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)

68. ~ ~ ~ arso anQ<fi ft;m{ t ~<mVTt~

(1) ~~~I

(2) ~ em • em ~ <{11 ~ ~I

(3) ~em•mtt~~ 1

· (4) ~cmtksihhcl>~~ 1

69. f.1GR c);-~ ~ ~ nrft ~ <w

Cfi"g'ffi t ~ ~ ~ 1l "~lqhflfo'H" <tf Cf>lft t ;:IT ~ nrft cnT 3mfR qft Cf>lft cnT

~ 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

72. lf'.~.f,am-.i\. qft ~-~ ll Q'i\Ci(Uj

~ '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.

Wwff f~~f(;ff~sHi mrr c); ~ c); dfH

ct>ct<1 . Cflfr ~ ~ d~l~ · \:II till - I CfiT

fqCf)(A/ ~ ~Tf11" m- 1

..

·l

A

A

~: -;fffl ~ ~ ~ ~ 1WiR m.~ ~ q;r T.f1R ~:

m # Ylo~ll<:11alt, ~ ~ fum q:ft

~ ~ q:ft ~ <6tft ~ t I rn?: ~ im' ~c6tm-om-~~q:,1~~t 1

'GT-Grt ~ ~ ~ c6t '1ft~#~ an

~ Cf>f 311W '1ft ~-Pit ll OFIT S3lf t I

~~~'ff{q:ft~~~'lftt

fcf;' ~'1ft m-om-~~ -.m- #, ~ q:,1

wrnm~ont# ~m'lfit~~

3Fm lffii'T-ftmr ~ . ~ ~ q;r

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

~ ~ -qffi fc!im 1-fT~ ~c6t ~~

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

t? ~-qffi fc!im 'lft~c6t~'lft~ fu1:srr<rr ;;n(11' fq;-~ ~ ~ ~ q:ft

~. ~ q:,1 "'Rr ~ ? 1lfu_1:Wft m q;r

~ ~ t ? ~ '1ft ~ ~ Offfiffi' I l:lftuTJl1

mq; t fq;- ;:;frcR ~ m ~ -qffi it 'Eit ~­

~ ~ f I 'Eit omR q:ft 1("J1<:1l ~ ~

OCl> q;tf ~ t ~ ~·~ ~ t I

m ~~wrrc:rrm~~~~

wrrr~tc:rr~~ ~<RWf I

91. ~ ct; ~ ~ 'fmtuT Jl1'l<'l' ~ ~t? ( 1) ~ q;f fcl;it '1ft W:fiR"qft fum ~ Cf>f

. (2) ~lffiiT-furr~q;r (3) rn?:-rn?: ~ q;f ~ ~fcii'El,.,.,R'1,..,<4l ll 'll<ffi

~q;r

(4) ~-1!NT~q;r

(40)

mtr-IV ~-1

~ 92. lffi'n'-fi«rr q;y ~ cn1 mtt mm ~ -.rrt .q ~~~t?

c1> •~ em~ fulWir ~ ~ ~~I

(2) •orurmmwr~OR"~ 1

(3) ~ ~ ~ q;r f.:p:riur fcf;<rr ~

~I

(4) ~q;f~~~~ I

93. ~·~~Mffml'T~t?

( 1) ~ ~ :1 OR" -qr;f ~<IT\ "W.I;c: ~

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

ct;~

(3) lffiiT-furr iffiT ~ q;r ~-~ ~

~~~

(4) ~~rnfum~~~~

m

94. ~ct;~mm~~~~

h (1) ~~ont#

(2) ~q:ftftlm~ont#

(3) lffiiT-furr ~ fum-«K q;f

(4) ~q:ft~~q:ft;;wft.

95. 'lffi'n'-fl«w ~:~t

(1) ~~-'fl1

(2) f.R$!>~-'fl1

(3) ~~-'fl1

(4)' ~-~~-'fl1

•1ft• ~t (41) A

96. 100. cnFcr ci; 3FJmf ~ 'qJ1<f 61 'fr.l' ~ ffl nT (1) fs'll<llfct'?l"'OI ~ffl?

