II '· I - Careerindia

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JP-2 This booklet contains 64 pages. PAPER IT 1 ｾＭＭｱＺｦ II T:;ooklet !f::e

Test Booklet No.

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ｾｾｾＶＴｾｴ I ｍａｉｎｔｅｓｔｂｏｏｋｌｅｔＯｾｾｾｾ

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Read carefully the Instructions on the Back Cover ofthis Test Booklet.

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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 !nvigilator 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-I : Child Development and Pedagogy (Q. I to Q. 30) Part-II : Mathematics and Science (Q. 31 to Q. 90) Part-III: 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-H. In this Test Booklet,

7_

only questions pertaining to English and Hindi language have been given. In case the Janguage/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.

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'IWT-III: ｾｾＱ＼ＱＱＴｴｦＢｬ＼ｴ＾ fuw-1 ('A. 31 ｾｉｦＮ 90)

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"""<fiTit • ｾ ii w ｾ -il> ｾｾ Tit 1liT<'f\ ｾ'!<"<tit! Rough work should be done only in the space provided in the

Test Booklet for the same. I 0. The answers are to be recorded on the OMR Answer Sheet

only. Mark your responses carefully. No whitener is allowed for changing answers.

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Name of the Candtdate (tn Capttals): ｾｱ［｛ ;wr ＨＧｉｴｾ -.f): ---------------------Roll Number: in figures _______ .;_ __________________________ _

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: ｾｩｩCentre of Examination (in Capitals) '-------.,------------------------ＭｲＺｲｩ｜ｭｾＨＧｬｴｾＭＮｦＩＺ (,

Candidate's Signature''-----·------- Invigilator's Signature:-----'-------ｾＢｩｬ＾ｭｔｗＺｾＭｩｬ＾ｭｔｗＮＺ

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PART -I I 'qT1"f'- I

CIDLD DEVELOPMENT AND PEDAGOGY /iffi"l' fclC61'E't ｃｦｾ

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 1s 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

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. ｾＭｭｭｱ［ｬｦｴ＿

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(1). ｾｾｾ

(2) ｾｾＭ･［ｯｲｲｱ

(3) ｾｾｾＢＱＰＦＱＧＱＱ

(4) ｾｾ ol"if'"l'f>l

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'4. Which of the following will be most· 4.

p

f.:tj;jf("jf@i1 .q. ｾ qft;:r_m ｡ｮｾ q:;f

｡ｮｾｭ｣ｦ［ＧｦｭｲｾｾＳｦｵｮｴ＿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.

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8. In a culturally and linguistically

diverse classroom, before deciding

whether a student comes under

special ｾ､ｵ｣｡ｴｩｯｮ 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)

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(1) ｾｾ

(2) ｾｾ

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12. The shaded area represent students in

a normal distribution who fall

(1) At cr = 0

(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

ｴｯ｢･｟ｾＭＭ

(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 ｾｮｯｵｧｨ time for individual

activities.

(4) to reduce the infrastructural cost

of the activity.

(5)

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(3) 3cr ｾｇＡｋ

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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ｾｸ｡ｭｩｮ｡ｴｩｯｮ［ 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)

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(2) ;;t . .rr. ｾ(3) ｾｾ

(4) ［ｺＯｒｾ

16. fmmft ｾ m ｾｾｾ 'Cf)f

ｾｾ＼ｴｬｾ 'C6fff f ｉｾ Jrcm'

ｾｾｾｾｩｩｩｔｾｴ I

(1) lll"lf"lCb ｾ

(2) ｔｦｴｵｲｾ(3) flr14rMCb ｾ

(4) fll14ir4\Cb{DI

17. ｾ furi 'Q10 ｾｾ H111t'11( •rHfrr<ll 'C6fff t't'll ｾｾ(1) ｾＬ q;r<f, ｾＭｾＳｎ＼ｕｾＧｃｦ＾Ｑ

O!lCW!IT Ｃｾｾﾷ I (2) 'QTO C!il ｾｾｾ Witt ｾ t.;r

• ｾｾｾｾｾｃｩｬＢｑＢｦｬＧｾ.I (3) ｾ q;r;f ｾｾ Cf>1 ｾ

m • ｾｾ ont -q '!I'T"iWt ｾO!ffi q;r.rr. I .

(4) ｾ q;r;f ｾｾ C!il ｾＧｃ｢ＦＱｾｾ＼ｗｾｴＮｩｲ • I

1s; ｾ aiffcR<m f.:r"'1fMf&t'1 ｾｴＧＱ＼ｴ＾ｯｦｬｾ t \itT 'Q'{\an ｾ 'C6TtVT ｾ cm;ft ｾ

ｾ v'1fi'fi'ft t 1

(1) w.f-"q;f Cf>1 ｾｾｾ 't!MRr ｾ

(2) -qfturp:r ｾ ont 'if orwr ｾｾ(3) ｾ 'tW{f q;r.rr

( 4) fCifii I "611aTI lR' WI' t.if

19. ｾ <tT ｾ｣ｭｬＧＱＱＴｬ <tT Q&l"jSflf"lCb

ｾｴｬ

(1) ｾｭ＼ｉｔ

(2) ＥｾＮＢＱｩＡＢＧｬ m- ｾＮＺｭ(3) ｬＺｬｯＮｦｾ

(4) <H:trl"flfl'lCb ｾ

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(7)

20. A, B and' C are three students 20.

p

ar, q, ｾｮｦｦＮｬ furi t 'i!hrn'ift ｾ t 1

'31"' q;l ｾｾｾ WRIT t aTtr ｾｾｴｦ｣ｮｾｾｾＮｱｾＭｭｲ I

'q' arn\ift ｾｾｴｾｾｾＮｱ

ｾｾＧｭｴＨｦ｣ｮｶｲｲｾ t 1 ﾷｾﾷ arn\ift ｾｾｾｴｾｾｾ

fl'ilct>F! ｾｾｾ 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 Ｑｾｯ｡ｬｳ 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", ｱ｡ｦｴｲｾ｣ｦ［ｾｾＺ f I

(1) ｾＮｾＮｾＭﾷ

(2) ｾＮｾＭﾷＮｾ

(3) ｾＭﾷＬｾＮｾ

(4) ｾＮｾＭﾷＮｾ

21. ·mifcn ｾｾｾｾｾｾ<IIICI:t<lct>i'1131T cfi ｾ 1l m, ｾｾｾ attR ｾｱ［ｬｾ｣ｦ［ｾ Cfll'!fih.''l

<foif 1f -qlt TTl:[ I ｾＺｾ --

m/df 1

(1) • ｾＮ｣ｩｴｭ｣ｩｴｾ(2) ＳｗｴｬＭｾ cit m&r (3) .am ｾｾ 611CII(4Cfl('11m cit

• (4) Ｎ｡ｭｾｾＭ］ｷｲ｣ｩｴＦｮｦｵＭｭＦｲ

22. ｳ､ｩｴｦｩｮ＼ｾ cnr fc:«;tlq ｾ f-1'"1R:if&!'1 1l ｾｾｾ｡ｮｾＧｃｦｬｦｴｲＭＺｦ t? . (1) Ｓｬｴｦｵ｣ｴ［Ｍｾ

(2) ｦＮｬｴｮｲｾ

(3) ｾ

( 4) ｾ 'l1ffi;:rr

23. <fi am f.1y;o•H• ｡ｮＱｬｩ｡Ｂ＼ｾｈＱ q;y ｊｏｉＩｦｦｩｬｾ wfcfi<rr -;;rr "ff<fiffi t 1

(1) ｾｾ oqfCffi•IM ｾ 1R ewr ｾｾ

(2) ｾ｣ｩｴｾ cit lR'W 'WRT ｾ

(3) ＧｾＭＧｃｦｬｬＢｬｴｾｾ .q ｾｾ 3rRmf

ｭｴｲｮｴｾ

(4) ｾｾｾ

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24. Which one ofthefollowing is correctly 24. f.:p:;:r lt ｾｾｾｾ t?

ｭ｡ｴ｣ｨｾ､＿

( 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) ＫｩｾｬＢＧｬＨＧｱｃｦｩ fcrCfiR:r - qf{qqq\11

(3) fll'"ilf"lCfi fcrCfim" - CII\11CI'(OI

ｾc); 31ft1fhfi1 ｦＢＱＢＢＱｦＦｾｦＱＱＧＱｾ ('f&f

ｾｾ t fcf; ｾ cnarr .q: ｦｩ｣ＱｮﾫＢｾｃｦｩ

ｾｦｴｬＢＧｬｦＢｬｃｦｩｾｾ ft"'l<ilf"11'1 t (1) ｾｾ cf; wr ｾｾ q;r

fcrCfiR:r

(2) TJ;4lffi'{oi cmT ｾｾｾ "CfiBT

ｾｾｴ［Ｐﾢ｜ＱＱＧｻｾｃｦｩｾｷＭｉｔ

(3) sW.r ｾ trrt ｾ q;f wncft ｾｾ

ｾＢｃｦｩｂｔ

(4) ｾｾ cf; wr Mfo"llfl1111 ｾ

'i¢\11 Ｇｻｾｃｦｩｾｾ "CfiBT

.26. f.:p:;:r .q: ｾ 'Cfit.:f m ｾｾ cf; ｾ .q: ｾｱｦｴｾ＼ｮｬＧｾ＼ｦｭｲｲｴ＿Ｎ

(1) ｾ fuwiT ｾＳＱＱ q;r ｾｾ

ｾｾｾｾ q;m cf; 31-'<i fuwiT

"Qm ｾ <fir llffi I

(2) fQm;fi ｾ C::'?llf.G<i'i ｾｾｾ

Wm ｾｾ cf; 31tmr ｾｾ

WITffir <f.s rt t I

(3) QCfif/141'1 ｾｾｾｾ

-qjffi ｾ om ｾ s* t ｾｾ

ｾ 0.75 ｣ｦ［ＢｦｦｩＧｉｒｾｴ I

(4) l?lli.lRCfi ｾｾｾＮｾｾ

ｾｾｾｾｾＢｦｦｦｩｴ I

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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 government 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) ｾ Thurstone's pnmary mental

abilities

(9)

27.

28.

29.

30.

'H'iiJICfi<(Uj ll 'Hf"lf\'1i'1 t - 'Hi'ti{ift'ICfi *nvrafu' I

(1) fc:ts;)Q;<i'i CliT f•H51"fllffi?1 'Cfi'\-!T

(2) ｾ 4 f<ti1 Cf) 04f<ti1 ｾ fucf;m

(3) ｾ CliT ｾ .q 'H'"ll<ilf-:m 'Cfi'\-!T

(4) ＺｈｾｉｉｩＱＴｃｦｩｾｾｾ

1ffi' ｭｦｾ Gl t:<t>'HLIH fTi<;rmT C6T ｾ'4l«fi t'ill ｾ ctl ｾ 1=ffifT ｾｾｾ f I

<w ｾ Gl f1Ff f1TI;rmT .q ｾ qmft t ｾｾｬｦｦｩｾｴ｡ｦｵＧｾｾｴ I "<W

ｾ C6T '3'('1' mm ctt ｾｾ <f>fffir ､ｴｾｾｾｴｾｾｾｾｴｦ｣ｴ＾ｾｭｭＧｬｬｾｾｴ 1 ｭｦｾ｣ｦ［ｾｱ［ｬ __ Cfifcs"11$t I

(1) fl'"ll<il"1'1

(2) . 31t"(<tfs;?11

(3) fc:t<ts;ICfi<OI

(4) ｾＨｒ･ｶ･ｲｳｩ｢ｩｬｩｴｹＩ

p

ｾ ffw ｾ Cfil<iaugl fM1' ｾ <f> ｾｾｾｾＱ｣ｲｾｴｦ｣ｴ＾｣ｲ1ffi' ｾ mcm- C6T ｾｾＧｻｾＧｩｬｬｾＢＱＱ｣｣Ａｩﾫｾｃｦｩ -mm <f> ｾ 'Q'f mm ｾＮｾ '4l«fi t I cf ｾＺ Cfill\\'1iil1\ <f> ｾfu"Cfim ctl ｦｾｾｈｾ ll t? (1) qho•J?1

(2) ｾＭｱｻｱｻｪｬＩＨＱ

(3) ｾＭｱｻｱｻｪｬ 1(1

(4) 1ffi-Y{Y<I11(1 (Para Conventional)

'ill ｾｾｾ ll ＧｈｦＢｬｦｾｩＧＱ 'iHftiCfi

ｾ｡ｮ｣ＪﾫＧｑＧｦｲＭｾ｡ｦｵＧｾ｡ｭｦｦｦｩｲ

Ｇｩｬｬｾｾｾ ric*« fl"1"1ii'iCfi

of.a> C6T vrrfl«;r 'Cfi«rr t, <w t

(1) ＧＨＱＱＧｩ＼ｈｾＧＱ 'CfiT '';;fi' 'CfiRCfi'

(2) ｾ 'CfiT '1f.&'"li11 'CfiT f:«tr ｾ

(3) ｾＧｃｦＩｔｾｾ

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. Candidates have to do questions 31 to 90 ｲｬｦｬｾ q;7 J1R' 31 ?f90 <IT nT 'l/TTT- II {TTfUfrr <!f

EITHER from Part - II (Mathematics and femR} <IT 'l/TTT _ Ill (ffllllfJ:tq; ｾ 1 Hflfi!J:tq;

Science) OR from Pa11 - III (Social Studies I femR) ?f qw1 f 1

Social Science).

31.

32.

33.

34.

35.

ｐａｒｔＭＱＱＯｾＭＱＱ

MATHEMATICS AND SCIENCE I 41 fU h'1 Cf fcnt H

The number of integers less than -3 31. ＭＳｾｭｴｬｷＭｳｾｾｾ＼ｴｴｾｴ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 ｾ <f> ｾ ctft ｾ 12 ｾ t I ｾkm. A map ｳ｣｡ｬｴｾ is 1 : 25000. The "11'1f.i:l51 ｱｲｲｾ 1 : 25000 t I "11'1fil51 W distance between the two places on the

ｆｇｔｾ＼ｦ＾ｾ｣ｴｦｴｾＮｾＱｬＮ 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 ｱｪｦｾ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ｾｃｦｩｈｃｦｬ cf> 3 0 f1fi;:nt ｾ 12 'Cfi'H'Cf>

polyhedron which has 30 edges and 12

faces is f I ｾｇｉｾｃｦｩｈｃｦｬ <f>.m ctft ｾ 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. ｾｦｩｦ＾ｭｾ＼ｦ＾｡ｭｴＱｬ 15 ﾷｾｾby 15, the result is 39. The sum of m qfhnq 39 t 1 <41'fflf<il<t> ｾ <f> aiCfiT digits of the original number is ｱｲｲｾｴ

(1) 6 (2) 7 (1) 6 (2) 7 (3) 9 (4) 12 (3) 9 (4)· 12

SPACE FOR ROUGH WORK ＯｬＧｑｩｾｾｾｾ

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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 ｾ EDF gives

a congruence, then which of the

followng is not true ｾﾷ

(1) AC=DE (2) AB=EF

(3) LA= L.D (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 ｯｭｾ 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 ｾ R afu" S ｾ

QT 'Q'f ｾ WfiR" f fcn PR = PS t I ｾ

LPTS = 62° i'fm LRPS = 34° m-. nT LQPR Cfll mq t (1) 11° (2) 13°

(3) 15° (4) 17°

37. ｾ MBC afu" M>EF ｾ CAB ｾ

EDF ｾｾ fl<ll'IM m-. nT f.p:::r ll ｾｾＭｭｾ ;rtf t?

