Paper - I July 2013

JJ~a1]
This booklet contains 56 pages.
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PAPER I
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T.:;:;ooklet;::e
MAINTESfDOOKLET/'l"'•'JII-1
Do not open this Test Booklet until you are asked to do so.
~ 'lfiii.IU ~ CfiT Oof nCfi "I'~ \if<~' nCfi ~"I'~ I
Test Booklet No.
llil!IIT~~
1271801
Read carefully the Instructions on the Back Cover of this Test Booklet.
~ 1fiiiiU ~ <frttw~ 31mVT
C6T tzlR ~ -qf 1
INSTRUCTIONS FOR CANDIDATES
'QTrorr.mrr
I.
2.
3.
4.
5.
6.
7.
I
8.
9.
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 blue/black ball point pen only. ·
The test is of21Jtours duration and consists of 150 questions.
There is no negative marking.
Use Blue I Black Ball Point Pen only for writing particulars
on this page I marking responses in the Answer Sheet.
The CODE for this Booklet is A. Make sure that the CODE
printed on Side-2 of the Answer Sheet is the same as that on
this booklet. Also ensme that your Test Booklet No. and
Answer Sheet No. are the same. In case of discrepancy, the
candidate should immediately report the matter to the
lnvigilator for replacement of both the Test Booklet and the
Answer Sheet.
This Test Booklet has five Parts, I, II, III, IV and V, consisting
of 150 Objective Type Questions, each carrying I mark :
Part-! : Child Development and Pedagogy(Q. I to Q. 30)
Part- II : Mathematics.
(Q. 31 to Q. 60)
Part-III: Environmental Studies
(Q. 61 to Q. 90)
Part- IV : Language 1- (Englishil:lindi)
Q. 91 to Q. 120)
Part-Y : Language [J. (Engiish!Hindi) (Q. 121 to Q. !50)
Part-IV contains 30 questions for Language-! and Part-Y
contains 30 questions for Language-11. In this Test Booklet,
only questions pertaining to English and Hindi language have
been given. In case the languagets' you have opted for as
Language-! and/or Language-11 is a language other
than English or Hindi, please ask for a Test Booklet
that contains questions.. on that language. The
languages being :answered must tally with the
languages opted for in your Application Form.
Candidates are required to attempt questions in
Part -V (Language-11) in a language other than the
one chosen as Language-! (in Part-IV) fr.om the list of
languages.
Rough work should b<l done only in the space provided in the
Test Booklet for the >arne.
The answers are to be recorded on the OMR Answer Sheet
only. Mark your responses carefully. No whitener is allowed
for changing answers.
__
1.
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Name of the Candidate (in C a p i t a l s ) : - - - - - - - - - - - - - - - - - - , , - - - - - - - - - - - - ~<ffi"'lff1 ~ aMf'G'):
Roll Number: in figures
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Centre of Examination (in Capitals) = - - - - - - - - , . - - - - - - - - - - - - - - - - - - - - - -~~aMf'G');
.
Candidate's Signature:
- - - - - - - - Invigilator's Signature:--~-------
~<i;mrw:
Fascimile signature stamp of
Centre
flul1~illim 11111111~ IIIII
~<!;~:
A·
(2)
PART- I /'qfl'f -1
. CHILD DEVELOPMENT AND PEDAGOGY /~fCICfii~ crfulffil'Jw.il'
'
•
t
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Directio11s: Answer the following questions by
selecting the most appropriate option.
1.
2.
3.
4.
5.
Rffl: ~ 3fom ~ ~ RAfffl&rt JrRT
~ '3'ffr<fff.mr I
The following threE~ aspects of
intelligence are dealt by Sternberg's
1riarchic theory excel!!
(I) componential
(2) social
(3) experiential
(4) contextual
1.
Howard Gardner's theory of multiple
intelligences emphasizes
(I) general intelligf:nce
(2) common abilities required in
school
(3) the unique abilities of each
individual
· (4) conditioning skills in students
2.
.
of.a ~ f"''+=1f("'f&l1
~ atffiRifi'l
'IWT CiiT ~ ~ ftrffir
fcficrr~t I
(1)
~
( 2)
~·lll"'l f"' Cfi
(3)
(4)
~
~
~~~
~on:r~t I
The sounds t/1, ph, ch are
(1) ~orphemes
(2) Graphemes
(3) Lexemes
(4) Phonemes
3.
In order to avoid gender stereotyping
in class, a teacher should
(1) try to put both boys and girls in
non-traditional roles.
(2) appreciate students' good work by
saying 'good girl' or 'good boy'.
(3) disco.urage girl:> from taking part
in wrestling.
(4) encourage boys to take risk and be
bold.
4.
Schools should cater to Individual
differences to
(1) narro.w the gap between individual
students.
(2) even out abilities and performance
of students.
(3) understand why students are able
or unable to learn.
(4) make individual students feel
exclusive.
5.
ftr.ain '# mnf'Q1'1'
of.a ~ ftr.ain - -
off.a
( 1)
WfF!I'
(2)
(3)
feW IWI ~ ~ m <ilr<rm3lT
~~ qft ~ <W<rm.aU
(4)
~~~~
ef, 'In, 'i;r ~t
(1)
(2)
(3)
(4)
~
~
~
~
~~~'!C'i\&iitoal11 ~~~iffir~
~q:;f
(1)
(2)
(3)
~~
'CfiT
~
'&if
31-~~3lT~~· I
·~ ~·, ·~ ~· ~
cnrct qft mw-rr
~ ~ ~
m~l
~ 1WT ffi ~ ~ <.'1$f¢4\ q;f
cpffi
f.:t N'{'ll Mo 'CfiBT I
~ q;f ~ 60R ~ f.Mq,
~ ~ ~ lilNJ IMI"l 'CfiBT I
fcr'€11('141 'CfiT ~ iffir ~4fcfi"'C6 f1AnTm
(4)
q:;f~~~?
( 1) . cl<lfiffitfi ~ ~ l'l~~nsrrt CfiT <P11
(2)
(3)
<4>
'CfiR~~I
~ ~ ~ ~ <W<rm.aU q;f
m 'CflVt ~ ft;ro: 1
<w ~ ~ ft;ro: fc!;' 'f<ll ~
~~~<rr~t1
&<lfCffiCfi ~ CfiT ~
~'RR~~~
rn
qft
(3)
6.
7.
·What kind of support can a school
provide to address the individual
differences in students ?
(1)
Follow
a
child-centered
curriculum and provide multiple
learning opportunities to students
(2)
Apply every possible measure to
remove the individual differences
in students
(4)
7.
~ ~ <t~
m mr cit
3f.fl1'R CWIT
I
~ afu- ~ •g"<liq)"' - - - - 'QT ~
~tl
(2)
how learning can be observed, .
recorded and improved upon.
(2)
(3)
fine-tuning
teaching.
~q:;t W'-if~ilct ~ct~O!lfllCI)
~1Rf.ltm"~
~ q:;l ~
m
61ClMlf'hH,
ftcoJi
afu- -woo~~ 1R
the
~ ct Wi
(3)
the
~ ~ "fi'qq '31Wf
m-m 1Jfu ~ ~ ~ ~ q:;l
4k~_<l-q -qj <liT
Cl)
of
<t
flrrrrraff q:;l
fcMq f<HlliM4'i -q' $;;IT I
continuous
testing
on
a
comprehensive scale to ensure
learning.
redundancy
examination.
~qfcffiq>
~ ~
Follow same level of curriculum
for all students
with
-q
CWIT I
(4)
of tests
~<~fcfi'1'*' r~m <nt -m:nr~
~
(2)
(3)
Continuous
and
Comprehensive
Evaluation empha!dzes
*
~ cf> ft;rtr '(lCfl f<w IM<l ~ m
<fiT
~~C6'rcff~t?
(1)
Gffi'f-~ 41C}_<l'ql!J <liT ~ CWIT
3m- ~ q:;l ~ <t ~
;wmr ~ qm;:rr I
Refer slow learners to special
schools
(4)
9.
~~
(3)
(1)
8.
6.
A
m.m <liT m•*',fll
Board
8.
School Based Assessment .
Dilutes the accountability
Boards of Education.
(2)
·Hinders
achieving
National Standards.
(3)
Helps all students learn more
through diagnosis.
(4)
Makes stude:nts and teachers nonserious and easual.
"1 Cl I"'~ t:l q:;q q:;r ~T
%-I
~ ~ ~
(2)
Universal
"Readiness for learning" refers to
fum- -.ITt cit
(I)
of
(1)
fcWIM<l :amufun~
cit mf1<f ll
orrm ~ q:;{(1T %- 1
9.
(3)
~ Cl/(ilq{O/ -q' ~ ~ -q'
(4)
~ ~cit~ q:;{(1T %- I
~ afu- ~ q:;l ~
MI4 <Cll ~ ORTt1T %- I
·~
cit
Cfmfttl
mqrn•
--
ciT
31ir
am- ~
( 1)
general ability level of students
(1)
~ q;r ~ <W<:rctT mr
(2)
present cognitive level of students
in the learning continuum
(2)
~
(3)
satisfying nature of the act of
learning
(3)
~ <t 'Cf>r<hlft ~ q:;l ~ ~
Thorndike's Law of Readiness
(4)
'414:si~Cf> <liT~ <liT f.!w:r
(4)
<t
fllt1<"'4Cf>
#
~ CfiT
(4)
A
10.
A teacher has some physically
challenged children in her class.
Which of the following would be
appropriate for her to say ?
(1)
Wheel-chaired
bound
10.
~
fufam ctT cnm it ~ :m{lfhn
fc1Cf>Hi 1 @ crn;l- ~ f I f"''Aft"tfuti1 it~
~ft;rtr~~~~-rnr?
{1)
~ -3llH '!14614%
children
going to hall.
Physically
.q if"<.!# ~Cf>f(>'G<t>
fl
inconvenienced
activity in the: classroom.
(4)
11.
12.
(3)
.aw.ft
crutches to go to the playground.
~?
Polio afflicted children will now
present a song.
(4)
11.
(2)
Emotional disturbance
{2)
ti~• IIM<ti fub1
(3) ·
Behavioural disturbance
{3)
O!ICI$F(llt'1
(4)
Cultural factors
(4)
<Hif't'fliif> ~
12.
Committed
particularly
to
improve the learning outcomes of
specially abled students
(4) · Decides learning heeds of students
according to their disability
mwr
fub'f
~ ft<il<l:tfl fcltlli'1«1
(1)
learning outcomes of all students
irrespective of their capabilities
(3)
<!<IT ~
<t a~RtRCf\1 fP~ortft1fu!l1 ~ il>
Cf>m1T aTIW!ll" ~~~~ t I
~ f-&WlCf!tH
Differentiate between students
and
sets
less
challenging
achievement targets for specially
abled children
m
~I
(1)
Is committed to· improve the
cnm
~ C1'iT ~
41fC141u«J ~ 3lOf ~ TTRT
Cerebral dysfunction
(2)
m ~~~
~ 'H lf@<il '<tiT
{1)
An inClusive school.
<t
~<ffi;t~.q~<t~3l1'1
Mohan why don't you use your
Learning disabilities may occur due to
all of the following exce1_1t
(1)
~
·(2) . •111f1P:<t> ~ ~ ~ ~
children may do an alternative
(3)
i1Fr .q
-R~tl
may take help of their peers in
(2)
~-¢ qwf ~
~ qft ~3TI qft 1WW f~
foRT w:fT <t ~-~ q;f
~<t~~m-m~~
(2)
~ <t lWT 3trr 'ROT ~ a:ftr
~ ~ ~ m111 ~ <t ~ Cf;tf
tj~Ml'f"l ~ ~ Rmfur 'ROT
~I
(3)
~ ~ ~
<W<r
~
~-~ct>T ~
~~~~mm~l
(4)
~ qft f-1<il"'"IMI
<t
<t
~
il> ~ ~
~ qft 3JicP(I4if>cti3TI q;f ~
'ROT~ I
(5)
13.
Gifted students
(2)
Can manage their studies without
a teacher
(2)
Can be good models for other
students
(3)
~;;WI
~ t- foRT
3Tl:Z!'R "Cfl't
aqqf.flll\'1 "Cflr "ffil t I
aR~t"~~~"R"
(4)
~tl
~-~~m~~
Cannot be learning disabled
Giftedness is due to
14.
_ _ t"<f;R11T~~t
Genetic makeup
(1)
ail'jCif~ICfl r'tRT
(2)
Environmental motivation
(2)
Cll\'11q{O(lq ~
(3)
Combination of(l) and (2)
(3)
(l)
(4)
Psychosocial factors
(4)
11-lT-filii lf"1<6 C!iRC6T
~
.q ~ afu" wR t- ~
Which of the following is appropriate
for environment c:onducive to thinking
and learning in children ?
(2)
15.
(1)
Individual tasks done by the.
learners
(4)
allowing students to take some
decisions about what to learn and
how to learn
Learning Disability in motor skills is
~~
wr:r t- ~ Rm
~
(2)
f.mrPJ~C6l<f ~ ~
(3)
~ ~ lrnT Ollf<fl"jl 1\'1 C6l<f C6V1T
(4)
16.
Tffuq:;- ~ .q 3lf'Q11Jf f-'l<t1•th'll - C6t'W11ffi t I
Dyspraxia
(1)
f-s'Hlfcm41
(2)
Dyscalculia
(2)
f-s~wrf<n41
(3)
Dyslexia
(3)
f-s+<'lf#141
(4)
Dysphasia
. (4)
f-s:0>f~41
17.
3lf'Q11Jf f-14i•<li'11 - (1)
~~31cW!IT~ I
(2)
~m- 31cW!IT ~ I
need not impair functioning
(3)
~ ~ fcfic:wb:r.sfu Cfft ~ <R
does not improve with appropriate
input
(4)
~
( 1)
is a stable state
(2)
is a variable state
(3)
(4)
-#
~ "Cfl't ¥ 'W ~ t.rr fcf; ~
~~afu-~~~1
(l)
Learning Disability
3lf~­
~
given
· (3)
afu" (2) <.fir~
~t?
Passive list(:ning for long periods
of time
Home
assignments
frequently
I
~ CIIHI<HUI t"~ f-'l""fR:iRsH "&l"t~
call~d
17.
am
(1)
(1)
16.
-m
Need support not ordinarily
provided by the school
(4)
15.
13. ·~~~
(l) ~ ~ qft 311C:Fi4Cfl\'11 mill ~
<illil~\'1: f<lEll<'141 lrnT ~ ~
{I)
(3)
14.
A
mill
I
1
H<m t- -w.r wnr ~ m
A
18.
19.
(6)
The following are the steps in the
process of problem solving except
M~t~~"'fctf~cf;~f­
(I)
Identification of a problem
(1)
~cttW€1R
(2)
Breaking down the problem into
smaller parts
(2)
~ Cj;f -rnt ~ -q: ~
(3)
~~em~
(3)
Explore possible strategies
(4)
llfturrriT qff 3lmT ~
(4)
Anticipate outcomes
19.
A teacher should
~~(Cfil)
(I)
(I)
ctt 7lt ~ cot l%"
~ ~ *"~ -q: *rr ~ afu"
~ We
~ *fir R"u:fuft -e;;ft
~ mr
~I
*"
measure success as the number of
times students avoid making
mistakes
(2)
~ fcmRt ow~ q;R ~ ~
(3)
not correct students while they're
trying to communicate ideas
(3)
~I
~ ~ fcrtmT
(4)
focus more on lecturing
provide
a
foundation
knowledge
(2)
W.
treat errors committed by students
as blunders and take serious note
of each error
-
*" *" ~ -q: *rr
~ q;n~- ~
m~~m q;r-rr
l1l1l"
em ~ q;R -em
~I
and
(4)
for~
Seema is desperate to score A+ grade
in an examination. As she enters the
examination hall and the examination
begins, she be,:omes extremely
nervous. Her feet ~~o cold, her heart
starts pounding and she is unable to
answer properly. The primary reason
for this is that
~ ~~
041 @41"1 '!R 31fuq;- 'I:ZIR
*"
t.rr ~ afu"
m;r
~ 3l1'lm" ~ ~
~I
20.
