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CTET Exam - DEC 2018 : Paper 1 (Main)

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MVD18 I Bg nwp VH$m _| 56> _w{ V n > h & This Booklet contains 56 printed pages. narjm nwp VH$m g `m Test Booklet No. Z-n I / PAPER I _w ` narjm nwp VH$m / MAIN TEST BOOKLET narjm nwp VH$m g Ho$V Test Booklet Code Bg narjm nwp VH$m H$mo V~ VH$ Z Imob| O~ VH$ H$hm Z OmE & Do not open this Test Booklet until you are asked to do so. Bg narjm nwp VH$m Ho$ {nN>bo AmdaU na {XE JE {ZX}em| H$mo `mZ go n T>| & Read carefully the Instructions on the Back Cover of this Test Booklet. narjm{W `m| Ho$ {bE {ZX}e : I Instructions for Candidates : 1. OMR 1. The OMR Answer Sheet is inside this Test Booklet. When you are directed to open the Test Booklet, take out the Answer Sheet and fill in the particulars on Side-1 and Side-2 carefully with Black/Blue Ballpoint Pen only. 2. 2. The test is of 2 hours duration and consists of 150 questions. There is no negative marking. 3. 4. 5. 6. 7. 8. 9. C ma-n Bg narjm nwp VH$m Ho$ A Xa aIm h & O~ AmnH$mo narjm nwp VH$m ImobZo H$mo H$hm OmE, Vmo C ma-n {ZH$mb H$a n >-1 Ed n >-2 na `mZ go Ho$db H$mbo/Zrbo ~m bnm B Q> noZ go {ddaU ^a| & narjm H$s Ad{Y 2 K Q>o h Ed narjm _| 150 Z h & H$moB G$Um _H$ A H$Z Zht h & Bg n > na {ddaU A {H$V H$aZo Ed C ma-n na {ZemZ bJmZo Ho$ {bE Ho$db H$mbo/Zrbo ~m bnm B Q> noZ H$m `moJ H$a| & Bg nwp VH$m H$m g Ho$V I h & `h gw{Z{ V H$a b| {H$ Bg nwp VH$m H$m g Ho$V, C ma-n Ho$ n >-2 na N>no g Ho$V go {_bVm h & `h ^r gw{Z{ V H$a b| {H$ narjm nwp VH$m g `m Am a C ma-n g `m {_bVo h & AJa `h {^fi hmo, Vmo narjmWu Xygar narjm nwp VH$m Am a C ma-n boZo Ho$ {bE {ZarjH$ H$mo Vwa V AdJV H$amE & Bg narjm nwp VH$m _| nm M ^mJ I, II, III, IV Am a V h , {OZ_| 150 d Vw{Z > Z h VWm `oH$ 1 A H$ H$m h : ^mJ I : ~mb {dH$mg Am a {ejm-em ( Z g 0 1 30) ^mJ II : J{UV ( Z g 0 31 60) ^mJ III : n`m daU A ``Z ( Z g 0 61 90) ^mJ IV : ^mfm I (A J oOr/qhXr) ( Z g 0 91 120) ^mJ V : ^mfm II (A J oOr/qhXr) ( Z g 0 121 150) ^mJ IV _| ^mfm I Ho$ {bE 30 Z Am a ^mJ V _| ^mfm II Ho$ {bE 30 Z {XE JE h & Bg narjm nwp VH$m _| Ho$db A J oOr d qhXr ^mfm go g ~p YV Z {XE JE h & `{X ^mfm I Am a/`m ^mfm II _| AmnHo$ mam MwZr JB ^mfm(E ) A J oOr `m qhXr Ho$ Abmdm h /h , Vmo H $n`m Cg ^mfm dmbr n[a{e > narjm nwp VH$m _m J b| & {OZ ^mfmAm| Ho$ Zm| Ho$ C ma Amn Xo aho h do AmdoXZ-n _| MwZr JB ^mfmAm| go Ad ` _ob ImZr Mm{hE & narjmWu ^mfm II (^mJ V) Ho$ {bE ^mfm gyMr go Eogr ^mfm MwZ| Omo CZHo$ mam ^mfm I (^mJ IV) _| MwZr JB ^mfm go {^fi hmo & a \$ H$m` narjm nwp VH$m _| Bg `moOZ Ho$ {bE Xr JB Imbr OJh na hr H$a| & g^r C ma Ho$db OMR C ma-n na hr A {H$V H$a| & AnZo C ma `mZnyd H$ A {H$V H$a| & C ma ~XbZo hoVw oV a OH$ H$m `moJ {Z{f h & 3. Use Black/Blue Ballpoint Pen only for writing particulars on this page/marking responses in the Answer Sheet. 4. The CODE for this Booklet is I. Make sure that the CODE printed on Side-2 of the Answer Sheet is the same as that on this Booklet. Also ensure that your Test Booklet No. and Answer Sheet No. are the same. In case of discrepancy, the candidate should immediately report the matter to the Invigilator for replacement of both the Test Booklet and the Answer Sheet. 5. This Test Booklet has Five Parts I, II, III, IV and V, consisting of 150 Objective-type Questions and each carrying 1 mark : Part I : Child Development and Pedagogy (Q. Nos. 1 30) Part II : Mathematics (Q. Nos. 31 60) Part III : Environmental Studies (Q. Nos. 61 90) Part IV : Language I (English/Hindi) (Q. Nos. 91 120) Part V : Language II (English/Hindi) (Q. Nos. 121 150) 6. Part IV contains 30 questions for Language I and Part V contains 30 questions for Language II. In this Test Booklet, only questions pertaining to English and Hindi Language have been given. In case the language(s) you have opted for as Language I and/or Language II is a language other than English or Hindi, please ask for a Supplement Test Booklet that contains questions on that Language. The languages being answered must tally with the languages opted for in your Application Form. 7. Candidates are required to attempt questions in Language II (Part V) in a language other than the one chosen as Language I (Part IV) from the list of languages. 8. Rough work should be done only in the space provided in the Test Booklet for the same. 9. The answers are to be recorded on the OMR Answer Sheet only. Mark your responses carefully. No whitener is allowed for changing answers. narjmWu H$m Zm_ (~ S>o Ajam| _|) : Name of the Candidate (in Capital letters) AZwH $_m H$ (A H$m| _|) : Roll Number (in figures) (e Xm| _|) : (in words) narjm-Ho$ (~ S>o Ajam| _|) : Centre of Examination (in Capital letters) narjmWu Ho$ h Vmja : Candidate s Signature Facsimile Signature Stamp of Centre Superintendent {ZarjH$ Ho$ h Vmja : Invigilator s Signature ^mJ I PEDAGOGY / ~mb {dH$mg Am a> {ejm-em PART I / CHILD DEVELOPMENT AND {ZX}e {Z Z{b{IV Zm| Ho$ C ma XoZo Ho$ {bE ghr/g~go Cn`w $ {dH$ n Mw{ZE & Directions : Answer the following questions by selecting the correct/most appropriate options. 1. 1. Which one of the following statements is true about the role of heredity and environment? (1) Certain aspects of development are influenced more by heredity and others more by environment. (2) A child s ability to learn and perform is completely decided by the genes. (3) Good care and a nutritious diet can fight off any disorder a child is born with. (4) Environment plays a significant role only in the child s language development. 2. Which one of the following statements cannot be attributed to Piaget s theory? (1) Development occurs qualitative stages. 2. AmZwd {eH$Vm Am a n`m daU H$s ^y{_H$m Ho$ ~mao _| {Z Z{b{IV _| go H$m Z-gm H$WZ g ` h ? (1) {dH$mg Ho$ Hw$N> nhby AmZwd {eH$Vm Am a Hw$N> A ` n`m daU go A{YH$ ^m{dV hmoVo h & (2) grIZo Am a Xe Z H$aZo H$s EH$ ~ o H$s j_Vm OrZm| mam nyar Vah go {ZYm [aV H$s OmVr h & (3) A N>r XoI^mb Am a nm { >H$ Amhma ~ o Ho$ {H$gr ^r O _OmV {dH$ma H$mo Xya H$a gH$Vm h & (4) n`m daU Ho$db ~ o Ho$ ^mfm-{dH$mg _| _h dnyU ^y{_H$m {Z^mVm h & {Z Z{b{IV _| go H$m Z-gm H$WZ {n`mOo Ho$ {g m V Ho$ AZwgma H$hm Zhr Om gH$Vm? in (1) {dH$mg JwUm _H$ MaUm| _| hmoVm h & (2) Children construct and use knowledge about their world. (2) ~ o AnZr Xw{Z`m Ho$ ~mao _| kmZ H$m {Z_m U Am a Cn`moJ H$aVo h & (3) {Za Va A `mg go A{YJ_ hmoVm h & (4) ~ o AnZo n`m daU na {H $`m H$aVo h & (3) Learning takes place through constant practice. (4) Children act environment. on their 3. 3. Which one of the following is not a limitation of the preoperational thought? (1) Tendency to concentrate (2) Development of the symbolic thought (3) Egocentrism (4) Irreversibility P-I/I 2 {Z Z{b{IV _| go H$m Z-gr nyd -g {H $`m _H$ {dMma H$s EH$ gr_m Zht h ? (1) `mZ Ho ${ V H$aZo H$s d { m (2) VrH$m _H$ {dMma H$m {dH$mg (3) Ah _ `Vm (4) AZw H $_Ur`Vm Ho$ Abmdm, {Z Z{b{IV H$maUm| go Iob `wdm ~ m| Ho$ {dH$mg _| EH$ _h dnyU ^y{_H$m {Z^mVm h : (1) do AnZo eara na {ZnwUVm m H$aVo h (2) `h CZH$s B { `m| H$mo C mo{OV H$aVm h (3) `h g_` {~VmZo H$m EH$ gwIX VarH$m h (4) do ZE H$m eb hm{gb H$aVo h Am a grIVo h {H$ C h| H$~ Cn`moJ {H$`m OmE 4. Play has a significant role in development of young children for the following reasons, except (1) they gain mastery over their body (2) it stimulates their senses (3) it is just a pleasant way to spend time (4) they acquire new skills and learn when to use them 4. _____ 5. Which one of the following questions invites children to think critically? (1) Do you know the answer to this? (2) What is the right answer? (3) Can you think of a similar situation? (4) What are the different ways in which we can solve this? 5. {Z Z{b{IV _| go H$m Z-gm Z ~ m| H$mo J ^ra $n go gmoMZo Ho$ {bE Am_ { V H$aVm h ? (1) `m Amn BgH$m C ma OmZVo h ? (2) ghr Odm~ `m h ? (3) `m Amn Bgr Vah H$s p W{V Ho$ ~mao _| gmoM gH$Vo h ? (4) {d{^fi VarH$m| go h_ Bgo H $go hb H$a gH$Vo h ? 6. {Z Z{b{IV _| go H$m Z-gm {dH$ n J{Verb {ejm H$m g~go A N>m dU Z H$aVm h ? (1) H$a Ho$ grIZm, n[a`moOZm {d{Y, gh`moJ go grIZm (2) {W_ {Q>H$ BH$mB`m , {Z`{_V BH$mB narjU, a qH$J (3) `{ $JV A{YJ_, j_Vm g_yh ~ZmZm, N>m m| H$s bo~qbJ (4) n[a`moOZm {d{Y, j_Vm g_yh ~ZmZm, a qH$J 7. J{Verb {ejm Ho$ ~mao _| {Z Z{b{IV _| go H$m Z-gm H$WZ ~VmVm h {ejm d` hr OrdZ h ? (1) Hy$b {ejm H$mo `Wmg ^d b ~o g_` VH$ Omar aIZm Mm{hE & (2) Hy$bm| H$s Amd `H$Vm Zht h , ~ o AnZo OrdZ Ho$ AZw^dm| go grI gH$Vo h & (3) Hy$bm| _| {ejm gm_m{OH$ Am a mH ${VH$ Xw{Z`m H$mo {Vq~{~V H$ao & (4) OrdZ g m {ejH$ h & 6. Which one of the following options best describes progressive education? (1) Learning by doing, project method, cooperative learning (2) Thematic units, regular unit tests, ranking (3) Personalized learning, ability grouping, labeling students (4) Project method, ability grouping, ranking 7. Which one of the following statements about progressive education explains Education is life itself ? (1) School education should continue as long as possible. (2) Schools are not required, children can learn from their life experiences. (3) Education in schools should reflect the social and natural world. (4) Life is the true educator. P-I/I 3 [ P.T.O. 8. Which one of the following can be considered as a contribution of Kohlberg s theory? 8. H$moh b~J Ho$ {g m V Ho$ `moJXmZ Ho$ $n _| {Z Z{b{IV _| go {H$go _mZm Om gH$Vm h ? (1) CZHo$ {g m V Zo g kmZm _H$ n[an $Vm Am a Z {VH$ n[an $Vm Ho$ ~rM EH$ gh`moJ H$m g_W Z {H$`m h & (2) Bg {g m V _| {d V V narjU {H $`mE h & (3) It establishes a clear relationship between moral reasoning and action. (3) `h Z {VH$ VH $ Am a H$ma dmB Ho$ ~rM EH$ n > g ~ Y Wm{nV H$aVm h & (4) His belief is that children are moral philosophers. (4) CZH$m {d mg h {H$ ~ o Z {VH$ Xme {ZH$ h & (1) His theory has supported an association between cognitive maturity and moral maturity. (2) The theory has elaborate testing procedures. 9. 9. The Zone of Proximal Development refers to {ZH$Q>dVu {dH$mg H$m jo g X{^ V H$aVm h (1) Cg MaU H$mo, O~ A{YH$V_ {dH$mg g ^d h (2) the developmental phase when child takes complete responsibility for learning (2) Cg {dH$mgm _H$ MaU H$mo, O~ ~ m grIZo H$s nyar { O _oXmar boVm h (3) a context in which children can almost perform a task on their own with the right level of support (3) EH$ g X^ H$mo, {Og_| ~ o gh`moJ Ho$ ghr Va Ho$ gmW H$moB H$m` bJ^J d` H$a gH$Vo h (4) the point in learning when support can be withdrawn (4) Cg grIZo Ho$ q~Xw H$mo, O~ gh`moJ dmng {b`m Om gH$Vm h (1) the phase when maximum development is possible 10. An androgynous personality 10. (1) refers to men with feminine traits EH$ C^`qbJr `{ $ d (1) r bjUm| dmbo nw fm| H$mo g X{^ V H$aVm h (2) _| Am_Vm a na _mZo JE _Xm Zm Am a r JwUm| H$m g_m`moOZ hmoVm h and (3) _| T> Am a Ah H$mar hmoZo H$s AmXV h (4) adheres to stereotypical gender roles prevalent in the society (4) g_mO _| M{bV ${ T>dmXr qbJ ^y{_H$mAm| H$m nmbZ H$aVm h (2) has a balance of what are generally considered masculine and feminine traits (3) tends to arrogant P-I/I be assertive 4 11. Children acquire gender roles through all of the following, except 11. ~ o _____ H$mo N>mo S>H$a A ` g^r Ho$ mam qbJ ^y{_H$mE J hU H$aVo h & (1) _r{S>`m (2) socialization (2) g_mOrH$aU (3) culture (3) g H ${V (4) Q> yeZ (1) media (4) tutoring 12. One of the critiques of standardized tests has been that (1) they represent largely mainstream culture and therefore biased 12. the are _mZH$sH $V narjUm| H$s AmbmoMZmAm| _| go EH$ `h h {H$ (1) do _w ` $n go _w `Ymam H$s g H ${V H$m {V{Z{Y d H$aVo h Am a Bg{bE njnmVr h (2) their language is difficult to understand (2) CZH$s ^mfm H$mo g_PZm _wp H$b h (3) the tests cannot be administered on large populations (3) narjU ~ S>r Am~mXr na bmJy Zht {H$E Om gH$Vo h (4) do ~ o H$s j_Vm H$s n > V dra Zht XoVo h (4) they do not give a clear picture of a child s ability 13. The theory of multiple intelligence says that 13. (1) intelligence accelerated can be EH$m{YH$ ~w{ _mZr H$m {g m V H$hVm h {H$ rapidly (1) ~w{ VoOr go ~ T>mB Om gH$Vr h (2) intelligence can be of several kinds (2) ~w{ H$B H$ma H$s hmo gH$Vr h (3) paper-pencil helpful not (3) nona-n|{gb narjU ghm`H$ Zht h (4) intelligence can be multiplied with effective pedagogy (4) ^mdr A `mnZ Ho$ mam ~w{ ~ T>mB Om gH$Vr h P-I/I tests are 5 [ P.T.O. 14. Teacher can utilize both assessment for learning and assessment of learning to 14. {ejH$ grIZo Ho$ {bE _y `m H$Z Am a grIZo Ho$ _y `m H$Z XmoZm| H$m Cn`moJ H$a gH$Vo h (1) ~ m| H$s J{V Am a Cnbp Y Va H$mo OmZZo _| (2) ~ o H$s grIZo H$s O $aVm| H$mo OmZZo _| Am a VXZwgma {ejU aUZr{V H$m M`Z H$aZo _| (3) assess child s performance at periodic intervals and certify his/her performance (3) Amd{YH$ A Vambm| na ~ o Ho$ Xe Z H$m AmH$bZ H$aZo Am a CgHo$ Xe Z H$mo _m{UV H$aZo _| (4) monitor children s progress and set appropriate goals to fill their learning gaps (4) ~ m| H$s J{V H$s {ZJamZr H$aZo Am a CZHo$ grIZo Ho$ A Vamb H$mo ^aZo Ho$ {bE C{MV b ` {ZYm [aV H$aZo _| (1) know children s progress and achievement level (2) know learning needs of child and select teaching strategy accordingly 15. Which one of the following is not related to Continuous and Comprehensive Evaluation? 