t~Cfi'T<f cf;~~
A 51.
52.
Rashid is studying in class V. He can classify various types of triangles in different categories but has difficulty in understanding the abstract proof for the sum of three angles in a triangle to be always 180. According to Piaget Cognitive Theory Rashid is · at
(1) Concrete operational stage
(2) Formal operational stage
(3) Sensorimotor stage
( 4) Pre-operational stage
According to NCF 2005
"Developing children's abilities for mathematization is the main goal of mathematics education. The narrow aim of school mathematics is io develop 'useful' capabilities."
Here mathematization refers to develop child's abilities
( 1) In performing all number
(2)
operations efficiently including of finding square root and cube root.
To formulate Geometry and independently.
Theorems of their proofs
(3) To translate word problems into linear equations.
(4) To develop the child's resources to think and reason mathematically, to pursue assumptions to their logical conclusion and to handle abstraction.
(20) 51.
52.
rlfuG~ V 'It 'Ql'ffi' t I ~fuf~ lfcfiR"~
~ q;f f~ ~ .q ~ ~Wfi'ffi t~ ~ 1t iR q;foif q;p:rrrr 1so mm t- ~ ~ Wfl17T q;f ~ .q -m Cfifcs"11~ mffi t I ~ ~ :H~Hii'iCfi fu';atf ~
~rrfuG-~wt 1
(1) ~ 'liflfl"'li"'!Cfi ~
(2) 3/l4"<l1Rcti 'liflfl"'l("'""lcti ~
(3) 'li~e.'1•1fi1Cfi ~
(4) ~-'liflfl"'l("'""lcti ~
~ Qld<lil<ll qft <(C\Q~@ 2005 ~ = A ' -•_;""
'''TlfUrrr Cfft fm1r "" 1J?.W ~ ~ <1fT •lf0Tri1Ch (0/ Cfft Q11rr7T31f "" fiFI;-nr 'f&r-11'
f I P{!ffl 'T1fUrrr 'liT ifffirrr Mll?1 f -' ~ Q11rr7T31f 'liT fiFI;-nr I "
\
'<l'iT '<lfOIJiCfi~OI' ~ 'Cift ~3fi
cnr fci'Cfi'm ~ 'Cift am-~~ t 1
(1) ~ 3'!lt ~ f"lctilii'l~ ~wiT ~~31Tct~~cn1
(2) ~ ~ ~ ""'llf'"lffi"' m 'CfiT f.r'!C\qur 3'!lt ~ ~ 'CfiB cn1
(3) ~-'WRZ!T31'f q;)- ~ 'HlilCfi(OI # ~CI?Rcn1
( 4) ~311· q;)-~ ~ R1'.Cfi1i 'CfiT ¢li~ilw1 ~ 3'!lt ~ 'CfiT ~ CI?R c), ~ TTfO'rffi<r ~ ~ fmR 3'!lt ~ct~ct~'CfiT~~
53;
54.
The highlights of a good textbook are
that
A. They contain numerous
exercises to give rigorous
practice.
B. All concepts can be introduced
thro~gh situations.
c. Only solved examples are
included.
D. They must" be thick and heavy.
(1) AandB
(2) CandD
(3) AandC
(4) BandD
NCF 2005 emphasises that
(1) Succeeding m Mathematics
should be mandatory for every
child.
(2) Students should be tested first for
their logico-mathematical ability.
· (3) Maths curriculum shall be
separate for low achievers.
(4) Maths shall be taught to selective
students.
(21) 53.
54.
A ~ ~ 41a,<~y;'klcn <tT fCI~I''iGrll~ t:
at". ~~~~ci;fffir~ mhfl<mft" 1
Of. ~c); 11lUitf ~mil fi<ti&<H 1m
Cfil~~";i{l~t I
~- ~ &T ~ TTlf ~ tt mf1rn fcn"tr TTlf t I
G". ~mitcr~~~ICI~<Icni· I
(1) at"~<r
(2) (1~(\
(3) 31~(1
(4) Of~<\
rTlil<r Qld<lil<ll ciT <{<\Q~&I 2005 A ' ----
wawrtftt 1
(1) l1fUrfT -q ~ ~ ~ ~ ~ ~tl
(2) ~ q:,1 ~-~ <irr<:mr ~ ~~~WwiA"t~
(3) ~ ~aii ~ ~ l1'fUR'T_
414_4'<141 alwr tMt
SPACE FOR ROUGH WORK I -rq;q;ycf c);~\ifTT6
A (22) 55. The difference between the sinilllest 55. · 5, 10 afu" 35 <fi mR{ mt 't11si•JUI'tj afu"
56.
common multiple and biggest
common factor of5, 10 and 35 is
(1) 30
(2) . 35
(3) 65
(4) 75
The number of factors of 105 is
(1) 3
(2) 4
(3) 6
(4) 8
57. If the time li~w is 2.17 P.M., what will
be. the time 11 hours and 59 minutes
from now?
(1) 1 L57 A.M.
(2) 9 : 59 A.M.
(3) · 2.16A.M.
(4) 2.17A.M.
56.
(1) 30
(2) 35
(3) 65
(4) . 75
~ 105 <fi 1JU Hci'!l Cfft ~ f
(1) 3
(2) 4
(3) 6
(4) 8
57. ~~ 31if 2.17 P.M. t, nT 31ir~cftct> 11. tit afu- 59 f1:RG <l; ~ ~ ~
~?
(1) 11.57 A.M.
(2) 9 : 59 A.M.
(3) 2.16 A.M.
(4) 2.17 A.M.
SI'ACE FOR ROUGH WORK /~ctiT<htd~~~ .
59. 11 ones + 11 tens + 11 hundreds 59. 11~+11~+11~ ¢lml"f
equals t
(1) 144 (1) 144
(2) 1221 (2) .1221
(3) 12321 (3) 12321
(4) 111111 (4) 11111-1
60. The sum of five hundred nine and 60. ~~;:ft afu"tfr.;~ ~~~t
three thousand twenty eight is (1) 3537
(1) 3537 (2) 3087
(2) 3087
(3) 837 (3) 837
(4) 387 (4) 387
A . (24)
PART- Ill/'tWT-' Ill .
ENVIRONMENTAL STUDIES I Q<OiieH cit ~ .