(2) ~- (1) \R fi:wr -;;mf I

(3) f.:rmr (2) w~;f\T}~mm 1

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

(4) \R m "lfcfffi ~ ~ ~ 1

97. ·~~~~qft ~mt ~<rg"'lft t fcJ> ... , CfTCf<J cii h:s~ i f<f>rl am CfiT tt+ll'11 eft .

~ ciicmuT~-m~~~~-q ~t 101.

(1) ClF~<lfctCfi ~sarrt?

(2) Cl Fk1 fctCfio I . (1) «R

(3) ~-(2) ~

(4) . ~ (3) ~

(4) ~

98. ~<ii~-~Cf)(~<m1JT~t?

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

(2) ~ q;r 3llt ";f ~ (1) • (3) tf{ omR qft ~ "Cfir-IT (2) l1itq

(4) ~~ontll-;r~ (3) ~

(4) ~

99. ~~-q ~ ~ CfiT anm-<AT sarr t 1

(1) ~~~q;T~-q~q;r .103. 'W ~-~hr-:r-hwrr~-~t

(2) ~~~q;"t~~q;r

(3) ~~~q;T~-q~~ (1) ~W11Cf.~

q;r (2) ~.~w:r-r

(4) ~ q;"t ~ ";f ~ q;r (3) W11Cf, ~. w:r-f

f.mT: ;fiT} ey TJt~ q;"t ~~ ~ ~ (4) ~.~.w:r-r

q;r T.I<Ff ~ : 104. q;fcr-;f~~Cfil'~~t?

~fc!;W~~. (1) ~~~q;r

<1f!:."f<W:r_a:jq;~t I (2) ~q;r

~ lff Cf<IT tft -;r m (3) ~q;r

~f.F;f«R~t? (4) «F!T"Cf>T

A 105. fclfU-3tcn"«~ t

(l) ~-a:iq;-

(2) ,~,ft;m~

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

(4) ~m

~:~~~~

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

(l) ~~r-nffitt 1

(2) ~m~t1

(3) ~3lWTmfflt I

(4) ~ ~~ lJ!!«ft t I

107. m~l'iq; ~ 'Ql" m1 •oqm_fiwrr eli fffir .. ~ ari'UCfi'll\'t<l'{u\ t

108.

(1) ~-~

(2) a"'"H~<l4 i1on"11Cfil <p;f

(3) O!lli6<fbli6 f.:l<mT q;r ~ '

m1-wm eli~~ 'C6l ~ eli·~

~UCfi~~m~t

(1) fu&lurcffi~q;r~~

(2) ~Wl'~wrr~

(3) d"-'tl'R'Hl4 ~ ~

(4) OIIR~q;r~~

(42) 109. ~ ·~aftfzy eli~~ft;nranq~

ffil\"<it 'C6liFft q;r ~ ~ ?

. c1) ~~w~~~

(2) ~GTtf~m: I

(3) f;mct~, ~ ~~;ffi~qu'r:

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

(4) ;;TI~mc:rm 1

110. l'll~f.:j<f> ~ 'Ql" oqm_~ <fft l'll~fi'li6i11

111.

112.

~~

(1) ~ 3fu-~<toom ~­

~ q;r fcrcmr C!iVlT I

( 2) Ol't-'tl'f cffi FH li'4Ciii'11 3fu" l{jf~ Cf>~ I q;'t

~C!iVlT I

(3) Ol't-'tl'f ctt ~ -Wffif q;r fcrcmr C!iVlT I

) m~~<ffiW!ill~ .(4

C!iVlT I

~q;rlf~N

(1) ~~tlRT~I

(2) ~aTI~tlRT~I

(3) ~-lJ,Ot~~m~ 1

(4) ~~tlRT-1

oqmeli<flt'lt <tA'-m ~ '3fun t?