•
lfflm tl
A+
m- ~ ~ cf; ~
atffi ~t 1\ifif ~lfflm 'i1cR tl ~
"ffiT t neTr lfflm '!fiN t, ~ ~@Tcfi"
orcrn m-;;ffift t
mm
f,
~ ~ ctr ~ ~ ~ m"\il"lffi t
I ~ ·qrcnit ~ ~
~~~~~"3W~~-qrffi I
~~CfimJT~~t
w 3l1AT m
3lll"'fct><Cll«l -=m ~ 1
~
-.m- -q: OJSO
(1)
she may not be very confident
about her preparation
(I)
"WK
(2)
she may be thinking excessively
of this
about
the . result
examination
(2)
"WK w ~ ~ 1:!ftunll
OJSO 31fuq;- ~ ~ I
(3)
invigilator teacher on duty may be
her class teacher and she is of
very strict nature
(3)
f.rOOcl;- ~ "'T ~
(4)
she may not be able to deal with
sudden emotional outburst
*"
*" ont -q:
'!R
t w
~q;m~~~~afu"
W ~ # OJSO CfiCTr ~ I
(4)
"WKW ~ fi~•III"!Cfi
WHTm<ii\~ I
anWr CfiT
(7)
21.
22.
A
are used to analyse the information
'It ~-m fiili"''IC+!Cfi ~ ~
Tif ~ cl> fctqtil<I!OI ~ fffir ~ 'It Fl'1f
given?
~t?
Which ofthe following cognitive verbs
( 1)
IdentifY
(2)
21.
(1)
W't!Ff~
Differentiate
(2)
atrr~
(3)
Classify
(3)
~~
(4)
Describe
(4)
qu\;r~
Rajesh is a voracious reader. Apart
22. ·
h~
-mm m ~
l:(lOcf>
t
1~
m
'CfiRt
often goes to library and reads books
ttl ~ ~ cl> a~fr~Rcm ~: ~Cfii{Ot"l
";ifl'ffi t afu- f'Ff SICfi~Un· 1R" ~ ~
on diverse topics. Rajesh does his
t
project even in the lunch break. He
~ 4R<ilJ1'11 ~ 'Cfi«<T t I
does not need prompting by his
~
teachers or parents to study for tests
an~ im1
from studying his course · books,
I ~tf~. -mffl~-~"#
fffir w:t ~ ~
m
m -.:ritamn
~ 3MiU
ttl ~
~ t 31tt~~ll ~ q;r awiG"fflrr
and seems to truly enjoy learning. He
can be best described as a(n) _ __
23.
R¥01ff;!fu:l11
~311r!Tt
"Cfi'lft
~ ~
1m __ ~~'lt~ucn
(1)
fact-c{:ntred learner
~~~~~m~t 1
(2)
teacher motivated learner
(1)
~-amnfui ~
(3)
assessment-centered learner
(2)
~-~~
(3)
~-~~
(4)
intrinsically motivated learner
(4)
~~~·~~
Children
in
pre-primary
get
23.
~~~~"Q"f~ltl"•m
satisfaction rrQ.m being allowed to
ttl ~ ~~ "J1llf "ffi ~ ~ m"J1Tit t, 1
discover. They become distressed,
~a;tf.!i'ilffil~l'1 ~-;;m:rrtm~~
when they are discouraged. They do
m~t~~~
so due to their motivation to
arl'~~~~tl
(1)
redw;e their ignorance
(1)
31tRT.q;fq;q~
(2)
affiliate with the class
cz,)
~~~~rn
(3)
create disorder in the class
(3)
~ .q ~""'Cl~l ~ .q
(4)
exercise their power
(4)
~~q;r~~
ttl~
A
24.
(8)
Understanding Human Growth and
24.
-qr.rcr~~~<it~~q;l
Development enables a teacher to
_ _ <);<rlnf GRTffi t I
(1) · gain control of learners' emotions
(1)
while teaching.
(2)
~~~
be clear about teaching diverse
(2)
learners.
(3)
tell
practice
how
they
can
(3)
her ·teaching
m
Which one ofthe foUowing is true ?
(1)
(4)
25.
Development and learning are
unaffected
by
socio-cultural
(2)
·Students learn only in a certain
way.
(3)
Play is significant for cognition
(1)
\
(I)
The relative contributions of peers
and genes are not additive.
(2)
Heredity and environment do not
operate together.
(3)
IS
related
to
Propensity
environment
while
actual
development requires heredity.
(4)
Both heredity and environment
contribute 50% each m the
development of a child. ·
Ruru ~ ~ 311ft ~-3Mffi
~ ~ ~
m-<Hi*¥fo<t•
(2)
~~~om~~~
(3)
~ ~ ~ 'HII"11f->1Cfi ~ ~
Wnnn$o%"
(4)
Questioning by teacher constrains
cognitive development.
Which one of thll following is true
about the role of heredity and
environment in the development of a
child?
q;t w Offi'Ft fcl;- cf 3N-t
~~~Wit~ I
and social competence.
26.
~
Pi""1IT=if&n"ll~qfR-m~t?
contexts.
(4)
om- .q
~1l~wm-<Rm~
an
unbiased way.
25.
~ ~ ~ ~ ~
~
students
improve their lives.
(4)
~~~~~~"!R"
~
1
I
~ <8~Hiii"ICfi
sm w.:r
~1l~%"1
26.
~<);~ll ::tll'j/'t&t<Mt afu"Cllni<HUI
<it
~ <); Grit .q r~
. . . f<:1f&n .q ~ qfR_
m~t?
(1)
'H"iCI<HCI>l
~ ftrtci; (genes) "CfiT
~ ~ <il•lliiiCfi ~ m-m 1
(2)
3ilf'if!<ICfictl ~ CllctiCI{UI ~ ~
qfl:illf(i'tct ~
(3)
m- I
~ ~ CllctiCI{UI ~ ~
~
CIFRifqCfi
fcf<:f;m
~
%"
Wrrt
::ttlf'if!<ICfictl ~ %" I
(4)
611f'if:(ICfictl ~ CllctiCI<(UI
~ ~fqq:;m
tft
I
#
<;f.:IT ~
50%-50%·~
(9)
I
27.
28.
A
Socialization is
(1)
Rapport
taught
between
(2)
Process
society
of
(3)
Adaptation of social norms
(4)
Change in social norms
teacher
modernization
(1)
~ ~ :ql3nr<nr ~ oiR:r
of
(2)
m
(3)
m~11RW~~~
(4)
fll'"llf"l'f> 11RW -q ~
A PT teacher wants her students to
improve fielding in the game of
cricket. Which one of the following
strategies will best help his students
achieve that goal ?
(1)
(2)
(3)
(4)
28.
~
~ aw{-1Chli.fi<ul
m.il.
-«
t?
Tell students how important it is
for them to learn to field.
Explain the logic behind good
fielding and rate of success.
Demonstrate
fielding
while
students observe.
Give students a lot of practice in
fielding.
A teacher wishes to help her students
to appreciate multiple views of a
situation. She provides her students
multiple opportunities to debate on
this situation in different groups.
According to Vygotsky's perspective,
her students will
various·
views
and
develop
multiple
perspectives of the situation on their
own.
(2)
( 3)
(4)
(1)
(2)
· (3)
(4)
30.
Accommodated
Assimilated
Appropriated
Initiated
w
~ ~ ~ f<R:r m '"lt\fCl'{ul
%-I
~ &tr-wur-*<" ~ Cfft Gr ~
-QW- ~ ncf; "'fiT ~ q;r-rr I
&tr-wur "'fiT ~ q;r-rr
.:llcktl'f>"' ~ I
~ "'f)) &tr-wur "'fiT 31fuq;-
am- mwrr
~~
I
arCR fuallf~ ~ ~~it
ll"« "<6FIT ~ t ~ <l ~ fu.1fu ~
aRcn <tfle<b)Oi) ~ ~ '<6'f "fi"Ct I Cfl\'
fcff1Fl" ~ it ~ ~ ~ CI'TG·~
Cfir-'r cfi .aRcn' ~ ~ <6"mft t I
cU$•ilrt<t>1 cfi ~ cfi ~ ~
fmmfl fcif1Fl" 't foe <b) 0n CfiT
~ attr
rrflcf; -« "3'(01" fu.1fu <fi aR<n
m
. ~ fCI<bfWt ~ I
internalize
constmct
operationalize
rationalize
Sita has learned to eat rice and dal
with her hand. When she is given dal
and rice, she mixes rice and dal and
starts ·eating. She has
eating
rice and dal into her schema for doing
things.
(1)
(2)
(3)
(4)
29.
Cfft ~
~ ~ ~ <fi ~ it
mmr~ <fi alsf-Ta{11T c:nT WI'HI
~ t . 1 f.p:;:r it
~-m ~
fuanf~ CfiT 3JtRT ~ Jl11<f Cfir-'r it
W'Q<fi '!"ll\1~<6
c1) ~ "'fiT <:w omRT &tr-wur
m
-3-l'Rim~
29.
m
and
30.
~
(1)
(2)
(3)
Rtrtur
(4)
ncf>Wm- '
'iifMI'f>{OI
-«
~~m
~ attr "'ilTc'fM "&AT •
~ t .I \ii'Oi ~ ~
"'ilTc'fM fcr<r ~ t
nT Cfl\' ~-"'ilTc'fM
am-
f"1MI<6~ ~ ~
c:nT Cfir-'r <fi fffir m
aTtr "'ilTc'fM ~ CfiT
t
I
~~
~ it
~
'(f)'f ~
t"l
(1)
lil'"ll~'tf"ln
(2)
<ll'j<tifl1i1
(3)
(4)
lill{ilcti11
~
(10)
A
PART- II I 'qf1l_ II
MATHEMATICS I •1f01<'1
31.
Perimeter of a square is 24 em and
31.
length of a rectangle is 8 em. If the
perimeters of the square and the
32.
33.
(2)
24
(3)
32
(4)
64
The difference of the place value and
the face value of the number 3 in
12345 is
32.
(1)
16
(2)
24
(3)
32
(4)
64
-qr-fliaiffi"t
0
295
(2)
295
(3)
297
.(3)
297
(4)
305
(4)
305
0
(2)
Which one of the following is not
correct?
I
33.
f.:l+::r 1i "« ~ m ~::ill t
?
(1)
56.7 f<tw1ll'll'i
A ·cube has six faces.
(2)
~tj;:p)>6 ~~t
(3)
One millimetre= 0.1 em
(3)
~ f'"lf~P=tic:<
(4)
0.10 is same as 0.1
(4)
0.10
(1)
56.7 kilogram= 5670 grams
(2)
afu- ftfim
<mf wT afu-
~ 12345 .q 3 ~~-qr-fi'fm ~
(1)
(1)
~.
~(wl~.~t
square em) of the rectangle is
16
wT q;r ~ 24
~ Cfft ~ 8 ~. t
~~~~~.m~q;r
rectangle are equal, then the area (in
(1)
%«~
5670WT
0.1~.
311t 0.1 WIRt
SPACE FOR ROUGH WORK /~<iil<f cl;-~~
(11)
34.
The speed of a boat in a river is 20 kni
34.
per hour ai1d the speed of another
boat is 23 km per hour. They travel in
the same direction from the same
· ~~ 1R" 'T.fffift f I ~ "ffi::f tit ~
place at the same time. The distance
m~c6T~t
.between the boats after three and half
hours is
(1)
. (2)
35.
(1)
10M.
(2)
1o.sM.
(3)
11M.
(4)
11.5 M.
10 km
10.5 km
(3)
11 km
(4)
11.5km
When 90707 is divided by 9, the
35.
~ 90707 qiT9-« \{111" ~1R"~t
remainder is
(1)
3
(2)
5
(3)
6
(4)
7
A
c6T -:c:m;r 20 ~ Jffif tkT t
afu"~ ~ -;:nq c6T -:c:m;r 23 ~ Jffif "dGT
t ~<hton -;:nq ~ -tt ~ 1l ~ ~-«
~ 1{ ~ -;:nq
(1)
3
(2)
5
(3)
6
(4)
7
SPACE FOR ROUGH WORK I ~'-6T<f ~fut:r\illW
(12)
A
36.
When a fresh fish is dried it becomes
36.
1/3 of its weight. Sunita buys 1500 kg
fresh fish for f 25 per kg and sell
f 25
them, when dried, for f 80 per kg.
f2,500
(2)
t
2,700
(3)
~
3,000
(4)
n,5oo
t l~'lfcm"'Cfg"~t
. (1)
37.
Jffif fcnffi ;f;- 'qJq ~ ~ ~. ~
WM ~. f 80 Jffif fcnffi cf> 'qJq 'tR" ~ <tit
How much does sbe earn ?
(1)
p 'tR"~ ~ 1/3
~ ";iffiiT t I wflor 1500 fcnffi i'I'T'iiT ~
~i'I'T'ill ~ q;l
Look at the following pattern :
37.
t
2,500
(2)
t 2,700
(3)
t
3,000
(4)
~
3,500
~~q;l~:
(9-1)+8= 1
(9 -1) + 8 = 1
(98-2)+8=12
(98- 2) + 8 = 12
(987 - 3) + 8 = 123
(987- 3) + 8 = 123
(9876- 4) + 8 = 1234
According to this pattern
(987654- 6) + 8 =
(9876 - 4) + 8 = 1234
~~;f;-~
(987654- 6) + 8 =
(1)
12345
(1)
12345
(2)
123456
(2)
123456
(3)
123465
(3)
123465
(4)
123467
(4)
123467
SPACE FOR ~OUGH WORK I ~'C61<f cfi"'ft;nr~
A
(13)
38.
750 ml juice is. fiUed in one bottle and
38.
~~'If 750 ft:«;ft ~ ~ \jf(ffi t
am-
carton. The number of cartons needed
tm 6 ~q;l~~lf ~~\jf(ffi
t I 450 ~ ~ ~ futr ~161!/<l<f> 'filW
for 450 litres of juice is
ct~mmt
(1)
75
(1)
75
(2)
80
(2)
sif;
(3)
90
(3)
90
(4)
100
(4)
100
six such bottles are packed in one
.
'
-,
39.
Internal length, breadth and depth of
39.
~
'
(311<li'11Cf>H)
orcm qft
~
mnl.
a (rectangular) box are 4 em, 3 em
~ afif~J6lm: 4 ~-. 3 Wft. nm
and 2 em re·spectively. How many_
2 -@ft. f
I 8664 calhfkn.:ro:tlq;l~~
such boxes are needed to pack 8664
centimetre cubes ?
(1)
351
(1)
351
(2)
361
(2)
361
(3)
391
(3)
391
(4)
722
(4) . 722
_SPACE FORROUGH WORK/~~cf;~~
A
40.
(14)
1
"Write the equivalent fraction of 3 ."
40.
•1cl; fii11j(i<4 f'R ~ I" ifim IV cl;
The above question asked to students
tmnrem ~ ~ 11trr ~"f!Cim
of Class IV refers to
annt~n ctmn f I
(1)
lower-level demand task as it
(1)
requires procedural skills only.
(2)
(2)
higher-level dl!mand task as it is
based
on
procedure
(3)
cit ·
~ ~ ~-q;r;f, ~ w <);cffi
~ ~ ~-q;r;f,' ~ ~
~c);~~qr~t
(4) · higher-level demand task as it is
on
~
~qr~~
with
connection.
based
~Sf>4UI"f>Hl
3'11<:!~4"fldi ~ ~
based on memc>rization only.
(3)
~ ~ ~-q;r;f, ~ ~
<);cffi
lower-level demand task as it is
cit
procedure
(4)
without
~~~-q;r;f. ~~c);
f.Rr~qr~~
connection.
41.
Students often make a mistake in
comparing the decimal numbers. For
example 0.50 is larger than 0.5. The
most probable reason for this error is
(1)
(2)
lack of practice of these t).rpes of
questions in the class.
lack of concrete experience of
representation of decimal number
on number line.
(3)
careless attempt by the students.
(4)
misconception
regarding
the
significanc<: · of zero in ordering
decimal.
41.
mawdf <alilt"'a ~an cit 'iFR' ll
~ Cfi'«l" f I 3~ ~~~ UI cl; ~ 0.50, 0.5 ~
wm t llfl' ~ q;r flai~ifi ~ <m"OT
Jmf:
~~t
(1)
~"' ~ Wffi" c);~ c);~
<tiT 3N1a" I
(2)
~ ~ qr G~i"R"'C! ~c); f.Rc:;qur
c);~ ~<tiT 3N1a" I
(3)
~ rnr ("114l:<~ltll Ol«'AT 1
(4)
~ G~l4("1<rll ~cit fll~"fl!11 ~
·~~fi"fl<?IHII
SPACE FOR ROUGH WORK/l'qi~cf;~~
ps)
42.
43.