(1) AC =DE

(3) LA= LD

(2) AB =EF

(4) LB= LF

38. (1 00 - 300 ctiT 20%) ctiT 40% <m<R't (1) 16 (2) 20

(3) 64 (4) 140

39. G1-mman ｾｾ fi'li4C!thfi (HCF) 28

nw ｾｾ fi'li4Citil (LCM) 336

t 1 ｾｾＭｭｭ 112m-. ｭｾ -mmt (1) 56 (2) 70

(3). 84 (4) 98

40. 2

ｾ 3 X = 0.6 afu" 0.02 y = 1 t, c;.f

x+ y-1 ｾｬｬＧｒＧｴ

(1) 0.92 (2) 1.1 (1) 0.92

(3) 49.1 (4) 50.9 (3) 49.1 (4) 50.9

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41. x-2

If Y = x + 1, y :t: 1, then x equals

(1)

(3)

ｾ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 Ｈｵｾ･ 1t = ＲｾＩ

(1) 770 (2) 1155

(12)

(1)

(3)

ｾ1-y

Y.::.l y+1

(2)

(4)

Y21 y-1

L::_y 1-y

42. ｾ crrT afu- ｾ ¥ cf> ｾ ¢fmR" t I

｣ｲｲｴ｣ｦ＾ｾ｣ｴｩｬﾥ＼ｦ＾ｾＭｴｴｾｴ

(I) 1 : 1

(3) 1t : 2

(2) I : 4

( 4) 1t : 4

43. ABCD ｾ crrT t fum1t AB

(x + 16) "@ft nm BC = (3x) "@ft t I crrt ＼ｴｩｬｾ <*ft ll) t (1) 16 (2) 24

(3) 32 (4) 96

44. ｾ msc:rrm CfiT 11TUl' o t 1 ｾｾ msc:rrm .q 72 afu- -12 afu- flfUif.;"!i1 ｾｾｾＮ

ｯｲｾ 11TUl' mrrr (1) 0 (2) 5

(3) 6 (4) 60

45. ｾ ct&lqTI"\;q ｾ cf> amm- ｾ 'Qftfq

44 Ｂ｀ｦｴｮｭｾｾ Is "@fit 1 ｾ

CfiT am«R <*ft31l) t ( 1t ｾＲｾｾＩ

(I) 770 (2) 1155

(3) 1540 (4) 2310 (3) 1540 (4) 2310

SPACE FOR ROUGH WORK Ｑｾ＼Ｖｔ＼ｦ｣Ｉ［ｾｾ

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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; ｾ q;arr # f-1'"1ft'1fuii1

ｾＧｑｬＧｾＧｃｦｩｲＮｉｔｾ t: '"l!"i em <fiT "ii'R" ftCil'I'H'l aw«rr 1l ｾＥ＼ｉｔｾ t ｉｾ aw:ffi ｾ

ﾷｾ t: 4o ｾ 1 fur T'l'q ･ｭｾ

ｾｾｴ＿Ｂ

ｾｾｾ m-r ｾ cf; 'fi;r(r aii<WN'i

ｾ •if01ffi<4 fi<ti("Q"'11 t (1) qTf 3fu" 3WIO C!iT ｾＮ qTf 3fu"

3WIO C!iT ｾＮ qTf 3fu" 3WIO qft

ｾ

(2) 'CPt, 3WIO, '8ClhH4, ｾｾ

ｾｾｾＱ｣ＺｷｦＱ C!iT ｾ

(3) 3WIO C!iT ｾＮ qTf C!iT ｾ

p

( 4) WWIT q:;f ｾ '<fi'R ｾ fuQ' ofl;;p I fU I ffi"' Wil<:f>< o I

47. ｾ q;arran .q. Jl\il•lf01i1 ｾＥ＼ｉｔ

ｾ t I ｾ cf; ｦｩｾｈｩｴｩＧｬ＼ｴｩ fclq;m cf;

ｾ｣ｦ［ｾｾｾＧｑｬＧｊｬ｜ｩｬｩｦＰＱｩＱｾ

ｾＧｬｦｵｮｴＬｾ

(1) ｾｾ＼ｬ＼ＺＮＧｬｬｦｬｩ＼Ｚｦ＾ «rr 1R t 3fu" orso -mt t:«14Ri11(1CI>l ｾｾ cw ｾ"8'Cf>i''T t I

(2) ｾﾷｾＭｾｦｳｴｩＢＧｉｾｃｦ＾Ｎ «ft 1R t 3fu" ｾｾｃｦ＾ＨＢＧｈ I Q ｾ "8'Cf>i''T t I

(3) qurr 'If[ ｾｦｳｴｩＢＧｉｾｃｦ＾ «ft 1R t ·3fu" 'Cff.\'

ｾｾ C!iT f.:r4tur '<ti'R ｾ '[RT

ljft ｾ q:;f ｾ "8'Cf>i''T t I

(4) qurr <iilNR<:f> ｾｦｳｴｩＢＧｉｾｃｦ＾ "q"<(U(' 1R t 3fu" ｾｾｃｦ＾ＰＱＧＱＱ｡ｮ q:;f ｾ '<ti'R *. ｦｵｑＧＧ｛Ｇｬｦｾｾｾｴ I

SPACE FOR ROUGH WORK I '{'qj'cnr<f ＼ｦｩＧｦｴ［ｮＺｲｾ

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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) ｾＫＱｾＶ］Ｈｾｦ

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.


exponents but has made clerical

errors.


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 ｾ ;t ｾ w ｦｭｭＧｾｾｾｾｾｾｾＧｑＧｬｩｩＧｃｉＩｾｾｾ］

(b) 32 X 42 = (12)4

(c) 33 + 35 = 3-2

(d) 720 + 714 = 76

(e) 93+ ＱＸＶ］Ｈｾｦ

ｾｾＭＧｑＧｬｩｩＧｃｉＩｾ amm- w .'Sft ｾ

Pl'"1f<wlf&C'1 fGafuiT ｴｾｴＺ

< 1) GfT.'qf ｾｾ f.:!<!1:r wm T(<IT t afu-

11ffi ｾｾｾｾ Cfir ｾ

tl

(2) GfT.'qf ｾｾ f.:!<!1:r wm T(<IT t ｾｾｾＭｾｃｩ＾Ｑｦ I

(3) GfT.'qf ｾｾ f.:!<!1:r wm T(<IT t

ｾｾ ql ｾＺｭｾ 'l1T1T cmi

ｾＧｾＧｩｦｾｾｾ I

(4) ｾ 3W-lff ｾｾｴｾｾｩｴ

ｾｾ f.l<rqT ｱ［ｾ wm T(<IT t ｾ

ﾷｾ 3W-lff 3lWT t - ｾｾ it

'("iCfi{'IHI q;)- ｾｾ t I

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ｑｾ p '

49. According to Van Hiele level of 49. cR ifi;J cf; \RUf.:tJliOI fcRm" cf; ｾ *' ｾ \I<UMJliOI ｾ cf; -qfq ｾ f -' ｾＮｦｾｏ＿ｍｅｉｕｉＬｾ［ＺｦｴｱＺｱｊｮｩｦｩｾＮ

＼ｉｉｾｑＧｱｩｒ＼ｴ＾ｾ atR- ｾ (rigour) I

C6W VII cf;fuam?.l<IT q;T ｾ q;T ｾ

ｲ｡ｾＱＢＧＢＧ｡ｮ cf; aw.TR"lff ｾｾ｣ｦ［ｾem ｾ 1 ｾｾ <R-ifi;f \i<Oii41Jll04

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; ｾｬｦｦｦ I

(1) ｾ

(2) fcl'?MquJ

(3) 3l -1l q T.IIRct> f.:rrT1::R

(4) ｾＴｔＮｉｉｒｃｦ＾ｾ

C6W VIII q;T f"'t:Pifi"if&o ｾｗＺｮＧｾＺｾｾ orcmr 50 W:ft x 65 W:ft en'\ ｱｺｦＧＦｾ＼ｴ＾ 'O?ft?: ｾ GAT t I ｾ en'\ ｾ atR'

ｾｓｦ［ｬｭＺ 30 W:ft atR'15 Wfl t ｉｾ｣ｴ｜ｾｾｾｴ＿ｾｾＧｃｦ＾ｔ

ｾＱｦｴｾｾ I

ＧＱＰＴＶｾ en'\ 31ln:i<tm ｾ t 1

(1) f.fi:;r ｾＺＸｾｈｉＨｻＧｉｃｦ＾ lllrr, ｾ <m"

3li<I!14>(1Cf>J (ct<f•ii<l:S) *' 3lTl«'R *' ｾＤＧｾ･ｭ mrr crnrr ｾ

(2)

(3)

f.fi:;r ｾｾｾｊＧＱｊＨＧｱｃｦＩ lllrr, ｾ'("l!h!f<:111 ;8ct>(>'ti'1131T ｾ 31/Cl'?liC!>

mwrr $' 1Wr ＼ｾ＾ｲｨｩｯｭｾｾ

ｾｾｾｾｊＧＱＱＨｻＧＱｃｦ＾ lllrr, ｾ3l1W ｾｾ 3fu' ｾｾｾＤＭｯｩｦｱｾｾｾｾ

'Cf)f ｾｾ 'i!T "("l'Cf)!1T ｾ

(4)

making diagrams and connections

between many possible situations. higher level of cognitive demand (4) ｾｾｾｾｈｉＨｻＧｉｃｦ＾ lllrr, ｾ <m"

as it requires the use of conceptual ｾｃｦ＾Ｈ＾ＧｴｩＧＱｊＨＧｩＺｊｃｦＩｾ $' ｾ em mrr understanding that 'underline the crnrr ｾｾ q;J<t Cl>T'!jp 'Cf>'R em procedure to wmplete the task. ｾ Rfui; ｾ

SPACE FOR ROUGH WORK /llnm ｣ＶＧｾｾ

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51. Mr. Nadeem gave the following task 51. ＮｬＡｦｩﾷｾｾ｡ｦｵＢｃｦｩｬｵｲｾｾ｣ｮｬｬｦｬＧ

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 ::

--------,iF

ｾＭﾷＭＷJ 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 s«r Pn<1f(ilf&i1 ｾＨｦｩｧｵｲ･Ｉ

ｗＲｦｩＺｒｇｾＺ

E F

J H G

ｾｾｴ

(1) ｾＧｉｔｾＬｾｾｾｾ

ｾｍＢＧｔｾｴｲ

(2) ｾ lT &J"'14<Cfi, <ll'II!"101Cfi ｾ

｣Ｉ［ｾｾｍＢＧｔｾｴ I

(3) ｾｾ '&\41!"101Cfi ｾ｣Ｉ［ｾ

ｾｍＢＧｔｾｴＱ

( 4) ｾｾ Cffi'IT ｾｾ wr<:r c);

ｾｾＭｾ 'IT ｾ ff q;'f

the classroom durit].g free time. !Oilff!lfi;(1 CR ｾ t I

SPACE FOR ROUGH ｗｏｒｋＯｾｃｦｩＧｬＧ＼ｦ｣Ｑ［ＭＧｦｩ［ｮｲｾ

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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 ｾｾｾｾ 311m:f <fiT

ｾ＼ｦｩｦｦｩｔｴＺ

"311m:f ｾ t fimcfi fcicR1M ｾｊｬｦｩｍｬｬｩ

<ti"ll"' ii•H ＳＱｴｲｾ t I"

ｾｾｾｴｦ＼ｦｩＧｾ

(1) ･ｭｾｭｭｭ 1

(2) • q,1 -mr ｾｭ em m "'RRT I

{3) ｾ q,1 ｾｭ em ;;n;rnr t ｾ -qftqrqr -q ｾｾｭ em

(4)

ﾷｃｦｩﾫｬｬｾ I

ｾｦｃｉｉ＿ｬ＼ＱＱＱＧＱＱｑ "'RRT ｾｾ -qftqrqr

em ｾｾ -q ｾ t:{(\'\'i5(1al ｾｾ

ｴ［ｔｾ I

53. ｴ｣ｩｦｱＮｾ c);' <WT .q ｾ otS" mqp;f ｾ

t: 5y+3 = Sy

(1) ｾｾ

(2) fi Cfi01'11('i1 ttl ｾ

(3) l'!cht:(Oiq{Cf) ｾ

(4) <i'IIY<CM ｾ

SPACE FOR ROUGH WORK I rq;-<fil'¢ ｣ＩＺ［ｦｭｲｾ

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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. ｾ VI ctf ｾＭｾｾｦｾＢＢＧＧｒＭｴｦＦｬＱ

ｾｾＺ

ﾷｾ -:t 5% Jffir Cf!i ctt « ｾ GZmr ｷｾ

ll f 5,000 \ifl1l' ｾ I ｾ Cf'i Gi1G ｾ

f 3,500 ｾ cm;ft ｾｾ cfi ｾｾ I ｾ anR 'Q'm' qTif 'flfu cnT 3Rf

ｾ Cf!i cfi ｾ 5% Jffir Cf!i GZmf « w \ifl1l'

qm ｾ I ｾ Cf!i Gi1G ｾ fcnl1;ft 'flfu 'lli'Gi

ｾ＿Ｂ

ｾｾ cfi ｾｾｴｭｭｾ 1l ｾＭｭｾ fclcnf-HI1 ｾｾｾｴ＿

{1) {1411C:Hf

(2) . ｾ q,l- Of'«<i ｾ a:ftt ｾｾＱＴＤＱ＼ＺＺＱ＼

ｾｾｾ

(3) f.!tar

( 4) ｾ a:ftt ｾ q,l- ｾ q;r-rr

55. ｒＢＢＧＧｦＦｾｦＦｬＱｾｾ t ｜ｩｬｬｾ VI ｾｾ

TTtt: ﾷｾｾ｣ｦｩｾｾ f-'l""''R-tf&l1 ｾ

＼ｮｬＳｬｦｾｾＺ

ｾ cf;'Q'm' ｾ ctt WAf ll7 ｾｾf I ｾｾ <fi 'Q'm' X ifqft f'l1f ｾ <fi 'Q'm'

fcnl1;ft ｾｭ ?"

