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CTET Exam - NOV 2012 : Paper 2

65 pages, 410 questions, 4 questions with responses, 4 total responses,    0    0
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JBC-12A Test Booklet No. This bookie~ contains _64 pages. trit~~~ ~ ~ .q ~~ pAPER II I ~- tJ;I' II . Test Booklet c_ode I~ trit~ ~ trit~ ~ ~ 64 I MAIN TEST BOOKLET Do not open this Test Booklet until you are asked to do so. ~ lfU8;TT !Jffactll q;) ~ CI'Cn ';f ~ \ifG1' CI'Cn q:;m ';f Read carefully the Instructions on the Back Cover ~ lfU8;TT w ~ I of this Test Booklet. gf~ctll ~ ~ 31TCRUT lR ~ ~ q;) ~~~I ~ rrtttJJrfw.fl c11 fC;rQ: INSTRUCTIONS FOR CANDIDATES 1. The OMR Answer Sheet is inside this Test B.ooklet. When 1. OMR 3W 1f;f ~ ~ ~ ~ ~ ~ ~ I \lfOf ~~~~en) 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 cmlY,. 2. The test is of 1 ~ hours duration and consists of 150 questions. There is no negative mar~ing. 3. Use Blue I Black Ball Point Pen only for writing particulars on this page I marking responses in the Answer Sheet. 4. The CODE for this Booklet is W. Make sure that the coDE printed on Side-2 of the Answer Sheet is the same as that on this booklet. Also ensure that your Test Booklet No. and Answer Sheet No. are the same. In case of discrepancy, the candidate should immediately report the matter to the Invigilator for replacement of both the Test Booklet and the Answer Sheet. 5. This Test Booklet has five Parts, I, II, III, IV and V; consisting of 150 Objective Type Questions, each carrying 1 mark : Part I : Child Development and. Pedagogy (Q. 1 to Q. 30) Part II : Mathematics and Science (Q. 31 to Q. 90) Part III: Social Studies I Social Science (Q. 31 to Q. 90) Part IV : Language I- (English/Hindi) (Q. 91 to Q. 120) Part V : Language II- (English/Hindi) (Q. 121 to Q. 150) 6. Candidates have to do questions 31 to 90 EITHER from Part II (Mathematics and Science) OR from Part III (Social Studies/Social Science). ' Part V 7. Part IV contains 30 questions for Language I and contains 30 questions for Language II. In this test booklet, only questions pertaining to English and Hindi language have been given. In case the language/s you have opted for as Language I and/or Language II is a language other than English or Hindi, please ask for a Test Booklet that contains questions on that language. The languages being answered must tally with the languages opted for in your Application Form. 8. Candidates are required to attempt questions in Part V (Language II) in a language other than the one chosen as Language I (in Part IV) from the. list of languages. 9. Rough work should be done only in the space provided in the Test Booklet for the same. 10. The answers are to be recorded on the OMR Answer Sheet only. Mark your responses carefully. No whitener is allowed for changing answers. cnm ~, m3W 1f;f ~ ~ ~-1 ~ ~-2 lf{ 'afR ~ ~ ~~~ ~ ~ tR ~ fcicRuT ~ I 2. ~ cnl ~ 1~ 'ER: ~~~if 150 ~~I C!il{ ::fiOIIc-I"JOfi ~ ;ffiT ~ I 3. ~ "218' lf{ fc!cRuT ~ q;8 ~ 3W 1f;f lf{ f.mR ~ ~~~~~~am-r~~'Ofifm<R 1 . 4. ~~'Ofif~~w. ~ ~f.:lf?il('j ~~fcfi~~ 'Ofif~, 3W1f;f~~-2lf{~~~~~ l~'lfi ~f.:lfh.J('j ~ ~ fcf;' ~ ~ ~ 3W 1f;f ~ ~~ 1 arrf{~~miTI~~~~am: am: 3W 1f;f ~~~~en) TIBf 3fCflT('1' ~ I 5. ~~~if -qfa- 'IWT I, II, III, IV 150 ~ ~ ~, affi: V ~. ~ 1 3fOfi 'OfiT ~ : 'IWT , : omvr q ~ (>r. 1 it >r. 3o J 'lWT II : 7JfUT(r Cf fcfm::r (>r. 31 it >r. 90) 'lWT III : '811"Jif':>i0fi ~/'811"Jif':>10fi ~ (>r. 31 it >r. 'lWT IV: 'lWlT I-(~ I~) (>r. 91 it>r. ) 'lWT V : 'lWlT II- (~I ~) ( >r. 121 it >r. 150) 6. ~ c r ~ 31 ~ go m 'lWT n c'lfUT(r q fcfm::r) mm- \lll ~ . -m llT 'lWT III ('811"Jif':>i0fi ~/'8II"Jif"10fi fcfm;r) ~ q;8 ~ I 7. 'lWT IV if 'lWlT I ~ ~ 30 ~ 'lWT V if 'lWlT II ~ ~ affi: 30~~~~ ~~~~if~~q~ 'lWlT ~ BoiT'eJCf ~ ~ ~ ~ lll'fa: m'ffT I 3itttm m'ffT II .q ~ am wit '1ft m'ffl(l't) ~ m fRt ~ 3ffiTCfT t ~ dlT m'ffT 'CI"R'ft trtt~ ~ 1WT ~ 1 fiR m'fflm ~ ~ ~ 3lN ~ ~ ~ ~ lfSf ~wit m 8. m w '1ft m'fflm ~ ~ ~ ~ ~ 1 trita,w;ff \TilT V ( m'ffl II) ~ ~ mqJ ~ " -Q:m m'ffl Tffi 1ft ;ffl ~am m'ffT I (\TilT IV) ~wit m'ffl ~fmr I 9. ~cwf~~if~~~~~~~ ~lf{itcRI . 10. ~ 3W ~ OMR 3W 1f;f lf{ it ~ cR I 31tH 3W 'all'i'i"lilfi ~ <R 1 3W ~ ~ 'OfiT m. f.WR;: ~ I lt mm Name of the Candidate (in Capitals) : - - - - - - - - - - - - - - - - - - - - - - - - - - - ~ 'OfiT ~ (~ ~ if) : Roll Number (.:HjsMiOfi) : in figures :in (a:ic@ i f ) - - - - - - - - - - - - - - - - - - - - - - words(~ i f ) - - - - - - - - - - - - - - - - - - - - - - - Centre of Examination (in Capitals) : - - - - - - - - - - - - - - - - - - - - - - - - - - - - ~ (~ 31a:Rt if ) : Candidate's Signature : - - - - - - - - - - - Invigilator's Signature : - - - - - - - - - - - - - ~~~: ~~~ Facsimile signature stamp of Centre Superintendent - - - - - - - - - - - - - - - - - - - - - - w ( 2) PART I I 'qTlf I CHILD DEVELOPMENT AND PEDAGOGY I~ Pclctiiff Cf fir&t i~11f;i Directions : Answer the following questions by ~ : RJ ;tff:tftild JTR1 ~ Yrf< # ~ lfrr! ~ 3firrr ~~ selecting the most appropriate option. 1 Child-centred education was advocated by 1. which of the following thinkers ? ~-~ rn&n (1) 1. (1) Gfi.l!;f). ~ (2) \jf'f:J ~ (2) B.F. Skinner 2. Charles Darwin 2. While teaching a single parent child, a teacher should (1) (4) ~ ~ ~ ~ "ct>T ~ ~ rna:rcfi q;) ~ >ICflT\ ~ ~ ~ m~ ilffi ~ B ~ (2) CfiGT~ ~ ~ q;) Cfilf ~ (3) provide stable environment and ~ (4) overlook this fact and treat such a child at par with other children (2) (3) (4) accelerating the scholastic activities speeding up the co-scholastic activities 3fR t.n ~ Clldlot(UI ~q CfltRT ~ consistent ~ ('f~ q;). ~ CfiGT . 3fR ~ ~ ~ m~ 3f."<l ~ ~ wrR ~ cnGT ~ Acceleration with reference to gifted children 3 means (1) 4. ~SlfcR (1) assign lesser home assignments to such a child (3) 3. ""~ .... , ~ ~i{ct>~H treat such a child differently (2) wr2f.:r f.:P :rR-11@(1 if B ~ "J"P.n ? (4) Eric Erickson (4) M (3) John Dewey (3) ~~ Cfll. ~ ~ ~ ~ CflT 3l~ t if ~ (Acceleration) transaction (1) of ~~~~~if~cnGT (2) transaction ~-~8JfUTq:; ~ ~ ~ Gf<9RT of (3) promoting such students to next higher grade by skipping the present grade accelerating the process of assessment Whi.ch of the following is the most appropriate activity for gifted students? cfit lJfu en) ( 4) 4. ~ fcrorf~ q;) ~ ~ en) ~. ~ ~ ~ if >ffi f CfiGT ~ ~ cfit >lfsom CflT ~ CfiGT ~ ~ ~ RI""''fR1f@(1 if B Cf>t.r-~ ~ ~ ~ ( 1) -q'fq ~ ~ 3io ~ if ~ Cfl\o[T t ? if ~ TW: 3MTB1 (1) Solve exercises given at the end of five chapters at one go (2) rna:rcfi ~ lR q;&n "ct>l ~ (2) Teach their class on Teachers Day (3) (3) Write a report on a school match recently held 3NT ~ fffig.n (4) Write an original play on given concepts q;) 1% c 4) mif ~ ~ ~ CflT 51RI~~o:r ~ ~ Bct>crqo:r 13ii ~ 3lT'QR lR ~ "O'fTlCf> fffig.n w ( 3) 5. Which one of the following could be an end 5. stage of a child possessing bodily-kinesthetic intelligence ? mM<n-~ ~ ~ ~ ~ -q ~ q,t,_ffi m ~t ~ P!l "lk1fuJ(1 (1) Orator (2) (1\ll~ktCf) ~ (2) Politicalleader (3) ~ (3) Surgeon (4) ~ (4) Poet 6. Gifted students (1) (1) are generally physically weak and not good at social interaction (2) generally do not like their teachers (3) (3) realize their full potential without any help (4) (1) Classrooms arter the implementation of RTE Act 2009 are m Rl<tilfllr4Cfl ~3TI ~ ~ 8 man "Cf)l ~ "Cf)l &lClfllll m-~ 2oo9 ~ fshlll..:tll"l ~ ~ q;an_q;~ (1) ~ ~ ~ ~ fl4\lllolll ~ (2) ~~~~ (3) ~ Pclt:t4\l11d'lll ~ ~. ~ man "Cf)l ~ fCI tJ Iclll -ij q;an ~ 3fu:rcJ ~ -q;) >Jmfc.ffi ~q;rn (4) ~ ~ ~ ~ fl4\lllcftll ~ ~Cf)C""""113il t? (1) Students develop at different rates (1) (2) Development is relatively orderly (4). Development proceeds from heteronomy to autonomy ~ "Cf)l ~ (4) flliJINl<tl-3llf~ ~ gender-wise more homogeneous Development leads to growth q;an ~ flif<!>RI<ti ~ Systematic presentation of concepts may be 9. related with which of the following principles of development ? (3) -fct;-ffi ~ ~ -ij M~ ~-<flf ~ fcmlf~ ~ ~ -m~.~ ~ ~ !Oii:;'fCll{?f t I unaffected, as RTE does not affect the average age of a class in a school (4) 0 (3) age-wise more heterogeneous (3) T.fRCf ~ ~ 4i:;'fCll{?f (2) age-wise more homogeneous (2) 3l1H -m~ -q;) ~ ~ ~ ~ -fct;-ffi ~ ~. ~ 3l1H "fllll~ "Cf)l ~ fll41'""4(1: (1) socio-economic background (1) 9. 7. occupation of their parents (4) 3fR ~-~~~~ developmental stages (3) 8. (4) cultural background (2) <!Wil'""4(1: mM<f; ~ ~ .~ ~ ~ ~Wi INlCfi ~ :fsn<:IT -ij ~ ~ ~ fcrcf;m ~ ~ perform exceptionally well in any field important to hmp.an beings Knowledge of will be most significant for a teacher dealing with a class comprising students of mixed age groups. R:i fct>rB Cf) ~~ (2) 7. ? crrqq; (1) 6. ~ ~ R~k:lfuild (2) (3) (4) ~ ~ ~ fcrcf;m ~ m ~ ~ m~ ~ m ~ fcrnr~ ~ ~ 'R fC!q;fu(l ~~ mw fcrcf;m "fiN~ ~ ~ ~ t fcrcf;m ~ qf{UIIiJfC!~q ~matt fcrci;m Pclt:t4\itlollldl ~ fC!Ill'ddl ~ ~mwt 3ll1: w 10. ( 4) Scaffolding in the context of learning theories 10. refers to (1) simulation teaching (2) recapitulation of previous learning (3) temporary support in learning by adults (4) ascertainingthe causes of mistakes done by students .....1+.-.4 -t11(9'1 4- tt> ~ 4- ~~o&ml - - - <f;l tt> ~~ ~G"~ .;t 1-1 'P' ' 11 f<:htnlif-5 '.....=\- 311\ ~ Cfi@l ~ (1) ~ffl&lUT (2) ~ ~'Q7111 <f;lg HI~Rt (3) ~-ij~. ~ ~~ ~Q~1 1 .( 4) fcrnrf~ ~ <f;l .~ ~ ~ CfiRUIT Cf;l 11ffi WTRl 11. The sentence 'Madam drives a bicycle' is 11. 'il51f qp.r '&7?ft f' c:rr<Fr (1) correct syntactically but semantically incorrect (1) (2) correct semantically but syntactically incorrect ~-fcRmi <f;l ~ ~ ~ ~ ~ 31~-fcffiR <f;l ~ ~ ~ ~ (2) 31~ -fcffiR <f;l ~ ~ ~ ~ ~ c:rr<Fr" ~<f;l~~~~ (3) 31~-fcffiR ~ c:rr<Fr-~ ~ <f;l ~ ~ ~~ (3) ( 4) semantically as well as syntactically correct semantically as well as syntactically incorrect 31~-fcffiR ~ c:rr<Fr-~ ~ <f;l ~ ~ ~~ ~-~ ~ 31T'QT{ 1:P: ~ ~ -ij ~ ( 4) 12. Classification of students in different groups on the basis of their IQ tends to _ _ __ 12. their self-esteem and their academic performance. Cf;l c::pffCf)(Uj ~ fcPTftlll (1) increase;decrease (1) increase;increase (2) ~;~ (3) decrease; decrease (3) ~;~ (4) decrease; has no effect on ( 4) ~; Raven's progressive matrices example of _ _ _ _ _ test. test is an 13. >tmfc r ~ Cfi@l wmcr ~ rm8JUT m Cf;l rW8JUT Cf;l ~ ~ I (1) verbal IQ (1) ~~-~~ (2) culture-free IQ (2) ~-~~-~~ (3) non-group IQ (3) 31-~ ~-~~ (4) 14. ~I ~;~ (2) 13. ~ cnl 3:itt~~~~cn) personality (4) Ollhh\Cl The news of 'a woman selling her child to obtain food' may be understood best on the basis of 14 ~~~~>rrn~~~~~cn) ~ ~ I' ~ ~ en) ~ 31T'QT{ 1R ~ ow'~ ~T Wf)(fT ~ 1 (1) Psychoanalytical theory (1) lHifcl~~t>jUik4Cf) ~ (2) Theory of hierarchical needs (2) 4~1jSfl~Cf) 311Cl~4Cf)(113TI (3) Psychosocial theory (3) lHI~I41NtCfl ~ (4) Theory of reinforced contingencies (4) 3'14R1d 311Cf)ff'tlCfldi3TI Cf;l ~ Cf;l ~ \ . 15. w ( 5) . The word 'Comprehensive' in the scheme of 15. Continuous and Comprehensive Evaluation is supported by the following except Jt~ ICfl"l ~ ~ ~ ~ ~ ~ 3ttflCn FP"""lkt Rsl('l ~ ~ 'Wlf~~~~ I "ffiRf 3fu: <Xj"fq'Cfi (1) Theory of multiple intelligence (1) ~~ (2) Theory of information processing (2) ~~~ (3) J.P. Guilford's theory of structure of intellect (3) ~.l:fi. fllcl'f>l:t (4) (4) L.L. Thurstone's mental abilities ~.~. ~ Cf)T~ theory of primary 16. 16. Cf)T ~-~ Cf)T m~ AHmCfl ~m ~ ~. ~~~ ~ en) 'Sfmfc f 'Cf)\(11 ~ Assessment learning influences learning by reinforcing the between assessment and instruction. (1) (1) (2) (3) (4) 17. of; variance In Science practicals, boys generally take control of apparatus and ask girls to record data or wash utensils. This tendency reflects that (1) (2) (3) (4) 18. 17. girls being delicate prefer such less energy consuming tasks Cf)T; :31(R. ( 4) of; difference Cf)T ; ~ 3fu: ~ ~~Cf){UI ~ ~~; ~ (3) for; difference ~ ~~;~til (2) for; connections Cf)T fmRrr ~ ~ ~ ~' '81Air:ll(1: ~ ;jqCf){Uj'j Cf)T mm ~ ~ ~ ~ ~ 3fu: cl'$fihJ:ll ~ ~ en) ftcf;'fi CflG 3l~ ~ en).~ ~ ~ ~ ~~~~~~~~ ( 1) (2) girls are excellent obse~ers and record data flawlessly ~ ~ ~ 'CflRUT ~ Cf)l1l 'CflGT ~ 'Cfl ft ~ ftr-m ~ ~ '{9Cl(l 'Cf)tf ~ ~ (:1 '$Fhlli cl'$Fhlli ~ 3iq(:"'lCfl"lCfl(1f ~ ~ 3fu: W-IT ~ lJffift ~ ~ Cf)T ftcf;'fi ~ ~ stereotyping of ~asculine and feminine roles takes place in schools also (3) boys can handle equipments more efficiently as they are naturally endowed for doing such things (4) ~ - 3fu: ~ ~ ~ ~ .~~lcll! ~ ~~-~ ~ ;jqCf){Oj'j en) ~ ~ ~ B~ ~ t ~ ~ ~ )JCf)T{ ~ ~ Sll<pRtCfl ~ ~ ~a.llf ~ ~ <wiT en) CflG 18. How teachers and students gender in the classroom, it _ _ _ _ the learning environment. Cfi&TI-Cfi&l ~ fu&lCfl 3fu: fcrny2ff fcnB )JCf)T{ ~ en) (1) interpret; does not affect (1) Olfl@ll~('l; 'R ~ >rmq ~ ~ (2) construct; impacts (2) f.rfifu; (3) adapt; perturbs (3) ~qj(11{(1; en) ~~ (4) define; vitiates ( 4) -qfu:Jfu ; en) ~ t ~ ~ ~ ql('llq{UI ____ I 'R >rmq ~ ~ 'Cf)tf 'Cf)\(11 ~ '5fmcfi GRT(11 ~ w 19. ( 6) The word 'Compulsory' in the 'Right to Free 19. and Compulsory Education 2009' means, (1) parents are compulsorily forced to send their children to school to avoid punitive action (2) compulsory education will be imparted through continuous testing (3) Central Government will ensure admission, attendance and completion of elementary education (4) appropriate governments will ensure admission, attendance and completion of elementary education man 'R:~ ~ ~ ~ ~ 2009' -ij ~ ~~3l2i~ (1) ~O:Sirli<h ~ B ffi if; ~ ~ ~ q;) ~Wct~ ~if;~ ~ 1R ~ -B ~ sr~rp-r.n ~ ~man "ffif(f ~~if;~ -B "5IGR ~~ ~~~.