A teacher prompts the students to
prepare Mathematical journal with
the
theme
"Application
of
Mathematics in Daily life". This
activity is
(1)
to test tl)e students understanding of
Mathematical concepts.
(2)
to provide opportunity to students
share their ideas and knowledge.
(3)
to help smdents to sense of
Mathematics.
(4)
to help students to connect
Mathematical concepts and its
applications and to share their
knowledge and ideas.
According to Van Hiele level of
geometric thought, the five )evels are visualization,
analysis,
informal
deduction, formal deduction arid
rigour. Some polygons are given to a
child of Class III for sorting.
42.
A
fm1<n tmmwn ~ ·~ ~ .q:
TTfirrrr q;r ~ 'j3'l en w ~ ~ m1!f ., FU rffi <~
~
~~~~~~~tiT
t
1wTTffifcri'~t
(1) ~ <ift ~ fi<t>&<J"11arr <ift
mq:;r;:rr 1
(2)
3N-l m 3fu- ~ -<t>T -mw ~ cl;~~-<t>T~~
Cf){RT
I
(3)
lJfUm qft ~ -q ~ qft ~
(4)
q:;r;:rr I
~
3fu- ~
3fu- 3N-l
fcrqffi -<t>T mw ~ -q
fi<t>&<J"11arr
3lill"MI -q
m
~
m
~
-~ qft ~ q:;r;:rr I
43.
ct.;
m
~ J<lrfi:IJI<~ ~ ~ ~ ~
~~~f-~. fCI!IH~Ui,
~ 4l 4iltR <6 f.:frrq;:f, ail 4ilt <6 f.¥rq;:f afu-
n
~ (rigour) I 'C6'afT ill ~ ~ ~ ~ .
~~~~~~~·
l 6~~oool
He classified tbe polygons on the basis
of the number of sides. This child is at
---'':.....·.;.:..·
level
of
Van-Hiele
Geometrical tbought
(1)
(2)
(3)
(4)
cg
~~crnrrt I W~WfmR~
\i<ltf>iJ\<4 ~~
(1)
~
(2)
fcP/H"'OI
Visualization
','Analysis
1prrm ctt ~an cl;- amm-tff~
lnf<;>rmal
deduction
i
.
(3)
· 314l4'<HRCfl ~
Formal deduction
(4)
6ih<liR<t>~
~..,
SPACE FOR ROUGH WORK~~~ c);~~
~tfft I
A
44.
(16)
A
child
displays
differentiating
difficulty
between
in
44:
numbers,
~ ~ ~arr. ~arr
afu"
~
~ t-~ ~. M~rnm anfu-1l atn-
operations and symbols, two clock
~
hands, different coins etc. This implies
ll
<6fd011~ ~
q;rffi
t
I~
that the specific barrier affecting his.
f01~n1ei tfln-;;IT ~~~~
learning is
<fiT lN1fan <nn"tt t, cit
(1)
poor verbal, visual, auditory and
working memory.
(2)
poor visual processing ability i.e.
visual
discrimination,
organization
and
(2)
spatial
~ ~-Wf;l1UT
<!Tn:im,
~
-
~~.. ~~-mr
visual
coordination.
(3)
poor language processing ability.
(3)
i.e. expression, vocabulary and
mf;l10T
<!Tn:im,
~
~. ~-~ 3W ~ mf;l10T
auditory processing.
(4)
~ 'llTm
·poor motor skills, reading and
writing skills.
45.
NCF 2005 emphasises on Constructivist
Approach of learning as it focuses on
{1)
45.
~ QIQ_<I'€1<1\ ct>1 '(<'Q~@i 2005
'l'il"ii<Ml ~ ~ -.wr ~
atfwrq c);
t, ~ Cf5
~~tl
memorization of definitions and
formulae.
(1)
~:m-mr~cot<nG~
(2)
sub!llission of regular homework.
(2)
~ lJ't'-~ ;:;p:fT -~
(3)
active
(3)
~#~~~~
participation
of Ieamer
q;y ~ ..wne:1fh11
through engaging activities.
(4)
effective lecture and instructions
by teacher.
(4)
~
00
~
SPACE FOR ROUGH WORK I rq;'C6'1<f cf;~~
>MTCft
O<ll(0..041'1
3W
(17)
46.
Following are array diagram using
bindis to represent 15.
0 0 0
000
000
000
000
46.
.m
f"'i01ffwif&l1 ~ CfiT ~ ~ §tr 15
~m<mhi<ilfut11 (array) ~f
~0,__,..0....,0~0.....,0:-1 0
00000
00000
00000
00000
00000
000
000
000
000
000
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
loooooooooooooool
0
0
0
0
80
loooooooooooooool
0
0
0
0
0
The way of representing 15 or any .
other number in the above manner
can be used to teach concept of
(I) area and commutative,property
(2) commutative
property
of
multiplication, identification of
prime and composite numbers,
area ofrec:tangle
(3) representation of a number as
product
of two
numbers,
commutative
property
of
multiplication,
multiplicative
identity, identification of prime ·
and composite numbers, area of
rectangle using units quantity
(4) representation of a number as
product
of two
numbers,
of
commutative
property
multiplic:ation,
multiplication
identity, identification of prime
and composite numbers.
A
0
0
.m Jre:fun m
.m __ 'lfft tfi!fii'Q""'
1s amcrr 3R' ~ ~
cl; ~ ~
'Q'JR <);~ $:M¥U('1 %orr \ill~ t I
(1)
~*~wrfu
(2)
~
em
~
~
mw em
wrfu,
~
am-
~. 3W«f q;r
·~
(3)
ey
~~ ~ ~ ~ ~
.q
~
~ CliT ~ q;r;f, ~em~
wrfu,
~ ~. ~
afu"
~~em~. 41311(<0(<6 ~
q;r ~ q;cl ~ 3W«f q;r ~
(4)
ey
~~ ~ ~ ~ ~
~ q;r ~.~em~
*
~
wrm.
~~.~am-~
~~em~
SPACE FOR ROUGH WORK/~~cl;'fi;nr~
A
47.
(18)
Which of the following questions is
open-ended ?
{I)
47.
f.:t101f€tf&fl if"« <nt.:r-m ~ atn crn:rr w-f
t?
{I)
Write the numbers 25, 7I, I9, 9,
am)it~if~ I
8, I7, 85 in ascending order.
(2)
Which is more ?
(2)
I 7
-or3 5
(3)
'25, 7I, I9, 9, 8, I7, 85 ~
~m~t?
I
7
-err3
5
Write any four number greater
cmt '<m" ~ fffi3T
(3)
2. nt ~
(4)
2
7~7~~t?
1
than 2.7.
(4)
48.
Wh
. .
2
at ts 7 more than 7 ?
The most appropriate tool to expose
the students of class II to plane
. 48.
q;m II cf; fulmf~ <fiT ~
~~
all'f>Rt41,
afu- fcf;;ml "« ~ qm;t <fiT
figures, its vertices and edges is
•I ,
{I)
Geo-Board
(2)
Nets of 3D solids
(3)
Cubes
(4)
Black-board surface
(3)
~
SP.ACE FOR ROUGH WORK ~~~tfi-~~
(19)
49.
Following is a problem from text book
of class V:
em,
respectively.
A
f.1'"1R:If<S~i1 ~ v <it ~-~.q ~ ~
m;m;rt:
"There are 4 poles ofmeasure 105 em,
115
49.
150
em
and 235
em
If they have to be cut into
pieces of equal length, what is the
maximum length of each piece ?"
Gist t fiR<I;r 11'fll ji;111T.· 105 'fWI.,
215 'fWI., 150 'fWt. rreTT 235 'fWt. t I ~
Trt~ ~.q,~ .q: <1iTc:'fT t ni JTr"lR; .
gcnt<lft 31('~ ~'if<lT -mJ ?"
«-qif 4
This question is asked to
(1)
test knowledge of factors and
multiples
(2)
check the skill of finding HCF
(3)
enhance problem solving skills
(I)
~ 3fu- ~ $'~ cn~bRwr
(2)
tt"'-Hiltt'h mn ~ $'~ <1>1 ~
C3)
mw 1ft fi
'
give practice of word problems
(4)
Following is a problem from text book
tt"'-H'Iltt'h
(fllf
tt<"lmQ"l
so. . f.:t'"1ft'1f&i'1
~
m <it
~m:R<nt:
"Which mathematical operation will be
··~ ~ q;7 'ffl'
used to solve the following problem .?
A milkman sold I410 litres of milk in
q:ff;:r_ fit 1(/Vf(flq
sell in a day ?"
Which competence of Bloom's
cognitive domain is referred in the
'fifincrr
q;r
~
m
.q
~
.q, ffflr
]1?#r f<l;w
~?
r['1> ~ 10 ~
.q: 1410 r:ftcr fl1 knr
t I CW r['l>~ rf film:t r:ftcrfll knr #'?"
~m;m;r
oq ~ cf; ~:HHii"''Cfi iltr Cfft
~~<it am-~t?
above question ?
· (l) Knowledge
w
~-~
of class III :
10 days. How many litres of milk did he
"Cfl«l ~
~-~an "CflT 3Mffi ~
based on HCF and LCM
50.
an "CflT m
~~~q;)~
using learnt concepts
(4)
Cf)C'<l '11
(1)
~
(2) · Comprehension
(2)
~
(3)
Analysis
(3)
fc:l~(it~OI
(4)
Synthesis
(4)
fi~(it<jOI
SPACE FOR ROUGH WORK t~Cfi'T<f cf;~~
A
51.
52.
(20)
Rashid is studying in class V. He can
classify various types of triangles in
different categories but has difficulty
in understanding the abstract proof
for the sum of three angles in a
triangle to be always 180. According
to Piaget Cognitive Theory Rashid is ·
at
51.
'It 'Ql'ffi' t
rlfuG~ V
I ~fuf~ lfcfiR"~
~ q;f f~ ~ .q ~ ~Wfi'ffi
t~ ~ 1t iR q;foif q;p:rrrr
mffi t
I ~ ~ :H~Hii'iCfi
~rrfuG-~wt
1
(1)
~ 'liflfl"'li"'!Cfi ~
(2)
Formal operational stage
(2)
3/l4"<l1Rcti 'liflfl"'l("'""lcti ~
(3)
Sensorimotor stage
(3)
'li~e.'1•1fi1Cfi ~
( 4)
Pre-operational stage
(4)
~-'liflfl"'l("'""lcti ~
52.
Here mathematization
develop child's abilities
( 1)
(2)
(3)
(4)
refers
to
~
fu';atf
Concrete operational stage
"Developing children's abilities for
mathematization is the main goal of
mathematics education. The narrow
aim of school mathematics is io develop
'useful' capabilities."
mm
t- ~ ~ Wfl17T q;f ~ .q -m Cfifcs"11~
(1)
According to NCF 2005
1so
~ Qld<lil<ll qft <(C\Q~@ 2005 ~ =
A
'
-•_;""
'''TlfUrrr Cfft fm1r "" 1J?.W ~ ~ <1fT
•lf0Tri1Ch (0/ Cfft Q11rr7T31f "" fiFI;-nr 'f&r-11'
f I P{!ffl 'T1fUrrr 'liT ifffirrr Mll?1 f ' ~ Q11rr7T31f 'liT fiFI;-nr I "
\
'<l'iT '<lfOIJiCfi~OI' ~ 'Cift
~3fi
cnr fci'Cfi'm ~ 'Cift am-~~ t 1
In
performing
all
number
operations efficiently including of
finding square root and cube root.
(1)
To formulate Theorems of
Geometry and their proofs
independently.
(2)
To translate word problems into
linear equations.
(3)
To develop the child's resources
to
think
and
reason
mathematically,
to
pursue
assumptions to their logical
conclusion
and
to
handle
abstraction.
(4)
~
3'!lt ~
f"lctilii'l~ ~wiT
~~31Tct~~cn1
~ ~ ~ ""'llf'"lffi"'
f.r'!C\qur
m
'CfiT
3'!lt ~ ~ 'CfiB cn1
~-'WRZ!T31'f q;)- ~ 'HlilCfi(OI
#
~CI?Rcn1
~311· q;)- ~ ~ R1'.Cfi1i 'CfiT
¢li~ilw1 ~
3'!lt ~ 'CfiT ~
CI?R c), ~ TTfO'rffi<r ~ ~ fmR 3'!lt
~ct~ct~'CfiT~~
(21)
53;
The highlights of a good textbook are
that
53.
~ ~ 41a,<~y;'klcn <tT fCI~I''iGrll~ t:
at".
A.
B.
c.
54.
They
contain
numerous
exercises to give rigorous
practice.
examples
~~~~ci;fffir~
mhfl<mft"
Cfil~~";i{l~t I
~ &T ~ TTlf ~
~-
fcn"tr TTlf t
are
(1)
at"~<r
(1)
AandB
(2)
CandD
(2)
(1~(\
(3)
AandC
(3)
31~(1
(4)
BandD
(4)
Of~<\
rTlil<r
A
Qld<lil<ll
'
wawrtftt
(1)
(2)
· (3)
(4)
Succeeding
m
Mathematics
should be mandatory for every
child.
(1)
ciT
<{<\Q~&I 2005
----
1
l1fUrfT -q
~ ~ ~ ~ ~
~tl
Students should be tested first for
their logico-mathematical ability.
(2)
Maths curriculum shall
separate for low achievers.
(3)
be
I
~mitcr~~~ICI~<Icni· I
They must" be thick and heavy.
54.
tt mf1rn
G".
D.
NCF 2005 emphasises that
1
~c); 11lUitf ~mil fi<ti&<H 1m
Of.
All concepts can be introduced
thro~gh situations.
Only solved
included.
A
~ q:,1 ~-~
<irr<:mr ~
~~~WwiA"t~
~ ~aii ~ ~ l1'fUR'T_
414_4'<141
alwr tMt
Maths shall be taught to selective
students.
SPACE FOR ROUGH WORK I -rq;q;ycf c);~\ifTT6
A
55.
(22)
The difference between the sinilllest
common
multiple
and
afu" 35 <fi mR{ mt 't11si•JUI'tj afu"
55. · 5, 10
biggest
common factor of5, 10 and 35 is
(1)
(1)
30
(2)
35
(3)
65
30
(2) . 35
(3)
65
(4) . 75
(4)
56.
57.
75
The number of factors of 105 is
56.
~ 105 <fi 1JU Hci'!l Cfft ~ f
(1)
3
(1)
3
(2)
4
(2)
4
(3)
6
(3)
6
(4)
8
(4)
8
If the time
li~w
is 2.17 P.M., what will
57.
~~ 31if 2.17 P.M.
be. the time 11 hours and 59 minutes
11. tit
from now?
~?
afu- 59 f1:RG <l; ~ ~
(1)
1 L57 A.M.
(1)
11.57 A.M.
(2)
9 : 59 A.M.
(2)
9 : 59 A.M.
(3) · 2.16A.M.
(3)
2.16 A.M.
(4)
(4)
2.17 A.M.
2.17A.M.
t, nT 31ir~cftct>
SI'ACE FOR ROUGH WORK /~ctiT<htd~~~ .
~
59.
60.
11 ones + 11 tens + 11 hundreds
equals
59.
11~+11~+11~
t
(1)
144
(1)
(2)
1221
(2) .1221
(3)
12321
(3)
12321
(4)
111111
(4)
11111-1
The sum of five hundred nine and
60.
144
~~;:ft afu"tfr.;~ ~~~t
three thousand twenty eight is
(1)
3537
(2)
3087
(3)
837
(4)
387
¢lml"f
(1)
3537
(2)
3087
(3)
837
(4)
387
A
. (24)
PART- Ill/'tWT-' Ill .
ENVIRONMENTAL STUDIES I Q<OiieH cit ~ .
61.
62.
63.
The name of the scientist· who first
peeped into a mosquito stomach and
proved that mosquitoes spread
malaria and for his research was
awarded Nobel Prize in medicine in
December 1902 is
61.
•hnP!Cfl CfiT ~ ';:f1lf t f-;:m-;t <('lclSII!l q
lfTm' ~ 1k' ~ ~ "ffiCti'-~ ~ 31tr ~
~
~~~q(;)fhul=!~n~~tffm
l'« ~ ~ ~
filfcfiH'II ~l$f1f~ $~H
(I)
~~
(2)
ww~
George Mistral
(3)
"**~
Ronald Ross
(4)
~mr
(1)
Charles Darwin
(2)
Gregor Mendel
(3)
(4)
Rajat said to his friend, "I cannot play
because I am down with fever. I pass
through a cycle of shivering, fever and
headache and finally sweating. .After
my blood test doctor prescribed me a
bitter medicine.'' Rajat . might be
suffering from
62.