ｾｾｬｬｾ＼ｦｩｦｬＧｩＱＱＧＱＱｾｃ｢ｾｱｦｴｾ

!fll«flctf ｡ｭＭｾｾｾ t? (1) m-='J

(2) ｾ

(3) ｦＢｬｩ＼ｍｾｵｩ

(4) ｦｩｾ＼ｊｬｾｯｬ

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(19) p

56. If p = 32000 + 3-2000 and q = 32000 _ 56. ｾ p = 32000 + 3-2000 ｾ q = 32000 -

3-2000, then the value of p2 - q2 is 3-2000 ｾＮ 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; ｾｾ 'fiTT ｾ 'Q"f

toot of 125. The remainder is ｾｴ

(1) 1 (2) 2 (1) 1 (2) 2

(3) 3 (4) 4 (3) 3 (4) 4

58. The value ｯｦｾｾ is 58. ｾＱＶｾ <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 530 (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. ｾ 3' 30' 10' 15 ｾ 5 <liT amTt1 ｾ 1{

ascending order, then the fraction in TI=mn ;;mr. ＭｾｨｩｴＮＺＬｨｦｬｾ \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

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p (20) ' ＼ｉｄｾｅｈ｣ｦ［Ｍｾｱ［ｔｾＮｱ 4RCikli'1 ｾ｣ｬ［61. The steps required for the conversion 61.

of kitchen garbage into manure are ｾｾＮｾＭｭｙｓｦ［ｬｦＮｱｾ t. ｾｾｴｮｲgiven below in a jumbled form. t: (A) Put the garbage in the pit. (A) ｾｱ［ｔｔＱｦＮｱｾ I

(B) Cover the bottom of the pit with (B) TTf cit nffi .q ｾ cit 'Q"('''1" ｦｾｩﾧｉｃｍ

sand. ｾｾｉ

(C) Cover the pit loosely with grass (C) TTf <fiT 'Elm ｾ -m- cl;- i!Tht ｾor a gunny bag. ｾｾｉ

(D) Add worms. (D) ｡ＱＱｦＮｱｾｾ 1

The correct sequence of these steps is: 'f"f ｾ＼ｦｩｔ -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. ｾｾｾｾｦｱ［ｲｴ afu-w:r-w:r m live together. One provides shelter, t 1 ｾｾｾ arrcm:f, ｾ nm ｾｾwater and nutrients while the other ｾ <fmrrt, ｾｾｾ＼ｒｬｩＧｉｔｾprepares and provides food. Such an ｾ 'fmrr t I ｾ c6"l« 'WfiT'f cf;- ｾassociation of organisms is termed as ＼Ｎｦｩｔｾｴ(1) Autotrophy (1) 'fqq'jiSfUI

(2) Parasitism (2) q{"'l<il1'11 . (3) Heterotrophy (3) f<M"'4JISIOI (4) Symbiosis (4) 'H (\ "11 ct "1

63. In the alimentary canal. the swallowed1 63. a:nm- ;::m;r ('qTT.R -;wit) .q ｾ TfiU ｾ

· food moves downwards because of ｾ｣ｩｴｾｔｦｦｩＺｲ＼ｦｭｲｲｴＬｾ

(1) the contraction of muscles in the (1) trm 1"ffi ｾ em m- em -QWit

wall of food pipe. ｾｱ［ﾫｦｲｴ I

(2) the fl?w of fluid material taken (2) ｾ . ｾ -wr fWrr TTm lffi'f m

ｾｭｯｲｾＱwith the food.

(3) ｾｗｉＢｗｦｦｩｦｾ I (3) gravitational pull. (4) ｾＭＢｔｚ -;;ftq ｾ ·coT -;frtT "lR ｾ(4) force provided by the muscular ｾＮｗｉＢｾ q;«fT ｾ I

tongue.

64. Frogs and earthworms breathe 64: ｾｮｭｾｾ｡ｎｯＧｦｴｾｾｾ

through their skin because of which ｾ t ｾ qm'Uf t fct;- 'f"f ｾｾ cit the skin of both the organisms is ｾｾｴ

(1) dry and rough (1) ｾｔＡ［｣ｦｷ

(2) dry and slimy (2) ｾｔＡ［｣ｦｾ

(3) moist and rough (3) ｡ｭｬＭｔＡ［｣ｦｾ

(4) moist and slimy (4) 3l1t Ｍｾｾ

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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 ｲ･｡､ｩｮＱｾ 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. f4<t>f-1<t> 1R' \iffit ｾ M tmr ｾ <mrr

ｾｾｾｯＺｒＱ c1; ｡ｾＱＺｳｨｩＱｇ＼ '<.fiT 41o"'i<t> "

ｾ 10 f1:r-:rG ｾｾｾ I affi .q

ｾｾ 41q_"'i<61 cnT ｾ GWft mruft .q ft;mrr:

ｾＨａｍＩ

8.00

8.10

8.20

8.30

8.40

8.50

9.00

(I) 15

(3) -30

all:ShftG'! '<.fiT .

41q_"'i<t> (km)

78752

78758

78768

78780

78791

78800

78806

(2) 18

{4) 54

66. ｾｾ 3lCfiWT ｾＮｾ 3lCfiWT $,

ｾｾｾｾｾｾＤｦｵ＼ｮＧｔｊ＼ｉｔ

t I ｾｾ '<.fiT ｦ｣ｲ｣ｬｦｾｊｏｩｦｬＢＧｦ＼ｩｬｾｾ

ｾ｣ｬ［ｾ｡ｭｾｾｾｴｾｭ

(!) ｾＢｦｦｩｪｾｾＢｦｦｩｪ

(2) .3lC!Iffi' ｾｾｾｾ

(3) 3lCIIffi' ｾｾ 3lCIIffi' "ffi1

( 4) 3lCIIffi' ｾ 3f2ic!T ｾ "ffi1

67. f-1'"1fMf<sh'1 .q ｾｾｾ '<.fiT 't'1'i"il4

fl: (I) Cfit!rn, 'lffi, ｾＮ 3lffiiT

(2) 'lffi, ｾＮ Cfit!rn, ｾＱ＼ｷｳｩＱＧＱ

(3) T:RT, m-m. ｾＮｾＧｾ ' 0 (4) ｾＮ 'lffi, ﾢＱｾｾｾＮ 'lil"'liSIH

p

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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.


which promotes burning of a

candle.

(3) · Brown coloured pungent smelling

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 ｾ w Ｆｾ Qi1<m cfi Jrlrrcf cfi ｾ

ＧｬｬｾｦｵｲｔｔｴｲｾｃｦｩｔﾷｾｾＺ

(A) .q -q;m;ft ｾ cti ｾ <f,a "at

ＧＡＱｴ｜ｩｾｩＱＱ <fiffl f I

(B) Ｎｱｾｬｬｯｭｴｲｾ＼ｦｩｦｦｬｦ I

(C) .q ｾ cti ¢a<iil ｾ <fiffl f I

(D) .q -q;m;ft ｾｾ 'ffiYI", ｾＮｾ

ｾｾ｣ｦｩｾｭ＼ｦｩｦｦｬｴ 1

ｾＢＧＡＧｉｩｩ q;?.R t : (1) ｾＨｃＩｾＨｄＩ

(2) ｾＨｄＩ

(3) (B), ＨｃＩｾ (D)

(4) (A), ＨｂＩｾ (D)

69. ｾｾ '!'l)f:gqq ｴ｜ｩＤｾＱｃｈＱＱＤＺｩＵ cf; i'fl\m oR ｾｾ .q ｱｾｦＮＺｪｾｱ cti "Q;;:ft ｾ

t, "ffi ｾｾｾ "t\Tffl t I ｾ fur Tltr

ｾ 1l ｾｾＭｭ q;?.R ｾｾｾＱ｝ＱＱＱｔ CfiT "'!'Iii 'Cf1JR ｾ t ?

(1) ｾｾｾｾＢｬｬｾｬｬＡｦｴｭ

·q,hft"ffi q;f ｾ tft t I

(2) ｾｾｾｾ "'T ｾｾ *" ｾ -q wr:rnr Cfmll tl

(3 > ｭｾｐｩｾ c.m;fT ｾ trr cit ｾ

(4) ｾｾＭｾｾ［［ｔｉｾｾ

qft mffi ｾ ffi 1R '11"P:r' ｾ

ｾｃｦｭｬＧｴｴ I

70. ｾｦｵｲ TTtr <111CH1i$:S1 .q ｾｾｾｾ［Ｚｦｵ［ｦｾｃｦｩｦｴｔｔｾｾｾ＿

"' (1) ｾＳｬＱｃｦｦｩｬｾＧＵ

(2) ｾＳｬＱｃｦｦｩｬｾＧＵ

(3) . ｾ［ｦｬｦＺＨｬ＼ｩｇ＼ｾｴｬＧｦｦｩｩｾＺｓ

(4) ｾｾ

11. f-'l'"'lfc:'1fuii1 1l ｾｾＭｭｾｾｾ

JOIICfiMC6 ｾ CfiT <f1M t? (1) ｾｾｾ

(2) ｴｬ＿ｬｦｾ＼ｪｱｾ ;;wr

(3) ｾｾ Cl""''"l'tCI

(4) 111'1'fl1<6 ｾｾｾ Cf;j" ｾ

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72. Which of the following statements is

true about endemic species ?

(1) They ｾｲ･ 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, · ｾｨｲｯｭｯｳｯｭ･Ｌ

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. ｾ ttfl:tfl"lt cl; ｾ .q ｾｾｾｬｬｾ＼ｮｴＮＺｦＭｭｾｾ t?

c 1) ｾ 3ll"Cirn *" ｾ m q:;r ｾ '!R coTt 1A'l1JCr ｾｾ I .

(2) ｾｾ filf$411'H) ｾ｣ｴｈｾｦｩＱｃｦ＾

ｾ "ll-cn<fr "'Tffi t I

(3) ｾｾｾ 3ll"Cirn 1l tt -cn<fr Ｂｾｔｩｬｬtl

(4) ｾｾｾ m tiCf>Giq""1

ｾｭＢｦＡｃｦ＾ｦｦｩＱ

73. ｾｾｔｔ｜ｦｾｬｬｾ｣ｮｴＮＺｦＭｭｾｾctft ｾｬＧｬ＼ｩｩｬｬ｣ｴ＾ｴＧＱＱｾｭｩｴＧｕｴＧｬＢｴ＿(1) ltll"ilfll4 (TIT® ｗｉｔｾ

(2) lfll4lfil4 WIT ＴＱＤｇｬｃｦ＾ｬｦｾＴＱ

(3) C!ilfuCf>T ｾｗｉｔｾ m ( 4) C!ilfuCf>T ｾ WIT CR"ihl011 R {Wff

ｾ

74. ｾﾷｾ TT\f 'QGT ""'"fcri''IA" :«.n'"""'i * ｾｾ ct>)F$ict>l cl; ｾ 'QGT CfiT cnt.:f-m

:«.n'31"1 ｾ t?

(1) ｾｾＮｃＡｩｬｦｵｃｦ＾ｔｾＮ

C!ilfuCf>T m (2) ｾ lfll4lfil4 (TIT®, {i$oilfll4,

C!ilfuCf>T m (3) C!ilfuCf>T ｾＮ lfll"ilfll4, <I$<Stlfil4_

ＴＱＤＲＮｬｃｦ＾ｬｦｾＴＱ

(4) C!ilfuCf>T ｾＮ {i$oilfll4, cMl{l011R

ＨｴｾｦｨＱｃＱ｣ｴｃｦ＾Ｉ , ＴＱＤＲＮｬｃｦ＾ｬｦｾＴＱ

75. ｾｾ TT\f "'31""1""1" ｾ mit'Ut'l" 'QGT""'" fl'! ... ｾｱｬ

ｷｦ｣ｲ＼ｲｲｦｾ

(A) ｾＮ｡ｾｯ｡＼ｵｲｮＴＱＮ anra-, ｾ(B) 31Uslrt'l'i, anTiS", <ilUsCliftrfl, ｾ

(C) ｾＮ 'f"'UT, !ij5fi10]"1f<'1Cf>l, fm;f

(D) lfi¥'!1Cl, anTiS", 310JSCliftrfl, ｾ

ｾｾ 't1<4IJ1"1 cl; ｦｬＧＡＭＮＮｾ＼Ｔ t: (1) (A), (B) WIT (C)

· (2) (B), (C) WIT (D)

(3) (C), (D) WIT (A)

(4) (A), (B) WIT (D)

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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 ｳ｣ｩ･ｮｴｩｦｩ｣ｾｬｬｹ 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. ｾ *' 411<41"'\'1'!01 *' ｾｾ .q. f.:t ..... ｾｦｵｴｩＧｴ .q. ｾｾｾ qft 3Q('10!4i'fl

"11<111<441 t? (1) ｾ (2) ｾ

(3) ｾ (4) ｾ

77. f.1...,.fc."'f&i1 .q. ｾｾＭｭｾ sul!lf'141 ｾ

ｷｦ＼ＮｭｒＧＭｾｱ［ｲｾＺＺＡ｝Ａ t? (1) ｾｾ 3fu' ｾＭｾｾ q;r

ｭｲｮＭｾ

(2) t1414lctll ｾ .a#im ｾ

(3) mpl1Uf ｾ .a#im ｾ

(4) ｾｾＱＱｦＢＱＱｩｾＮ｡Ｃｩｭｾ

78. ｾ QIQ,_<4i4<4l qft ＧＱＰ｜ｑｾＦｉ (2005) ｾｾom:r '4>1' ｾｾｾ t fct; ｾｊｬｬｬＡｬｦｴＺｾＴＱｾｷｦ＼ＮｭｒＧｾ＼ｬｩｬ

79.

80.

CI) ｾ q;f 11P1'"llr1111 ｾＭｭ *' ｾｾｾｾｉ

(2) ｬａｾＥＧＴＴＱｾ * ｾｾ 'If ｾＭ｣ｴｬＩＭｾｾＱ

. (3) WTuRr ｾ .a#im ｾＧｉｦｾ

Ｍ｣ｴｬＩＭｾｾＱ

(4) . ｾｾＭｦｴｭＡｒ <1> ｾ <"tHICIIGl

61WP1q;f ｾｾ I

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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 ｾｸｰｬｯｲｩｮｧ 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. ｾ swaf"'C6 ｾ <fit '<6'1:1ITaiT <fit lf'.m.t.arn-.il. ＼ｦｩｴｾＪｾｾＭﾫｾｱｮｾｾ <f; w-f vnfl«;r fc61r -rnr ｦｾＭｧｍＭ［Ｚｮｦｬｾｾｴｉｾｾ

ｾｾｴ{1) ｾｾ ft;w ｾｾ Wff ｾ

ｾｾＭｾｾｾ

{2) ｾｾｾ CliT ｾｾｉｒｃｦｬｾ Wff

ｾｾｾｭｴｩＧＡＧｃｒｾ I

(3) ｾｾＭｃｦｩｬ＼ｴ <f; ft;w ｾｾ 'CflT

ｷｗｔｃｒｾｉ

<4> ｾ fclM;;r -mm Cb1 ｾ q;ffl R ｾｾｾＧＳＱＧｒＧ mti1 CR ｾ I

82. 'C6'I:IIT VIII CfiT ctffif..:t<6<'1 ｬＡｬ＾ｩｬｯｦｬｺｾｾ 'C6T

-mt <ffTC6T ｾｾｾ amfT ｾ cmwft f.:t""ffMf&\'1 3116111"4<6 ｾ 'C6T ｾ

'C6«ft t: (1) l!l"lJ4lc{ q;f m ｾｾ afu' ｾｾ

TTJt 'l:lfft ｾｾｾ I

{2) l!l"lJ'"ili::{ q;f ｾｾｾｾ qft

ＨＧｦｻＧｱｩＧｾｾｾｾ I

{3) <l"ll..rk< 'CflT m <liB ｾｾｾ

［ｱ［ｦＮｬｦＮｴ＼ｾｈ <R "R ｾｾｾ mr

ＳＵﾰｃｾｃｦｩｬＧｦｾｬ

{4) l!l4l'"i"ic< ｾｾｭｲｃｬｩｔｾＧｨｳｲｲｾmr -q ffi<R -qo;:r cR" 1

ｾｬＱＢＢﾫＧ＼ＶｴＮ］ｴＢＭｭｾｬｃｬｴｾｬ［ＺｦｴｾＭｴｔＧｪＨＧｦＧ｜ＧＱＧ

ｾｴ＿

83. 'C6'I:IIT VIII <f; fffir lf'.m.f_arn-.il. 'qTQ<f_

" ｾ <f; ｾ * ﾷｾｴｬＢｾ4R<il\iFtl' 1WT ｾＧｃｦｩｔｾｾｴ

(1) ｾ 'tiC6("<1'11aU qft ｾｾ q;f

ｾｉ

(2) ｾ -q ｾ q;f cirm -n9'1T

{3) 1'11'"1lr1'*' ｾ -q ｾ 'CflT

ｾｃｒＢＧｔ I

{4) ｾＭｦ｣ｷｮｲｾ ft;w ｾ q;f

ｾｾ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.


showcase their creative ideas.