~~~ ~ ~ -<h) RW<:ict ~ ~ m<fiR ~. ~ ~ ~ ~ ~-<h) RW<:ict ~ ~ C2) (3) (4) 20. man man Rki!Bfulct .q -B ~-m ~ "!flO-~ 21. Which of the following principles IS not involved iri lesson planning ? (1) Clarity of objectives (2) Knowledge of teaching (3) Rigidity of planning (4) Knowledge of pupils What does 'Self-regulation of learners' 21. mean? ~;rtf~.? (1) fq-~~~ (1) Self-discipline and control 20. (2) 3ltR .q (2) ~~~ m~~~ (3) ~~~ (4) ma.nf~ ~ ~ (1) 3lf~ q;y fq-"RwR' q;y CfflT 3l2i ~? ~ q;y ~ ~~ . <fiG ~ (2) Ability to monitor their own learning (3) Rules and regulations made by the student body (3) ~ fcrnl~ ~ ~ ~ ~ ~ ~ ~ Creating regulations for student behaviour The 'Lab Schools' advocated by John Dewey 22. were examples of (1) Factory Schools (2) Progressive Schools (3) Public Schools (4) Common Schools C4) f<fmf~ if; ~ if; ~ ~R~'ll q;y (4) 22. 23. Group project activity as prescribed by CBSE 23. is a powerful means f.'rl1fur "<hGT \ll'R ~ ~ ~ ~ ~ wct~' if; ~ ~ (1) ~ ~~~(.1~ (2) SlliRt!lOct ~~~ct~ (3) ~ ~~1(.1~ (4) ~ ~~~(.1~ ~.~.~.t ~ Sl~l~ct ~-qf{~l'Jl"il lfRifcrfu _ _ _ _ q;y~~mtH~ 1 (1) offacilitating social participation (2) of alleviating the burden of teachers (2) (3) of relieving the stress caused due to routine teaching -moo if; ~ q;) ~ <fiG (3) ~ if; m~ (4) to promote the concept of unity in diversity C4) (1) flll11Nl<h ~wn~lf{ctl q;) -B wm ar.rR ~ qffi ('Rlq q;) ~ <fiG ~ -ij ~ ~ B<h~"ll q;y ~->ffiR <fiG w ( 7) 24. For an intrinsically motivated student, 24. ~~~~fcmr~ (1) rewards are not at all required (2) external rewards are not enough to keep him/her motivated (2) the level of motivation is lower than an extrinsically motivated student (3) (3) (4) (1) ~ ~ ~ ~ ~ ~ ~~~~~~~ q)f ~ ~ ~ ~ fcmr~ ~ ~ ~q:qllt"h ~ ~ (2) the tendency to avoid failure (1) '34lctl~l ~ (3) willingness to accept success and failure equally (2) 3if1Cf)(1(11 ~ (3) ~ Ideal 'Waiting Time' for getting response from students should be proportional to (1) time taken by the students for answering questions from previous lessons (4) 3ii<H<I"hdl ~ q t cn8 .q sl ~ cfit ffi cfit 3"1(1Cf)(1(11 relevance of the question in the real life Suppose you are the Chairperson of a Board of School Education, how would you plan to 2 7. improve the overall quality of education in the schools under your jurisdiction ? This type of question is an example of . ~ fcrem:, \ll~iSII\llf fcrmf~ ~ Sl Rl Ghlll >rffi ~ (1) difficulty level of the question (3) 27. 26. time allotted to specific topic in the curriculum (2) fua:n cfit cnT ~ WlR ~ fCfl "h R4 cfit (l'"fCffilT tendency to act impulsively (4) 26. .q ~ t the tendency to persist at challenging tasks 25. (4) cfit cnT ~-~Cfllf~t there is no need of formal education Achievement motivation is (1) ~ ~ 3"11Cl!?<l"hdl cfit ~t (4) 25. ~ ~ ~ .q ~ cn8 cfit -cnB q)f ~ '5Rfta:n ~~~.q~~l qldiJ'qljJ .q ~ ~ ~ ~ ~ ~ (2) )f'Rq)f~~ (3) ~ 1lTOl ~ q;y ~ ~~~ ~ ~ Wl<n TflrT ~ (4) <m~ fCl "h ~ w.n .q >r.R cfit SIIJii f1l "hdl l:rR ~ 3m Rl~lclll 3m 3l1H Rlwcl41 ~ tp:IT ma:n 3lf'qq)R-~ ~ -tt ma:n -tt ~ ~ 3l'af&"i ~ ~ ~ ~ ~ ? ~. (1) higher order convergent ___ q;r~~t (2) higher order divergent (1) ~~~ (3) lower order convergent (2) ~~~ (4) lower order divergent (3) f.n:;r ~ ~ (4) f.n:;r ~ ~ 3lH t ~ cn1 ~mB ~ )ICf)R q)f >r.R w 28. ( 8) A student says, "My mother ringed Principal 28. mam last night." As a teacher your response should be ~ "Yffcli7 ~ 3fP!T # " I ~ ~ Sllftfsfl~ I ~ ~ . fcml?.ff ~ t, "fua:;q; ~ ~ -;rffi ~~ ~~ (1) 31-Cill, (2) ~. 31N~~~~~ I Dear child, you are not using the correct form of verb. (3) ~ 3Wn ~' <fit ~ 1:R: ~ ~ ~' (3) It should not be ringed, it should rather be rang. ( 4) (4) Why don't you listen carefully ? As I told you earlier, it should be rang, not ringed. 29 ~ <il~C"''i!P\ ~ ~ Slf<ll~d f.l8ff:IR9d ~ (1) (2) Oh really, your mother rang up Principal ma'am last night. Did she seek an appointment with her ? I ~~I 31N -q it 3111-ft ml:fT 1:R: ~~ I m~ ~Wclli'i ~ ~ m ~ Cfll ~~.~? 29. Children in primary schools follow which of the,following stages as proposed by Lawrence Kohlberg? b. a~Rh<MI c. ~ ~:a~RhCfl ~q d. ~IIOII~Cfi ~q (1) a 3fu: d a and d (2) a 3fu: c (2) a and c (3) b 3fu: a (3) band a (4) b3ittd (4) band d a. Obedience and Pun~shment Orientation b. Individualism and Exchange c. Good Interpersonal Relationships d. Social Contract and Individual Rights (1) 3:ftt ~ 3Q. --- 3:ftt Ol!Rtilld ~ ~ ~ f.lqff:tfu.ld ~~ ~<fit f"Cl:flt:~dl~ ~ I 30. The following are features of anecdota.l record except (1) ~ ~3it Cfll ~ (1) it is an accurate description of events (2) ~ .~ ~ &O!Rtilld fcrq;-m 3l~ ~IIOII~Cfl (2) it describes personal development or social interactions of a child (3) it is a factual report with enough detail (4) it is subjective evidence of behaviour and therefore does not provide feedback for scholastic area ffi ~ ~ :~3:i't ~ qfUffi Cfi\ill ~ (3) ~ 1:f<1ffi ~it ~ 0~ ~ ~ (4) ~~ iT &O!Rtif.la m~ ~ 3fu: ~ ~~~~~~~(~) ~q ~ CfiU(fJ w ( 9) Candidates have to do questions 31 to 90 W~ cnT mr.:T 31 #90 err rrT 'JTfTT II ('l'ffiJrrr C/ EITHER from Part II (Mathematics and fifmr;r) err 'JTfTT III (RIRI!Jtcn .Jrt7:/?R'/ ff,..,,~cn Science) OR from Part III (SoCial Studies/ (i!qrr;r} if ~ f 1 Social Science). pART II I 'q'flf II MATHEMATICS AND SCIENCE /Tl"ffro cr ~ Directions : Answer the following questions by ~ : RA!f:tf&d selecting the most appropriate option. ~ ~ 1 31. Which of the following fractions 3 4 31 9 7 8' 5' 40' 20' 10 is greater than 31. 4 8' 5' (1) 31 40 (1) 9 20 (2) 31 9 7 40' 20' 10 4 5 (3) 7 10 (4) 2 it ~ (f~ ~ 4 it ~ ~ ? ~ 4 5 (4) _! 9 20 (3) 7 10 Which of the numbers - 20, - ~, 4 1 2' 10 is 32. (1) 1 2 (4) 0 (1) -q it ~-m ~ 1 2 - 3 4 3 4 (2) 10 (3) 10 -20 (4) -20 (2) (3) 1 "B"&JT3ft - 20 - -3 10 ' 4' 2' :wHcrtit~~? greater than its square ? 33. #rr{ ~ '3fWrr 31 40 (2) 32. 0 -q it q,');f_m ~ 4 ~ "flrif 3 _! and less than ~ ? 2 f.n:;r JTR7 ~ "3rT[ # 3 x 105 + 4 x 103 + 7 x 102 + 5 is equal to 33. 3 X 105 + 4 X (1) 3004705 (1) 3475 (2) 3475 (3) 304705 (3) 347500 102 + 5 ~ ~ 304705 (4) X 3004705 (2) 103 + 7 347500 (4) X 1010 X 1010 SPACE FOR ROUGH WORK I~~~~~ j w 34. (10) Sum of two numbers is 32. If one of them is 34. - 36, then the other number is (1) (2) 4 (3) -68 (4) 35. -4 68 30030000 110 37. -210 - 1 is divisible by ~ efiT 'it"l-8&11 30 3 ~ I 30300000 303000000 3030000 30030000 ~ a3 = 1 + 7, 33 = 1 + 7 + b, ~' "ffi a+b+cCfllllR~ (1) 58 (2) '75 (3) 77 (4) 37. fmW:R ~ ~ ~ (4) 77 (4) f.n:;:r (3) 75 (3) ii, fcf;BT (2) 58 (2) 2010 (1) If a3 = 1 + 7, 33 = 1 + 7 + b, 4 3 = 1 + 7 + c, then .36. the value of a + b + c is (1) 68 ~ ~ 3030000 (4) -68 (4) 303000000 (3) 4 (3) is 35. -4 (2) 30300000 (2) 36. (1) In 2010, the population of a city 30 3 million. This number is same as (1) ~~3itCfll~32~ I~B~~ ~-36~,-ffi~~~ 110 210- 1 f.n:;:r (1) 2 (1) 2 (2) 3 (2) 3 (3) 4 (3) 4 (4) 10 (4) B~ ~ 10 SPACE FOR ROUGH WORK /~<fil<f~~~ 43 = 1 + 7 + c w ( 11) 38. 39. 1 38. ~311 4, 20 3fu: 28 ~ lf.R (HCF) om <1-R (LCM) Cf)f ~ ~ (1) 74 (2) 136 (3) 140 (4) 144 39. Sum of HCF and LCM of 4, 20 and 28 is (1) 74 (2) 136 (8) 140 (4,) 144 Expressed as a percent 0 33 + 0 11 is 0 33 + o n Cf>1 (1) (1) 30 (2) 300 30 (4) "~R 1 3 (3) cxrm co8 1 300 (4) 42. 1 3 ~ ~ ~ ~ >TTFT ~ ~ (3) 41. 300 (2) 40. - 300 Sum of mean and median of the numbers 5 02, 5 18, 5 12, 5 007 and 5 018 is (1) 10 089 40. (2} 10 73 (3) 10 71 (4) 10 89 Two squares have sides x em and (2x + 1) em, respectively. The sum of their perimeters is. 100 em. Area (in cm2 ) of the bigger square is 41. (1) 64 (2) 81 (3) 225 (4) 289 The number of lines of symmetry of the figure is 42. (1) (2) (3) (4) ~ ~311 5 02, 5 18, 5 12, 5 007 111~ 5 018 ~ 10 089 10 73 10 71 10 89 eft qrji cfiT ~ ~: x i\l:ft om (2x +.1) i\l:ft ~ 1 ~ ~ cpr ~ 100 i\l:ft ~ I ~ ~ ~ CflT Cf)f ~ (iP:ft2 ~) ~ (1) 64 (2) 81 (3) 225 (4) 289 (1) (2) (3) (4) ~~ wnrmr &1311 cfiT ~ ~ 1 3 4 6 3fu: 3fu: ~ Cf)f ~ ~ (1) 1 (2) (3) (4) 3 4 6 SPACE FOR ROUGH WORK I \tfi <nr<f ~ ~ ~ w 43. (12) If the circumference of a circle is 3 em, then its 43. . em 2, 1s . area, 1n ~M<ffcfi'l~3Wfitm~ ~' Wfi2-ij, ~ (1) (1) 9 47t (2) 4 9n (2) 4 9n (3) - 9n 4 (3) - (4) 44. 9 4n 3n 2 (4) 3n 2 The area of a rectangle is A cm2 and length is 44. 1 em. Its perimeter (in em) is 9n 4 ~Cfil ~ AWft2 ~ 3fu:~~ 1 Wfi ~ I~ -qftJnq (Wft "ij) ~ M (1) (1) 21 +2A (2) A 21+2l (2) A 21+21 (3) A 2l + l (3) A 21 + 1 (4) 45. 21 +2A 21 + 2A 1 (4) 21 + 2A l A car goes on~ kilometer at 30 km per hour 45. and then goes another kilometer at 40 km per hour. The average speed (in kmlhour) of the car for 2 km is ~ ~ ~ ... fcfl(114ll< cfiT ~ 30M >ffir tkJ cfiT ~ ~ 3fu: ~ ~ wffi fcf;(114ll< cfiT ~ 40 M >ffir tkJ cfiT ~ ~ ~ ~ I 2 M ~ ~~-ott ~~ (Fn>fifikl "ij) ~ (1) 35 (2) 34~ (1) 35 33~ (2) (3) 34~ (4) 33~ (3) 33~ (4) 33~ 7 7 7 7 7 7 SPACE FOR ROUGH WORK I~ q;rq ~ ~ ~ w (13) 46. A cube has a volume 125 cm3. Area of its one 46. face is (1) 5 cm2 (2) 20 cm2 (3) 25 cm 2 (4) 30 cm2 fci:;BT tH CflT 3WRH 125 Wft3 t I ~ 1% ~ Cf>T ~t In the figure, ABC is a triangle. Measure of L ABD, in degrees, is 47. A 5 Wft2 (2) 20Wfl2 (3) 25 Wft2 (4) 47. (1) 30Wft2 ~if, ABC 1% fu:rr -mfi if, t t I L ABD <t't lf[q, A , B~~~--------~c (1) B 61 (1) (3) 72 (2) 61 (4) 48. 57 (2) 80 (3) 72 (4) 80 b. PQR and b. TQR are on the same base QR and on the same side of QR. If PQ = TR ~nd PR = TQ, then which of the following is correct? (1) b. PQR =b. TQR (2) b. PQR =b. TRQ (3) ,6. PQR b. RQT (4) b. PQR =b. QTR 48 = 49. A factor common to x 2 - 3x -10 is (1) x-5 (2) x+5 (3) x+2 (4) x-2 x2 + 7x + 10 and 49. C 57 b. PQR a:{t{ b. TQR 1% ~ 3lltm: QR ~ o2fl QR ~ 1% ~ 3itt ~ ~ ~ I ~ PQ = TR o2fl PR = TQ it f.rR -q ~ Cfll-;;-m~ t ? m, (1) (2) (3) b. PQR =b. TQR b. PQR =b. TRQ b. PQR =b. RQT (4) b. PQR =b. QTR x 2 + 7x + 10 a:{t{ x2 - 3x - 10 CflT 1% ~ ~UH@s t (1) X- 5 (2) X+ 5 (3) X+ 2 (4) X- 2 SPACE FOR ROUGH WORK I~ cnr<f ~ ~ ~ w 50. ( 14) The sum of two positive numbers is 63. If one 50. number x is double the other, tlien the equation is (1) _x_=2 x-63 (2) 63-x --=2 51. 52. ~JOi)Cf)(OI ~ _x_=2 x-63 (2) 63 - X --=2 X x-63 --=2 (3) X (4) m, (1) X (3) ~~~311Cfil~63~ ~~~ ~ ~ ~ x, ~ ~ -.tt ~ ~ X- 63 --=2 X _x_=2 63-x (4) - _x_ =2 63-x In Class VII, a teacher taught the 'properties 51. of all types of quadrilaterals'. In the class test that followed after the unit, the teacher asked the problems on construction of quadrilateral. No one in the class was able to perform in the test. The reason may be (1) all students of the class are dull (2) there is a gap between instructions given in class and the assessment conducted (3) the teacher is not able to create the interest of the students in this unit (4) the students were not serious about the class-test and had not prepared well Cfia;ll VII CfiT ~ W~ ~ ~ ~ ~ "How does a square form a parallelogram ? 52. Explain.", '~ Cf1f ~ The students are asked to write the answer to above question. The objective of the teacher is (1) giving an opportunity to students to think and reflect (2) making the class.room more interactive (3) exposing the students to open-ended questions (4) improving the writing skills of the students "<tt ~:fi~\1~~ ~ ~ 1 ~ ~ ~ ~ <flan-wan -q rn~ :qg~ CfiT "f.'rmur <nG ~ ~ ~'iflll~ ~ ~ 1 <flan -q ~ ~ ~ wan -q ~ ~ <f)( 1ffifT 1 ~ -B~ CfiT\01 ~~ (1) Cfia;ll ~ ~ fcrol2ff ~-; ~ (2) Cfia;ll -ij fu:t; -rro: ~ 3fu: ~ -rro: ~ -ij 3l<R ~ (3) rn~ ~ ~ -q fcrwf~ -.tt ~ ~ ~ m "WIT C4) fcrol2ff <flan-wan ~ "5fffi Ti~ ~ ~ 3fu: ~~ow~~~<tt~ >TCfiT( ~ ~'iHi\1{ ~ ~ ? ~ ~I'' fcrmf~ "Cf)) ~ ~ CfiT dffi: ~ ~ ~ q;m 1](fl 1 rn~ CfiT ~ ~ ( 1) . fcrmf~ "Cf)) F R 3fu: lFR CfiT ~ (2) Cfia;ll "Cf)) ~ 3io:fsb41r'i"h (~) t-o Gf.fRT (3) fcrmf~ "Cf)) ~-3io c:rrR >rRi ~ ~ q:;u;:rr (4) fcrmf~ ~ ~ ~ "Cf)) ~mBT SPACE FOR ROUGH WORK I "N <fi"lli ~ ~ ~ w ( 15) 53. It is observed that to a problem like 'Show 53. that the sum of any two odd numbers is an even number', most of the students replied by quoting one example, say, 5 + 7 =12. Students answered this question inappropriately as (1) students firmly believe that if a statement is true for one set of numbers, it is always true and hence have developed strong strategy for making generalisations ~ ~~ ~ f.f; ~)!Cf)R<tl ~ ~ ~ f.f; ~ ~ ~ ~;df <fiT ~ w:r ~ men ~ ~ ~ ~ ~ .q ~ ~~~t~f.f;, fc!wff "Q.Cfi 5 + 7 = 12. fcfmf~ ~~~<fiT~~ WIT, ~ ( 1) fcfmf~ <fiT ~ ~ ~ ~ f.f; ~ "Q.Cfi Cfi~ ~;df ~ "Q.Cfi ~ ~ ~ ~ t eft ~ ~ ~ ~ 3fu ~ ~11ii~ICfl{OI CfiB <tt ~ ~ RlCflmd Cfi{ -Rt ~ fcfmf~ ~ Cfia.TI -ij Cfi~ ~ ~ ~ (2) (2) (3) students have not understood that in Mathematics 'any' is used to indicate generalisations and hence are not able to answer correctly (3) fcfmf~ chl ~ ~ -ij -;r@ 3Wn f.f; TJiURf -ij 'CfiW' <fiT >rirT ~11ii~"ICfl{UI <tl 3fu: ~ cnB~~~~~3fu~~~ ~-;r@~~ (4) 54. students have not learnt the logical proof for .the statement in the class students have attained the formal operational stage as proposed by Piaget (4) ~ ~ ~ ~ 51f(11Rl<1 3flq:qrf{Cfl fi fst;;qr r1i Cfl 31cW4T "51TH "Cfl{ B1 ~ Portfolio of Mathematics students can have (1) (2) (3) (4) record of artwork hi~ photographs, drawing and "SJlnUT ~ 54. llfUrn ~ and fcfmf~ ~ 4"'1ithlffp:j1 -ij ----- m~~l (1) record of classwork notebooks -$m ~ ~ i llll~;tl, ~ 3fu Cfiffi Cfi11:T ~ ftCfl'fi homework ( 2) record of assignments, worksheets, maths lab activity record, write-up of any mathematics model, mathematical poste~s and cards, any new type of problem attempted or generalisations made, etc. (3) record of all class tests, unit tests conducted during the formative and summative assessment (4) Cfia.TI-<fi11f 3fu ~-<fi11f <tl ~ ~ ftCfl'fi ~ Cfi11:T ~ ftCfl'fi, Cflrlfq S!Cfl, TJiURf 51~lliJtiR11 <tl ~ ~ ftCfl'fi, M '41 ~ ~ 1R 'u~<:-~', ~ ~ 3fu "Cfl$f' M '41 ~ >JCf)R ~ ~ ftrnCfiT ~ ~ ~ ~~ ~(1i(;::4)Cf){O( ~~.