61. The name of the scientist· who first
peeped into a mosquito stomach and
proved that mosquitoes spread
malaria and for his research was awarded Nobel Prize in medicine in December 1902 is
(1) Charles Darwin
(2) Gregor Mendel
(3) George Mistral
(4) Ronald Ross
62. Rajat said to his friend, "I cannot play because I am down with fever. I pass through a cycle of shivering, fever and headache and finally sweating. .After my blood test doctor prescribed me a bitter medicine.'' Rajat . might be suffering from
(1) Typhoid
(2) Diarrhoea
(3) . Cholera
(4) Malaria
63. Who was AI-Biruni ?
(1) A Qutabshahi Sultan who ruled our country for about 40 years.
{2) A trader from Afghanistan who came to study the dryfruit markets of our country.
(3) A traveller from Uzbekistan who wrote· a book which is helpful to know the past of our country.
(4) A traveller who travelled from Kashmir to Kanyakumari to study the culture of Indian people.
61. ~ •hnP!Cfl CfiT ~ ';:f1lf t f-;:m-;t <('lclSII!l q
lfTm' ~ 1k' ~ ~ "ffiCti'-~ ~ 31tr ~ ~~~q(;)fhul=!~n~~tffm
l'« ~ ~ ~ R<('ltaH 190i * filfcfiH'II ~l$f1f~ $~H fcrl:n'Tl<IT I
(I) ~~
(2) ww~
(3) "**~ (4) ~mr
62. ~ ;f 3TQ;f fir.nh;-gr, "'il-:;ift ~ 'Wfiffi
~ ~ ~ t I 'il tqtcfl, ~. ~afu-affi1f~aTR~"<ijl;~
"FfffiT t I r<ffi ~ ~ ~ ~ ~ ;f
~ ~ 'CfliCit ~ ;tt I" ~ ~ Wr ~ titmf m wmrr t? ( 1) fW:rr<ft ~ (2) 3lfimTr (3) ~
(4) ~
63. 3Wi'-~ '!liR ~ ?
(1) OW ~ 'f(j"WIItft ~ ~ ~ ~ ~ * ~ 40 'Cl'rt ~ ~I
(2) OW 31 Cfi111 f01 «'111 Cffi' ~ &fT!1'R1 ~T ;;IT ~~*.qqr~~Cffi' ~ 't!iR aw:IT ~ I
(3) ow a~fcfi'R111 q;r <mil' ~. ~ ~ ~M";;IT~~~~~
ont*~*~tl (4) ew~<mft'~~'l1m'f~mctt ~ Cffi' ~ 't!iR ~~ ~ ~ Cfl~l'f"ll'l.i <1Cfl' ctt ~ Cifr I
64. The animals that flre awake at night can see .objects (1) in all colours
(2) only in black and white colours
(3) in green colour only
(4) in red colour only
65. Select the correct statements about elephant herd :
A. An elephant herd has· mainly females and baby elephants upto 14-15 years old.
B. An elephant herd comprises members of a particular family.
C. The oldest female is the leader of the herd.
D. An elephant herd may accommodate any· number of female elephant and the young ones.
(I) AandB
(2) A andC
(3) Band D
(4) C and D
66. Inside the petals, in the middle of a flower we find a thin powdery structure, called (1) Anther
(2) Pollen (3) Radicle
(4) Stigma
67. If you go to Ahmedabad (Gujarat) by train, then at Ahmedabad railway station you will find that most of the vendors are sellb1g
(1) Dhokla with chutney and lemon rice
(2) Chholay-bhature and lassi
(3) Idli-chutney and Vada-chutney
(4) Puri-shaak and thanda doodh
(25)
64. mrll~~~~~'lfit
(1) ~trf'lf~Wiifft I
(2) c);crc;r q;rffi 3lk ~ tl' ~ t I
(3) c);crc;r rt trf ll ~ N t I
C4> cf;crc;r~trrll~mt 1
65. -ro'~ <fi ~ <fi iflt 'If m:t ~ '!fit ~:
A. -ro'~ t- '$" 'If cficn;t m-~ • 14-15 Cifli<fi~~.:<h'\~f I
B. -ro'~ <fi ~ 'ijs 'If W ~ "t\ 'Qfum-<fi~ ~ f I
c. '$" ctt mm w mw~t -tt ~ ~ Cfft*'rrMt I
D. ~ ~ 'If ~f~f~<4l afif ~ Cfft ~fctm;:fl~~~t I
(1) A 021T B
(2) A 021T C
(3) B 021T D
(4) C021TD
66. <ieji<4'i <fi ~ ~ cf; itT:!' 'If ¥tJ ~ 'Q1nf ~ ~fuJTt ~ t ~ ~ f ( 1) 4<1' 1"1\ll<l
(2) ~
(3) ~ (4) ~
67. ~ 3TN twmft 1m o18'W&U« ('J'riW'1)
~m~~~~atfi14in(m
~~~~-~~~~?
(1) ~. ~. ;ffor~"€1Tcwr
(2) uM-~~~
(3) ~-~~em-~
(4) 'ttft-mrr~~~
A
A
68. The birds move their neck very often because
{1) they can fly.
(2) the birds eyf:s are fixed.
(3) the birds have small eyes.
(4) their ears are covered with
feathers.
69. After diagnosis a doctor says to a patient that there is less haemoglobin in his blood. Which of the following should he eat to make up the deficiency of iron ?
(1) Rice, sugar, amla
(2) Green leafy vegetables, wheat,
orange
(3)_ Jaggery, lemon, pea
(4) Amla, green leafy vegetables,• jaggery
70. National Curriculum Framework, 2005 strongly · recommends that teaching of EVS at primary stage should primarily aim at
' .
( 1) developing understanding of basic concepts of the subject.
(2) memorizing basic principles of the subject.
(3) linking c:Iassroom learning to life outside t'~e school.
( 4) acquiring skiJls to carry out· ·experiments independently.
(26)
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(1) ~~~I
(2) ~ em • em ~ <{11 ~ ~I
(3) ~em•mtt~~ 1
· (4) ~cmtksihhcl>~~ 1
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~ q;Rcf>ft;rtr~-~~ mmr 1
( 1) ~. -:df.:IT, 31icwrr
(2) ro~~.~mm.