15. {Z Z{b{IV _| go H$m Z-gm gVV Am a `mnH$ _y `m H$Z go g ~ {YV Zht h ? (1) It has been mandated by the Right to Education Act of India. (1) Bgo ^maV Ho$ {ejm Ho$ A{YH$ma A{Y{Z`_ mam A{Zdm` {H$`m J`m h & (2) It is an integral part of teachinglearning process. (2) `h {ejU-A{YJ_ {H $`m H$m EH$ A{^fi A J h & (3) It focuses achievement learning areas. (3) `h {d{^fi {ejm-jo m| _| ~ o H$s Cnbp Y na H|${ V h & (4) `h ~ m| H$mo Yr_o, Iam~ `m ~w{ _mZ Ho$ $n _| {M{ V H$aZo _| Cn`moJr hmoVm h & on in child s different (4) It is useful to label children as slow, poor or intelligent. 16. Giftedness in attributed to children can 16. be ~ m| _| {V^mem{bVm gH$Vr h & _____ Ho$ H$maU hmo (1) AmZwd {eH$Vm Am a dmVmdaU Ho$ ~rM EH$ A V {H $`m (2) a resource-rich environment (2) EH$ g gmYZ-g_ dmVmdaU (3) successful parents (3) g\$b _mVm-{nVm (4) a disciplined routine (4) EH$ AZwem{gV {XZM`m (1) an interplay between heredity and environment P-I/I 6 17. Children coming from socioeconomically disadvantaged backgrounds need a classroom environment which 17. gm_m{OH$-Am{W H$ $n go d {MV n >^y{_ go AmZo dmbo ~ m| H$mo H$jm Ho$ _mhm b H$s Amd `H$Vm hmoVr h , Omo (1) C h| A N>m `dhma {gImVm h (2) CZHo$ gm H ${VH$ Am a ^mfmB kmZ H$mo _h d XoVm h VWm CZH$m Cn`moJ H$aVm h (3) discourages the use of their language so that they learn the mainstream language (3) CZH$s ^mfm Ho$ Cn`moJ H$mo hVmo gm{hV H$aVm h Vm{H$ do _w `Ymam H$s ^mfm grI gH|$ (4) categorizes children based on their abilities (4) ~ m| H$mo CZH$s j_VmAm| Ho$ AmYma na dJuH $V H$aVm h (1) teaches them good behaviour (2) values and uses their cultural and linguistic knowledge 18. The intervention needed for creative and talented children in the classroom rests on 18. (1) use of customized and stimulating instructional methods by the teacher (2) giving extra time to them H$jm _| g OZm _H$ Am a {V^membr ~ m| Ho$ {bE Amd `H$ h Vjon {Z^ a H$aVm h (1) {ejH$ mam AZwHy${bV Am a oaH$ {ZX}eZ VarH$m| Ho$ Cn`moJ na (2) C h| A{V[a $ g_` {XE OmZo na (3) CZHo$ {V Zoohr hmoZo Ho$ ZmVo na (4) C h| A ` ~ m| H$mo n T>mZo H$s { O _oXmar XoZo na (3) being affectionate towards them (4) giving them the responsibility of teaching other children 19. 19. Which one of the following ways is not a suitable way to help hyperactive children learn? A{Vg doXZerb ~ m| H$mo grIZo _| _XX H$aZo Ho$ {bE {Z Z{b{IV _| go H$m Z-gm VarH$m Cn`w $ VarH$m Zht h ? (1) Breaking up a task into small, manageable segments (1) EH$ H$m` H$mo N>moQ>o, ~ YZr` I S>m| _o Vmo S>Zm (2) Offering learning (2) A{YJ_ Ho$ d H$p nH$ VarH$m| H$s noeH$e (3) CZHo$ X {ZH$ H$m` H $_ _| emar[aH$ J{V{d{Y H$m g_mdoe (4) ~oM Z hmoZo na A ga C h| \$Q>H$ma bJmZm alternative ways of (3) Including physical activity in their daily schedule (4) Reprimanding them often for being restless 20. 20. Patterns of divergent thinking identify children, who are AbJ-AbJ gmoM dmbo n Q>Z CZ ~ m| H$s nhMmZ H$aVo h , Omo (1) {dH$bm J h (2) {S bop gH$ h (3) creative (3) g OZm _H$ h (4) resilient (4) `m Wr h (1) disabled (2) dyslexic P-I/I 7 [ P.T.O. 21. Which one of the following does not describe the ways in which a teacher can model problem solving for children in the classroom? 21. (1) Discuss your thought processes about solving a particular problem (2) Be honest about mistakes while something making solving (3) Use vocabulary like think, ideas, trial and different answers {Z Z{b{IV _| go H$m Z-gm {ejH$ mam H$jm _| ~ m| Ho$ {bE g_ `m hb H$aZo Ho$ VarHo$ H$m dU Z Zht H$a gH$Vm? (1) {H$gr {deof g_ `m H$mo hb H$aZo Ho$ ~mao _| AnZr {dMma- {H $`mAm| na MMm H$aZm (2) Hw$N> hb H$aVo g_` Jb{V`m| H$mo H$aZo Ho$ {V B _mZXma ahZm (3) gmoM, {dMma, narjU Am a {d{^fi C mam| O gr e Xmdbr H$m `moJ H$aZm (4) A{^gaU C mam| dmbo Z nyN>Zm (4) Ask questions with convergent answers 22. 22. Which one of the following is an emotion? (1) Memory {Z Z{b{IV _| go H$m Z-gm EH$ g doJ h ? (1) _ {V (2) S>a (3) `mZ (4) C moOZm (2) Fear (3) Attention (4) Stimulus 23. A three-year-old child explains that milk is produced by a machine at the milk booth. 23. EH$ VrZ gmb H$m ~ m ~VmVm h {H$ XyY ~yW na EH$ _erZ mam XyY H$m C nmXZ hmoVm h & Which one of the following offers the best explanation of the child s understanding? {Z Z{b{IV _| go H$m Z-gm ~ o H$s g_P H$m g~go A N>m n >rH$aU XmZ H$aVm h ? (1) The child has very exposure of the world. limited (1) ~ o H$mo Xw{Z`m AZmdaU/kmZ h & (2) The child s answer is based on his/her experience of buying milk from the milk booth. (2) ~ o H$m Odm~ XyY ~yW go XyY IarXZo Ho$ AnZo AZw^d na AmYm[aV h & (3) The child has never seen cows. (3) ~ o Zo Jm`m| H$mo H$^r Zht XoIm h & (4) The child s family does not offer a stimulating environment to the child. (4) ~ o H$m n[adma ~ o H$mo oaH$ dmVmdaU XmZ Zht H$aVm & P-I/I 8 H$m ~h V gr{_V 24. Which one of the following best describes a teacher s role? (1) Teacher s most important role in the classroom is to maintain discipline (2) A teacher should adhere to the prescribed textbook (3) Completing the syllabus on time leaving enough time for revision is important (4) Creating a relaxed space where children learn through dialogue and inquiry 24. 25. Which one of the following classrooms encourages rich learning? (1) A classroom with a variety of material displayed in the class beyond the reach of children so that the material lasts longer (2) A classroom with open activity corners and a variety of children s literature in open shelves accessible any time of the day (3) A classroom with neatly organized material in cupboards brought out once a week for free play (4) A classroom with structured and planned learning driven by textbook content 25. 26. Which one of the following best describes the role of textbooks in the classroom? (1) They are one of the resource and reference materials available in the class. (2) They maintain homogeneity in learning across a State or the Nation. (3) They provide guidance to teachers and parents about the course of study. (4) They form the most essential learning resource in a resourcestarved context. P-I/I 26. 9 {Z Z{b{IV _| go H$m Z-gm {ejH$ H$s ^y{_H$m H$m g~go A N>m dU Z H$aVm h ? (1) H$jm _| {ejH$ H$s g~go _h dnyU ^y{_H$m AZwemgZ H$mo ~ZmE aIZm h (2) EH$ {ejH$ H$mo {ZYm [aV nmR> nw VH$ H$m nmbZ H$aZm Mm{hE (3) nmR> H $_ H$mo g_` na nyam H$aZo Ho$ gmWgmW XmohamZo Ho$ {bE n`m g_` XoZm _h dnyU h (4) Amam_ Ho$ {bE OJh ~ZmZm, Ohm ~ o g dmX Am a nyN>VmN> Ho$ _m `_ go grIVo h {Z Z{b{IV _| go H$m Z-gr H$jm g_ {ejm H$mo mo gm{hV H$aVr h ? (1) dh H$jm {Og_| X{e V {d{^fi H$ma H$s gm_J r ~ m| H$s nh wM go nao hmo Vm{H$ gm_J r b ~o g_` VH$ MbVr aho (2) dh H$jm {Og_| Iwbr J{V{d{Y H$moZ| hm| Am a {d{^fi H$ma Ho$ ~mb gm{h ` Iwbr VmH$ (eo \$) _| aIr hm|, Omo {XZ Ho$ {H$gr ^r g_` m {H$`m Om gHo$ (3) Ab_mar _| A N>r Vah g J{R>V gm_J r dmbr H$jm, Ohm gm_J r H$mo g mh _| EH$ ~ma _w $ Iob Ho$ {bE ~mha bm`m OmVm hmo (4) nmR> nw VH$$ gm_J r mam g Mm{bV g a{MV Am a `moOZm~ A{YJ_ dmbr H$jm {Z Z{b{IV _| go H$m Z-gm H$jm _| nmR> nw VH$m| H$s ^y{_H$m H$m g~go A N>m dU Z H$aVm h ? (1) do H$jm _| Cnb Y g gmYZ Am a g X^ gm_J r _| go EH$ h & (2) do EH$ am ` `m am > _| A{YJ_ _| EH$ $nVm ~ZmE aIVo h & (3) do A ``Z Ho$ nmR> H $_ Ho$ ~mao _| {ejH$m| Am a _mVm-{nVm H$mo _mJ Xe Z XmZ H$aVo h & (4) do g gmYZ-a{hV g X^ _| g~go Amd `H$ A{YJ_ g gmYZ ~ZmVo h & [ P.T.O. 27. The National Curriculum Framework 2005 derives its understanding from 27. am >r` nmR> M`m \ o$_dH $ 2005 Zo AnZr g_P _____ go m H$s h & (1) _mZdVmdmX (2) behaviourism (2) `dhmadmX (3) constructivism (3) aMZmdmX (4) cognitive theories (4) g kmZm _H$ {g m V (1) humanism 28. The children in a class can be considered to be motivated if (1) they come to school dressed in uniform 28. neatly (2) they maintain discipline in the class (3) all are regular in attendance (4) they ask questions seeking clarification from the teacher 29. Which one of the following is the most suitable to improve children s learning? 29. H$jm _| ~ m| H$mo o[aV g_Pm Om gH$Vm h `{X (1) do A N>r Vah go dXu nhZo Hy$b _| AmVo h (2) do H$jm _| AZwemgZ ~ZmE aIVo h (3) do g^r Cnp W{V _| {Z`{_V h (4) do {ejH$ go n >rH$aU m H$aZo Ho$ {bE Z nyN>Vo h {Z Z{b{IV _| go H$m Z-gm ~ m| _| A{YJ_ _| gwYma H$aZo Ho$ {bE g~go A{YH$ Cn`w $ h ? (1) Regular assessment test should be conducted. (1) {Z`{_V _y `m H$Z narjm Am`mo{OV H$s OmZr Mm{hE & (2) Teacher should explain the content using different examples and illustrations. (2) {ejH$ H$mo {d{^fi CXmhaUm| Am a {M m| H$m Cn`moJ H$aHo$ {df` H$s `m `m H$aZr Mm{hE & (3) All types of learning material should be there in the class. (3) (4) Teacher should facilitate children to interact with each other on real-life situations. H$jm _| g^r H$ma H$s {ejU-gm_J r hmoZr Mm{hE & (4) {ejH$ H$mo dm V{dH$ OrdZ p W{V`m| na ~ m| H$mo EH$-Xygao Ho$ gmW ~mVMrV H$aZo _| _XX H$aZr Mm{hE & 30. The discipline which has a significant role in a learning environment is of the kind which helps 30. AZwemgZ, Omo A{YJ_ dmVmdaU _| EH$ _h dnyU ^y{_H$m {Z^mVm h , {H$g Vah H$s _XX H$aVm h ? (1) children to regulate and monitor their own learning (1) ~ m| H$mo AnZr {ejm H$mo {d{Z`{_V Am a _m ZrQ>a H$aZo Ho$ {bE (2) to create silence (2) Mwflnr gmYo ahZo Ho$ {bE (3) {ejH$m| H$mo {ZX}e XoZo _| (4) ~ m| H$mo CZHo$ nmR> aQ>H$a `mX H$aZo _| (3) teachers to give instructions (4) children rote memorize their lessons P-I/I 10 PART II / ^mJ II MATHEMATICS / Directions : Answer the following questions by selecting the correct/most appropriate options. {ZX}e {Z Z{b{IV Zm| Ho$ C ma XoZo Ho$ {bE ghr/g~go Cn`w $ {dH$ n Mw{ZE & 31. The assessment of what children learn in mathematics in primary classes should not focus on (1) understanding of mathematical concepts (2) development language of J{UV 31. mW{_H$ H$jmAm| _| ~ o J{UV _| `m grIVo h , BgHo$ AmH$bZ H$m `mZ {H$g na Zht hmoZm Mm{hE? the (1) J{UVr` AdYmaUmAm| H$mo g_PZm mathematical (2) J{UVr` ^mfm H$m {dH$mg (3) J{UV H$s g_ `mAm| H$m Odm~ XoZo _| gQ>rH$Vm (4) VH $ H$m eb H$m {dH$mg (3) preciseness in answering mathematics problems (4) development of reasoning skills 32. What sequence of the following instructions should be followed in development of a mathematical concept in elementary classes? I. Drawing pictures II. Using symbolic representation 32. III. Providing experiences IV. Explaining through language map ^H$ H$jmAm| _| EH$ J{UVr` AdYmaUm Ho$ {dH$mg _| {Z Z{b{IV {ZX}em| H$m AZwH $_ {H$g H$ma {H$`m OmZm Mm{hE? I. {M ~ZmZm II. VrH$m _H$ {V{Z{Y d H$m Cn`moJ H$aZm III. AZw^d XmZ H$aZm IV. ^mfm Ho$ _m `_ go g_PmZm (1) IV, III, I, II (1) IV, III, I, II (2) III, IV, I, II (2) III, IV, I, II (3) IV, III, II, I (3) IV, III, II, I (4) III, I, II, IV (4) III, I, II, IV P-I/I SPACE FOR ROUGH WORK / 11 a \$ H$m` Ho$ {bE OJh [ P.T.O. 33. A child subtracted two numbers as shown below : 83 27 64 33. EH$ ~ o Zo ZrMo {XImE AZwgma Xmo g `mE KQ>mB : 83 27 64 Which one of the following statements gives idea about the child s learning of subtraction? {Z Z{b{IV _| go H$m Z-gm H$WZ ~ o Ho$ KQ>md grIZo H$m ~moY H$amVm h ? (1) The child has misconceptions about place value in the process of subtraction. (1) ~ o H$mo KQ>md H$s {H $`m _| WmZr` _mZ Ho$ ~mao _| JbV YmaUmE h & (2) ~ m Zht OmZVm {H$ H $go KQ>mZm h & (3) ~ m Xmo A H$m| dmbr g `mAm| Ho$ KQ>md H$s {H $`m OmZVm h & (4) `h EH$ JbVr h Am a Bgo ~ma-~ma A `mg H$aHo$ gwYma {H$`m Om gH$Vm h & (2) The child does not know how to subtract. (3) The child knows the process of subtraction of two-digit numbers. (4) It is a mistake and it can be rectified by repeated practice. 