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PAPER IT 1~--q:f II

T:;ooklet !f::e

MAINTESTBOOKLET/~~~

Do notoP'n tbl
Booklot until you " ' """' to do ro,
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Read carefully the Instructions on the Back Cover ofthis Test Booklet.
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5.

6.

7.

8.

9.

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10.

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2.
3

4.

qi't ~ 2

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4.

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W . ~ 1l -qtq. 'IT'T I, II, III, IV ~ V t, ~ 150

~~t.-m~1~<nr%":
'WT-1 : <m'f ~ " ~
('A. 1 ~ 'A. 30)
'WT- II : ~ <r fuw-1
('A. 31 ~ If. 90)
'WT-Ill: ~ ~1<114if"l<t> fuw-1 ('A. 31 ~If. 90)
'IT'T-IV : "11"!T I - (alJI;;f'r I W<i\)
('A. 91 ~'A. !20)
'IT'T-V : "11"!T II - ( alJI;;f'r I W<i\)
('A. 121 ~ 'A. 150)

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2.

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 of 2
hours duration and consists of 150
questions. There is no negative marking.
Use Blue I Black Ball Point I' en only for writing particulars
on this page I marking responses in the Answer Sheet.
The CODE for this Booklet is P. Make sure that the CODE
printed on Side-2 of the Answer Sheet is the same as that on
this booklet. Also ensure that your Test Booklet No. and
Answer Sheet No. are the same. ln. 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-1 : Child Development and Pedagogy (Q. I to Q. 30)
(Q. 31 to Q. 90)
Part-II : Mathematics and Science
Part-Ill: Social Studies/ Social Science
(Q. 31 to Q. 90)
Part-IV : Language I- (English/Hindi)
(Q. 91 to Q. 120)
Part-Y : Languageii-(English/Hindi) (Q. 121 to Q. 150)
Candidates have to do questions 31 to 90 EITHJ!:R from
Part-II (Mathematics and Science) OR from Part III (Social
Studies/Social Science)
Part-lY contains 30 questions for Language-! and Part-Y
contains 30 questions for Language-I!. In this Test Booklet,
only questions pertaining to English and Hindi language have
been given. In case the language/s you have opted for as
Language-! and/or Language-11 is a _language other
than English or Hindi, please ask for a Test Booklet
that contains questions on that language. The
languages being answered must tally with the
languages opted for in your Application Form.
Candidates are required to attempt questions in
Part-Y (Language-H) in :o language other than the
one chosen as .Language-I (in Part-IV) from the list of
languages.
Rough work should be done only in the space provided in the
Test Booklet for the same.
The answers are to be recorded on the OMR Answer Sheet
only. Mark your responses carefully. No whitener is allowed
for changing answers.

, . '

INSTRUCTIONS FOR CANDIDATES

I.

Test Booklet No.

1rilarr ~ msr:rr

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This booklet contains 64 pages.

~~~64~t

JP-2

6.
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Name of the Candtdate (tn Capttals):

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-----------------,------Roll Number: in figures _ _ _ _ _ _ _.:.__ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __

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: inwords _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _~------------------: ~-q

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Centre of Examination (in Capitals) :_ _ _ _ _ _ _- ; - - - - - - - - - - - - - - - - - - - - - - - -

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Candidate's Signature''------------ Invigilator's Signature:--------'-----~-ij;'mTW:

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Facsimile signature stamp of

;ntre

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(2)

PART -I I 'qT1"f'- I

f.1ffl .

1.

1.

Which one of the following is a

critique of theory of multiple
intelligences ?

(3)
(4)

. 2.

(1)

Multiple intelligence are only the

'talents' present in intelligence as
a whole.
Multiple intdligence provides
students
to
discover
their
propensities.
It
overemphasises
practical
intelligence.
It cannot be supported by
empirical evidence at all.

Which one of the following pair is

least likely to be a correct match ?
Chomsky

(2)

3.

2.

Piaget

B.F. Skinner

Gender role attitudes

Gender role strain
Gender-role stereotype
Gender role diagnosticity

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(3)

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(4)

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tit

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.Vygotsky

Features assigned du10_ to social roles

and not due to biological endowment
are called

(1)
(2)
(3)
(4)

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(1) Children enter in the world with

certain
knowledge about
language
(2) Language
and thought
are
initially
two
different activities
(3) Language
IS -contingent
on
thought
(4) Language IS a stimuli
in
enviomment

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(2)

~~~ ..

esh

(1)

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Directions : Answer the following questions by

selecting the most appropriate option.

Cf~

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

3.

f.t01f("lf&d -q ~ ~ ~ ~ cf; ~ ~<1ft

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(1) ~'l1J'!!!Tc!>Gfltll

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3ff\ fcr'tlrnrri'l1 -

(2) 'l1f!!!T

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tl
fcRnr 1R" 31Jmfu;

- ~

(4). 'i1f!!!T C41('11q<(Oilf ~

- OlT.~.

(3)

'l:(Jqf

tl
d'(~lqifi

~ cf; cm-ar "''' ~

..n<~a~uf.1Cf> ~ cfi cm-ar ~ 11f

flli11f"1ifi

~~16G(1f~

(1).
(2)
(3)
(4)

ifil\("llffl f I

~~~
~~-e;orrq

~ ~ W<$"1<>&1'11

~~ ol"IR'f>l

(3)

6.

7.

Individual difference in students

should be smoothened by pairing
similar students.
Teacher should focus on only one
learning style to bring optimum
result.

(4)

Students of similar cultural

background should be kept in the
same class to avoid difference in
opinion.

All of the following promote

assessment as learning except

(2)

(3)

.,

mvrr

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~~~tl
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~~~mviTlR~~

Cfi<T t I

(4)

m
~i~Cfl ~ ~ ~
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lffi

$pr

S.

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~frtfhm

cf;'

f.:t...,fMf&i1 lf\ft

~cf;'~'lt ~q:;f~~f l

(1)

~ CfiT ~ ~"dqltlO( ~
~~I

(1)

telling students to take internal

feedback.

(2)

generating a safe environment for

students to take chances.

(2)

(3)

tell students to reflect on the topic

taught.

(3)

~ ~ fcrtl<r 1R lFFf q;r;l

~CfiT~I

(4)

testing students as frequently as

possible.

c4)

f-;m;ft ~

When a cook tastes a, food during

cooking it may be akin to

6.

31CfW~ ~ ~*'~~
~ Cllolq{UI CfiT Rmur ~ I

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Assessment ofh:aming

(1)

(2)

Assessment for learnil).g

(2)

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~CfiT~

~*'~~

(3)

Assessment as learning

(3)

~*'~.q~

(4)

Assessment and learning

(4)

using a variety of groupings to

meet student needs.

htt

(1)
(2)

doing something different

every student in the class.

(3)

disorderly
or
student activity.

(4)

7.

for

undisciplined

using groups that never change.

*' ~

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cf;'~t ,

(1)

Differentiated instruction is

*'

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S.

Teacher should identify her

cognitive style as well as of her
students' cognitive style.

(3)

an~ q:;t

ers

(2)

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(1)

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4.

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Which of the following will be most

appropriate to maximise learning ?

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(1) ~ <1ft
q;r;l

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(2)

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(3)

l<XlClf-12!o

(4)

~~CfiT~"'T~m~

(1)
(2)

8.

. ( 1)

have their own work

tl

student
language

on

her/his

to

(2)

Use specialised psychologists

(4)

Segregate the 1;hi.Jd to neutralise

(3)

(4)

environmental factor.

Teachers way of teaching

(2)

Prenatal use of alcohol

(3)

Mental Retardation

(4)

Meningitis during infancy

9.

An inclusive school reflects on all the

10.

~ "''RIR<t11 ~ $
q;mrr3lf~~~m-~t-

(1)

~cnlftmur-~

(2)

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(3)

.-je:<gf.;,sol

(4)

:t1~1qCfll('1 ~Wl<r Kmrit ~

~ <t1q1<:MI

Do we believe that all students

can learn

(2)

(2)

Do,we work in teams to plan and

deliver

learning

enabling

environment

Do we properly segregate special

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(3)

better care

11.

fClwM<:i

$ "''fi1R<t11

~r4hft{g ~

1:Jftcffi cnT "$Rr

Of'1'R afu' ~ ~ 'i.flR ~ ft;ro: ~

. q<IT lll1 ~
.q~~h

~~~~<R~~
~<P<R~~~~~~
~ ~ 3Wf1T 'Cfi<iH?

(4)

q<IT

CfiT

coT l<f 'i.flR

~ ft;ro:

Do we adopt strategies catering

31 ICl 'ttl Cfll11aTI

for the diverse needs of students

~~t?

Gifted students are

11.

t?

(3)

children from normal to provide

(4)

cU(11q{On<l ~ cnT awqrcft ORR ~

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f"''to1fc1f&l1 ~~'Q'flFR<fmn't I
(1) q<IT lll1 ~ fcw.mr ~ t fcf;- "fl'l:fT

following questions except :

(I)

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(1)

.I

sh

Learning disabilities may occur due to

all of the following exreJ!! .

t~fa:tfc111 ~ q;r;:rr
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cnT

establish

(3)

~ ~. ~

firnT coT ~

l1ffil'-

'Evaluate

fm;cn 'i.flT 'Cflr.IT ~-

disability

10.

fum_wf .q amrr

Not involve parents as parents

mother

9.

<tii"'f~Rti.fl ~ ~ ~~ ~ 'i.flm
.q 'W f"1fh111 'Cflr.f ~ ~ fct; fumefi

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t

In a culturally and linguistically

diverse classroom, before deciding
whether a student comes under
special ~ducation category, a teacher
should

ers

8.

(4)

~m~Tefi

___ f I

( 1)

Convergent thinkers

(1)

~~

(2)

Divergent thinkers .

(2)

~~

(3)

Extrovert

(3)

(4)

Very hard working

(4)

OISI1"~

(5)

13.

tobe_~--

CBSE prescribed group activities for

students in place of activities for
individual students. The idea behind
doing so could be
(1)

(3)

(4)

Tor

ne
t

.q

cr=OlR
2cr-3cr ~ofrq
3cr <t" G!K
cr-2~ ~ofrq

Tf(f

~ q;l ~ ~ "' 'fi;r(r

f~Afl1fui<'11l~~-m ~~uq;~
~m?

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-~f. '<'1Gfct~ _~f I

(1)
(2)

(3)

(4)

14.

~-~"If~;~
~

~.cnr:r ~ ~;

llf<ll("lOI{UI

~i'!f<:1Cfl ~ ~ ~; ~
CII'R1f"4Cfl~lf~;R

m.Gft.~.t ma:nr~

"'

'fi;r(r cqfcfi11<'1

Tlffifcff~ "' ~ 'q'f 'fli'ift\i!f) Tlffifcff~

~'hi~qmft f I ~~<f;-.fuf~
6l~t
(1)

to make it easy for teachers to

of
observe
groups
instead
individual students.

(2)

htt

(2)

fur

to
overcome
the
negative
emotional response to individual
competition which may generalise
across learning.

p:/

14.

13.

Forget; useful in a classroom

Recall;
linked
with
their
classwork only
Memorise; culturally neutral
Learn; useful in real life

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(3)
(4)

armt

(1)
(2)
(3)
(4)

Atcr=O
Between 2cr-3cr
After 3cr
Between cr-2cr

Which one of the following pair would

be most appropriatl) choice to
complete the following s1entence ?
Children
faster when they
are involved in the activities that seem
(1)
(2).

t91<1if4><'1 lfl;r ~ ~ .q
fua:nf~ q;l ~ cnrnT t '\ill

sh

(1)
(2)
(3)
(4)

12.

ers
.

The shaded area represent students in

a normal distribution who fall

fre

12.

cqfcffiIH ~ ~

1lfu

'iCfll<lfl"iCfl

fi~'lli'""""Cfl llfl1fSI><113!T ~ ~ ;;IT

~ ~ lR ~1"'11"4'l'f'H ~ ~

tl
~~~~lRWW"If
aiCIMlCfl'i

rnr ~ ~ CfiT<f CifiT ~

'OR'R~~ I

to rationalise the: time available

with schools most of which do not
have ~nough time for individual
activities.

(3)

to reduce the infrastructural cost

of the activity.

(4)

fq~lt>141 ~ 11m ~ ~ CifiT

lllfiPICfl ORRT ~~ ~ ~
~11m oqfcffiIH ~ ~ ~

~~~mm1
~
'CJl8T I

cit

~ 't'1'ITfii CifiT 'Cfll1

The conclusion 'Children can learn

15.

violent behaviour depicted in movies'

17.

Students observe fashion shows and

try to imitate models. This kind of
imitation may be called
( 1) Primary simulation
(2) Secondary simulation
(3) Social learning
(4) Generalisation
If students repeatedly make errors

19.

(2)

;;t.