~ ~ Cfia.n "Ytta.n3it, ~ wa.n3it ~ ftCfl'ft \ill ~Yir1iCfl 3fu ~llllr1iCfl ~ ~ ~ ~~~ SPACE FOR ROUGH WORK I~~~~~ w 55. (16) A lesson plan on unit of Mensuration includes 55. one of the instructional objectives as follows : "Learners will be able to understand the application of Mathematics." ~ cf;t ~ ~ 11{ 31Tmitf ~ ~ 3'1j~~Hklicti ~ "man~~~~<it~m This instructional objective is (1) ~ 1 1' ~ 3'1j~~Hklicti ~ (1) appropriate, as all units of Mathematics (2) appropriate, as unit on 'Mensuration' has (2) appropriate, as one must be able to apply ~ lJ'fUrn cf;t ~ ~ 'CfiT inappropriate, as the objective is vague ~ t ~ ~ ~ 3'1Tmfuf ~ t (3) ~ (4) ~t~~~tafu~ the knowledge gained (4) t ~~\i{tq.f-q ~ ~~ lots of application in day-to-day life (3) ~ ~< ~ aim at this only ~ <it ~ >ITH ~-..,B~~~ M ~ 'ttiT ~'B~~ and ill-defined 56. -q ~ '11'0-~ Present NCERT text-books on Mathematics 56 are written keeping in mind the recommendations of lJ'fUrn cf;t ~ 1B.'fft.t 3ffi.il. ~-~ cf;t ~3'11 <it ~ -q ~ (1) National Curriculum Framework 2005 (1) ~ 41~4'1:1'!lf cf;t ~ 2005 (2) National Policy on Education 1986 (2) ~roan -;ftfcJ 1986 (3) Syllabus prescribed by CBSE in 2006 (3) 2006 -q "fft:~.~.t ~ 51f<11Rld (4) Syllabus prescribed by State Board in (4) 2006 -q ~ ~ ~ 51'Rtlfcld 2006 SPACE FOR ROUGH WORK I~~~~ 'il'1'll . 41~'!1Sflli 41Q:'!!Sflli w (17) 57. Read the follQwing question: 57. f.l j:;j fB;t ful ct Wo{ q;) ~ : X+ 1 3 Solve--=---, 2x+ 3 8 Which cognitive skill of Bloom's Taxonomy is emphasized in this question ? (1) Knowledge (2) Comprehension (3) Application (4) Analysis w A teacher asked his/her students to complete the following concept map: 58. 2:Cffll"'TJ:t"l ~ fcnB <Et~Hklic:tl ~lR~~rrmt? (1) ~ (2) !il)q (3) ~ ~~~t:IOI (4) 58. w.f ~ ~ ~ ~ ~ ~ 'fiCfl(Vq"'l ~ q;) -~ Wa;fcf) ~~~~fcroTf~~~t: With this activity in class, the teacher is using concept map (1) to catch the attention of each student (2) to provide different kinds of learning material (3) to conduct formative assessment and to get insight on how much students have learnt (4) to enhance spatial ability of the learner so that she/he can see the complete unit as a whole "Cfla;TI ~ W ~ ~ ~ "CflT (1) (2) m "Cfl\ 1fTU{l{ ~ Wa;fcf) 'fiq;crq"'l wr t ~ fcrnl2ff ~ ~ q;) ~ ~ ~ ~ "5rCflR tfiT ~ m1Ufi ~'Q <RR ~~ (3) (4) (C\q!( JiCfl ~ ~ ~ ~ ~ ~ ~ ~ fcf; fcroTf~ ~ f<fio;n ~ -smr -ma:m~ tfiT ~ ~ CfiT ~ ~ ~~<Tifcn~~q;)~~~~ SPACE FOR ROUGH WORK I ttfi.cnr<i ~ ~ ~ w 59. (18) "The organisers of an essay completion decide 59. that a winner gets a prize of ~ 100 and a participant who does not 'Yin gets a prize of 3,000. Find the number of winners, if the total number of participants is 63." (2) more important Writing of thoughts on social issues can be developed as a regular habit and the opportunities to make your thoughts public can be availed through participation in essay competition Find the cube of 10. (2) Write any 5 numbers whose cube is more than 64. (4) \il ft~lf<ol ~ JOJ~*"'''"l?f (3) ~ f.!Giq ~<fiT~ IOf~fq'"l?f t (4) eJJOJINl<fl ~ 1:R fcferrit q;) ~ <n1 ~ t ~~~~-ijM\ill~t 31tt f.!Giq 5I Rt ~I fTt o1-ij \4 I' ft ~ 1 f<o 1~ liT'allf ~ 3lN 3ltR ~ q;) eJcf'i!H<fl Cfl8 ~ ~q;) ~"51TH "<f){~~ 60. ~-3loqffi~~~~ I (1) 10~~q;)~~ I (2) (1) t ~ \iPft~1f<o1 ~ ~ JOJ~fq'"l?f (2) than Identify the open-ended problem. (3) t (1) Competency of writing a good essay is important (4) m Participation is more important (3) 60. Winning is participation ~ q;) ~ 100 cnr ~ ~ 31tt ~ ~ \ijffi ~ trn:t ~ ~ 25 <nT ~ ~ 1 r ~ \itT fcfafur <fiT ~ ~ ~ 3,000 t I ~ "Sffifmffr<IT <fiT ~ ~ 63 t (!)~~<fiT~~~ I" fcn ~ ~<fl("tl"'l ~ \if'fq ~ ~' ~a:f<f) ~ ~ m~ -:q:qf ~ ~ ~ ~ liT'allf ~ fcf;;r ~ q;T ~<flmo "<f){ ~ ? Apart from checking the mathematical concept, what values can a teacher inculcate through this question amongst students, during the discussions ? (1) f.rm M -um ~ 25. The total prize money distributed. is ~ 'f.:~Giq 51Rt~1fTtol ~ 3il~1'it<h'i ~ ~ ~ -q'fq ~ ~ fuCflT ~ 64 ~ ~m1 Parikshit makes a cuboid of dimension 5 em, 2 em, 5 em. How many such cuboids are required to form a cube ? Find the cube-root of 512 using prime factorisation method. (3) ~ fcmr~ 5 ~ t:Rltr iRT(fi ~~~ (4) Wfi, t 2 WIT, I ~ ~ tHNt <fiT 512cnr~~~ WIT cnr <it GAR ~ ~lcl!(~<fldl ~ ~UH@s"' ~ cnl SPACE FOR ROUGH WORK I~~~~~ 5 m m? ~ ~ w (19) Which of the following is a heterogeneous 61. mixture? (1) Air filled in a balloon (2) Brass (3) Stainless steel (4) Iodised table salt 62. 62. A magnet is rolled in a mixture of iron filings and sulphur powder. Itis observed that (1) iron filings get attracted to the N-pole and sulphur to the S-pole of the magnet (2) iron filings get attracted to the S-pole and sulphur to theN-pole of the magnet (3) only the iron filings get attracted equally to both poles of the magnet . (4) iron filings get attracted to both poles and sulphur clings in the middle of the magnet 61. 63. 64. P!CJR=tfuia it~ Cf>t.:r-m (1) (2) -mWJT ~ ? ~ (~) (3) ~~1iiln ~it'@~ ~~ 3i l<!l'lslo:t~'d'i ;p:rq:; (4) ~~CfiT~"tRom~~~~ -mWJT it 1l<n I ~~ ~ -q"{ ~ tfl<lT 1l<n mrn fcf; (1) (2) (3) c4) If you are asked to project the image of a 63 . well-lit painting on the wall, which one of the following optical devices would you select for this purpose ?. (1) Plane mirror (2) Convex mirror (3) Concave lens ( 4) Convex lens ~ In the following table, the readings of an odometer at different times of a journey are 64. given Odometer Time(AM) reading (km) (4) ~ "tR ~ ~ "Jffi:-~ om ~ ~-~ cfit 3ffi 31TW ~ ~ ~ "tR ~ ~ ~-~ om ~ "Jffi:-~ cfit 3ffi 31TW ~ ~ ~ ~ "tR ~ WfR ~ ~ ~ ~ -zyrt cfit 3ffi 31TW ~ ~ ~ "tR -zyrt ~ 31TW ~ ~ om ~~~~it~~~ wit 3lr:ffi wit ~ ~-mfu Sl"hl~ld ~ ~ SIRt~kl CfiT ~ -q"{ >r~ ~ ~ ~ ~ ~, it 3TitT ~ ~ ~ ~ f.ICJR=tfuia Slcnl~n;q ~it~~~? (1) ~~ (2) ~~ (3) "ffi:r "ffi:r "ffi\OiT it ~ <mn ~ ~ ~ ~ ~ ~ 3fts'llfl?:( Cfi1 ~(AM) q ld<-1 i"h (km) 8 00 6640 8 30 6658 8 00 6640 9 00 6676 8 30 6658 9 30 6694 9 00 6676 10 00 6712 9 30 6694 The speed of the vehicle iri metres per second is 10 00 ~ . 6712 cfit lfiG( >rfu ~ it ~ ~ (1) 10 (1) 10 (2) 18 (2) 18 (3) 20 (3) (4) 36 (4) 20 36 -q"{ w ( 20) ~ fOI~OJdf;d ~ ~ 1R 10 lftR >ffif ~ ~ f.r:Rf ~ ~ ~WI~ l~fifus~~~~TIRr~~ ~~~~ (1) 0~ (2) 50~ 50 newtons (3) 250 newtons (3) (4) 500 (4) 66. An object of mass 5 kg is sliding on a smooth 65. frictionless horizontal surface with a constant velocity of 10 metres per second. The force required to keep the object moving with the same velocity is (1) 0 newton (2) 65.- 500 newtons lfRCf cfi't ~ ~ ~ ~ ~ ~ ~ soq CfiT 66. Select the correct sequence of parts in the human alimentary canal. (1) Mouth ~ oesophagus ~ stomach small intestine ~ large intestine Mouth ~ stomach ~ oesophagus small intestine ~ large intestine ~ (3) Mouth ~ oesophagus ~ stomach large intestine ~ small intestine ~ Mouth ~ stomach ~ oesophagus large intestine ~ small intestine ~ (4) 67. (1) conversion of pyruvate to alcohol (4) ~ ~ ---7 ~ ---7 ~ ---7 ~ ---7 ~ (2) ~ ---7 3WJWJ ---7 ~ ---7 ~ ---7 (3) ~ ~ ---7 ~ ---7 ~ ---7 ~ (4) ~ ---7 3WJWJ ---7 ~ ---7 ~ ---7 ~~~~-~~~.q~ ~ (~~m~) ~ 1 ~CfiRUT~ (1) non-conversion of glucose to pyruvate ~ CfiT ~ ~ Select from the following a set having correct combination of organs that do not carry out 68. any digestive function. (1) (2) Oesophagus, Buccal cavity, rectum Oesophagus, large intestine, rectum (3) Oesophagus, Buccal cavity, large intestine Small intestine, large intestine, rectum (4) 69. The part of alimentary canal which receives 69. bile juice from the liver and stores it in gall bladder is (1) Stomach (2) Oesophagus (3) Small intestine (4) Pancreas .q qf{qfct\1 ~ ~ (2) ~ CfiT ~ ~ (3) 68. ---7 ~ conversion of pyruvate to lactic acid (3) 250~ ~ After physical exercise we sometimes get 67. muscle cramps. This results due to (1) non-conversion of glucose to lactic acid (2) fifus M 'qGR~ I ~ (2) 5 kg~ CfiT ~ ~<fiT ~!:!T~ (4) ~ CfiT ~ f.t1001R1fuld .q .q .q qf{q{d(1 ~ .q qf{qfdd ~ qf{qfct(1 ~ ~ ~ ~ ~ ~ mTjl ~ ~ ~ ~ Cf)) ~"it~ -qrq;r cwt ~ ~ (1) ~.~~.~ (2) ~.~.~ (3) (4) ~ ~~.~ ~.~.~ ~ ~ CfiT ~ ~-m m7T ~ \if) ~ ~ m~~~~ ..q~cn n~? (1) 3WJWJ (2) ~ (3) ~ (4) ~ itffi ( 21) 70. The correct sequence of the complex processes 70. involved in the digestion of food is (1) Ingestion ~ absorption assimilation ~ egestion digestion ~ (2) Ingestion ~ digestion ~ absorption assimilation ~ egestion ~ (3) (1) ~ (2) (3) Ingestion~ assimilation~ ~ They are finger-like projections. B. They have very thin walls. C. They have small pores through which food can pass easily. D. ~ ~ ~ ~ ~ 3l"ll~n"lol ~ ~ ~ ~ ~ f<:!i ft"h(OI ~ ~ ~ f<:!i ft"h(OI ~ ~ R&:fiiB"1 Study the following statements about villi : A. ~ ~ 3lcll~fl!:lol ~ R&:fiiB"1 egestion (4) 71. 3l"ll~n"lol ~ fC! i ft<.f)(OI ~ R&:fiF8"1 egestion absorption ~ digestion ~ fC! i ft<.f)(OI ~ R&:fiF8"1 Ingestion~ digestion~ assimilation~ absorption (4) ~ They have a network of thin and small blood vessels close to the surface. 7 1. The statements which enable the villi to absorb digested food are ~ ~ ~ .q f.I8R-!Rsi<1 Cfi2RT CfiT 3f~ ~: A. ~~~Wffi~~~~~ I B. ~~~~~ ~1 C. ~ $ ~ ~ ~ ftf;ffi ~ 3W1Ffi ~ ::f.R~~ I D. ~ ~~ ~m ~3li CfiT ~ ~ WOT ~"it~"'FJ~wflq~~ I (1) ~ CfiT ~ ~ CfiT 3lC4:tn~(1 (2) B, C and D (3) C, D and A (4) 72. A, Band C D,AandB ~~Cfi~~ (1) A, BCf C (2) B, CCf D (3) C, DCf A (4) D,ACfB Which of the following statements are true about photosynthesis ? 72. A. In this process solar energy is converted into chemical energy. B. G. ~ ~-~ ~ "51'Cfim-~llft!:lol ~ ~-ij~~? A. ~ ~ -ij ~ ~ (IBiliR"h ~ -ij In photosynthesis C02 and H 2 0 are used. In photosynthesis C0 2 is released and 0 2 is consumed. f.I8R-!Rsi<1 .q Cfi8 ~ ~ qf{qfd(l ~~'I B. C. "51'Cfim-~llft!:lol -ij C02 Cf~ H 2 0 CfiT ~ f.f;<n \jfffi'f ~ I "51'Cfim-~llft!:lol -ij C02 ~ irnT ~ Cf~ 0 2 "3tf~~~ I In photosynthesis 0 2 is released and carbon monoxide is consumed. D. "51'Cfim-~llfl!:lOI -ij 0 2 .~ ~ ~ Cf~ ~ "ti i'i<tBI~s ~ ~ ~ I (1) A and B (1) ACf B (2) Band C (2) BCf C (3) C and D (3) CCf D (4) AandD (4) A Cf D D. w 73. ( 22) Before playing a sitar, a sitarist always 73. adjusts the tension of the string of the sitar and tries to pluck it suitably. By doing so the sitarist adjusts the (1) fu<m~~~~~~$~~ cfit sltT ~ CRTcf ~ ~ 'i 141 Dt d Cf) fT ~ 3fu ~ ~ >fCfiT{ ~ ~ ~ cnr >rm=r Cf> fT t 1~ ~ fu<m ~ ~'illtlNld Cfi fT ~ loudness of sound string . (1) (2) amplitude of vibrati ( 2) (3) intensity of sound (4) pitch of the string 0 sitar fu<mcfit sltl~ ~ cpq;r cnr ~cfit~ 3Wnlf a long piece of cloth with them. Before ~ 3llR 1ffi1 1% ~~cnr~~~ 13llR"fm-q"{~. ~~~~-a;~~~~~cfit carrying the load on th r heads they fold the ~ cloth in the shape of a ~~~~~~-a; 74. 74. Porters who carry liea luggage always have und disc and place it on their heads. By doin (1) mtt ~ "J3R ~ ~ $ (1) increase the area f contact of the load of luggage with thei head (2) save their heads (2) ~ ~ ~ ~-aJ;r ~ ~ ~ 3ltR 1m -q"{ ~ ~ WTnl: GR1 ~ erlT ~ ~ decrease the thru t of the luggage (4) 3ltR 1m ~ decrease the fore exerted by the load of luggage on the he d (3) -q ~ <f)\ 3ltR tm -q"{ ~ -m ~ -q"{ (3) 75. (4) ~ ~ ~ 3ltR fm: om possible injury comprehensive programme for protection of ll the physical biological compo ents of forests CfiT ~ <f)\ ~ ~ For the conservation f forests, a successful 75. strategy is essential This strategy should involve (1) ~cnJ~erll~~ the and CRT ~ ma:M ~ ~ 1% ~ ctirMlRl ~ ~ I ~ ctii44'1Rl (1) (3) -q ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ma:M~~~~ CRT ~mcnr~ (3) (4) (4) protection of a imals at highest trophic level, i.e., top c rnivores, as they depend directly on her vores ~ -q)"!!fi ~ ~ ~m, 3l~ ~ ~ 'ii~l$1ft41, cnr ~' ~ -a; llllctil$1ft41 -q"{ ffiq f.!m ~ ~ w ( 23) 76. Some dinosaurs had feathers although they 76. could not fly, but birds have feathers that help them to fly. In the context of evolution this means that t~e birds " 9 sr4"lr <u ~ -q"{ ~. ~ ~ ~ ~ ~ ~. 