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

(2) 'l'flqf O!fiCfi<1lT q;r ~ ~ t I

(3) 'l'flqf 3fu- <i1Mt ~ <fi'l1T ,ft cntt ,ft m ~~I

(4) 'l'fiqf~:~mffit I

(43) A 113. JIII'.IMCfi ~ # 'm -q;f• (~ ~ 117. ~.q ~ afu-'C!I"'QCf)" ~ 'Cf)T ~ t

'Cf)T~~~ (1) mm ~~ "Cf)T 3lJCRR m (1) lt'P~ ~~it~~ "Cfi\-IT I (2) '111m~~~ fi;jfuffi ~ ~ wr)rr

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

(2) (3) ~~ qft ~ "Cf)T 3lJCRR

~"Cfi\-IT I

~coT 31;piiffll'1 ~ I (4) cffi;ft" qft • ~foRT WmR qft ~

(3) "Cf)T 3lJCRR

(4) ~q;f~Jmmr I

l18. ~-'Cfim .q fclf1R ~-Jjj'Cj!f mwrr 'Cf)T

~M~#r.mffi~t I~ ~'Cf)T~~t

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

~f<rnw~~mnr1 'lll'Fr~ I

(1) ~ (2) ~-fuw;f qft ~ q;f ~

(2) fcrnJlR <ART I

(3) fll~"''<ilt (3) fcrolw:f-~ ~ Rm "Cf)T -qm;r

"Cfi\-IT I (4) 'llim-1'14'1•11(111~1

~~q;f~it~1 (4)

115. 'Cfim .q ~ ~ ~ ~ crMT miUt ~ qm{ ~ I ~ ~-fmr<n ~ ~ 1f 3{TQ'<m~?

119. ~-~cnl~

(1) ~~~~fc!>crawr~~ (1) mwr~.~-~ ;:r'Cf>tl (2) ~~~-I

(2) ~ p lR" ~ 'lll'Fr ~ ~ q;fo;r ~ ~ 'l'ffi ~ ~I (3)

(3) T-1# ~ q;f ofm OfR WmR ~ ~ -I

cWl I (4) ~C!ftwcr~C!ftmm~

(4) ~ "Cf)T -m1 ~ ~ Sit·~ q;f

~ 1m" ~ ~ "Cf)T 31ctffiCfi"'' ~ ffi'ffift-~ ~- I

afur ~ "Cf)T arcrnT ~ .I

uo. <UII'.Ifi:ICfi~W'~-~ ~~t

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

'Cf)T--~'ffit'Cf>T t (1) ~~'3'&~1 (2) 3T-il'R1fr<l ~ ~

. (2) fclfi:Fr ~it~ (3) '111m "Cf)T wr)rr fum;rr

(3) ~Sltcof~~.~~ (4) ""I"'~~~ IR Cf) (fe2:f ~ "Cfi\-IT

(4) waG~

A (44)

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

· have opted · for ENGLISH as I LANGUAGE- II.

~ f~ktf(1f~d ~ ct- w.=[ ct- dfH

&>ctM 'frlTI ~ ~ d;JQ1~ 1=11~1 - II CfiT

fct Cf50"1 ai!) \!fl ~ m I

(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.

~ f~J04"1f{1f@d <qJTT ~· ~ c);- 3fH

~q(1 'ffm ~ ~ a~1~ \i'~' - 11 Cf)T

fqCf)(Yq ~ Tf1T m- 1

(51)

qpy_y

<qf1'.ff - II ~

f.mT : ~ Rtt ~ -rrnm q;f ~ ~ ~ ~ q;r "'€I<R ~:

~~-tt~fum~~

~WR:"sl~ I ~;nllll\~~

afu-~ 'i''i'<lit1l C!?l· ow fur ~ ~ m~t I ~llo-f~OW~-rr:IT~~

~~~~cf;~~"#

-~ ~ I W"f <f>1 mRT ~ tl 2Ai<ICf>(

fmr-lT f"l<t>~ffi ~. "f'ffi "3mt 1ft "Cf)l1 mRT f"l<t>~<:,J ~ I ~-~ 'l1I1S1T <f>1 mit~

~ 'il'ffi aTir tl tft ~ t I "ffr 4 3Noft ~ cf; ~ fum cf; 'lmT{ cf; <nt -q . ~tm~f<r<rn-ti~~~~ 1

tlr qft 'qt\i(i;.Jql~l -q of<\ ~ qft ow <w t

~~~ I~(!Cf)"it~~

q;r ~ t: ~"t-tl awl~~~ ~ 3l!OT. · t 1 m ~ q;r "{!;;;

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

~~qftfumcf;~~t 11Rt <w ~ Fm -<t>Tt ~ 'l1I1S1T ~ q;r 31CR1{

~ P=wrr, ~ ~ qiT ~ fcmR;r ~ q;f

fum cf; ~ ~ cf; "IRlrr -q oru:rr it ~ ~ I ~ q:;1:fi ~ fiil<t>ffH'l ~

~ OFRT t afu" OOf 1ft ~· ~4'{ci<t> ~ t ~~~ll\~-~~cf;

~mfiwrrn 1

122.