(3)
(4)

~~

.rr. ~

;z/R~

fmmft

m~

~ ~

'Cf)f

~ ~<tl ~ 'C6fff f I~ Jrcm'

~~~
~iiiT~t I
(1)
lll"lf"lCb ~
(2)
Tftur~
(3)
flr14rMCb ~(4)
fll"irr4\Cb{DI

17.

Following are some techniques to

to
an
manage
anxiety
due
approaching E~xamination; except
(1) familiarising with the pattern of
question paper.
(2) thinking too much about the
result.
(3) seeking support.
(4) empha$ising strengths.

1s;

Bloom's taxonomy is a hierarchical

organisation of _ _ _ _,
(1)
achievement goals
(2) curricular declarations
(3) reading skills
(4) cognitive objectives

19.

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p:/

18.

16.

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during a lesson, a teacher should

(1) make changes m instruction,
tasks, timetable or seating
arrangements.
(2) leave the lesson for the time being
and come: back to it after some
time.
(3) identifY the erring students and
talk to principal about them.
(4) . make erring stu.dents stand outside
the classroom.

~~. Msr~Cb

sh

16.

(1)

ers

may be derived on the basis of the

work done by whi.ch of the following
psychologist ?
(1)
Edward L. Thorndike
(2) J.B. Watson
(3) Albert Bandura
(4) Jean Piaget

~ ~ .q: ~ "nf ~+tlt'iCf> ~

'<t>h:fllSl~t ~f.lwri f.:r"'1fc"'fuit'1.q:
~ f<fffi il'11~~ rf.:r<t> am fcnlr "nf 'C6N w
anmfuur ~t?

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t

15.

(6)

~ furi 'Q10 ~ ~ H1 11t'11( rHfrr<~l

'C6fff t't'll ~~
(1)
~, q;r<f, ~-~3N<U~'Cf>1
(2)

O!lCW!IT #~ ~ I

.I
'QTO

(3)

~ ~

C!il

ffitt

~ ~

~ ~ ~~Cil"Q"fl' ~

~ q;r;f ~ ~ Cf>1 ~

~ ~ ont -q '!I'T"iWt ~

O!ffi q;r.rr. I .

(4)

~ q;r;f ~ ~ C!il ~
'Cb&1~~'W~~
I
~

arft'1Rcm f'1"'1fc"'f&t'1 ~
t'1<t>41~ t \itT 'Q'{\an ~ 'C6TtVT ~ cm;ft ~
~ v'1fi'fi'ft t 1
(1)
w.f-"q;f Cf>1 ~ ~ ~ 't!MRr
~

orwr ~ ~

(2)
(3)

-qfturp:r ~ ont 'if

~ 'tW{f q;r.rr

(4)

fCifitl"611aTI lR' WI' ~

~ <tT ~<m1'11..0
<tT Q&l"jSfiMCb
~tl
(1) ~m<IT
(2)
%~."1i!"'l
~.:m
(3) l:lo.f~
(4) <H:trl"flfl'lCb ~

m-

(7)

22.

23.

Performance,
Performance
A voidance, Mastery

{3)

Performance Avoidance, Mastery,

Performance

(4)

Mastery, Performance Avoidance,

Performance

'q'

fl'ilct>F! ~ ~ ~ M
'
31", qaftr~cf;~~:

~.~-.~

(3)

~-,~.~

(4)

~.~-.~

21.

<foif 1f -qlt TTl:[

~.citmcit~
3Wtl-~ cit m&r
am ~ ~ 611cP(4Cfl('11aTI

<4)

verbal reproach

Mastery
orientation
encouraged by

be

sditfin<~ cnr fc:;tlq ~ f-1'"1R:if&!'1

~~ an~'Cflftr-:f

1l ~

t? .

(1)
(2)
(3)
(4)

23.

~~
f.ltnr~
~
~ 'l1ffi;:rr

<fi am f-1y;oi'1 an'Olia"<<H1 q;y

JOI)ffil~ wfcfi<rr -m "ff<fiffi t 1
~ ~ C4f<k11M ~ 1R ewr
~~
~ cit~ cit lR'W 'WRT
~

(1)

{2)

comparing students'
with each other.

(2)

(3)

assigning lot of practice material

as home assignments.

(3) '~-'Cf>Tlt ~ ~

(4)

taking unexpected tests.

(4)

successes

cit

am 1lRcnr ~ -=wr cit &nfu_m&f

focusing on students' individual

effort.

htt

(1)

can

~: ~ - - -

wanted to earn a good name to his

family.

22.

m/df

(4)

(4)

~ ~ ~ ~ ~ ~
<IIICI:t<lct>i'1131T cfi ~ 1l m, ~ ~
~ attR ~q;l ~ cf;~ Cfll'!fih.''l

ignored his belongingness needs.

punishment

mifcn

(3)

(3)

(2)

(1)
(2)
(3)

continuous reinforcement

'mt(f CfiVIT

~.~.~-

achieved self-actualisation.

(2)

I '~' ~

(1)

(2)

partial reinforcement

~~~t~~~

sought novel experience.

{1)

~~~t ~~~.q

~~'mt({CfiVIT~

(1)

Extinction of a response is more

ilifficult following

t aTtr ~

~tfcn~~~.q~-mr I

fre

Even though this was clearly in

violation of his safety needs, Captain
Vikram Batra died fighting in the
Kargil War while protecting his
country. He might have

'31"' q;l ~ ~ ~ WRIT

.ne

{2)

ar, q, ~nff.l furi t 'ill ~ ~ t

ers

Mastery,
Performance,
Performance A voidance

20.

sh

( 1)

/go

21.

A, B and' C are three students

studying English. 'A' finds it .
interesting -and thinks it will be
helpful for her in future. 'B' studies
English as she wants to secure first
rank in the class. 'C' studies it as she
is primarily concerned to secure
passing grades. The 1~oals of A, B and
C respectively are

p:/

20.

.q ~

mtrnt~
~~~

~ 3rRmf

24.

(8)

Which one ofthefollowing is correctly

f.:p:;:r lt ~ ~ ~ ~ t?

24.

match~d?

- Environment

(1) '?IF(lRCfi fcrCfiR:r

CII\11CI<OI

- Maturation

(2) +i~l"'l('qCfi

fcrCfiR:r -

qf{qqq\11

- Environment

(3) fil'"ilf"lCfi

fcrCfim" -

CII\11CI'(OI

Development
(2) Cognitive
Development
(3) Social

(4) Emotional

- Maturation

Development

All the following facts indicate that a

child is emotionally and socially fit in
a class except
(I)

develop good relationships with

peers
concentrate on and persist with

manage

both

anger

effectively
(4)

concentrate

and

persistently

~ ~

(1)

(2)

on

26. . Which of the following statements

support role of environment in the
development of a child ?

(3)

(4)

.26.

(1)

wr ~ ~

q;r

TJ;4lffi'{oi cmT ~ ~ ~ "CfiBT

31k ~ <;0111'{~Cfi ~w-IT
sW.r ~ trrt ~ q;f wncft ~ ~

~"CfiBT
~ ~ cf;

wr

Mfo<ilfl1111 ~

'i\11 '{~Cfi ~ ~ "CfiBT

~ fuwiT ~311 q;r ~ ~

information while others in the

"Qm ~ <fir llffi

p:/

~ ~ ~ ~ q;m cf; 31-'<i fuwiT

There has been a steady increase

(2)

htt

Correlation between

IQs

of

(3)

identical twins raised in different

found to be morally good.

fQm;fi ~ C::l?l!fa-;41 ~ ~ ~
~

QCfifll41'1 ~ ~ ~ ~
-qjffi

om ~ s* t

~ ~

~ 0.75 cf;"ffi'IR~t I

. homes is as high as.0.75.

Physically fit <:hildren are often

Wm ~ ~ c);- 31tmr ~
WITffir <f.s rt t I

on IQ tests in last few decades.

( 4)

~ ~ cf;

fic1n"~Cfi

Some students quickly process

in students' average performance

(3)

.q:

fcf; ~ cnarr

('f&f

f.:p:;:r .q: ~ 'Cfit.:f m ~ ~ cfi ~ .q:

~qft ~<nl'~'fmrrt?.

same class do not.

(2)

f-11001f&~fm<1 ~

al1ntl"'lfu1Cfi ~~ ft"'t<ilfJ1<'1

joy

/go

competition with peers

(I)

cfi 31f<'1fhfi1

fcrCfiR:r

challenging tasks
(3)

~--

fre

(2)

25.

sh

25.

ers
.

Development

ne
t

( 1) Physical

(4)

l?lli.lRCfi ~ ~ ~ .~ ~

~~~~~"fffit I

(9)

development
personality.

(3)

fits children into labels.

(4)

provides emotional support.

p:/

Intelligence theory incorporates the

mental
processes
involved
in
intelligence (i.e. meta-components)
and the varied forms that intelligence
can take (i.e. creative intelligence)

t -

'Hi't<fiF"Cfi

(1)

fc:ts;)Q;<If CliT fH5ffilffi?1 'Cfi'\-!T

(2)

~ 4 f<ti1 Cf) 04f<ti1 ~ fucf;m

(3)

~ CliT ~ .q 'H'"ll<ilf"f(j 'Cfi'\-!T

(4)

:H~'IIi''""ICfi~~~

1ffi' mf~ Gl t:<t>'HLIH fTi<;rmT 'Cfll ~

'4lfi t'ill ~ ctl ~ 1=ffifT ~ ~~ f I
<w ~ Gl f1Ff f1TI;rmT .q ~ qmft t
~~lffi~tafu'~~t I "<W
~ 'Cfll '3'('1' mm ctt ~ ~ <f> fffir

dt~~~t~~~

~tfct>~mm'll~~t

mf~cf;~'Cfll

29.

(1)

fl'"ll<il"1'1

(2)

. 61t"(<tfs;?11

(3)

fc:t<ts;ICfi<OI

(4)

~(Reversibility)

ffw

~ Cfit<iaug1 fM1' ~

t?

30.

(1)

qhoJ?1

(2)

~-q{y{JII(1

(3)

~-q{q<JII(1

(4)

1ffi-Y{Y<I'1('1 (Para Conventional)

'ill ~ ~ ~

ll

'Hf.:llf<'1i'1 'iHfflCfi

~an c* 'Q'fr-~

afu' ~am fffir

'ill~~~

ric*

fl"1"11i'i41

of.a> 'Cfll vrrfl;r Clirr t, <w t

Spearman's 'g' factor

(1)

'(11'i<H~'1 'CfiT '';;:fi' 'CfiRCfi'

(2)

Sternberg's triarchic theory of

intelligence

(2)

~ 'CfiT '1fo&4'111 'CfiT f:tr ~

Savant theory of intelligence

(3)

~'Cf)T~~

(4)

Thurstone's
abilities

pnmary

mental

cf;

mm

(1)

(3)

Cfifcs"11$t I

~~~~ 1cr~tfct>cr
1ffi' ~ mcm- 'Cfll ~ ~ '{~'ill
ai"''ICI!IG!Cfi -muT <f> ~ 'Q'f
~.
1
~ '4lfi t I cf ~: Cfill\<'1iil \ <f> ~
fu"Cfim ctl f~~H~ ll

Conventional
Post Conventional
Pre Conventional
Para Conventional

htt

'Hf.:llf&~i'1

ers

28.

/go

Karnail Singh does not pay income

tax despite legal procedures and
expenses. He thinks that he cannot
support a corrupt govern~ent which
spends millions .of rupees in building
unnecessary dams. He is probably in
which state of Kohlberg's stages of
. moral development
(1)
(2)
(3)
(4)

30.

individual

A teacher shows two identical glasses

filled with an equal amount of juice in
them. She empties them in two
different glasses one of which is taller
and the other one is wider. She asks
her class to identify which glass would
have more juice in it. Students reply
that the taller glass has more juice.
Her students have diflictllty in dealing
with

(4)

.q

(2)

Accommodation
Egocentrism
Decentring
Reversibility

'H'iiJICfi<UI

.ne

discourages rebellion.
of

27.

*nvrafu'

( 1)

(1)
(2)
(3)

29.

cultural

sh

28.

includes
Socialisation
transmission and

fre

27.

(10)

nT

rlfl~ q;7 J1R' 31 ?f90 <IT

'l/TTT- II {TTfUfrr <!f
femR} <IT 'l/TTT _ III (ffllllfJ:tq; ~ 1 Hflfi!J:iq;

femR) ?f qw1 f

PART-11/~-11

MATHEMATICS AND SCIENCE I 41 fU h'1 Cf

The number of integers less than -3
but greater than -8 is

(3)
32.

(1)

(2) 36
_(4) . 60

104
21
21
104

(-7)
is
13

(2)

-104
21
-21
104

(4)

The number of vertices in a

polyhedron which has 30 edges and 12
faces is

(1)
(3)

12
20

(2)
(4)

(3)

32.

(1)
(3)

6
9

(2)
(4)

7
12

(2)
(4)

Gl ~ cf> ~ ctft ~

12 ~ t

I~

FGT~<f>~ctft~. ~1l. t

24
48

(1)
(3)

(2)
(4)

33.

34.

35.