(3) w.~~
(4) ~. ro~~. w
70. ~ 41<!_<1'4<11 <tf '!<\4~&1 200S Rll!l~ifi ~ 'QT 4<11<4~01 ~ m~RUT 'f6T ~
~W~Tmmr
{t) ~ em ~ ~ifiM41m em
~ ~ CfiT fucfim I
(2) ~ c); ~ fu;:iffi ~ ~ CWlT I
(3) ~ ~ ~ ~ fCiiQI<"'<I c);
~c); ~ter-n~~ 1
(4) ~ ~ ~ ~ ~ qft ¥~1<"11'11 a#imCW'!T I
71. Which one of the following is not . consistent with the requirements of EVS curriculum at primary stage ?
{1) It should equip the learners with knowledge and skills to enter the world of work.
(2) · It should inculcate in learners a
concern for environment.
· {3) It should engage learners m
acquiring methods and processes leading to generation of new knowledge.
(4) It should suit cognitive level of the learners.
72. Higher priority and space has been given in NCERT textbooks on EVS to
(1) explain basic concepts of the
subject.
(2) provide opportunities to learners · for contemplation and wondering.
(3) provide exact definitions of technical terms. ·
(4) include large number of practice questions.
73. Which one of the following is .!!!!! an objective of including poems and stories in EVS textbooks ?
(1) To develop interest in the subject.
(2) To have a change in routine and monotonous content.
(3) To provide fun and enjoyment for learners.
(4) To promote imaginative and creative ability in the learners.
(27). A
71. f.:t"'1fi;tfuit1 ll '« ~-m S111Qfi1Cfi «R' tR'
qq\<HUI ~ <tf Qjoq~q\ <tf "
<Jf ICI11'1Cfit11 eli~~ t 1
( 1) ~ "1fiTi1 ~ ~ ll 1ICM ~ fffi; ~q:;f~~~~~ Clir-IT. I
(2) ~ ~ # 4"11<'1(01 ~ ~- q:;f
~Clir-IT· I
(3) ~ ~ q:;f ~ ~ ~ ~.m"i.fil~~-q~
~·"""~~q:;f~~ #am~~ 1
(4) ~ ~ ~ 4Hf~Cfi «it ~
~~··I
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~ 'CfiT ~ SI11Qfi:ri.fit11 atR' ~ ~ ~t
(I) ~ ~ ~ tii.fi("<<'ilaU ~ ~~<li~l
(2) fim;f ~ ~ *" ~ ~ q:;f arcrnr~m~~ i
(3) <1Cfl41Cfl'l 'tl""lc!C'tl ~ ~ ~ ~m<li~1
(4) aW:tq;-~ # 3Mm ~ q:;f ~ ~~~I
73- qq\cnur ~ <tt ~-~ 1l
~an~ Cfi~tf.:tll'i 'i.fiT ~ -m 'fiT
f.:t"'1f<;tf&t11l"« ~-m ~ ~ t? o) ~ -q m "CflT fcrcfim Clir-IT 1
. (2) ~ ~ ~ ~-crtq # ~ Clir-IT I
(3) ~ q:;f ~ -~ lf-i!T ~ "Cfl\RT I
(4) ~ -q Cfl("<<'11>til~<11 ~
~"1'111'4Cfl ~ "CfiT ~ ~ I
A
74. · Good EVS ~;urriculum should be 'true
to the child, true to life and true to the
subject.' Which of the following
characteristics of a curriculum does
not meet the above requirements ?
(1) It promotes the value of freedom
from fear and prejudice.
(2) It requires the Ieamer to view the
subject as a social enterprise.
(3) It emphasises more on processes
of teaching and learning.
(4) It emphasizes more on terms and
definitions.
75. Nalini wants to introduce the topic on
'Animals - our friends' to Class III ·
students. In order to ·introduce the topic more interestingly, the best
teaching strategy would be to ·
(1) use a chart showing pictures of
different animals.
(2) draw pictures of different animals
on the blackboard.
(3) show a video film on animals and
their usefulness.
(4) ask the students to see pictures of
animals given in the textbook.
76. Class V NCERT EVS textbooks ·
include a section 'what we have
learnt' in the end of every chapter. It is suggested that answer to questions included in this section should not be ·
assessed in terms of. right or wrong. · ·
This shift has been done because (1) children cannot · write correct · ·
answers at this stage.
(2) it enhances convenience to
teachers in assessment.
(3) it helps the teacher to know how
children are learning.
(4) it reduces subjectivity m
assessment.
(28)
74. 'Q4TCI~OI ~<f>l ~ ~ QI4_4T.l4l CfiT ~ "' Jffit ~. 'itCR "' Jffit ~ ~ ~ <f> lffir ~ ~ mfttr I' 414_4'<14\
·<tt r~'"'tf(ilr&n Pcnthil11m 4 ~ ~ m ~ 311CI~4Cfil11 CfiT 't{n :ffi <fm'il ?
(1) ~~~~tt'Tffi'ffic);~ CiiT.~~t I
(2) ~ ~ q;f ~ flli11f"1Cfi ~c);~ -q~c);~~~~ tl
(3) ~ ~-~-~ 11{ ~ om~t 1.
(4) ~ ·~1a::1Cii1 ~ ~'* 11{ ~ om~t1
75. -;:ffi;r-:ft cnm m cf> fmm'~ 'CfiT •;;rr;:rcrr_
~ m' JrCf)'fOl ~ ~ 'Cfi'fRl ~ t 1 JrCf)'fOl 'CfiT ~ an~ ~ ~ ~
~ cnR "'fffir f~'"'tft'lf&l1 * ~ <tRm~"Wrif~~mtft 1
(1) ~~c);~q;f~~ ~· ~ 'Cf)T m <!WIT 1
(2) . ~~c);~q;f ~41114{,2 11{
ORRT I
(3) ~ (9"22T ~ 34lllPii11 1R
.mmfuT ~~<!WIT I
(4) .~ Cf>T ~-~ -q ~ c); ~~fq;ITCf>T~c);~~ I
· 76. cnm v <tt ~.m.tmr.it. <tt Q4tCI<OI
. ~ <f>l ~-~ * ~ tffir"' atn 'll~mCfiT~~TTtiTt- ''glf~
. ~?' ~~~TTtiTtf<f;~m*
~ JfAT "'~ q;r ~ ~ T'I'M'O "'~ * ~ -::m ~ ~ I ~ QRCirl"'1
~~TTtiTt~ (1) ~ «'R' 11{ ~ ~ 6W ~ fffi9 ~I
(2) ~~-q~ctft~~T tl
(3) ~ ~ -q ~<it wrmr Cfi«!T tr ~~~•wt1
(4) ~ ~ -q fqqqf-'1<>3i'il q;f q;q
Cfi«!T lr I
77. Experimenting, Exploring, Investigating
Jmd Questioning constitute esslmtial
·elements· of activE~ learning of EVS. A
teacher arranges the following activities
related to the concept of 'Food we should
eat'.