34. Arrange the following steps of cycle of learning and assessment in order : I. Teaching-learning with assessment II. Planning and organization of teaching-learning and assessment 34. integrated A{YJ_ Am a AmH$bZ Ho$ MH $ Ho$ {Z Z{b{IV MaUm| H$mo H $_ _| `dp WV H$s{OE : I. {ejU-A{YJ_ Ho$ gmW EH$sH $V AmH$bZ II. {ejU-A{YJ_ Am a AmH$bZ H$s `moOZm ~ZmZm Am a CgH$m g JR>Z III. J{V [anmoQ> H$m {dH$mg IV. ~ m| Ho$ A{YJ_ Am a J{V H$s {Vnw{ > H$s [anmo{Q> J Am a CgH$m g Mma III. Developing progress reports IV. Reporting and communicating feedback of children s learning and progress (1) II, I, III, IV (1) II, I, III, IV (2) I, II, IV, III (2) I, II, IV, III (3) IV, I, II, III (3) IV, I, II, III (4) II, IV, I, III (4) II, IV, I, III P-I/I SPACE FOR ROUGH WORK / 12 a \$ H$m` Ho$ {bE OJh 35. Why are Roman numerals not commonly used in writing numbers like the Hindu-Arabic numerals? 35. (1) The Roman numerals do not employ place value, so calculations are difficult to perform using these numerals. (2) Roman numerals are difficult to remember. (3) The formation of numbers using Roman numerals is a complicated task. (4) Children get confused with the English alphabet and Roman numerals. 36. A teacher encourages the children in her class to explain the physical properties of the objects around them in their own words. 36. What is the most appropriate objective of the teacher to do such an activity with her students? amo_Z A H$m| H$m Cn`moJ Am_Vm a na qhXy-Aa~r A H$m| O gr g `mAm| Ho$ boIZ _| `m| Zht {H$`m OmVm? (1) amo_Z A H$ WmZr` _mZ H$m {Z`moOZ Zht H$aVo h , Bg{bE BZ A H$m| H$m Cn`moJ H$aHo$ JUZm H$aZm _wp H$b hmoVm h & (2) amo_Z A H$m| H$mo `mX H$aZm _wp H$b h & (3) amo_Z A H$m| H$m Cn`moJ H$aHo$ g `mAm| H$mo ~ZmZm EH$ O{Q>b H$m` h & (4) ~ o A J oOr dU _mbm Am a amo_Z A H$m| _| ^ {_V hmo OmVo h & EH$ {ejH$ AnZr H$jm _| ~ m| H$mo CZHo$ n[adoe _| _m OyX d VwAm| Ho$ ^m {VH$ JwUm| H$mo AnZo e Xm| _| g_PmZo Ho$ {bE mo gm{hV H$aVm h & AnZo N>m m| Ho$ gmW Eogr J{V{d{Y H$aZo Ho$ nrN>o {ejH$ H$m g~go C{MV C o ` `m h ? (1) It is a very interesting activity which can be performed in the free time for revisiting the concept of shapes. (1) `h EH$ ~h V hr amoMH$ J{V{d{Y h {Ogo AmH$ma H$s AdYmaUm H$mo nwZ XoIZo Ho$ {bE Imbr g_` _| {H$`m Om gH$Vm h & (2) Children enjoy explaining the objects in their own language like they enjoy playing dumb charades. (2) ~ o AnZr ^mfm _| d VwAm| H$mo g_PmZo H$m AmZ X boVo h O go {H$ do S> ~ eamS> g IobZo H$m AmZ X boVo h & (3) It makes the children observe the physical properties of an object informally which deepens their understanding about shapes. (3) `h ~ m| H$mo AZm nMm[aH$ $n go {H$gr d Vw Ho$ ^m {VH$ JwUm| H$m {ZarjU H$aZo H$m Adga XoVm h Omo AmH$mam| Ho$ ~mao _| CZH$s g_P H$mo JhZ ~ZmVm h & (4) It is a useful activity which introduces a child to the shapes. (4) `h EH$ Cn`moJr J{V{d{Y h Omo EH$ ~ o H$mo AmH$mam| H$m n[aM` H$amVr h & P-I/I SPACE FOR ROUGH WORK / 13 a \$ H$m` Ho$ {bE OJh [ P.T.O. 37. The mathematics used by illiterate shopkeeper 37. A{e{jV XwH$mZXma mam Cn`moJ {H$E OmZo dmbo J{UV (1) is not useful in the mathematics classroom (1) J{UV H$jm _| Cn`moJr Zht h (2) is very useful in solving all mathematical problems (2) g^r J{UVr` g_ `mAm| H$mo hb H$aZo _| ~h V Cn`moJr h (3) _| A n >Vm Am a ~h V H$_ Va H$s ew Vm h (4) H$s g ~ {YV g_ `mAm| H$mo hb H$aZo _| d H$p nH$ aUZr{V Ho$ $n _| H$jmAm| _| {ejH$m| mam MMm H$s OmZr Mm{hE (3) has ambiguity and very low level of correctness in it (4) should be discussed by the teachers in classrooms as an alternate strategy in solving related problems 38. How should a teacher handle a heterogeneous group of children in a mathematics classroom? 38. (1) By grouping the children of same ability together and giving them questions according to their ability EH$ {ejH$ H$mo J{UV H$jm _| ~ m| Ho$ EH$ {df_ g_yh H$mo H $go g ^mbZm Mm{hE? (1) EH$ hr j_Vm dmbo ~ m| H$mo EH$ gmW g_y{hV aIH$a Am a CZH$s j_Vm Ho$ AZwgma Z XoH$a (2) EH$ hr H$jm _| g^r ~ m| H$mo EH$ gmW g_y{hV aIH$a (3) By grouping the children of different abilities together so that they can learn from each other (3) AbJ-AbJ j_VmAm| dmbo ~ m| H$mo EH$ gmW g_y{hV aIH$a Vm{H$ do EH$-Xygao go grI gH|$ (4) By doing questions according to low ability children in the class and giving the complex questions as home assignments to higher ability children (4) H$_ j_Vm dmbo ~ m| Ho$ AZwgma H$jm _| Z hb H$aHo$ Am a C j_Vm dmbo ~ m| H$mo O{Q>b Z J hH$m` Ho$ $n _| XoH$a (2) By grouping all children together in the same classroom P-I/I SPACE FOR ROUGH WORK / 14 a \$ H$m` Ho$ {bE OJh 39. The learning outcomes mathematics are developed in 39. J{UV _| grIZo Ho$ {V\$b Bg{bE {dH${gV {H$E JE h Vm{H$ (1) such that children may be told small steps for calculations (1) JUZm Ho$ {bE ~ m| H$mo bKw {d{Y`m ~VmB OmE (2) to increase the achievement of children in various educational surveys (2) {d{^fi e j{UH$ gd}jUm| _| ~ m| H$s Cnbp Y ~ T>mB OmE (3) to define classwise competencies and skills to be achieved by children (3) ~ m| mam hm{gb H$s OmZo dmbr H$jmdma XjVm Am a H$m eb H$mo n[a^m{fV {H$`m OmE (4) to prepare children for year-end examinations (4) df H$s A V narjmAm| Ho$ {bE ~ m| H$mo V `ma {H$`m OmE 40. Which one of the following happenings in the classroom is an activity? 40. (1) Teacher explaining how to do sums (2) Children reciting counting in form of rhymes (3) Children blackboard copying from (4) Children engaged in exploration P-I/I SPACE FOR ROUGH WORK / 15 {Z Z{b{IV _| go H$jm _| hmo ahm H$m Z-gm H$m` EH$ J{V{d{Y h ? (1) {ejH$ g_PmVo h {H$ Z H $go hb H$a| (2) ~ m| mam H${dVm Ho$ $n _| {JZVr H$m dmMZ (3) ~ m| mam `m_n > go ZH$b H$aZm (4) ~ m| H$m A dofU _| bJZm a \$ H$m` Ho$ {bE OJh [ P.T.O. 41. To develop skill of counting among children, which one of the following is not required to be learned as prenumber concept? 41. (1) One to one correspondence (2) Seriation (3) Reciting randomly number ~ m| Ho$ ~rM {JZVr Ho$ H$m eb H$mo {dH${gV H$aZo Ho$ {bE {Z Z{b{IV _| go H$m Z-gm, nyd -g `m AdYmaUm Ho$ $n _| grIZo Ho$ {bE Amd `H$ Zht h ? (1) EH$-EH$ g JVVm (2) H $_~ Vm (3) g `m Zm_ `m p N>H$ $n go n T>Zm (4) g_yh ~ZmZm names (4) Creating groups 42. On asking a child What is area? , he/she answered length breadth. What can you say about the child s understanding about the concept of area? 42. EH$ ~ o go `h nyN>Zo na {H$ ""jo \$b `m h ?'', CgZo b ~mB Mm S>mB C ma {X`m & jo \$b H$s AdYmaUm Ho$ ~mao _| ~ o H$s g_P Ho$ ~mao _| Amn `m H$h gH$Vo h ? (1) The child has no idea about the concept of area. (1) ~ o H$mo jo \$b H$s AdYmaUm Ho$ ~mao _| H$moB OmZH$mar Zht h & (2) The child used the area of rectangle as general idea of area of any closed shape. (2) ~ o Zo {H$gr ^r ~ X AmH$ma Ho$ jo \$b Ho$ gm_m ` {dMma H$mo Am`V Ho$ jo \$b Ho$ $n _| Cn`moJ {H$`m & (3) The child is right in saying area is length breadth. (3) ~ m ghr H$h ahm h {H$ jo \$b b ~mB Mm S>mB h & (4) The child is confused between the concept of area and perimeter. (4) ~ m jo \$b Am a n[a_mn H$s AdYmaUm Ho$ ~rM CbPZ _| h & P-I/I SPACE FOR ROUGH WORK / 16 a \$ H$m` Ho$ {bE OJh 43. Which one of the following statements is true with respect to mathematics learning? (1) Mathematics is subject to learn. a 43. difficult J{UV grIZo Ho$ g ~ Y _| {Z Z{b{IV _| go H$m Z-gm H$WZ g ` h ? (1) J{UV grIZo Ho$ {bE EH$ H${R>Z {df` h & (2) Am_Vm a na b S>{H$`m J{UV _| H$_Omoa hmoVr h & (3) ha H$moB J{UV grI gH$Vm h & (4) J{UV Ho$db H$R>moa A `mg go grIm Om gH$Vm h & (2) Generally girls are weaker in mathematics. (3) Everybody mathematics. can learn (4) Mathematics can only be learnt by rigorous practice. 44. To teach the Pythagoras theorem, a teacher has distributed a sheet on which four right-angled triangles were drawn and asks the child to find the relationship between the sides of a triangle. 44. In the above situation, the teacher used nm`WmJmoag _o` H$mo {gImZo Ho$ {bE EH$ {ejH$ Zo EH$ erQ> {dV[aV H$s h {Og na g_H$moU dmbo Mma { ^wOm| H$mo ItMm J`m Wm Am a ~ o H$mo { ^wO H$s ^wOmAm| Ho$ ~rM g ~ Y ImoOZo Ho$ {bE H$hm OmVm h & Cn` w $ n[ap W{V _| {ejH$ Zo `moJ {H$`m (1) AmJ_Z {d{Y (2) {ZJ_Z {d{Y (3) `m `mZ {d{Y (4) `moJembm {d{Y (1) inductive method (2) deductive method (3) lecture method (4) laboratory method P-I/I SPACE FOR ROUGH WORK / 17 a \$ H$m` Ho$ {bE OJh [ P.T.O. 45. Which one of the following statements is not true about concept maps ? 45. {Z Z{b{IV _| go H$m Z-gm H$WZ "g H$ nZm _mZ{M ' Ho$ ~mao _| g ` Zht h ? (1) Concept maps represent a collection of interconnected concepts and links connecting them. (1) g H$ nZm _mZ{M A V g ~ {YV AdYmaUmAm| Am a C ho Omo S>Zo dmbo qbH$ H$m g J h VwV H$aVo h & (2) Concept maps should be constructed by teachers only. (2) g H$ nZm _mZ{M Ho$db {ejH$m| mam ~Zm`m OmZm Mm{hE & (3) Concept maps are hierarchical in nature. (3) g H$ nZm _mZ{M H ${V _| nXmZwH ${_V h & (4) g H$ nZm _mZ{M ZE {ejU H$mo nyd kmZ go Omo S>Zo _| ghm`H$ h & (4) Concept maps help in linking prior knowledge to new instruction. 46. 2 4 is + 46. 3 5 2 4 + 3 5 h 6 8 6 (1) 8 (1) 6 (2) 1 15 (2) 1 6 15 7 15 (3) 1 7 15 (3) 1 (4) P-I/I 8 15 (4) SPACE FOR ROUGH WORK / 18 8 15 a \$ H$m` Ho$ {bE OJh 47. For the given shapes, which one of the following statements is not correct? 47. (1) All are parallelograms. (2) One of them parallelogram. is not a (3) Two of them are rhombuses. (4) Two of them are rectangles. 48. Which one of the following represents the number eleven thousand eleven hundred eleven ? 48. {XE JE AmH$mam| Ho$ {bE {Z Z{b{IV _| go H$m Z-gm H$WZ R>rH$ Zht h ? (1) g^r g_m Va MVw^w O h & (2) BZ_| go EH$ g_m Va MVw^w O Zht h & (3) BZ_| go Xmo g_MVw^w O h & (4) BZ_| go Xmo Am`V h & {Z Z{b{IV _| go H$m Z-gm " `mah hOma `mah gm `mah' g `m H$m {V{Z{Y d H$aVm h ? (1) 111111 (1) 111111 (2) 12111 (2) 12111 (3) 11000110011 (3) 11000110011 (4) XIXIXI (4) XIXIXI P-I/I SPACE FOR ROUGH WORK / 19 a \$ H$m` Ho$ {bE OJh [ P.T.O. 49. The points A and B represent numbers on a number line as shown below : 25000 A B 39000 49. {~ Xw$ A Am a B ZrMo {XImB JB Z ~a aoIm na g `mAm| H$m {V{Z{Y d H$aVo h : 25000 A 39000 B 61000 61000 {~ Xw$ The distance between the points A and B is A Am a B Ho$ ~rM H$s Xyar h (1) 29000 BH$mB`m (2) 84000 BH$mB`m (1) 29000 units (2) 84000 units (3) 22 (3) 22 units (4) 22000 (4) 22000 units 50. How many packets of can be made from 3 1 kg sugar 16 50. 3 1 kg of sugar? 4 1 kg 4 BH$mB`m MrZr go ~ZmE Om gH$Vo h ? (1) 52 (1) 52 (2) 48 (2) 48 (3) 12 (3) 12 (4) 64 (4) 64 P-I/I BH$mB`m SPACE FOR ROUGH WORK / 20 a \$ H$m` Ho$ {bE OJh 1 kg 16 MrZr Ho$ {H$VZo n Ho$Q 51. Harish started his journey at 18 : 40 and finished at 22 : 20. The time taken in completing the journey is 51. (1) 3 hours 40 minutes hare Zo 18 : 40 ~Oo AnZr `m m 22 : 20 ~Oo g_m H$s & `m m nyam J`m g_` h (1) 3 K Q>o 40 {_ZQ> (2) 3 K Q>o 80 {_ZQ> (3) 4 K Q>o 40 {_ZQ> (4) 3 K Q>o 20 {_ZQ> (2) 3 hours 80 minutes ew $ H$s Am a H$aZo _| {b`m (3) 4 hours 40 minutes (4) 3 hours 20 minutes 52. A bucket of capacity 2000 mL is to be filled by using containers measuring 200 mL and 300 mL. Which one of the following combinations of containers is not correct for filling the bucket completely by the containers of 200 mL and 300 mL respectively? 