-3
S

(1)
(3)

36
60

(-7)
t
13 qjf~
104
21
21
104

fif>m

GI~CfiHCfl

(1)

12
20.

(2)
(4)

-104
21
-21
104

cf> 30 f1fi;:nt ~ 12
f I ~ GI~CfiHCfl <f>.m ctft ~ t
(3)

(2)

(4)

'Cfi'H'Cf>

15
24

~fif>m~cf>amt1l 15 ~~

mqfhnq 39 t

1 <41'RI~Cfl ~ cf>

qrr~t

(1)

(2)

(3)

(4)

12

SPACE FOR ROUGH WORK /l'Qi~~~~

htt

3
6

"11'1f.i:l51 qrr~ 1 : 25000 t I "11'1fil51 W

15
24

When half of a number is .increased

by 15, the result is 39. The sum of
digits of the original number is

2
4

(1)

3
6

p:/
/go
fre
(3)

35.

24
48

.
-3
The reciprocal
ofgx

(1)

34.

(2)
(4)

The distance between two places is 12

km. A map scalt~ is 1 : 25000. The
distance between the two places on the
map, in em, is

(3)
33.

2
4

-3~mtlw-s~~~<tt~t

ers

(1)

31.

fcnt H

sh

31.

.ne
t

. Candidates have to do questions 31 to 90

EITHER from Part - II (Mathematics and
Science) OR from Pa11 - III (Social Studies I
Social Science).

aiCfiT

(11)

39.

40.

MQT ll, PQ = PT t I ~ R afu' S ~

QT 'QT~Wf>"R'ffcn PR = PS
I~
LPTS = 62 nw LRPS = 34 ~. nT
LQPR Cfll mq

(1)

11

(2)

13

(1)

11

(3)

15

(4)

17

(3)

15

(1)

AC=DE

(2)

AB=EF

(3)

LA=LD

(4)

LB=LF

40% of (1 00 - 20% of 300) is equid to

(1)

16

(2)

20

(3)

64

(4)

140

HCF of two numbers is 28 and their

LCM is 336. If om~ number is 112,
then the other number is
(1)

56

(3)

84

(2)

70

37.

value ofx +y- 1 is

13

(4)

17

~ MBC afu' M>EF ~ CAB ~

EDF ~ ~ fiC!l'IM ~. nT f.p:::r ll ~

~-m~ ;rtf

38.

39.

t?

(1)

AC =DE

(2)

AB =EF

(3)

LA= LD

(4)

LB= LF

(100 - 300 ~ 20%) ~ 40% <m<R"t

(1)

16

(2)

20

(3)

64

(4)

140

G1-mman ~ ~ fi'li4C!thfi (HCF) 28

nw

(4) '98

2
.
If 3 x = 0.6 and 0.02 y = 1, then the

(2)

ers

If for MBC and M>EF, the

correspondence CAB ~ EDF gives
a congruence, then which of the
followng is not true ~

.ne
t

sh

38.

36,

fre

37.

In MQT, PQ =PT. The points Rand

S are on QT such that PR = PS. If
LPTS = 62 and L.RPS = 34, then
measure of LQPR is

/go

36.

40.

~ ~ fi'li4C!til (LCM) 336

I ~~-mm 112 ~. nl~

(1)

56

(2)

70

(3).

84

(4)

98

32 X

= 0.6

afu'

-mmt

0.02 y = 1

x+ y-1 ~lfR't

0.92

(2)

1.1

(1)

0.92

(2)

1.1

(3)

49.1

(4)

50.9

(3)

49.1

(4)

50.9

htt

p:/

(1)

t. c;.f

44.

Y.::.l

(4)

y+1

(1)

(2)

L::_y
1-y

(3)

Y.::.l

(4)

y-1

A square andl a circle have equal

perimeters. Tine ratio of the area of
the square to the area ofthe circle is
(1)

1:1

(2)

1:4

(3)

1t :

(4)

1t :

ABCD is a square with AB =

(x + 16) em and BC = (3x) em. The
perimeter (in em) of the square is
(1)

16

(2)

24

(3)

32

(4)

96

The mean of 10 numbers is 0. If 72

and -12 are included in these
numbers, the new mean will be
(1)

(2)

(3)

(4)

.ne
t

(3)

Y21

42.

1-y

y+1

~ crrT

afu- ~

y-1

L::_y
1-y

crrtcf>~ctil<f>~-tt~t

43.

(I)

1: 1

(2)

I :4

(3)

1t :

(4)

1t :

44.

(1)

16

(2)

24

(3)

32

(4)

96

msc:rrm CfiT 11TUl' o t 1 ~ ~ msc:rrm

'll 72 afu- -12 afu- flfa'lf.:'1i'1 ~ ~ ~.
or~ 11TUl' mrrr
~

(1)

(2)

60

(3)

(4)

60

ct&lqTI"\;q

45.

ABCD ~ crrT t fum1t AB

(x + 16) "@ft nm BC = (3x) "@ft t I crrt
<til~ <*ft ll) t

The circumference of the base of a

right circular cylinder is 44 em and
its height is 15 cni: 'f.he volume

cf> amm-

44 "@ftnm~~ Is

2
(in cm3) ofthe cylinder is (u~e 1t = ~)

CfiT amR

(1)

770

(3)

1540

~ 'Qftfq

"@fit

<*ft31l) t (1t ~ 2~ ~)

(2)

1155

(I)

770

(2)

1155

(4)

2310

(3)

1540

(4)

2310

SPACE FOR ROUGH WORK 1~<6T<f c);~~

htt

Y21

cf> ~ fmR" t

ers

(2)

1-y

p:/

45.

sh

43.

(1)

fre

42.

x-2

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

1

/go

41.

(12)

1~

(13)

Meaning of the terms square,

rectangle, congruent, perimeter, etc.

(3)

Area of rectangle, perimeter of

square

(4)

Formation of algebraic equation to

solve the problem.

(1)

(2)

(3)

the child is at sensorimotor stage

and can understand with the help
oflots of manipulatives.
the child is: at pre-operational
stage and can understand abstract
concepts.
the child is at concrete-operational
stage and he can understand and
conceptualize
concrete
experiences by creating logical
structure.
the child is at formal operational
stage and is fully mature to grasp
the abstract concepts.

p:/

(4)

em

awrr

m-r

(1)

qTf 3fu" 3WIO C!iT ~. qTf 3fu"

3WIO C!iT ~. qTf 3fu" 3WIO qft
3WIO, '8ClhH4, ~ ~
~~~1c:wft C!iT ~

(2)

'CPt,

(3)

3WIO C!iT ~. qTf C!iT ~

(4)

WWIT q:;f ~ '<fi'R ~ fuQ'

Wil<:f>< oI

47.

ofl"1 11fD lffi"'

~ q;arran .q. <il\illf01i1 ~%<IT

~
I ~ cf; fi~Hiti'l<ti fclq;m cf;
~cf;~~~'Ql'JI\ilifUii1 ~

~'3funt.~

<1)

rr 1R t 3fu" orso
-mt t:14Ri11(1CI>l ~ ~ cw ~
~ ~il<:.l'lfli<:f>

"8'Cf>i''T

(2)

~ ~-~fsti"'I~Cf>. ft 1R

t 3fu"

~ ~Cf>("'H IQ~ "8'Cf>i''T t I

(3)

qurr 'If[ ~fsti"'I~Cf> ft 1R

~ ~ C!iT

( 4)

qurr

6ll q'ql R(f)

t 3fu" 'Cff.\'

f.:r4tur '<ti'R ~ '[RT

ljft ~ q:;f ~ "8'Cf>i''T t

~fstili I~ (f)

"q'<(Uj'

1R

3fu" ~ ~Cf>01'11an q:;f ~ '<ti'R

fuQ''['lf~~~t I

SPACE FOR ROUGH WORK I '{'qj'cnr<f <fi'ft;n:r~

htt

fre

Algebra is introduced in the middle

classes. According to Piagets' theory
of cognitive development, it is
appropriate to introduce algebra at
this stage as

/go

47.

(2)

q;arr VII cf; ~ q;arr # f-1'"1ft'1f&i1

~ 'Ql'~'Cfir.IT~ t:
'"l!"i
<fiT "ii'R" ftCil'I'H'l
1l
~%<IT~ t I~ aw:ffi ~
~ t: 4o ~ 1 fur T'l'q em~
~~t?"
~ ~ ~
~ cf; 'fi;r(r 31i<W4<1'i
~ if01ffi<4 fi<ti("Q"'11

ne
t

perimeter of square and rectangle

and definition of square and
rectangle

46.

ers
.

A class VII teachet wants to discuss

the foUowing problem in the class :
"A square is divided into four
congruent rectangles. The perimeter
of each rectangle is 40 units. What is
the perimeter of given square ?"
Key Mathematical concepts required
to solve this problem is
(i) Area of square and rectangle,

sh

46.

*.

(a)

23 X 25 = 28

(b)

3 2 X 4l = (12)4

(c)

48.

.'Sft ~ ;t ~ w fmm'~ ~ ~
~ ~~~'Q'lii'CI)~~~=

.ne
t

Mr. Sharma was assessing the

students' work on exponents. One of
the response sheet was as follows :

3 2 X 4 2 = (12)4

33 +35 =3-2

(c)

33 + 35 = 3-2

(d)

720 + 714 = 76

(d)

720 + 714 = 76

(e)

~+1~6=(~f

(e)

On the basis of this response sheet

Mr. Sharma can make the following
observations :
(1)

Child has understood the laws of

exponents and can apply them
well.

amm- w .'Sft

Pl'"1f<wlf&C'1 fGafuiT t~t:

<1)

GfT.'qf

~ ~ f.:!<!1:r

wm T(<IT t afu-

11ffi ~~ ~ ~ Cfir ~

Child has understood the laws of

errors.

Child has understood the laws of

(2)

(3)

htt
p:/
/go

exponents but has not practised

the questions involving division of

Child has understood the law of

exponents for the cases where the

base is same and has missed the

concept for the case where the

base is different.

GfT.'qf

~ ~ f.:!<!1:r

wm

T(<IT

T(<IT

~~~-~Ci>1f I
GfT.'qf

~ ~

f.:!<!1:r wm

~ ~ ql ~:m ~ 'l1T1T

cmi

~'~'if~~~ I

two numbers.

(4)

186=(~f

tl

exponents but has made clerical

(3)

93+

~ ~-'Q'lii'CI) ~

fre

(2)

ers

(b)

sh

48.

(14)

(4)

~ 3W-lff ~ ~t ~~it
~ ~ f.l<rqT q;~-

wm T(<IT t ~

t -~
'("iCfi{'IHI q;)- ~ ~ t I

~ 3W-lff 3lWT

SPACE FOR ROUGH WORK /lln~ cl;fmr~

it

Q~

(2)

lower level cognitive demand as it

requires
the
lmowledge
of
formulae of volume of cuboid.
lower level of cognitive demand
as there is no connection between
concepts involved and procedure
required.
higher level of cognitive demand
as the problem can be solved by
making diagrams and connections
between many possible situations.
higher level of cognitive demand
as it requires the use of conceptual
understanding that 'underline the
procedure to wmplete the task.

htt
p:/
/g

(3)

(4)

~ 1 ~ ~ <R-ifi;f \i<Oii>ftJlq
fcRm"cf;
~lfff I

Visualization
Analysis
Informal Deduction
Formal Deduction

A task assigned to the class Vlll

student is as follows :
An open box is to be made out of a
metallic sheet of 50 em x 65 em.
Length and breadth of the box is
30 .em and 15 em respectively. What is
the possible height of the box ? Also
find the volume of this box.
This task refer to
(1)

Fct~1"'"':an cf; aw.TR"lff ~ ~ cf;~

em
(1)

(2)

fGl'i'MqOJ

(3)

3l -1l qT.IIRct>

(4)

3fiqT.IIRct> ~

50.

f.:rrT1::R

C6W VIII q;T f"'"'1fMf&o ~W:n'~:

~ ~ orcmr 50 W:ft x 65 W:ft en'\

MfM<t> 'O?ft?: ~GAT t I ~ en'\ ~ atR~Sf;lm: 30 W:ft atR'15 Wfl t I~
ct\~~~t?~~'Cf>T

esh

50.

*'

cf; \RUf.:tJliOI fcRm" cf; ~

~ \I<Uf'.:tJlq ~ cf; -qfq ~ f -
~. f~O?MEIUI, i:iio11Q:qlnifi ~.
31~Q'qiR<t> ~ atR- ~ (rigour) I
C6W VII cf;fuam?.l<IT q;T ~ q;T ~

cR ifi;J

.ne
t

( 1)
(2)
(3)
(4)

49.

ers

'

According to Van Hiele level of

Geometric thought the five levels of
geometric
understanding
arevisualization,
analysis,
informal
deduction, formal deduction and
rigour. Students of class Vll are asked
to
classify
the
quadrilaterals
according to their properties. These
students are at _ _ level of Van
Hiele Geometrical thought.

ofr

49.