(1) Draws the diagrams of all such
foods on the blackboard.
(2) Gives examples of different foods
each in essential components of
food.
(3) Asks students to collect related
information from. all possible
sources.
(4) Shows a video on the topic. '
Which one of the above four activities
satisfy the condition for active
learning?
78. While teaching the topic on 'Air is
everywhere' to Class IV students,
Gitika. plans to perform the following
activities :
(1) Take the students to a field trip.·
(2) Explain the · concept . through
specific examples.
(3) Use multimedia capsule to explain
the concept.
(4) Ask probing questions related to
the topic.
Which one of the above proposed activities is not relevant for teaching
of the topic effectively ?
(29) A
77. JOI<il•i~ill'kil, ~. ~-~ afu'~
~ qq\c:n 01 ~ell~ anQTTlf ell
~~'!iil'~ctmftl~
ma;cn ''{ifAT ~ ~ '{ifAT ~ em '!'iCfl('Q"11 ell ifltl{ ~ell~ f.:t'"1f<:tfuii1
~~em ~<fi'rnt •
(I) >t41'1q{c: 'tR ~ 'lfCflR' t" w:ft ~ ~t"~q.m:rrt I
(2) ~~~t-~tnt
~l{ ~ ~ GfffiiiT t I
(3) ' ~ ~ ~ t fq; w:ft W1ifcm -m ~ ~ "11'1Cfli'O ~ <R 1
~ "iff'f ~~ .q ~ ~-lfl ~ ari'U1'11f 'Cfll ~~ t?
78- ~ IV ell -mam~ 'Cfll •-gqr ~ ~ t> ~ ·~ ~ ~ Pi'"1Rrif&l'1
1'lfufuf~ 'Cfll ~em-~ ar.rn=ft t ,
(2) ~ a~•wn ~ fii'fi<"HI <!iT
'O!!T&IT I
(3) fii'fi('<l"'ll '<tiT ~ t- ~ 'lt'i1•ilf.s41 ~ q;r m 1
(4) ~~~~~~
~ JHI'1lfctl'1 ~~ .q ~ ~-m ~ 'Cfll JNTCft 'ffilcf; ~ ~ ell ~
~:m!t?
A
79. The section on 'Do this and find out' i.ncluded in different topics in EVS textbooks aim at
( 1) providinli expenences.
direct hands-on
(2) improving performance m examination.
(3) learning definitions of scientific terms.
(4) keeping the students engaged at home.
80. A good assignment in EVS. should primarily aim at
(1) revise the lesson for effective learning.
(2) ensure better utilization oftime.
(3) keep the students engaged and disciplined.
(4) provide extended opportunities.
learning
81. As an EV.S teacher, the major
objective of or1~anizing a field trip to a
zoo should be
(1) to provide fun and enjoyment to
students.
(2) to have a change in monotony of
routine teaching schedule.
(3) to provide active learning
experience to students.
(4) to satisfy parents on quality of
education.
(30)
79. Q<I,CI'!OI ~ ctfl ~-~ 1l fcn''iA ~ .q ~'cis ·m-w <fiT mfJ«;r
fcn<ITTTli'Tt~~ t
(2) ·ll~C!if~ I
(3) ~;!11f"1Cfi Jtliii:JqMl C!>1 ~ ~.
(4) tl\ll~C!ifcxrn;~ I
80. Q<i\CI'!OI ~ 1l ~ ~ ~ 'Cfi1<f ~
~~~~
(1) ~ ~*'~11T0Cf>1~ I
(2) ~ CfiT ~ ~ <!lf"1~ild
~I
81. q~\CI'!OI ~ *" fmrcn ~ "(<\tf 1l fil~<llfH · *" 'j,lqVT ~ ~ q;r-f ~ ~~~~
(2) ~ ~ ~ C!>1 QCfi{@l q;f
~I
(4) rom C!>1 ~ *' ont 1l ~ <!iT~~ I
82. Which one of the following is not an
objective of study of EVS in relation
to Social Sciences ?
· (1) It should enable children to
question the existing ideas and
practices.
(2) It should enable children to grow
up as responsible member of
society.
(3) It should enable children to
respect differences of · cultural
practices.
(4) It should enable children to learn
correct definition of key terms.
. 83. Kavita. wants to emphasise more on
social issues like poverty, illiteracy
and class inequalities in an EVS class.
Which one of the following learning
experiences will be more effective to
achieve this objllctive ?
(1) Organising special lectures on
related issues.
(2) Asking the students to prepare
charts on related social issues.
(3) Asking the students to undertake
group projects to coiiect and
analyse related information.
{4) Asking the students to write
slogans on related issues.
84. Formative Assessment in EVS at primary stage does not include
( l) identification of learning gaps of
students.
(2) identification of deficiencies in
teaching.
(3) enhancement of students'
learning.
( 4) grading and ranking of students.
(31)
82. 'Hi"lif"'ifl fcmRcfi~lf Q<ll<I~Oi ~ ~ "<fiT f~141fl1f&l1 ll ~ ~-m ~ :lEt? (1) w~<PT~~~
3MT'HT 1R ~ ~ <i; <!Tni ORRT
.I
(2) w ~ <PT ~ <ii ~ f-!Jlil<m ~ <i; ~ -q ~ <i; <iTni GF!Rf .I
(3) w ~ coT ~-3MT'HT ll fuW.rnT q;r ~ ~ <!Tni ORRT .,
(4) W ~coT~ ~I~IClMl ttft ~ ~ <uc:~ <W<r GA"RT .. I
83. <tiftffiT q<ji<I~Oj ~ qft <ii81f lf ~ . ~ afu- CflT-a!MI"''I11 M 'HI"liRilifl
~ ~ ~ t-u ~ t I PI141R:if&l1 ll ~ ~-m arl'Wllr-~ l'fl' ~ <tt •llanQ<fl"lNT<ft ~ ?