'R;:g -qf~ ~ 1R ~ ~ \lll ~ -q ~ ~ ~~ IWcnrn~~-ij~~~t~ (1) ~ CflT Wcnrn -qf8Fif ~ ~3TI t (2) -qf8Fif CflT Wcnrn ~ ~ ~3TI t (1) reptiles have evolved from (2) birds have evolved from reptiles (3) there is no evolutionary between reptiles and birds connection (3) ~ ~ -qf8Fif ~ Gft:q ~ ~Cf)l4!4 ~q~t (4) feathers are ho~ologous structures in both the organisms (4) ~~~-q-q"{~ W1~ 77. ~-~ ~ ~Cf)ffqCf) ~-Wo Geothermal energy is an alternative source of energy. For this energy, the most feasible regions are those that ( ) 1 \lll ~ are near the coastal regions (2) have coal mines (3) ~ ~ ~~ ~ (3) have thermal power plants (4) \lll . (4) ~ f.:leR ~ -ij (f'C(f ~ ~ ~ ~ r.~~ ~ R1 R9d -q ~ cfH mgm ~ ~ ww CfiT ~ \lll~~-ij~~~ Select from the following a set of three metals which are found in free state. I (3) Silver, gold, platinum q;'j'q"{, 1ffi;s' ~ ~. 1ffi;s, ~ Copper, gold, iron (4) 1ffi;s ("ffi;n), ~. ~ (4) Gold, iron, silver ~ijf?:rf.r4li, q;'fq"{, ~ (~) (2) Aluminium, copper, silver (2) (1) (3) (1) 79. ~~ are over hot spots in the crust 78. 78. I ~ ~ ~~~~~ ~'C!' 1:! (2) t ~ ~~ ~ ~ ~ ~ (1) 77. Select from the following the reaction(s) that is/are possible : 79. f.r~R1R9d ~311 -q ~ ~~ ~ \lll ~t~: ~ A. Al 2(S0 4) 3 (aq) + Cu (s) ~ B. FeS0 4 (aq) + Zn (s) ~ ~ C. CuS04 (aq) +Fe (s) ~ D. A1 2(S04) 3 (aq) + Zn (s) AandB (1) ACiB A (2) A (3) AandD (3) ACiD (4) BandC (4) BCfC A. Alz(S04) 3 (aq) + Cu (s) B. FeS0 4 {aq) + Zn (s) C. CuS0 4 (aq) +Fe (s) D. Al 2(S04) 3 (aq) + Zn (s) (1) (2) ~ ~ ~ w 80. ( 24) The crop nutrients available in fertilizers are 80. ~ if ~ ~ if; ~ ~ ~ (1) (2) nitrogen, phosphorus and potassium (2) (3) nitrogen, phosphorus and iron (3) "li$?1\Jl"l, Y'lif':hlH'I ~ ~ (4) 81. nitrogen, potassium and iron nitrogen, sodium and potassium (4) "li$~1\Jl"l, ~ ~ cfl~~IO!ll'l Out of the following, in which lesson is a 81. general rule explained first and after that examples are illustrated ? ~'~ "li$~Fil"i, ~ ~~ ~~~ "~~ 4kPiiO!ll'l f.P ""l R-tfulo if -B ~ ~ if ~ ~ f.r:m ~~~~~~~~~~~?. (1) Fllll'l"llrl'lCfi ~ (2) 3"'1111l1"llrl'lCfi (1) Deductive lesson (2) Inductive lesson (3) ~~Hirl'lCfi ~ (3) Cognitive lesson (4) ~~ (4) Skiillesson ~ if 82. 82. .., Y'llf';hiH'I ~ Yldil'il"'li-~ if; ~ if R'""l~fuH1 if -B~-m~~t? Which one of the following is most appropriate about curriculum planning in Science ? (2) 83. It is done to plan, the specific learning objectives of each lesson to build .upon prior learning ~~~if;~~~~q)J It gives details of each unit of work for each term (4) ~ ~~cn)~~-~if;~ ifi WI ~ ~ ~ ~ \liT(ft t It is done to combine the scientific study with work in other subject areas (3) (2) It is done to map the scientific topics studieq in each term ~~if~\lf"RcrrB~~ en) f.tmttr <m- if; ~ ~ \iffift t (3) (1) (1) A ti~htly structured lesson of Physics if taught with little flexibility is least conducive to the learning of the student who fc1cRur tfi t (4) ~ ~ 1R f.rflfu <m- if;~~~ ifi ~ 31f'Wlll ~ ~ ~ Gf.fR ifi ~~\l~T(ftt 83. ~if;.~ \<\10f ft~~IJIY"l ifi -B m~ ~ \lffiJT if;~ if;~~ (1) is hyperactive (1) (2) is culturally disadvantaged (2) (3) has an IQ of 85 (3) (4) has an IQ of 125 (4) ~~cit~ ~ Cf)tl t oT ~ ~ ~ ~~ t \ll) ~ ifitRl Cfi \<\10f .-B ~ t fur< t ~-~ 85 t fur< t ~-~-125 t \ll) 3"1 R1 fsf;;q Ptft f1 w ( 25) Lesson pl.anning in Life Sciences should be 84. guided primarily by the consideration of ~ ~ (1) meeting the needs of the average child in the class (1) (2) satisfying parents (3) 84. the curriculum outcomes (4) 85. and 85. ~ ~ ~ '4\ Rlt~1~4'1 T"rC3fd~Cf)=l~=lj (4) 86. t, ~ -q ~ Cfi1 ~ 3'R1Cfll~(! Cfi1 ~ mH Cf>VfT ~ ~ ~ ~ fcl~CI<.hl:d'i 3fn: ~ ~ ~: ~ ~ ~ ~ '5MTCft ~ ~ ~ liPk:~f"l Cf>VfT ffl&1Ul ~ ~ ~ - - - ~ ~ ~ (1) ~~ (2) ~~ (3) UG!i~ (4) Robert Hutchins ~.1J;f). ~ B.F. Skinner A teacher is conducting a demonstration to motivate students, but the demonstration does not result in the expected outcome. The teacher is best advised to t m m~~m~~~t John Dewey (4) ~ ~~~ (3) Max Rafferty (3) mq_ ~ ~.;:ftCf){OI Cf>V{l The project method of teaching is best associated with the philosophy of (2) ~ ~ (2) gaining the co-operation of the public library discouraging children from copying verbatim from books and encyclopedias and guiding them effectively q:;a:n (1) scheduling time in school library on internet (1) 87. ~~~~~ 3ln: 3lf'Wl111:fftuw:il t finding appropriate materials (4) 86. 41dil"''(!f ~ ~~ ftr~ ~ ~ ~ ~ ~ ~ ~ with is (3) .~~~Cf>8 (4) the major problem the teacher has to contend (2) -q Cf>a:TI ~ ~ ~ ~ 3ilcWFfidl3lf ~ ~ (3) providing pupils with work (1) ~ urR Cf>8 learning When upper-grade children do research work, ~-~ ~~~~~~~~~ (2) goals -q 87: fcrolf~ ~ ~ Cfi1 ~ Cfi <T ~ t Cf>8 ~ ~ ftr~ ~ ~ ~ Cfi1 ~8.10 ~ w lffifT 1 ftr~ ~ ~ ~m ~t (1) withhold the demonstration and do it again (2) tell the chiss that the demonstration failed and ask them to help/determine the reason (2) (3) find out and explain the cause of failure of the demonstration by involving students (3) fcrolf~ ~ m~ ~ 'Cf){ ~ ~ 3ift q:;~a 1 Cfi1 Cf>RUT '401 ~ cr ~ ~ (4) send a note to the Science co-ordinator, asking him/her to come to the room ( 4) ~ ftl"l'"Cil!Cf) ~ -qffi '% ;flc: ~ ~ ~ Cf>8.1 -q 3lR ~ ~ q:;m TflfT t ( 1) ~ ~ ifq;;n 3ln: dB ~ Cf>VfT q:;a:n ~ GRfR1 f<fi ~ ~ mTflfT 3fn: ~ Cf>RUT f.rmfuf ~ I~ Cf>8 ~~~ w 88. ( 26) Which of the following techniques is not 88. recommended for the Science teachers to use in response to the complexity of learning ? ~ While introducing a complex concept, ask only open-ended questions to stimulate thinking of students (2) Take a pre-test to find out previous knowledge of students (2) Use manipulative materials explaining the subtle processes (3) (4) \iiR:t'id I <tt 51fdfsillll ~ ~ -ij f.p OOJR1f@a -ij -B ~-~ ~ ~ ~ <tt ~ fcfflR -moo <it ;rtt ~ \lfFft ~ ? (1) (3) <tt (1) ~ ~Cf>('"Y"ii3TI <it m ~ ~. ~~~<it :si)~lfud ~ ~ ~ ~~"3W~~q;r~ fcrnyf~ ~ ~ ~ q;r 1 fT wrR %g ~-w~~ for 1"@ >rf~<:rFffi <fiT ~ %g m""0-51'1:1 IR1d ~q;r~ Plan the level of instruction slightly above the level of individual students but well within the level of the class (4) -m~ ~ <it 31Wf-31Wf ~ ~ ~ ~ ~~<f)~~~<tt~~ -B ~~ 89. In a mixed ability class with students in 89. different stages of cognitive development, which on~ of the following strategies will be most suitable? ~ "Cf>~, ftm-ij ~ ~ -ij ~. ~ ~ ~ ~ Wft? (1) Using hands-on activities involving concrete objects for simplification of abstract concepts (1) Regrouping the class into four groups as per the four stages of cognitive development proposed by Piaget (2) (3) Planning individual instruction for gifted students (3) ~ ~ ~ ~ ~-~ ( 3Wf1T -B rn~) <tt ~ (4) Taking an average of the IQ scores of students and planning teaching accordingly (2) 90. Of the following activities in a Science class, the one with least educational value is (1) Constructing a model (2) Reading about a simple experiment (3) Discussing a scientific principle (4) Drawing a design Rl001R1f@a -ij -B ~-~ fcrttr ~ ~ ~ .fcfwff ~~Hk'"ICf> ~ ~ ~3TI <it~~~ -B <tt "\ii"R ~ ~ WU ~ ~q:;('<l;;ll3it q;r 1@ ~Hci)Cf){UI ~ WU ~ ~ ~~Hir'"ICf> ~ ~ ~ ~ 3WfR "Cf)~ q;r "'I:IT{ ~ -ij "'I:IT{ ~: c:pffCf>{UI < (4) 90. fcrniT~ ~ N-~~ q;r ~ RCf>I(1Cf){ ~ 3WfR -m~ ~ ~ fcfflR <tt q;~ -ij Rl001R1 I"@ a ~ -ij ~~"Cf)l1~~~? f.n:riuJ ~ (1) ~ q;r (2) ~m~Gfit-ij~ (3) a~IRCf> ~ <tt ~ ~ (4) ~GR"RT -B w ( 27) Candidates have to do questions 31 fo 90 qft~ cnT JlR 31 it 90 err rrT 'ITPT II (TffiJm q EITHER from Part II (Mathematics and Fcfm;T) err 'ITPT III (R141!Jii11 ~I "'' ,~~ Science) OR from Part III (Social Fcfm;r) it q;# 'lt Studies/Social Science). pART III I 'm7T III SOCIAL STUDIES I SOCIAL SCIENCE (ftliiiPfcti 3{~~ Directions : Answer the following quest~ons selecting the most appropriate option. 31. by ~: RA!Hf&d ~ ~ Bodies that do not have their own heat and 31. light, but are lit by the light of the stars are known as srm ~ d"IU <fit WR1 ~ ~ t ( 1) <!"it Stars Constellations (2) # ~ ffrr!' ~ 3'/Wrr Planets (3) Celestial bodies (4) -ffiTT, t @lfl<:'ftll "fqu:g ~, ~ ~ \iffill -m; (4) -m, ~ ~ dl'(lli:S(?I (3) The place, people, things and nature that 32 surround any living organism are called (1) Lithosphere (2) Surrounding (3) Environment (4) Biotic resources ~ q ~ \l1) ~ ~ ~ q;) ~ ~t~~ (1) (2) ~ (3) When one particular image is fixed with an 33. individv,al or group, it is known as ~ ~ (4) ~~tR ~~~ m~ ~ (ff ~ q;) ~ ~ (~) ~ Wn \iffill t, ~ ~ \iffifT t (1) Discriminated (2) Stereotyped (2) (3) Mistreated (3) ~ ~ ~ (4) 34. Yrf( ftQrr;f) ttJusftr;fij ~ ~ q ~ ~ (2) 33. ftliiiPfcti 1 (1) 32. I Statue (4) lJf<f Who led Kittoor? the Anti-British movement in 34. (1) ~ ~ ~-fcffi~ ~ ~? (1) Ahilyabai Holkar (1) 3'1~<."41CSII~ ~ (2) Rani Laxmibai (2) u;fi~~ (3) Rani Channamma (3) u;fi~ (4) N ana Phadnis (4) -;n;n~ CflT ~ ~ w 35. ( 28) The Mughal Architecture is a blending of (1) Arab and Indian styles (2) Persian and Indian styles (3) Turkish and Mghan styles (4) 35. Turkish and Persian styles (2) ~ (2) -q ~ ~ ~, ~ ~ mntr.=r q I'Rl fCl Cfl mntr.=r (3) ~mntr.=r (4) Waste resources (4) mntr.=r -;it M 'i_~qH~ ~mfcffl (1) Actual resources (3) gctl<f~~q)f 3Nt ~ ~ fcf;m TJ<n' ~ ~ \ill"ffi t Potential resources (2) gctl<f ~~q)f (4) Resources which are found in a region, but have not been utilised are known as (1) ~q~~q)f (3) 36. 36. '~ qltg~10l ~~ t (1) ~q~~q)f Valuable resources (4) 38. (4) 82 E longitude 82 ~~ 83 30'~~ 82 50' E longitude (3) 82 50'~~ 82 30' E longitude . (2) 82 30'~~ (3) (1) 37. <tt llRCfl ~ t (1) The Standard Meridian of India is m f (2) 37. 83 30' E longitude When rock fragments get compressed and hardened to form layers of rocks they are known as 38. \jfGJ ~ fuffi ~ ~ q ~ ~ l:ffifzy~-ij~~t ~ ~~ (1) ~~ (1) Igneous rocks (2) Cfli4H1R(1 ~ (2) Metamorphic rocks (3) ~~ (3) Sedimentary rocks (4) ~~ (4) Primary rocks 39. ' 39. When State does not interfere in religious affairs it is called \jfGJ ~ mm fsf;m3if -ij ~ "SfcfiR cnr ~a)q ~ ~ ~ ~ \iffifT (1) tCl 'iij I:q I{\ secularism (2) ~00 (3) sovereignty (3) ~ (4) polity (4) ~ (1) arbitrary (2) / "CflR11T t c 29) 40. : Which one of the following is true about 40. classical dances ? w ~ ~ ~ ~~ ~ Cf)~ ~-t? f.lqRifuid ~ it ~-m (1) (1) (2) There are eight recognised classical forms of dances (2) ~ ~ ~ 3116 11FlT ~ ~ (3) Kathakali is the classical form of Kathak (3) Cf>~, Cf)~ ~ Cf>l ~ ~ (4) 41. They are always superior to folk dances Kathak was recognised as a classical dance forin only after Independence (4) In the Indian freedom struggle. 'Dandi March' 41. marked the beginning of (1) Quit India Movement (2) (4) Home Rule Movement ~3110 l1R1 Swadeshi Movement \ifT(fl t ~ <:JT;f[' (1) 'l1f f ~ ~ ~~~ (3) ~~ (4) ~~~ Which one of the following is an erosional land feature? 42. (1) Loess f.ti:;r~it~-m ~~~t? (1) (2) Delta (2) ~ (3) Moraines (3) ~ (4) Mushroom rocks (4) ~~ 43. Which of the following is a conventional source 43 . of energy? (1) Fossil fuel (2) Wind (3) Solar energy (4) 44. Cf>l ~ ? (2) 42. t Cf)~ ~ Cf>l ~ ~ ~ ~ ~ ~ ~~mfu~~~t mm ~ Wlll ~ Civil Disobedience Movement (3) ~~~it~~~~ Tidal energy In India, the Governor of the State is 44 appointed by the f.p:;f ~it ~;pn q(AHIIId ~ ~ ~? (1) ~~~ (2) 11cR (3) $-~ (4) ~~ 'l1f f ~' ~ ~ {l'rl!%.1 t cfit ~ ~ Cf){OT ? (1) President oflndia (1) 'l1f f ~ ~ (2) Parliament (2) ~ Prime Minister ( 3) )['qR Chief Justice of Supreme Court (4) ~ o:lii<!!R1<!1 ~ ~ ~tfm (3) (4) li:ft w 45. ( 30) Who among the following Mughal rulers led 45. the idea of 'Universal Peace' ? (1) Akbar (2) ~ mfij' q;r ~ ~ ~ ~ ~ ~? Shahjahan ~ (4) ~ Jahangir Who among the following was the founder of 46 ,~, 'Khalsa' ? (1) 47. ~~tcf ~~tcf ~~~ (4) Guru Teg Bahadur ~WT~ f.rl:;{ it B CII~~S<1 c t Cfit.:r-~ "%!' ~ ~ ~~~~? Out of the following, which is the most ideal layer of the atmosphere for flying aeroplanes? Stratosphere (4) Exosphere 48. 48. 3'tlll"l4M'I Ionosphere (3) an~ Troposphere (2) (1) (2) (1) Article-21 of the Indian Constitution entitles ~m~~~-21Cfil~~ ~~~~B ~~~B C3) ~~~B Right to Freedom of Religion (2) (1) (2) (1) Right to Equality (3) Right to Life (4) Right to Constitutional Remedies ? (3) Guru Govind Singh (4) ~ (2) Guru Angad Dev (3) "c t ~ ~ ~ f.n::;{ it B~ (1) Guru Nanak Dev (2) 47. "" ~ (3) 46. ~ Humayun (4) (1) (2) (3) 3WT ' C4)' ~~~~B w ( 31) 49. The highest law making body in India is the 49. ~~~~~'~t? (3) (4) 50. President )f'l:ffi ~ q ~ ~f5lqQ~Stc:> (3) Prime Minister and his Council ~ (2) Parliament (2) (1) ~ (4) (1) "'41;qq1Ri<hl Judiciary Which of the following forests do not have a distinct period of shedding leaves, and therefore do not ever look bare ? 50. f.rR -q ~ ~-~ q;fl ~ ~ ~ fTr8 ~ ~ ~ -;r@ ~' ~ ~ ~ 3H1 -;r@ ~~? (3) (4) 51. Temperate evergreen 3W ICf> flGj tfr;r (3) Tropical evergreen 3b01Cf>R:Gitfr;r ~ (2) Tropical deciduous (2) (1) mwr {'IC!OIGl~R (4) (1) mwr~ Temperate deciduous A type of farming in which higher doses of modern inputs are used to obtain higher productivity is known as 51. {'! C:0 IGl ~ R ~~~~~~~~~ ~ ~ ~ ~ 3(<11C!:Cf>dl >rTH ~ ~ Cf)~("tldl t. mr t (2) Shifting Agriculture (4) ~~ ~~ (4) ~~ Extensive Agriculture (3) ~ c:ufOI~<h ~ (3) Commercial Farming (1) (2) (1) Cf>8 Subsistence Farming 52. ~ ~-Bt ~~tfll<h ~ ~-~ ~ ~ 52. When a number of industries locate close to each other and share the benefits of their closeness, it is referred to as @ f ~ ~ t 3fu 3N-ft ~ ~ Cf)~("tldl ~ ~ ~ t (2) Market economy (4) Assembly line production 3il~ll<h ~3l~ (4) ~ ~ ({'11ijSt>1i) ~ Industrial region (3) ... ~'fT . 