123.

124 .

~~fcr~rnhf~lfi'f~ t 1

(1) ~>lit~~ I

(2) ~ Ci>f wWr ~ IIMf'"l<t> mr (lCf)" it~~ I

(3) ~ q;r m OJSO mfim ~ 1

(4) ar-<f ~1ft~ <j<T ~ t I

~-;f~qft WRTf<nmf qft t? (1) ~"#

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

(3) ~"#

(4) 'i{w:"#

~ fmrr cf; -;;rq tR" ~ ~ S3TT \ill ~cnl .ariW:r t?

(1) ~qifmr-ftq;r~"#~

(2) ~-<t>~Wit q;r ~f"l<ilf"li1 ~ ~

~

(3) ~cf;~fumt.=rr

c 4) "ffiriT q;f fum q;r ~ mq; ;:r m

121. F~-~-q·~ 'llmll~mffi

~"?

.. 125. ·fcrem" l'JGG -q ·~. ~ ~ tR" \illl'JGG ~.~t

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

(2) llRCf)" 'l1I1S1T -q (2) ~-q1fl:<t>

(3) ~ 'l1I1S1T -q (3) ~oqRJCf>

(4) ~-q (4) ~-q1R<t>

A

A . 126. ·~ llOGf

(1) ~

(2) f~<llfct~lQUI

(3) """"l'*'li~Cfl@

(4) fu;<rr

127. '"ER"cit T.I~IH~'lcm'lll~~cit ~~ ~ ~ t I' G{1'Cflf 1t ~mif<t>i't am t (1) fu;<rr~

(2) f"'''t~<ICII~Cfl ~

(3) ~f"'''t~<ICII~Cfl ~

( 4) ~ ~rcf.:rri:l'

128. ~ 31lf ~ q;f '!''!'(ifri'i cit ~ fm" . '30R~~tf.F;~ 31lf~

(1) ~~i'Wff~~t I

(2) 3Jqjg;:ft<j ~;q ~ ~ ~ t I

(3) ~c);-mm~~t 1

(4) C~ifffinc;q~~~t 1

~ : ~ f<N ~ rr~ "Cfll ~ ~ -mT ~Cj;f'q<R~:

<1"1-i~lfctCfl <miT ciT TWfi 'If ~ "''T 'i:ft <W, 3l1R ~~ciT~ 'If lll1 ~ .qr "ffr \l ~ .. ~ ~ ~ ~ ~~ awffi~wfft ~~~

~\lrnt l+lRCf~lf~~ c);- C6TruT f;r;t ~t ;f\T.rr w ~ t, ~ ~ ~\llll1orqmm~ ~~-~~

~ ;:rp:r ~ lll1 ~ ~ q;«f t, ~ ~ m 'If ~it 3lffi t, ~ m amo: ~·ffihnit ~it z;itrrr ~11m~ t I m 'If, ~ -qrn off.&: m, ~ 6fu-~ t lllnt ~ ~ ~ awm .~ m, 1:jfq

~ 6fu- 3lf01f.ft c);- 381 ~ ~ ~

~qft"¢~\l'i:ft~~t I

(52) 129. ~cf;~5lf~'Siffi~~

t? (1) -;;;T~t I

(2) -;;;1 ~ Cflt ~t I

(3) -;;;l;ffir~~t I

(4) -;;;1 ~ciT~ m q;«f 1

130. ~ cf; ~ 5lf ~ OfTJf lR" m:rr_ ~~t?