(1) ~ ~ 1R fcMq 641l:941-ti q;r
~q;r;:rr I
(2) ~coT~ ~l"llf"'lifl ~·-qr
'<nt~~<i;~~ I
{3) ~ coT ~ "1Hifll~?i ~ ~ ~ ~ fcH'HtlOI ~ <i; ~
~l"lft~C!i 4R4l"1'11 ~<i;~~r 1
(4) ~ coT ~ 1f# 1R ~ ~<i;-~~1
84. Jntlf~C!i ~ ~ q«<ic:n 01 ~ ll hl"'liil4i ~ ltiT vnfiwr :!!! ~I
(l) ~<ii~-~qft~
(2) . ftmur -q ~ ctt ~ '
(3) ~<ii~<PTGliR
(4) ~ctt~ ~ffi;Tr
A
85. Given below . are some human
activities :.
A. Digging of mines.
· B. Constructing dams.
C. Collection of leaves and herbs to
sell them in the market.
D. Weaving baskets from bamboo.
E. Making leaf plates out of fallen
leaves.
The activities responsible for the
disappearance of forests is/are
(1) only A
(2) A and B both
(3) A,BandC
(4) · B,C,DandE
86. . Select correct statements al1out Bronze:
A, Bronze is an element like iron,
silver and gold.
B. Bronze is made on melting
copper and tin.
C. Bronze is very strong and is used in ·making cannons and
statues.
D. The utensils made of Bronze are lighter and stronger than that of
aluminium.
(1) Band C
(2) . C and D
(3) D and A
(4) AandC
(32)
85. ;futm~~ m.(jjCf)("jjQ ror~t =
A. mq;rai'€1+1 ~
c. omm-1hN-:f ~fffir ,:!fu<lhrri ~
~~q;r.rr
~~~m,qjCf)("jjQ 'Cflt.:f~t~~~
lTJ?:r.nM ~ fffir f~>R<m t ?
(1) ~A
(2) A n£ITB~
(3) A, B n£IT C ·
(4) B, C, Dn£ITE
86. ~~alt.q-m'T~~:
A. rtfm ~. ~ 1'00 ~ qft ~
~-mqt I
B. ~ 'C6l i'lt.n 1'00 fl;; ~ N EH''IICfi~ ~~~tl
c. rtfm~~~t·~ nN 1'00 ~ (¥) lR'If 'iil'ffiT f I
D. ~~~ ~RJ~f.:t<lq lf;~qft
WRT.q~attratf~~ ~
tl
(1) B n£ITC
(2) C~D
(3) Dn£IT A
(4) A n£IT C
87. A person living in Gandhidham · (Gujarat) wants to visit first Bhopal (Madhya Pradesh) and then Hyderabad (Andhra Pradesh). The dirj;lctions of his journey will be (1) First towards East and then
towards South
(2) First towards West and then towards South
(3) First towards South and then towards West
(4) First towards South and then towards East
88. On a city map it was mentioned "Scale 1 em = 110 metres". If the distance between two localities on the map is 15 em, then the actual distance between the two localities is (1) 1165 centimetres
(2) 1100 metres
(3) 1500 metres
(4) 1.65 kilometres
89. Mount Everest is a part of ( 1) India (2) Tibet
(3) Nepal (4) Myanmar
90. Study the following duties/ responsibilities : A. Help others in carrying their
bags. · B. Let the group follow you and ·
keep at the front. C. Ask those to stay back who
cannot climb properly. D. Look after those who are ··not
well and arrange food for the group.
E. Find a good place to stop and rest.
Which of the above are the responsibilities of a group leader in mountaineering ? (1) A, Band C
(2) B, C and D
(3) C, D and E (4) A,DandE
(33) A
87. lli!ftqrq ('j'I1W'1) ~ ~ 'CffiYIT <filt ~ ~ ~ ~ ~ aftf ~ ku•UG (amt ~ \ii'RT ~ t I '3Wl; ~
(<mil) ctt mmr~ m ?
(1) ~~Rm-ll ~m~Rm -q
·(2) ~~Rm-ll~m~ Rmll
(3) ~ ~ Rm -q ~ Nit ~ Rmll
(4) ~~Rm-ll ~m~rn -q
88. ~~~¥1Hf-<~iilw~fi;rorrm•~ 1 ~;;:!14\e~ = 110 ~· I~ ¥1HR:4:il W ~~~eli~<tl~ 15 ~::ll>fte~ t, "ffi "R cWIT ~eli~ qft CII'Rifctlfi"
~t (1) 1165 fl•ihfic< (2) 1100~ (3) 1500~ ( 4) 1.65 fct>Ml11'l2<
89. ~~~'IWTt (1) ~em (2) fuo;;m- em (3) ~em (4) ~em
90. ;:fftl ~ Tf{f ~/3'i'1~«1f<IR.i'i ~ ~ ~: A. ~~~mtrRmll~
B.
c.
D.
Cf>RT I
'IJt ~eli awl~.~ ,fut. -dht~ I .
-m 'iiFr ~ ~ ~ m eli ff;nr 'lfi"AT I
lf1V.ft eli ~ ~ w "3W.fiT !.ZfR ~ ~ ~ ffitr ~-'t(t;l ~ ,.,\ill¥1 Cf>RT "I
E. m • arm;r ~ eli ffitr 3tT.dt ~{Frr I
>11aoefo1<dl•1 ll ~ m-<tt fJt¥il« 1fhri ct;T
~*~~~: (1) A, B (leiT C (2) B, C (leiT D (3) C, D (leiT E
(4) A, D (leiT E
A (34)
Candidates . shou14 answer questions from the following :Part only if they have opted for ENGLISH as LANGUAGE- I.
~ f"""kif~f~ft cqyTT ~ ~ ~ dfH
~q{Yt ~. ~ ~ d~~~ ~~~~ - I q;r
fgct>~ ai!l~1 ~ m- 1
(35)
PART-IV LANGUAGE-I
ENGLISH
Directions : Read the given passage and
answer the questions that follow
(Q: Nos. 91 to 99) by selecting the most appropriate option :
Why do poets use poems to tell about
social injustices ? Tht: answer is simple.
This way a poet can catch and hold the
reader's attention, his/her emotions.
Usually poets in their works present
facts in order to capture attention of
many people. These are not new facts
that are presented to an audience. Poems
are always aimed at reaching feelings of
people and, thus, pulling strings.