~ ;f 3TQ;f fir.nh;-gr,
~ ~ ~
"FfffiT t
(2)
Diarrhoea
(2)
(3) . Cholera
(3)
~
(4)
(4)
~
Malaria
(3)
(4)
A trader from Afghanistan who
came to study the dryfruit markets
of our country.
A traveller from Uzbekistan who
wrote· a book which is helpful to
know the past of our country.
A traveller who travelled from
Kashmir to Kanyakumari to study
the culture of Indian people.
"'il-:;ift ~ 'Wfiffi
'il tqtcfl, ~.
titmf mwmrr t?
fW:rr<ft ~
3lfimTr
{2)
I
~ ~ 'CfliCit ~ ;tt I" ~ ~ Wr ~
( 1)
A Qutabshahi Sultan who ruled
our country for about 40 years.
I
fcrl:n'Tl<IT
*
I r<ffi ~ ~ ~ ~ ~ ;f
Typhoid
(1)
t
190i
~afu-affi1f~aTR~"<ijl;~
(1)
Who was AI-Biruni ?
R<('ltaH
63.
3Wi'-~ '!liR ~ ?
(1)
OW ~ 'f(j"WIItft ~ ~ ~
~ ~
~I
(2)
*
OW 31 Cfi 1 11 f01 «'111 Cffi' ~ &fT!1'R1 ~T ;;IT
~~*.qqr~~Cffi' ~
't!iR aw:IT ~
(3)
~ 40 'Cl'rt ~
ow a~fcfi'R111
I
~. ~ ~
~M";;IT~~~~~
q;r
<mil'
ont*~*~tl
(4)
ew~<mft'~~'l1m'f~mctt
~ Cffi' ~ 't!iR ~~ ~
~ Cfl~l'f"ll'l.i <1Cfl' ctt ~ Cifr I
(25)
64.
65.
66.
The animals that flre awake at night
can see .objects
64.
mrll~~~~~'lfit
(1)
~trf'lf~Wiifft I
(2)
c);crc;r q;rffi 3lk ~ tl' ~ t I
in green colour only
(3)
c);crc;r rt trf ll ~ N
in red colour only
C4>
cf;crc;r~trrll~mt
(1)
in all colours
(2)
only in black and white colours
(3)
(4)
Select the correct statements about
elephant herd :
A.
An elephant herd has· mainly
females and baby elephants
upto 14-15 years old.
B.
An elephant herd comprises
members of a particular family.
C.
The oldest female is the leader
of the herd.
D.
An
elephant
herd
may
accommodate any· number of
female elephant and the young
ones.
(I) AandB
65.
-ro'~
<fi
~
A.
D.
~ ~ 'If ~f~f~<4l afif ~ Cfft
(1)
A 021T B
C and D
(4)
C021TD
66.
<ieji<4'i <fi ~
'Q1nf ~
~ cf; itT:!' 'If ¥tJ ~
~fuJTt ~ t ~ ~
f
( 1)
(2)
(3)
(4)
Anther
67.
4<1' 1"1\ll<l
~
~
~
~ 3TN
twmft 1m
o18'W&U« ('J'riW'1)
~m~~~~atfi14in(m
train, then at Ahmedabad railway
station you will find that most of the
vendors are sellb1g
~~~~-~~~~?
(1)
(1)
~. ~. ;ffor~"€1Tcwr
(2)
uM-~~~
(3)
~-~~em-~
(4)
'ttft-mrr~~~
Dhokla with chutney and lemon
rice
(2)
Chholay-bhature and lassi
(3)
Idli-chutney and Vada-chutney
(4)
Puri-shaak and thanda doodh
"t\
~fctm;:fl~~~t I
(4)
If you go to Ahmedabad (Gujarat) by
~
w mw~t -tt ~ ~
B 021T D
Stigma
•
'$" ctt mm
Cfft*'rrMt I
(3)
(4)
'!fit
c.
Band D
Radicle
~
-ro'~ <fi ~ 'ijs 'If W
'Qfum-<fi~ ~ f I
(3)
(3)
1
B.
A 021T C
Pollen
m:t
I
14-15 Cifli<fi~~.:<h'\~f I
(2)
(2)
t
-ro'~ t- '$" 'If cficn;t m-~
A andC
Inside the petals, in the middle of a
flower we find a thin powdery
structure, called
<fi iflt 'If
~:
(2)
(1)
67.
A
A
(26)
68.
The birds move their neck very often
because
69.
{1)
they can fly.
(2)
the birds eyf:s are fixed.
(3)
the birds have small eyes.
(4)
their ears
feathers.
are
covered
'
~ ~ ~
~<mVTt~
arso anQ<fi ft;m{ t
(1)
~~~I
(2)
~ em •
em ~ <{11 ~
~I
with
After diagnosis a doctor says to a
patient that there is less haemoglobin
in his blood. Which of the following
should he eat to make up the
deficiency of iron ?
70.
68.
69.
(3)
~em•mtt~~ 1
· (4)
~cmtksihhcl>~~ 1
c);- ~ ~ ~
f.1GR
t
Cfi"g'ffi
Cf>lft t
nrft
<tf
;:IT ~ nrft cnT 3mfR qft Cf>lft cnT
~ q;Rcf>ft;rtr~-~~
mmr 1
Rice, sugar, amla
( 1)
~. -:df.:IT,
(2)
Green leafy vegetables, wheat,
orange
(2)
ro~~.~mm.
(3)
w.~~
(3)_
Jaggery, lemon, pea
(4)
Amla, green leafy vegetables,•
jaggery
(4)
~. ro~~. w
.
( 1)
developing understanding of basic
concepts of the subject.
(2)
memorizing basic principles of the
subject.
(3)
linking c:Iassroom learning to life
outside t'~e school.
(4)
acquiring skiJls to carry out·
·experiments independently.
70.
~ 41<!_<1'4<11
~
'QT
<w
~ ~ ~ 1l "~lqhflfo'H"
(1)
National Curriculum Framework,
2005 strongly · recommends that
teaching of EVS at primary stage
should primarily aim at
~
31icwrr
<tf
'!<\4~&1 200S Rll!l~ifi
4<11<4~01 ~ m~RUT 'f6T ~
~W~Tmmr
{t)
~
~ ~ifiM41m
~ ~ CfiT fucfim I
(2)
~ c); ~
em
em
fu;:iffi ~ ~
CWlT I
(3)
~ ~ ~ ~ fCiiQI<"'<I c);
~c); ~ter-n~~ 1
(4)
~ ~ ~ ~ ~ qft ¥~1<"11'11
a#imCW'!T
I
(27).
71.
Which one of the following is not
.consistent with the requirements of
EVS curriculum at primary stage ?
{1)
(2)
· {3)
(4)
72.
73.
f.:t"'1fi;tfuit1
qq\<HUI
· It should inculcate in learners a
concern for environment.
(2)
It should engage learners m
acquiring methods and processes
leading to generation of new
knowledge.
(3)
It should suit cognitive level of
the learners.
(4)
explain basic concepts of the
subject.
(2)
t1
~ "1fiTi1 ~ ~ ll 1ICM ~ fffi;
~q:;f~~~~~
Clir-IT. I
~~
#
4"11<'1(01 ~ ~- q:;f
~Clir-IT· I
~ ~ q:;f ~ ~ ~
~.m"i.fil~~-q~
~·"""~~q:;f~~
#am~~
1
~ ~ ~ 4Hf~Cfi «it ~
~~··I
72.
lf'.~.f,am-.i\. qft ~-~ ll Q'i\Ci(Uj
~ 'CfiT ~ SI11Qfi:ri.fit11
atR' ~ ~
~t
~ ~ ~ tii.fi("<<'ilaU ~
~~<li~l
provide opportunities to learners
· for contemplation and wondering.
(2)
fim;f ~ ~ ~ ~ q:;f
arcrnr~m~~ i
of
(3)
<1Cfl41Cfl'l 'tl""lc!C'tl ~ ~ ~
provide exact definitions
technical terms. ·
*"
~m<li~1
(4)
include large number of practice
questions.
73-
aW:tq;- ~ # 3Mm ~ q:;f ~
~~~I
qq\cnur
~
<tt
~-~ 1l
-m 'fiT
f.:t"'1f<;tf&t11l"« ~-m ~ ~ t?
o) ~ -q m "CflT fcrcfim Clir-IT
~an~ Cfi~tf.:tll'i 'i.fiT ~
(1)
To develop interest in the subject.
(2)
To have a change in routine and
monotonous content.
. (2)
To provide fun and enjoyment for
learners.
(3)
To promote imaginative and
creative ability in the learners.
(4)
(4)
S111Qfi1Cfi «R' tR'
Qjoq~q\
<tf
"
(I)
Which one of the following is .!!!!! an
objective of including poems and
stories in EVS textbooks ?
(3)
ll '« ~-m
~ <tf
<Jf ICI11'1Cfit11 eli~~
( 1)
(1)
(4)
71.
It should equip the learners with
knowledge and skills to enter the
world of work.
Higher priority and space has been
given in NCERT textbooks on EVS to
(3)
A
1
~ ~ ~ ~-crtq
#
~
Clir-IT I
~ q:;f ~ -~ lf-i!T ~
"Cfl\RT I
~
-q
Cfl("<<'11>til~<11
~"1'111'4Cfl ~ "CfiT ~ ~ I
~
A
(28)
74. · Good EVS ~;urriculum should be 'true
to the child, true to life and true to the
subject.' Which of the following
characteristics of a curriculum does
not meet the above requirements ?
(1)
It promotes the value of freedom
74.
(1)
~~~~tt'Tffi'ffic);~
(2)
~ ~ q;f ~ flli11f"1Cfi ~c);~
-q~c);~~~~
CiiT.~~t I
from fear and prejudice.
(2)
'Q4TCI~OI ~<f>l ~ ~ QI4_4T.l4l CfiT
~ "' Jffit ~. 'itCR "' Jffit ~ ~
~ <f> lffir ~ ~ mfttr I' 414_4'<14\
·<tt r~'"'tf(ilr&n Pcnthil11m 4 ~ ~ m
~ 311CI~4Cfil11 CfiT 't{n :ffi <fm'il ?
It requires the Ieamer to view the
tl
subject as a social enterprise.
(3)
It emphasises more on processes
(3)
~ ~-~-~
om~t 1.
(4)
~ ·~1a::1Cii1 ~ ~'* 11{ ~
of teaching and learning.
(4)
It emphasizes more on terms and
Nalini wants to introduce the topic on
'Animals - our friends' to Class III ·
students. In order to ·introduce the
topic more interestingly, the best
teaching strategy would be to ·
(1)
75.
-;:ffi;r-:ft
m'
*
~ cnR "'fffir f~'"'tft'lf&l1 ~
m~"Wrif~~mtft 1
(1)
use a chart showing pictures of
(2)
draw pictures of different animals
show a video film on animals and
ask the students to see pictures of
children
cannot · write
correct · ·
~
(4)
.~ Cf>T ~-~
it
enhances
convenience
to
teachers in assessment.
(3)
· 76.
it helps the teacher to know how
it
reduces
assessment.
11{
subjectivity
(9"22T
-q
1R
~ c);
~.m.tmr.it.
<tt
Q4tCI<OI
* tffir"' atn
.~ <f>l ~-~ ~
'll~mCfiT~~TTtiTt- ''glf~
. ~?' ~~~TTtiTtf<f;~m*
~ JfAT "'~ q;r ~ ~ T'I'M'O "'~
*
~ -::m ~ ~ I ~ QRCirl"'1
~~TTtiTt~
(2)
~ «'R' 11{ ~ ~ 6W ~ fffi9
~I
~~-q~ctft~~T
tl
-q ~<it wrmr Cfi«!T tr
(3)
~~
(4)
~ ~
children are learning.
(4)
~ 34lllPii11
.mmfuT ~~<!WIT I
cnm v <tt
(1)
answers at this stage.
(2)
. ~~c);~q;f ~41114{,2
~~fq;ITCf>T~c);~~ I
Class V NCERT EVS textbooks ·
include a section 'what we have
learnt' in the end of every chapter. It
is suggested that answer to questions
included in this section should not be ·
assessed in terms of. right or wrong. · ·
This shift has been done because
(1)
<!WIT 1
(3)
animals given in the textbook.
76.
m
ORRT I
their usefulness.
(4)
<tR-
~~c);~q;f~~
~· ~ 'Cf)T
on the blackboard.
(3)
cnm m cf> fmm'~ 'CfiT
•;;rr;:rcrr_
~
JrCf)'fOl ~ ~ 'Cfi'fRl ~
t 1 JrCf)'fOl 'CfiT ~ an~ ~ ~ ~
different animals.
(2)
~
om~t1
definitions.
75.
11{
~~~•wt1
m
Cfi«!T lr I
-q
fqqqf-'1<>3i'il q;f q;q
A
(29)
77.
Experimenting, Exploring, Investigating
Jmd Questioning constitute esslmtial
·elements· of activE~ learning of EVS. A
teacher arranges the following activities
related to the concept of 'Food we should
eat'.
77.
JOI<il•i~ill'kil, ~. ~-~ afu'~
~
qq\c:n 01 ~ell~ anQTTlf ell
~~'!iil'~ctmftl~
ma;cn
''{ifAT
'!'iCfl('Q"11
~ ~
ell ifltl{ ~ell~ f.:t'"1f<:tfuii1
•
~~em ~<fi'rnt
(1)
Draws the diagrams of all such
(I)
foods on the blackboard.
(2)
(2)
food.
Asks students to collect related
from. all
(1)
Take the students to a field trip.·
(2)
Explain
I
w:ft W1ifcm
-m ~ ~ "11'1Cfli'O ~ <R 1
~ "iff'f ~~
fq;
the · concept . through
Use multimedia capsule to explain
the concept.
Ask probing questions related to
the topic.
Which one of the above proposed
activities is not relevant for teaching
of the topic effectively ?
.q ~ ~-lfl ~
ari'U1'11f 'Cfll ~~ t?
78-
~ IV
ell -mam~ 'Cfll •-gqr ~ ~ t>
~ ·~ ~ ~ Pi'"1Rrif&l'1
1'lfufuf~ 'Cfll ~em-~ ar.rn=ft t
(2)
~
a~•wn
~
'<tiT
~
fii'fi<"HI
,
<!iT
'O!!T&IT I
specific examples.
(4)
t
t
Shows a video on the topic. '
While teaching the topic on 'Air is
everywhere' to Class IV students,
Gitika. plans to perform the following
activities :
(3)
~~~t-~tnt
(3) ' ~ ~ ~
possible
Which one of the above four activities
satisfy the condition for active
learning?
78.
t" w:ft ~
~l{ ~ ~ GfffiiiT
information
sources.
(4)
>t41'1q{c: 'tR ~ 'lfCflR'
~t"~q.m:rrt I
Gives examples of different foods
each in essential components of
(3)
em
~
'{ifAT
(3)
fii'fi('<l"'ll
'lt'i1•ilf.s41 ~ q;r
(4)
m
~
1
~~~~~~
~ JHI'1lfctl'1 ~~
~
t-
'Cfll JNTCft 'ffilcf;
~:m!t?
.q ~ ~-m
~ ~
ell ~
(30)
A
79.
80.
81.
The section on 'Do this and find out'
i.ncluded in different topics in EVS
textbooks aim at
( 1)
providinli
expenences.
direct
(2)
improving
examination.
performance
(3)
learning definitions of scientific
terms.
(4)
keeping the students engaged at
home.
Q<I,CI'!OI ~ ctfl ~-~ 1l fcn''iA
~
.q ~'cis
·m- w
<fiT mfJ«;r
fcn<ITTTli'Tt~~ t
hands-on
m
A good assignment in EVS. should
primarily aim at
(1)
revise the lesson for effective
learning.
(2)
ensure better utilization oftime.
(3)
keep the students engaged and
disciplined.
(4)
provide
extended
opportunities.
(2)
·ll~C!if~
(3)
~;!11f"1Cfi
Jtliii:JqMl
C!>1
I
~
~.
(4)
80.
tl\ll~C!ifcxrn;~ I
Q<i\CI'!OI ~
1l ~ ~ ~ 'Cfi1<f ~
~~~~
(1)
~ ~*'~11T0Cf>1~ I
(2)
~ CfiT ~ ~
<!lf"1~ild
~I
learning
As an EV.S teacher, the major
objective of or1~anizing a field trip to a
zoo should be
(1)
79.