3il ll<h 03f (3) Industrial-system (1) (2) (1) . . 'fT ~ w 53. 54. ( 32) A particular area from which all the voters 53. living there choose their representative is called a East coast of North America and the sea around Japan have rich fishing grounds because of 54 ~ ~ ~ ~~ qffi ~ ~ 3ltRT ~~t<h~~ldl~ ~ ~ Cf)f ~ 0?: q \ifTtJH ~ 3ffi11ffif ~ ~~~~ (1) (3) a?: ~ m~ < 4) TPf CJ ~ mu3if CflT ~ ~ indented coastal area (3) a warm current along the coast (4) meeting of warm and cold currents 55. More than 80 percent of the population of the world lives in (1) Asia and Mrica (2) Asia and South America (3) North America and Asia (4) 56. ~~~~ a cold current flowing along the cc;>ast (2) 55. O?:~m~~~ mu~ ~ (2) (1) Asia and Europe When the subjugation of one country by 56. another' leads to political, economic, social and cultural changes we refer to this process as TPf mu ~ ~ fcw:f cf;t 80 ~ ~ ~ ~ 'JI'1~@1( f.:rqrn ~ (1) ~q.~-ij (2) ~q~~-ij (3) ~~q~-ij (4) ~q~-ij ~ ~ ~ -q-{ ~ ~ ~ ~ B <r"'41Rt<ti, ~. 110ll~<h 3ft\ iftRt<h ~ ~ t o)~~q;)~~~ (1) Confederacy (1) ~ (2) Mercantile (2) Olll41ft<h (3) Colonisation (3) 3ftqf.l~~ftq)(U( (4) Renaissance w ( 33) 57. Which of the following literary heritage of 57. India means 'approaching and sitting near' ? f.n:=J if "B (4) 58. ~ ~ '81h;fi'llcn ~ CflT 3l~ ~ ~ The system of tax became most prominent in the period of 58. ~ 'CflR1 if ~ >r2ll CflT ~ ~ 2ll ? (1) Harappan Civilization (1) ~~ (2) Vedic Age (2) ~ 'CflR1 (3) Mahajanapadas (4) Guptas . (3) 'i~l\ii"N~ (4) ~ 'lffiij if, ~ ~ ~ ~ if f.rcm:r q; fi ~ Chhotanagpur (1) ~~ (2) Bastar (2) ~ (3) Durg (3) (4) 60. In India, the Munda Tribe lived in the region 59. of (1) 59. Kullu (4) ~ (1) ~ (2) qf(Sf)"!OI ? The movement of the Earth around the Sun is 60. known as (1) Rotation (2) Revolution (3) Orbital plane (3) q;~~ (4) Circle of illumination (4) >reftfu w 61. ( 34) Read some points about the Atlantic Ocean : 61. 3it~iR:cti ii$1~1'R ~ ~ .q f.l~~R~h1 ov:f A. It is 'S' shaped. ~: B. Its coastline is smooth and straight. A. ~ ~ ~ 'S' 31~ ~ C. It is the busiest ocean from commercial viewpoint. B. ~ c. ~141Rcti ~ ~ ~ ~ ~ 'i~l~l'l< ~ I Which of the above statements are true ? (1) (2) .(3) (4) 62. Only B and C .q ~ cot.f-~ ~ ~ (1) Only A and C (2) (3) ~A o~ C (4) ? ~Bo~C A, Band Call I ~A o~ B A,Bo~ c~ The tomb of a Sufi saint is known as (1) Idgah (2) Ibadatgah (4) 62. Khanqah (3) Dargah ~~~~ (1) . ~ (2) (3) Which one of the following is a 'Palaeolithic 63. site'? <it Cfl$1 \ifffiT ~ ~ ~~~~(1111~ (4) 63. COT ~ I Ol-00 ~ ~ -q f.!Gri~ ~ ~en~ Only A and B 3lfcf)R ~ RIOOl~Rsid .q ~ cot.f-m (1) Inamgaon (2) Hallur (2) ~ (3) Bhimbetka (3) \frmrii~~-r::lCfir-YI (4) Burzahom (4) 'g<l41tll01 ~ ~ ? ~ I 64. The famous . conquest of Kalinga by the 64 Mauryan ruler Ashoka was fought in present day (1) ~~ ~~~~COT~ CfifWT~.q ~~? lft4 (1) ~ (2) Karnataka ~ ~ (2) (3) Kerala (3) ~ (4) 65 Odisha Andhra Pradesh (4) 31Hl~ 1 1 A umversa ang1,1age of th e map can be understood by way of 65 ~<it ~ cf;T ~cf~JI:ft ~<it ~ ~ ~~ (1) Conventional symbols (1) ~~~ (2) Sketch (2) 'h91fil'll ~ (3) Alphabets, (3) qOJJil~l 31~ ~ (4) Thematic maps (4) ~-~ JiHRl'll ~ w ( 35) 66. Which of the following complements 66. f.:n::;r -ij it Cifft;:pn AAqm q;) ~ tfl ~ ? (1) diversity? ~ lffi!-~ -ij ~ (1) (2 ) 31!H. ~ q;) 1f.1Rl (2) Celebrating own festivals ( 3) 31!H 1Jlq \ifRT (3) Visiting native village ( 4) ~ -ij (4) 67. Speaking in own mother tongue Travelling in a train A narrow strip of land, which connects two 67 land masses is known as ~~~~~\ill~~ ~q;)~ "3-it \ifRT ~ ~ Isthmus (1) ~ (2) Gulf (2) ~ (3) Island (3) ~ (4) Strait (4) ~ The year 2012 can also be written as 68. ~ 2012 f.!I =Jfetf@d -ij (1) BC 2012 EC 2012 (1) (3) AD 2012 (2) (4) AP 2012 (3) it ~ >JCflR (4) Most suitable statement about Biosphere is (1) Man's immediate surroundings (2) Plant and Animal kingdom (3). Land, water, air, plants and animals ~ iffiiD 69. "ifi.Bt. 2012 tBt. 2012 v,.tt. 2012 v,.1ft. 2012 ~Cilios~ ~ ~ -ij ~ ~ q;~ ~ (1) ~ CfiT dlfCfilf"etCfi ~ ( 2) "tftii 3"itt ~ "\if11(f (3) (4) 70. it "\ifHfCfioT ~ ? (2) 69. CfiBT t (1) 68. <:j'f;ff ~. ~. ~. ~ 3"itt ~ .; Various domains of environment Where, among the following, is the mid-day Sun exactly overhead at least once a ye~ on all latitudes ? (1) Between Tropic of Cancer and Equator 70. only (2) Between Tropic Equator only of Capricorn and it ~. ~ 3la:mri "({\ ~ CfiT ~ ~ -q "Cfill-it-"Cfill ~ GfR m ~it~ Pt!O=lfetf@d -ij ~? . (1) (3) (4) Between Tropic of Cancer and Tropic of Capricorn Between Arctic Circle and Antarctic Circle ~~WI 3"itt ~ ~ l"f~ (2) ~~WI3"itt~ ~~ (3) ~WI (4) ~ " 3"itt ~WI ~ l"f~ 3"itt 3F"llchR:Cfi ~ ~ l"f~ w 71. ( 36) Which one of the following is the most suitable 71. teaching aid to show proportionate size. and shape of continents ? (1) Physical map of the World (2) Poster of the Earth (3) -q ~ ~-~ ~&lUT ~ ~ ~ ~ 3iljq1RtCfi atr q 3TICflR col Political map of the World (1) (2) (1) (2) It 'should not include lengthy texts as it is difficult for children to remember lengthy texts It should provide information in a crisp and systematic way to facilitate memorisation (3) It should be such so as to enable all social groups to relate t ? it (4) 1~cnl~ ~ (4) Which of the following is the most important feature of a book on Social Sciences at the 72. national level ? ~cnr~~ (3) 72. ~ ) (1) ask them to join centres established for adult education (2) ask them to carefully monitor the time their child devotes to his studies at home (3) comfort them by telling that their . knowledge about their child is of utmost importance in helping to deal with their child (4), ask them to provide an environment rich in different types of learning materials at home <l'li~RtCfi ~ ~ ? (1) ~ ~ ~ ~-~ ~ -;r@ ~~~~~-~col~ q;8-ij~col~~~ (2) It should not follow any particular school of thought specially in ~ting history Parents of a first generation learner express their inability to help their child in dealing 73. with his/her educational problems during a PTA. As a teacher you should cnr ~ ~ 1R fll'iiMCfi ~ ~ ~ ~ f.p =JR1fuld -q ~ ~-~ ~ 'i~fi=4l{?l ~ (3) (4) 73. ~ ~ ~ ~ m~~~? Globe (4) f.p::;r ~~3:fn ~~-q~~q q;u;fi ~ Olfco ~ -q ~ ~ ~ em ~ ~ ~ ~ Olfco ~ ~l'iiMCfi ~ ~m~~m~ ~ ~= ~ ~ -q, M ~ ~ cnr ~ -;r@ <f>BI ~ )[~~~~~~,~~ ~ ~ (PTA) -ij 3fCR ~ ~ ~ ~3li~~-q ~~col~ ~~I ~~~~~-q 3ll1"r (1) ~ ~ ~~ ~ ~ ~ ~ -q \ifR ~ ~~ {2) (3) ~ 31CR ~ ~ tR 1:R ~ 1:R ~ \ifR ~~col ~H'i_cfCfi ~ ~ ~ ~ ~~~~~~fcf; 30f1H~~ ~ -q ~ ~ "3;r ~ ~ ~ q;8 -q ~ cn8 ~ ~ ~ 'i~f'=4l{?l ~ (4) ~ tR 1:R ~ )I"Cf)"R ~ ~ ~ ~ ~ c@lq(UI ~q ~ ~ ~ ~ w ( 37) 74. The collection of weather information by using 74. weather instruments is an example of collecting ~ 3qq;(ofi ~ WU ~ W4Ftll ~ ~ ~~~ (2) (4) fcr~ ~ Generic data 75. 75. ~~q:)f (4) Tertiary data ~~q:)f Secondary data: (3) m~~<nT (2) Primary data (1) (3) (1) A Social Science teacher often takes an objective type formative assessment but she has a doubt about the reliability of the test developed by her. What should be done to increase the reliability'ofthese assessments? q:)f ~141NlCh fc!w-r ~ ~ ~ ~ )JCf;l'{ ~ (<\qJr4Cf; ~ ~ ~ ~ ~ ~ WU fclq;fBd ~ )JCf;l'{ ~ fcl~q~;ft~dl W8:lUT -q"( WCfiT ~ I ~ ~ ~ fCl~q~;ft~(11 q;) ~ ~ ~'fm~~? 41'1<tl td m ~3ft -q ~ ~ ~ q:)f m w8:lUT q:)f "Q{f.Bt.t31R.tt. wu (1) (1) (2) Use questions given in the booklet of exemplars published by NCERT (2) (3) Try to find out what other teachers do (3) ~ 'W WTHT fcf; ~ (4) Increase the number of questions (4) ~ ~ Continuous a~d Comprehensive Evaluation 76. mainly focuses on ~ 3fu: (1) continuous testing to improve the child C1) ~ ~ ~tm ~ ~ (111l(ll'{ W8:lUl (2) continuous observation of the behaviour of the child (2) ~~~ (3) ~. ~ (3) education of Head, Heart and Hand (4) ~~~q;)~~(~ (4) 76. Use standardised test promoting weaker ineligible students to higher grade Social Science should equip children with (1) the ability to follow social rules about gender (2) the ability to withstand social pressure (3) the ability to think independently (4) the ability to defend social practices 3i!J~(OJ(<\tfl ~ Wa:fcfi 'fm ~ ~ B&n GR9RT ~ _ _ _ -q"( iffi "!._C"'!llcn-1 tfT ~ q:)f ~ ~ it I <fi8 ~ 3lC4~.-ilCh"1 q;8 3fu: mw ~ rna.n 'tf{ -q;a.n) -q"( m <fi8 77. 77. 51Chl~ld ~141NlCh fc!w-r q;) ~ q;) - - - - ~ ~ ~~~I (1) ~~am -q ~141NlCh ~ Cfll' 11R'f.f <fi8 ~ 1.!ln n C2) ~141N1q; ~ -Cf;) M (3) ~~it~ q;8 ~ (4) ~141NlCh ~ q:)f ~ 1.!ln n 1.!ln n ~ q;8 ~ ~ w 78. ( 38) The median score of a class of 51 students is 78. 36 in a summative assessment in Social Sciences. It suggests that (1) (2) 25 students scored marks equal to or above 36 (3) the majority of students scored in the range of 36 - 46 (4) 79. the majority of students scored below 36 36 percent of the content is learned by them 79. Students started co-students directly questioning 31['~ ~ ~ (2) 25 ~~ ~ ~ 36~ ~ <n "3ilR ~ (3) ~ ~ ~ 36-46 ~ Gftq ~ (4) BI41NlCfi ~ ~ ~ ffi~ ~ (1) (2) Students refused to listen to their co-students completely (3) GJR ~ Cf>t.J-m o~ ~'Qtfi fcml~ ~ Cfi8 W1 ~ tt ~ ~-~ ~ ~ ~ ~ ~ ~-~ q;) Gftq ~ ~ ~~Cfi\Wn m Cf>1{ ~ ~ ~ fcrolf'~ ~ '{Uf(e'qOI ~~m (4) 80. Which of the following is an advantage of a spiral curriculum in Social Sciences? (1) ~ ~ ~ Cfi&lf ~ fu"Q: ~~<ir<:r~? No student seemed to be agreeing fully with other students (4) 36 ~ ~ ~ mWT36~~-Cffg~~ ~ ~ ~ Students interrupted their co-students frequently (3) 3lCfi "SITH ~ ~ their (2) 80. ~~ ~ Cfi&lf q;y lJ~ 36 ~ I ~ ~ tn~~ (1) Which one of the following should be the most noticeable for a Social Sciences teacher about a discussion held recently:? (1) ~ ~ li't'lk4Cfi ~ ~ 51 BI41NlCfi Retention of the concepts for a longer period of time and with deeper understanding wR ~ ~ ~-~~ <fiT Gffif ~ 1HT Cfi\ Wn m ~ BI41NlCfi ~ ~ ~ 41dil'<il~i "Cfi1 f.lJOOl~Ug('l ~ ~ (1) Cf>t.J-m ~ ~ ? ~ ~ ~ ~ 3fR 1% ~ B4~1Clitf ~ fu"Q: {"jCf)fq"ll~ q;y lf'Q"RUT (2) ~ ~ ~ {"jCf)fq"ll~ "Cf)f ~ "Cf)8T (2) Ability to apply the concepts across disciplines (3) ~ (theme) 3llmfuf ~ Cfi8 ~ 31cmU q;) ~ (3) Increased opportunities to develop theme based learning (4) fiCflfq"ll~ Make the concepts more purposeful and 81. relevant ~3fR~q;y~~~ (4) 81. While assessing the attitudes and. values, a Social Science teacher may assign weightage to which of the following descriptors? (1) Passively accepting ideas of others (2) Feels free to ask questions (3) Does not share credit with other children (4) Does not wish the teacher everyday "Cfll ~ ;;s~~~'t?i "Cfll f'CICfimd afR sufiflJCfl ~ BI41NlCfi ~ ~ ffi&l"Cfl f.l1001k-tftso ~ ~ %B fcrcRoy~q;) ~~~~? (1) ~ ~ fcrqffi q;) f.:rm "{C\q ~ ~ "Cf)8T (2) ~~~~~~"Cf)81 (3) ~~~m~ Wi~~~Cfi8T (4} ~ -m~ q;y ~ ~ "Cf)8T w ( 39) 82. Which one of the following is not recommended by CBSE for Formative Assessment ? 82 f.fR -ij. ~ ~-~ ~ ~ ro~ itt 'i)iiR:ct '"l~ictiot' ~ ~ ~ ;rtf t? , (1) Wo-:3lJmfuf (2) ~Cf~ 3lftrq; ~ ~ (1) Source-based analysis (2) Models and charts (3) (3) Too frequent testing (4) (4) 83. Using auth~ntic sources of primary texts Which one is right in reference to Social 83. Science at elementary level ? fcii(JjqO( wa:JUT CfWfT m~ ~-~ ~ ~ SIIIOllfOICfl ~ Cfil~ f.JR -ij ~ ~-~ ~ ~ 'R ~!'liPicti History- Geography- Political Science Economics History- Geography - Political Science Sociology (2) (3) History - Geography - Civics - Sociology (3) (4) History Sociology ~ 3l~ (1) (2) ~ - ~ - ~ - ~ - ~ fcmT;r ~ - fcmT;r - ~'li'Jiltllf51 ~ - ~ ma - roa:JUT %g ~ ~'li'Jiltllf51 Geography - Economics - ~ <fit ~ (~)' ~ q;) 3lCWi ~ CfWfT ~ (1) Natural history museum (1) srrtRtCfl ~ ~~151(1~ (2) Archaeological museum (2) g<rdi~Cfl ~M1(1~ (3) Zoological park (3) ~~~lEI< (4) 85. fcmH ~~-ij~t? (1) 84. If a teacher wants to teach 'evolution .of life' 84. he/she must visit ~ Animal sanctuary (4) 'lftcr ma:JUT mH fcii(JjqU((rJOlCfl ~ q;) ~ ~ (~ ~) The following factors form a basis for teaching 85. Social Science except (1) to promote analytical skills (1) (2) to promote social skills for adjusting in global world (2) ~ ~ -ij ~'lrl{l'Jiot ~ ~ ~r'lrPicti ~q;)~~ (3) to transmit information on texts (3) ~-~ 'R ~.m (4) to develop critical understanding of society (4) m <fit <nT ~ ~ 3il~i)T.Iotlr'lCfl ~ fc!CflfBd ~ w 86. ( 40) While teaching democratic polity, a Social 86. Sciences teacher invites an expert of Political Science from a local college to speak to her class. Before the expert could speak to her class, t:qe teacher must share with him which of the following ? l:'il"hdif?lcn ~ ~ ~ ~I!Oll~"h fcrm;if cfiT ~ q;~ ~ ~ "Ch8 ~ ~ ~ ~~~~ ~~q;)~ rnf8JChl q:; ftll~~~~~q;~~ "Cht, rnf8JChl q;) f.lqR1f@d -ij ~ ~ ~ ~~m~~~? (1) Text-book prescribed fo~e class (1) q;~ ~ ~ Slf<llfcld ~-~ (2) Kind of assessments that will be based (2) ~~~ (3) q;~ -ij ~ on this topic (3) ~ fcJwff ~ ~ \ll) Cf)l >TChR ~ ~ ~~~ There are some students belonging to reserved categories in the class (4) 3llmfuf (4) ~ ~ ~ ~ 3i~~l"tlr!Ol"h ~ Instructional objectives for the topic 87. v:<fi"i:h~-ij~ ~ ~~~ ~~ ~ 0~ ~ CflRUT ~ q;~ -ij ~i~ffiq; , 87. A class includes some tribal children and as a. result there is an environment of cultural diversity in that class. Which of the following would be the most suitable method for the teacher to use this effectively ? Cf)l ~ ~RlRicl t I Wa.rcli ~ ~ "Ch8 %g f.lqR-ffulo (1) ~~~~~~ (2) (3) 3fu~ \lfR cfiT ~ "'hl ~ Cfl8T fcmlf~ ~ ;w:r;ft ~ 3fu ~ ~ ~ ~ '{<"'llqH ~ ~IOlllf.ld ~.3lf ~ ~ ~.