300 mL _mn dmbo ~V Zm| H$m Cn`moJ H$a 2000 mL Am`VZ H$s EH$ ~m Q>r ^aZr h & 200 mL Am a 300 mL Ho$ ~V Zm| 52. 200 mL mam H $_e ~m Q>r ^aZo Ho$ {bE ~V Zm| Ho$ {Z Z{b{IV g `moOZm| _| go H$m Z-gm ghr Zht h ? (1) 1, 6 (1) 1, 6 (2) 4, 4 (2) 4, 4 (3) 7, 2 (3) 7, 2 (4) 6, 3 (4) 6, 3 P-I/I Am a SPACE FOR ROUGH WORK / 21 a \$ H$m` Ho$ {bE OJh [ P.T.O. 53. Which one of the following is the 7 1 3 85 best approximation of ? 9 09 53. {Z Z{b{IV _| go 7 3 9 (1) 7 3 9 (2) 7 4 9 (2) 7 4 9 (3) 7 4 10 (3) 7 4 10 (4) 7 3 10 (4) 7 3 10 54. `{X {J S> _| EH$ N>moQ>m dJ 4 dJ BH$mB`m| H$m h , Vmo {J S> na ~ZmE JE Am`V H$m n[a_mn `m h ? (1) 32 (1) 32 units BH$mB`m BH$mB`m (2) 8 units (2) 8 (3) 24 units (3) 24 BH$mB`m (4) 12 units (4) 12 BH$mB`m P-I/I SPACE FOR ROUGH WORK / 22 H$m g~go A N>m AZw_mZ H$m Z-gm h ? (1) 54. If one small square in the grid is of area 4 sq. units, what is the perimeter of the rectangle drawn on the grid? 7 1 3 85 9 09 a \$ H$m` Ho$ {bE OJh 55. A child scored 75 marks in each of five subjects. What is the median marks obtained by the child? (1) 75 (2) 375 (3) 15 (4) 70 55. 56. Which one of the following can be folded to form the given solid? 56. EH$ ~ o Zo nm M {df`m| _| go `oH$ _| 75 A H$ m {H$E & ~ o mam m A H$m| H$s _mp `H$m `m h ? (1) 75 (3) 15 (2) 375 (4) 70 {XE JE R>mog H$mo {Z Z _| go {H$gH$mo _mo S> H$a ~Zm`m Om gH$Vm h ? (1) (2) (1) (2) (3) (4) (3) (4) 57. If Red part in the following pie chart is 40, what is White part? 57. `{X {Z Zm {H$V nmB MmQ> _| bmb ^mJ g\o$X ^mJ `m h ? Yellow Blue 1 8 White 1 8 (1) 5 (3) 12 P-I/I 40 h , Vmo nrbm 1 4 Zrbm 1 8 Red g\o$X 1 2 1 8 (2) 10 (4) 20 (1) 5 (3) 12 SPACE FOR ROUGH WORK / 23 1 4 bmb 1 2 (2) 10 (4) 20 a \$ H$m` Ho$ {bE OJh [ P.T.O. 58. Observe the following solid shape : 58. {Z Zm {H$V R>mog AmH$ma H$m {ZarjU H$s{OE {Z Z _| go H$m Z-gm {XE JE R>mog H$s D$nar gVh H$m ` h ? Which one of the following is the top view of the given solid? (1) (2) (1) (2) (3) (4) (3) (4) 59. Which one of the following costs more? I. 200 packets of R 250 each II. 20 dozens of R 250 each item : 59. {Z Z{b{IV _| go {H$gH$s bmJV A{YH$ h ? I. R 250 `oH$ n Ho$Q dmbo> II. R 250 `oH$ d Vw Ho$ 200 20 n Ho$Q> XO Z (1) I (1) I (2) II (2) II (3) I (3) Both I and II are equal (4) (4) Cannot be calculated 60. The sum of 1 - 1 + 1 - 1 + 1 - 1L to even number of terms is Am a II XmoZm| ~am~a h JUZm Zht H$s Om gH$Vr h 60. 1 - 1 + 1 - 1 + 1 - 1L `moJ h ey ` (1) zero (1) (2) -1 (2) -1 (3) +1 (3) +1 (4) 2 (4) 2 P-I/I SPACE FOR ROUGH WORK / 24 a \$ H$m` Ho$ {bE OJh H$m g_ g `H$ nXm| VH$ PART III / ^mJ III ENVIRONMENTAL STUDIES / Directions : Answer the following questions by selecting the correct/most appropriate options. n`m daU A ``Z {ZX}e {Z Z{b{IV Zm| Ho$ C ma XoZo Ho$ {bE ghr/g~go Cn`w $ {dH$ n Mw{ZE & 61. What is the location of Jammu & Kashmir and Goa with respect to Bihar in India? 61. (1) East and West (2) West and East (3) North-west and South-west ^maV _| {~hma Ho$ gmnoj O _y-H$ _ra Am a Jmodm H$s p W{V `m h ? (1) nyd Am a np M_ (2) np M_ Am a nyd (3) C ma-np M_ Am a X{jU-np M_ (4) X{jU-np M_ Am a C ma-nyd (4) South-west and North-east 62. Under which of the following conditions will the process of evaporation be slowest? (1) Both surface area temperature increase and (2) Surface area increases temperature decreases but (3) Surface area decreases temperature increases but (4) Both surface area temperature decrease and 62. 63. 63. The ability to understand relative position of places, distances and directions is dm nrH$aU H$s {H $`m {Z Z{b{IV _| go {H$g p W{V _| g~go Yr_r hmoJr? (1) gVh jo Am a Vmn_mZ XmoZm| _| d { (2) gVh jo ~ T>Vm h bo{H$Z Vmn_mZ KQ>Vm h (3) gVh jo KQ>Vm h bo{H$Z Vmn_mZ ~ T>Vm h (4) gVh jo Am a Vmn_mZ XmoZm| _| H$_r WmZm|, Xy[a`m| Am a {XemAm| H$s gmnoj p W{V H$mo g_PZo H$s j_Vm h (1) {Xem _H$ H$m eb (2) {M U H$m eb (3) p WVr` H$m eb (4) J m{\$H$ H$m eb (1) directional skill (2) mapping skill (3) positional skill (4) graphic skill P-I/I 25 [ P.T.O. 64. Which National Curriculum Framework (NCF) recommended Environmental Studies to be taught as an integrated curricular area at the primary level? 64. {H$g am >r` nmR> M`m \ o$_dH $ (EZ0 gr0 E\$0) Zo mW{_H$ Va na EH$ EH$sH $V nmR> M`m jo Ho$ $n _| n T>mE OmZo Ho$ {bE n`m daU A ``Z H$s {g\$m[ae H$s? (1) NCF 2005 (1) EZ0 gr0 E\$0 2005 (2) NCF 1988 (2) EZ0 gr0 E\$0 1988 (3) NCF 2000 (3) EZ0 gr0 E\$0 2000 (4) NCF 1975 (4) EZ0 gr0 E\$0 1975 65. Which region has the practice of shifting cultivation in India? 65. ^maV _| {H$g jo _| WmZm V[aV IoVr H$aZo H$m [admO h ? (1) North-eastern region (1) C ma-nydu jo (2) X{jUr jo (3) C ma-np M_r jo (4) X{jU-nydu jo (2) Southern region (3) North-western region (4) South-eastern region 66. Which one of the following statements is not true for hydropower generated from river dams? (1) Dams encourage growth. sustainable (2) It does not pollute water or air. (3) Hydropower facilities can have large environmental impacts. (4) Dams displace indigenous people from their river lifelines. P-I/I 26 66. ZXr ~m Ym| go C nfi Ob{d wV Ho$ {bE {Z Z{b{IV _| go H$m Z-gm H$WZ g ` Zht h ? (1) ~m Y {Q>H$mD$ {dH$mg H$mo mo gm{hV H$aVo h & (2) `h nmZr `m hdm H$mo Xy{fV Zht H$aVm & (3) Ob{d wV gw{dYmAm| go ~ S>o n`m daUr` ^md hmo gH$Vo h & (4) ~m Y dXoer bmoJm| H$mo AnZr ZXr H$s OrdZaoImAm| go AbJ H$aVo h & 67. Which of the following greenhouse gas/gases? is/are 67. {Z Z{b{IV _| go H$m Z-gr J rZhmCg J g/J g| h /h ? (1) Carbon dioxide (1) H$m~ Z S>mBAm gmBS> (2) Methane (2) _rWoZ (3) Water vapour (3) Ob-dm n (4) All of the above (4) Cn`w $ g^r 68. Why are cold deserts in India not affected by the monsoon? 68. ^maV _| R> S>o ao{J VmZ _mZgyZ go ^m{dV `m| Zht hmoVo? (1) Cold deserts have hot summers and extremely cold winters. (1) R> S>o ao{J VmZm| _| J_ J{_ `m Am a ~ohX R> S>r g{X `m hmoVr h & (2) Cold deserts lie in the rain shadow of the Himalayas. (2) R> S>o ao{J VmZ {h_mb` H$s d { >-N>m`m _| hmoVo h & (3) R> S>o ao{J VmZm| _| hdm ~h V nVbr (H$_) hmoVr h & (4) R> S>o ao{J VmZ ~h V D $MmB na h & (3) Air is very thin in cold deserts. (4) Cold deserts are at a very high altitude. 69. Which one of the following is responsible for turning Taj Mahal yellow? 69. VmO_hb Ho$ nrbo hmoZo Ho$ {bE {Z Z{b{IV _| go H$m Z-gm {O _oXma h ? (1) Nitrogen dioxide (1) ZmBQ >moOZ S>mBAm gmBS> (2) Sulphur dioxide (2) g \$a S>mBAm gmBS> (3) Sulphur (3) g \$a (4) Chlorine (4) bmoarZ P-I/I 27 [ P.T.O. 70. Who built the Golconda Fort? 70. JmobH$m|S>m {H$bm {H$gZo ~Zdm`m? (1) Chola Dynasty (1) Mmob amOd e (2) Chalukya Dynasty (2) Mmbw ` amOd e (3) H$mH$Vr` amOd e (4) n d amOd e (3) Kakatiya Dynasty (4) Pallava Dynasty 71. What is the mass of an object with a density of 15 g/mL and a volume of 3 mL? KZ d Am a 3 mL Am`VZ dmbo {H$gr d Vw H$m `_mZ `m hmoJm? 71. 15 g/mL (1) 18 g (1) 18 g (2) 45 g (2) 45 g (3) 5 g (3) 5 g (4) 12 g (4) 12 g 72. Which one of the following is a scalar quantity? 72. {Z Z{b{IV _| go H$m Z-gr A{Xe am{e h ? (1) `_mZ (2) Gravity (2) Jw dmH$f U (3) Momentum (3) g doJ (4) Weight (4) ^ma (1) Mass P-I/I 28 73. An object in which no light rays can pass through is called 73. (1) opaque (2) translucent (3) transparent (4) convex 74. What will be the weight of an object on the surface of the earth whose mass is 10 kg on the moon s surface? 74. EH$ Eogr d Vw, {Og_| go H$moB H$me-{H$aU JwOa Zht gH$Vr, H$hbmVr h (1) AnmaXeu (2) nma^mgr (3) nmaXeu (4) C mb n dr H$s gVh na {H$gr d Vw H$m ^ma `m hmoJm {OgH$m `_mZ M _m H$s gVh na 10 kg h ? (1) 60 kg (1) 60 kg (2) 10 kg (2) 10 kg (3) 60 N (3) 60 N (4) 10 N (4) 10 N 75. 75. The rate of dissolution of a solute depends on (1) pressure (2) temperature (3) surface area (4) weight 76. Sushma wants her students to be sensitized for conservation of trees . Which one of the following is the most suitable strategy to do so? (1) Conducting classroom a debate in 76. EH$ {dbo` H$m {dKQ>Z-Xa H$aVm h & (1) Xm~ (2) Vmn_mZ (3) gVh jo (4) ^ma _____ na {Z^ a gwf_m MmhVr h {H$ CgHo$ N>m m| H$mo "no S>m| Ho$ g ajU' Ho$ {bE g doXZerb ~Zm`m OmE & {Z Z{b{IV _| go H$m Z-gr Eogm H$aZo H$s g~go Cn`w $ aUZr{V h ? (1) H$jm _| ~hg Am`mo{OV H$aZm (2) g_yh MMm (3) Poster making (3) nmo Q>a ~ZmZm (4) Helping children to adopt and nurture a plant (4) ~ m| H$mo EH$ nm Yo H$mo AnZmZo Am a nmo{fV H$aZo _| _XX H$aZm (2) Group discussion P-I/I 29 [ P.T.O. 77. Abhay asked his students to do a survey in groups on diseases that people in their neighbourhood suffered from. The survey is not mentioned in the textbook. Which option is not relevant for this teaching-learning strategy? (1) It provided opportunity interact with community. 77. A^` Zo AnZo N>m mo go CZ ~r_m[a`m| na g_yhm| _| EH$ gd}jU H$aZo Ho$ {bE H$hm {OZgo CZHo$ n S>mog Ho$ bmoJ nr{ S>V Wo & nmR> nw VH$ _| gd}jU H$m C oI Zht {H$`m J`m h & Bg {ejU-A{YJ_ H$s aUZr{V Ho$ {bE H$m Z-gm {dH$ n mg {JH$ Zhto h ? to (1) BgZo g_wXm` Ho$ gmW ~mVMrV H$aZo H$m Adga XmZ {H$`m & (2) It helped children connect learning with real life. (2) Bggo ~ m| H$mo dm V{dH$ OrdZ Ho$ gmW grIZo _| _XX {_br & (3) It enabled children understand data handling and work together. (3) BgZo ~ m| H$mo S>oQ>m h S>qbJ g_PZo Am a EH$ gmW H$m_ H$aZo _| gj_ ~Zm`m & (4) It helped the community understand the diseases that they suffered from. (4) Bggo g_wXm` H$mo CZ ~r_m[a`m| H$mo g_PZo _| _XX {_br {OZgo do nr{ S>V Wo & 78. To talk about emergency situations, Priya asked children s experiences when they faced any emergencies. Children narrated their experiences with fire, electric shock and road accidents. She asked questions, assessed their existing understandings and discussed safety aspects using resources such as road safety advertisements from newspapers and also used LPG and electric bill to discuss safety guidelines on fire and electric shock respectively. Which is the most appropriate approach that Priya employed? 78. AmnmVH$mbrZ n[ap W{V`m| Ho$ ~mao _| ~mV H$aZo Ho$ {bE { `m Zo ~ m| Ho$ AZw^d nyN>o O~ C h| H$^r AmnmV p W{V H$m gm_Zm H$aZm n S>m & ~ m| Zo AmJ, {~Obr Ho$ PQ>Ho$ Am a g S>H$ XwK Q>ZmAm| Ho$ gmW AnZo AZw^d gwZmE & C hm|Zo Z nyN>o, CZH$s _m OyXm g_P H$m AmH$bZ {H$`m Am a g_mMman m| go g S>H$ gwajm {dkmnZm| O go g gmYZm| H$m Cn`moJ H$aHo$ gwajm nhbwAm| na MMm H$s Am a H $_e AmJ Am a {~Obr Ho$ PQ>Ho$ na gwajm {Xem{ZX}em| na MMm Ho$ {bE Eb0 nr0 Or0 Am a Bbop Q >H$ {~b H$m B Vo_mb {H$`m & { `m mam AnZm`m J`m g~go Cn`w $ { >H$moU H$m Z-gm h ? (1) g kmZm _H$ { >H$moU (2) AZw^dm _H$ A{YJ_ { >H$moU (3) Enquiry approach (3) A dofU { >H$moU (4) Humanistic approach (4) _mZddmXr { >H$moU (1) Cognitive approach (2) Experiential learning approach P-I/I 30 79. Community is an important teaching and learning resource, because 79. "g_wXm`' EH$ _h dnyU {ejU Am a A{YJ_ g gmYZ h , `m|{H$ (1) `h g Vm Am a gwb^ h (2) ~wOwJ bmoJ ~w{ _mZ h Am a CZHo$ nmg g_` h (3) it provides learning opportunity in real setting (3) `h dm V{dH$ n[ap W{V _| grIZo H$m Adga XmZ H$aVm h (4) one can accept all knowledge available in the community uncritically (4) H$moB ^r g_wXm` _| Cnb Y g_ V kmZ H$mo {~Zm AmbmoMZm Ho$ drH$ma H$a gH$Vm h (1) it is inexpensive and accessible (2) elderly people are wise and have time 80. In EVS teaching-learning, linking classroom learning to life outside school and enriching it implies 80. (1) going beyond the textbooks (2) linking textbooks to global environmental issues and concerns B 0 dr0 Eg0 {ejU-A{YJ_ _| H$jm _| m A{YJ_ H$mo {d mb` Ho$ ~mha Ho$ OrdZ go Omo S>Zo Am a Bgo g_ H$aZo H$m Vm n` h (1) nmR> nw VH$m| go ~mha OmZm (2) d p dH$ n`m daUr` _w m| Am a qMVmAm| H$mo nmR> nw VH$m| go qbH$ H$aZm (3) nyU {d mb` { >H$moU (4) nmR> M`m go ~mha OmZm (3) whole school approach (4) going beyond curriculum 81. To class III students, Rama taught that a father, mother and their children constitute nuclear family and if grandparents and other relatives stay along, then it is an extended family. What do you think of this? (1) The definition of a family is incorrect. (2) Rama is insensitive towards her students. (3) The teaching-learning approach is not inclusive. (4) The concept of family has to be taught like this. P-I/I 31 81. H$jm III Ho$ N>m m| H$mo a_m Zo {gIm`m {H$ {nVm, _m Am a CZHo$ ~ o EH$b n[adma H$m JR>Z H$aVo h Am a `{X XmXm-XmXr Ed A ` [a VoXma gmW ahVo h , Vmo `h EH$ {d Vm[aV n[adma h & Amn Bg ~mao _| `m gmoMVo h ? (1) n[adma H$s n[a^mfm JbV h & (2) a_m AnZo N>m m| Ho$ {V Ag doXZerb h & (3) {ejU-A{YJ_ { >H$moU g_mdoer Zht h & (4) n[adma H$s AdYmaUm H$mo Bgr Vah {gIm`m OmZm Mm{hE & [ P.T.O. 82. Which of the following is/are activity/activities in EVS classroom? 