~1ft~~ I

en'\ 31ln:i<tm ~ t 1
f.fi:;r ~ :8~HI({'ICf> lllrr, ~ <m"

'1046~
(1)

3li41'14>('1Cf>J (Cf1Gil4'5) $'

~$'~em mrr crnrr ~

(2)

3lT4('R

$'

f.fi:;r ~ ~~J'11({'1Cf>

lllrr, ~
flf4ff<:11'1 ;8ct>(>'ti'1131T ~ 31/Cl'i'<IC!>
$' 1Wr <~>rhiom ~ ~

mwrr
(3)

(4)

~ ~ ~~1'11({'1Cf> lllrr, ~
3l1W ~ ~ 3fu' ~ ~
~$-oifq~~~~
'Cf)f ~ ~ 'i!T "("l'Cf)i'1T ~

~ ~ ~~HI({'ICf> lllrr, ~ <m"

~Cf>(>'ti'1J('i:JCf) ~ $' ~ em mrr
crnrr ~ ~ q;J<t Cl>T'!jp 'Cf>'R em
~ Rfui; ~

SPACE FOR ROUGH WORK /llnm c6'~~

0~

51.

Mr. Nadeem gave the following task

51.

.l!fi~~afu"Cfilur~~cnllfl'

.ne
t

to his class, after completing the topic

on lines and angles :
Speak for 2 minutes on the following
figures using your knowledge about

wm Cfmt Sir Pn<1fMf&i1 ~(figure)

W2fi:RG~:

~~---7H

sh

ers

lines and angles :

~~t

(1)

Reflective in nature, can be used

to pass time.

(2)

fre

This task is

Exploratory in nature, can be used

(1)

(2)

htt
p:/
/go

for summative assessments.

(3)

Reflective as well can be used for

(3)

Communicating

and

can

~M"'T~tr
~ ~ &1"'14<Cfi, <illr!"101Cfi ~
c);~~M"'T~t I
~ ~ '&\41!"101Cfi ~c);~

~M"'T~t1

formative assessment.

(4)

~~~,~~~~

(4)

~ ~ Cffi'IT ~ ~ ~ c);

encourage Mathematical Talk iri

~ ~-~ ~ ~

the classroom durit].g free time.

!Oilff!lfi;(1 CR ~

SPACE FOR ROUGH WORK/~Cfi'l'<fc1;-'fi;nr~

ff

q;'f

(17)

A child of class Vll defined the

52.

<narr VII CfiT ~ ~ ~ ~ 311m:f <fiT

~<fiffiTt:

"Rectangle is a quadrilateral whose

"311m:f ~

opposite sides are parallel and equal."

'ti"i 1"1 iiH 31tr~

The definition reflects that the child

~~~tf<fi'~

(1)

cannot recognize the shape.

(1)

(2)

do not know the c:orrect properties

of the shape.

{3)

(2)

knows the properties of the shape,

definition.
knows
missed

some;

properties,

some

important

complete the definition.

{3)

very

but

common error

I"

em~mmm

q,1

-mr

~ q,1 ~m

~ -qftqrqr

-q

Cfill~

observed

(3)

Conceptual error

Procedural error

Careless error

htt
p

(4)

://g

(2)

Clerical error

em m

em ;;n;rnr t

~ ~m

em

~ fCII?l<111'11Q "'RRT ~ ~ -qftqrqr

em ~ ~ -q ~

53.

t:{(\'\'i5(

1al

~~

tcifq.~ c);' <WT .q ~ otS" mqp;f ~

t: 5y+3 = Sy

This type of error is termed as

( 1)

~m

t;T~ I

in addition of linear expression is

5y+3=8y.

(4)

to

ofr

53. A

t fimcfi fcicR1M ~JlfiMlli

"'RRT I

but repeated some properties in

(4)

.ne
t

rectangle as follows :

esh
ers

52.

(1)

~~

(2)

fi Cfi01'111''qttl ~

(3)

l'!cht:(Oiq{Cf) ~

(4)

<i'IIY<CM ~

SPACE FOR ROUGH WORK I rq;-<fil' c):;fmr~

. 54.

(2)

Habit of saving
spending it wisely

(3)

Sincerity

(4)

Simplicity and helping others

~-~ ~

qm ~ I ~
~?"

Cf!i Gi1G ~ ~ 'flfu 'lli'Gi

~ ~ cfi ~ ~ tmm~
~ fclcnf.a11 ~~~t?
{1)

55.

1l ~-m

{1411C:Hf

(2) . ~ q,l- Of'<i ~

~~~

and

Following is a problem from text-book

of class VI:

f-1""1R-Ifu111

~ -:t 5% Jffir Cf!i ctt ~ GZmr w~

ll f 5,000 \ifl1l' ~ I ~ Cf'i Gi1G ~
f 3,500 ~ cm;ft ~ ~ cfi ~
~ I ~ anR 'Q'm' qTif 'flfu cnT 3Rf
~ Cf!i cfi ~ 5% Jffir Cf!i GZmf w \ifl1l'

/go
fre
sh

money

(3)

f.!tar

(4)

a:ftt

~ fl"l$1<::1<

a:ftt ~ q,l- ~ q;r-rr

f-1""1f("'f&l1 ~ ~ t

\ill~ VI~~

TTtt:

"Express the following statement

through linear expression :

~~cfi~~ fo1""1R-If&l1 ~
<nl3lf~~:

Neha has 7 more toffees than Megha.

If Megha has x toffees, how many
toffees does Neha have ?"

~ cf;'Q'm' ~ ctt WAf ll7 ~ ~

f I~~ cfi 'Q'm' X ifqft f'ffi ~ <fi 'Q'm'

Which competence of Bloom's

cognitive domain is referred -in the
above question ?

~~ll~<fifl'i11'11~Cb ~qft~
!fllflctf am-~~~

~~m?"

(1)

Knowledge

(1)

m-='J

(2)

Comprehension

(2)

(3)

Analysis

(3)

f"li<M~ui

(4)

Synthesis

(4)

fi~<Jl~ol

htt
p:/

55.

Honesty

ctf

~~:

What values can be inculcated in

students through this question ?
(1)

~ VI

.ne
t

Read the following question from the

class VI text-book :
"Prabal deposited t 5,000 in a_ bank at
the rate of 5% interest per annum.
After 2 years he withdrew the money
to purchase the study table for
t 3,500. He deposited! the money left
with him again at the rate of 5%
interest per annum for another two
years. How much llimount will he
receive after two years ?"

ers

54.

(18)

SPACE FOR ROUGH WORK I

'tQ;'m cfiful:r~

t?

(19)

= 3 2000 + 3-2000

and q

= 3 2000

56.

3-2000, then the value of p 2 - q 2 is

(1)
(3)
57.

(2)

(1)

(4)

(3)

The square of 9 is divided by the cube

60.

9 cf; Cf1T

57.

(2)

(3)

(4)

The value of~~ is

16

(2)

(3)

sV2

(4)

16--./2

59.

fre

One-half of 1.2 x 1030 is

(4)

<liT

(3)

125 cf; ~ ~ 'fiTT ~ 'Q"f

(2)

(4)

~16~ <6TlfR't
(1)

16

(2)

(3)

sV2

(4)

16--./2

sh

58.

(1)

(2)

~t

(1)

= 32000 -

~q

ers

(1)

1.2 x 1030

<6Tanmt

(1)

6.0 X 1030

{2)

6.0 X 1029

(1)

6.0 X 1030

(2)

6.0 X 10 29

(3)

o.6 x 53o

(4)

1.2 X 10 15

(3)

o.6 x 530

(4)

1.2 X 10 15

223911
4
If 3' 30
and
5
are written in
15

/go

59.

= 32000 + 3-2000

3-2000 ~. nil' p2 - q2 C6T lfR

toot of 125. The remainder is

58.

~p

If p

.ne

56.

10'

ascending order, then the fraction in

60.

223911
4
15 ~ 5 <liT

~ 3' 30' 10'

TI=mn ;;mr. -~hit.:,hfl~ \itT f'IA"

the middle most will be

2
3

(2)

htt
p:/

(1)

23
30

(3)

(4)

amTt1 ~ 1{

m. <f6 t

-4

(1)
,

23
30

(2)

-4
5

11

(3)

2
3

(4)

11
15

15

SPACE FOR ROUGH WORK /llli~~~~

(20)

63.

61.

t.

t:

Put the garbage in the pit.

(A)

~q;TT1f.q~ I

(B)

Cover the bottom of the pit with

sand.

(B)

TTf cit nffi .q ~ cit '4f f~iICfl't

(C)

Cover the pit loosely with grass

or a gunny bag.

(C)

TTf <fiT 'Elm ~ -m- cl;- i!Tht ~

~~I

(D)

Add worms.

(D)

a11f.q~~ 1

.ne

(A)

~~I

'f"f ~<fiT -mY Sf;lf t

(1)

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

(1)

(2)

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

(2)

(3)

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

(4)

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

(3)

Autotrophy

(2)

Parasitism

(3)

Heterotrophy

(4)

Symbiosis

In the alimentary canal. the swallowed

(2)

the fl?w of fluid material taken

with the food.

(3)

gravitational pull.

(4)

force provided by the muscular

tongue.

htt

Frogs and earthworms breathe

through their skin because of which
the skin of both the organisms is

(1)
(2)

dry and slimy

(3)

moist and rough

(4)

moist and slimy

dry and rough

(B),
(B),
(B),
(B),

(A), (C), (D)

(C), (A), (D)
(A), (D), (C)
(D), (A), (C)

sh

(4)

Two organisms are best friends and

live together. One provides shelter,
water and nutrients while the other
prepares and provides food. Such an
association of organisms is termed as
(1)

ers

The correct sequence of these steps is:

62.

~~~ ~fq;rt afu-w:r-w:r

t 1~ ~ ~ arrcm:f, ~ nm ~~

~ <fmrrt, ~~ ~<Rli'IT~
~ 'fmrr t I ~ cf;-l' JlCfiTf cf;- ~
<.fiT~t

63.

(1)
(2)

'fqq'jiSfUI

(3)

f<M"'4JISfUI

(4)

'H (\ "11 ct "1

q{"'l<il1'11 .

a:nm- ;::m;r ('qTT.R -;wit) .q ~ TfiU ~

~cit ~Tffi:r<fmrrt, ~
(1) trm 1"ffi ~ em
~q;frt I

food moves downwards because of

(1)
the contraction of muscles in the
wall of food pipe.

64.

Hn$EH cf;-~q;T~.q QRCikli'1 ~cl;~~.~-mY Sf;lf.q~ ~~tnr

fre

62.

The steps required for the conversion

of kitchen garbage into manure are
given below in a jumbled form.

p:/
/go

61.

'

m- em -QWit

(2)

~ .~

(3)

~mor~1
~WI"Wffif~ I

(4)

64:

-wr fWrr

TTm lffi'f

~-"TZ -;;fm ~ cor -;frtT

~.WI"~ q;fT ~ I

"lR

~nm~~aNo'ft~~~
~ t ~ qm'Uf t fct;- 'f"f ~ ~ cit

~~t
(1) ~T!;cfw
(2) ~T!;cf~
(3)
aml-T!;cf~
;mtT!;cf~
(4)

 Time(AM)

Odometer
reading (km)

8.00

78752

8.10

78758

8.20
8.30

78768
. 78780

8.40

78791

8.50

78800

9.00

78806

(2)

(3)

30

(4)

1R'

\iffit

tmr ~ <mrr

ft;mrr:

~(AM)

"

8.00

"":shfk< '<.fiT .
41q_"'i<t> (km)
78752

8.10

78758

8.20

78768

8.30

78780

8.40

78791

8.50

78800

9.00

78806

(I)

15

(2)

18

(3)

-30

{4)

54

54

66.

~~~~.~~$.
~~~~~~$fu<n'TJ<IT

t I~

~ '<.fiT fcrclf~ JOifl"'f<il~ ~

~cl;~am~~~t~m

(1)

concave lens or .convex lens

(!)

~"ffij ~~"ffij

(2)

concave mirror or convex mirror

(2)

.3lC!Iffi' ~ ~ ~ ~

(3)

concave mirror or concave lens

(3)

3lCIIffi' ~ ~ 3lCIIffi' "ffi1

(4)

concave mirror or convex lens

(4)

3lCIIffi' ~ 3f2ic!T ~ "ffi1

Select from the following a set of

Kharif Crops :

41o"'i<t>

f1:r-:rG ~ ~ ~ I affi .q
~ ~ 41q_"'i<61 cnT ~ GWft mruft .q
~ 10

18

You are provided with a concave

.mirror, a concave lens, a convex
mirror and a comvex lens. To obtain
an enlarged image of an object you
can use either

htt

67.

15

p:/
/go

66.

(1)

N<t>f-i<t>

~ ~ ~o:R1 c1; a~):shfk< '<.fiT

fre

The average speed of the bus in the

entire journey in metres per second
was

65.

.ne
t

While going for a picnic a student

noted the reading on the odometer on
the bus after every 10 minutes till the
end of the journey. Later on he
recorded the readin1~ in a table shown
below:

ers

65.