Literature of every state shows all the
complexity of every epoch. When the
situation is the same at several countries,
it has a worldwide significance. Before
talking about poetry, we should answer
the question : What is poetry ? Poetry is
a special way of describing situations,
things, ideas, feelings. ·Poets present
their ideas in short phrases.
·A poem can be .compared to a
photograph as it reflects real .life, real
situations and feelings, In a poem a poet
captures the exact moment and
represents it the way he/she has seen it.
When you read a poem you see the
poet's subjective evaluation of facts,
situations and the ~och in general.
Poets of the Romanti<: Movement wrote
their poems to share their feelings. They
wrote to help peopl€: understand their
time from the poet's point of view.
91. A poem reflects the culture ofthe
(1) period it belongs to
(2) historical past
(3) imaginary life
(4) present only
92. Here, the expression 'pulling strings'
means
(1) challenging beliefs
(2) · promoting popular notions
(3) secretly controlling thoughts
· (4) exerting strength
93. A word in the passage which means a
quality of being intricate is
(1) general
(2) · photograph
(3) complexity
(4) evaluation
94. Romantic . Movement is a literary
period when the poetry mostly
(1) is religious and philosophical
(2) dealt with the supernatural and
violence
(3) focused on self-reliance and
independence
(4) emphasised on emotion and
"imagination
A
A 95. The structure of poetry is usually
characterized by
(1) sequences of two or more words
without an 'action word'
(2) long winded sentences
(3) lengthy descriptive stanzas
( 4) short, factual stanzas
96. An example of 'subjective evaluation'
is .,
(1) Everybody likes dishes prepared
with potatoes.
(2) The potato is a staple in some
countries.
(3) There are over 25 types of
potatoes around the world.
(4) The potato has a large percentage
of starch content.
97. The meaning of the word 'epoch' is a
(1) lengthy, complex poem
(2) type of literary work in England
(3) distinctive point of time
(4) being great and impressive
· 98. The purpose of poetry is to ___ _
the reader.
( 1) distract
(2) appeal to
(3) disturb
(4) confuse
99. The themes of poems are usually about
. (1) everyday happenings
(2) heroism and death
(3) romance
(4) important life events
(36) Directions : Read the given poem and answer
the questions that follow (Q. Nos. 100 to 105) by selecting the most appropriate option.
100.
Between the Miles
Because existence can become severe
in one d_ay,
just sense me and I'll be there.
In the mind's eye,
I'm not so far away.
If you hold o~t your hand,
in the-whispers,
I'll become the zephyr ...
and besiege you.
If your eye's upon the stars,
in the crystalline darkness,
I'll become the moon.
And the light shall guide you.
If you rest upon the ground,
in the warmth,
I'll become the grass. And embrace you.·:,.
If you tum outside,
in the wetness,
I'll become the rain.
·'
An upon your forehead, kiss you.
If you free the air,
in the light of day,
I'll become the sun.
And smile for you.
Between the miles- ·
if you need me. If you need a friend.
Let me be the friend, I want to be. ·
Heather Stoop
'The' zephyr' is a
(1) fine quality of cloth
(2) scent or odour
(3) strong stream of air
(4) gentle, mild breeze
101. An example of a metaphor is
102:
103.
104.
(1) 'I'll become the grass.'
(2) 'Between the miles'
(3) 'I want to be.'
(4) 'If you rest upon the ground'
A synonym of the word 'besiege' is
(1) surround
(2) attack
(3) befriend
(4) trap
The theme of the poem is about
(1) separation
(2) relationship
(3) travel
(4) nature
The 'crystalline darkness'
that surrounding is
(1) black and sombre
(2) in the moonlight
(3) .lit up by the stars only
(4). pitch dark and quiet ·
suggests
105. In the poem, the poet suggests that friendship is unaffected by
( 1) individual independence
· (2) changing feelings
(3) time and distance
(4) differences in attitude
Directions : Answer the following. questions by selecting the most appropriate option:
106. A learner's competence in English will improve when she/he receives or· learning experience that is
appropriate.
(1) an equal level
(2) a slightly higher level
(3) a range of levels
(4) a slightly easier, lower level
(37) ·A 107. A 'mental block' associated with
English language learning is
(1) interest in Sports and Arts.
(2) disinterest in studies in generaL
(3) lack of opportunities to use
English.
(4) dyslexia-a disability.
· 108. A company labels its frozen snacks
75% fat free rather than co11taills 25% fat so that people will view them more positively. This is an example of a
(1) prototype (2) phoneme
(3) subjecrive utility (4) semantic slanting
109. When children first start to speak in sentences, their speech may be
described as (1) babbling
(2) exceptionally soft (3) telegraphic (4) multi-lingual
110. Which observation supports Noam Chomsky's ideas about language acquisition ?
111.
(1) Children's language development follows a similar pattern across cultures.
(2) The stages of language development occur at about the same ages in most children.
(3) Children acquire language quickly and effortlessly.
(4) All of these
What is the system of rules that governs how words can be meaningfully arranged to form phrases and sentences ? {1) Language (2) Syntax (3) Morpheme· (4) Phoneme
A 112. A twelve-year-old child enjoys using
puns. This enjoyment indicates that she has
(1) semantic slanting
(2) deductive reasoning
(3) mental blocks
(4) metalinguistic awareness
113. Did you really yesterday?
(1) knead
(2) kneed
(3) need
(4) needed
114. You don't smoke, question)
(1) have you
· (2) are you
(3) do you
(4) don't you
the money
? [tag
115. A 'critical period' during language learning is (1) the period during which language
can be acquired with greater ease than any other time.
(2) the length of time before a comprehensive assessment . takes place in class. .
(3) best preparatory period for any language project.
(4) special time set aside for students to intensively practice language use.
116. The two skills required to take notes effectively are (1) using symbols and abbreviations
instead of words. (2) re-writing a text, using your own
'YOrds. (3) writing legibly with correct
punctuation. (4) writing fluently, using
conjunctions.
(38) 117. Remediation, when students find
difficulty in the use of different 'modals' would be for them to ( 1) be given ample practice in using
modals in a set of sentences. (2) frame sentences on their own and
teacher corrects them. (3) learn about the structures outside
the classroom through suitable activities.
(4) practice by collaboratively completing tasks where structures are used integratively, in a variety of real life situations.