81.
*"
q~\CI'!OI ~
fmrcn ~ "(<\tf 1l
fil~<llfH · 'j,lqVT ~ ~ q;r-f ~
*"
~~~~
to provide fun and enjoyment to
students.
(2)
to have a change in monotony of
(2)
routine teaching schedule.
(3)
to
provide
active
~ ~ ~ C!>1 QCfi{@l q;f
~I
learning
experience to students.
(4)
to satisfy parents on quality of
education.
(4)
rom C!>1 ~ *' ont 1l ~
<!iT~~ I
(31)
82.
Which one of the following is not an
objective of study of EVS in relation
to Social Sciences ?
· (1)
(2)
(3)
(4)
. 83.
'Hi"lif"'ifl fcmRcfi~lf Q<ll<I~Oi ~
~ "<fiT f~141fl1f&l1
(1)
It should enable children to grow
up as responsible member of
society.
(2)
It should enable children to
respect differences of · cultural
practices.
(3)
It should enable children to learn
correct definition of key terms.
(4)
83.
(1)
Asking the students to undertake
group projects to coiiect and
analyse related information.
{3)
Asking the students to
slogans on related issues.
(4)
(4)
grading and ranking of students.
of
students'
coT
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write
enhancement
learning.
-q
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(3)
(3)
<PT ~ <ii ~ f-!Jlil<m
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(2)
identification of deficiencies in
teaching.
w
~
Asking the students to prepare
charts on related social issues.
(2)
.I
.,
w
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(2)
identification of learning gaps of
students.
.I
~
fuW.rnT
Organising special lectures on
related issues.
( l)
~ ~-m ~
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(1)
Formative Assessment in EVS at
primary stage does not include
ll
:lEt?
It should enable children to
question the existing ideas and
practices.
Kavita. wants to emphasise more on
social issues like poverty, illiteracy
and class inequalities in an EVS class.
Which one of the following learning
experiences will be more effective to
achieve this objllctive ?
{4)
84.
82.
84.
~ coT ~
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ftmur -q ~ ctt ~
(3)
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(4)
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'
A
85.
(32)
Given
below . are
some
human
85.
activities :.
A.
· B.
C.
;futm~~ m.(jjCf)("jjQ ror~t =
A.
mq;rai'€1+1 ~
c.
omm-1hN-:f ~fffir ,:!fu<lhrri ~­
Digging of mines.
Constructing dams.
Collection of leaves and herbs to
~~q;r.rr
sell them in the market.
D.
Weaving baskets from bamboo.
E.
Making leaf plates out of fallen
leaves.
~~~m,qjCf)("jjQ 'Cflt.:f~t~~~
The activities responsible for the
disappearance of forests is/are
lTJ?:r.nM ~ fffir f~>R<m t
(1)
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(1)
~A
(2)
A and B both
(2)
A n£ITB~
(3)
A,BandC
(3)
A, B n£IT C ·
(4)
B, C, Dn£ITE
(4) · B,C,DandE
86.
. Select correct
Bronze:
statements
al1out
86.
?
~~alt.q-m'T~~:
A.
rtfm ~.
~ 1'00 ~ qft ~
A,
Bronze is an element like iron,
silver and gold.
B.
Bronze is made on melting
copper and tin.
B.
C.
Bronze is very strong and is
used in ·making cannons and
statues.
c.
rtfm~~~t·~
nN 1'00 ~ (¥) lR'If 'iil'ffiT f I
D.
The utensils made of Bronze are
lighter and stronger than that of
aluminium.
D.
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(3)
D and A
(3)
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(4)
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(4)
A n£IT C
(1)
~
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(33)
87.
A person living in Gandhidham ·
(Gujarat) wants to visit first Bhopal
(Madhya
Pradesh)
and
then
Hyderabad (Andhra Pradesh). The
dirj;lctions of his journey will be
(1)
(2)
(3)
(4)
88.
89.
and
and
(1)
then
·(2)
and then
(3)
and then
(4)
89.
(1)
(2)
(3)
(4)
A, Band C
B, C and D
C, D and E
A,DandE
~~Rm-ll~m~
~ ~
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~
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1 ~;;:!14\e~ = 110 ~· I~ ¥1HR:4:il W
~~~eli~<tl~ 15 ~::ll>fte~
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~t
(1)
(2)
1165 fl•ihfic<
1100~
(3)
1500~
(4)
1.65 fct>Ml11'l2<
~~~'IWTt
(1)
(3)
Tibet
Myanmar
Study
the
following
duties/
responsibilities :
A.
Help others in carrying their
bags.
· B.
Let the group follow you and ·
keep at the front.
C.
Ask those to stay back who
cannot climb properly.
D.
Look after those who are ··not
well and arrange food for the
group.
Find a good place to stop and
E.
rest.
Which of the above are the
responsibilities of a group leader in
mountaineering ?
~~Rm-ll ~m~Rm
-q
Rmll
Mount Everest is a part of
(2)
(4)
ctt mmr~ m ?
Rmll
88.
India
Nepal
lli!ftqrq ('j'I1W'1) ~ ~ 'CffiYIT <filt ~
~ ~ ~ ~ aftf ~ ku•UG
(amt ~ \ii'RT ~ t I '3Wl; ~
(<mil)
then
On a city map it was mentioned
"Scale 1 em = 110 metres". If the
distance between two localities on the
map is 15 em, then the actual distance
between the two localities is
(1)
1165 centimetres
(2) 1100 metres
(3)
1500 metres
(4)
1.65 kilometres
( 1)
(3)
90.
First towards East
towards South
First towards West
towards South
First towards South
towards West
First towards South
towards East
87.
90.
~em
fuo;;m- em
~em
(2)
(4)
~em
;:fftl ~ Tf{f ~/3'i'1~«1f<IR.i'i ~ ~
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A.
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(1)
(2)
(3)
(4)
A, B (leiT C
B, C (leiT D
C, D (leiT E
A, D (leiT E
ct;T
A
(34)
Candidates .shou14 answer questions
from the following :Part only if they
have opted for ENGLISH as
LANGUAGE- I.
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(35)
PART-IV
LANGUAGE-I
ENGLISH
Directions : Read the given passage and
answer the questions that follow
(Q: Nos. 91 to 99) by selecting the most
appropriate option :
91.
A poem reflects the culture ofthe
(1)
period it belongs to
(2)
historical past
Why do poets use poems to tell about
(3)
imaginary life
social injustices ? Tht: answer is simple.
(4)
present only
This way a poet can catch and hold the
reader's
attention,
his/her
emotions.
Usually poets in their works present
92.
Here, the expression 'pulling strings'
facts in order to capture attention of
means
many people. These are not new facts
(1)
that are presented to an audience. Poems
challenging beliefs
(2) · promoting popular notions
are always aimed at reaching feelings of
people
and,
thus,
pulling
(3)
strings.
· (4)
Literature of every state shows all the
secretly controlling thoughts
exerting strength
complexity of every epoch. When the
situation is the same at several countries,
it has
a worldwide
significance. Before
93.
A word in the passage which means a
quality of being intricate is
talking about poetry, we should answer
(1)
the question : What is poetry ? Poetry is
general
a special way of describing situations,
(2) · photograph
things, ideas, feelings. ·Poets present
(3)
complexity
(4)
evaluation
their ideas in short phrases.
·A
poem
can
be
.compared
to
a
photograph as it reflects real .life, real
situations and feelings, In a poem a poet
captures
the
exact
moment
and
represents it the way he/she has seen it.
94.
Romantic . Movement is a
literary
period when the poetry mostly
(1)
is religious and philosophical
(2)
dealt with the supernatural and
When you read a poem you see the
poet's subjective evaluation of facts,
situations and the
~och
violence
in general.
Poets of the Romanti<: Movement wrote
(3)
time from the poet's point of view.
on
self-reliance
and
independence
their poems to share their feelings. They
wrote to help peopl€: understand their
focused
(4)
emphasised
"imagination
on
emotion
and
A
95.
96.
(36)
The structure of poetry is usually
characterized by
(1)
sequences of two or more words
without an 'action word'
(2)
long winded sentences
(3)
lengthy descriptive stanzas
(4)
short, factual stanzas
An example of 'subjective evaluation'
is
.,
97.
· 98.
99.
(1)
Everybody likes dishes prepared
with potatoes.
(2)
The potato is a staple in some
countries.
(3)
There are over 25 types
potatoes around the world.
(4)
The potato has a large percentage
of starch content.
of
The meaning of the word 'epoch' is a
(1)
lengthy, complex poem
(2)
type of literary work in England
(3)
distinctive point of time
(4)
being great and impressive
The purpose of poetry is to _ _ __
the reader.
( 1)
distract
(2)
appeal to
(3)
disturb
(4)
confuse
The themes of poems are usually
about
. (1)
everyday happenings
Directions : Read the given poem and answer
the questions that follow (Q. Nos.
100 to 105) by selecting the most
appropriate option.
Between the Miles
Because existence can become severe
in one d_ay,
just sense me and I'll be there.
In the mind's eye,
I'm not so far away.
If you hold o~t your hand,
in the-whispers,
I'll become the zephyr ...
and besiege you.
If your eye's upon the stars,
in the crystalline darkness,
I'll become the moon.
And the light shall guide you.
If you rest upon the ground,
in the warmth,
I'll become the grass.
And embrace you.·:,.
If you tum outside,
·'
in the wetness,
I'll become the rain.
An upon your forehead, kiss you.
If you free the air,
in the light of day,
I'll become the sun.
And smile for you.
Between the miles- ·
if you need me.
If you need a friend.
Let me be the friend, I want to be. ·
Heather Stoop
100. 'The' zephyr' is a
(1)
fine quality of cloth
(2)
scent or odour
(2)
heroism and death
(3)
romance
(3)
strong stream of air
(4)
important life events
(4)
gentle, mild breeze
(37)
101. An example of a metaphor is
(1)
'I'll become the grass.'
(2)
'Between the miles'
(3)
(4)
'I want to be.'
'If you rest upon the ground'
102: A synonym of the word 'besiege' is
(1)
(2)
surround
attack
(3)
befriend
trap
(4)
103. The theme of the poem is about
separation
(1)
(2) relationship
(3)
travel
(4) nature
104. The 'crystalline darkness' suggests
that surrounding is
(1)
black and sombre
(2)
in the moonlight
(3)
(4).
· 108. A company labels its frozen snacks
75% fat free rather than co11taills 25%
fat so that people will view them more
positively. This is an example of a
(1) prototype
(2) phoneme
(3)
subjecrive utility
(4)
semantic slanting
109. When children first start to speak in
sentences, their speech may be
described as
(1) babbling
(2)
exceptionally soft
(3)
telegraphic
(4)
multi-lingual
.lit up by the stars only
pitch dark and quiet ·
105. In the poem, the poet suggests that
friendship is unaffected by
( 1) individual independence
· (2) changing feelings
(3) time and distance
(4)
differences in attitude
Directions : Answer the following. questions by
selecting the most appropriate
option:
106. A learner's competence in English will
improve when she/he receives
or· learning experience that is
appropriate.
(1)
an equal level
(2) a slightly higher level
(3)
(4)
·A
107. A 'mental block' associated with
English language learning is
(1)
interest in Sports and Arts.
(2) disinterest in studies in generaL
(3)
lack of opportunities to use
English.
(4)
dyslexia-a disability.
a range of levels
a slightly easier, lower level
110. Which observation supports Noam
Chomsky's ideas about language
acquisition ?
(1) Children's language development
follows a similar pattern across
cultures.
of
language
(2) The
stages
development occur at about the
same ages in most children.
(3)
Children acquire language quickly
and effortlessly.
(4) All of these
111. What is the system of rules that
be
words
can
governs
how
meaningfully arranged to form
phrases and sentences ?
Language
{1)
(2)
Syntax
(3) Morpheme·
(4) Phoneme
(38)
A
112. A twelve-year-old child enjoys using
puns. This enjoyment indicates that
she has
(1)
semantic slanting
(2)
deductive reasoning
(3)
mental blocks
(4)
metalinguistic awareness
113. Did you really
yesterday?
(1) knead
(2) kneed
(3) need
(4) needed
114. You don't smoke,
question)
(1) have you
· (2) are you
(3)
(4)
the money
? [tag
do you
don't you
115. A 'critical period' during language
learning is
(1) the period during which language
can be acquired with greater ease
than any other time.
(2) the length of time before a
comprehensive assessment . takes
place in class. .
(3) best preparatory period for any
language project.
(4) special time set aside for students
to intensively practice language
use.
116. The two skills required to take notes
effectively are
(1) using symbols and abbreviations
instead of words.
(2) re-writing a text, using your own
'YOrds.
(3) writing legibly with correct
punctuation.
(4) writing
fluently,
using
conjunctions.
117. Remediation, when students find
difficulty in the use of different
'modals' would be for them to
( 1) be given ample practice in using
modals in a set of sentences.
(2) frame sentences on their own and
teacher corrects them.
(3) learn about the structures outside
the classroom through suitable
activities.
(4) practice
by
collaboratively
completing tasks where structures
are used integratively, in a variety of
real life situations.
118. What is wrong with the following
multiple choice question ?
Tick the most appropriate :
The Metro theatre is located _ __
LodhiRoad.
(a) over
(b) at
(c) beside
(d) behind
(1) All answers are wrong
(2) Two are wrong
(3) The statement IS not correctly
framed
(4) 'Over' is the correct answer
119. Receptive Language skills are
(1) using grammatical structures
accurately.
(2) writing in a range of styles.
(3) listening
and
reading
for
information.
(4) being able to self-correct while
using language.
120. The 'Natural Order' in the process of
learning English suggests that,
children
(1) are slow at learning to speak when
riot in school.
(2) learn to read and write
simultaneously.
(3) are able to speak first and then
listen.
(4) acquire some language structures
earlier than others.
(39)
Candidates should answer questions
. from the following Part only if they
HINDI
as
have . opted ·. for
LANGUAGE-I.
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(40)
A
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92.
lffi'n'-fi«rr q;y ~ cn1 mtt mm ~ -.rrt .q
~~~t?
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1
(2)
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t
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93.
wrnm~ont# ~m'lfit~~
~ q;tf ~
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( 1)
fq;-
m-om-
lffii'T-ftmr
(2)
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(3)
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~~
mq;
t
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f
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(4)
t
omR q:ft 1("J1<:1l ~
94.
t
I
~~wrrc:rrm~~~~
wrrr~tc:rr~~ ~<RWf I
~ ct; ~ ~
'fmtuT
~lffiiT-furr~q;r
rn?:-rn?: ~ q;f ~ ~fcii'El,.,.,R'1,..,<4l
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(4)
~-1!NT~q;r
~ct;~mm~~~~
(1)
~~ont#
(2)
~q:ftftlm~ont#
(3)
lffiiT-furr ~ fum-«K q;f
(4)
~q:ft~~q:ft;;wft.
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( 1) ~ q;f fcl;it '1ft W:fiR"qft fum ~ Cf>f
. (2)
(3)
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h
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lffiiT-furr iffiT ~ q;r ~-~ ~
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m q;r
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q:ft
t fq;- ;:;frcR ~ m ~ -qffi it 'Eit ~­
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91.
•~ em~ fulWir ~ ~
ll 'll<ffi
95.
'lffi'n'-fl«w ~:~t
(1)
~~-'fl1
(2)
f.R$!>~-'fl1
(3)
~~-'fl1
(4)' ~-~~-'fl1
96.
(41)
•1ft• ~t
100.
(1)
fs'll<llfct'?l"'OI
(2)
~-
(3)
f.:rmr
WIT
(4)
cnFcr ci; 3FJmf ~ 'qJ1<f 61 'fr.l' ~ ffl nT
~ffl?
(1)
\R fi:wr -;;mf I
(2)
w~;f\T}~mm 1
(3)
(4)
97.
·~~~~qft ~mt ~<rg"'lft t
fcJ> ... ,
CfTCf<J
cii h:s~ if<f>rl
am CfiT tt+ll'11 eft .
~t
99.
101. ~ ciicmuT~-m~~~~-q
~sarrt?
(1)
ClF~<lfctCfi
(2)
Cl Fk1 fctCfio I
(3)
~-
. (1)
(4) . ~
98.
m m\R ~ mrn "3l'R'1 tft 1
\R m "lfcfffi ~ ~ ~ 1
~
«R
(2)
~
(3)
~
(4)
~
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film orR q;r 3llt ";f ;;n;RT
(1)
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102. ~~~-m 'CRjUT' CfiT tt+lHiefi t?