82. (1) Picture reading (2) Field visit {Z Z{b{IV _| go H$m Z-gr B 0 dr0 Eg0 H$jm _| J{V{d{Y h /J{V{d{Y`m h ? (1) {M n TZm (2) \$s S> ^ _U (3) `m_n > H$m Cn`moJ (4) Cn`w $ g^r (3) Use of blackboard (4) All of the above 83. Environmental Studies curriculum may lead to holistic learning of children if it is 83. n`m daU A ``Z nmR> H $_ ~ m| H$s g_J {ejm H$m H$maU ~Z gH$Vm h `{X `h h (1) integrated (1) EH$sH $V (2) g_mdoer (3) {df`JV (4) Cn`w $ g^r (2) inclusive (3) thematic (4) All of the above 84. The EVS textbook has a chapter on snake charmer. It is intended to make children aware and be sensitized (1) that it is an illegal act (2) for snake charmers as children do not see them often these days (3) that snake charmers may not harm snakes and they need to be provided with alternatives before depriving them of their livelihoods (4) that animal keeping is good source of livelihood P-I/I 32 84. B 0 dr0 Eg0 nmR> nw VH$ _| g noam| na EH$ A `m` h & BgH$m C o ` ~ m| H$mo OmJ $H$ H$aZm Am a g doXZerb ~ZmZm h (1) {H$ `h EH$ Ad Y H$m` h (2) g noam| Ho$ {bE `m|{H$ ~ o BZ {XZm| A ga C h| Zht XoIVo h (3) {H$ g noao gm nm| H$mo ZwH$gmZ Zht nh MmE Am a C h| AnZr AmOr{dH$m go d {MV H$aZo go nhbo {dH$ nm| H$mo XmZ H$aZo H$s Amd `H$Vm h (4) {H$ newnmbZ AmOr{dH$m H$m A N>m moV h 85. Which is most relevant to mid-day meal time in school? the (1) It has nothing to teaching-learning. with do 85. {d mb` _| {_S>-S>o _rb Ho$ g_` Ho$ {bE H$m Z-gm g~go mg {JH$ h ? (1) {ejU-A{YJ_ Ho$ gmW BgH$m H$moB boZm-XoZm Zht h & (2) `h B 0 dr0 Eg0 {ejU-A{YJ_ Ho$ {bE EH$ A N>m {ejU-A{YJ_ H$m Adga h & (3) It is for children who come empty stomach to school. (3) `h CZ ~ m| Ho$ {bE h Omo {d mb` _| Imbr noQ> AmVo h & (4) It wastes a lot of precious time of teaching-learning. (4) `h {ejU-A{YJ_ Ho$ ~h V hr _y `dmZ g_` H$mo ~~m X H$aVm h & (2) It is a good teaching-learning opportunity for EVS teachinglearning. 86. What does learning without burden in the context of Environmental Studies imply? 86. n`m daU A ``Z Ho$ g X^ _| "~moP Ho$ {~Zm grIZm' `m ~VmVm h ? (1) Less weight of schoolbag (1) Hy$b-~ J H$m H$_ dOZ (2) Less number of chapters in EVS textbooks (2) B 0 dr0 Eg0 nmR> nw VH$m| _| A `m`m| H$s H$_ g `m (3) Load of incomprehension needs to be reduced (3) A~moY H$m ^ma H$_ H$aZo H$s O $aV h (4) B 0 dr0 Eg0 nmR> H $_ H$mo AmYm H$_ H$aZo H$s O $aV h (4) The EVS curriculum needs to be reduced to half 87. What purpose does group learning serve in an EVS classroom? 87. B 0 dr0 Eg0 H$jm _| g_yh _| grIZo H$m `m C o ` h ? learn (1) b S>Ho$ Am a b S>{H$`m AbJ-AbJ grI gH$Vo h (2) To segregate high performers and low achieving students and to do remedial teaching (2) H$_ Am a C Xe Z H$aZo dmbo N>m m| H$mo AbJ H$aZm Am a CnMmam _H$ {ejU XoZm (3) gh`moJ Ho$ _y `m| H$mo bmJy H$aZo Am a EH$ gmW H$m_ H$aZo Ho$ {bE `oH$ ~ o H$mo g{H $` $n go ^mJ boZo Am a grIZo _| gj_ ~ZmZm (4) N>m m| H$mo AmgmZr go ~ {YV H$aZm Am a dH $bmoS> H$mo H$_ H$aZm (1) Boys and separately girls can (3) To inculcate values of cooperation and working together to enable each child participate actively and learn (4) To manage students easily and reduce workload P-I/I 33 [ P.T.O. 88. 88. What is the full form of BALA ? (1) Brain Aided Assignment Learning (2) Braille as Learning Aid (3) Building as Learning Aid (4) Braille Aided Assessment Learning 89. 89. What do alternative frameworks mean? "~mbm (BALA)' H$m nyam $n `m h ? (1) _p V H$ ghm`Vm- m A{YJ_ AgmB _|Q> (2) A{YJ_ ghm`H$ Ho$ $n _| ~ ob (3) A{YJ_ ghm`H$ Ho$ $n _| {~p S> J (4) ~ ob ghm`Vm- m A{YJ_ AmH$bZ "d H$p nH$ T>m Mo' H$m `m AW h ? (1) {d{^fi ^m {VH$ KQ>ZmAm| H$m nmR> nw VH$ n >rH$aU (2) {dMma, Omo AdYmaUmAm| Ho$ Am nMm[aH$ $n go drH $V n >rH$aU go AbJ h (3) dV _mZ _| d km{ZH$m| Am a gm_m{OH$ d km{ZH$m| mam Am`mo{OV {dMma (4) g^r {dMma Omo T>Vm go ~ m| mam A{O V {H$E OmVo h (1) Textbook explanations of various physical phenomena (2) Ideas that differ from the formally accepted explanations of the concepts (3) Ideas presently held by scientists and social scientists (4) All ideas that are firmly held by children 90. 90. Women are It is a weaker than men. _{hbmE , nw fm| H$s VwbZm _| H$_Omoa h & `h EH$ _____ h & (1) {_WH$ (2) d km{ZH$ V ` (3) stereotype (3) ${ T>~ YmaUm (4) superstition (4) A Y{d dmg (1) myth (2) scientific fact P-I/I 34 PART IV Language I ENGLISH IMPORTANT : Candidates should attempt questions from Part IV (Q. Nos. 91 to 120), if they have opted for ENGLISH as Language I only. Directions : Read the passage carefully and answer the questions that follow (Q. Nos. 91 to 99) by selecting the correct/most appropriate options. When it comes to structures that are both majestic and well-fortified, the classic European castle is the pinnacle of design. Across the ages castles changed, developed, and eventually fell out of use, but they still command the fascination of our culture. Castles were originally built in England by Norman invaders in 1066. As William the Conqueror advanced through England, he fortified key positions to secure the land he had taken. Castles also served as bases of operation for offensive attacks. Troops were summoned to, organized around, and deployed from castles. In this way castles served both offensive and defensive roles in military operations. to attacks by fire. Wooden castles were gradually replaced by stone, which greatly increased the strength of these fortifications; however, being made from stone did not make these castles entirely fireproof. Attackers could hurl flaming objects into the castle through the windows or ignite the wooden doors. The demise of castles can ultimately be attributed to gunpowder. During the 15th century, artillery became powerful enough to break through stone walls. This greatly undermined the military role of castles. Castles were then replaced by artillery forts that had no role in civil administration, and country houses that were indefensible. Though castles no longer serve their original purposes, remaining castles receive millions of visitors each year from those who wish to experience these majestic vestiges of a time long passed. Not limited to military purposes, castles also served as offices from which the lord would administer control over his fiefdom. They would address disputes, handle business, feast, and enjoy festivities. In this way castles served as important social centres in medieval England. Castles also served as symbols of power. The first castles constructed in England were made from earth and timber. Those who constructed them took advantage of natural features, such as hills and rivers, to increase defenses. Since these castles were constructed from wood, they were highly susceptible P-I/I 35 91. Which one of the following is not a function of castles as expressed in the passage? (1) Castles served both offensive and defensive purposes militarily. (2) Castles served as symbols of power. (3) Castles were important social centres in medieval England. (4) Castles were the places where knights would keep their best horses. [ P.T.O. 92. Which one of the following best describes the main idea in Paragraph 2? (1) It describes how and why William the Conqueror took control of England. (2) It explains why castles were first built in England and the military purposes they served. (3) It shows how Norman lords were often scared and frequently retreated. (4) It details all of the purposes that English castles served. 93. The original castles were first made from earth and timber because (1) it takes a lot more time and energy to build a stone castle (2) it did not occur to people to build castles out of stone (3) people did not realize how weak wooden castles would be against fire (4) wooden castles were prettier than dirty stone castles 94. Wooden castles were converted to stone castles as (1) wooden castles take a long time to build (2) wooden castles are uncomfortable (3) stone castles offer better defense (4) stone castles stay cooler in the summer 95. Which one of the following best explains how gunpowder was the nemesis of traditional castles? (1) Wars were fought with guns and hiding in castles was no longer necessary. (2) Artillery forts with large cannons became more stylish than traditional castles. (3) Defending castles grew difficult, since attackers could just shoot castle defenders. (4) Cannons were able to knock down stone walls, so castles offered little protection. P-I/I 36 96. Which one of the following titles would best describe the content of this passage? (1) William the Conqueror : Bringing Castles to England (2) Defending the Castle : Technologies Used to Defend Medieval Castles (3) A Short History of Castles : The Rise and Fall of Castles in England (4) Fancy Living : Learning about Castles, Palaces and Fortresses 97. Which one of the following is an opinion? (1) Stone is more resistant to fire than wood. (2) William the Conqueror built the first castles in England. (3) It is unfortunate that castles no longer serve their original purposes. (4) Castles were used as offices of administration during the Middle Ages. 98. Choose a word from the given options which means almost the same as the word vestiges used in the passage. (1) Reminder (2) Outskirts (3) Farrago (4) Creation 99. Choose a word which serves as the antonym of the word pinnacle . (1) Nadir (2) Crest (3) Apex (4) Steeple Directions : Read the extract given below and answer the questions that follow (Q. Nos. 100 to 105) by selecting the correct/most appropriate options. 102. The mother of the Little Black Boy says God put people on earth (1) to learn to endure his love (2) to work off their sins My mother bore me in the southern wild, And I am black, but O ! my soul is white; (3) to prepare them for future trials White as an angel is the English child : But I am black as if bereav d of light. (4) to learn how to another as equals treat one My mother taught me underneath a tree And sitting down before the heat of day, She took me on her lap and kissed me, 103. The mother of the Little Black Boy says his dark skin and face are And pointing to the east began to say. (1) a blessing Look on the rising sun : there God does live (2) a veil And gives his light, and gives his heat away. (3) a curse And flowers and trees and beasts and (4) a cloud men receive Comfort in morning joy in the noonday. And we are put on earth a little space, 104. The phrase like a shady grove is That we may learn to bear the beams (1) a metaphor of love, And these black bodies and this sun-burnt face Is but a cloud, and like a shady grove. (2) a simile (3) an example of alliteration 100. The Little Black Boy was born in (4) a personification (1) the desert wastes (2) the servants house 105. Through the phrase as if bereav d of light , the poet hints at (3) the southern wild (4) the east coast 101. The Little Black Boy wished that he could be (1) low self-esteem of the child (2) lack of hope for the future (1) educated (2) older (3) colour of the boy (3) free (4) All of the above (4) white P-I/I 37 [ P.T.O. Directions : Answer the following questions (Q. Nos. 106 to 120) by selecting the correct/most appropriate options. 