(21)

sh

67.

f-1'"1fMf<sh'1 .q ~ ~ ~

'<.fiT 't'1'i"il4

fl:

(1)

Cotton, paddy, pea, linseed

(I)

Cfit!rn, 'lffi, ~.

(2)

Paddy, maize, cotton, soyabean

(2)

'lffi, ~. Cfit!rn, ~1<wil'1

(3)

Gram, mustard, groundnut, wheat

(3)

T:RT,

(4)

Maize, paddy, li_nseed, soyabean

(4)

~. 'lffi, 1~~~.

3lffiiT

m-m. ~. ~
'~

'

'lil"'liSIH

(1)
(2)
(3)
(4)

69.

68.

(B)
(C)
(D)

Colourless and odourless gas

which extinguishes a burning
match stick.
(2)
Colourless and odourless gas
which promotes burning of a
candle.
(3) Brown coloured pungent smelling
gas.
(4)
Colourless and odourless gas
which produces a 'pop' sound
. when a burning match stick is
brought near it.

://g

70.

Aqueous solution of which of the

following oxides will change the
colour of blue litmus to red ?

71.

Which of the following is a pair of

exhaustible natural resources ?
(1)

Coal and soil

(2)

Petroleum and water

(3)

(4)

~"'!'Iii q;?.R t :
(1) ~(C)~(D)
(2) ~(D)
(3) (B), (C)~ (D)
(4)
(A), (B)~ (D)
69.

70.

~ ~ fllfs<~"i t\i$~1<H11$s cfi i'fl\m "OR

~~"at q~fN"i cti "Q;;:ft ~
t, "ffi ~ ~ ~ "t\Tffl t I ~ fur Tltr
~ 1l ~ ~-m q;?.R ~ ~ ~1]111T CfiT
"'!'Iii 'Cf1JR ~ t ?
(1)

~~~~"ll~ll!ftm
q,hft"ffi q;f ~ tft I

(2)

~ ~ ~ ~ "'T ~
~
~ -q wr:rnr Cfmll

tl

*"

(3 >

m~Pi~ c.m;fT ~ trr cit ~

(4)

~~-~~;;TI~~-

qft mffi ~
~Cfml'tt I

~fur TTtr at1CH1i$:S1

ffi

1R

'11"P:r' ~

.q ~ ~ ~

~;:fu;f~CfiftTT~~~?

"'

Copper oxide
Iron oxide
Magnesium oxide
Sulphur dioxide

htt
p

(1)
(2)
(3)
(4)

-q;m;ft ~ cti ~ <f,a "at

'!1t\i~i11 <fiffl f I
.q~llomtr~<fifflf I
.q ~ cti a<iil ~ <fiffl f I
.q -q;m;ft ~ ~ 'ffiYI", ~. ~
~~cfi~m<fifflt 1

.q

.ne

(A)

ofr
e

(1)

cfi Jrlrrcf cfi ~

'll~furTTtr~CfiT~~:

(C) and (D) only

(D) only
(B), (C) and (D)
(A), (B) and (D)

When we add aluminium foil to

freshly prepared sodium hydroxide
solution a gas is produced. Which of
the following correctly states the
property of this gas ?

-q;m;fi ~ w &~ Qi1<m

ers

Study the following statements about

the effects of weeds on tbe crop
plants:
(A) They help crop plants to grow
healthily.
(B) They interfere in harvesting.
(C) They affect plant growth.
(D) They compete 1.vith crop plants for
water, nutrients, space and light.
The correct statements are :

sh

68.

(22)

(1)

~ 3l1Cffil~'5

(2)

~ 3l1Cffil~'5

(3) . ~''1lf:(l<iG 3l1Cffii~:S

(4)

11.

~~

A'"'lfc:'1f&i1 1l ~ ~-m ~ ~ ~
JOIICfiMC6 ~ CfiT <f1M
(1) ~~~

t?

tl?lf~<jq ~ ;;wr

Minerals and wildlife

(2)
(3)

~ ~ Cl""''"l'tCI

Natural gas and sun-light

(4)

111'1'fl1<6 ~ ~ ~ Cf;j" ~

(23)

(2)

(3)
{4)

Out of the different combinations of

terms given below, the correct
combination of terms with reference
to an animal cell is
(1) Nucleus, plastid, cell membrane,
cell wall
(2)
Nucleus, chromosome, ribosome,
cell wall
(3) Cell membrane, ~hromosome,
ribosome, mitochondria
(4). Cell
membrane,
ribosome,
chloroplast, mitochondria

74.

Consider the following sets of

reproductive terms
(A) Sperm, oviduct, egg, uterus
(B) Ovulation, egg, oviduct, uterus
(C) Sperm, testis, spermduct, p_enis
(D) Menstruation, egg,. oviduct, uterus
The sets of correct combination are :
(A), (B) and (C)
(1)

75.

~ ~ filf$411'H) ~ ctH~fi1Cf>
~ "ll-cn<fr "'Tffi I

(3)

~ ~ ~ 3ll"Cirn 1l tt -cn<fr "~Till

(4)

73.

mq:;r ~ '!R coTt

(2)

tl

Which of the followiDig pairs is related

to the inheritance of <:haracters ?
( 1)
Chromosomes and genes
(2)
Chromosomes and mitochondria
(3)
Cell membrane and cell wall
(4) . Cell membrane and chloroplast

htt

75.

They are found only in zoos and

botanical gardens.
They are found exclusivety in
specific habitat.
Endemic spec1es can never
become endangered.

*"

~ 3ll"Cirn ~
1A'l1JCr ~ ~ I

~ ~ ~
~m"f!Cf>ffi1

mtiCf>Giq""1

~~TT\f~ll~cnt.:f-m~~
ctft ~l'l<iillct>t'11 ~mit'Ut'l"t?
(1)
(2)
(3)
(4)

ltll"ilfll4 (TIT WIT~

lfll4lfil4 WIT 41$GlCf>lf~41

C!ilfuCf>T ~WIT~ m
C!ilfuCf>T ~ WIT CR"ihl011 R {Wff

esh

74.

~ ttfl:tfl"lt cl; ~ .q ~ ~
~ll~<nt.:f-m~~ t?

c1)

p:/
/go
fr

73.

72.

.ne
t

Which of the following statements is

true about endemic species ?
(1)
They ~re not affected by the
destruction of their habitat.

ers

72.

(2)

(B), (C) and (D)

(3)

(C), (D) and (A) I

(4)

(A), (B) and (D)

~ ~ TT\f 'QGT ""'"fcri''IA" :.n'"""'i ~

~ ct>)F$ict>l cl; ~ 'QGT CfiT cnt.:f-m
:.n'31"1 ~ t?
(1)
(2)

(3)

~ ~. C!ilfuCf>T~.

C!ilfuCf>T m

~ lfll4lfil4 (TIT, {i$oilfll4,

C!ilfuCf>T m
C!ilfuCf>T ~.

lfll"ilfll4, <I$<Stlfil4_

41$2.lCf>lf~41

(4)

C!ilfuCf>T ~. {i$oilfll4, cMl{l011R

(t~fh1C1ctCf>) , 41$2.lCf>lf~41

~ ~ TT\f "'31""1""1" ~ mit'Ut'l" 'QGT""'" fl'!...~ql

wfcr<rrf~
(A) ~. a~oa<urn41. anra-, ~
(B) 31Uslrt'l'i, anTiS", <ilUsCliftrfl, ~
(C)

~. 'f"'UT, !ij5fi10]"1f<'1Cf>l, fm;f

lfi'!1Cl, anTiS", 310JSCliftrfl, ~

~~ 't1<4IJ1"1 cl; fl'!-..~<4 t:
(1)
(A), (B) WIT (C)
(2)
(B), (C) WIT (D)
(3)
(C), (D) WIT (A)
(D)

(4)

(A), (B) WIT (D)

(24)

76. . Which of the following elements must

be available in water for the
metamorphosis of tadpoles ?
(1)
Chlorine
(2) Bromine
(3) Sulphur
(4) Iodine

76.

77.

Which one of the following is not the

objective of teaching of Science at
upper primary stage ?
(1) Developing
questJ.onmg
and
enquiring skills
(2) Acquiring technological skills
(3) Acquiring process skills
(4) Acquiring scientific literacy

77.

National Curriculum Framework

(NCF) strongly recommends that
Science education at upper primary
stage should
(1) prepare students for competitive
examinations.
(2) help students to be emotionally
balanced.
(3) help
students
to
acquire
computational skills.
(4) follow constructivistic approach
for teaching and learning of the
subject.

78.

'Cognitive
validity'
of Science
curriculum at uppper primary stage
requires that it should
(1) be age appropriate and within the
reach of students' understanding
level.
(2) convey
scientific~lly
correct
content.
(3) nurture the natural curiosity and
creativity of the learners.
(4) enable the students to appreciate
how the concepts of Science
evolve with time.

htt
p:/
/go

79.

80. Which one of the following does not

reflect the personality attribute of a
person having scientific temper ?
(1) Seeking evidence
(2) Biased opinion
(3) Rational thinking
(4) Openmindedness

*' .q.
t?

~
~

(1)
(3)

*'

411<41"'\'1'!01
~ ~ .q.
~ ~ ~ qft 3Q('10!4i'fl

f.:t""''~futi't
"11<111<441

(2)
(4)

~
~

R""''fc."'f&i't .q. ~ ~-m ~ llll!lf'141 ~

wf<.mR'-~'4>1'~::!]!
(1) ~ ~ 3fu' ~-~ ~ q;r

t?

mrn-~

('1Cf');flcti) ~ .a#im ~

(3)

mpl1Uf

(4)

~~11f"11i~.a#im~

ers

(2)

~ .a#im ~

~ QIQ,_<4i4<4l qft '10\Q~&I (2005) ~ ~

~ ~ ~ t fct; ~
Jlll!lft:~41 ~wf<.mR'~<lil
(1) ~ 'Cf'>f 11fo<ilr1ct1 ~an <1>

sh

om:r '4>1'

~~~~I
l;i~lfi('4Cf') ~

(2)

~ ~

'If

~-ctl)-~~1

fre

78.

.ne
t

WTuRr ~ .a#im ~'If~

. (3)

(4)

79.

-ctl)-~~1
. ~ ~-ftm!R <1;' ~ <"tHICIIGl

61WP1q;f

~~

~ llll!lft:~41 ~ w fcim;r_Qid<4i4<4t Cfft

'fifll"" l(i:l41 chw qft ~ liltr t fcl;
(1)
~- ~ -ctl)- 31Tii -ctl)- ~

(2)
(3)

{4)

~ 3fu' m oW.H-~ ..,ft ~

*'~~~~
~ &~lf"1Cf'> ~
00 ~-'CfJ

-mwmm~1
~
~
-ctl)~
3fu' ~'J111fl4Cf'>lil 'Cf'>f ~
~~I
~~'Cf'>f~<!ln:rGRRT~
fcf; ~ mw-n 'Cf')'{ ~ fcf; ~ <1;- ~
-ctl)- lJCf'><:'<I11Q fc:lm fiW fc:tCf'>f-81'1

w.mr-m

mr-=r
m-mt
80.

f.:t""''fc."'futnll ~ ~-m &:tuf.:t41 ~ ~

'&lfcfi1'

*'

~rcfi'1iiil-fcl:t1~"~ <liT ~ ~

cnfT?

( 1)
(2)
(3)
(4)

w:nur 1iTrRr

~~

i'lt' Wrc; fffi;r

~'ffiif

(25)

While teaching the correct method of

reading a clinical thermometer to
class VIII students, Neha mentions the
following necessary precautions to be
taken:
( 1) Thermometer should be washed
with hot water. before and after
use.
(2) Do not hold the thermometer by
the bulb while taking the reading.
(3) Ensure that before use, the
mercury level in the thermometer
is below 35 C.
(4) Read the thermometer keeping the
level of mercury along the line of
sight.
Which one of the above precautions
has been mentioned wrongly by the
teacher?

82.

83.

The section on 'activities and projects'

included in the exercises of NCERT
Science textbooks for class Vlll
primarily aims at
(1)
enhancing indepth understanding of
the basic concepts.
(2) keeping the students engaged
during vacations.
(3) assessing the students on practical
skills.
(4) providing opportunitY to students
for extended learning.