(1} ~ ll'RC!T c);- ;:rp:r ~

(2) ~ m c);-;:rp:r ~

(3) ~crt~m ciT ~c);-;:rp:r~

( 4) '!!Tit ~ ;:rp:r ~

131. ·~ ~ ~ 1t !!5 tt m t ..... ' 'C(lCfqlt ~&if<t>i1l10G~ ~cit am-~ 'Cf>«{Tf?

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

(2) ~~wm~~cil(1{4>

132. ~ l10G 'It~~ 'Q;;:rq CfUT c);-~ lR"

~l:_)q;J~~\ifl'~f?

(1) ~

(2) ~

(3) ~

·(4) ~

133. ·~ w.;pl cnt.l-m ~ t?

(1) ~

(2) <r

(3) ~

( 4) ft<r

134. ·~ 'ifi'!ltnhilcl,' ~1l&<rrt

(1) ~

(2) ~

(4) ~

135. ~cf>am:m-w~~~tr.n

(I) ~Cfif~<T'@1R~~t I

(2) ~ CfiT am~ ~ crt-~

'f>1 "&It coT~ t I

(3) ~ ~ ~i1 am * l:JTff ~ ~tl

(4) ~~ ~~~cf;-fcf;;nt

~tl

f.:$T:~~~P.:

136. ~<nl~-~llmRtttl\f<l'{uhmt

(S3) .A

137. ~'!'1/IHHill·~t

(1) "ffi'WHTOGT cf> m 'f>1 ¥WffiT

(2) (fur TJfu ~ ~ q,1 ¥WffiT

(3) ~ ~ ~ CfiT m <nR cn1

( 4) ~ m cn1 3{]qiJIUC6-~'"I'q'tlif<C6 "ij'ij'f.alf -q ~ f:fl $l C6 offi;:R 'f>1 '1J'( I <'1 (11

. 138. ~cf>~t

( 1) WRf, ~. 1WIT, ft;mRr

(2) ~. 1WIT, ft;mRr, wm:=rr

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

(4) ft;mRr, ~. 1WIT, ~

139. ~fcliiliW"l 3fR~~

(1) Cf>lt·~ 'q!qf~~~ I

(2) wft~w~~ 1

(3) ~~~~~~

(4) wr-=IT ~-"'t11('1" qif 'q!qf * ~ ~ ~rn~~

140. ~ ntl\"cf>~ .q ~ ~ ~-fcrcm:i ~~~?

(1) ~ ~ ~ lWIT-ftrffi ~ 'q!qf

CfifwWr~~ I

(2) ~~~~cf;-wft~

~c);-~ f.:rtR 3ffi:fil;<rr ~ ~ I

(3) ~ ~ ~ ~ "C6m ~ 'q!qf-ll"ll'I~IIHI CfiT f.:rtR wWr ~

tl

(4) ~m~'q!qfCfifwWr~

A 141. wr.rr~ll~~

(1) ~·cit Ofl(f wR # ~, $t ~

llfof¢"11

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

~

(3) ¥1ifo'{c1Cfl trRI.

(4) wt~~cit~ •:rwqf11

142. fcn~n:r<nR"'Cf>T~ :11t~fqq; ~<nl ~

~'Cf>T ~~-q~~m:llf~?

(1) ~q;f~ I

(2) <rre:cit7ft~~ I

(3) Mc;:¥"1"Cf;f~~ I

(4) Wc)#~mn:fm~~ 1

143. ~ -q 1:lo-l-~ 'CflT fcrcnm ~ cf; fffir ~t

(1) cn&lT B ~ CfRR ~ Cf;f 3l'R1R1 I

(2) <m1. ~ ll&f·~ Wurr I

(3) cffi;:ft ~ Cf;f 3l'R1R1 I

(4) ~~Cf;f~-3Mffi I

( 1) ~ W-~ Tffufcifu liBr ~ I

(2) ~ cit ~ 1fqfu q;f ~

CRffi ~ I

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

(4) ~-3l'R1ffi Cf;f ~ fit\fi"l'{Oj ~·

~I

(54) 145. wm ~ ~ Cflfcs•ug 'CflT ~ qmrr

~ I~ ~!ffi:rn"t I

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

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

(3) f,g~(1'1'ffl"'l

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

146. ~-~ <nT m ~ ~-~ cit ~cnlom::IT~~ (1) ~'11Jl'!T Cf;f ~t I

(2) fr-l'Ell("l"' Cf;f ~ t I

(3) ~ ~ ~ 1:R" ~ m<'T WIX'!T ·~ I

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

Cf;f f.:rlltur CRffi ~ I

147. ~-a:r;;R. ~-3lfQTTq -q ~ ainTt (1) ~-~ cf; ~ q;r 3l'R1R1

~q;r I

(2) ~q;r I

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

( 4) 'I1Jl'IT ~ cfi 3l'R1R1 Cf;f I

148. ~ ~ <nalT -q ~ cnl ~ cf;