106. Iconic mode of learning is based on the system of using 110. Flower and Hayes regarded which one of the following skills as problem-creating and solving skill ? (1) Listening (2) Speaking (1) a variety of activities (3) Reading (2) symbols (3) images and diagrams (4) Writing (4) different types of graph 107. While reading for comprehension, we understand that some pairs are examples of homograph. Which one of the following is a homograph? (1) warm/tepid [being neither too hot nor too cold] (2) lead [metal]/lead [give direction] 111. Find out the function word from the following. (1) And (2) Champion (3) Handsome (3) lead [give direction]/dead [mortal] (4) Seizing (4) mail [post]/male [gender] 108. A sight word is a vocabulary item 112. What do you mean by review ? (1) that needs proper visual understanding of the context (1) Guess (2) that is to be learnt by heart (3) that the reader recognizes and finds meaningful on sight without a complicated analysis (4) that helps effectiveness style in of judging the the author s 109. Which one of the following methods is suggested for teaching grammar at primary level? (1) Deductive method (2) Evaluation (3) Critical evaluation (4) Assessment 113. Content words are called (1) functors (2) grammatical words (2) Textbook method (3) lexical words (3) Inductive method (4) Translation method P-I/I (4) empty words 38 114. Cloze means 118. According to the observation in the National Curriculum Framework (NCF) 2005, English is a _____ language in India. (1) finishing (2) missing part (1) second (3) close (2) foreign (4) assessing (3) first 115. The last stage of writing is (4) global (1) controlled writing (2) guided writing 119. Read the exchange : Teacher : Shall we go out to the garden and find out the names of those flowers near the corridor? (3) free writing (4) advanced writing Student : Yes, yes, yeah. 116. The procedure method is of alphabetic Teacher : Yes, Ma am, please. Here, the teacher (1) letters words phrases sentences (1) relates language function with politeness (2) words phrases sentences paragraph (2) makes a polite suggestion to start reading (3) letters words sentences paragraph (3) confirms the student s request (4) letters words phrases paragraph (4) offers an alternative language activity 117. You ask, what has my government done for you? I can answer in two words a lot ! 120. Which one of the following helps in learning the second language without using the printed text? The question put up here is (1) Natural approach (1) rhetorical (2) Language immersion (2) stylized (3) a prompt (3) Grammar-translation method (4) explanatory (4) Situational approach P-I/I 39 [ P.T.O. ^mJ IV ^mfm I qhXr _h dnyU : narjmWu ^mJ IV ( Z g 0 H$m {dH$ n qhXr MwZm hmo & 91 go 120) {ZX}e : ZrMo Xr JB H${dVm H$s n { $`m| H$mo n T>H$a nyN>o JE Zm| ( Z g 0 91 go 96) Ho$ ghr/g~go Cn`w $ C ma dmbo {dH$ n H$mo Mw{ZE & Ho$ Zm| Ho$ C ma Ho$db V^r X| `{X C hm|Zo ^mfm I 92. H${dVm _| AmE "gw_Z Am a H $Q>H$' {H$g ^md Ho$ VrH$ h ? (1) \y$b Am a H$m Q>o (2) ~mJ Am a dZ (3) gwI Am a XwI (4) { ` Am a A{ ` 93. H${dVm H$s n { $`m| _| H${d `{ $ H$mo {H$g ~mV H$s oaUm Xo ahm h ? (1) ha p W{V _| gmhg {XImZo H$s (2) nd Vm| H$mo XoIH$a Z S>aZo H$s (3) Jhar Z{X`m| go Z S>aZo H$s (4) ha p W{V _| AmJo ~ T>Zo H$s 94. Bg OrdZ-`m m _| (1) Hw$N> ^r {Z{ V Zht h (2) g~ Hw$N> {Z{ V h (3) g~ Amoa _wp H$b| h (4) g~ Amoa gwI h 95. ZrMo {XE JE e Xm| _| go "g[aV' H$m g_mZmWu e X H$m Z-gm Zht h ? (1) V{Q>Zr (2) O`_mbm (3) ZX (4) dmh 96. "A{Z{ V' e X _| H$m Z-gm `` Am gH$Vm h ? (1) Vo (2) {V (3) Vr (4) Vm nyd MbZo Ho$ ~Q>mohr, ~mQ> H$s nhMmZ H$a bo & h A{Z{ V {H$g OJh na, g[aV {J[a J a {_b|Jo h A{Z{ V {H$g OJh na ~mJ dZ gw Xa {_b|Jo & {H$g OJh `m m I _ hmo OmEJr `h ^r A{Z{ V h A{Z{ V H$~ gw_Z H$~ H $Q>H$m| Ho$ ea {_b|Jo & H$m Z ghgm Ny> OmE Jo {_b|Jo H$m Z ghgm Am n S>o Hw$N> ^r Ho$Jm Vy Z Eogr AmZ H$a bo & nyd MbZo Ho$ ~Q>mohr, ~mQ> H$s nhMmZ H$a bo & 91. H${dVm H$s n { $`m| _| `m m H$s {H$g {deofVm H$s Amoa g Ho$V {H$`m J`m h ? (1) H${R>ZmB`m| H$s Amoa (2) gwIm| H$s Amoa (3) A{Z{ VVm H$s Amoa (4) gmhg H$s Amoa P-I/I 40 {ZX}e : ZrMo {XE JE AZw N>oX H$mo n T>H$a nyN>o JE Zm| ( Z g 0 97 go 105) Ho$ ghr/g~go Cn`w $ C ma dmbo {dH$ n H$mo Mw{ZE & am >r` ndm] Am a gm H ${VH$ g_mamohm| Ho$ Xm amZ JrV JmE OmE , H${dVmE gwZr Am a gwZm`r OmE , Bgo boH$a _mVm-{nVmAm|, Hy$b Am a g_mO _| `mnH$ gh_{V h bo{H$Z JrV-H${dVmE ~ m| Ho$ OrdZ _| aM-~g OmE , do CZH$m ^anya AmZ X boZo bJ|, IwX VwH$~ {X`m H$aZo bJ|, aMZo bJ|, `h _mVm-{nVm H$mo _ Oya Zht & _mVm H$mo bJVm h Eogm H$aVo h E Vmo do Cg amh go ^Q>H$ OmE Jo {Og amh na do C h| MbmZm MmhVo h & {Og amh go do C h| AnZr gmoMr h B _ { Ob na nh MmZm MmhVo h & CZH$s Bg B N>m _| `h {Z{hV h {H$ ~ o d gm Hw$N> ^r Zht H$a| Omo do H$aZm MmhVo h ~p H$ do d gm H$a| O gm _mVm-{nVm MmhVo h & CZHo$ ^rVa ~ o Ho$ dV Vmnyd H$ grIZo H$s {H $`m Ho$ {V gVV g Xoh Am a Jham S>a ~Zm ahVm h & `hr hmb Hy$b H$m ^r h & JrV-H${dVm Hy$b Am a H$jmAm| H$s amo O_am H$s J{V{d{Y H$m {h gm ~Z OmE `h Hy$b H$mo _ Oya Zht & Hy$b H$mo bJVm h Bg g~Ho$ {bE g_` H$hm h & `h nmR> -nw VH$ go ~mha H$s J{V{d{Y h & {ejH$ Am a {ejm A{YH$mar MmhVo h {ejH$ nhbo narjm n[aUm_ ~ohVa bmZo Ho$ {bE H$m_ H$a| & Xygar Amoa h_mar g H ${V Am a g_mO _| JrV-H${dVm H$s Omo OJh| Wt do OJh| bJmVma gr{_V h B h & JrV JmZo, gwZZo-gwZmZo Ho$ Adga h Am H$aVo Wo, do Adga hr JrV-H${dVmAm| H$mo JwZJwZmVo ah gH$Zo Ho$ {bE `mX H$aZo H$mo o[aV H$aVo Wo & ghoOZo Am a aMZo Ho$ {bE o[aV H$aVo Wo & CZ_| Hw$N> Omo S>Zo Ho$ {bE o[aV H$aVo Wo & Bg g~Ho$ {bE A{V[a $ `mgm| H$s O $aV Zht n S>Vr Wr, dh OrdZ-e br H$m dm^m{dH$ {h gm Wm & ~ m| Ho$ {bE n T>mB go A{YH$ IobZo-Hy$XZo Ho$ {bE g_` Am a OJh| Wt & IobZo-Hy$XZo H$s _ Vr Ho$ Xm amZ hr CZHo$ ~rM go dV hr Z`o Iobm|, VwH$~ {X`m| Am a IobJrVm| Am a ~mbJrVm| H$m g OZ ^r hmo Om`m H$aVm Wm & CZH$s `o aMZmE MbZ _| Am Om`m H$aVr Wt, O~mZ na M T> OmVr Wt Am a gmbm|-gmb CZH$s Q>mo{b`m| Ho$ ~rM ~Zr ahVr Wt & g_` Ho$ gmW CZ_| Hw$N> H$_r nmE OmZo na g emo{YV hmoVr ahVr Wt & P-I/I 41 97. JrV-H${dVm ~ m| Ho$ OrdZ _| aM-~g OmE `h _mVm-{nVm H$mo ng X Zht h , `m|{H$ Bggo ~ o (1) n T>mB -{bImB _| ~h V {nN> S> gH$Vo h (2) _mVm-{nVm mam V` b ` H$mo m Z H$a gH|$Jo (3) Ho$db AmZ X _| hr ImoE ah|Jo (4) Ho$db H${dVm hr {bIVo ah|Jo 98. JrV-H${dVm Hy$bm| H$mo ^r ng X Zht h , `m|{H$ C h| bJVm h {H$ (1) Hy$br n T>mB -{bImB go BgH$m H$moB g ~ Y Zht h (2) Bggo ~ m| H$m ~h V g_` Z > hmoVm h (3) Bggo narjm n[aUm_ Xoa go AmE Jo (4) `h grIZm ~h V hr H${R>Z H$m_ h 99. JrV-H${dVm Ho$ ~mao _| H$m Z-gm H$WZ ghr Zht h ? (1) `o g H ${V H$m A{^fi {h gm h & (2) `o OrdZ-e br H$m dm^m{dH$ {h gm h & (3) `o ^mfm-g OZm _H$Vm H$mo nmo{fV H$aVo h & (4) g_mO _| BZH$s `mnH$ gh_{V Zht h & 100. {ejm- `d Wm JrV-H${dVm H$mo {H$g { > go XoIVr h ? (1) ~mYH$ Ho$ $n _| (2) gmYH$ Ho$ $n _| (3) gh`moJr Ho$ $n _| (4) g nyaH$ Ho$ $n _| 101. AZw N>oX Ho$ AmYma na JrV-H${dVm Ho$ ~mao _| H$m Z-gm H$WZ ghr Zht h ? (1) Hy$b Am a n[adma BgH$s _h mm H$mo g_P Zht aho & (2) BZgo ~ o AnZr amh go ^Q>H$ OmE Jo & (3) `o ~ m| H$mo e Xm| go IobZo H$m Adga XoVo h & (4) ~ o BZH$m ^anya AmZ X boVo h & [ P.T.O. 102. ~ m| Ho$ {bE b ` H$m Z {ZYm [aV H$aVm h ? (1) {ZX}e : ZrMo {XE JE Zm| ( Z g 0 106 go 120) Ho$ ghr/g~go Cn`w $ C ma dmbo {dH$ n H$mo Mw{ZE & d` ~ o (2) _mVm-{nVm mW{_H$ Va na qhXr ^mfm {gImZo Ho$ {bE g~go A{YH$ O $ar h (3) Hy$b (1) ^mfm {ejH$ H$m ^mfm-kmZ (4) {ejm A{YH$mar (2) H$jm _| a JrZ nmR> -nw VH|$ (3) H$jm _| q Q> g_ n[adoe (4) H$jm _| {b{IV AmH$bZ 106. 103. 104. "H${dVmE gwZr-gwZm`r OmE ' _| {H $`m h (1) AH$_ H$ (2) gH$_ H$ (3) oaUmW H$ (4) { H$_ H$ 107. "gm H ${VH$' _| `` h (1) {VH$ (2) H ${VH$ (3) BH$ (4) H$ 108. 105. "_ Oya' H$m g_mZmWu e X h ~ o ~mob-Mmb H$s ^mfm H$m AZw^d boH$a {d mb` AmVo h & BgH$m {Z{hVmW h {H$ (1) ~ m| H$mo ~mob-Mmb H$s ^mfm Z {gImB OmE (2) ~ m| H$s ~mob-Mmb H$s ^mfm H$mo gwYmam OmE (3) ~ m| Ho$ ^mfm`r AZw^dm| H$m C{MV `moJ {H$`m OmE (4) ~ m| Ho$ ^mfm`r AZw^dm| H$mo H$jm Ho$ ~mha aIm OmE ^mfm grIZo-{gImZo _| Amn {H$go g~go A{YH$ _h dnyU _mZVo h ? (1) ng X (1) g kmZm _H$ {dH$mg (2) Vmd (2) gm_m{OH$ A V {H $`m (3) drH$ma (3) `-l ` gm_J r (4) A N>m (4) ~mb gm{h ` P-I/I 42 109. qhXr ^mfm {ejH$ H$m `h `mg hmoZm Mm{hE {H$ do (1) ~ m| H$s ^mfm g ~Y r ghO aMZme{ $ H$mo ~ T>Zo Ho$ Adga X| (2) ~ m| H$s _mV ^mfm Ho$ WmZ na qhXr ^mfm H$mo hr H$jm _| WmZ X| (3) (4) 110. 112. ~ m| mam _mZH$ ^mfm H$m hr `moJ H$aZo Ho$ {bE Adga X| ~ m| H$mo {ejm X ~mb gm{h ` n T>Zo Ho$ ^anya Adga X| 113. H$jm nm M Ho$ ~ m| Ho$ ^mfm AmH$bZ Ho$ g X^ _| Amn {H$g gdmb H$mo g~go H$_ Omoa _mZVo h ? (1) Ho$ed g~go `m H$hVm hmoJm? H$ nZm H$aHo$ Ho$ed Ho$ e Xm| _| {bImo & (2) `{X Bbm Vw hmao Hy$b _| AmE Vmo Cgo {H$Z-{H$Z H$m_m| _| naoemZr hmoJr? (3) AnZo Xmo Vm| go nyN>H$a nVm H$amo {H$ H$m Z {H$g ~mV go K~amVm h & (4) "B XJmh' H$hmZr _| hm{_X Zo _obo go `m IarXm? 111. _____ ^mfm H$m A{V _h dnyU H$m` h & (1) gwZZm (2) Aja-kmZ (3) g ofU (4) P-I/I boIZ 43 114. gwZZo Am a {bIZo H$s Hw$ebVm H$m AmH$bZ H$aZo H$m g~go A N>m VarH$m h (1) H${dVm gwZZm Am a e Xe {bIZm (2) H${dVm gwZH$a Zm| Ho$ C ma {bIZm (3) gwZr JB H$hmZr H$mo AnZo e Xm| _| {bIZm (4) gwZr JB H$hmZr H$mo e Xe {bIZm gmW H$ n T>Vo g_` H$^r-H$^r dm `m|, e Xm| H$s nwZamd { m H$aVm h & `h ^mfm`r `dhma Xem Vm h {H$ (1) dh n T>Zo _| A{YH$ g_` boVm h (2) dh AQ>H$-AQ>H$ H$a hr n T> gH$Vm h (3) dh g_P Ho$ gmW n T>Zo H$s H$mo{ee H$aVm h (4) Cgo b ~o e Xm| H$mo n T>Zo _| H${R>ZmB hmoVr h qhXr ^mfm _| AmH$bZ H$m C o ` Zht h (1) ~ m| H$s ^mfm- J{V H$mo A{^^mdH$m| Am a A ` {ejH$m| H$mo ~VmZm (2) ^mfm grIZo Ho$ g X^ _| `oH$ ~ o H$s {deof Amd `H$Vm H$s nhMmZ H$aZm (3) ^mfm grIZo-{gImZo H$s {H $`m H$mo CfiV ~ZmZm (4) ~ m| H$s ^mfmJV w{Q>`m| H$s hr nhMmZ H$aZm [ P.T.O. 115. AmnHo$ {dMma go mW{_H$ Va na C H $ > boIZ H$m` H$m CXmhaU h (1) "Nw>{ >`m H $go _ZmB ?' Bg {df` na AZw N>oX {bIZm (2) "_oao gnZm| H$m ^maV' {df` na AZw N>oX {bIZm (3) nmR> -nw VH$ go BVa H${R>Z e Xm| H$m lwVboIZ (4) 118. ~h V {g boIH$m| H$s {g aMZmE (2) Z {VH$ _y `m| dmbr H$hmZr-H${dVmE (3) ~h Vm`V _| {XE JE A `mg H$m` (4) qhXr ^mfm H$mo {d{dY $n XoZo dmbr aMZmE ~h ^m{fH$ H$jm _| ~ m| H$s ^mfmE ^mfm grIZo Ho$ g X^ _| H$m Z-gm H$WZ ghr h ? (1) g gmYZ Ho$ $n _| H$m` H$a gH$Vr h (2) {ejH$ Ho$ {bE ~ohX O{Q>b MwZm Vr h ~ m| _| ^mfm A{O V H$aZo H$s O _OmV j_Vm Zht hmoVr & (3) AmH$bZ H$s {H $`m H$mo ~m{YV H$aVr h (3) ~ o {d mb` AmH$a hr ^mfm grIVo h & (4) ^mfm grIZo H$s {H $`m H$mo ~m{YV H$aVr h (4) ~ o {d{^fi g Mma _m `_m| go hr ^mfm grIVo h & (1) (2) ~ m| _| ^mfm A{O V H$aZo H$s O _OmV j_Vm hmoVr h & 120. 117. (1) {H$gr Am Im|-XoIr KQ>Zm H$m {b{IV dU Z H$aZm 119. 116. mW{_H$ Va H$s qhXr ^mfm H$s nmR> -nw VH$ _| Amn {H$go gdm {YH$ _h dnyU _mZVo h ? {S> J m{ \$`m go ^m{dV ~ m| H$mo _w ` $n go _____ _| H${R>ZmB hmoVr h & (1) (1) ^mfm H$s nmR> -nw VH|$ (2) ^mfm H$m {b{IV AmH$bZ (3) ^mfm H$m Cnb Y n[adoe (4) ^mfm H$s O{Q>b g aMZmE gwZZo (2) ~mobZo (3) n T>Zo (4) {bIZo P-I/I ^mfm grIZo Am a ^mfm A{O V H$aZo _| A Va H$m _w ` AmYma h 44 PART V Language II ENGLISH IMPORTANT : Candidates should attempt questions from Part V (Q. Nos. 121 to 150), if they have opted for ENGLISH as Language II only. Directions : Read the passage given below and answer the questions that follow (Q. Nos. 121 to 129) by selecting the correct/most appropriate options. 