3llt ";f ~
(1)
•
l1itq
(3)
tf{
omR qft ~ "Cfir-IT
(2)
(4)
~~ontll-;r~
(3)
~
(4)
~
~~-q ~ ~ CfiT anm-<AT sarr t 1
(1)
~~~q;T~-q~q;r
(2)
~~~q;"t~~q;r
(3)
~~~q;T~-q~~
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(4)
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(1)
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(2)
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(4)
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(1)
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A
A
105. fclfU-3tcn"«~ t
(42)
109.
(l)
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108.
(1)
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(1)
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(2)
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1
oqmeli<flt'lt <tA'-m ~ '3fun t?
~ H4 4 01<>.\i O!fCR'i!IT
( 1)
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t
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~~
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m
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(43)
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(1)
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I
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. (2)
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(2)
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I
(1)
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it 'llim-wrlrr ~ arcrnT
(3)
m
(1)
A
A
(44)
I
Candidates should answer questions
from the following. Part only if they
· have opted · for ENGLISH as
LANGUAGE- II.
~ f~ktf(1f~d ~ ct- w.=[ ct- dfH
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(45)
A
PART-V
LANGUAGE-TI
ENGLISH
Directions : Read the given passage and
answer the questions that follow
(Q. Nos. 121 to 129) by selecting the
most appropriate option.
1.
The fossil remains of the first flying
vertebrates,
the
pterosaurs,
have
intrigued paleontologists for more than
two centuries. How such large creatures,
which had wingspans from 8 to 12
metres, solved the problems of powered
flight, and exactly what these creatures
were-reptiles or birds - are among the
questions scientists have puzzled over.
2.
Perhaps the least controversial assertion
about the pterosaurs is that they were
reptiles. Their skulls, pelvises and hind
feet are reptilian. The anatomy of their
3.
Although scales typically cover reptiles,
the pterosaurs probably had hairy coats.
The recent discovery of a pterosaur
specimen covered in long, dense and
relatively thick hair-like fossil material,
was the first clear evidence that this
reasoning was correct. Efforts to explain
how the pterosaurs became air-borne
have led to suggestions that they
launched themselves by jumping . from
cliffs, by dropping from trees, or even by
rising in~o light winds from the crests of
waves.
121. The skeleton of a pterosaur can be
distinguished from a birds by the
( 1) size if its wing span.
(2) presence of hollow bones. ·
(3) hook-like projections at the hind
feet.
(4) the anatomy of its wing span.
wings suggests that they did not evolve.
into the class of birds. In pterosaurs, a
greatly elongated foUJth finger of each
forelimb
supported
a
wmg
like
membrane. In birds the second finger is
the principle strut of the wing. If the ·
pterosaur walked or remained stationary,
the fourth finger and with it the wing,
122. Which is the characteristic of
pterosaur?
(1) They hung upside down like bats
before flight
(2) Flew to capture prey
(3) Unable to fold their wing fully at
rest
(4) Lived mostly in the forest
could. only tum upward in an extended
inverted
V -shape
alongside
of the
animal's body. Both the pterosaurs and
the birds have hollow bones, a feature
that represents a saving in weight. In the
birds,
however,
these
bones
are
reinforced more massively by internal
struts.
123. The elongated finger in the _ _ __
supported the outstretched wings.
( 1)
pterosaurs
(2)
birds
(3)
both
(4)
neither
(46)
A
124. The · body of the pterosaurs was
covered in
(I) feathers
(2) scales
(3) fur
(4) smooth skin
Directions : Read the given passage and
answer the . questions that follow
(Q. Nos. 130 to 135) by selecting the
most appropriate option :
1.
A man found a cocoon of a butterfly.
One day a small opening appeared. He
sat and watched the butterfly for several
125. The pterosaurs flew by
(I) jumping off a mountain ledge
(2) pushed by wind before take off
(3) jumping upwards with force
(4) moment.um gained by running
hours as it struggled to force its body
through that little hole. Then it seemed
to stop making any progress. It appeared
as if it had gotten as far as it could, and it
could go no further: So the man decided
126. A synonym for 'compressed', from the
passage is
(I) launch
(2) dense
(3) light
(4) s~rut
to help the butterfly. He took al pair of
127. The opposite of 'contrqversial' Is
(I) questionable
(2) uncertain
(3) debatable
(4) undisputed
because he
scissors and snipped off the remaining
bit of the cocoon. 'fh.e butterfly then
emerged easily. But it had a swollen
body and small, shriveled wings. The
man continued to watch the' butterfly
expected that, . at
any
moment, the wings would enlarge and
expand to be able to support the body,
which would contract in time.
,2.
Neither happened! In fact, the butterfly
spent the rest of its life crawling around
128. It can be understood from the passage
that scientists believe that the
with a swollen body and shriveled
wings. It never was able to fly. What the
( 1)
large wings help pterosaurs to. fly
great distances.
man, in his kindness and haste, did not
(2)
hollow bones showed
evolved from bats.
cocoon and the struggle required for the
(3)
fossil remains explain how they
flew.
were God's way of forcing fluid from
pterosaurs walked on all fours.
the body of the butterfly into its wings so
(4)
they
understand was that the restricting
butterfly to get through the tiny opening
that it would be ready for flight once it
129. Fossils often left scientists in doubt
whether the pterosaur
( 1)
ever existed at all
(2)
how many lived at that pefiod
(3)
their size and weight
(4)
their shape and gender
achieved its freedom from the cocoon.
130. The man's first instinct was
(1) leave the cocoon alone
(2) help the butterfly
(3) leave the butterfly alone
(4) keep watching
A
(47)
131. The natural process would have the
wings of the ·butterfly
Directions : Answer the questions that follow
by selecting the most appropriate
option:
(1)
(2)
· (3)
unfold and s,tretch out
.,
fold up and remain snug
half open and snug against the
136. The 'bottom up model' of curriculum
is one where
(1)
learning IS based on a set of
software to make curriculum more
Ieamer friendly.
(2)
the
curriculum that
allows
freedom for student mobility with
increased choice of curricular
activity and encourages learning
by doing.
(3)
the learning process 1s geared
towards career orientation.
(4)
a need-based distance education
with
indirect
influence
on
students.
body
(4)
unfold.and remain stiff
132. A word that means 'to make or
become withered'
is
1.
(1) · moistened
(2)
folded
(3)
wasted
(4)
shrivelled
133. The writer's message in his/her essay
is about
(1)
not to have any problems
(2)
need for struggles in life
. (3)
escape pain at any cost
(4)
needless struggles in life
137. The
Humanistic
Approach
tuned
to
the
specifically
(1)
mastery of academic disciplines
with all their characteristic features .
(2)
application of learnt structure,
content, concepts and principals to
new situations.
(3)
processes that enable students to
discover structures for themselves.
(4)
process where sequence is taught
along with how to present the
related .contents .
134. The essay is _ _ _ _ in form.
(l)
factual
(2)
descriptive
. (3)
discursive
(4)
argumentative
135. A man noticed that the---'------
is
138. A 'special needs language classroom'
is ide~lly
(1)
exclusively furnished.
( 1)
butterfly was hidden
(2)
located separately.
(2)
cocoon was growing
(3)
integrates all types of learners.
(3)
cocoon was moving
(4)
.butterfly was e'merging
(4) · has extra teachers to help regular
. teachers.
(48)
A
139. One of the challenges of 'Behaviour
Management' in a senior class is
(1)
students' readiness to use the
142. Curriculum development follows the
following sequence :
(1)
objectives,
of
Formulation
assessment of needs, selection of
texts/learning
experiences,
evaluation
(2)
texts/learning
of
Selection
experiences, assessment of needs,
of
objectives,
formulation
evaluation
(3)
Assessment of needs, formulatjon
of objectives,
selection
of
texts/learning
expenences,
evaluation
(4)
objectives,
of
Formulation
assessment of needs, evaluation,
of
texts/learning
selection
experiences
smart board.
(2)
student's lack of self study skills.
(3)
teachers' preference to conduct
group rather than individual work.
(4)
teachers' lack of self confidence.
140. To inculcate a 'Never Give Up .
Attitude', a suitable activity is the one
when students
( 1)
sang
two
popular
songs
and
exhibited some of their art and
craft works during the parentteacher meet.
(2)
·made modifications to their paper
planes and tested them. again,
experimented with the best way to
get them to go the distance and
shared their finding.
(3)
in groups created graphs about the
(1)
·real objects and specimens
difficult situations that students
(2)
abstract words, case study
(3)
display boards, film clips
have had to face in life.
(4)
143. The learning experiences that offer a
vicarious experience to learners are
managed to get the Principal's
permission to go out and play
(4)
· field trips, observations
during the English period.
141. Assessing reading at Class VII, can be
done most effectively through a
(1)
spoken
qUiz
meanings
of
based
on
words
( 1)
experience real life systems and
phenomena.
(2)
receive bits of information
followed by questions with
immediate feedback.
(3)
a senes of exercises
repetition practice.
(4)
get problems which are solved by
a process of trial and error.
the
and
expressions.
(2)
144. In Computer Aided Instruction [CAl),
the 'simulation mode' is where learners
written test based the characters
and events in the story/text.
(3)
an oral interview to find out how
much they have read.
(4)
writing
a
50
word
_review as a small project.
book/text
with '
(49)
145.
~
'listening stimulus'
(1)
(2)
(3)
(4)
presents input to separate groups
of students who gather again to
share what they listened.
presents an information ' gap
activity such as giving directions.
is listening to a good commentary
to review it.
(3)
(4)
and allowing others to take turns.
describing one's school or its
environs informally.
'telephone' conversation with
another.
comparing
two
or
more
objects/places/events
for
the
assessor.
147. Retrieval skills in writing are
(I)
(2)
(3)
(4)
(1)
note making and note taking
diagramming and summarising
abilities to do extensive reference
work
orgamzmg information ·while
reading/listening
(2)
grammar
(2)
(3)
(4)
as
well
as
to
the
memorization of vocabulary.
(3)
refers to the process of learning a
native
or
a
second
language
because of the innate capacity of
the human brain.
(4)
is a technique intended to simulate
the environment in which children
learn their native language.
150. Noah Chomsky's reference to "deep
structures" means a
(1)
hidden set of grammatical rules
learnt through intensive study.
148. 'Awareness raising' grammar· games
encourage students to
think consciously about the
structures they have learnt.
collaborate in completing a given
activity.
engage and feel about human
relationships while the teacher
controls the structures. ·
use
learnt
structures
to
communicate with one another
about a given theme.
involves a systematic approach to
the analysis and comprehension of
(2)
(1)
is the memorization and use of
necessary vocabulary
enables students to discuss a set of
criteria which they prioritize to
complete and present a task.
146. The 'interactional routine' during
speaking assessment includes a
(I) negotiating meanings, taking turns
(2)
A
149.. Language acquisition
transformational grammar that -has
led in tum to increased interest in
comparative linguistics.
(3)
a trend that English is the most
common-auxiliary language in the
world.
(4)
universal wammar underlying all
languages and corresponding to an
innate capacity of the human
brain.
. (50)
Candidates should answer questions
.from the following Part only if they
HINDI
as
have
opted · for
LANGlJAGE- II.
~ f~J04"1f{1f@d <qJTT ~· ~ c);- 3fH
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'ffm ~ ~ a~1~
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- 11
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(51)
A
qpy_y
II
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f.mT : ~ Rtt
~
-rrnm q;f ~ ~ ~
122. ~~fcr~rnhf~lfi'f~
~ q;r "'€I<R ~:
~~-tt~fum~~
~WR:"sl~ I ~;nllll\~~
(1)
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(2)
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~~~~cf;~~"#
-~ ~ I
W"f <f>1 mRT ~ tl 2Ai<ICf>(
fmr-lT f"l<t>~ffi ~. "f'ffi "3mt 1ft "Cf)l1 mRT
'il'ffi aTir tl tft ~ t
~
cf;
~
4 3Noft
cf; <nt -q .
I "ffr
fum cf;
'lmT{
~tm~f<r<rn-ti~~~~ 1
tlr qft 'qt\i(i;.Jql~l -q of<\ ~ qft ow <w
t
~~~ I~(!Cf)"it~~
t:
3l!OT. · t
q;r ~
~
. IH<lf"i<t>
(3)
~ q;r
(4)
ar-<f
m
~ IIMf'"l<t>
mr
I
OJSO mfim ~
1
~1ft~ <j<T ~ t I
123. ~-;f~qft WRTf<nmf qft
f"l<t>~<:,J ~ I ~-~ 'l1I1S1T <f>1 mit~
~
wWr
(lCf)" it~~
afu- ~ 'i''i'<lit1l C!?l· ow fur ~ ~
m~t I ~llo-f~OW~-rr:IT~~
t1
(1)
~"#
(2)
oqt\I(<:,JqRJ
(3)
~"#
(4)
'i{w:"#
t?
tl
~"t-tl awl~~~
1
m
~ q;r
fum (ICf)" ~ t : ¢
~ >f, 'W
~~qftfumcf;~~t
<w ~ Fm -<t>Tt ~
"{!;;;
124. ~ fmrr cf; -;;rq tR" ~ ~ S3TT \ill
~cnl .ariW:r
11Rt
'l1I1S1T ~
q;r 31CR1{
~ P=wrr, ~ ~ qiT ~ fcmR;r ~ q;f
fum cf; ~ ~ cf; "IRlrr
-q oru:rr
t?
(1)
~qifmr-ftq;r~"#~
(2)
~-<t>~Wit q;r ~f"l<ilf"li1 ~ ~
it
~
~ ~ I ~ q:;1:fi ~ fiil<t>ffH'l ~
t
(3)
~cf;~fumt.=rr
~~~ll\~-~~cf;
c4)
"ffiriT q;f fum q;r ~ mq; ;:r m
~ OFRT
t afu" OOf 1ft ~· ~4'{ci<t>
~
~mfiwrrn 1
121. F~-~-q·~ 'llmll~mffi
.. 125.
·fcrem" l'JGG -q ·~. ~ ~ tR" \illl'JGG
~.~t
~"?
(1)
m- 'l1I1S1T -q
(2)
llRCf)" 'l1I1S1T
(1)
fiiloqlfl:<t>
-q
(2)
~-q1fl:<t>
(3)
~ 'l1I1S1T -q
(3)
~oqRJCf>
(4)
~-q
(4)
~-q1R<t>
(52)
A
. 126. ·~ llOGf
t?
(1)
~
(2)
f~<llfct~lQUI
(3)
""""l'*'li~Cfl@
(4)
fu;<rr
127. '"ER"cit T.I~IH~'lcm'lll~~cit ~~
~ ~ t I' G{1'Cflf 1t ~mif<t>i't am t
(1)
fu;<rr~
(2)
f"'''t~<ICII~Cfl ~
(3)
~f"'''t~<ICII~Cfl ~
(4)
~ ~rcf.:rri:l'
128. ~
129. ~cf;~5lf~'Siffi~~
(1)
-;;;T~t I
(2)
-;;;1 ~ Cflt ~t I
(3)
-;;;l;ffir~~t I
(4)
-;;;1 ~ciT~
mq;«f 1
130. ~ cf; ~ 5lf ~ OfTJf lR"
m:rr_
~~t?
31lf ~ q;f '!''!'(ifri'i cit ~ fm" .
'30R~~tf.F;~ 31lf~
(1)
~~i'Wff~~t I
(2)
3Jqjg;:ft<j ~;q ~ ~ ~ t I
(3)
~c);-mm~~t 1
(4)
C~ifffinc;q~~~t 1
(1}
~ ll'RC!T c);- ;:rp:r ~
(2)
~
(3)
~crt~m ciT ~c);-;:rp:r~
(4)
'!!Tit ~ ;:rp:r ~
m c);-;:rp:r ~
131. ·~ ~ ~
1t !!5 tt
m t ..... '
'C(lCfqlt ~&if<t>i1l10G~ ~cit am-~
~
:
~
f<N
~ rr~ "Cfll ~ ~
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(1)
"1::>011<:'14'1 ciT (1{4>
(2)
~~wm~~cil(1{4>
~.. ~ ~ ~ ~
~~ awffi~wfft ~~~
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SPACE FOR ROUGH WORK
'ftn~~~~
A
(56)
READ CAREFULLY
INSTRUCTIONS;
I.
2
3.
4.
5.