83.

swaf"'C6 ~ <fit '<6'1:1ITaiT <fit

lf'.m.t.arn-.il. <fit~*~~-

.ne
t

81.

htt
p:/

~qn ~~ <f; w-f vnfl;r fc61r

-rnr

f~-gM-;:nfl~~t I~~

~~t
{1)
{2)

~ ~ ft;w ~ ~ Wff ~
~~-~~~
~ ~ ~ CliT ~~IRCfl ~ Wff
~~~mti'!'CR~ I

(3)

~ ~-Cfil<t <f;
wWTCR~I

ft;w ~ ~

<4>

~ fclM;;r
Cb1 ~ q;ffl
~ ~ ~'31'R' mti1 CR ~ I

ers

82.

NCERT Science textbooks for upper

primary classes include large number
of daily life related questions which
have been left unanswered. This has
been done so that
(1) teachers have: a good pool of
questions for assessment purpose.
(2) students can send these questions
to scientists to get the answer.
(3) teachers can use these questions
for home assignment.
(4) students can seek answer to these
questions by ~xploring different
resources.

-mm

'CflT

'C6'I:IIT VIII CfiT ctffif..:t<6<'1 1!1Jilq1z~ ~ 'C6T

/go
fre
sh

81.

-mt <ffTC6T ~ ~ ~ amfT ~ cmwft

F""'"'1f~f&l'1 ;;)ftClll<4<6 ~ q;r ~

'C6ft t:
(1)

<l"ll4lc<

q;f

~~

TTJt 'l:lfft ~ ~ ~

{2)

l!l"'J4l<::<

afu' ~ ~

q;f ~ ~ ~ ~ qft

('f{'qi'~ ~ ~ ~ I

{3)

<l"ll..r~c< 'CflT
'(J;Rf.t<~H <R

<liB

~ ~ ~

"R ~ ~

mr

35C~Cfil'f~l

{4)

l!l4hi"ic< ~~mrCliT~'hsrr~
mr -q ffi<R -qo;:r cR" 1

~l1""'<6t.=r-m ~lClt~l;:ft ~-tT'I<'f'l'1'

~t?

'C6'I:IIT VIII <f;

fffir lf'.m.f_arn-.il.

'qTQ<f_

"

~ <f; ~
~tl" ~
qR"'l\11'11' 1WT~'C6T~~t
(1)

~ 'tiC6("<1'11aU qft ~ ~ q;f

~I

(2)

~ -q ~ q;f cirm -n9'1T

{3)

l'll<tlriCfl ~
~CR"'T

{4)

-q

'CflT

~-fcwnr ~

ft;w

~~CRRTI

~ q;f

(1)

*'

~<fil~~t
~ q;y lli41Pict> ~ c1> anmr

( 1)

grade students on practical skills.

(2)

provide opportunity to students to

compete with others.

(2)

~ c1; ~ ~ ~ c1; ~
~q;)~~CRRT I

(3)

provide opportunity to students to

showcase their creative ideas.

(3)

~ 'q"1'11i'ilCf> ~ q;r ~ ~
c1;~~q;)~~

(4)

provide opportunity to students to

enhance
their
academic
performance.

(2)

(4)

CRRT I
(4)

~~~q;)~c1;~

~q;)~~CRRT I

85.

fcmFr fm;cn c1; ~ c1; fmr ~ ~

crn;J ~ ~~ q;y ~ 3fu' ~ mr

wm ~ ~ W ~ VIII c1;

f~~<fil <ii'j)QIM"'' ~~:

(1)

Organisation of hands-on student

activities followed up with
discussions.

(3)

htt

developing problem solving skills

(3)

maintaining discipline in the Class

(4)

promoting
creativity
innovativeness

and

..m ~ ~

q;r.rr

t\'R14{Cf> ~-~ c1; orre; 'if'tiT

q;r ~ q;r.rr I

iXll&lH cl; ~ ~-~ ~ -qr

~ ewr ~ q;r.rr

~ 3QIi"'l ll ~ ~q;f~cl;fmr

Which one of the above approaches

will be most effective for teaching of
the topic?

(2)

~ ~

fuN;;r fict>("<f'113U q;) ~ ~ c1;

~ -mt q;r

(4)

Greater focus on . classroom

questions during the lecture.

ensuring levels of learning

3llW <m

q;r.rr I

(2)

(1)

I(<IIN{_c -qr

~ ~Cf>("<f'113U

Use of charts for _explanation of

different concepts. ,

Tlie
technique
of
'classroom
questioning' in teaching of Science
can be more effectively used for

q;f ~ ~ 1ffir ~ c1; fmr

em~ lf~-f~~mrf~

Detailed explanation of related

concepts with the help of diagram
on the blackboard.

p:/
/g

(3)

-qr~(

ers

Four candidates appearing in an

interview for the post of science
teacher were asked to give a
demonstration lesson to class VIII
students on the topic 'Pressure
exerted by liquids and gases'.
. Following different approaches were
followed by different candidates :
(1)

86.

fcmr.:r-~

.ne
t

84.

esh

85.

Major. objective of organisation of .

Science Exhibitions is to

ofr

84.

(Z6)

~uct>JNfcft ~mt?

86..

fcmr.:r-fVmvl ll
(1Cf>;::fict> <fiT

~-~ ~ ctt
fmr JN1Cft ~ ~

*'

wWT~\iiT~f
(1)

~ q;r m <!lf~f?<'tlct ~

(2)

ww:rr ~ ~ q;r fqCf>m ~

(3)

~ ll l'f<""'H <~;:rnn<S;t

(4)

~l1:cf ~"1"11i'ilCf>i'11 q;)~~

(27)

Given below are the steps to test the

presence of proteins in a food item.
These steps are not in correct
sequence.
(A)

(B)

(C)

(D)

87. ' ~ ~ .q mtR qft 34f~fu ~ 'Q"ftllfOT

~t-~~~mrTJlft ~~~
-~~#~tl

ers
.ne
t

87.

(A)

Take a small quantity of food

item in a test tube, add 10 drops
of water to it and shake it.

4HS1'1Ml ~ ftHi$~ I

(B)

Make the paste or powder of the

food to be tested.

(C)

(D)

The correct sequence of these steps is

89.

(3)

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

(4)

(D), (B), (A}, (C)

(1)

Stigma, ovary and stamen

(2)

Stigma, ovary and style

(3)

Stamen, ovaty and style

(4)

Stamen, petals and sepals

Bow many muscles work together to

move a bone?
(2)
(4)

90.

88.

89.

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

(2)

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

(3)

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

(4)

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

~ mr TJlf 'ctlt.l-~
1WT~"eefaP.fi'~

qfuq;m, ~~qfuq;r

(3)

~.~~~

(4)

~.~~~

~ ~~T'!fu~~t-~
~~ fq(i'ICfl~. ~ ~ ~

Six

Number is not fixed.

(2)

Insects, frog, fish, aquatic plants

(3)

Tiger, deer, grass, soil

(4)

Insects, water,

aq~;~atic

plants, fish

t-l!'m

t?

(2)

(1)
(2)
(3)
(4)

Sand, turtle, crab, rocks

~~

qfuq;m, ~ ~ ~

Four

(1).

'QG

(1)

'Cflftt?

Choose the set that represents only the

biotic component of a habitat.

(1)

Two

htt
p

(3)

~2~~~~qft
f~HI$~ I

l'1' "'EffU'1T ~ ~ ~ t

ofr

Which of the following terms

. constitute the female part of a flower ?

(1)

4HS1'1Ml # 10 ~ Cfllf-RCfl ~
~ qft ~ afu" ~mfu

esh

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

://g

88.

(2)

~I

Add 2 drops of copper sulphate

to it.
(A), (B), (D), (C)

'Q"ftllfOT fcf;lr ~ cmvf ~ ~ ~

'QT3Sf arercn~~

Add 10 drops of caustic soda

solution to the test tube and
shake well.

(1)

~ ~ ~ ~ 1WT 4HSI'1t'fl #
~ ~ 10 ~ 'iiM ~ afu"

90,

ey

'q'R'

~-

mszrr~~t,

~ flij-..il<i ~'ii<R'~\ill~ 3t1CI'm

eli" ~ ~ aw:rcn ~ f.:t'C<\40 I Cfifffi

tl
(1) om;, ~3TI, ~. ~
(2) Cfl\c:, ~. lW'ffi, ~-~
(3)
(4)

Gfltf,

-rnur, tmr, ~

ctts ~. ~-~. lW'ffi

(28)

WtdeT<If q;T JIR 31 #' 90

Amphorae was a

33.

34.

(3)
(4)

ers
~

~~

when a king won a territory.

to declare the king as Kshatriya
even if he was not one by birth.
before hunting a deer.
for the birth of male child.

errl

~ q;r fuqq;r
~ il'iCf)C::J{ <rff;r

~~

( 1)
(2)
(3)
c4)

34.

m i'Rtfi ~ wrr

"'T{

f0S::ifffi <rff;r
ft 11011~ .q 'Cf>Tffi ~ qft ~ 1Urr e:rt

%~

cfr'Ofl'q'~~~ I
C!i1ffi ~
C!i1ffi ~
C!i1ffi ~
C!i1ffi

m.=rr

~. ~ ~ 311'4<ilflil1 q;r ~lfcl&fll.

ll'S3IT err I
(1)

35.

!OII~fot:lfl Cfm>f

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

(3)
~Cfm>f
(4)
~Cfm>f
f~'"1f~f&i'1 .q ~ fcnft' ~

cfi ~ qft

~ -q ~~ Jmfu=f 'qTliT TJ'lfr

Iltutmish
Balban
Alauddin Khalji
Firoz Tughlaq

Hiranya-garbha ritual was performed

(1)
(2)

33.

Pre-historic period
Ancient period
Medieval period
Modem period

htt
36.

m.=rr~~~
~ ~ 'ffiGfT

(3)
(4)

A Sanskrit Prashasti has been found

in praise of which of the following
Delhi Sultans ?
(1)
(2)
(3)
(4)

q;qrn

(2)
(3)
(4)

(2)

p:/

35.

Black magic
Black charm .
Black stone
Black gold

(1)

( 1)

Persian wheel, spinning wheel and

firearms were invented during
(1)
(2)
(3)
(4)

_ _ cfifi;nr~ err 1

32.

coin of Italy
red glazed pottery
tall double handled jar
perforated pot

Pepper was as valued in Roman

Empire that as it was called
(1)
(2)
(3)
(4)

atelO?IIflil~ ~ 4\4Cf>IH ll ~-~

fre

(1)
(2)'
(3)
(4)

31.

Cotton
Gold and precious stones
Silver and copper
Blanket

/go

32.

(fll"''ifJ1Gfl ~I fll"''lf\iiCf) fctt~H)

sh

(1)
(2)
(3)
(4)

.ne

SOCIAL STUDIES I SOCIAL SCIENCE

According to Arthashastra, during
Mauryan period North-West was
important for

'JITTT- II
aral7R'

PART-ill/mrf-ill

31.

"'nt

(1Tfimr cr ~ <lT 'JITTT- III (ffiX(f'{:;jq;

1 t/11//Mi:h fcmFI} #'
f I

Candidates have to do questions 31 to 90

EITHER from Part - ll (Mathematics and
Scimce) OR from Part - III (Social Studies I
Social Science).

36.

(1)

~Mjctf'"I:CI

(2}
(3)
(4)

t?

<l1HJdl\l'1 ~
~~

fuo<~l-4~~~\iffirren'
1) ~ l1:Cf>' ~ fcfim ~
;;furrrr m 1
(2)
~CfiTm!Tm~~~~

em

cw-;;r;:q~ ""~'~ 1

(3)
(4)

mq;rfuCf>lt~~~ 1
1j;f ~ -;;r;:q cl; ~ I

(29)

39.

37.

~ 'Cfi'TM .q. &41 q 1fhn cJ; ~.

~ \ifl'ffi

(1)

Gramam

(1)

1:l11m

(2)

Shrenis

(2)

(3)

Nagaram

(3)

(4)

Sabha

(4)

w:rr

Nath literature i!i associated with

(1)

Bengali

(2)

Assamese

(3)

Odiya

(4)

Maithili

.ne
t

of traders were known as

Khan Abdul Gaffar Khan started a

cnt

ers

38.