121. Which one of the following is not the whole truth according to the passage? (1) Man has a desire for beauty and grace. Man who is believed to have evolved from apes, is a curious mixture of varied motives. He is not only the subject of needs but is also their creator. He not only seeks to satisfy his needs but also caters to his desire for beauty and grace. He is eager (2) Necessity is invention. the mother of (3) Man desires to cut down his needs and wants. (4) Man learns to be happy with what he has. to satisfy his passion for more and more knowledge. Although in a general way, the maxim necessity is the mother of invention is true, it is by no means the whole truth. Man is something much greater than an intelligent being using his intellect to make newer inventions from time to time. He has within him a spirit which is ever exhorting him to cut down his needs and learn to be happy with what he has. The real purpose underlying this maxim lies in its utility in the worldly sense. It tells us to be up and doing, not to be passive in our attitude to life. It asks us not to remain slaves of old habits and ways of life. We must face the new situations with a creative mind. Every new difficulty, every new problem, which confronts us in life, can be tackled successfully with the spirit of inventiveness. P-I/I 45 122. What does the maxim mentioned in the passage teach us? (1) To be worldly in the strict sense of the term (2) To be slave of our needs and wants (3) To endeavour constantly to create new passions and desires (4) To be active in life and do something to help mankind 123. What does the spirit within man tell him to do? (1) To be a motives mixture (2) To evaluate intelligently the of varied situations (3) To cut down his desires and passions (4) To acquire more and wealth and comforts more [ P.T.O. 124. Which of the following statements is/are true in the context of the passage? I. Man should be passive in his attitude to life. II. Spirit of inventiveness may not stand in good stead in solving every new problem. III. Man has a passion for more and more knowledge. (1) Only I (2) Only I and II 127. Which one of the following statements is not true as per the passage? (1) Spirit of inventiveness will stand in good stead. (2) Man is the subject of various wants. (3) Man creates new needs because they are sometimes good or beautiful. (4) Man s inner spirit tells him to be on the look out for newer and higher wants. (3) Only III (4) Only II and III 125. Which one of the following is similar in meaning to the word maxim as used in the passage? 128. Choose the word which is opposite in meaning to the word seeks as used in the passage. (1) Principle (1) Deplores (2) Direction (2) Avoids (3) Value (3) Vanishes (4) Observation (4) Approaches 126. Which one of the following is not the characteristic of man as per the passage? (1) Man has motives. many needs and (1) Urging (2) Man creates many needs for himself. (3) Man seeks to satisfy his needs. (2) Supporting (3) Demanding (4) Man desires to have more and more comforts and money. P-I/I 129. Which one of the following is similar in meaning to the word exhorting as used in the passage? 46 (4) Clarifying Directions : Read the passage given below and answer the questions that follow (Q. Nos. 130 to 135) by selecting the correct/most appropriate options. Did you know that there is a fiber that is as flexible and lightweight as nylon yet five times stronger than steel? Did you know that this fabric is resistant to temperatures higher than 500 degrees Fahrenheit? Did you know that a woman invented this fiber? This miraculous fabric is called Kevlar and it is used to make everything from body armor to musical instruments. The year was 1964. There were gasoline shortages due to conflict in the Middle East. A Polish-American chemist named Stephanie Louise Kwolek was working for DuPont, an American chemical company. She and her group were trying to make a lightweight, yet durable fiber to be used in tires. Lighter tires would allow vehicles to get better gas mileage, but the tires had to be strong enough to resist the wear and tear of the road. They had been working on the problem for some time and had little success, until Kwolek had a breakthrough. Kevlar is a remarkable fabric known for its strength and durability. Since its invention it has found its way into a wide variety of products. Kevlar is used in sporting equipment like bike tires, bowstrings and tennis racquets. It is used in musical instruments like drumheads, reeds and speaker cones. And it is used in protective gear like motorcycle safety jackets, gloves and shoes. However, Kevlar is best known for its ability to stop bullets. Richard Armellino created the first Kevlar bulletproof vest in 1975. It contained 15 layers of Kevlar, which could stop handgun and shotgun bullets. The vest also had a steel plate over the heart, which made the vest strong enough to stop rifle rounds. Vests like Armellino s were quickly picked up by police forces and it is estimated that by 1990, half of all police officers in America wore bulletproof vests daily. By 2006, there were over 2000 documented police vest saves , or instances where officers were protected from deadly wounds by wearing bulletproof vests. Kwolek and her group were synthesizing or creating fibers to test. During one of the steps in the process, Kwolek created a milky white solution by mixing two chemicals that were often used in the process. This solution was usually thrown away, but Kwolek convinced one of the technicians to help her test it. They were amazed to discover that the fabric that Kwolek had created was not only more durable than nylon, it was more durable than steel. Kwolek had invented Kevlar. P-I/I 47 130. Which one of the following is not a product that has been made with Kevlar? (1) Tennis racquets (2) Bungee jumping cords (3) Brake pads (4) Body armor 131. For which of the following characteristics is Kevlar known? (1) Heat resistant (2) Strength (3) Durability (4) All of the above [ P.T.O. 132. Which one of the following caused the search for a fabric like Kevlar? (1) A shortage supply in the Directions : Answer the following questions (Q. Nos. 136 to 150) by selecting the correct/most appropriate options. gasoline 136. The study of meaning in a language is known as (2) A desire to protect police officers (3) The need to replace asbestos (1) syntax (4) The want of instruments (2) semantics better musical (3) morphology 133. A vest made of 15 layers of Kevlar with no steel plates could stop all but which of the following rounds? (1) Handgun rounds (4) linguistics 137. The teacher tells a story about animals. Children make animal noises every time they hear the name of the animal. It is (2) Shotgun pellets (3) Rifle rounds (1) total physical response (4) It could stop all of the above 134. How much stronger is Kevlar than steel? (2) communicative language teaching (1) Half as strong (3) grammar translation (2) As strong (4) reading approach (3) Five times as strong (4) 200 times as strong 135. What product was Kwolek trying to improve when she invented Kevlar? 138. Any of a wide variety of exercises, activities or devices used in the language classroom for realizing lesson objectives is known as (1) method (1) Tires (2) technique (2) Milk (3) Brake pads (3) syllabus (4) Armor (4) approach P-I/I 48 139. A test which is administered at the end of a language course for remedial teaching is 142. Which one of the following methods of teaching cannot be used interchangeably with each other? (1) Reference method (1) diagnostic test (2) Incidental method (2) placement test (3) Direct method (3) achievement test (4) Correlative method (4) memory test 143. Which one of the statements is true? 140. The practice of grammatical structures in a controlled manner can be done by (1) correcting wrong sentences produced by learners (1) All formative tasks are meant for assessment. (2) Assignments need to be given as classwork followed by homework everyday to provide variety and practice. (3) Formative assessment, to be effective, must be conducted only after teaching a lesson. (2) gap-filling grammar exercises (3) writing paragraphs and essays (4) explaining the use of particular structures 141. In the backyard, the dog barked and howled at the cat is an example of (1) simple sentence (4) While all formative tasks are meant for improving teachinglearning, some are used for assessment too. 144. Mother tongue influence can be effectively minimized in the classroom by (1) using the mother tongue more often (2) giving examples mother tongue (2) sentence fragment from the (3) giving a lot of exposure in the target language (3) complex sentence (4) giving inputs from the target language in a simple, graded manner (4) complex compound sentence P-I/I following 49 [ P.T.O. 145. Which one of the following sentences is a result of error arising out of translation from our language to another? (1) The teacher examination. is 148. A listening stimulus (1) presents input to separate groups of students who gather again to share it giving (2) is listening to a commentary to review it (2) The students are giving their examination. good (3) My joy knew no bounds. (3) enables students to discuss a set of criteria that they prioritize to complete and present a task (4) Are you going by the train? (4) presents an information gap activity such as giving directions 146. Reading skill best by can be developed (1) writing answers to questions on text (2) focusing on the use of words from context in the text (3) doing vocabulary exercises (4) doing quizzes and playing word games 149. If a language teacher has taught a topic in the class and no student asks questions in her class, then may be (1) students attention are not (2) she had teacher been an paying excellent (3) whatever was taught was beyond the comprehension of the students (4) all the students are at a higher level of learning 147. Who would be the implementer of education? 150. The founder of Structural Grammar was (1) Teacher (1) Newfield (2) Education Department (2) Chapman (3) Student (3) Chomsky (4) Curriculum (4) Fries P-I/I 50 ^mJ V ^mfm II qhXr _h dnyU : narjmWu ^mJ V ( Z g 0 H$m {dH$ n qhXr MwZm hmo & 121 go 150) {ZX}e : ZrMo {XE JE Zm| ( Z g 0 121 go 135) Ho$ ghr/g~go Cn`w $ C ma dmbo {dH$ n H$mo Mw{ZE & 121. 122. 123. 124. mW{_H$ Va na ~ m| _| {bIZo H$m H$m eb Bg gr_m VH$ hmo {H$ do (1) gw Xa Ajam| _| {bI gH|$ (2) N>moQ>r H$hmZr {bI gH|$ (3) {d{^fi C o `m| Ho$ {bE {bI gH|$ (4) _mZH$ dV Zr _| {bI gH|$ qhXr ^mfm Ho$ g X^ _| EH$ _h dnyU C o ` h {H$ ~ o (1) AnZm e X-^ S>ma {dH${gV H$a gH|$ (2) `mH$aU Ho$ {Z`_m| H$mo `mX H$a gH|$ (3) H$hr `m {bIr JB ~mV AmbmoMZm _H$ { > go naI gH|$ (4) H$hr `m {bIr JB ~mV H$mo e Xe H$h Am a {bI gH|$ mW{_H$ Va na qhXr ^mfm H$m {ejU H$aVo g_` Amn {H$g q~Xw na gdm {YH$ ~b X|Jo? (1) qhXr ^mfm Ho$ _whmdao Am a bmoH$mo{ $`m (2) qhXr ^mfm H$s {d{^fi dm `-g aMZmE (3) qhXr ^mfm H$m gm X` Am a Am M{bH$Vm (4) qhXr ^mfm H$s _mZH$ dV Zr nhbr H$jm H$s qhXr ^mfm H$s nmR> -nw VH$ _| Amn {H$g {dYm H$mo g~go A{YH$ _h d X|Jo? (1) H$hmZr (2) ZmQ>H$ (3) S>m`ar (4) {Z~ Y P-I/I 51 Ho$ Zm| Ho$ C ma Ho$db V^r X| `{X C hm|Zo ^mfm II 125. n T>Zo H$m ma ^ Ho$ {bE hmo & (1) Aja (3) dm ` _____ go hr hmo Am a {H$gr C o ` (2) (4) e X AW 126. ^mfm A{O V H$aZo Ho$ g X^ _| H$m Z-gm H$WZ C{MV Zht h ? (1) `h EH$ ghO {H $`m h & (2) `h EH$ dm^m{dH$ {H $`m h & (3) ~ o ^mfm Ho$ {Z`_m| H$mo Am _gmV H$aVo h & (4) ~ m| H$mo {Z`_ ~ZmZm {gIm`m OmVm h & 127. {bIZm grIZo _| g~go A{YH$ _h dnyU h (1) Aja-kmZ (2) e X-kmZ (3) dm `-g aMZm (4) AW H$s A{^ `{ $ 128. dmBJmo H$s Zo ^mfm-{dH$mg H$m VwV {H$`m & (1) `dhmadmXr (2) g_mO-gm H ${VH$ (3) `dhma-gm H ${VH$ (4) g kmZdmXr 129. ~h ^m{fH$ H$jmAm| _| ~ m| H$s Ka H$s ^mfm H$mo WmZ XoZo H$s { > go H$m Z-gm H$m` gdm {YH$ ^mdr h ? (1) qhXr ^mfm Ho$ e Xm| H$mo AnZr ^mfm _| H$hmo (2) qhXr ^mfm Ho$ e Xm| H$mo AnZr ^mfm _| {bImo (3) qhXr ^mfm _| gwZr H$hmZr H$mo AnZr ^mfm _| H$hmo (4) AnZr ^mfm _| AnZr ng X H$m H$moB JrV gwZmAmo _____ n[a o ` [ P.T.O. 130. H$jm nm M Ho$ ~ m| H$s qhXr ^mfm H$m AmH$bZ H$aZo _| H$m Z-gm Z gdm {YH$ Cn`moJr h ? (1) Pyar Ho$ {H$VZo ~ b Wo? (2) Pyar Ho$ ~ bm| Ho$ Zm_ ~VmBE & (3) J`m H $gm `{ $ Wm? (4) hram g_PXma Wm `m _moVr? `m|? 