THE
FOLLOWING
Out of the four alternatives for each question, only
one circle for the correct answer is to be darkened
·completely with Blue/Black Ball Point Pen on Side-2
of the OMR Answer Sheet. The answer once marked
is not liable to be changed.
I.
OMR "31'R" '!f;f ~ ~2 1R" ~ '!%" C[ff q;l ~ 1J_ft i'fW
;fu;f~ ofu;r ~~ ~ o/
11%"01T{ "3W ~ <iR=l
~<!IH~~~;;rr~i I
The candidates should ensure that the Answer Sheet 2
is not folded. Do not make any stray marks on the
Answer Sheet. Do not write your Roll No. anywhere
else except in the specified space in the Answer Sheet.
Handle the Test Booklet and Answer Sheet with care, 3.
as under no circumstances (except for discrepancy
in Test Booklet Code or Number lind Answer Sheet
Code or Number), another set will be provided ..
The candidates will write the cortect Test Booklet
Code and Number as given in the Test Booklet I 4.
Answer Sheet in the Attendance Sheet.
Candidates are not allowed to carry any textual
material, printed or written, bits of papers, pager, 5.
· mobile phone, electronic device or any other material .
except the Admit Card inside the examination hall/
room
6.
Each candidate must show on demand his I her
Admission Card to the Invigilator.
6.
7.
No candidate, without special permission of th~
Superintendent or Invigilator, should leave his I her
.7.
seat.
8.
~~~W!u:~TTlt'<l'K~it ~ ~"31'R"~ft;ro:
~ '!J>R~i!i1 'fitflf>~ "3W'!f;f q;ll:!Tm ":1" ~~ ~
'Q\ Cfilt 3R' f.mR ":1" ~ I ~ 31lRT 611!*'11i<6
"3W'!f;f it Rmmf ~ ~ ~ 3FPr ":1" ~ I
m ~ ~ "3W 'Q;f "<6T 'UlH'{cl<6 wWT 'fit, ~
fcl>m ,:ft qf{f~f('l it ~. ~ ~ "31'1"{ 'Q;f ~
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..mwrr liTU m
~~it~ em~ fucuq
fcl>m
m<fft~wrnt, ~<TTt\fi4fMf<lli1, ~~~,
~. ~~. ~Ji~f<1<6 ~<rrfcom JFTm
'f>1 "f!TI1!ft q;l B ;m;f <TT ~ <iR=l 'f>1 ~ ~ t
I
~ "'R 'Q\ ~~. ~q;l 31lRT ~-em
~I
~<rr~'fft~ ~~f.Frr<filt~
~~":fmtl
The candidates should not leave the Examination Hall
without handing over their Answer Sheet to the 8. ~ ~q;l3l'FIT ~'Q;f ~ f.Frr ~ ~-'!f;f
lnvigilator on duty and sign the Attendance Sheet
'Q\~~~f.Frr~·~~~ I
twice. Cases where a candidate has not signed the
~ fcl>m ~ ~ ~ OIT{ mRm-'!f;f 'Q\ ~ ~
Attendance Sheet a second time will be deemed not
to have handed over the Answer Sheet and dealt
~m~11RT~flf>~m'Q;f~~t 3ll<
with as an unfair means case. The candidates are
· ~ ~ ~ q;r l11l1ffi 11RT ~ 1'lfilaneii rn
also required to put their left hand THUMB
~w:r ~
T.mr-r~-lf5r .q furlTif~
impression in the space provided in the Attendance
:
Sheet.
'IR'~~ I
aP&q;r
Use of Electronic I Manual Calculator is prohibited. 9.
10. The candidates are governed by all Rules and
9.
~M~1R<61 iH<'iill~(i 4R<6(1<6 q;r ~ ~ t I
Regulations of the Board with regard to their conduct 10. •-~it ~~Wro:..mwrrmt~~m.=rr~
~ liTUf.r:rilffit I ~ <mR'f~~ ~q;r
in the Examination Hall. All cases ofunfair means will
be dealt with as per Rules and Regulations of the
~mt~m.=rr~~~~m-rn 1
Board
11. No part of the Test Booklet and Answer Sheet shall
be detached under any circumstances.
12. On completion of the test, the candidate must hand
over the Answer Sheet to the Invigilator in the
Room I Hall. The candidates are allowed to take
away this Test Booklet with them.
A
11.
fci>mtm'm it •
~ 3li<~'Q;fq;f
m11fiT
3Will.
":f:q;tl
12. -qillltl mq;;f ~ W, -qilaneif ~I ~ ~ ~ ~
~ mf ~--r.m~ ?.fiT arcQlf llfq ~ 1 m~
artFt wrW p1 Tift~~ <fit R' ~ Wfi1T f
I
This booklet contains 20 pages.
~~ll20~t I
clJ {Pa ~a~ liD
Test Booklet Code
~au~~
Telugu Languageq~u~r,;;ment
~
PAPER
1/~-'Q'Sf
I
~'~{NT
PART IV & V /1{Ttf IV & V
Do not open this Test Booklet until you are asked to do so.
·T« wa-rr ~ C6T ,... <1cf; ~ ~ ~ <1cf; ~ ~ ~
1
Test Booklet No.
'ltlarr~m.<n
410173
Read carefully the Instructions on the Back Cover !Paf~l:.l& 20) ofthis Test Booklet.
T«
~ <fi" ~ 3TfCR1IT (ll'O 1? q 20)lff
C6T Ul'A' ~ lft 1 ·
I
ror
wa-rr
For instructions in Telugu see Page 2 of this Booklet./
·
~~<fi"ffil:rT«~q;r~z ~
rffi!RTf~ <f> ffflr f.:rffl
INSTRUCTIONS FOR CANDIDATES
I.
2.
3.
4.
5.
6.
7.
8.
9.
I 0.
This booklet is a supplement to the Main Test Booklet for 1.
those candidates who wish to answer EITHER Part IV
(Language I) OR Part V (Language II) in TELUGU language,
but NOT BOTH.
Candidates are required to answer Parts I, II, III from the 2 ·
Main Test Booklet and Parts IV and V from the languages
chosen by them.
3.
Questions on English and Hindi languages for Part IV and
Part V have been given in the Main Test Booklet. Language
Supplements can be asked for separately.
_
4
Use Blue I Black Ball Point Pen only for writing particulars
on this page I marking responses in the Answer Sheet.
The CODE for this Language Booklet is A. Make sure that 5.
the CODE printed on Side-2 of the Answer Sheet and on
your Main Test Booklet is the same as that on this Language
Supplement Booklet. In case of discrepancy, the candidate
should immediately report the matter to the Invigilator for
replacement of the Language Supplement Test Booklet.
This Test Booklet has two Parts, IV and V, consisting of 60 6.
Objective Type Questions, each carrying I mark :
Part-lY: Language I- (Telugu)
(Q. 91 to Q. 120)
(Q. 121 to Q. 150)
Part-Y : Languageii-(Telugu)
Part-IV contains 30 questions for Language-! and Part-Y contains 7.
30questions for Language-H. In this Test Booklet, only questions
pertaining to Telugu language have been given. In case the
language/s you have opted for as Language-1 and/or
Language-11 is a language other than Telugu, please
ask for a Test Booklet that contains questions on that
language. The languages being answered must tally
with the languages opted for in your Application .Form. 8.
Candidates are required to attempt questions in Part -V
(Language-11) in a language other than the one chosen
as Language-! (in Part-IV) from the list of languages.
9.
Rough work should be done only in the space provided in the
Test Booklet for the same.
10.
The answers are to be recorded on the OMR Answer Sheet
only. Mark your responses ·carefully. No whitener is allowed
for changing answers.
Name of the Candidate (in Capitals):
~
q;r "'!Tl1
~
aru<T "#) :
I
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---------------------
Roll Number: in figures _ _ __
~:
<am>D
: inworos---~--------~-------------------------
: ~"#)
Centre of Examination (in Capitals) :_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _- . , . . , - - - - - - - - - -
tri\m~~aru<T"#j:
Candidate's Signature:~------------ Invigilator's S i g n a t u r e : - - - - - - - - - - ~~~:
~~~:
Facsimile signature stamp of
Centre Superintendent,___ _ _ _ _ _ _ _ _ _ _ _ _ _~-------------------
1111111111111111111111111111111111111
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------~------------------------------------------
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Centre Superintendent ___________________________________________
Telugu-1
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Lero ~6~e§~CSg~:J.l
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(5)
LoJ.>6o2;)o'W"~.
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41
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~~0""~
~OL~~o (1910)
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L~~6~~ cro~~sgJ;, &~ 6-tS~ ?
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(4)
S"6o~& ~qSc:..>
:J
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?
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(2) . ~O~CJ"cili
(3)
(!!l~~~
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(2)
(4)
eJ<>OJ" ~~c;S;~e_, ~o2Joc;$o
e§olt1 S"~~)e.; '{.JoaJoc;$o
&~~;;~;; ·;(JoaJoc;$o
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L§oe gj<>fJe7 ·~~cro~·
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(4)
(4)
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(1)
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(3)
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93.
(2)
(2)
97.
(3)
~.iJ'>e§S '{.J~~
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LKo'iJ"c:..> . crocilieJo~s ~~~~w~oe.
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0
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&
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~~
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@~
99.
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'~e§~O""f.OlO'
(1)
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(2)
~croElil"e.J~ ~~eo~
6-tS~
Cjl
(3)
~O""Elil"e.J~ ~s~oso~ 6-tS~
(4)
~O,.Elil"e.;~ §~o~ 6-tS~
'~Ls<ili' @oeJ
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(2)
-tS6s
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~~
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dJo~o
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~.iJ'>e§S dJooJ.>~s '{.Jo2Jo¢ow~
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L~L~\,
(2)
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(3)
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(4)
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0
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.
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(6)
A
~~ : z:~.W,tJ~ ~go~ ~O;), CJ":::l L§oC:S
. z:~.W.tJ~
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..
(1)
C$)•!l.)O
(2)
C!li~J~~ ~
(3)
~~~~OJ
.:>.
(4)
~~~
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C:Smp"~ "W"~ ~Q;;~~J,~
103. 'C!li~OJ~' C!l!Oe3
S"O~~~ S"~C:F"OeJ~O. ~~.)'~~
(1)
~~~o.W~ ~~
~;)6"~ ~~J_OCJ"~~C!Jfl" ~50"0"~"
(2)
(!!)~~~OJ~
(3)
:::lCF"'i"~OJ~
(4)
"W"~a:::> ~~
(1)
~~a:J~ C!ll~~o
(2)
_eom~~ C!ll~~o
(3)
~~~C!ll~~o
"~N"e§ ~e§ ee)~c:s,
~ C!li~6J~~--"
100. ~ L§oo ~ed ~;::l a>:,..~eo.W~
C!!IO~O
:JO ?
(l)
"0"~
(2)
(!!1~000
(3)
;)~X,)
(4) . ~~0
101. 'C!l!OeJ~O' C!l!Oe3 ~'~~d C!li~O
?
Cj)
(1)
~0~0
(2)
2.1"~
(3)
C:S,~e.o
.J>
(4) . ;)~C:So
10s. ~~~oa ~e.o ~e~?
(1)
~C!JO
(2)
K~~o
(3)
~~~
(4)
C!ll~~~~~
(7)
Telugu-1
~~:
A
108. ·~ L§oO ~~e.,~~c-6 e..~~ e)~.J :DK6"
l§oO ~~b~ ~~l~~ ~0@~
a::OJ"'ane..o c'UO
__, o ~oa. .
~~ ~~~~§ ~oa>ol;)o~~ ~~~~
(listening behaviour)~ c~d»23~cm.
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106. ~o~e,~.Y~ ~ l§oO OJ"'~d e..~~
~s~~~ OJ"'Sso/OJ"'~~o &~ ~~
~~lT"~
~~g
(1)
~~l ~Oa>OGJ"'~
L~~rro ~~e,o~~ ~·$fa ~~
~~0~~~§
~6s~~
~~z,.6o ~6.J~~o0.
(2)
tre)~
<'.9~6~~
.._
(1)
L§~ ~;f~~o (adverb)
(2)
~8s;;ro~o (pronoun)
OJ"~~
(3) ·
di>C"6;;ro~~o
;5~~~0~~-
(4)
~~~ L§c~ ~a>OGJ"'e..o
Cj)
~Le);5,
(proper noun)
(3)
<'.9~~6~~
.._
~0~
~~~di>~o
~o~ L~e)rro ~oa ~~gso
~~0~
(phrasal verbs)
OJ"~~
:jl~s
e;~OCQ"
~~a::orro ~oo.
__,
(4)
107. ~ l_§oo ~~d ~o ~~~~so?
( ~9"'6o: a>~ ~o ~on~ ~~~
cation)
·
~0~~
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d
(Communi-
~K~Ko ~~~§
~oa>ol;)o~oo.
OJ~d ~~~oa.)
(1) . a>~ ~o ~On~~ ~o<lrro
~~~ ~~ a3'"0 ~a.~~~­
(2)
a>~ ~o ··~On~~ ~o<lrro
109~ ·~o'
O'O"~Ooi5~~~ ~~ _ __
(1)
~~~ ~~ ~~.J 23an ~od.
o~~ool5oc:5>~
· 2Z"0 ~Cl.~cmoO.
(3)
L~e).J~~~-.
a>~ ~o ~en·~~ ~o<lrro
~~~
~~
~~0
(2)
:a~e.,~
e)Cl,i:J~cmoO.
(4)
<!9C-l>~o~
C"~
<!9g"~
c~~~~
~('~~~
:a~~Vej>
__,
(3)
·t3~~6s ~o~~ ~~~
a>~ ~o ~On~~ ~o<lrro
~ ~ er'0"~6s ~s~~~
~~~ ~~ ~~lU~ ~~l e)~
;5~.;)6"~.
~a'i>'{s;~ ~000'0"~.
(4)
~ ~0 ~~ ~'<fu:O :a~~_,
A
(8)
110. a.s SqJ"o~~ o";:) ig~s, @o/SQi,~
Jg~sc:..o, · ~J~S ~~i:l"'6o C!5<;J"6oCT"
C!5d.Wo~. ~~ ~~s
se:lfl~ @o.~C!J
--"
?Uoo-w O"~gs. ~ ~6;;JG @c';SsQi,~
LS~o @~ ~~ lsot> o:JO&Jd
@O.P;:)§
:.J
Telugu-1
113. 's~~&Js
<Qoe3e:l~,l5,' (Kinesthetic
"- Cj)
oJ
@c';SSQi,~
~~gsod ~s~c:..o - - (1)
.,)~6-~
~;:)sa
~"J_C!Jif
?
~OZJO~O.W~
@~
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~~o
S""~Oa"
s~fl
~C!Jif
~d.Wc'Jo~.
--"
(1)
~Jigssoo ..'Stlo (visualisation)
(2)
~
(3)
~6s ~~... ~ ~~~FlolSt~o
~9"~o& ~Odfu So&J§ ·~e3§
~c;ss ~~~sQi,o& ~~;:) eo~
(4)
(using prior knowledge)
~s~;~ ~.Jtlo (prediction)
O"a (word attack)
111. a.S . o~oocJ~-s . <Q~!)ZJC1~
~st~~
.,)si'r~
lS~~oa.
~
(:.J o:JOsso/
o:JOS""Se!.~d) I'U~olSoa~
~~~C!.ifl!:~
C!5C!JM>-iSiV"
~s§so~~.
(3)
~st~~d
(!5
~~.Y 'ft.~~1e1
(2)
~oA~ ~O~iV"~ s~Fl ~oa
~FC!J~ LK~~~(4)
.
eoO(,.S, ~o~S~J,S ~~~e!.~d
Z:J"~~J_SOl1" C!50.W~~-
1. ·~~ ~SS~c:., ~-w (!5~st~o1Soa'.
2. 1SS(,.e3 ~~o S"~ eoKoC1.
114. a.s ~S~ oms(,. ;:)~~ ~S~J,S
. ~~g"SC!.Id ~ L§ot) @O~c:..D s~~
3. <;1~ ~-w aJ'>lUN"J._Q.)).
(1)
I ~Odfu 2 o:JOS""Sc:..o
(2)
~~&J o:JOs~;o ~l~;;&
(3)
~~&J ~ocifu ~~~
(4)
~~~ oJ.>ssod
112. S~fr'~
~l~o
. ~O~Q.)). @~ :.J~ ?
(I)
o:JOSso
(principle
@.;J;,js~~
~~O"iV"c:..o.
.