~ fshJO!kR"h Asking students to carry out action research GfR -ij ~ ~~.-ijmm~~~ ~ 11f.l~1 Highlighting the role of freedom fighters movement Displaying tribal artifacts and costumes m'Q "Ch8 ~ ~ ~ on topics related to their culture and valued by them the most (4) ~ ~~~~~~~~ ~ ~ ~ such as Birsa Munda during the freedom (3) eM ~~mrrr? Asking students to tell about their tribes being taught (2) >lmcfi -ij ~ ~-m ~ and relate the information to topics (1) fclfcr'QOT (4) ~ 'l1"1'llldlJOI ~'Ch8T ~10ltffi~1 3fu ~ q;) w ( 41) ~~~~~~3WW{ R'""l R1 Rsie1 3W!Tlit -q ~ ~ ~ <fi@ ~ ? Which one of the following is a characteristic 89. of reciprocal learning? Pl'""lR1RsiC1 -q Responsibility for learning is shared between the students and the teacher (1) Learning proceeds by addressing the causes of forgetting (2) (3) Teacher reciprocates by activ~ly leading the teaching-learning process (3) (4) 89. .Normative dimension of Social Sciences 88 includes which of the following dimensions? (1) 88. Teacher is completing her education while working in a school (4) M~ Rl~~~~ q:;) 1fT q;@t ~ (1) 041&1H~ (2) ~~ (3) ~ 1R -~ GHR ~ ~ em:-~ q;-r (2) 90. Best way to teach the topic 'Functions of Parliament' is through (1) Story telling (3) Conducting debates for consensus over issues ~ q;-r 3fH~IRI('Cl fcmlf~ (Yin""'fl:<ti) 3fu rn~ - ~~~~nmrr~~~ ~ ~ CfiRUi'f q:;) ~ q;@ ~ mw.rr ~mm~ rn~ -~ ~ ~ rnaJUT-~-~ CfiT 3lli't ~ ~ 'tfGXR ~-~ q; n ~ -q Cfll1f <fi@ ~ 3N-ft rnm 90. Lecture method (2) ~ ~-m ~ ~cfil~~? arriving at ~Cf)Gl (4) Project work (4) q 1{41 'll"' i Cfll1f w ( 42) Candidates should answer questions from the following Part only if they have opted for ENGLISH as LANGUAGE - I. WPdl2fi RklfBolfuu1 mrT ~ m ~q~ atft ~ ~ ~ ml!fT ~q:;~q 34~'#0 ~ m, 1 . ~ "JW - I coT w ( 43) PART IV LANGUAGE I ENGLISH Directions : Read the given passage and answer the 92. questic;ms that follow (Q. No. 91 to 99) by selecting the most appropriate option. A 'microcosm of society' the classrooms." (Marshall, 1997). Yet gender bias in education reaches beyond sociali~ation patterns, bias is embedded in textbooks, lessons, and teacher interactions with students. This type of gender bias is part of the hidden curriculum of lessons taught implicitly to students through the everyday 94. functioning of their classroom. Socialization is a process of (1) causing to conform to environmental demands (2) molding a child to conform to certain norms of behaviour (3) reflects the exceptional achievements of its government (4) imitates life outside learning environment (4) learning to accept moral values of a society the classroom A 'perception' referred to here is that (1) school curriculum supports the girl child (2) boys are more intelligent and lively (3) teachers balance the bias ( 4) there is no bias in schools A word from the essay which is the opposite of 'demonstrated' is animated (2) clearly (3) implicit (4) distorted 'Remediation' in the classroom is the process of (1) (2) reinforcement of good behaviour among learners (3) giving special coaching for quiet students (4) .96. error correction orally during class stopping a negative trend in learning achievement In 'inequitable education' (1) boys get more school hours (2) course books are prescribed differently for boys and girls (3) teachers disrespect girls (4) learning is not a between the genders succumbing to psychological pressures (3) has excellent learning environment (1) Research has found that boys were far more likely to receive praise or remediation from a teacher than were girls. The girls were most likely to receiv~ an acknowledgement response from their teacher. They give boys greater opportunity to expand ideas and be -animated than they do gl.rls and that they reinforce boys more for general responses than they do for girls. Clearly the socialization of gender roles and the use of a genderbiased hidden curriculum lead to an inequitable education for boys and girls. Gender bias in education is an insidious problem that causes very few people to stand up and take notice. 91. has educational facilities (2) Clearly the socialization of gender is reinforced at school. "Because classrooms are microcosms of society, mirroring its strengths and ills alike, it follows that the normal socialization patterns of young children that often lead to distorted perceptions of gender roles are reflected in 93. (1) balanced process w 97. ( 44) An 'insidious problem' would be one that is 100. In the line 'Hope is the thing with feathers' caused seemingly the poet is using a/an (1) (1) imagery (2) harmlessly (2) simile (3) carelessly (3) allegory (4) 98. deliberately ignorantly" (4) hyperbole A 'hidden curriculum' implies here that 101. The observation 'perches in the soul' refers to human (1) (2) the school stereotypes (3) the curriculum is gender-biased (4) 99. boys need preferential treatment girls need more attention while teaching system enforces sexual (1) worries (2) disappointment (3) (4) expectation spirituality A synonym for 'general' is 102. 'And sweetest in the gale is heard' means (1) customary (2) diminutive (1) winds blow loudly during a gale (3) precise (2) sorrow is the greatest during a storm (4) special (3) expectation of relief even in sorrow (4) joy and happiness go hand in hand Directions : Read the given poem and answer the questions that {oilow (Q. No. 100 to 105) by selecting 103 'Abash' means a sense of the most appropriate option. (1) embarrassment (2) That perches in the soul, hope (3) loss (4) Hope is the thing with feathers pride And sings the tune -without the words, . And never stops at all, 104. 'Never, in extremity,' refers to (1) And sweetest in the gale is heard; And sore must be the storm That could abash the little bird That kept so many warm, I've heard it in the chillest land, extreme happiness (2) longing excessively (3) hope costs nothing (4) unexpected 105. 'A crumb' is a metaphor for Yet, never, in extremity, It asked a crumb of me. Emily Dickinson (1) hope (2) sadness (3) And on the strangest sea; reward (4) food w ( 45) Directions : Answer the following questions by 110. Which is a lexical word ? selecting the most appropriate option. (1) some 106. According to the observation in the NCF 2005 [3.f.3], English is a language in India: (1) (2) Global (3) (4) Second whether (3) principal (4) First (2) if 111. Use of' dialogues and avoiding unnecessary details pertain to Foreign (1) 107. ''You ask, what has my government done for you ? I can answer in two words : A lot !" The question put here is (1) a prompt (2) (3) (4) explanatory reports (2) story telling (3) writing a report or story (4) listening to a conversation 112. I suggest that we all watch the movie 'TIGER'. rhetorical It has been suggested that we watch the movie 'TIGER' together. stylised 108. Your classmate has just finished reading a book from the library that you wanted and you want him/her to give it to you. Choose how you will make the request. (1) Give me the book. (2) Can you give me the book now? (3) Let me have the book now, please. (4) Could you let me take the book now? 109. Read this exchange. Teacher : Shall we go out to the garden and find out the names of those flowers near the wall? Students : Yes, yes, yeah ... The two given statements can be differentiated by drawing students' attention to the (1) use of 'by' in the passive form (2) the arrangement of words (3) change in the verb forms (4) the roles of the subject and object in both sentences 113. The purpose of'rapid reading' is (1) extended reading (2) seeking information (3) for interest (4) for specific detail Teacher : Yes, Ma'am, please. 114. The process of word formation consists of Here the teacher (1) confirms the students' request ( 1) compounding and conversion (2) offers an alternative language activity (2) conversion and meaning (3) relates language function with politeness (3) spelling and compounding (4) makes a reading (4) using synonyms or euphemisms polite suggestion to start w ( 46) 115. Note-taking is done 118. If the piece of writing is complete, in the third (1) during extensive reference work person, without digressions and emotional (2) while writing an essay and logically arranged, it is a overtones . (3) during a lecture (4) while reading a review . ( 1) classified advertisement (2) memorandum (3) report (4) newspaper article 116. Speaker 1 : Can I borrow your pencil, please ? Speaker 2 : Why not ? During this exchange, while assessing students' speaking-listening skills, mark/s 119. 'Rahul received the following telegram on his would be deducted for birthday. Write three sentences about it.' [The input is given] (1) the first speaker, as the question is .framed incorrectly This writing task requires this skill : (1) applying creating ( 4) (4) (2) analysing the second speaker, as the response is f:r;amed incorrectly (3) knowing (3) (2) both, since it is a meaningless exchange neither, as the context justifies this exchange 120. 'You have to bring your own stationery. You 117. While writing, one ofthe cohesive devices use~ is (1) imagery will need 2 pencils, an eraser and a ruler.' The underlined word is a (1) conjunction (2) .ellipsis (2) lexically similar word (3) content words (3) substitute word (4) proposition (4) reference word w { 47) Candidates should answer questions from the following Part only if they have opted for HINDI as LANGUAGE - I. , ... 'tfft&n~ Rh=iR=if@a, trrrr ~ w;IT ~ ~ CnCI (?( (ftfi ~ ~ 3r~l~ mlfr - I Cfi1 ~Cf)~q ~ ~.m 1 w ( 48) \l1lT IV \lTlnl ~ f.!/W:: wffl CfiT ~ f.iAf&f&d JlRl (JT.fi 91 99) 1/ ~ 3firrr fcr<iiFq CfiT ~ I Y 91. ~mt COT~~ ;rtf t? ~~~~eta ~3ft, Gftf<i;:<hdl -ij ~ Olffii q;@ t 3lfqg -a; ~ B'lf"ll(""'<hdl -ij ~ (4) 31JTT~~~t ~~~ -9~~ CfiTs eta mu ~ 3fm::r .~ 3ffift 1~ ~~COT~m~~~ ~~~-ij <hlt"l~:ni3TI <it 92. ~-m ~ ~ Ch1s eta mu ~ 3fT(fl ~ ffi-~qj' ~ t I W~l~llff*~'j m ~ (1) .m ~ Gfqj' ~ t 3fm::r ;rtf ~~ CliBJ ? ( 2) . -:q)"{t CfWIT ~ "Cfffi ~' ~- 3{~ ~eta~ t~ (3) ~eta ~-m COT~ ~ ~ ~~Cfils, ~ ~ ~~lfR"dl, ~~ (4) fucrn ~ ~ <Pn ~ 3fu: <tm ~ ~ ~ ffl8;lCO 3fu: ~ ~ t ~ ~ ~ >ffir 3NU~ ~ "it mmw:rt ~~~>ffir~~~~~3NU~ t- ~eta ~-meta~ I "WR-~ 93. ~COT ~~ ~ q;@ <1) -m 3N-ft ~-m ~ eta 1~ ~ ~ eta 3Ho m ~ WIT-1 ~ WTfUio t 1~ ~ ~ t -q ~-~ ~ >rRr ~ \ifT!ffl m \lfRft t ~ fcl:i<n 3fu: . (2) ~-q~-mCOT~~t Wfur (fR:m ~ t 3fu: (3) ~ -ij {'i:HI(""'<hdl ~~~~t ~~~fll;R~~m~ (4) ~ ~ t Rl51<h(?il ~ ~ t ~ ~ ~ ~ 3i~<hl~<h ~ ~ ffl8;lCO <rr CfWIT ~' <it ~ \ifT "{f<f)d1 t ~ ~ ~ q;@ <tin ~ CliBJ ~ - t ~: ~ ~-a;~eta~-mCOT~~~t 1 f.rofm 94. -ij cr m \lfRft t ~ ~ ~m -q ~ 3ffift t I fcf; ~ <it <tm (fGf f.lq~f@d -ij ~ ~ ~ ~ ;rtf (1) ~-~ (2) ~ ~ ~ "iRHT (3) M (4) ~~dW~ ~-~ ~ ~ fffiRT 3fT(fl t : w ( 49) 95. ~ ~ -q ~ ~ -wrR -q-{ ~ m ~: cr$rrrr <lit ~ ~ RR!&f&d JrA1 (!!. ri. (1) (2) ~lf%fll~q) ~ 3m!., ~ Gf.f-&f ~ ~ ~ (3) ~rf%f4)q; 31111-31111 ~-lffifi ~ ~ (4) 96. ~rf%frllq; ~f%fflrq; ~-fun;>fchlli ~ 100 ~. Q:Rl$1~"+> ~ wff ~-lWfi ~ ~ 3m!. -m 1J1q -q ~ ~ 1 -q ~ ~ (f~ ~ ~ ~ 3m!. ~ Gf.f-&f ~ ~ ~ ~ (~ ~) + '<f;' ~. ~ (~ (1) ~Wfi~WT~~ ~)+~ ~ 31'fqy -:qffi' ~ mrft mmT ~. ~ (~ ~) + ~ ~. ~ (~ (2) 8 1os) If -~ 3forrr Fcrcn?:r ~ 1 ~)+~'~ ~~~~ ~)+~ ~ 97. ~ ~~ ~ (~ ~) + ~ ~. ~ (~ (4) ~3m!.~ GFr-&f ~ ~ ~ I ~)+~ ~ (3) fi~"361~~~~ I ~ (~ ~) + ~ ~. ~ (~ .. ~ ~ "ffin :me~~ <fit ~-~-q (1) 98. cpf'QW:r (4) ~~ ~ Cf)l ql(f4Cl14\ -qU(f m~ ~ ~~Gf.f-&f~~~ ~ ( 3) ~~~-qAt ~~I ~ (2) 31P1 ~tR<fil ~-31?ltt ~ ~ ~. a;pn"CfiU"lli'aWT~~mB<fil -q'hr~ -w--w ~ ~ 31~ ~~. ~3m!.~ GFr-&f ~ ~ ~ I ::rtf ~ 100. ~ ~ ~ Gf.f-&f ~ ~ ~ tjfffi (1) (2) ~ ( 1) ~ ~- 't.flf CfK 3m!. ~ (3) ~ (2) ~ -~ ~ ~ (4) 99. ~ ~~? ~ 'wrR' Cf)l "B111R (2) ~ (3) mlHT (4) 3i~4Hdl 3m!.~ -q iW; ~ ~ ~ (f)) GCf) iWn- ~ (4) 101. (1) ~~~~Tm~~ irt:r1 ~ 3lR ~ WlOJ ~ (1) 1fR1 ~ ~ lRFn ~ WI ~ (2) 11RT 1J1q -q ~ ~ ~ ~ m (3) ~ 31ffi4"R -q rn ~ ~ (4) ~~~~ mq . (3) ~~~ Cf)l w (51) 112. WR ~ ~ ~ :rrmfi ~-~ "ffift <Pfi ~~11:1~ ~ ~ I~~ t (1) ~ (3) (l) (2) ~ ( 3) lfR -q&f CIWl1 (4) ~-~cnl ~-~ ~ ~ ~~cnl C2) I~ 117. ~11cHcnT~~t t -q fl10~q<1 cnT c4) WR cfiT "%rm cnT 11s. ~-ma:JUT ( 1) -q ~-m ~ ~ <fill ~ -"ffilUfi ( 2) ~~ (4) t -q{tPill\'t (3) ~~ 114. ~ t Jii:!