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. ｦ｣ｭｲＮＺｲＭｾ *' ｾ＼ｦｩｬｾｾｴ(1) ｾ q;y lli41Pict> ｾ c1> anmr

ＭｱｲｾＨ

(2) ｾ c1; ｾｾｾ c1; ｾ

ｾｱ［Ｉｾｾｃｒｒｔ I

(3) ｾ 'q"1'11i'ilCf> ｾ q;r ｾｾ

｣Ｑ［ｾｾｱ［Ｉｾｾ

CRRT I

(4) ｾｾｾｱ［Ｉｾ｣Ｑ［ｾ

ｾｱ［Ｉｾｾｃｒｒｔ I

85. fcmFr fm;cn c1; ｾ c1; fmr ｾｾ

crn;J ｾｾｾ q;y ﾷｾ 3fu' ｾ mr

wm« ｾﾷｾ W ｾ VIII c1;

ｾ q;f ｾｾ 1ffir ｾ c1; fmr ･ｭｾｬｦｾＭｦｾｾｭｲｦｾ

ｦｾｾ＼ｦｩｬ <ii'j)QIM"'' ｾｾＺ

(1) I(<II•N{_c -qr 3llW <m ｾｾ

ｾｾｃｦ＾ＨＢ＼ｦＧＱＱＳｕ ..m ｾｾq;r.rr I

(2) fuN;;r fict>("<f'113U q;) ｾｾ c1;

ｾ -mt q;r m q;r.rr 1

(3) t\'R14{Cf> ｾＭｾ c1; orre; 'if'tiT

q;r ｾ q;r.rr I

(4) iXll&lH cl; ｾｾＭｾｾ -qr

ｾ ewr ｾ q;r.rr 1

ｾ 3QI•i"'l ll ｾｾ q;f ｾ cl;fmr ｾｵ｣ｴ＾ｊｎｦ｣ｦｴｾｭｴ＿

86.. fcmr.:r-fVmvl ll ﾷｾＭｾｾﾷ ctt (1Cf>;::f\Cf) <fiT *' fmr JN1Cft ｾｾ

ｷｗｔｾ｜ｩｩｔｾｦ

(1) ｾ q;r m <!lRf?<'tlct ｾ

(2) ww:rr ｾｾ q;r fqCf>m ｾ

(3) ｾＢｊｬ 3l'f<llfH ｾｾ

(4) ｾｬＱＺ｣ｦｾＢＱＢＱＱｩＧｩｬｃｦ＾ｩＧＱＱｱ［Ｉｾｾ

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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, ｡ｱｾ［ｾ｡ｴｩ｣ plants, fish

(27) p

87. . ｾｾ # mtR <tt ｡ｱｦｾｦｵｾ 'Q"ftllfOT

ｾｴＭｾｾｾｭｲｔｊｬｦｴｾｾｾ

ＭｾｾＣｾｴｬ

(A) ｾｾｾｾ 1WT 4HS1'1Ml # ｾｾ 10 ｾ 'iiM ｾ afu" 4HS1'1Rl ｾｦｴｈｩＤｾ I

(B) 'Q"ftllfOT fcf;lr ｾ cmvf ｾｾｾ

'QT3Sf ｡ｲ･ｲ｣ｮｾｾ 1

(C) 4HS1'1Ml # 10 ｾ Cfllf-RCfl ｾ

ｾ qft ｾ afu" ｾｭｦｵｾｉ

(D) ｾＲｾｾｾｾｱｦｴ

ｦｾｈｉＤｾ I

l'1' "'EffU'1T ｾｾｾ t : (1) (A), (B), (D), (C)

(2) (B), (A), (D), (C)

(3) (B), (A), (C), (D)

(4) (D), (B), (A), (C)

88. ｾ mr TJlf ｱ［ｴ［ｲ｟ｾ 'QG ｾｾ t-ll'ffi ＱｗｔｾＢﾫ･･ｦ｡ｐＮｦｩＧｾ t? (1) qfuq;m, ｾｾｾ

(2) qfuq;m, ｾｾｱｦｵｱ［ｲ

(3) ｾＮｾｾｾ

(4) ｾＮｾｾｾ

89. ｾｾｾｔＧＡｦｵｾｾｴＭｾｾﾷｾｦｱＨｩＧｉｃｦｬｾＮｾｾｾ

'Cfl«ftt? (1) ey (2) 'q'R'

(3) ｾ

(4) ｭｳｺｲｲｾｾｴＬ

90, ｾ flij-..il<i ｾＧｩｩ＼ｒＧｾ｜ｩｬｬｾ 3t1CI'm

eli" ｾｾ aw:rcn ｾ f.:t'C<\40 I Cfifffi

tl (1)

(2)

(3)

(4)

om;, ｾ｡ｮＮｾＮｾCfl\c:, ｾＮ lW'ffi, ｾＭｾGfltf, -rnur, tmr. ｾ

ctts ｾＮｾＭｾＮ lW'ffi

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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 ｾ <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 ｾｉ fll"''lf\iiCf) ｦ｣ｴｴｾｈＩ

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. ｡ｴ･ｬｏ＿ｉｉｦｬｩｬﾷｾｾ 4\4Cf>IH ll ｾＭｾ__ ｣ｦｩｦｩ［ｮｲｾ err 1

(1) q;qrn

(2) ｭＮ］ｲｲｾｾｾ

(3) ｾｾ 'ffiGfT (4) ｾ

32. ｾｾ errl ( 1) ｾ q;r fuqq;r

(2) ｾ il'iCf)C::J{ <rff;r .

(3) ｾｾ m i'Rtfi ｾ wrr "'T{

( 4) f0S::ifffi <rff;r

33. m ft ＱＱＰＱＱｾ .q 'Cf>Tffi ｾ qft ｾ 1Urr e:rt Ｅｾ｣ｦｲＧｏｦｬＧｱＧｾｾｾ I

( 1) C!i1ffi ｾ

(2) C!i1ffi ｾ

(3) C!i1ffi ｾ

c 4) C!i1ffi m.=rr 34. ｾＮｾｾ 311'4<ilflil1 q;r ｾｬｦ｣ｬＦｦｬｬＮ

ll'S3IT err I (1) ＡｏｉｉｾｦｯｴＺｬｦｬ Cfm>f

(2) '!OIT'f.iT;:r Cfm>f

(3) ｾｃｦｭ＾ｦ

(4) ｾｃｦｭ＾ｦ

35. ｦｾＧＢＱｦｾｦＦｩＧＱ .q ｾ fcnft' ｾ cfi ｾ qft

ｾ -q ｾｾ Jmfu=f 'qTliT TJ'lfr t? (1) ｾｍｪ｣ｴｦＧＢｉＺｃｉ

(2} ｾ

(3) <l1HJdl\l'1 ｾ

(4) ｾｾ

36. ｦｵｯ＼ｾｬＭＴｾｾｾ｜ｩｦｦｩｲｲ･ｮＧ

c 1) ｾ l1:Cf>' ｾ fcfim ｾ em ;;furrrr m 1

(2) ｾｃｦｩｔﾷｭＡｔｭｾｾｾｾ

｣ｷＭ［［ｲ［ＺｱｾＢＢｾＧｾ 1

(3) ｭｱ［ｲｦｵｃｦ＾ｬｴｾｾｾ 1

( 4) 1j;f ｾ -;;r;:q cl; ｾ I

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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. ｾ 'Cfi'TM ·.q. &41 q tfhi1 cf; ｾＮ cnt

ｾ \ifl'ffi m 1

(1) 1:l11m

(2) ｾ

(3) ｾ

(4) w:rr

38. ｾｾｾｾｴ

(1) -.jrm;ft ｾ

(2) ｡ｲｮｭｾ

(3) ｾｾ

(4) ｾｾ

39. ＧＦｉｆｦｾｾＧＦｉｆｦ［ｻｾＭｾ

ｾ Jffi:r ll qjf4:1:tquffi ｾ .:IIIP<:;)&H

(1). ｗｬＭｾｾ

(2) ｦＦｗＱＱｾＱＱｾ

(3) ｾ f@<il'il"'l'll< ｾ

(4) ｾｾ

40. ｾ｡ｭ mftn ﾷｾｾﾷ (1929) cJ;

ｾ m Cfft !H1'11CI"11 cf; o:rTG cnl

''('CitbiHI fcrc;m• ｾｔｊ＼ｮＧ I

(i) 15 .3Vf«f 1930

(2) ＲＶｾ 1930

(3) 1 ｾＱＹＳＰ

(4) Ｒｾ 1930

p

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p (30)

41. Big Bear is an example of 41. ｦＮｰｲｯｩｍＢｾ､ｾｉｾｾｕｩ t (1) Milky way (1) 6l1Cfll'il' i• II Cl>T

(2) Constellation (2) ｾ｣ｰｦ(3) Star (3) ORfcpf

(4) Galaxy (4) ｾ｣ｰｦ

42. Only one side of 1the moon is visible 42. ｾｾｾﾷｱＩｦｾｾＭｴｴ mTTmmt from the earth because ｾｴＮｾ

(1) other side of the moon is towards (!) ｾ CfiT ｾ 'I1JlT ｾ fe:;:r ｾｾthe earth only during the day time. ｾｱｦｲ｡ｦｦｩＢｾｴ I

(2) other side of the moon is towards (2) ｾ CfiT ｾ 'I1JlT ｾ 3l1WWlT tnT the earth only on the New Moon ｾｱｦｲ｡ｦｦｩＢｾｴ I (Amavashya).

(3) ｾｴｮｔｾｾｾ｡ｭＭｾ(3) time taken by the moon to move

ｾ # ｾ 3l1H are qr <pR # around the earth and to complete

ｗｬｒｾｗｒｉｔｴ I one spin is same.

(4) ｾ <PT 3l1H are 11r ｾｾ(4) it takes the moon one light year to ｾ # ｾ >I'Cfl'M qq WRIT t I

complete one spin.

43. The earth moves on its axis 43. ｾｾ｡ｲ･ｷｾｴ

(1) from West to East (1) ｾｾｾｱｦｲ｡ｦｦｩＢ

(2) from North to South (2) ｾｾ cfuur qfr am-(3) from East to West (3) ｾｾｾｱｦｲ｡ｦｦｩ

(4) from South to North (4) ｣ｦｵｵｲｾｾｱｩＧｲ｡ｦｦｩ

44. As we move from Eastern Hemisphere 44. ｾＭｾｾｾ Tffi;n;t ｾｾ Tffi;n;t to Western Hemisphere the :size of ｾＮｭｲｾ t. ｾｩｩｩｬＢｦｩｾ mm <tiT 31'TCtm" longitudes

(1) ｾＢＧｦｦｩｔｴ I (1) mcreases

t:R:m "'ffiT t I (2) decreases

(2)

(3) remains same (3) wrRWITt I

(4) first increases then decreases (4) ｾｾ . "'ffiT t ftor t:R:m "'ffiT

tl

45. The Earth Day is 45. ｾＭｦ＼ａ＼ｴｩｾｍｉｉＧＱＱ t (1) The time during which the sun

(J) ｾｾｗｉ＾ｾｾｱｲｾｾshines on a specific place on the

earth. ﾷｾｱｲｾｴｬ

(2) The measure of standard time at (2) ｾ cpr ＱＱｒｃｦｬＧｾ I

Greenwich. (3) ｾ rnr 3l1H are 11r ｾ .-.t fWrr

(3) Period of rotation of the earth ｔｔ＼ｲｲｾ I

around its axis.

(4) Period of revolution of the earth (4) ｾｲｮｲｾｾｾ｡ｦｦｩＭｾＣ

around the sun. fWrr TT<rr ｾ I

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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. ｾ＼ｦ＾ｗｲｾ ctr mm ｦ｣ｮｦｯｬｾ t-(1) q;<fd"lm W

(2) ｾｴｭｷ

(3) lfCR"t"lSTW

(4) ｾ＼ｦｮｗ

47. <i12:i"1iflcti qi_\l't11'H # ｾｾＮｉｊｉ＼ｦ 'lfci ｬｦｩＧｒｴＬｾＮ

(1) ｾＺｮＮ 3l1W:Cfir ｾｾ cf> oiTT:r \1RT -qr;rr ll ｾ o!j]1:11HTOT ｾ I

(2) 3Ri"1ifccti ＱＴｾＱＧＸＱＱ＼ ll lffi<1 "3l!lTrf fctctif-811 ｾ I

(3) 3i2:Mifc:ct> ＱＴｾＱＧＸＱＧＱ＼ Cfft nc tm ｾｾｾｉ

(4) 3i2:C"1ifc:ct> ＱＴｾＱＧＸＱＧＱ＼ qft ｾｾ

ｦｦｦｩｲｮｬｾｬ

48. ｾ ctr -mm "i"1lGft ｾｾ <iit.=r-m t? (1) ｾ

(2) ｾ

(3) ｾ

(4) ｾ

49. 'I{R(f 1l aw ｬ｣ｴ＾ｦｬｩｬｩｾ cr«ri q.:r -q]"(f ｾｩｦＢ

(1) ｾｾＢＴ

(2) ｾｾＢＴ

(3) ｾＭｦＧＢｬ＼ｴ＾ｬ｣ｩｩｬ＼ s.'l4w{l\l "4

(4) {1"1<('\qH ll

5o. ｾｾ＼ｦ＾ｾ｡ｮｴｾ､ｴ

( 1) mit ｾ *:R qft :am-

(2) ｾｾｾ qft :am-

(3) ｾｾｾｱｦｴ am-

( 4) 1:IOlr ｾ *:R qft am-

p

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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.:J"1fMfuil'1 # ｾｾｾ cl; ｾｾ

ｾｴ＿

(2) l1'tZf ｾ cf- ＳｉｓｏＡｃｦｬｦ｣ｾｴｦｬ＼Ｚｲｾ

q.:r

52. fc1rcr q;J mm ｡ｭｾ -affi:R ｾ m t?

(1) Ｊｲｲｾｾ

(2) ｾｾｾ

(3) ｐｮＺｦｬｦｾ＼ｦｴｾｾ

(4) ｾｾｾ

53. ﾷｾ CFnt? (1) ｾｾ

(2) ｾ wm- q;p:rr

(3) ｾｱＮ＼ｦｾ

( 4) ｾ cpf f.:rcmft'

54. ｾ q;J '!'11'1chl'1i'{J<b ｾ 'Cflr-rr.i'fm

ｾ '1cfl<b'! Oj cl; ｾｾｾＮ --ｃ｢ｾ｜ＢＧｩｦｬｬ t I

(1) ｾｾ

(2) @!'1ql1Sj0n4 fi:rCf'lR:r

(3) ｾｾ

( 4) fi:rCflR:r ｾ

55. ｷ･ｴｾｱｦｴｾｦｴｲｩＧｱｴ I

(1) ｾｾ

(2) ｾ f.:mtur

(3) OWTR1

(4) ｾＭｾﾷ

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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' ｾ 1l ｾ ..(lqa:IG<f>i '%" __ _

ｱＧＡｆＡｾｾｴ I

(1) ':{{lql"'ifuJCfi

(2) '1CJql"'ifuJCfi

(3) "ltilqi"'ITUICf>

(4) ｾｱｊＢＧｩｦｵｊｃｦｩ

57. ｾ 'Cf>WI' .q 'Cf>t.1 ｾ 'ffi;::f ｾ &ltl<f>'!