118. What is wrong with the following multiple choice question ? Tick the most appropriate : The Metro theatre is located __ _ LodhiRoad. (a) over (b) at (c) beside (d) behind (1) All answers are wrong (2) Two are wrong (3) The statement IS not correctly
framed (4) 'Over' is the correct answer
119. Receptive Language skills are
(1) using grammatical structures accurately.
(2) writing in a range of styles.
(3) listening and reading for information.
(4) being able to self-correct while using language.
120. The 'Natural Order' in the process of learning English suggests that, children (1) are slow at learning to speak when
riot in school. (2) learn to read and write
simultaneously. (3) are able to speak first and then
listen. (4) acquire some language structures
earlier than others.
(39)
Candidates should answer questions . from the following Part only if they have . opted ·. for HINDI as LANGUAGE-I.
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A (44)
Candidates should answer questions from the following. Part only if they
· have opted · for ENGLISH as I LANGUAGE- II.
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(45)
PART-V LANGUAGE-TI
ENGLISH
Directions : Read the given passage and
answer the questions that follow
(Q. Nos. 121 to 129) by selecting the
most appropriate option.
1. The fossil remains of the first flying
vertebrates, the pterosaurs, have
intrigued paleontologists for more than
two centuries. How such large creatures,
which had wingspans from 8 to 12
metres, solved the problems of powered
flight, and exactly what these creatures
were-reptiles or birds - are among the
questions scientists have puzzled over.
2. Perhaps the least controversial assertion
about the pterosaurs is that they were
reptiles. Their skulls, pelvises and hind
feet are reptilian. The anatomy of their
wings suggests that they did not evolve.
into the class of birds. In pterosaurs, a
greatly elongated foUJth finger of each
forelimb supported a wmg like
membrane. In birds the second finger is
the principle strut of the wing. If the ·
pterosaur walked or remained stationary,
the fourth finger and with it the wing,
could. only tum upward in an extended
inverted V -shape alongside of the
animal's body. Both the pterosaurs and
the birds have hollow bones, a feature
that represents a saving in weight. In the
birds, however, these bones are
reinforced more massively by internal
struts.
3. Although scales typically cover reptiles,
the pterosaurs probably had hairy coats.
The recent discovery of a pterosaur
specimen covered in long, dense and
relatively thick hair-like fossil material,
was the first clear evidence that this
reasoning was correct. Efforts to explain
how the pterosaurs became air-borne
have led to suggestions that they
launched themselves by jumping . from
cliffs, by dropping from trees, or even by
rising in~o light winds from the crests of
waves.
121. The skeleton of a pterosaur can be
distinguished from a birds by the ( 1) size if its wing span.
(2) presence of hollow bones. ·
(3) hook-like projections at the hind
feet.
( 4) the anatomy of its wing span.
122. Which is the characteristic of pterosaur? (1) They hung upside down like bats
before flight
(2) Flew to capture prey
(3) Unable to fold their wing fully at
rest
(4) Lived mostly in the forest
123. The elongated finger in the ___ _
supported the outstretched wings.
( 1) pterosaurs
(2) birds
(3) both
(4) neither
A
A 124. The · body of the pterosaurs was
covered in (I) feathers
(2) scales (3) fur
(4) smooth skin
125. The pterosaurs flew by (I) jumping off a mountain ledge
(2) pushed by wind before take off
(3) jumping upwards with force
(4) moment.um gained by running
126. A synonym for 'compressed', from the passage is (I) launch (2) dense (3) light
(4) s~rut
127. The opposite of 'contrqversial' Is (I) questionable
(2) uncertain (3) debatable (4) undisputed
128. It can be understood from the passage that scientists believe that the
( 1) large wings help pterosaurs to. fly great distances.
(2) hollow bones showed they evolved from bats.
(3) fossil remains explain how they flew.
( 4) pterosaurs walked on all fours.
129. Fossils often left scientists in doubt whether the pterosaur
( 1) ever existed at all
(2) how many lived at that pefiod
(3) their size and weight
(4) their shape and gender
(46) Directions : Read the given passage and
answer the . questions that follow (Q. Nos. 130 to 135) by selecting the most appropriate option :
1. A man found a cocoon of a butterfly.
,2.
One day a small opening appeared. He
sat and watched the butterfly for several
hours as it struggled to force its body
through that little hole. Then it seemed
to stop making any progress. It appeared
as if it had gotten as far as it could, and it
could go no further: So the man decided
to help the butterfly. He took al pair of
scissors and snipped off the remaining
bit of the cocoon. 'fh.e butterfly then
emerged easily. But it had a swollen
body and small, shriveled wings. The
man continued to watch the' butterfly
because he expected that, . at any
moment, the wings would enlarge and
expand to be able to support the body,
which would contract in time.
Neither happened! In fact, the butterfly
spent the rest of its life crawling around
with a swollen body and shriveled
wings. It never was able to fly. What the
man, in his kindness and haste, did not
understand was that the restricting
cocoon and the struggle required for the
butterfly to get through the tiny opening
were God's way of forcing fluid from
the body of the butterfly into its wings so
that it would be ready for flight once it
achieved its freedom from the cocoon.
130. The man's first instinct was
(1) leave the cocoon alone
(2) help the butterfly
(3) leave the butterfly alone
(4) keep watching
131. The natural process would have the
wings of the ·butterfly
(1) unfold and s,tretch out .,
(2) fold up and remain snug
· (3) half open and snug against the
body
(4) unfold.and remain stiff
132. A word that means 'to make or
become withered' is 1.
(1) · moistened
(2) folded
(3) wasted
( 4) shrivelled
133. The writer's message in his/her essay
is about
(1) not to have any problems
(2) need for struggles in life
. (3) escape pain at any cost
(4) needless struggles in life
134. The essay is ____ in form.
(l) factual
(2) descriptive
. (3) discursive
(4) argumentative
135. A man noticed that the---'-----
( 1) butterfly was hidden
(2) cocoon was growing
(3) cocoon was moving
(4) .butterfly was e'merging
(47) Directions : Answer the questions that follow
by selecting the most appropriate
option:
136. The 'bottom up model' of curriculum
is one where
(1) learning IS based on a set of
software to make curriculum more
Ieamer friendly.
(2) the curriculum that allows
freedom for student mobility with
increased choice of curricular
activity and encourages learning
by doing.