~'i?1 118. ~ ~ -;m Cfl\ uft cfiT 'Cf)~ -ij Wffim-~-~311 R fii:l a 'Cf> <l t fen (1) m (2) weft I~ (1) (3) t (2) . ~ q:;') ~ ~ enG (4) ~ ~ ~ ~ ~~ ~q:;')~~~t ~ >flnfUrd 00' Wffim ~ lR 3i'Fft _51 Rl fso~ I ~ cfiT a:fl1dl ~ ~ ma:JUT-"ffilUfi cnT ~it' t ~ cfiT ~ lR ~-~-~311 cnT ~q:;')~~~t (4) cnT ~ '5Nicf~ uftt (3) cfiT ~-~ ~ q:;') 'WnH CIWl1 ? ~ ~-Oif ~ ~ ~ ~ TTRr ~ -q&f CIWl1 115. ~ -ij ~ 119. cfiT -q{t~ ~ uft t 3fu: ~ ~ '"lf4ict>"i cnT ~ t 3flmfto ~ t (2) (2) ~ ICf>{UI lR ~ (3) (1) ~ cnT 3l2f ~ ~1Cf>{ 0 1 \iff.f.n t (4) ~-~ -ij ~-~ cnT ~ ~ ~ q:;') ~-~ ~ -ij &;n ~ ~ ~ ~ cfiT >rfsf;m q:;') \iff.f.n' ~ ~t (3) ~ ~ cfiT ~ \iff.f.n (4) ~~~fel:;~~~m&T 116. ~ '"lf4iCf>'1 cnT 1% f.ff%m2f t (1) ~ -q{tPill\'t ~ (2) ~ ~ -q{tPill\'t ~ (3) ~ ~ ~-m cnT (4) ~ ~ -q{t~-~~ ~ q:;') 'WnH CIWl1 (1) ~~"!~~ (2) '3tf:~~~ Rtn: 3ic:tc::-i'lct>'1 CIWl1 (3) ~~~~~ (4) ~~~~~ w (52) \ Candidates should answer questions from the following Part. only if they have opted for ENGLISH as LANGUAGE - II. ... 'Cf{Tan~ ~qfl RkifB-tfuAct dtft ~ ~ m ~ ~ ~ ~ ~ \T1lrT - II cnT ~Cficrq 3'i~'#ft ~ mI w (53) PARTY LANGUAGE II ENGLISH Directions : Read. the passage given below and 121. The passage can be called answer the questions that follow (Q. No. 121 to 129) (1) descriptive by selecting the most appropriate option. (2) narrative Some researchers suggest that emotional 1. (3) discursive intelligence can be leamed and strengthened, (4) factual while others claim it is .an inbom chara'cteristk The purpose for developing ou:r 122. An. 'inbom characteristic' referred to here is one's ability to emotional literacy is to precisely identify and communicate our feelings. When we do this we are helping nature fulfill its design for our feelings. We must know how we feel in order tobe able to fill our emotional needs. And we must communicate our feelings in order to get the emotional support and understanding we need from others, as well as to show our emotional support and understanding to them. 2. (1) understand and evaluate emotionally, one's surroundings (2) give a calculated emotional response at all times (3) respond to environment (4) be considerate a stimulus in the 123. Here 'emotional support' suggests Also, one of the first steps to developing our (1) wise counsel emotional intelligence is to improve our (2) sympathy emotional literacy. In other words, to improve (3) pity our ability to identify our feelings by their (4) tolerance specific names -,and the more specific we can be, the better. In the English language we 124. 'Working on your emotional literacy' means to have thousands of words which describe and (1) improve one's attitude and identify our emotions, we just don't use many communication skills of them. If you are interested in working on (2) control verbal or physical outbursts your emotional literacy, the first step is to start using simple, three word sentences such (3) adopt a friendly attitude while meeting strangers as these : I feel sad. I feel motivated. I feel offended. I feel appreciated. I feel hurt. I feel (4) work with a counsellor to support your disrespected. When we talk about our feelings emotional behaviour using three word sentences we are sending what have been called "I messages". On the other hand, when we say things like ''You 125. "I messages" are usually apout make me so jealous" we are sending a "you (1) others' business, therefore 'gossip' message". These "you messages" typically put (2) expressing your views freely the other person on the defensive, which hurts (3) blaming others communication and relationships rather than. (4) blaming yourself helping. w ( 5.4) 126. ''You messages" are usually about (1) blaming others (2) sympathizing with the listener (3) 3. My mind wandered. 4. Another year gone. 5. I tripped through a wall of pedestrians, then suddenly a moving bus carelessly littered me down into the curb. My tear-stained eyes searched for an angel on the concrete surface, but the illuminated white crossing hand signalled my insignificance. 6. I pushed myself up, bruised and filthy. A horn quickly warned me of approaching death, then the yellow taxi sped through the red bulb. Sighing, I checked each direction, brushing waste from my body as I joined a new crowd and made the final push across the last road. I hoisted my bag, checked. for my office keys, then entered one of the many sky-gripping fortresses of the financial district. 7. Back to work. looking at issues from others' viewpoint (4) .blaming yourself 127. The antonym from the passage for the word 'general' is (1) simple (2) specific (3) nature (4) improve 128. In the context 'defensive' means (1) attack an injustice (2) expressing.anger (3) support what is right (4) support a point of view 129. A word that means 'of a nature' is (1) precisely (2) typically (3) litera~y (4) offended Directions : Read the passage given below and answer the questions that follow (Q. No. 130 to 135) by selecting the most appropriate option. 130. 'Unseasonal winds' refer to the (1) strong winds blowing that day (2) winds causing unexpected storm (3) not the time of the year for such windy conditions (4) windy conditions that change the climate 1. Dust-caked clouds coated the bay, tanker ships signalled. 2. Dozens of us wearily pressed on through the 131. Here, 'blanketed chill' signifies that the unseasonal winds and blanketed chill. weather was Outdoor cafe chairs were abandoned, some (1) turning cool overturned and others stacked waiting to tumble down. But not today. My bag felt (2) very windy and dusty heavier on my shoulder than ever before. I (3) dusty and cold lifted it in my hand to relieve the pressure and dreamed of days when I, too,-was lighter. (4) chilly and windy w (55) 132. ' ... I, too, was lighter' suggests the narrator (1) is very light for his size (2) was fat but light-footed (3) is fat and clumsy (4) was light and agile Directions : Answer the following questions by selecting the most appropriate option. 136. Iconic mode of learning is based on a system of using (1) (1) felt helpless and weak (2) was injured in the fall and needed help (3) was thrown high and far after the images and diagrams different types of graphs (4) a variety of activities was treated with indifference by society (4) (2) (3) 133. 'Carelessly littered me down' implies that the subject symbols 137. Constructivism is a theory where students (1) study a variety of dissimilar samples and draw a well founded conclusion (2) are facilitated by the teacher and use a variety of media to research and create their own theories (3) form their own understanding and knowledge of the world, through experiencing things and reflecting on those experiences (4) construct their own learning aids, thereby gaining hands-on experience vehicle hit him 134. 'An angel on the concrete surface' refers to (1) a fellow angel after he died in the accident (2) a good Samaritan among the pedestrians (3) seeing an angel as he was confused after being hit 138. Language acquisition (4) his colleagues walking past who would (1) requires the memorization and use of necessary vocabulary (2) involves a systematic approach to the analysis and comprehension of grammar as well as to the memorization of vocabulary (3) refers to the process of learning a native or second language because of the innate capacity of the human brain (4) is a technique intended to simulate the environment in which children learn their native language help him 135. Here, 'sky-gripping fortresses' are (1) tall buildings for commercial use (2) large buildings for residents on that street (3) buildings that entrap the human spirit (4) tall buildings without windows, that are secure w (56) 139. Which is not a teacher-centered instruction ? 142. While reading for comprehension, we understand that the following pairs are examples of homographs : (1) Individualized instruction (2) Demonstration (1) lead [metal] I lead [give direction] (3) Modelling (2) led [gave direction] I lead [metal] (4) Lecture (3) mail [post) I male [gender] (4) warm I tepid [being neither too hot nor too cold] 140. In a listening-speaking assessment activity, indicate how you will assess the following exchange: Teacher : Have you watched any English film lately ? Tell your friend about it. Student 1 : Of course. Especially animations. 143. Read the following examples of dangling modifiers used in sentences by some students. Indicate how you will assess them. [Max. 1 mark] Student 2 :Me too. I like them a lot. Student 1 : Having arrived late for practice, a written excuse was needed. (1) Student 2 : Without knowing his name, it was difficult to introduce him. Student 1 :Incorrect response Student 2: Correct response (2) Student 1 :Correct response Student 2 :Incorrect response (3) Student 1 : Incorrect response Student 2 :Incorrect response Student 3 : The experiment was a failure not having studied the lab manual carefully. (1) Student 1: -1- Student 1 : Correct response Student 2: -1- Student 2 : Correct response (4) Student 3 : -0(2) 141. According to NCF 2005 [3.1.3], "At the initial stages of language learning may be one of the languages for learning activities that create the child's awareness of the world." Student 1 : -1Student 2 : -0Student 3 : -0- (3) Student 1 : -0- (1) Vernacular Language Student 2: -1- (2) II Language Studerit 3 : -0- (3) Hindi (4) English ( 4) Student 1 : -0Student 2: -1Student 3: -1- w (57) 144. Criteria of assessment is alan 147. What is taught is not what is learnt because (1) (1) scoring key (2) question-wise distribution of marks assessment guideline different abilities, backgrounds general impression of a student's ability (4) possess personalities and come from a variety of (2) (3) students students pay attention during informal discussion (3) a teacher's socio-economic level may differ widely from the students' (4) 145. Choose the appropriate intonation. a teacher or learner can never fully master any discipline He has passed with distinction in English, however ... 148: While writing a telegram, a necessary feature to be applied is (1) rising (2) falling rising-falling (4) personal touch (2) personal abbreviation (3) (3) ( 1) brevity falling-rising (4) , neatness i49. The 'value' of a word in a text means the (1) (2) (3) arriving at the meaning of an unfamiliar word by reading other words in the sentence recognizing the message in a set of symbols comprehending a sentence by putting together the meaning of its constituent words (1) appropriate use of the particular context (2) 146. While reading, 'signification' is word in number of ways a word can be used (3) dictionary meaning of a word (4) significance of the word in a particular context 150. Affective factors in motivation are linked to students' conversion of message form into a diagram/table ( 1) survival and safety needs (2) own perceptions of their ability (3) (4) a understanding successes and failures (4) ability to complete a language task w (58) Candidates should answer questions from the following Part only if they have opted for HINDI as LANGUAGE - II. .... w&n~ Rl0040iR1f Ja trJ1T ChCI(1 otfT ~ ~ dr~l~ f4Cfi(Yq ~ -m , ~ ~ ~ "3W ~ - II Cf>T w (59) 'q'flf v 'q'f1ff II ~ f#1r :. ~cit~ f./4/&f&d JrRl (JT.ri. 121 8 123. ~ <Xl'fu; ~~\ill 128)1{ ~~~~~ ~~~M ~ -:cf@ cfh m ~ ~. (2) ~~~cnl~~~~~>rrnm ~m "\ifRfi ~ I ftrn <Xl'fu; ~ ~ ~ 31~ ~ ~ ~ M 'lft ~ (f~ q;r ~ ~, ~ <Xl'fu; ~ c:m.:a~Cfi ~<Xl'fu;~ 3{tt~~~ ~~~~ ~ ~ ~ >rrn m ~ ~ ~ ~~~ t mrn- 124. 'lffi ~~~.~~~~I~ .3Tisf.rcti ~ ~ 'fcrm~ ~ q;r -mtr-~ ~ (1) (2) fcrm + ~ (3) fcrm + 3lWt' (4) I~~ ~('qiCf)~UI ~ ~ q;r fcrm+Wf fcf + mWY 3li~ISCfiR ~ I~~ l=!"RCr ~ I ~ ~ ~ q;r mRrcti fcfflH Cf;l fcrmWf ~ ~ ~{i('q!Cf)~OI ~ -a) ~ ~ ~. ~ ~ m~ ~ 3{tt 'lft 3HCfi Gl'T"a1 q;r w-:f >rrn ~. ftr;ffi ~ ~ ~ ~ WI I -Q;m ~ "tR 'lft w:f ~ ~ ~ fcfflH ~ fcrmWf en) ~ ~ ~an ~ ~ ~ ~ ~ ~. ~~~~ "tR ~ ~ 125. ~ ~ ~{>('qJCfi~OI ~ ~ cti4<41"Cll .q ~ m 1 (1) 121. ~ q;r 3l~ ~ (1) 3H~ ISCfil( (2) 'CfiB ~ ~~~~ (4) 126. ~q;r~ ~~ 122. <41'R1~Cfi ~ <Xl'fu; ~~\ill (1) ~ ~ (2) ~ (3) (f~ en) ~ ~ ~ (3) ~ (4) ~ 3H~ISCfil( ~ (4) 31W1fi (1) ~ 3li~ISCfi'ii q;r (2) ~ ~ m \ifR(fl ~~ m ~ mu ~{i('q!Cf)~O' ~ ~ m ~ (4) ~~ (3) mtn cpf ;ntJ (3) ~ ~ ~fCliCf)~UI ~ ~ (2) I <tf' ~ en) ~~ ( 60) 129. 31~ cp.n ~ ? (1) mffiJT ~ (1) ~Cf>RUT~~~~~ (2) 'l'ft.wl ~ (2) RliA'{_cfCf> ~ ~ p.m:f~ (3) fu"@t (3) (4) ~~ 128. '~' Cfi1 (1) "WTRT2ff ~ ~ 130. P:ft~~ fcmT Cfi1 31Rm1 "Cf>-8 ~~cit mf~ cf;T "Cf>1:ft ~ ~ ~ ~ ~ ~ (4) (4) -;:rcfR (3) fcl:ql{'i_cfCf> ~ ~ ~ "Cf>BT "5fRfR (2) sft ~ cit >ICftuy (1) ~ m~ cf;T 3ilq~l!Cf>dl ~ ~ ~ (2) ~~GRHT~~~~ (3) ~~m~~~ (4) ~~m~~~ 131. ~ ~ ~ 1fffi ~ ~ : rmiw <!iT ~ R' ff&f&d 135)-ff ~~~~/ ~ ~ cit 129 # ~Cfil ~ Cfi1 ~ Cfi1 3NTCf ~ ~ ffi1TI Cfi1 crrn wen t \ill 3i1R ~ I ~ ~ >ffir ~ >fCfil "Cf>-8 3fR "3B ~ ~ ~ ~ ~- ~ ~ I Cfifcr, ~ 3fR WOT (1) (2) JrR1 (JT. ri. crrn wen~ ?- 1~ ~ ~ ~ ~ 132. 31~ ~ ~ ~ ~ ~ ~ ~ Cfi1 ~ fcf;<:rr ~ 3fR fcoB f.l<m Cfi1 ~ -~ ~ ~ ~? (1) 31~ ~ ~ ~ ~ ~ ~ fcf;<:rr ~-~~.~~-~~~cf;T~wn C'fi t ~ ~ GJffi ~ 3fR ~ ~:m Cfi1 (2) 31~ Cflif-~-Cflif 'qR "til 31cWT fcf;<:rr ~ wnw.J "Cf>-8 ~ ~ ~ ~ ~ 1 (3) 31~ ~ (4) 31~ ~ )ffif :Cf)R1 fcf;<:rr ~ ~ fcf;Bt ~ ~ mOO "$: ~ \ii"Rl 31~ ~ ~ I fu"@t ..