ｾ･ｩ＿

( 1) ｾＮ fu'ror ifilT ｾ

(2) ,mr.,, ｾ i'MT m.r (3) ｾＬ CRiUT i'MT ｾ

( 4) ,mr.,, ｾ i'MT fu'ror

58. ｾ q;1 f;m ｾＭｾ CfiT #;m" liT-'IT

ｾｴＭｭｾｴ

.(1) ｾＭＳｗｴ

(2) ｾＭ＼ｦｩｒ

(3) ｾＭｾ

(4) ｾＭｾ

p

59. ｾ m w ｾ q;1 '9W: '3'iR" ctt am: ｦｵＧｦｾｾｃｨＧＱＱＢＱＱｾ m?

(1) ｾ＼ｪｪｊＺｪｬ OCI

(2) ｾ

(3) ｾ

(4) ＧＴＱＴｾｃＺｃｦｩｬ

60. or-a am ｾ｡ｩｴ cr ｾ｡ｩｴ ctt ｾ q;t

f-'lHfHf&H ll ｾ Cf"'T 'OTi'1l"<lT TI"''T ?

(1) ｾ

(2) Qmrr

(3) (RT

(4) ｾｦｵｲｾ

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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. ｾ｣ｴｴｾｾＭﾫ

(1) ｾｾｾ［［ｭＺｦｦｾ I

(2) ｾＮｱｾﾢｾｾｾ

ｦＧｒｱｭｲｲｾ I

(3) ｾｾＪＢｾｾｏｒｾ

tl

(4) ｾｾｱ［ｦｾｾｬｦｦｾ

ｦｭ［ｦｦｩｴｾｬ

(3) ｾ "'lffi, ＳＱＱｾＭｴｬ｜ＧＱｾｾ

ｾｾ｣ｲｴＪＢｾ 3lTWUT ;ftffi ｾ

ｾｭ

(4) ｾ qft Ａｈｾｉ｣ｈｉ

63. R mn ｾｾ iifm;f ｾ '1'114\n ｾ ·

ｾｴ＿

(2) ｾ

(3) 'qJr

(4) GfiW

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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. ｾＥｭｾＢｴｒＢｦＮＺｲｯｦｱｴＧｬｦｴ

(1) ｾｾＮ｡ｷｭＭＧＡｒ

(2) ｾｾｾｾＮ｡ｷｭＭＧｉｒ

(3) ｾｾＮ｡ｷｭＭＧＡｒ

(4) ｾ Ht\q',lCfliH ｾ .awm-'!R

65. f.:tJ;Otfitfui1'1 ll ｾｾ '$:f 'tR" ｡ｵｒｴＱＱｾ

JNTEf -qfu;ri'affi ｾ t ?

(1) c!Cfll'<Cl'l ｾ

(2) ｾｾ

(3) ｦ｣ｴｎＢｩｬｾｾ

(4) ｾｾ

66. ｾＮｾＮ t-;rr ｾｊｨＱＱｾ＼ＴＱ 'CflT ｾ '\i{f

ｾｴ

(1) ｾｾｾｭｲ

(2) ｾｾｗｲｭ｡ｔｉｾｭｔ

(3) ｾｾｾｾｃｒｊｃｒ

(4) Ｎｭｾｾｾ

67. ｾｾｾ 'Cfll<iT <it ｾ 31<ftff

ｾｾ <it "ffi'qi ｾ '\il"Rft t. 3ffi:

ｾＧｃｦｬｬｾＥＧＧＱＶ

{1) W 'Qr fcnm ｾ］ｦｨＬ［ｉｔｇＭｾｾ T:Rii

ｾｾｉ

(2) ｭ＼ｬ＾ｬｲｾｾＭｾｱＬｬｾＧｃｦｬｴ I

· (3) ｾ flfsti"lol (Judicial activism)

ｾｾｾｾｉ

(4) ｡ＴｾＧ＼ＱＱｦｬＢＧｃｦ＾ｾＧＪ <tt WRT 1l ｾ

Cl«J>f"loa ＳｒｦＺｾｭ 'Cf>T ｾ

'Cfltl

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p (36)

68. The views of social scientists vary the 68. f"'l .... firi!&C1 if ｾ f<fffi ｾｾｦ＼ｭｬｦｾ 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 ｰｬｾｮｮｩｮｧ and

abiding by the time schedule for

. every activity.

fcf>:ttiR4'i!f.:6:ttM ｾﾷｾ cr Jrc[ffi w

ＳＱｭＢｾｾｩｦｾｦｾｾｴｦＭＧＱＴＧｩｾｾ

(1) ｾ

(2) fctem1<1

(3) 2M1fct"1'1

(4) ｾ

fcmR ｾ if ｾ q;r ｾｾ

ｔｴｦｵｦ｣ｲｩＧｾ w ｾ -ry-q ｾ q;l ｾｾ

ｦｭｲｾｴ＿

(2) "'1'<1 fc!1sr<IT _l:lt, ｾ 1:!t "'q'T:Jf cnB ｾ

.1Tffi, ｾｾ q;f 3Will-3Will

(3) m ｾｾｾｾ "'T ｾ <41&11'1

ｩｦｾｾＮ｡ｭｾｾ -rer-rr 1

(4) ｾＧｔｉｃｾ q ｾｾ <);

ｾ R<ffi Wl<r C!iT ｾ I

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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

ｳｴｾ､･ｮｴｳ 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. ｾ irefT ＧｬｾｔﾫＧｉｔｬｮｾﾷｦＮｬＧｱ［ｬ am Cfm 11 li'1 Cfif 'If ｾ｣ｴ＾ｦｵＢＱＱＤｾＧｪ｣ｦｩｾｬｦｾｦ I ･ｲｧＢｾ

ｾ 'Cf)T ｾ *ft t ｾｾ Cfif 'If . ｾｾ m 1 'f'f ｾ <6T f"1'"1f'-"'f&H

'If "tt ｾ lfRT Ｇｩｬｬｾ t?

(1) Tftur -mn (2) ｾＱＧＴｦｾＢＧ -mn (3) cH<RJfCict> Of<IR ｾ C!TR

(4) ｾＭｭｮ

71. ｾｾｾ VII cfi m <6T Tt6"1'

ｾ (case study) cfi fffir J:TC6tuT ｾ

ｾ t 1 f"1'"1fi'1f&i'1 'If -tt mm- ｾ'Cf>t.fm61TTT?

(1) ｾ

(2) ｾｱｦｴｾｾ

(3) 'iffi(f # ｾ ""l'R C!lR ｾ

(4) ｾｱｦｴｾ

72. ｡＼Ｚｾｲ｣ｦｩＧＱ｣ｴ＾ "tf''lcf cfi '¥AT 'If atCIMlct>"1 ｾ

. nutT q;f ｾ 'If -mr Wfq;; f"1ct>li'1"11

ｦＢＱＧＢＱｦｩＧＱｦＦｈｬｦＧｴｴｾｃｦ＾ｾｍｩｩＧＱＱ t?

. ( 1 ) '('fC\;;rr .

(2) lfffi-Wm

(3) ｾｬｩＢＢＢｾｦｾＨｩｬ

(4) 'HI"''If"Jc:p ｾｾ

73. fcri''IA ｾＧｉｦｾｾ q;f ｾ cl; fffir f"1'"1f'-"'f&i'1 'If -tt 'Cf>t.f-m ｦｭｭＧＭｾ

ｾｭ＿

(1) wrrw (2) ijC1'11i"""Cfi 'CITt

(3) ｾＭｴｷ 'CITt

(4) ＤＱｾ

p

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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. ＧＡＧｦＩｾ arq;:ft ｗ｣ｲＭｾ .q 'fmf lM em <fi l«R <fi ｾ <fiT i1ffi ｾ

ＳｦＧｪｾｾｬＢＱＱＨＴＡＱｩｦｩｾｾｾ t I lfr

ｾｾｾ｡ｭｰｔｔ＿

(1) ｾ

(2) ｾ

(3) ｾ

(4) ｦｩｾ＼ＧｩＢＱＰＱ

75. ｦＮＺｴＧＢＧＱｾｦＦｮ # ｾＮ cfi ｡ｴｦｩＡｬｾ＼ｭ

ｾ "t"1'11(4!1ifi ｾ｣ｦ［｡ｮｾｦ I

(1) ｾ ll<IT ｾ cf; ｾ 00 ｾＭｾ

ＢＳｗｾ｣ｩ［ｷｷｦ

(2) ｾｾｾｦｩｾ＼ＧｩＢＱＰＱ

(3) ｾｾｾｾ q;r;t tQ ｩｦｩ＼ＢｇＧＱＱｾｮＨｙｉ cr ｾ m- q;r ｾ

(4) ｾ cr ｦ｣ｲＢＧｈｾｮＨｙｉｾｾ ctft

wrnr

76. '!'f) <ai•ufJiifi ftmR ｾ # ｾｵｴｵ､ｬ lfr

ｾ atTN ctmt f fct; fif€1 1('1<4 cf; f.fifi?:

i1ld41$M ｾ 'M1"FfT ｾ fc6" "1tf I '!'f)

m;rT d t fc6" ｾｾ f-iifiM4 ernwrr ｦｾｦ｣ｦ＾ｾｕｩ msrran Ｇｦｩｔｾｾｾ I "l!ifi'

ｾｭｭ､ｴｦ｣ｴｩＢｾ MI'CIIflllW'fi"

fc6" iil!41$M ｾｾＧｦｩｔ afum" "1tf Cfmt f I ｾｦｖｲｦＡｦｬｩｦｩｬ＼ｦｩｯｭｬ｡ｴｎ

o> ｾＮ｡ｮｾＮｾｾＢＧ ifil<ll(YI<l

"' ｾｾ . ｾ "' ｾ lilffurno ｾｉ ,

(2) ｾＮ｡ｮｾＭｾ W!ifu -qr ｾｾ

ｱ［ｲ［ｬ｣ｩ［ｾｾｾｾｾ

W!ifu q;r ｃｬｾＢｩｴ｡ｾ＼ｦｩｲｾ I

(3) ﾷｾｾ -qr q;m # ｾ fir<Ht{{lifi

ｾ Cf;T ｾ ifi'(cUq•f) I

( 4) q;m -q ｾ W!ifu ｾ ;;rr;R "' ｾ

［ＮｷｾＣｾ <I><CIIq•fl I

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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

ｦ｡ｾｩｬｩ｡ｲ context.

discuss about juvenile laws only.

(4) create fear regarding -laws.

(39)·

77. ｾ Qiq_<N<Il ｾ 2005 cf> ｾｾml!lf'l<t• ｾ w fll'llf"''ct> fcfflR Cfl1 f'Cltii<ICi'f<'! ｦＭＱＢＧＱｦＦｾｦＱｩＱ .q ｾ f<f;;:f ｾｾ ffi ＢＧＢｒｔｾ＿

(I) ｾＮｾｾ｣ｲｾ

(2) ｾＮｾＮｾｾｱ

ｾ

(3) q(l\Cj{Oj ｾＧｾＧｾｾ

ｱｾ

(4) ｾｾＮｾＮｾｾｱ

'"{('<N'(Cf> m

78. ｦＭＱＢＧＱｦＦｾｦＱｩＱ it -« ｾｾ it ｾＭＰＰｭｭｾｾ＿

( 1) . ｦｾ［ｩｮｲＬｲ｣ｭ cnr ｾ "lffiJf ｾ if 1

(2) M ｾ q,1 ｾ q,1 01lT&IT

ｾｩｦ I

(3) ｾｾｱｬｴｾｾＮｱ I

( 4) ｾ 'lffiO ｾ ftmul' if I

79. ｾＺｾｈｦＧｩＡＺＴ WQ ｾ '<fil-wRn:imun t . (1) w-:r'#

80.

(2) ｾＧＣ

(3) ｾＧＣ

(4) ｾＧＣ

ｾＧ＼ｦｩｔｾｾ -.rsn q;lf ｾ m t. ｾｾｷｱｦｨｏｩｩＺｩｴｾｾｾ

'lt\'ii'il'{ut tf<f>fmrcn

(1) ｾｾｾｾ｡ｔｉｾｾＢｃｦ＾ｴ I

(2) . ｾｾ '# ｾＭＧＣＭｾｾｾｉ

(3) ｾｾｾＧＣｾｾｱｬｴ

ｾｾｉ

(4) Ｂｃｦ＾ｊﾥｾｭｴｦｾｾｱ［ｴ I

p

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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


Learning

activities,

objectives,

formative


learning

and

Aims of education, new teaching

method, board exam

(40)

81. ｾ ffl"'lf"'Cfi fcmR" ctT fufarcnr ｡ｭｾｾｾｖＮｨｬ､ｾﾷＬｾｦＭＱＧＢＧＱｗｴｦＦＱＱｬｴｾｾ

ｭｍｾｾｬｦｍｴ＼ｦｴｾＮＭ＿

(1) fctiiHlfl"'Cfi cr ｾｾ ilRT

ｾｱ［ｲｾ｣Ｉ［ＭＢｬｬｦｵｾ

ｾｉ

(2) ｾｾ CfiT • ｾ "€m!TaTI

q;r ｾ cr;t:r C!iBT I

(3) ｭｴｾｾｾ｣ｦ＾ｾ｣ｭ

ｾｾｭ＿［ｾｮｴｾｾ 1

(4) lWIT-flrnr CfiT ｾ ctt m -q ｦｬｦＢＧＴｦｾｬＱ

Ｇ＼ｦｩｂｾｾ qfN"1'11 ｾ I

82. flfatll"'l 'Q'f ｾ "Cfi"fff ｾｾﾷＢＧｾＧｴｩｩＡＧｦｬｬ t ｦ｣ｴｩｾｾｱｦｦｩｾｬｦｾｱＺ［ qfh:lll4lfctT ｾ

"l1'1fct> msr ＢｾＧＧＧＧＡ＼Ｇｩｃｦｩ n 'fit" f.ti : (I) ｾｱｦｴｾＧｬｬｭｦＭｱｴ I

(2) ｾ 'l1ffif -q lJ'URi:r ｾＭｾ m ｾ 1

(3) ｡ｱｦＭＱｾＧ＼Ｑ "' ｾ m q;r lfl" w ｬｬｲｯｾｾ I

(4) ｾｾｾ q;r "fiORl ｾｾｾｉ

83. ｦｦｬＢＧｬｦＭｩｾｃｦｩ fcmR" lT 4RUII"' amufu:r fmmfi ari'WT"'" ｾ Pi'"'1f(ilfut(1 lT ｾｾ 'Q'f

JW!If>ICfi ｮｬｦＧｑＧｦｾｗｲｲ＿

(1) "fllW ｾＮ -w:rur ｾｾ

ｾＮ

(2) ｾｲ -q ＴＱｾＴｳｴ＾ＢＧ q;r ｾｾ

ｾＮｾｾ fimul· q

ｾｾ

(3) ｾｾＮｾｾＮ

(ii'11(""1Cf) q ｾｾ

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(41} p

84. The content of Social Science should 84. ｾ fcmR ｾＭｃｦｦｩｩ <liT ｾｾ

aimat ｾｦ｣ｮ

(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 socio

political situation in the country

(4) Present knowledge about socio

political principles in a lucid and

concise way so that students

remember them easily:

(1) ｾ <tiT m-er -q m qrffi ｾｭｾ

ｾ <.RCil<rr ｾ I

(2) ｾ <tiT ｾ fll'"llf-i1Cf> ｾ CfiT

<iiiMlil"''li""lCf> ｾｾ '3"1' -qr w-1

'30l'Cf>\ "11'1 ¥Cf> ORT<IT ｾ I

(3) ｾ ll {I "?1 <m I qft 'qJCRT 'Cf>T fcrci;rn

ｦ｣ｦ［＼ｲｲｾ ·I

(4) fqCf>f*!ct m ｾ 0Tit ll "lHCf>l'tl ｾ

ｾｉ

85. ｭｾ fttfCl!Qril'{ul ｾ .q. ｾＭｾl« ｾｱｦｴ -g1;ft ｾｦ｣ｮ

(1) ｾｾ｣ｴｩｬｾｾＢｒｒｾ

ｾｾｾｱＺＬ｝ｯｮ <tiT ｾｴｦｮｦ｣ｩｬｦｫｬ｣ｴ

'Cf>tl

(2) ｾ fqc:ufc;ct ｾｾ 'i! w 1

(3) ｾ &rn ｾ fll'"llf"1Cf> w¢ CfiT &Rt

ｾｭＱ

(4) 31WT-31WT &rn ｾｾ 31WT-31WT

ｾＭｾｾｉ

86. ｾｑｬ＼Ａ｟ｾｩｬｾｬｾ 2005, ftl'ilfJtCf)

f<mR ｾ .q. ｾｾ mam?.1<1T 'lfll f.:t"'if<"\f&ri .q. "« ｾｾｾ fucr ｾｾｴ＿

(1) '(1"14Rlct> Rut<:IT ･ｭＭｾ(2) 'HI'"llf"1Cfl-{1'>14foct> Cli'RifCICflctl CfiT

fCI¥<-itiful

(3) ｾ em- fli'"llf"1ct>-m4foCfl W1fu ｾｾｬｬｾＧｃｦ＾ｔｾ

(4) <1"1-lfo<t> cr fll'"lif"'l<t> f*!Olil'fi'i ｾｾ

-q m'1' <tiT fl {("'ct'"l fclfu ｾ m:qct' 'Cf>r-IT

Ｍｾｾｾｾｾｾｃｬ＾ｃｾｾ I

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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)

87. lf.ll. ｾ .-q ｐｉｉＧｉｾｃｦｬ｡ｮｾｾｬ＾＼ｩｴｍ

ｾｔｔ＼ｲｲ･ｲｲ

(1) ｾＭｾｾｾｾ

ｾ C!ft l=iTrr ｾ I

(2) w:rR ｾｾｾｾ q;f WW<f

coR C!ft l=iTrr ｾ I

(3) ｾＪｾｾｾ C!ft l=ITrr ｾｉ

(4) ｾｾｾ ftl"''lf"1Cfi ｾﾷ C!ft l=ITrr ｾｉ

88. '!t.O!Oiti:fl CfiT Tf'1<' ｾｭｯｲｴ ?

(I) ｾ -q ｾ m1<f coR qrffi "t11iT ｾ

ｾ｡ｭ

(2) ｾ -q ｾ m1<f coR qrffi "t11iT *" ｾｾ｡ｭ

(3) ｾＪＢｾｬｬｲｾｾｾam

(4) -rrcRr C!ft ｾ 1lr ｾｾｾ

am

89. f-1Ar<"tf@l'1 -q ｾ "Cflt.:r-m fM•If!_("'Cfl ｾ

ｾｾｴ＿

{1) ｍＺｓｦｃｦｬ＼ｬｩｾｾｾｾｾｴｬ

{2) M:SfCfl<li ｾ tR ｾ｣ｮｔｩｩＭｾ "Cfi\

ｾｴｬ

(3) M:SfCfl<li 6-f m q;r<:jl em q;r ｾ t ｩｩｬｬＮｾｾＢｃｦｬｲｾｴ I

{4) M:SfCfl<if em ｾ *" w:rR 3lCfW

f-iwR-1

90. ｍｬｃｦｩｲｬｾ -q ｾｾｾ •U\'I'i4'{ul ｾf.:rlmft ｾＮＬＮＮＮＬ ..

(I) ｾ 31ft mm- *" ent "if wmrrr B afu- ｾｾ qrffi ｾＭｭ 1lr "'tfClt Cf>R"Jf I

(2) <rni* q;r ｾ coR -q • ffiTT ｾｾ C!ft <rnl* q;f ｾｾ I

(3) ｾｾｾ q;r ｾ q;r-:rr

ｭｦ｣Ａ［ＭｦｦｩｲｲｴＺｾｲｾｾｾｾ I

( 4) fcTfl:R wm *" "'1'11("1'1 C!ft ｾｾq;r-:rr I

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(43)

.

Candidates should answer questions from the following Part only if they

have opted for ENGLISH as LANGUAGE- I .

. ｾｦｾｫＱｦｍｐｳｈＱ｣ｱｲｲｲﾷｾｾｾ dfH

&?ctM ｾｾｾ､ｾｬﾷｾ｜］ＱＱｾＱ - I cpr

fq ｃｦＩｾ a1 ｾＧｴｴｬ TfiT m- ,

p

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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 self

reflect

(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

context implies 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 ｳｾ､･ｮｴｳＮ

( 4) self-diagnose their practices

95. Here, 'visible' means

(1) seen (2) obvious

(3) ｾｰｰ･｡ｬｩｮｧ (4) bright

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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 ｭ･ｾｮ 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

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103. . To Ｇｳｴ｡ｾ､ 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 ·

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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 ｾｦ the

weather?" (2) "How many books are there ?"

(3) "Tell me about your most recent holiday."

( 4) "What are your goals ?"

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Candidates should answer questions from the following Part only if they have opted for HJND I · as

LANGUAGE- I.

Ｍｾｦｾｫｩｦｍｐｳｈｩ <qJTT ｾｾｾ a=tH

4?01c?f ｾｾｾ､ｾｬｾＱＰＴＱｾＱ - I Cf;f

ｦｱｃｦ＿Ｈａｾｾｾ m- 1

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(49)

'ql1'f- IV

ｾＭＱ

ｾ

f.roT : ｾｾ 11\( -rrom cnT ｾｾ "3"Rm

ｾｾＺ

92. ｾ｣ｦ［ｾ

ｾｾｾｦｵｭ＿＼ｆｾｔＥｦｵｭｱ［ｲｾ＿ｾ

ｾＥｾｾｾｾｾＥｾＭＱｗＹｔ

m ? ｾ ¥" w i'\"lif1il«;; ;;:ff "ffi;:iT m ｾｾCf>IO<llfl"i<tl ｾ fffi9 l"f'l- I ｾｾ 'l>f -;:rrq % 't ｾｾ t 'I &fCf>f 31W1" ｾＥ fc!; ｾ

ｾＭｦｗＹｔｾｾ % I ＢＳｾ ;;;or ｾｾ

fffiiD m- mtf> ｾ fcp ｾｾｾｾ ;;ft-q., <!ft

fum q;r mr t 1 ｾ fiR" ｾ <rr. '>IT llR 'ff.:rr •

fc!; ｾｾｾＭＱｗＹｔ m ｾｾ % 1

ｾＥ 1 ｾｴｴｒＭｾｦ｣Ａ［ｭ｣ｮｲｃｦＥＱｾ 1

ｾ t fcp ｦｵｭｾＭＦ［ﾷｾ cf; Wl ｾ

cnT m-ffi ｾ 'l>T fcrcf;m t I ｾ m<fT rt fi<IT .

Ｇ｣ｮｔｾｱ［ｲＭ［Ｚｲｲｱｦｵｭｴ I ｾｾＧｦｦｩｾｾｴ

;;;or trl1 ｾ "lR ｾ fc!; qft;,_qft;, m ｾ qft;,_qft;,

ｭｗ｣ｎｲ｣ｦ＾ｷｲｾＭｳＺｭｴ＿ｾｭＧｬｲＭｱｾｾＮ

ｬｈＭｾ -q qft;,_qft;, -m ｾ m<IT rt t? ｾｾ ""lf." ｾ fcp "11-"11 ｾｾ -q 3lT"lT % ｾｴｲｬＧｦｾｗ I ｾｾ｣ｮｔｗＭｗＧ＼ｴ＾ｲｾ

fcp q(\ <FIT t ? ｾ .'IK"ii ｾ <FIT t ? afu- ｾ

qft;, -m ｾ fi<:IT cnr ｾｾｾｾ -wR ｾＭｳＺｭｴｬ

..

(2) · ｾ cnT c);cwr 31W ｾ t.:rr I

(4) ｾ -q ｾ fi<:IT cpl.l!4ifi!(1

ｾｉ

(1) ｷＺｲｲｾｾｾｾｾｾ

tl

(2) ｾ -q 31WT-31WT ｾ m-m% 1

(3) ｷＺｲｲｾｾｾｾｇｒＢ

ｾｴｬ

(4) ｲｩｾｃＡｦｴｾｾｾＭｱ

ｴｦｾｴ I

93. ｾｃｦｩｔｦｵｴｭｾ＼ｦ＾ｾｭｭｾｾ

ｾｴ＿ ..

94.

(1) ｾ｟Ｍｭ｣ｦ［ｾｾＢｦｭｦ I

(2) ｾ cnT ｾＺｭ cf; 31¥!K ｾ

ｾｉ

(3) ｾ C!ft Wffif &lllffi:m, ｾＺｭ cnT

Ｍ［［ｮ［ｒ｣ｦ［ｾｾｾ I .

.C4) ｾ･ｭｾ 1

ｾｾ ll futm cnr Cfft;{_m ftr;affi ｾ

t?

(1) ＮｲｩｾｾｾＮｾｾ

ｾｴｬ

(2) w:rr ｾ -q ｾＢｬｦＧｦｬＱ＼ｴ＾ｾ m-m t 1

(3) ｾｾｾｾＭｱｴｦｾ

tl

(4) ｷＭｭｾｾｾｴＱ

p

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95. ﾷｾｲ｡ｮ｣［ｬＧ＼ｮ q;f W-W Cfif ｾ ft6' ｾ 'lRt

t ?' ｾ 1l •QgiiR' fit;qr lfiT <mn ｾｾｴ

(1) -4

(2) ｾ

(3)" iff

(4) ｾ

96. ﾷｾｾｾﾷｾｴ＿ﾷｾｴ

(1) ｾ

(2) "'ltf>i(l('qtf)

(3) !IHctl'<ltt>

(4) ﾷｾｈｴｾ｣ｴｬＢ＼ｾｴｴ＾

97. ·mrr 1l ·w ｾｭＧｉｒＧｬｴｩｩｦｾ(1) mlRtt>'

(2) :mflfltt>

(3) ｾ＿ｉｒＧｬｒＺｴｴ＾

(4) ｾ＿ｉｉｒｒｴｴ＾

98. ｾ .., ｾ mflffir -gAr am- ｾｾ

(I) ql;:IT WIR t I

(2) ql;:IT ll ｾ amr m t 1

(3) ql;:IT q"ll"lctltft t I .

(4) ql;:IT ll ｾＭｩｾｓＢ afur t I

,"._ .. .. 99. ｾﾷｾＭｾｾｾｭｭｴﾷＮ

. ' (1) ｾｭ

(2) ｾｭ

(3) mmm (4) f.mrrm

(50)

f.rm : ;ffcf <n TTt ｾﾷ q;t ｾＮｾ N ｾｱ［ｲｾｾＺ

100.

101.

102.

103.

104.

ｾ q;r ｾＭｾ '!lWi ｾＮ

ｾｾｾＭｾ FfCf ｾＮ

ｾ 'TffiT fcti 31fr.r-GITUT llmrr,

ll'IQ" qft ｡ｭＭ｡ｭｾＮ

Cl'ir OR fTm fTTt fc:Rnt ｾ !

ﾷｴｲｒＭｾﾷｾｨｮｦｱｬｩｴ

(1) ｾ Jrcm' c); fc:Rnt

(2) ｾｦ｣Ｚｒｮｴ

(3) ｾｾｾｾ llt fc:Rnt

(4) ｾｦ｣Ｚｒｮｴ

41\ii<M m- ';f arir.f-if!VT ｾｾｾｾ

(1) ＳＱＱｒｲｾｾ 'tf)'{"1T ｾｾ I

(2) ｾｾｾｾｾｾ

(3) Cl'ir fTm;rr ｾｾ I

(4) 3l1Fft • qft TJRm ｾﾷｾｾｾｉ

ﾷﾷｾｬｴｩｩｦｾｾｴ

(1) ｾｾ

(2) ｾ

(3) Cli1fu;<r

(4) ｾ

ﾷｾＭｾｬｴｩｩｦｴ

(1) ｾｾＭ＼ｪＢｊ


(3) ｦｱｱｾＧｬｴｩｩ＾Ａｬｴｴ＾ｾＭ＼ｪＢｊ


''Q"''ff' 'ifi'r ｾ ltiif t (1) ＡＱＨＴｾＧ＼ｬＧ､

(2) 3ltlfq'

(3) "'1nf (4) ｾ

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(2) 3'ffi('lf q;f .