During the Chola period associations

38.

~~~~t
(1)

-.jrm;ft ~

(2)

arnm~

/go
fre
sh

37.

39.

(3)

~~

(4)

~~

'&IFf~~ '&IFf;{~-~
~

powerful non-violent movement in

Jffi:r ll qtf4:1:tquffi

~ ::lli~)&H

North-West Frontier Province, known

as

Ram-Rahim Movement

(2)

Khilafat Movement

(3)

Khudai-KhidmatgarMovement

(4)

Pakhtun Movement

htt
p:/

(1)

40.

After

the

Congress

Resolution

(1). Wl-~~

40.

(2)

f&W11~11 ~

(3)

~ f@<il'il"'l'll< ~

(4)

~~

~am mftn ~ ~ (1929) cJ;

(1929) to fight for Purna-Swaraj,

~m

'Independence Day' was. observed on

''('CitbiHI fcrc;m ~TJ<n' I

(1)

15 August 1930

(i)

15 .3Vff 1930

(2)

26 January 1930

(2)

26~ 1930

(3)

1 January 1930

(3)

1 ~1930

(4)

2 October 1930

(4)

2~

Cfft

!H1'11CI"11 cf; o:rTG

1930

cnl

44.

Milky way

(2)

~cpf

(3)

Star

(3)

ORfcpf

(4)

Galaxy

(4)

~cpf

other side of the moon is towards

the earth only on the New Moon
(Amavashya).

(3)

time taken by the moon to move

around the earth and to complete
one spin is same.

(4)

it takes the moon one light year to

complete one spin.

The earth moves on its axis

(1) from West to East

(2)

from North to South

(3)

from East to West

(4)

from South to North

44.

~ CfiT ~ 'I1JlT ~ fe:;:r ~ ~

~qfraffi"~t I

(2)

~ CfiT ~ 'I1JlT ~ 3l1WWlT tnT

~qfraffi"~t I

(3)

~tnT~~~ am-~
~ # ~ 3l1H are qr <pR #
WlR~WRITt I

p:/

(2)

The measure of standard time at

Greenwich.

(3)

Period of rotation of the earth

around its axis.

(4)

Period of revolution of the earth

around the sun.

~ <PT 3l1H are 11r ~ ~

~ # ~ >I'Cfl'M qq WRIT I

~~arew~t
(1)

~~~qfr3ffi"

(2)

~ ~ cfuur qfr

(3)

~~~qfraffi-

(4)

cfuur~~qi'raffi-

am-

~-~ ~ ~ Tffi;n;t ~ ~ Tffi;n;t

~ .mr~ ~iiil"fi~
<tiT 31'TCtm"

t.

mm

(1)

~"'ffiTt I

(2)

t:R:m "'ffiT t I

(3)

wrRWITt I

(4)

first increases then decreases

The Earth Day is

(1) The time during which the sun
shines on a specific place on the
earth.

mTTmmt

(!)

(4)

43.

As we move from Eastern Hemisphere

to Western Hemisphere the :size of
longitudes
(1) mcreases
(2) decreases
(3) remains same

htt

~~~q)f~~-tt
~t.~

ers
.

(2)

42.

ne
t

Constellation

(4)
45.

6l1Cfll'il' i II Cl>T

(1)
(2)

Only one side of 1the moon is visible

from the earth because
(1) other side of the moon is towards
the earth only during the day time.

sh

43.

(1)

f.proiM"~d~I~~Ui

fre

42.

41.

Big Bear is an example of

/go

41.

(30)

~ ~ . "'ffiT

t ftor

t:R:m "'ffiT

tl
45.

~-f<A <ti~MII'11
(J)

~~WI>~~qr~~
~qr~tl

(2)

~ cpr 11RCfl'~ I

(3)

~ rnr 3l1H are 11r ~ .-.t fWrr

TT<rr~ I

(4)

~rnr~~~affi-~#

fWrr TT<rr ~ I

(31)

( 1)

Tropic of Cancer

(2)

Equator

(3)

Tropic of Capricorn

ers
.ne
t

Fishery industry is flourishing in

the Atlantic Ocean.

(3)

The coastline of the Atlantic

Ocean is highly indented.

(4)

The coastline . of the Atlantic

Ocean is very shallow.

47.

(1)

q;<fd"lm W

(2)

~tmw

(3)

lfCR"t"lSTW

(4)

~<fnW

<i12:i"1iflcti qi_\l't11'H

~ ~.IJI<f

'lfci

~ ~ cf> oiTT:r

\1RT

lfi'Rt,~.

~:n.

(1)

3l1W:Cfir

-qr;rr ll ~ o!j]1:11HTOT ~ I

(2)

3Ri"1ifccti 14~1'81 1 1<

fctctif-811 ~ I

(3)

3i2:Mifc:ct> 14~1'81'1< Cfft nc tm ~

~~I
3i2:C"1ifc:ct> 14~1'81'1< qft ~ ~

sh

(2)

( 1)

The Himalayas

(2)

The Rocky

(3)

The Andes

(4)

The Alps

(4)

In India Tropical Rain Forests are

found in

ll

lffi<1

48.

49.

ctr -mm "i"1lGft

(1)

(2)

(3)

(4)

t?

'I{R(f

~ ~

~~"4

Himachal Pradesh

(2)

~~"4

Andaman & Nicobar Islands

(3)

~-f'"l<t>lciil< s.'l4w{l\l "4

(4)

{1"1<('\qH

Madhya Pradesh

(2)
(3)

Rajasthan

htt

During the retreating monsoon

period, the moisture laden winds blow
from
(1)

Valley to plains

(2)

Land to sea

(3)

Sea to land

(4)

Plateau to plains

5o.

<iit.=r-m

1l aw lct>flili~ crri q.:r -q]"(f ~if"

(1)

(1)

"3l!lTrf

fffirnl~l

fre

Which is the world's longest mountain

range?

(4)

50.

There is large: volume of sea trade

between the U.S.A. and Europe.

p:/

49.

Arctic Circle

There are many harbours and ports in

Atlantic Ocean because
(1)

48.

mm fcnfol~ t-

46.

(4)

47.

~<f>Wr ~ ctr

On equinox, direct rays of the sun fall

on

/go

46.

ll

~~<f>~ant~dt
( 1)

mit ~ *:R qft :am-

(2)

~ ~ ~ qft :am-

(3)
(4)

am1:IOlr ~ *:R qft am~~~qft

Which of the. following is called

'lungs' ofthe earth ?
(1)

evergreen

forest

of

Tropical deciduous
Central America.

forest

of

Tropical

51.

f-"1"1ft'1i&l'1

.q ~

~t?

Brazil.

(3)

Temperate evergreen forest of

China.

(4)

Temperate deciduous forest of

(2)

q.:r

Chile.

53.

(2)

~~~

Mississippi river basin

(3)

Pn:ilf-H4l ~ ~

Amazon river basin

(4)

~~~

(2)

Nile river basin

(3)
(4)

What is 'Maloca'?
(1)

A tribe

(2)

A house type

(3)

A wild animal

(4)

A resident ofMalacca

Using resources carefully and giving

them time to get renewed is called
(1)

Resource conservation

(2)

Sustainable development

(4)

55.

fc1rcr q;J mm am~ -affi:R ~ m t?

*rr~~

Ganga river basin

(3)

52.

3ISO!Cflfc~tfl<:r ~

(1)

(1)

htt
p:/

54.

Which is the largest river basin in the

world?

cf-

/go
fre
sh

52.

l1'tZf ~

ers

(2)

~ ~ cl; ~ ~

.ne
t

51.

(32)

53.

54.

Resource management

Development management

Shelter belt is a method of

55.

~ CFnt?

(1)

~~

(2)

~Wffi"'PT<K

(3)

~q.<f~

(4)

~ q;r f.:rcmft'

q;J '!'11'1chl'1i'{J<fl ~ 'Cflr-rr.i'fm

~ '1cfl<fl'! Oj cl; ~ ~ ~. - Cf)~\"'ifll t I

(1)

~~

(2)

@!'1ql1Sj0n4

(3)

~~

(4)

fi:rCflR:r ~

wet~

(1)

water conservation

(1)

~~

(2)

soil formation

(2)

~ f.:mtur

(3)

plantation

(3)

OWTR1

(4)

soil conservation

(4)

~-~

fi:rCf'lR:r

qft~ftri'qt I

(33)

Bhimbetka in Madhya Pradesh is a

57.

q'!F!~~t I

Palaeolithic site
Neolithic site

(3)

Megalithic site

(4)

Mesolithic site

Which

of the three

Gods

were

especially important in the Rigvedic

period?

58.

(1)

Rudra, Vishnu and Indra

(2)

Agni, Indra and Soma

(3)

Indra, Varun and Rudra

(4)

Agni, Indra and Vishnu

Sanskrit is considered to be a part of

Indo-Aryan

(2).

Indo-Greek

(3)

Indo-European

(4)

Indo-Arabian

/go

59.

(1)

At which place it was a general

58.

(3)

Mehargarh

(4)

Bhimbetka

p:/

Burzahom

The Buddha described the thirst of

htt

60.

(2)

'1CJqi"'ITUICfi

(3)

"ltilqi"'ITUICf>

(4)

~qJ"'ifuJCfi

~ 'Cf>WI'

.q 'Cf>t.1

~ 'ffi;::f ~ &ltl<f>'!

fu'ror ifilT ~

( 1)

~.

(2)

,mr.,, ~ i'MT m.r

(3)

~,

(4)

,mr.,, ~ i'MT fu'ror

CRiUT i'MT ~

~ q;1 f;m ~-~ CfiT #;m" liT-'IT

~t-m

59.

~t

.(1)

~-3Wt

(2)

~-<fiR

(3)

~-~

(4)

~-~

w ~ q;1 '9W:

'3'iR"

ctt am:

fu'f~~Ch'11"11 ~ m?

towards North ?
Inamgaon

(2)

~ei?

practice to lay the dead with head

(1)

':{{lql"'ifuJCfi

fre

the family of languages known as

57.

(1)

(2)

lllll' ~ 1l ~ \llqa:IG<f>i '%" _ __

.ne

(1)

56.

sh
ers

56.

60.

(1)

~<jjJ:jl OCI

(2)

(3)

(4)

...n4~C:Cfil

or-a am ~ait cr ~ait ctt ~ q;t

desires and cravings as

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

(1)

Pipasa

(1)

(2)

Trishna

(2)

Qmrr

(3)

Tanha

(3)

(RT

(4)

Teevra Ichcha (Strong desire)

(4)

~fur~

(1)

makes it more saleable.

(2)

differentiates

it

from

~ctt~~-
(1)

~~~;;m:ff~ I

(2)

~.q~~~~

other

f'Rqmrr~ I

products in the market.

(3)

makes

(3)

it

more attractive

for

fm;ffit~l

gives customer rebate on MRP.

Which part of the Indian Constitution

is often referred to as the 'Conscience'
of the Constitution ?
The

(1)

part

dealing

with

the

The

part

ofr
e

Directive Principles.
(2)

dealing

with

~~q;f~~lff~

ers

(4)

sh

62.

~~*"~~OR~

tl

customer.
(4)

61.

Branding of product

.ne

61.

(34)

the

(3)

"'lffi, 311~-tl\'1 ~ ~

Fundamental Rights.
The

(3)

prut

dealing

with

~~crt*"~ 3lTWUT ;ftffi ~

the

~m-

reservation policy for SCs, STs

(4)

How

(4)

~ qft !H~IcHI

The Preamble ofthe.Cpnstitution.

many

members

can

nominated to the Lok Sabha ?

htt
p

63.

://g

andOBCs.

be

63.

mn ~ ~ iifm;f ~ '1'11::ftn

~t?

(1)

None

(2)

Two

(2)

(3)

Four

(3)

'qJr

(4)

Twelve

(4)

GfiW

(35) .

(2) . on the basis offee paid

(2)

~~~~.awm-'IR

(3)

on the basis of evidence

(3)

~~.awm-'!R

(4)

on the basis of police inquiry

(4)

Which of the following cult bas

65.

Cult of Jagannath

(3)

Cult ofVishwanath

(4)

Cult of Amamath

f.:tJ;Otfilf&l1

ll

~ ~ '$:f 'tR"

::;uR cmfl

JNTEf -qfu;ri'affi ~ t ?

Cult of Venkateshwara

(2)

~ Ht\q',lCfliH ~ .awm-'!R

(1)

c!Cfll'<Cl'l ~

he

{1)

et

~~.awm-'!R

on the basis of argument

distinctive tribal influence ?

(2)

~~

(3)

fctN"il~ ~

(4)

~~

fre
s

66. . Diseases like diarrhoea, dysentery,

66.

~. ~.

t-;rr ~ oflql~<if 'CflT ~ '\i{f

~t

(1)

educationofhealth and hygiene

(1)

~~~mr

(2)

better health care facilities

(2)

~~WrmaTI~mT

(3)

providing safe drinking water

(3)

~~~~CRJCR

(4)

providing cheap medicines

(4)

/go

cholera can be prevented through

More often discussions on government

67.

.m~~~

mcm-

~ ~ 'Cfll<iT

and .its functioning lead to extreme

~ ~

views, therefore teacher should

~'Cfll ~%'Cf6

(1)

{1)

p:/

67.

~%m ~"tR"f.:rofqt'lft
(1)

(1)

65.

64.

A judge gives decision on a case

rs.
n

64.

avoid any debate or discussion on

it.

criticise

the

htt

(2)

way

government

(3)

argue for judicial activism

(4)

organise

interactions as
didactive views.