(3) the learning process 1s geared
towards career orientation.
(4) a need-based distance education
with indirect influence on
students.
137. The Humanistic Approach is
specifically tuned to the
(1) mastery of academic disciplines
with all their characteristic features .
(2) application of learnt structure, content, concepts and principals to
new situations.
(3) processes that enable students to
discover structures for themselves.
(4) process where sequence is taught along with how to present the
related .contents .
138. A 'special needs language classroom'
is ide~lly
(1) exclusively furnished.
(2) located separately.
(3) integrates all types of learners.
(4) · has extra teachers to help regular
. teachers.
A
A 139. One of the challenges of 'Behaviour
Management' in a senior class is
(1) students' readiness to use the
smart board.
(2) student's lack of self study skills.
(3) teachers' preference to conduct
group rather than individual work.
(4) teachers' lack of self confidence.
140. To inculcate a 'Never Give Up .
Attitude', a suitable activity is the one
when students
( 1) sang two popular songs and
exhibited some of their art and
craft works during the parent
teacher meet.
(2) ·made modifications to their paper
planes and tested them. again,
experimented with the best way to
get them to go the distance and
shared their finding.
(3) in groups created graphs about the
difficult situations that students
have had to face in life.
(4) managed to get the Principal's
permission to go out and play
during the English period.
141. Assessing reading at Class VII, can be
done most effectively through a
(1) spoken qUiz based on the
meanings of words and
expressions.
(2) written test based the characters
and events in the story/text.
(3) an oral interview to find out how
much they have read.
(4) writing a 50 word book/text
_review as a small project.
(48) 142. Curriculum development follows the
following sequence :
(1) Formulation of objectives,
assessment of needs, selection of texts/learning experiences,
evaluation
(2) Selection of texts/learning
experiences, assessment of needs,
formulation of objectives,
evaluation
(3) Assessment of needs, formulatjon
(4)
of objectives, selection of texts/learning expenences, evaluation
Formulation of objectives,
assessment of needs, evaluation, selection of texts/learning
experiences
143. The learning experiences that offer a vicarious experience to learners are
(1) ·real objects and specimens
(2) abstract words, case study
(3) display boards, film clips
( 4) · field trips, observations
144. In Computer Aided Instruction [CAl), the 'simulation mode' is where learners
( 1) experience real life systems and phenomena.
(2) receive bits of information followed by questions with immediate feedback.
(3) a senes of exercises with ' repetition practice.
(4) get problems which are solved by a process of trial and error.
145. ~ 'listening stimulus' (1) presents input to separate groups
of students who gather again to
share what they listened.
(2) presents an information ' gap
activity such as giving directions.
(3) is listening to a good commentary to review it.
(4) enables students to discuss a set of
criteria which they prioritize to
complete and present a task.
146. The 'interactional routine' during speaking assessment includes a (I) negotiating meanings, taking turns
and allowing others to take turns.
(2) describing one's school or its
environs informally.
(3) 'telephone' conversation with another.
(4) comparing two
objects/places/events assessor.
or
for
147. Retrieval skills in writing are (I) note making and note taking
more
the
(2) diagramming and summarising (3) abilities to do extensive reference
work
(4) orgamzmg information ·while reading/listening
148. 'Awareness raising' grammar· games encourage students to (1) think consciously about the
structures they have learnt.
(2) collaborate in completing a given
activity.
(3) engage and feel about human
relationships while the teacher
controls the structures. ·
(4) use learnt structures to
communicate with one another
about a given theme.
(49) A 149 .. Language acquisition
(1) is the memorization and use of
necessary vocabulary
(2) involves a systematic approach to
the analysis and comprehension of
grammar as well as to the
memorization of vocabulary.
(3) refers to the process of learning a
native or a second language
because of the innate capacity of
the human brain.
(4) is a technique intended to simulate
the environment in which children
learn their native language.
150. Noah Chomsky's reference to "deep
structures" means a
(1) hidden set of grammatical rules
learnt through intensive study.
(2) transformational grammar that -has
led in tum to increased interest in
comparative linguistics.
(3) a trend that English is the most
common-auxiliary language in the
world.
(4) universal wammar underlying all
languages and corresponding to an
innate capacity of the human
brain.
. (50)
Candidates should answer questions . from the following Part only if they have opted · for HINDI as LANGlJAGE- II.
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(56)
READ CAREFULLY THE FOLLOWING INSTRUCTIONS;
I. Out of the four alternatives for each question, only one circle for the correct answer is to be darkened
·completely with Blue/Black Ball Point Pen on Side-2 of the OMR Answer Sheet. The answer once marked is not liable to be changed.
2 The candidates should ensure that the Answer Sheet is not folded. Do not make any stray marks on the Answer Sheet. Do not write your Roll No. anywhere else except in the specified space in the Answer Sheet.
3. Handle the Test Booklet and Answer Sheet with care, as under no circumstances (except for discrepancy in Test Booklet Code or Number lind Answer Sheet Code or Number), another set will be provided ..
4. The candidates will write the cortect Test Booklet Code and Number as given in the Test Booklet I Answer Sheet in the Attendance Sheet.
5. Candidates are not allowed to carry any textual material, printed or written, bits of papers, pager,
· mobile phone, electronic device or any other material . except the Admit Card inside the examination hall/ room
6. Each candidate must show on demand his I her Admission Card to the Invigilator.
7. No candidate, without special permission of th~ Superintendent or Invigilator, should leave his I her seat.
8. The candidates should not leave the Examination Hall without handing over their Answer Sheet to the lnvigilator on duty and sign the Attendance Sheet twice. Cases where a candidate has not signed the Attendance Sheet a second time will be deemed not to have handed over the Answer Sheet and dealt with as an unfair means case. The candidates are also required to put their left hand THUMB impression in the space provided in the Attendance Sheet.
9. Use of Electronic I Manual Calculator is prohibited.
10. The candidates are governed by all Rules and Regulations of the Board with regard to their conduct in the Examination Hall. All cases of unfair means will be dealt with as per Rules and Regulations of the Board
11. No part of the Test Booklet and Answer Sheet shall be detached under any circumstances.
12. On completion of the test, the candidate must hand over the Answer Sheet to the Invigilator in the Room I Hall. The candidates are allowed to take away this Test Booklet with them.
A
I.
2
3.
4.
5.
6.
.7.
8.
9.
10.
11.
12.
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