".
of
discovery) ~S""do o:JOSS6c:;> ~6Ke3
xt~& ~s~c:..o ___· _ __
(I)
@~~fl!:~. §"~ ~O"zJC!.Id,
(2)
<;l~~C!J~~l
.
~~Gi1"£c:..D,
~~O"t>c:..D tUOo~aJ~tlo.
Cj)V
(3)
--"
·
a~ O"~~so se:lfl ~o~CJo.
SC!.I~ ~;:)~o»ose:l.J~ @~(]"~
tU~o~gt_, o:JOSS6c:;> ~oaJo~~
S""6t>SC!.I"""oJud c;Ju~o~~v
""'
n
(2)
§"~ ~~e..i~ @~ ~O"~c:;>C!J
0"!)0"
(3)
(4)
~~bolJ~~-
a.s o:JOSS6c:;> @Z:J"S~~ ~t,
. LS~od o:JOSS6c:;> ~leoe!.~
tUOo.W de:~l1" C!50.WfJ"o~.
--"
115. x~ @~~o ~~ C!59"6~a ~tl
~o.W ec:..oi'U ~s§s6c:;>~ ~ Lsot>
~011" @0~~-
( I)
Z:J" ~~ ;:)O""J_c:;>o
~tJS~oiff
(2)
~~~ ZJCI~.
o:JOSS6c:;> Efzye!.~~ ~O~Oo~
(3)
~:gJ..O~ ~<0c:;>SO
~N"~ ec:..o~~o~~-
(4) . ~~ ~~6S6c:;>
6~9"sdfua
:
Telugu~I
~
116. ~~c;)"S(!.I~ ~oo.'Jboao-tS~~s ~o/S
~~~o}>~ (simulation) ~~flo~
a..~
~o}>CJ"<?ci:S.l
li/~c;r>
' v
o:JOGSd ~tl ? .
......
;0<::$~
9
o.'J'>ot> ~ 11" ~o CJ)otl.
(1)
(1)
o}><:J"so~ ~£01''~~ (lesson.plan)
(2)
C:S~~S
(watching
'iJ~~ao-iStlo (collecting),
L~~ZJ~~ao-iStlo (ordering),
a
O""ci:S.ltlo (drafting),
.
demonstration video)
(3)
~~
(4)
&t;>tv~ ~o-I:J ~CJJ:J ~abo~
~af\
&t;>'tv (micro-teaching)
:O~~tlo. (making a good
(2)
O"ci:S.l~o',
·~~oli"
C!:lldwo-iStlo' ,
·~o6
;06-iSt~o' '
·~~
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wl~£::>'
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O""ci:S.ltlo, L~~ZJ~~ao-iStlo,
'i-l~ !3 a o -iS t~o, ~a f\ O""ci:S.lt~ o.
lecture notes)
111. '1-ls-tSt)lT"
e:.~
(3)
L~~ZJ~~ao-iSt~o,
'iJ~ ~a o -iSt~o,
6-iScvo
0"" ci:S.l6o,
~a f\
0"" ci:S.l e.;, 0 .
L~~od ~ C:S~d §(!}~~~~a» ?
(1)
O"ci:S.l~~s
~o6
(pre-
(4)
writing)
(2)
0"1-lt~;0,y~ (drafting)
(3)
~aJ 0"1-J~~J.Y~ (revising)
(4)
~~6 cf~~ t>~t~;0,y~ (proof
reading)
118. ~
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-"
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~a f\ O""ci:S.lt~o.
:.:>
d
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?
e;!3z,.a~~tvorT",
~6t>Ci",
O""ci:S.ltlo, 'iJ~~ao-tSt~o,
120. ~~ ~6K~ (language class)
;00"~
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a~,
~as~,
(1)
. Zl~z,.d,
(2)
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(2)
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(3)
LSdlro
(4)
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(nouns)
(models)
,;;.,g~c;r>e,.o (adverbs)
(4)
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A
.
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@~!)~OiS~o.
reading) @0~?
(1)
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~a~
(';94Ssd»N":'-)s
@~S"' ~ti:D~!) C:lo.
Q":'-)
(2) . ~s~e..o
137. ·~~(;~~
~:'-'):'-')
(3)
~oo~ (l)~Odfu
(4)
(2) ~t~~;
(2).
140. '~o~ ~N"l J~cm~ ~~ :g:pO"~
!l~~ J~ZrKe;~· - ~ OJ"~sod
OJ"Q~ ~~eose;oS"'O"~ iU~oiSo~.
(1)
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(2)
&:0~o
(3)
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(4)
6:0~
-"
A
141. ·~~
~~
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A~
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~O"e..o
a~
~w~cm?
0~
Telugu-1
144. ~c;ro6~
e<Z"e.J~
~s§.
~es~
~g_,o~~
~ss
o:Jo<:5"8""e.Je.J~
~~~ (\l)OeJ'>~ ?
-"
(I)
(2)
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~e~
e;~ · ~~
~;~ofi
~~~~~~(euphemism)
(2)
~es~ o:Jo<:5"8""e;e..o (Exclusive)
(3)
lo:)o~~~
(4)
(\l)O~O"~;;J<>S (Inclusive)
~~
~;~ofi~
o:Jo<:$"8""e;e..o (Standard)
C
~~.JeJ'>~
(4)
~~'tl o:Jo<:5"8""e;e..o (Special)
S"~~ ~~i:1IT" ~~ 0"~§
~~~~(3)
(I)
K~o,
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142. o:J~~o~ (\!)4Sscili~~ ~~LFl (reading
e:J~ow
material)
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9
n
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(generative
p-ansformational
approach)
(2) ~6.gi.l~o
(3)
OJ"s~6£:il"~~cs ~~
(4)
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(Audio-lingual
t4s. ~~ ~~~~o ~O".s~ dio:Joc;rosdfueil
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(\9~1.J6l'!:~ ~0"~)
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M
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(I)
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comprehension),
(listening
method)
143. :J~~o
~~sa
i.J'R (language
~S~e;
~ciliol~o~~o.
~gp~e;~
Q~
Telugu-1
146. <;!<lClJ._OO (e-leaming) @Oe3
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~ ~~S"d eJ~o~ @4Sso:D~o~
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(1)
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(2)
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(3)
~osd~
(co-operative
~ClW'~~
(1)
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~(;J"so'if"e.;C
eo:DdJ._o.W~~~
(2)
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(2)
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;:;~ep:J~~~
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OJ"s~o.
150. @4Sso:D~od
~~s~
~
Lso{;)
OJOe3d B::Js ~oeJo~o.W~ ~~E@SO ?
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(1)
.
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--"
(4)
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(3)
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eeps~o:Do.
(4)
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a.~c,.es
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(1)
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S~Ol>o~e,o.
L~~cl\1@~ @O'if"e.J~ · &~oe~~;:;s
~~9"Sdfu~
~s~e..o @~s~::Js ~dxa
K{;)d
a"~s~oe,e ~::J~e..o
147. ~~"l?
learning)
group
~OeJO~O.W~~.
OJ"~~o~ ~(:S)J~~ ~S
(4)
A
OS.ii'>o.W
~~snxm'i·
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·~)L~o.
(2)
148. @il3"'~s
@0 'if" e.;~
@dO
(jl
sno:DoeJ~6>d::J !)~ ~osepe.;
Y"db>
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(non-verbal)
~o~~ (communkation)
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~~"W"d
@Oe3 _ .
@c;sso:D~
(3)
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~~
(1)
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c'UClo.W ".J~"W"dod
(2)
~ed see)~e..o (gestures)
OB~e..o ~dDKe.;Ke,o.
(3)
~o~se.o (numbers)
(4)
~~~ ~CJ"e..o (printed words)
(4)
@~Cl.W~
~~e,o.
~CJ"e.J
~e)&>~
~~~
@O"e.J~
(jl
A
(18)
SPACE FOR ROUGH WORK
Telugu-1
1.
A
(19)
Telugu-1
~~ ~~l~ N"~t'i~ ~QJ"z..l)~ ~~s~~~. ~o6d ~e<e~ ~QJ"z..l)~ ~l~;J OMR
e:30J"2..l) ~le'§~oGS~ ile!-2 d Ke; ~~~e;d a..~GJ";J;J ~le'§~ ~~ ~GJ" ~~~ -ao~­
~ii ;Jo~oCl.. a..:~<O"e e:30J"2..l)~ ~l~;J~~:1od ;Jo~~.S GJ"~~~.r)e,~ ~~o~6.
2.
~eS"e
e;3QJ"2..l) ~le"eJ~
~~e'§ ~e,eJS";J,
j ~e'§6 I'U~~ ~e,eJ
S";J ~Qi)0"6. ~eS"e
""""-' Cfl
l:
c:J
e,)
.......... cp
....D
e'§~ L~~ ~o2J.>g~ :s~Q))o-w~ ~~o6" ~L6~ 0"~~. ~o~ o)sc,.w> (J"Qi)~~6.
3.
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~e~~e;e;~ (~tl§:" ~fl~o ~eo:lu e;3QJ"2..l) ~L6od Ke; ~02JJS ~GJ" ~o-g6od ew>
_ 6-oe.1 6~:,) ~o~~a ~e0 ~~s2J~6.
4.
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~eo:lu ~o2pge;~ ~e~~~:O 6~_y ~~ow CJ"Qi)oCl..
5.
~e.;!"~ ~e~ e:36lKJ tJ!iw efs Kae;M;J§, ej~ ~l6~ ~~J ~a~ j
~~6
~\:J"gorre;~ ~o2Jo~o.W~ -~~~ ~GJ" 15~LOJ"6& ~a.~ S"fle-o~, S"fl6~ ~~(,.~
60"6. tJ~o, ~))~~ ~ ~ao1u ~o-g~~ ~6~~ j ~~~~ a~~;J ~w~eJ~
~eo:lu 6-~0D"'flo..S,eJ~ ~~~~ ~~~
6.
Ka ~ea" ~6g~~~~. ~~~~ ~~~~le-o~ ~~~~l~~ ~ea"~ 6~:,~ ~~oO>~.
7.
~e;§:~S"e ~GJ" ~ea" ~6g~~~;J ~eg~ ~~~~ ~:oo ~e§:"~, 6~ ~~0~1 .Se,
~oa. ~C.Se;~~c:)).
8.
~ea"~ e:30J"2..l) ~'le-o~ ~~15~ Ka ~e§:" ~6g~~~:Os ~w0, oo~~~a ~e:36 ~~e;"'"
~o6~o 15~~ 660J"6~, ~ea" Ka:o c0Cl.w ~"?~~· ·ao~~~a ~e:3~ ~~d ~oe'§~o
15Qi)~ow ~<tl~~~. ~6~ e:30J"2..l) ~Le-o~ ~~s~~rro ~c0o-tS~o e:3~1'U~oa. ~GJ" ~6~
~~w~ ~~d ~~~ow~~rro ~c0o-tS~o e:361'U~oa.
9.
o)e;~;;Js/15~s· ~~OD"'Ao-t;S, S"~~S~eJo~· OJ"~e, :O~o.
10, 2.5"~ ~ow~ ;.)d))~ :02Jo~~e;~ ~~~rro ~ea"~ ~ea" Kad ~e;K~e;~ t;-oe,oa.
~~-::J6orro ~ow~ OJ"e:O l'ilso-t;S, ~aS"6o 2.5"~ :Od))~ ~oGS~~ ~~I'U£0lorro 6-o~~.
.
-D
'"""'
•
Q
'
11. . ~ego ~fl~o, ~edfu e:30J"2..l) ~Le-oe;d:O Ke; j ~ rro~ ~ ~e~e; ~ ~ l3d))~~6.
12. ~ego~ ~e~ ~~Q))~ ei60J"6, Ka:o c0a.w ~w~e,~ ~6.go e;3QJ"2..l) ~Le-o~ ~~;xa
~ea" :oe~~~~S"es 6~:,~ ~OJ"s~· ~ea"~ 6~& ~e, ~ ~ea" ~'flS"~ a~~:o
~~~~-t;S,0~·
.
(20)
A
READ CAREFULLY
INSTRUCTIONS:
1.
2
3.
4.
5.
TH~
Telugu-1
FOLLOWING
Out of the four alternatives for each question, only 1.
one circle for the correct answer is to be darkened
completely with Blue/Black Ball Point Pen on Side-2
of the OMRAnswer Sheet. The answer once marked
is not liable to be changed.
~w.f~~~lf(l""i:IT{~-q~~~~~
The candidates should ensure that the Answer Sheet 2.
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.
~ 1f•1f:t~i1 cotf.i;"'$tl" ~~C!iT ~ ~ ;;:nltltCf ~
Handle the Test Booklet and Answer Sheet with care, 3.
as under no circumstances (except for discrepancy
in Test Booklet Code or Number and Answer Sheet
Code or Number), another set will be provided.
The candidates will write the correct Test Booklet
Code and Number as given in the Test Booklet I 4.
Answer Sheet in the Attendance Sheet.
OMR ~~~~-2lR~~¥C!iTm~~
m~ offi;f ~*'~'lit , ~om-~ am~
~Of!G~~'1if;;rr~t
I
FmR ~ wffit I~ a11Rr 3lilf>lii'll
~q;f -q f.:lmft1 ~ ~ ~ ~ ~ fffij I
lR q;Jt 3f.'<r
·~ltCt~~q;]"ttlf"1'{cl'llwWrcR, ~
fifim '>it~ -q (C);qR. ~ ~ 6rff ~ ~
~ <rr
-q fiRm <it W1fu 'liT~~
mr
m
~ ~'1ifq;n<fr~ I
-~16rrr~"ll~lf(l"·~~q
~qft~~~~~-~-qfffij I
Candidates are not allowed to carry any textual
material, printed or written, bits of papers, pager, 5.
mobile phone, electronic device or any other material
except the Admit Card inside the examination hall!
room.
~qft~~. ~<IT tH<ifl'lf@i1, ~<it~.
Each candidate must show on demand his I her
6..
Admission Card to the Invigilator.
w~ lR ~ ~. ~C!iT
No candidate, without special permission of the
Superintendent or Invigilator, should leave his I her
7.
seat.
~I
8. · The candidates should not ieave the Examination Hall
without handing over their Answer Sheet to the 8.
Invigilator on duty and sign the Attendance Sheet
twice. Cases where a candidate has hot signed the
Attendance Sheet a second time. will be deemed not
to have handed over the Answer Sheet and dealt
with as an unfair means case. The candidates are
also required to put.their left hand THUMB
impression in the space provided in the Attendance
Sheet.
~ rnr mtmor/Cfi&l-q ~ CfiTt ~ ~
m:rr
~.~"~:fiR, $MCf?IHC!l~<rrm:IT3f.'<r~
qft~qft~~<rr~~qft ~'1ift I
3"f!RT ~-Cfilt
~<rr~<it~ ~~f.Rr"CilTt~
3N-1T~~mt I
~ ~C!iT
3jiRT
~~~foRT 1tCf ~-~
'·
*lR~~~f.Rr~mll'R'r'1if~
m:rr
lR
'1if
-l1tt
~~~om-~-~
~
~m ~m;rr ~~~ 6rff~ '1if~t
r1fitri 3tlR
~~ cf; aft&'1.6T f.mR ~-'q')l" -q furTt'lf~
~ -~ m'IR q;r ~ m;rr ~
Use ofElectronic I Manual Calculator is prohibited. 9. $MCfl;(IH'Il 1 t*itHfl'lii qf{Cfi("''ll q;r~ ~ t 1
10. The candidates are governed by all Rules and
Regulations of the Board with regard to their conduct 10· m-ll'R'r-q 3l1iWJT ~~~.rrt~~ ml1T ~
~rnrmflmt r ~~ ~~lWIF!)q;r
in the Examination Hall. All cases ofunfair means will
be dealt with as per Rules and Regulations of the
~orrt~ml1't~~~~~ I
Board.
•
·
11. No part of the Test Booklet and Answer Sheet shall 11. .fifim~"ll·~ .31tt~~ q;rq;Jt 'IWT 31\"ffT
9.
~<Rr
be detached under any circumstances.
12. On completion of the test, the candidate must hand
over the Answer "Sheet to the lnvigilator in the
Room I Hall. The candidates are allowed to take
away this Test Booklet with them.
12.
1fitau lfl'IR ~ ~• .qnri ~ 1 ~ ~ "R ~
~ 'q')l" ~-f.:Rla;cn "'llT ~ ~ t , w~
arrR ID"P.1 pr vftm ~ ~ rf 'JI1 ~ f I