131. qhXr ^mfm _| AmH$bZ H$m _w ` C o ` h (1) ~ m| Ho$ `mH$aU-kmZ H$mo OmZZm (2) ~ m| Ho$ e X-^ S>ma H$m AmH$bZ H$aZm (3) ^mdr ^mfm- `moJ _| ~ m| H$s _XX H$aZm (4) ^mfm- `moJ g ~ Yr w{Q>`m| H$m AmH$bZ H$aZm 132. Vrgar H$jm H$m _mo{hV AH$ga n T>Vo g_` e Xm| H$s nwZamd { m H$aVm h & Amn CgHo$ nR>Z Ho$ ~mao _| `m H$h|Jo? (1) Cgo n T>Zm Zht AmVm (2) Cgo n T>Zo _| ~h V H${R>ZmB hmoVr h (3) dh AW H$s ImoO _| nwZamd { m H$aVm h (4) Cgo e X n T>Zo _| H${R>ZmB hmoVr h 133. ^mfm grIZo-{gImZo H$s {H $`m _| g~go H$_ _h dnyU h (1) ^mfm H$s nmR> -nw VH$ (2) ^mfm H$m AmH$bZ (3) ^mfm-{ejU H$s n {V (4) ^mfm H$m n[adoe 134. ^mfm {ejH$ Ho$ {bE O $ar h {H$ do ^maVr` ^mfmAm| H$s _____ H$mo drH$ma H$a| Am a g_ gm{h ` H$mo _____ H$s { > go XoI| & (1) O{Q>bVmAm|, gm{hp `H$ (2) {df_VmAm|, gamhZm (3) {d{dYVm, gamhZm (4) gamhZm, {d{dYVm P-I/I 135. nhbr H$jm Ho$ ~ m| Ho$ gmW H${dVm Jm`Z Ho$ ~mX Amn `m H$a|Jo? (1) ~ m| go H$h|Jo {H$ do gwZr h B H${dVm H$mo e Xe gwZmE (2) ~ m| go H${dVm na AmYm[aV Z nyN>|Jo (3) ~ m| H$mo H${dVm _| AmE nm M e X ~VmZo Ho$ {bE H$h|Jo (4) ~ m| go H$h|Jo {H$ do AnZr ^mfm _| AnZr ng X H$s H$moB H${dVm gwZmE {ZX}e : ZrMo {XE JE AZw N>oX H$mo n T>H$a nyN>o JE Zm| ( Z g 0 136 go 143) Ho$ ghr/g~go Cn`w $ C ma dmbo {dH$ n H$mo Mw{ZE & ~ m| H$s Xw{Z`m _| H$moB b S>mB Zht hmoVr & CZHo$ {bE Xw{Z`m h Am a do Bg Xw{Z`m _| AmZm MmhVo h & ~ m| H$mo `h gwZZm A N>m Zht bJVm {H$ `h Xw{Z`m BVZr ~oH$ma h , `hm H$aZo Ho$ H$m{~b Hw$N> ^r Zht h Am a Bggo ~MH$a {H$VZm Xya ^mJm Om gH$Vm h & g ^dV g~go _h dnyU ~mV `h h {H$ `y {b{Q>b Hy$b Ho$ {ejH$ Iwbo Am a g o h AWm V , `o bmoJ CZ g^r {df`m| na ~mV H$aZo Ho$ {bE V na ahVo h {OZ na ~ o ~mV H$aZm MmhVo h & do AnZo g o {dMma H$Q> H$aVo h Am a H$moB ~mV AJa do Zht OmZVo Vmo drH$ma H$a boVo h & `mXmVa {ejH$m| Ho$ gmW Eogm Zht h & gd}jU go `h n > hmoVm h {H$ 90 {VeV A_o[aH$s {ejH$ {ddmXm nX {df`m| Ho$ ~mao _| Hy$b _| ~mV H$aZo _| {d mg Zht H$aVo VWm ~ m| H$mo ^r BZ {df`m| Ho$ ~mao _| ~mV Zht H$aZo XoVo & hmbm {H$ do A N>r Vah OmZVo h {H$ ~ m| H$s BZ {df`m| _| g~go A{YH$ {M hmoVr h & Bg{bE nma n[aH$ Hy$bm| _| ~ o `mXm ~mV Zht H$a gH$Vo Am a O~ H$aVo ^r h V~ do Omo MmhVo h dh ~mV Zht H$a gH$Vo Am a B _mZXmar go Zht H$a gH$Vo & BgHo$ Abmdm {ejH$m| H$mo {ejU _| ~ma-~ma {gIm`m OmVm h {H$ AnZr AkmZVm, A{Z ` Am a CbPZ H$mo H$^r drH$ma Zht H$a| & g~go Ah_ ~mV `h h {H$ CZ_| Hy$Q>-Hy$Q> H$a `h ^am OmVm h {H$ N>m m| go EH$ noeoda Xyar aI| Am a AnZr `{ $JV qOXJr Am a 52 ^mdZmAm| Ho$ ~mao _| H$^r IwbH$a ~mV Zht H$a| & bo{H$Z `hr do ~mV| h {OZ_| ~ m| H$s g~go `mXm {Okmgm hmoVr h , `m|{H$ Bgr go do _hgyg H$a gH$Vo h {H$ ~ S>m hmoZm `m hmoVm h & 136. 140. 138. 139. (1) nma n[aH$ Hy$bm| _| ~ o `mXm ~mV Zht H$a gH$Vo & (2) nma n[aH$ Hy$bm| _| ~ o `mXm ~mV H$a gH$Vo h & (3) nma n[aH$ Hy$bm| _| ~ o _Zng X ~mV Zht H$a gH$Vo & (4) nma n[aH$ Hy$bm| _| ~ o B _mZXmar go ~mV Zht H$a gH$Vo & " `y {b{Q>b Hy$b Ho$ {ejH$ Iwbo Am a g o h ' _| "Iwbo' H$m AW h (1) ~h V Iwbo WmZ _| ahZm (2) {~Zm Xwamd-{N>nmd Ho$ ~mV H$aZm (3) `mnH$ $n go gmoMZo dmbo (4) Iwbo Vm a na H$m_ H$aZo dmbo 141. 137. nma n[aH$ Hy$bm| Ho$ ~mao _| H$m Z-gm H$WZ ghr Zht h ? A_o[aH$s {ejH$m| Ho$ ~mao _| H$m Z-gr ~mV ghr h ? ""~ m| H$s Xw{Z`m _| H$moB b S>mB Zht hmoVr'' dm ` go Vm n` h (1) do ~ m| Ho$ gmW g^r Vah H$s ~mV H$aVo h & (1) ~ m| H$s Xw{Z`m _| H$moB b S>Vm Zht h & (2) do ~ m| H$mo g^r Vah H$s ~mV H$aZo XoVo h & (2) ~ m| H$mo Xw{Z`m go o_ h & (3) do ~ m| Ho$ gmW g^r Vah H$s ~mV Zht H$aVo & (3) ~ m| H$mo b S>mB ng X Zht h & (4) do ~ m| Ho$ gmW amoMH$ {df`m| Ho$ ~mao _| ~mV H$aVo h & (4) ~ o b S>mB Zht H$aVo & 142. {ejH$m| H$mo {ejU _| `h {gIm`m OmVm h {H$ (1) do `h drH$ma H$a| {H$ do AkmZr h (2) do `h drH$ma H$a| {H$ do CbPo h E h (3) do `h drH$ma Z H$a| {H$ C h| kmZ Zht h (4) do `h drH$ma Z H$a| {H$ do {ejH$ h 143. ~ m| H$s g~go `mXm {Okmgm {H$g ~mV _| h ? "{dMma' e X _| "BH$' `` bJZo go e X ~ZoJm & (1) d Mm[aH$ (2) {dMm[aH$ (3) d MmarH$ (4) {dMmaBH$ "B _mZXmar' e X h (1) ^mddmMH$ g km {ejH$m| H$s AkmZVm _| (2) `{ $dmMH$ g km (3) {ejH$m| Ho$ {ejU _| (3) g_yhdmMH$ g km (4) {ejH$m| H$s CbPZm| _| (4) Om{VdmMH$ g km (1) {ejH$m| Ho$ {ZOr OrdZ _| (2) P-I/I 53 _____ [ P.T.O. {ZX}e : ZrMo {XE JE AZw N>oX H$mo n T>H$a nyN>o JE Zm| ( Z g 0 144 go 150) Ho$ ghr/g~go Cn`w $ C ma dmbo {dH$ n H$mo Mw{ZE & h|db KmQ>r Ho$ Jm ddm{g`m| Zo Mr S> Ho$ no S>m| Ho$ hmo aho {dZme Ho$ {d Owbyg {ZH$mbo & Kmg-Mmam boZo Om ahr _{hbmAm| Zo BZ no S>m| go brgm Q>nH$mZo Ho$ {bE bJmE JE bmoho {ZH$mb {XE d CZHo$ WmZ na {_ >r H$s _ah_-n >r H$a Xr & _{hbmAm| Zo no S>m| H$m ajm-~ YZ ^r {H$`m & Ama ^ go hr bJm {H$ d j ~MmZo _| _{hbmE AmJo AmE Jr & dZ H$Q>Zo H$m g~go A{YH$ H$ > C ht H$mo CR>mZm n S>Vm h , `m|{H$ Kmg-Mmam bmZo Ho$ {bE C h| Am a Xya OmZm n S>Vm h & H${R>Z WmZm| go Kmg-Mmam EH$ H$aZo _| H$B ~ma C h| ~h V MmoQ> bJ OmVr h & d go ^r nhm S>r am Vm| na Kmg-Mmao H$m ~moP boH$a nm M-Xg {H$0 _r0 `m Cggo ^r `mXm MbZm ~h V H${R>Z hmo OmVm h & Bg Am XmobZ H$s ~mV D $Mo A{YH$m[a`m| VH$ nh Mr Vmo C h| brgm m H$aZo Ho$ Vm a-VarH$m| H$s Om M H$admZr n S>r & Om M go n > hmo J`m {H$ ~h V A{YH$ brgm {ZH$mbZo Ho$ bmbM _| Mr S> Ho$ no S>m| H$mo ~h V ZwH$gmZ h Am h & BZ AZw{MV VarH$m| na amoH$ bJr & Mr S> Ho$ Km`b no S>m| H$mo Amam_ {_bm, EH$ Z`m OrdZ {_bm & na V^r I~a {_br {H$ Bg BbmHo$ Ho$ ~h V go no S>m| H$mo H$Q>mB Ho$ {bE Zrbm_ {H$`m Om ahm h & bmoJm| Zo nhbo Vmo A{YH$m[a`m| H$mo kmnZ {X`m {H$ Ohm nhbo go hr Kmg-Mmao H$m g H$Q> h , dhm Am a `mnm[aH$ H$Q>mZ Z {H$`m OmE & O~ A{YH$m[a`m| Zo Jm ddm{g`m| H$s _m J na `mZ Z XoVo h E Za| ZJa _| Zrbm_r H$s KmofUm H$a Xr, Vmo Jm ddmgr Owbyg ~ZmH$a dhm Zrbm_r H$m {damoY H$aVo h E nh M JE & dhm EH$ R>oHo$Xmam| go h|db KmQ>r H$s _{hbmAm| Zo H$hm, ""Amn BZ no S>m| H$mo H$mQ>H$a h_mar amo Or-amoQ>r _V N>rZmo & no S> H$Q>Zo go `hm ~m T> d ^y- IbZ H$m IVam ^r ~ T> OmEJm &'' Hw$N> R>oHo$Xmam| Zo Vmo dm Vd _| dh ~mV _mZr na Hw$N> A ` R>oHo$Xmam| Zo AX dmZr Am a gboV Ho$ O Jb IarX {bE & 144. h|db KmQ>r _| {H$Z no S>m| Ho$ hmoZo dmbo {dZme Ho$ {d Owbyg {ZH$mbo JE? (1) XodXma (2) Mr S> (3) nrnb (4) Am_ P-I/I 54 145. _{hbmAm| Zo no S>m| H$m ajm-~ YZ `m| {H$`m? (1) `h Cg KmQ>r H$s a _ Wr (2) no S>m| H$mo gw Xa ~ZmZo Ho$ {bE (3) CZH$s _ah_-n >r H$aZo Ho$ {bE (4) no S>m| H$mo ~MmZo Ho$ {bE 146. dZ H$mQ>Zo H$m g~go A{YH$ H$ > _{hbmAm| H$mo `m| CR>mZm n S>Vm h ? (1) Ho$db C h| hr dZ go o_ Wm (2) C h| Mmam bmZo Ho$ {bE Xya OmZm n S>Vm h (3) C h| dZm| H$s KZr N>m`m Zht {_bVr (4) C h| dZm| go brgm Zht {_bVm 147. Mr S> Ho$ no S>m| H$mo {H$ggo ~h V ZwH$gmZ hmo ahm Wm? (1) ~h V D $Mo A{YH$m[a`m| go (2) A{YH$ Kmg-Mmam bmZo go (3) ~h V A{YH$ brgm {ZH$mbZo go (4) Hw$N> R>oHo$Xmam| go 148. no S> H$Q>Zo go {H$gH$m IVam ~ T> OmEJm? (1) ~m T> Am a bH$ S>r H$m (2) ^y- IbZ Am a ~m T> H$m (3) ^y- IbZ Am a bH$ S>r H$m (4) bH$ S>r Am a Mmao H$m 149. "amo Or-amoQ>r' e X h (1) g km (2) gd Zm_ (3) {deofU (4) e X-`w _ 150. ""Hw$N> R>oHo$Xmam| Zo Vmo dm Vd _| dh ~mV _mZr'' dm ` _| {ZnmV h (1) Hw$N> (2) Zo (3) Vmo (4) dh P-I/I SPACE FOR ROUGH WORK a \$ H$m` Ho$ {bE OJh HHH 55 [ P.T.O. READ THE FOLLOWING INSTRUCTIONS CAREFULLY : {Z Z{b{IV {ZX}em| H$mo `mZ go n T>| : 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. {Og H$ma go {d{^fi Zm| Ho$ C ma {XE OmZo h CgH$m dU Z narjm nwp VH$m _| {H$`m J`m h , {Ogo Amn Zm| H$m C ma XoZo go nhbo `mZ go n T> b| & `oH$ Z Ho$ {bE {XE JE Mma {dH$ nm| _| go ghr C ma Ho$ {bE OMR C ma-n Ho$ n >-2 na Ho$db EH$ d m H$mo hr nyar Vah H$mbo/Zrbo ~m bnm B Q> noZ go ^a| & EH$ ~ma C ma A {H$V H$aZo Ho$ ~mX Cgo ~Xbm Zht Om gH$Vm h & narjmWu gw{Z{ V H$a| {H$ Bg C ma-n H$mo _mo S>m Z OmE Ed Cg na H$moB A ` {ZemZ Z bJmE & narjmWu AnZm AZwH $_m H$ C ma-n _| {ZYm [aV WmZ Ho$ A{V[a $ A ` Z {bI| & narjm nwp VH$m Ed C ma-n H$m `mZnyd H$ `moJ H$a|, `m|{H$ {H$gr ^r n[ap W{V _| (Ho$db narjm nwp VH$m Ed C ma-n Ho$ g Ho$V `m g `m _| {^fiVm H$s p W{V H$mo N>mo S>H$a) Xygar narjm nwp VH$m Cnb Y Zht H$amB OmEJr & narjm nwp VH$m/C ma-n _| {XE JE narjm nwp VH$m g Ho$V d g `m H$mo narjmWu ghr VarHo$ go hm{Oar-n _| {bI| & OMR C ma-n _| H$mo{S>V OmZH$mar H$mo EH$ _erZ n T>oJr & Bg{bE H$moB ^r gyMZm AYyar Z N>mo S>| Am a `h doe-n _| Xr JB gyMZm go {^fi Zht hmoZr Mm{hE & narjmWu mam narjm hm b/H$j _| doe-n Ho$ {gdm` {H$gr H$ma H$s nmR> -gm_J r, _w{ V `m h V{b{IV, H$mJO H$s n{M `m , noOa, _mo~mBb \$moZ, Bbo Q >m {ZH$ CnH$aU `m {H$gr A ` H$ma H$s gm_J r H$mo bo OmZo `m Cn`moJ H$aZo H$s AZw_{V Zht h & _mo~mBb \$moZ, ~oVma g Mma `w{ $`m (p dM Am \$ Ad Wm _| ^r) Am a A ` {V~ {YV d VwE narjm hm b/H$j _| Zht bmB OmZr Mm{hE & Bg gyMZm H$m nmbZ Z hmoZo na Bgo narjm _| AZw{MV gmYZm| H$m `moJ _mZm OmEJm Am a CZHo$ {d H$m` dmhr H$s OmEJr, narjm a H$aZo g{hV & nyN>o OmZo na `oH$ narjmWu, {ZarjH$ H$mo AnZm doe-n {XImE & Ho$ AYrjH$ `m {ZarjH$ H$s {deof AZw_{V Ho$ {~Zm H$moB narjmWu AnZm WmZ Z N>mo S> | & H$m` aV {ZarjH$ H$mo AnZm C ma-n {XE {~Zm Ed hm{Oar-n na Xw~mam h Vmja {H$E {~Zm narjmWu narjm hm b/H$j Zht N>mo S>|Jo & `{X {H$gr narjmWu Zo Xygar ~ma hm{Oar-n na h Vmja Zht {H$E, Vmo `h _mZm OmEJm {H$ CgZo C ma-n Zht bm Q>m`m h Am a `h AZw{MV gmYZ H$m _m_bm _mZm OmEJm & narjmWu AnZo ~mE hmW Ho$ A JyR>o H$m {ZemZ hm{Oar-n _| {XE JE WmZ na Ad ` bJmE & Bbo Q >m {ZH$/h VMm{bV n[aH$bH$ H$m Cn`moJ d{O V h & narjm hm b/H$j _| AmMaU Ho$ {bE narjmWu narjU g Wm Ho$ g^r {Z`_m| Ed {d{Z`_m| mam {Z`{_V h & AZw{MV gmYZm| Ho$ g^r _m_bm| H$m \ $gbm narjU g Wm Ho$ {Z`_m| Ed {d{Z`_m| Ho$ AZwgma hmoJm & {H$gr hmbV _| narjm nwp VH$m Am a C ma-n H$m H$moB ^mJ AbJ Z H$a| & narjm g nfi hmoZo na, narjmWu hm b/H$j N>mo S>Zo go nyd C ma-n {ZarjH$ H$mo Ad ` gm n X| & narjmWu AnZo gmW Bg narjm nwp VH$m H$mo bo Om gH$Vo h & P-I/I 1. The manner in which the different questions are to be answered has been explained in the Test Booklet which you should read carefully before actually answering the questions. 2. Out of the four alternatives for each question, only one circle for the correct answer is to be darkened completely with Black/Blue Ballpoint Pen on Side-2 of the OMR Answer Sheet. The answer once marked is not liable to be changed. 3. The candidates should ensure that the Answer Sheet is not folded. Do not make any stray marks on the Answer Sheet. Do not write your Roll No. anywhere else except in the specified space in the Answer Sheet. 4. 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. 5. The candidates will write the correct Test Booklet Code and Number as given in the Test Booklet/Answer Sheet in the Attendance Sheet. 6. A machine will read the coded information in the OMR Answer Sheet. Hence, no information should be left incomplete and it should not be different from the information given in the Admit Card. 7. Candidates are not allowed to carry any textual material, printed or written, bits of papers, pager, mobile phone, electronic device or any other material except the Admit Card inside the Examination Hall/Room. 8. Mobile phones, wireless communication devices (even in switched off mode) and the other banned items should not be brought in the Examination Hall/Room. Failing to comply with this instruction, it will be considered as using unfair means in the examination and action will be taken against them including cancellation of examination. 9. Each candidate must show on demand his/her Admit Card to the Invigilator. 10. No candidate, without special permission of the Centre Superintendent or Invigilator, should leave his/her seat. 11. The candidates should not leave the Examination Hall/Room 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 second time will be deemed not to have handed over the Answer Sheet and dealt with as an unfair means case. The candidates are also required to put their left hand THUMB impression in the space provided in the Attendance Sheet. 12. Use of Electronic/Manual Calculator is prohibited. 13. The candidates are governed by all Rules and Regulations of the Examining Body with regard to their conduct in the Examination Hall/Room. All cases of unfair means will be dealt with as per Rules and Regulations of the Examining Body. 14. No part of the Test Booklet and Answer Sheet shall be detached under any circumstances. 15. On completion of the test, the candidate must hand over the Answer Sheet to the Invigilator in the Hall/Room. The candidates are allowed to take away this Test Booklet with them. 56 KM8 12**60*

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