(3) ｾ atnrf<f C!iT

( 4) ｾ afu" 3'ffi('lf <Iii

106. ｾ $411!0111:1<6 ｾｬｦｦｾＮﾷｾｾ｣ｦ［

ｇｦｬｇＧｑＧｧＢｾｴｾｾ

(1) ｾＪＢｭｮＢＳＧＱＧｒＢＧｾｾ 1

(2) ｾＳＱＱｒｾＭｩｪｾｾ｜ｾ I

(3) fcmTff 11TCi qft ｾ <IT q;fcrcrr ｾ

ｾｉ

(4) ｾ｡ｭｾﾷｾｭｮｨｲｲｾｾｾ

101. ｾＢＢＧＧｑＧｧＢｾ ftfi ﾷｾ .m ＼ｦｩｾｾｦｴｭｦｴｱｦｴｾｾｴＧｾｾｾ

qft ｡ｮｮＺｦｾｴｦＢｃｦｭｲｲ t? . (1) ｾ aw.ft ｾ -q ｯｲｲＭｾ t ｾ＼ｉｴ

ｾＭｾｾ wm -qffi 1

(2) ｾｾｾｾ 1l ｲｮＭ｡ｾ *"cmur ｾｏｒｔｾｴｬ

(3) ｾ qft ｾ al4R'l<tCl molt I

(4) ｾ <tft ｾ *" mff ｾ CfiT 'tf"<<6f>JUI

ｾｃｦ＾ｊｏｩ｜ＱＱｾｾ mctf t I

I '

108. ﾷｾ｣ｴｴ <nm' ll ＼ＶｧｩｦＭＧＱｾＱ

{1) "1'11("1"1 <PT ｾ t I

(2) ｾＭｾ＼ｐｔｾｬＱＱＰｴ I

(3) fciN;;r m <tft ｾ tirii"11Q afu" ｦｭｒＭｾ qft ｾｾ mol

tl

(4) ｾＭｾＪＢｾｱ［ｲｾｾ. . . tl

.(51)

109. · ｾ Qld,<l'il<li ctt '!<"Qhsii 2oos cfi ｾｾＭｭ cneR -mft t? (1) ｾｾｾ qft ｾＭｯ･ｦＩｾ

ｭｴｾﾷ

(2) ｾＭｾｾｭｾ｡ａｾ＼ｴｦｴ

ｾＳＣＭｩｪＬｦｴｾｾｴ I

(3) ｾｾ｡ｷｒｩｦｾｾ t I

(4) l'lll!lf"''Cfl «R" '!R ｾ tfmR_ft:mrR -q ｾｾＧＡｒ＼ｭｾＭＱ

110. ＧｱｬｬｕＭｾ＼ｦｩｾｬｬＧｃｦ＾ｴＮｦＭｭＢｃｦｬｬｒＭｭｬ t? (1) WRf, GIT&rr, ｾ afu" fffi9:;:rr ｾ

SPl1 ｾ m-@ "!ffi t I

{2) ｾ｡ｦｵＢｾｾｾｴ I

(3) ｾ afu" ｾ C!ftm -q q# ｾ

ｾｴｬ

(4) w:ft ｾｾＭﾢ *" "f!1'lr

｡ｦｦｬＺｾｾｴｬ

111. ｾｾｾｬｦｦｾ＼ｴｴｾＭｾ

ll ｾｾ qft fllfilfi'<l<6 ｾ｡Ｚｲｲ cf;

ｾＢＢＧｾｾＧｑＧｧＢｴ(1) ｾ q;f w:ft WW <tft ｬｩｈｭｦｲ＼ｾｃｦｩ

forma# ll ｾｾ I

(2) fciN;;r m <tft ＧＸＱｦｾＵｦｲ＼ｾｃｦｩ forma# <tft

ｾｾ｡Ｚｉｔｾｾｾ q;r ＳＱ｣ＡｭＢｾ I

ＭＺ［ｲｾＮﾷＺ＾ (:ff · fciN;;r ＧＸＱｭｦｲ＼ｾｃｦｩ forma:IT *" ｾ

{iHICfiRt ｾｾ "Cfi"<RT I

( 4) ｾＭｾ Rmur qft 1:f{lro 'fiT ｾ

ｾｉ

112. ｾ attRt ｾ 'CfiT ＼ｉＧｭＢｾ ll ｾ "'1ffi t ｾ Q<l\Ci<(UI 1ff ｾ cnfcffir-'QTO 'C6T

'Cfi'T<f 'Cfi«ft t I ｾ 'C6T ｾ t (1) ｾｱ［ｦｾｱｦｴｾｾｾ 31WT

ｾｾｉ

(2) ｾｱ［ｦＪＺｒＭｩｪｾｱ［ｲＳＱ｣ＡｭＢｾ I

. (3) *:R *" ｾｉ 'flf<i Cfl c@ICI < o I *" "f!1'lr

ｾｾｾｾｱ［ｦｾｱ［ｲ

ＳＱ｣ＡｭＢｾ I

(4). 311R ｾＭｾ -q- ｾ q;r ｾｾｉ

p

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113. 'ql1U 'fl ｾ -m- c); ¢f1G ii(\TCI'{IIl

ｾｭｾ

(1) ｾ "# 'Q11{f ｾ "' 3l1mt 'll(

. ｾＢＧｾ "# ｾＭｦｵｯｭ

ｾｉ

(2) ｾｱ［Ｉﾷｾｱ［ｲｾ I

(3) ｾ q;)· ffi<Jiffi ｾｾ I

(4) ｾ q;r Tf: Tf: ｾｾ 1

114. ｾｴｬｩｈ＼Ｔ 'fl ｾｾ amrcn ｾ CfiT fmtuT

( 1) ［［ｬｦ｣ｾｈｩｬｔｾｾ <ii«tr ｾ I . .

(2) 3flq; 'WaU ＢＧｾＢＧｾ q;f

ｾｴｮｾｬ

(3) ｾｯｲＳｬｫﾷｾｾ q;r

m:ITr <ii«tT ｾ I

(4) O!liCli'\IRCfl ｾｾ I

115. 'q11U-fmtur <1ft ﾷｾＭｦｴｮｷ tl

(1) ｾｱ［ｲｾｾｭｭｾ 1

(2) ﾷｾＭｾﾷ Cb1 ｾｾ q;r

f.:!11tur mm ｾﾷ 1

(3) ｾｾｾ Cb1 <!# 3'11Cl 't<lCfi<i I ｾ I

(4) ｾ Cb1 fcrfcfl:T ｾ｡ＺｉｔＢＧｾﾷｾｾ -qr ｯｭｾ ;;mrr ｾ 1

116. 'ql1U tl hl"if(iiq;) ｾ CfiT ｦｬ＼ｩｬｴｾ

ｾＳｃＺｉｬ｜ＧＡｏｦ lr

(1) ｾ q;f 3ltR ｾＭＭＮｦｴ｡Ｂｾｾ

｣ｬ＾ｾｱ［ｧ［ｲｲ

(2) ｾ

(3) ｾ｣ｬ＾ｾｦｾｬｓｉｃｬｈｉ

(4) ｾＭﾷＪｲｲ

(52)

117. ffc:1 'ql1U c); 1Woi-1:r.f tl 3TN ｾ lWoi <fiT

ｾｱ｣ｦｩｾ lfRff t?

(1) fCI:iJO!ofi c6" fcmR 3l)r Clft;r "# ｾ m h

(2) ｾｃ｢ＱｾｾＱ

(3) ｾ｣ｬ＾ｾｱ［ｦｾﾷｾ

ｾｉ

< 4) ｾ ;t ｾ 'll( ｾ cnm iif1fur q;r

｣ｲｯｒｾＳｔｗｔｾＢＣｾｾ I 3ITCf

iiflfur ｾ 3T1RT ｾｾ I

118. ｾ｣Ｉ［ｾＭＭ c); q;mJf ｾ

ＧｱＱＱｕｾｦ I

(1) ｾｾ

(2). ＧｗＭｾｾ

(3) ＧｗＭｾｾ

· ( 4) oq I Cfl<fO I Cfi f.:!<p:IT c6f ｾ H Cfil'tl "# ift

119. 'q11U-fmtur tl ｾ t

( 1) lTR<P ｾ -qr om

. (2) MactiCliC:.l <;_FzCflJU(

(3) fcmq ＼ｩｪＨｃｆｾ＼ＡｃｦｩＨＧｦｬ CITR ｾｾｾ

ｩＧｆｩｾ

(4) ｱｦｦ［ｦｴｾｾ

120. ｾ "11<4li<4CflHI ｾｾ <1ft 'ql1U CfiT

ｾｾｾ

(1) ｾｷＮｩＭｾ ll fcmq ｾｾ

ｾｉ

(2) ｾｾ atq, t-f q;r "!l'm1 ｾ

Ｎｾｉ

(3) ｾｾ 3lk -w:rra:rr q;r ｾ

ｾｾｉ

(4) ｾｗｲｾＧｬＱＡｃｦｾｾ I

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(53)

Candidate·s should answer .. questions

from the following Part only if they have opted for ENGLISH as

. LANGUAGE- II.

wm- ｾ cqrrr ct ｾ ct dfl{

cf5ctM ｾｾﾷｾ､ＧＢＢＶＱｾ 1"11tSII - II Cf5T

ｲｾｃｦ＿Ｈｙｃｉ ai!lw TfiT m- 1 ,:f<F; · ［Ｌｾ r:

p

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PART-V

LANGUAGE-II

ENGLISH


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

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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)


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 ｩＮｩＧｾ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

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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 ､･ｦ･ｮｳｩｾ･ｮ･ｳｳ

(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

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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 ｾ

(3) informative

(4) passtve

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Candidates should answer questions from the following Part only if they

have opted for· HINDI as LANGUi\GE- II.

ｾｦｾｊＰＴＱｦＨＱｦ｀ｦｦ｟Ｎｾ｣ｦ［Ｍｾ cf;- 3fl(

ｾｃｉｍｾｾｾﾷＳｾｬｾ 'tltU - II Cffi

ｦ｣ｴ｣ｮｾｾ TfiT m I .

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m : ;ft'<f ｾ "111{ -rmm q;1 ｾ m ｾｾ＼ｦｩｔｾｾＺ

ｾＧＸｾＦｬｦＢｬｬ qft 'W'RT Ｍｭｩｔｴｾｾ

ｾｾｾｾｾｴｾｾｾｾｾ

'I1U WT'I'Cf mm t ｾ $t ｾＺ an ;;m:rr t 1

ｾ q;f f;ro' ｾ Tfifrr ｾｾｾ

ｾｴＮｾｾｴｾｾｾｾｷＮｲｲｴ｣ｲ･

3fu" WFIT .q ｾ OR1GRT ｾ m ｾ 1 ｾｾ

ｾｾｾｾ foRT ｾ cmur ｾ <rr fq;r

ClllfdfCI<t> qft ｾｾ qm;qf-!Cf>" cmur * ｾ,.

am m;IT ｾｾ $t ｾ t.rr. ｾｾｾＮ

ｾｾｱｱｩｦＢｬｯ <rr &o Cfir-IT ｾ m 3fu" ｾ

t ｾｾｾｦＮＺｲｯｦｦｩ｡ｎｒｾｗｭｈｾｴＮｾ

ｾｾｾＱｦｴ TR'10 Cfilli ｾ qft ｾｾｾ t I

ｾｯｷｾｾｾｴｾｾｾＭ｡ｭ

am ｾ＼ｦｩｔ fu<t>rr ttt "'l"ff t 1 ｾ mH ｾｾ

ｾｴＮｾｾｾｾＢｦｦｩｲｩｦｷｾｾｾ

q;Jt ｾＭｾｾ ffl, ｾＭｑＺｭｾ .q ｾｾ

ｾ OW <fiT '4'ilT fi::rffirr t I ｾ 3N-'ft '4J qft ｾ ll

ｾＮｾＳｦｵＢｾｾｴｬｬｻｦｦｩｦｾｾＮｱ

ｾｾｾｩｬｾｷｲｱｦｴｾｔｔｒｩｦｭｭ

t 1 ｾｾｾＧｅｒｔＢｬｬｷｯｲｮｲｾｾ＼ｩｩＴＢ

ｾｾｾｾｾｾ 1R ｾ＼ｦｩｔ 3l'I1TCiJ"

3fu" ｾｾｾ mt(f OR "ffif t 3fu" ｾ

q;f ｾ CfiRUIT ｾ &o ttl=rr ｾ t I

(59)

cqyrr_v

ｾＭｉｉ

ｾ

121. ｾｾｾｾ <t>4zil" m 'Q"''" 3RT?.f

. 'CfR'fft?

(1) ｾｦＮＺｲｯｦｦｩｾｴ I

(2) ｾｾｾｴ I

(3) ｾｭｈｾｱｦｴｾｾＭｲｮｦｴ I

(4) ｾ｣［ｵｳｾＢｬｬｾｴ I

122. ｾｾＧｃｦ＾ｔｾｭ｣ｲｾｴｾ

(1) ｾ .q $t, ｾＮｾｦｦｩＦｊｦＢｬｬ 3fu" ｴＱＱｾｃｦ＾ｴＱＱ rr.ft" ｾ I

(2) ｾ q;f ｾｾ 'qlCf ｾ w Ｓｬｒｔｾ I

(3) ｾｾ CfiRUIT w iT ｾｾｱ［ｦｾｾｾｬ

123. ｾｾ .qr ctT ｔｾｔｇ .q t1 m <fiT ｷｦｾｗｊ

ｾｴＮｾ

( 1) '41 ｾｾｾ liT9' "Cf>«ft -miT tJ

(2) ｾ '41 iT ｾｾＭｾ "Cf>«ft · -mflt I

(3) ＧＴｊｾｬＰＰｗｭｱｦｴｦｩｾｴ I

(4) ＧＴｬｾｾＢｬｬｷｭｭｴ 1

124. ｾＭｭｾＭｾｾｾＭｾｾ f1Fr . t?

(1) ｾＮｾＮ 3l'I1TCiJ"

(2) ｾＮｾＮ 3fq4if"1t1

(3) 3l'I11CiJ", 3fq4Jf"1o, aNR

(4) ｾＮ｡ｭｎＮｾ

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12s. ＬｾＬｾｾｭＧｃｩｬＧｦｦｩｶｲｯｸｲｴ

(1) -;fur

(2) ｾ

(3) ｾ

(4) . ｾ

126. ｾ＼ｦｩｦｩ［ｮＺｲｈｲ f<l!ll"'UI vroxrt

(1) M

(2) ｾ

(3) w-1

(4) ｾ

121. ｾ <fl ｾ an<fiQCfi m mn:r· ertt ｾｴ｜ｩｬｬ

(1) ｾｾｾｴｬ

(2) ｾｲｳｭｾｲＮｭｴ 1

(3) ｾｾｴ I

(4) ｾｾＰＱﾥｾｒｔｾｬｦｃｦｦｩｾｉｉｃＧＱｬｾｴ I

128. ｆ｣Ｚｬｴｾｩｍ＼ＧｉＧｩ # ｾｾ ftTo:rr %m q;mJT ｾ

Cl'ir-IT

(1) ｾｾｉｾ :

(2) ｾ｣ｰＧｦｾｱ［ｲｾｾ I

(3) Ｓｗｗｔｃｦ＾ｬ＼ｮｲｾｦｵｾ I ·

(4) ｾｾｉ

ｾＺ［Ｚｦｎｾｾｾｃｦｩｔｾｾｾ

ｾｱ［ｲｾｾＺ

<!R' ｾ wR .*" Wl-Wl .wmt .qr t, ｾcm1l<114 .qr ｾ t m ｯｮＣｾｾ co1 ｾｾ

ｾＭｷｲｲｾｾｾＧｉｗｬｕｔｭｾｾｾｾＮ

lfti C4111l<114 ｾｾｾ t I wR cf> ｾｾ

ｾ .q't ｾｾ I off.& c);- 11m Cffi" ｾｾ f;R:ffi

.. em- wiT rt omU q;r ｾ f-1Cfli<1Cfl< fi ｾ q;f

(60).

ｾ tfT %-, om ｾ 1't oml Wf ｾ t I <\T Cfif"f

ｾ t fcn wr-f c:nT w-rr ¥9 ｾ fcn ｾ･ｭｾ

ｾｉｾＭ［ｴｾＱｰｾｩｴｗｲｲｾｾｦ｣ｮｾ

ｾＮｾ em 1 ｾ C!'lR co1 omr 'l:2iR ｾｾｲ

ｾｾｃｦ＾Ｇｔｾｴｬ

wr-f co1 q;c;rr ｾｾ mm "'T -m ｾ 1 wl

OffiRf t fcn ｾｾｾ t, ｾｾ oiffi >!fuw11·

ｩｴｾｾｾｾ I wiT O!TI"1l-q' ｾ "l1f-1 Wf ｾｾ

ｾﾷｾｮｭｭＨｩ it ｾｾｾ 1 ｾ ;m;ncrr wr-f ｾ

ｾ cf> ofRr ｾｾＬｾ "1Hct>Hi, ｾｾ

w-1 .q't J:I'I11Cf ｾｾ I

129. ｾ artnti'tl<-114 #<t<IT ｾﾷ｢

(1) 'IWlUT -q: ｾｾ t, C41111<114 -q: ｾt.l

(2) 'IWlUT ｾｾ mm-, C4111l<114 ｾ

ｭｭＭｾ 1

(3) 'IWlUT -q: ｾｾ mm- ｾＮ C4111l<114

llwr.rr ｾｾｭｾｴ 1

(4) 'IWlUT ｾ mm- t C4111l<:114 ｾ mmｾｾ

·130. ｾｾｾ qft;;.m m<:r ｾ

'CfmiTt?