wm<nT (1) ~~·I (2) lilffM'i ~ ~. I

{3) ~ mflm OR t.n'. I

( 4) icffir mffllt\'1 ~ Cj;BT • I

149. JW!If'"lCfl~lff~-~'Cf>T~t (1) ~citfuman~'~Mm~

(2) Wfrcf;~~~~·~

(3) ¥Wf ~or-fAT ( 4) ¥Wf Cf<ffiT or-fAT

150. ~~afu.m-~~~~t (1) ~q;f~cf;furo;

(2) ~~~cf;~ (3) ;;ftcR_~ q;f ~ ~ cf; fum: (4) <l~

(55) A SPACE FOR ROUGH WORK

'ftn~~~~

(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.

~~~W!u:~TTlt'<l'K~it ~ ~"31'R"~ft;ro:

OMR "31'R" '!f;f ~ ~2 1R" ~ '!%" C[ff q;l ~ 1J_ft i'fW

;fu;f~ ofu;r ~~ ~ o/ 11%"01T{ "3W ~ <iR=l ~<!IH~~~;;rr~i I

~ '!J>R~i!i1 'fitflf>~ "3W'!f;f q;ll:!Tm ":1" ~~ ~

'Q\ Cfilt 3R' f.mR ":1" ~ I ~ 31lRT 611!*'11i<6

"3W'!f;f it Rmmf ~ ~ ~ 3FPr ":1" ~ I

m ~ ~ "3W 'Q;f "<6T 'UlH'{cl<6 wWT 'fit, ~ fcl>m ,:ft qf{f~f('l it ~. ~ ~ "31'1"{ 'Q;f ~

·<rr~itf':Rm'fft~q;l~ ~· ~~~'Rflit;;m:rft I

·~ ~-~'!f;fitro;TJlt•~•q ~q;l~~~~~-'!f;fit~ I

..mwrr liTU m ~~it~ em~ fucuq fcl>m m<fft~wrnt, ~<TTt\fi4fMf<lli1, ~~~,

~. ~~. ~Ji~f<1<6 ~<rrfcom JFTm 'f>1 "f!TI1!ft q;l B ;m;f <TT ~ <iR=l 'f>1 ~ ~ t I

~ "'R 'Q\ ~~. ~q;l 31lRT ~-em

~I

~<rr~'fft~ ~~f.Frr<filt~ ~~":fmtl

~ ~q;l3l'FIT ~'Q;f ~ f.Frr ~ ~-'!f;f 'Q\~~~f.Frr~·~~~ I ~ fcl>m ~ ~ ~ OIT{ mRm-'!f;f 'Q\ ~ ~ ~m~11RT~flf>~m'Q;f~~t 3ll<

· ~ ~ ~ q;r l11l1ffi 11RT ~ 1 'lfilaneii rn ~w:r ~ aP&q;r T.mr-r~-lf5r .q furlTif~ 'IR'~~ I

:

~M~1R<61 iH<'iill~(i 4R<6(1<6 q;r ~ ~ t I

•-~it ~~Wro:..mwrrmt~~m.=rr~ ~ liTUf.r:rilffit I ~ <mR'f~~ ~q;r

~mt~m.=rr~~~~m-rn 1

fci>mtm'm it • ~ 3li<~'Q;fq;f m 11fiT 3Will.

":f:q;tl

-qillltl mq;;f ~ W, -qilaneif ~I ~ ~ ~ ~ ~ mf ~--r.m~ ?.fiT arcQlf llfq ~ 1 m~

artFt wrW p1 Tift~~ <fit R' ~ Wfi1T f I