-n-h-n ~ ~ ...........4 ~~~''1 ~ ~ ~ ~ "''l~'1 ~-~ cit ~ ~ Cfi1 1:R ~ ~ ~ sft ~cit RI"''R'{cfCf> ~ Cfi1 ";fllf 31~ l:1 I ~ 133. :>!\<l"''l ~~~~~ I ~ ~ ~ ~ ~ ~ ~ fcf> ~ Rl1At4'*' m ~~~~Cfil~~~~ I (31VPR - f.W 7, ~ "f!WT) ~ . m ~ "Cf>BT ~ cnt.:r-m ~ '5r' ~ ~ ( 1) ~ (2) ~ (3) ~ (4) >l1lfa ;rtf ~ ~ ? w ( 61) 139. iTS~ 134. ~~"Chl~~ ( 1) (2) ~ 1@ (2) (3) ~ (3) (4) ~ (1) 135. 'f3ft-~' <tT ~ "Chl f.rmur -m ~ m1:fT <tT ~&TI 11 ~ >rChl( <tT ~ ~ ~-w~ (4) ~~I 11 ~ ~ ~ ~ ~ ~ ~~ -;r@ ~ "8lnm;{ ml:ff--;;f'tffi ~ 11 ~ ~ ~m ~ (1) ~ (2) ~ (3) "Chlf~ (1) ~ (4) ~ (2) ~\il"llrJi<h ~ 140. m1:fT Wl<l 3l[q fcnit ~ ~ ~~? (3) ~ : f.jAf?tf&d # ~ ~ JTAf ~ ~ # ~ fft7! m- '3"8rrr c4) m ~ '3rR fu"&;n m "Chl f.rmur CflBT fcrcnFq ~I 141. m1:fT # ~ ~~ ~ (1) 136. ~~11~ Ji~'i"Cl'{?T~ ~ w&n3TI ~ (1) ~~ (2) ~ 4ft<ll\il"li-'Ch14 ~ (2) '8Ji$1Ch( ~ (3) ~~wit~ (3) 3lf@_~ (4) ~-fu"&f.t <tT ~ ~ c::l<H (4) CfUH CflBT ~ <tT ~ TTfif (1) 31~ ~ (1) B'ft ~ ~ "'8lTR ~ ~ ~ ~ (2) fuN-~ <1iT \iiH<hltl (2) B'ft ~ <tT ~ ~ (3) ~ (3) B'ft ~ q;) "'8lTR ~ ~ ~ ~ (4) ~<tl~ (4) B'ft ~ ~ 142. Cf)BT' TTfif ~ ~ 138. ~ ~&n 3iql:"i'l<h"l ml:ff-mS:lCfl "Chl ~ ~ fco ~ ~Ch~d 11 mS:lCfl 11 ~ ~ ~ -m 11 ml:ff-m <tT 8;llrnT q;) ~ Q}'fl'8JiH ~ col: fco~ (1) B'ft ~ <tT ~3ft <tT ~3ft q;) 143. ~~m.1ll 3TH ~ ~ ~ ~% (1) m1:fT "Chl ~ '41.~ -;r@ ~ (2) ~-~ q;) ~ ~ CfiU % (2) ~ m1:fT (3) ~ ml:ff3it 11 -qrol <tT ~-~ (3) B'ft ml:ff3if.11 ~ ~a:RIT ~ ~ ~: ~ ~% 11 ~-~ <tT ~ ~ ~~~ "Chl w ( 62) 144. GfurT ~ ~ ~. ~. ~ ClldiCI{OI ~ ~ (1) ~ roaJUT ~ ~ ~ (1) ~ (2) ~ '(3) ~q (4) 145. 31Ttf ll1"=f-11<H q;) ~ ~? ~ (4) ~ I fcnB fcl-m 'l1J1SI1 (3) Cf){OT WfNf' ~ 148. &ll<f)(UI (2) 3fu BCIIC:I(IO{<f) ~ 'l111SfT-roaJUT eta~ eta Cfia.1T -ij ~ ~~ ~ (1) 'l1J1SI1 (2) ~-ij~~~ (3) fcrimi ~eta Cfia.113TI -ij (4) ~~~~ ~ ~~ ~ 149. Gfi%11 ~ ~ CfiT4 ~ ~ -ij ~ 11 !:!fCI '{?Y ~ 146. ~ (1) 'ff<3l CfiT HcfSI!j@ ~ ~ ~ fcl-m ~ ~ Cfi{RT (2) ~ ~ -ij ~ ~ eta 2Jl <T CfiT (4) ~~ fcrcnrn (3) ~ fffig.n fu@"r;n ( 4) ~ 147. ~-maJUT eta ~~ Cfi8T fu@"r;n -q 31Ttf ~ ~ ~ ~ ? 'l1J1SI1 eta~-~~ (2) (1) (1) ~-~-~ (3) ~ 'l1J1SI1 (4) ~~~~ ~ CfiT mcJ-Rl~cltlUI (2) ~ ~ ~ ~ 31Ttm: (3) ~ CfiT ~ 11<H 11{ ~ ~~ 3fu ~~ . (4)- ~-ij~eta~ -B 'l1J1SIT-m -B wH ~ ( 63) SPACE FOR ROUGH WORK '{tf;~~~ ~ ~~ w w ( 64 ) f.! 41R1f&t1 ~ ~ ~ ~ : READ CAREFULLY THE FOLLOWING INSTRUCTIONS : 1. 2. 3. 4. 5. d 1:'. -II <(. 6. 7. \. u.J \ 8. 9. 10. 11. 12. Out of the four altematives for each question, orily one circle for the correct answer is to be darkened completely with Blue/Black Ball Point Pen on Side-2 ofthe OMR Answer Sheet. The answer once marked is not liable to be changed. The candidates shDuld ensure that the Answer Sheet is not folded. Do not make any stray marks on the Answer Sheet. Do not write your Roll No. anywhere else except in the specified space in the Answer Sheet. Handle the Test Booklet and Answer Sheet with care, as under no circumstances (except for discrepancy in Test Booklet Code or 'Number and Answer Sheet Code or Number); another set will be provided. The candidates will write the correct Test Booklet Code and Number as given in the Test Booklet i Answer Sheet in the Attendance Sheet. Candidate~ are not allowed to carry any textual material, printed or written, bits of papers, pager, mobile phone, electronic device or any other material except the Admit Card inside the examination haliJroom. Each candidate mtist show on demand his I her Admission Card to the Invigilator. No candidaie, without special permission of the Superintendent or Invigilator, should leave his I her seat. The candidates should not leave the Examination Hall without handing over their Answer Sheet to the Invigilator on duty 'and sign the Attendance Sheet twice. Cases where a candidate has not signed the Attendance Sheet a second time will be deemed not to have handed over the Answer Sheet and dealt with as an unfair means case. Use of Electronic I Manual Calculator is prohibited. The candidates are govemed by all Rules and Regulations of the Board with regard to their conduct in the Examination Hall. All cases of unfair means will be dealt with as per Rules and Regulations of the Board. No part of the Test Booklet and Answer Sheet shall be detached under any circumstances. On completion of the t~st, the candidate must hand over the Answer Sheet to the Invigilator in the Room I Hall. The candidates are allowed to take away this Test Booklet with them. 1. ~~~~~~"iffi~if"B~3W~ m ~ OMR 3m 1f;f ~ ~-2 1R ~ ~ Tf cnT ~ (lW -;ft#t;Cfi!B ~ ~ 1R -B ~ 1 ~ om 3m ~ ~~one::~~~~~~ I 2. ~ ~frtf.?~Ci ~ ~ ~ 3m 1f;f CfiT ~ ~ ~. ~ ~ 1R ~ 3FT f.1m;r ~ WTTlt I ~ey 3WriT ~ 3m 1f;f if f.:Mflt:f ~ ~ 31fuftni ~ ~ ft.1& I 3. ~ ~ ~ 3m f<R:IT 'lit ~ if 1f;f ~ Ull'ilfcl<h em ~ <:JT ~if~ ctt m ~. cp:i]fcn ~ ~ 3m 1f;f ~ ~ Cfi)_~) ~. ~~~~~~ 4. ~-~/3m 1f;f if~~~-~~ q ~ CfiT ~ ~ ~ "B mfWt-<f;f if R1& I 5. ~ ~ ~~~ if m ctt ~ ~. ~ m c:rr "<hli ~ fWw:r f<R:IT ctT ~~f~f{9Ci, ~ ~. ~. ~<fiR, $~Cf?IR<h ~ c:rr fcR:IT 3FT m ctt ~ CfiT ~ \lfR c:rr ~ ~ ctT ~ ~~I 6. ~ \lfR 1R ~ ~. f.fOOct CfiT 31q<jT m-Cfili ~I 7. ~ <:JT~ ctt~ ~~foRT~~- 31'RT~~~ I 8. ~ ~ CfiT 3WriT ~ 1f;f ~ foRT ~ mfWt-<f;f "IR~~~~~~~~~I ~ ~ fcR:IT ~ ~ ~ om ~-<f;f or cw llRT ~ ~ ~ 3m 1f;f <:ffi ~ ~ ~ 1=fll1ffi llRT ~ I 1R ~ ~ ~~~ am ,> 9. $~Cf?IR<h 1 ~~~lf(:1(i qf{q;(:1q; ~ ~ ~ ~ I 10. ~-~if~~~~ oflt ~ ~ ~ ~ fcif.r;ri:IT ~~~I~~~~~~ ~oflt~~~~~~~ I 11. f<R:IT~if ~ am: 3ffi:<f;f~~ ~ 31WT ~~I m 12. lftt~ ~ tiT, lftt~~ ifi8:T 1 ~ ~ l) l{Cf ~ tr,r ifi8:T- f.m8:li6 Cfft ~ ~ ~ I rrft~ 3flR' fml p:r rrtt~ ~ q;1 c;t iifT t , m ( 1fEO -2 SIDE-2 ) Note : Obtain Language Supplement Test Booklet if Language-! or Language-11 opted is other than English or Hindi. 'llltfT-1 ~ ~ ~ Roll No. IIIIIIIII I <D<D<DCD<DCDCDCD 00000000 ~0000000 a @@@@@ @ 000000 (Y) 00000 0 0 CD Language Attempted I II Garo @) @ @ @) @ @) @ @ @) @ Gujarati @ @ Kannada English Hindi Assamese Bengali Khasi Malay alam Manipuri Marathl M iz o Nepali O riya Punjabi Sanskrit Ta mil @) @ @ @) @ @ @ @ @ @ @ @ @ @ @ @ @ @ @ @ @ @ @ Tibe tan @ @ Urdu @ Telugu ~~~ Main Test Booklet No. 001 002 003 004 005 006 007 008 009 010 011 012 013 014 015 016 017 018 019 020 021 022 023 024 025 026 027 028 029 030 Response CD @ <D 0 CD @ CD 0 CD 0 CD @ CD @ CD @ CD @ CD @ CD @ CD @ CD @ CD 0 CD 0 CD @ CD @ CD @ CD @ CD @ CD @ CD 0 CD 0 CD 0 CD 0 CD 0 CD @ CD @ CD @ CD 0 Q.No. 031 032 033 034 035 036 037 038 039 040 041 042 043 044 045 046 047 048 049 050 051 052 053 054 055 056 057 058 059 060 @@@@@@ 000000 000000 Response CD @ CD 0 CD 0 CD 0 CD 0 CD 0 CD @ CD 0 CD @ CD 0 CD @ CD @ CD @ CD @ CD @ <D 0 CD @ CD @ CD 0 CD @ CD @ CD @ CD 0 CD @ CD @ CD @ CD @ CD 0 CD @ CD @ Q.No. 061 062 063 064 065 066 067 068 069 070 071 072 073 074 075 076 077 078 079 080 081 082 083 084 085 086 087 088 089 090 (Y) 0 Response CD @ CD @ <D @ CD 0 CD 0 CD 0 CD @ CD @ CD @ CD @ CD @ CD 0 CD @ CD @ CD 0 CD @ CD @ CD 0 CD @ CD @ CD @ CD 0 CD @ CD @ CD 0 CD 0 CD @ CD @ CD @ CD @ @@@@@@@ @000000 0000000 Q.No. 091 092 093 094 095 096 097 098 099 100 101 102 103 104 105 106 107 108 109 110 111 112 113 114 115 116 117 118 119 120 Response CD @ CD @ CD @ CD 0 CD 0 CD 0 CD 0 CD 0 CD @ CD 0 CD @ CD @ CD @ CD @ CD @ CD 0 CD 0 CD @ <D @ CD @ CD @ CD @ CD @ CD @ CD @ <D @ CD 0 CD @ CD @ CD 0 w Code IIIIIII IIIIII D I IIIIIID I CDCDCD CD CD CD CD CD CDCDCDCDCD Q.No. & Science Social Science Language Language - II Supplement Test Booklet No. Code CDCDCDCDCDCD Subject Attempted Mathematics 'llltfT-II ~ ~ ~ Language - I Supplement Test Booklet No. Code ~ Q.No. 121 122 123 124 125 126 127 128 129 130 131 132 133 134 135 136 137 138 139 140 141 142 143 144 145 146 147 148 149 150 Response CD 0 CD 0 <D 0 CD 0 0 0 CD 0 CD @ CD @ CD @ CD 0 CD 0 CD 0 <D 0 CD 0 CD 0 CD @ CD 0 CD @ CD 0 CD 0 CD 0 CD 0 CD 0 CD @ CD 0 CD @ CD @ CD 0 CD @ CD @ i.lffi1lft111!Tf.ril""'.111'1~ll~~ ..mtr!'vftQ~~~~. ~~li"A~~3lnm ('lf<l~llll~"~lll~~ """"" tl. ~li"A~ ~. ~ '111'"" {~ afRfii1!R lll ~ fii1!R). eft~~{~ I 3fn ~II ) "fltl ~'I!~~ '111 afR ~"" ~ '111 ~I Before handing over the Answer Sheet to the invigilator, the candidate should check that Roll No .. Language Supplement Test Booklet No. & Code (if language I or Language II Attempted is other than English or Hindi), Main Test Booklet No. Subject Attempted (Mathemat1cs & Sci ence or Social Science), Language Attempted {language I and Language II ) have been filled in and marked correctly. [ Signature of Candidate in running hand I Signature of lnvigilator ~ ~ - - - ( lf'O \nR 4bl4>1 -1 SIDE-1 ) ~ ~ /ANSWER SHEET .w fffif ~ -em ~ ~~~ ~ ~ " R ~ 1'li 'P0-2 1R \3"m FILL IN THE FOLLOWING ENTRIES WITH BLUE/BLACK BALL POINT PEN ONLY I fu<) ~ ct> J INSTRUCTIONS FOR MARKING ON SIDE-2 31jw'li<I>/ROLL NUMBER DDDDDDDD ~ "<1>1 ~ (~ m 3lfcmf 3Jam li) 1. ~~~~<it<'liA~~'l't<'\cmmf.mR~~~ 2. ~~'1'1<'\cmmfu!A~~~ 3. ~IrAq;]""'~ l(iiJ ~ ~ I NAME OF THE CANDIDATE {IN CAPITAL LETTERS) Use Only Blue/Black Ball Point Pen to Darken the appropriate Circle. Please darken the complete circle. ~ "<1>1 ~ (~ ttrnT ; '1'1<'\ ll'Tim f.mR ~ ~ ~ ~ ~7Jm'gl 3Jam li) Darken ONLY ONE CIRCLE for each Question as shown below: FATHER'S/HUSBAND'S NAME IN CAPITAL LETTERS Tfffif Tfffif Tfffif Tfffif WRONG WRONG WRONG WRONG CORRECT e e 0 e jl@@@ @@ @@ CD e ~ ;:f.j CENTRE NUMBER I 4. trt\IH'I ~ q)J 0{1ll (~ 5. 3Jaffl li) ~""'cf;~l(i!J'!R'l't<'\ilfu!Awlf.tcf;~~~~~ \JTR NAME OF THE EXAMINATION CENTRE (IN CAPITAL LEITERS) ~~Change in the Answer once marked is allowed . 'l&nJ tR 3RI ifitl <lilt fuTA "! ~ I Please do not make any stray marks on the Answer Sheet 6. ~ \JTR 7. Rough work must not be done on the Answer Sheet ~ IrA q;] ""' \JTR- ~ il ~ 111/ l!llri<!> cf; <WR Win '1'1<'\ il fuTA 'l&nJ tR ~ <liT'! <iR"'T lf'lT 'g I I..___:_~_~~-~-~-ur_a-~s_w_e_ro_n_ly-in-t-he_a_p_p_ro_p_ria-te_s_p-ac_e_in_t_h-eA_n_s_w_er_S_h-ee_t I . . _ against the Number corresponding to the question. _ _. \1~1~'(01:- -po-2 q;) ~<1ft fctftt (~ ~~~ iffi;f ~ ~ ~) EXAMPLE HOW TO FILL AND MARK ON SIDE-2 WITH BLUE/BLACK BALL POINT PEN ONLY Note : Obtain Language Supplement Test Booklet. WR ~ ~ 02140579 t If your Roll No. is 02140579 1 4 1 1 1 1 If Language-1 Supplement Test Booklet No. is 234567 & Code Is W Language - I Supp ement Test Booklet No. Code Roll No. 2 'l111l I ~ R'l ~ -;j_ 234567 t '31'R w 3INilft ~-~~~pc ~ 1 1 WR 5 7 9 1 1 1 CDCD e CDCDCDCDCD e @@@@@@@@ @@@. @0@0 e 000000e0 ~~~~~ e @o@~@@@ 2 3 4 5 6 7 1 1 1 1 1 1 1 G)G)G)G)G)G) e 00000 e @0 . 0@0 e e 00000. @@@@@@ ~ G @ @ If Language-! or Language-11 opted is other than English or Hindi. WR 3INilft 'lT'II-U ~ lit'! ~ oi. 125678 t 3fR em; xt If Language-D Supplement Test Booklet No. is 125678 & Code Is X 1 2 5 6 7 8 e CDCDCDCDCD 0 e 0000 0@@@@@ m 1 1 1 1 @ 0 e 0000 5 6 3 1 1 1 1 G)G)G)G)G)G)G) @@@@@@ . 000 e 000 e 0000000 @@@@@@ @ e e e e WR aJI1I1IIl fllorn ~- jqrA = m Subject Attempted Mathematics & Science The candidate should check carefully that the Test Booklet Code printed on Side-2 of the Answer Sheet is the same as printed on Main Test Booklet. In case of discrepancy, the candidate should immediately report the matter to the invigilator for replacement of both the Main Test Booklet and the Answer Sheet. Social Science CD II I @. 0~ Assamese Bengali ~ @ @l 1)4) Garo @ @ Gujat;oti @ @ Kannada ~ (0~ Khasl Malayalam @ @ loo 09 Manlpuri @ !@ Mizo Nepal @ @ ~ @ ,., . ~ - @ Urdu Onya Putlabo @ ~ I~ ~ Tamil (1 r Tetugu @ Tibetan .~ @ @ t If Subject Attempted Is Soc;ial Science ~ ~ m~ qij E2lA m ~ ~ ~<r-~ ~ i'i s3!T 3I'R i3'ffi ~ ~ T0-2 i'i s3!T mR IDI3JTR~offll ~ ffi~~l!l'l> <P) ~ llR 31'R~~I<r-l~ 1/'i i3'ffi ~~I If language -lis English & language -Ills Bengali Englloh H10d1 0 4 t ~A-.pt8d Main Test Booklet 2 WR 3INilft 'lT'II-1 English ~ 'lJ11l-ll Bengali language e e IMPORTANT = ~ ~~~ Language - ll Supplement Test Booklet No. Code 1 1 1 1 1 1 1 3INilft lj'5Q R'l oi. 0204563 t If your Main Test Booklet No. Is 0204563 'llf!II-II ~ w-1 ~ 0000 e 0 @ WR arR -\'3<R R'l-i-00811111t If your Response to Question number 0081s (1) Q.No. 008 Response e 000

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Additional Info : Solved CTET exam paper study guide - CTET November 2012 : Paper 2 Free Online Question Paper
Tags : CBSE CTET Nov 2012 Paper II - Main Test Booklet, model question paper syllabus, Child development and pedagogy, Mathematics and Science, Social Studies, Social Science, Language I, Language II, English, Hindi, CTET Examinations Solved Question Papers, Central Teacher Eligibility Test, CBSE, Central Board of Secondary Education, ctet exams model / sample papers with answers, paper 1, paper 2, ctet preparation, ctet specimen / mock papers, ctet books, ctet india portal, ctet question bank, ctet question papers with answers, ctet model test papers, ctet last year papers, previous years fully solved question papers with solutions, free online ctet paper, ctet syllabus, india ctet board sample questions papers last 10 years, ctet guess papers, ctet important questions, 2016, 2015, 2014, 2013, 2012, 2011.  

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