(1) ｾ

(2) ｾ "1HCf>Hl

(3) ｾｾｷＭＱ

(4) ＼ｲﾷｾ

131. ｾ｣ｦｩｾｃｦ＼ｉｔ ql\f<l'{ul t?

(1) Wf1T

(f) ＧＱＺＲｩｒｾｗｦＮｉｔ

(3) ＧＱＺＲｩｒｾｾｾｾｾ

(4) ｾｾｷ［Ｚｲｲ

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132. ＧｷｒｾｾｾｾＱｦｩｾｴ I'

C{lCF.I't

(1) ＡＰＱｾＧＱ＼ＢＮＱＱｩＱｃｦ＾

(2) ｾ

(3) ＳＡｦＭＧＱｾｩｬＴＱｩＢｩｩｃｦ＾

(4) ｾ

133. ｗｾＭｾ oT amtom ___ t I C{1CF.I'

134.

ｾｾｾＧｱｴＢｾ amrrrr

(1) ｾ

(3) ｾ

(2) ｾｍｬｩ

(4) ｾＢｕｴｩ

ﾷｾＢｃｦ＾ｔｭｱＭｾｴ

(1) 'T'f+w

'(2) ｾＮＫｷ

(3) 'T'f+31P$

(4) ｾＫ 3!T+W

135. ｾｾｬｬｩｦＮ｡Ｇｃｦｦｴ 'Cf>t.f-m q'l\fCI'{ui .

Ｂｃｦ＾ｔｾｴ＿

( 1) ｾｾｦｬ｣ｴ＾ｐｩＡｇＺ q;r ｾＥ I

(2) ｾＭｾｦｦ｣ｾ＾ｮｲｲｲｾﾷｾｴ 1

(3) ｾ fcrnm" q;f qtf ＱＰ｛ｾ -;;m:if t I

(4) ｾｾｾｾｾｴｬ

ｦＮｭｲＺｾｾｾｐｉ

136. -qo;:r ｾｾ arl''!Umf t

(1) ｾＭｾｃｩｩＧｴｾ

(2) ｾ q;f 1WIT

(3) ｾｱ［ｦｾ

(4) ｾｾ

ｾＩ p

137; Cli$•ilf't<fi1 ｾｯｱｭ｟ｾ qft ｾ ll ｾ

ＧｱｴＢｾｦ｣ｲＺｮｴ＿

(1) ｾｾｔｦｦ

c2) Ｊｾ p:llf"'' Cf) .mr Ｚｾ trr

(3) ｾＭｰｴｲｲ

(4) ｾｾｔｦｦ

138. ｯｱｭＧｃｦｦｴｾＭｾｾｾｾｾｾＭ［［ｴｴ

(1) ｾｾｉ

(2) ｾｾＪｾｉ

(3) ｾ * ｾＭﾷ * ｾ OR

ｾｉ

(4) ＼ｬＧｬｦＭＧＱ＼ＢＮＱＱｾＱＱＺｾｾ -}ffi;-mo ｾ 1

139. ｯｱｭｾｾｾＢｃｦｒＢｦｴｾ

(1) ｾｃｩｩＧｴｾ｣ｲ［ｲｦｲｮｲｲｴ I

(2) '11J1S!T-<l'14R4Cf<:1111 q;f ｾ t I

(3) ｾｴ I

( 4) , ｦｭ｣ｾ［Ｂ Cli't q;t:fi em ｾ t I

140. ｾｴｭＢｾｾ＼ｦｩｔｾｾｾ

"Cf>r.tT ｾ t? (1) ｾＭｾ

(2) ｾ

(3) ｾ

(4) ｾｾ

141. ｃｩｏｉｉｃｦｩｾｏｩ * ｾｾｾ cnl ｾ qft

ｾＢｃｦＩｊｾ

( 1) ｾ * ｾ ll ｾＧＧｉｔＧＱＱＢｔＮｉｬｾ I

(2) ｾ -q<ffi' m11ri't ll ｾ "'Rl ｾ I

(3) ｦｏｉｻ［ｴｾｍｾｾＢＧｒｒｾ I

(4) ｾ｡ｴ｣ｮｔ｣ｲ［ｲｾｾ I

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142. ｾｬｬｾｱ［ｦｾｾＺ 146. ｾＳＱＧＡＧｦｩｾｕｪｾｾｾｦｾｾｾ

c); fi;nrm ｾ II (1) ｔＧｦｦｩＺｾｴ I

(1) ｾ｣ｦ＾ｾＭｾ 1:fOOur (2) ｡ｬｩｦｗ｣ｦ［ｾｾｾｾｴ I

(2) ｾ Cfft ＧｱｪＱｓｦｦｾ m Cfft &l11ffi" (3) ｔＪ［Ｚｾｴｬ

(3) ｾＪＢｾＺｾ c);1:f00ur (4) ｾｴｬ

(4) ｾ Cfft ｾｾＪＢｭ｜Ｍｾ147. ｾＭｾ｣ｦ＾ｾ ll anqcl;fi;nr ql\'i€4\{u\ t

143. ｾＭｦｩｷｵｬ cf> ｾ # 'Cfit.:r-m ｾｾ (1) ｾ mT Ｚｦｾ＼ｦｩｈＧＱｾＭＭｷＺｗｔｾ I

t? (2) ｾｾｾＭｾｾｾ

(1) ｾＭｦｏｏｵｲｾｾｾｾ q;fu;, (3) ｾ mr ｾｦＤｬＤＱｃｦｩｾＭＭｷＺｗｲｾ 1

ｾ "CflT ｾ＼Ａｐｲ WlT ｾ I (4) ｾｾ fcR:mr ｾｾＭｃｦｩＢｬＱｴｾ I

(2) ﾷｾｾＭｦｏｏｵｲｾｾ

d·t3tFRHl<l t-m-r ｾ "CflT -w:Wr 148. ｾ JUIQf"lCfi ｾ w Cfit.:r m ｾＭｦｩｷｵｬ

ｾｴｬｱ［ｹｾｾｴ＿

(3) ｾＭｦｏｏｵｲ <l ft:Ri1T 'CflT ｾｾ (1) R;;ft ｾ *" amTR' ｾｾ "Cf)f

Wll"!RT. I ｾＢＧＧｗｩｬ＼ＢＧ -w:WT I ,,.

ｾ *" ｾ 'CflT ｾ Cfft &l11ffi" "Cf)f (4) 1Ml1 ｾＭ｡ｭ Cfft ｾ ftrffi<r ｾ cf> (2)

ｾｾ W<n c); ｾ 3l;;f.:f'cf> ｾ ffi?: ｾｉ

ｾ Cll\'1161{01 ｾ t I. (3) ｾＧ <:1)<t>lfcffi<ii ｾｾ "Cf)f

ｾ -w:Wr ｾ Cfft Wifu "Cf)f

144. ｾ Cfft ｾ # ｾ 3fCiim" 1Ffi" :riCfi\'<1'11 I ｾｉ

<RW m cf> fi;rQ- atMTT-3Will ｾ｡ｮ cf> (4) q;fu;, ｾ｣Ｉ［ｾｾ I

ｾｾｴｾｾｾｾｨｭｩｬｴ＿

(1) ｾＧｃｦｬｦｾｾ｣Ｉ［ｾ I 149. -- cf> <lif!'IR'*I f"'"'1f<"'f&(1 410C4sM

"

(2) ｾ Cfft ｾＳＱＱ Cfft "11'1CfiR'l ｾ'tWII+il fit><OIICfiMIQ ｾｾ ll 't1l\14<fi

ｾｾｴｬｾＪＢｾｉ

(1) ｾﾷ

(3) ｾ＼ｐｔｾｾＪＢｾｉ (2) ｾＭｃｬｕｒ(4) fOOur 'CflT 3lfuq; ｾ cr &I'R11'11'{ul (3) 'll'IOl 'CflT ｾｾ

GR'Rcf;Wro: I (4) 7ftff

145. 'f.SfoJ iNl<W <tif''tioiu %ri t ? 150. ｾｾＭｾｱ［ｹｾｴ

(1) 'QO"f-3WlffiT ｾ (1) 01 <"' '{ciCfi lW!T I

(2) ｾＭＳｗｬｦｦｩｔｾ (2) ｾｾＢｴＮｲｲ I

(3) TfURT ｾ 3WlffiT ｾ (3) qrq.f 3l'l<l'rn I

(4) <ITffi ｾ 3WlffiT ｾ (4) TJlllfu' ｾ lW!T I

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SPACE FOR ROUGH WORK

ｬｬｬｩＢｾ｣ｦｲｾｾ

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READ CAREFULLY THE FOLLOWING f"1'"1fMf&l'1 ｾｾｾＢｱｪＺINSTRUCTIONS:

1. Out of the four alternatives for each question, only 1. ｾｾｾｾｾｾＧｱｦｻｾＮｱｾｷｾｾｾ

one circle for the correct answer is to be darkened OMR ｾ＼ｲＺｩｾｾＭＲＱｋｾｾ＼ｰｬ｣ｯｲｩｴｾＨＹＢｗcompletely with Blue/Black Ball Point Pen on Side-2

［ｦｵ［ｦｾ ofu;r ｾｴＮＺｲｾｾ 1 ｾｭｲｾｾｾof the OMRAnswer Sheet. The answer once marked

is not liable to be changed. ｾ＼ｩＢｉｇｾ ore:ffi ｾｾｾ i I

2. The candidates should ensure that the Answer Sheet 2. . ｾ '!£f1filili1 ｱ［ｴｾｾｾ＼ｲＺｩ｣ｯｲｾＺＺｲｾｾｾis not folded. Do not make any stray marks on the

liT CfiTt 3A f.rnR ::r wrr(t I ｾｾ ::!iilfi4i'li Answer Sheet. Do not write your Roll No. anywhere

else except in the specified space in the Answer Sheet. ｾ＼ｲＺｩＮｱｭｴｦｵｦｾｾｾｾＺＺｲｾ I

3. Handle the Test Booklet and Answer Sheet with care, 3. m ｾｾｾ <1:i "'liT UlH'{cl'li wWr 'fit, ｾas under no circumstances (except for discrepancy fcnit '111 ｱｦｻｦｯｾｬ＿ＦＱ .q ｾＮｾｾｾ '1:i *" in Test Booklet Code or Number and Answer Sheet

ｾ <rr ｾ .q f1Rm ｣ｩｴｾ｣ｯｲｾｾ llfu:rr Code or Number), another set will be provided.

4. The candidates will write the correct Test Booklet ｾｾｾｃｒｔ＼ｦｲｾ I

Code and Number as given in the Test Booklet I 4. ﾷｾｬｾ＼ｲＺｩｬｬｾｾﾷｾｾｱAnswer Sheet in the Attendance Sheet.

ｾ｣ｯｲｾｭｾｾｾＭ＼ｲＺｩＢｬｬｾ 1 5. Candidates are not .allowed to carry any textual

- material, printed or written, bits of papers, pager, 5. ｾ｡ｭ m ｾｾ 1l ｾ･ｭＭＪ fucrr<r fcnit - -

• mobile phone, electronic device or any other material ｭ｣ｩｴｾｾＬｾ＼ｉｔｩｈｾｦｍｦＡｓｩｩＱＬｃｦｩｬｔｔＧｩｦ｣ｩｴｾＬexcept the Admit Ca:rd inside the examination hall/

ｾＮｾＧＱｩｒＬｾ＼Ｇｬ＼ｴ＼［［ｬｦＱＧｨｾ＼ｲｲｦ｣ｮｩｴ .aA m

I room.

6. Each candidate must show on demand his I her ｣ｩｴｾ｣ｯｲｾ ;;;r;t <rr ｾ q;B ｣ｩｴｾｾ t 1

Admission Card to the Invigilator. 6. w ;;;r;t 1R ｾｾＮｾ｣ｯｲ :aw-rr ｾＭ＼ｭ

ｾ 7. No candidate, without special permission of the ｾｉｾ

Superintendent or In vigilator, should leave his I her 2 ｾ

ｾ＼ｲｲｾ｣ｩｴｦ｣ｭｱｾｾｦＮｒｲｃＡｩｬｴｾ- 7. ｾ seat.

8. The candidates should not leave the Examination Hall Ｚ｡ｎＭｉｔｾ ::f Wit I

without handing over their Answer Sheet to the 8. ｾｾ｣ｯｲＳｬＧｒｔﾷｾ '1:i ｾ f.Rr ｾｾＭ＼ｲＺｩ

· Invigilator on duty and sign the Attendance Sheet ｬｬｲｾｾｦ｣ｭｦＮｒｲｾﾷｾｾｾ I twice. Cases where a candidate has not signed the

Attendance Sheet a second time will be deemed not ｾ fcnit ｾ ;f ｾ mr ｾＭ＼ｲＺｩｬｩｔｾｾto have handed over the Answer Sheet and dealt ｆ｣ｭｭｾＱＱｒｔｾｾｾｾ＼ｲＺｩＺＺｲ｀ｾｴ • with as an unfair means case: The candidates are

ｾｾ ml:Ff "'liT lWW!T 11RT ｾ 1 ｾ｡ｭｩ｜ aw.r also required to put their left hand THUMB

impression in the space provided in the Attendance OI'Tifw.r ｾｾｱ［ｊ f.:mR ｾＭｭｦ tl fur ｔｬｬｦｾSheet. ｷﾷｾｷｲｲｩｦｬ

9. Use ofElectronic I Manual Calculator is prohibited. 9. ｾ＼Ｂｩ＼ｴ＼［［ＱｦＱ＼ｴ＾ I l\'R1illfMi1 4R<t><"''li ＢＧｬｩｔｾｾ i I

10. The candidates are govem<?d by all Rules and

Regulations of the Board with regard to their conduct 10. ﾷＭｾｬｬｾＪｾｾ＼ｉｔｴＪ＼ｏｏｦＮｲ＼ｲｬＺｩｴｾin the Examination Hall. All cases of unfair means will ｾ｡ｭ f.1qfl:R; t 1 ｾｾ *.00 llfl'l<'ij "'liT b.e dealt with as per Rules and Regulations of the

ｾＭＮｲｲｴｾｦＮｲ＼ｲｬＺｩｴｾｾｾｾｭｲ 1 Board.

il. No part of the Test Booklet and Answer Sheet shall 11. ｦ｣ｮｩｴｴｾｔｦｦｩｦ .q. ｾﾷｾ＼ｲＺｩ "'liT Cfi!t'l11lT .3WI1T

be detached under any circumstances. ::r'Cfit I

12. On completion of the test, the candidate must hand 12. . ｾ｡ｵｬｦＧｐａＶｈｗＬｾ｡ｭｩ｜ｾｉｾｾ lf lfi

over the Answer Sheet to the Irivigilator in the ｾ mt ｾＭｒｩｬｬｦｬｃｮ C6T ｾｾｾ 1 mfm'P.fl Room I Hall. The candidates are allowed to take

away this Test Booklet with them. ｾ mer PI Wli1T ｾ <M ｾ ;;rr wri t 1

p

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