'Qr

fcnm

"ffi'qi

~ 31<ftff

'\ii"Rft

t. atn:

~=fh,;ITG-~ ~

T:Rii

~~I

functions.

more

<it

<it

m<l>lr~~-~q,l ~'Cflt I

(3)

~ flfsti"lol (Judicial activism)

~~~~I

objective
compared

(2)

to

(4)

a4~'<11fl"'Cf> ~'* <tt WRT 1l ~

ClJ)f-1""3

'Cfltl

3Rf:~aTI 'Cf>T

The views of social scientists vary the

68.

f"'l .... firi!&C1 if ~ f<fffi ~ ~ f<mlf~ cr

most on which of the following agents

fcf>:ttiR4'i!f.:6:ttM ~ ~

regarding

31m"~~ if~ f~~tf-'141 ~ ~

their impact

on

the

behaviour and attitudes of children

and adolescents ?

(2)

School

(3)

Television

(4)

Peer

(2)

fctem1<1

(3)

2Hifct"1'1

(4)

esh

69.

Family

ers

(1)

(1)

cr Jrc[ffi w

.ne
t

68.

(36)

Which of the following is the most

appropriate way to increase the time

ofr

spent on academic activities by the

students in a Social Science class ?
(1)

~ if fumf~ q;r ~~

Ttfufcri'~

-ry-q ~ q;l ~ ~

fmr~t?

Assigning homework three times

p:/
/g

a week.
(2)

fcmR

Assigning individual projects on

(2)

"'1'<1 fc!1sr<IT _l:lt, ~ 1:!t "'q'T:Jf

cnB

new topics before discussing the

.1Tffi,

topic in class.

(3)

Incorporating lots of new material

in a lecture to be delivered to

(3)

htt

sustain interest.

(4)

~ ~ q;f 3Will-3Will

Proper

lesson

pl~nning

if~~ .am~~ -rer-rr

and

abiding by the time schedule for

. every activity.

m ~ ~ ~ ~ "'T ~ <41&11'1

(4)

~'TIC~ q ~ ~ <);-

~ R<ffi Wl<r C!iT ~ I

(37)

72.

(2)

Primary sources

(3)

Actual narrators

(4)

Internal sources

Earthquake

(2)

Major crops oflndia

(3)

Minerals found in India

(4)

Structure of the earth

'If "tt ~ lfRT 'ill~ t?

(2)

(3)
(4)

facts
over
Valuing
observable
individual preferences .in deriving
deduction is called

71.

Egocentrism

(4)

Social brainstorming

p:/

(3)

To show land use in different

countries of the world, which of the
following would be a suitable teaching
aid ?

htt

73.

Free association

(1)

Flow chart

(2)

Comparative chart

(3)

Timeline chart

(4)

Venn diagram

Tftur -mn
~1'4f~"'

-mn

cH<RJfCict> Of<IR ~ C!TR

~-mn

~ ~ ~ VII cfi
<6T Tt6"1'
~ (case study) cfi fffir J:TC6tuT ~
~ t I f"1""ff'-"'f~i'1 'If 'tt mRf ~

'Cf>t.fm61TTT?

12.

(1)

(2)

~qft~~

(3)

'iffi(f # ~ ""l'R C!lR ~

(4)

~qft~

"tf''lcf c~; 'AT 'If ~ aM1 Cf)"1 ~

. nutT q;f ~ 'If -mr Wfq;; f"1ct>li'1"11
a<01 f<fi'1ct>

f"1'"1f'-"'f~Hlf'tt~ Cf>~Mii'11

(1) Reasoning

(2)

et

~ 'Cf)T ~ *ft t ~ ~ Cfif 'If

. ~ ~ m 1 'f'f ~ <6T f"1""ff'-"'f&H
(1)

A teacher wants to give a case study to

st~dents of class-VII. Which of the
following topics would be most
appropriate ?
(1)

~ ct>fu"11$~'j cfi~lf~f I erg"~

rs.
n

Secondary sources

~ irefT 'l~T'ITln~f.l'q;l am Cfm 11 li'1 Cfif 'If

he

(1)

70.

fre
s

71.

A student was interested in studying

problems faced by Indian soldiers
during the Kargil War. She interviews
several soldiers who took part in tlie
Kargil War. These soldiers can be
considered

/go

70.

. ( 1)

73.

t?

'('fC\;;rr .

(2)

lfffi-Wm

(3)

3lli"""~f~(11

(4)

'HI"''If"Jc:p ~~

fcri''IA ~'If ~ ~ q;f ~ cl; fffir

f"1""ff'-"'f&i'1 'If -tt 'Cf>t.f-m fmm'-~
~m?
(1)

wrrw

(2)

ijC1'11i"""Cfi 'CITt

(3)

~-tw 'CITt

(4)

$1~

Knowledge

(2)

Understanding

(3)

Application

(4)

Synthesis

All of'the following are characteristics

of creative thinking except :
(1)

Ability to always produce right

answers to problems posed

'!'f)~ arq;:ft Wcr-~ .q 'fmf lM

<fi lR <fi ~ <fiT i1ffi ~
3f'j~~l"11(4!1ifi ~ ~~
I lfr

em

(2)

Synthesise . from a variety of

sources

(3)

Flexib,le and imaginative way to

approach a problem

(4)

Purposeful, reflective judgement

~~~ampTT?

.ne

(1)

74.

(1)

(2)

(3)

(4)

fi~<'i"101

ers

75.

A
teacher
writes
instructional
objective for his/her lesson plan as
. 'Students will be able to give reasons
for the downfall of Mauryan Dynasty'.
This objective will come under

75.

f.:t'"'1~f&n # ~.
cfi atfi!l~<m
~ "t"1'11(4!1ifi ~cf; an~f I
(1)

ll<IT

~ cf; ~ 00 ~-~

"3W~ci;wwf

/go
fre
sh

74.

(38)

(2)

~ ~ ~ fi~<'i"101

(3)

ifi<"G'11~n(YI

(4)

q;r;t tQ

cr ~ m- q;r ~

~ cr fcr"'H~n(YI ~ ~-

ctft

wrnr

During Social Science class, students

begin to discuss whether a mobile
tower should be allowed to install in
the proxiDlity of their school or not. A
student says that the radiations from
the tower would make students sick.
Another student says, I heard this on
the news that mobile towers do not
make people sick. As a teacher you
would

p:/

76.

(1)

# ~utudl lfr
~ atTN ctmt f fct; fif1 1('1<4 cf; f.fifi?:
i1ld41$M ~ 'M1"FfT ~ fc6" "1tf I '!'f)
m;rT d
t fc6" ~ ~ f-iifiM4 ernwrr
'!'f) <aiufJiifi

f~fcf>~Ui

(3)

Organise a structured debate on

this topic in the class.

(4)

Organise an election to know the

support in favour and against.

ftmR

msrran 'fiT~~~

I "l!ifi'

~mmdtfcti"~ MI'CIIflllW'fi"
fc6" iil!41$M ~~'fiT afum" "1tf Cfmt
f I ~fVrf!flifil<fiomlatN

o>

~.an~. ~ ~"' ifil<ll(YI<l

"' ~ ~ .~ "' ~ lilffurno

~I

(2)

Motivate students to collect

evidences. that will help them
assess the situation objectively.

htt

(2)

Encourage students to organise a

dhama (protest) outside the office
of local administration.

76.

~.an~-~

W!ifu -qr ~ ~

q;r;lci;~~~~~

W!ifu q;r Cl~"ita ~<fir~

(3)

~ ~ -qr q;m

~ fir<Ht{{lifi

~ Cf;T ~ ifi'(cUqf) I

(4)

~ W!ifu ~ ;;rr;R "' ~

;.w~#~ <I><CIIqfl I
q;m

-q

(39)

History, Civics and Geography

(I)

~.~~cr~

(2)

History, Geography,
Science and Economics

Political

(2)

~.~.~~q
~

(3)

Environmental Science,
Civics and Geography

History,

(3)

to give summary of a dynasty.

(2)

To explain achievements of
ruler.

(4)

~~. ~. ~~q

'"{('<N'(Cf>

78.

f-1"'1f&~f1i1 it
%fl" ~
mm~~?

it

~-00

( 1) . f~;inr,rcm cnr ~ "lffiJf ~ if

(2)

~if I

To compare two dynasties.

(3)

~~qlt~~it I

(4)

To teach ancient history.

( 4)

~ 'lffiO ~ ftmul' if I

Locating a place on the map is

assoCiated with
(1)

Knowledge

(2)

Comprehension

(3)

Application

(4)

Skill .

Children have little exposure to laws,

therefore, while discussing laws, it is
important that teacher should
(1)

explain all the aspects of laws

very clearly.

(2)

giVe as many examples from

fa~iliar context.

(3)

discuss about juvenile laws only.

(4)

create fear regarding -laws.

79.

80.

~ q,1 ~ q,1 01lT&IT

(3)

htt

80.

For which of the following a time-line

would be best suited for ?

p:/
/go

79.

q~

Disaster Management, History,

Political Science and Values
Education

(1)

~' ~' ~ ~

q(l\Cj{Oj

e rs

(4)

78.

~ Qiq_<N<Il ~ 2005 cf> ~~

ml!lf'1<t ~ w fll"'ifJtct> fcfflR Cfl1
fCltii<ICi'f<'! f-1"'1f&~f1i1 .q ~ f<f;;:f ~ ~ ffi
"'"RT~?

sh

. (1)

77.

.ne
t

At the upper primary stage, according

to NCF-2005, the content of Social
Studies will draw its content from which
ofthe following subjects ?

fre

77.

"'Hf'i!:4WQ~'Cf>l-wRn:imunt.

(1)

w-:r'#

(2)

~'#

(3)

~'#

(4)

~'#

~'<fiT~~ -.rsn q;lf ~

m t.

~~wqfhOii:it ~~ ~

"'t\'ii'il'{\Jl tf<f>fmrcn
(1)

~~~~aTI~~"Cf>t I

(2) . ~ ~
~~I
(3)

'#

~-'#-~

~~~'#~~qlt
~~I

(4)

"Cf>J~mtf~~q;t I

A Social Science teacher must employ

which of the following methods for
being effective ?

~~ld~,~f-1'"'1Wtrual1lf~~
mM~~lfMt<ft~.-?

(1) Increase engagement of students

by
thought
provoking
and
interesting activities.

(4)

Assign pr(ljects to be done at

home so as to involve parents in
the studies of theit ward.

(1)

democracy has its roots in India.

(2)

republics flourished m ancient

India.

(3)

anti-colonial struggle
major influence.

(4)

Indian Constitution is the oldest in

the world.

had

Group activities, excursions and

summative assessments

(2)

Complete coverage of course,

information centred teaching and
summative assessments

htt

(1)

(4)

(3)

Learning objectives, learning

activities,
formative
and
summative assessments

Aims of education, new teaching

method, board exam

"m!TaTI

mt~~~cf>~cm

~~m?;~nt~~

(4)

lWIT-flrnr CfiT ~ ctt

-q flf"'4f~l1

'<fiB~~ qfN"1'11 ~ I

82.

flfatll"'l

'Q'f ~ "Cfi"fff ~ ~ "'~'tii!'fll

fcti~ ~ qffi~lf~q:; qfh:lll4lfctT ~

"l1'1fct> msr "~''''!<'iCfi

83.

n 'fit" f.ti :

(I)

~qft~'llmf-qt I

(2)

~ 'l1ffif -q lJ'URi:r ~-~ m ~ 1

(3)

aqf-1~'<1 "' ~
llro~~ I

(4)

~ ~ ~ q;r
~~I

its

Outcome oriented student learning model in Social Science will focus

primarily on whiclil of the following?

~ ~ CfiT

q;r ~ cr;t:r C!iBT I

fre

In a discussion on Constitution, it is
important that it is discussed in
historical context so that students
become aware that :

(3)

(2)

Award grades in a lax manner to

boost the confidence of slow
learners.

p:/

83.

~I

Increase the knowledge of

students by taking tests on every
Monday.

/go

82.

~q;r~c);-"llfu~

e rs

(3)

fctiiHlfl"'Cfi cr ~ ~ ilRT

(1)

sh

(2)

~ fflnf"'Cfi fcmR" ctT fufarcnr am~~

81.

.ne
t

81.

(40)

ffl"'lf-i~Cfi fcmR" lT 4RUII"'

ari'WT"'"

~ Pi'"'1f(i1~(1

q;r lfl"

"fiORl

amufu:r fmmfi
lT ~ ~ 'Q'f

JW!If>ICfi nlf'Q'f~Wrr?
(1)

"fllW ~. -w:rur ~ ~
.~.

(2)

~r

-q

~.

41~4st>"' q;r ~ ~
~

fimul

~~

(3)
(4)

~~~~
'
,

(41}

(2)

(3)

(4)

85.

(1)

raising
students
awareness
through critically exploring and
questioning of familiar social
reality.

(2)

nationalism

imparting
knowledge.
developed countries.

<tiT ~ fll'"llf"lct> ~

(3)

ll {I "?1 <m I

qft

(4)

fqCf>f*!ct

85.

"lHCf>l'l.l ~

l ~qft -g1;ft ~fcn

fre

~~ctil~~"RR~
~ ~ <i~q:,]on

all regions and social groups be

able to relate to them.

(3)

different textbooks are available

for different regions.

(4)

<tiT

~tfnfcilfkilct

'Cf>tl

(3)

/go

fcrci;rn

m~ fttftt!Qril'{"l ~#~-~

~ fc:tc:ufc;ct ~ ~ 'i!

&rn ~

w1

fll'"llf"l<t>

CfiT

&Rt

~m1
31WT-31WT

&rn

~ ~ 31WT-31WT

~-~~I

86.

~ Ql<!_~il~l ~ 2005, ftl'ilfJtCf)

f<mR ~ .q. ~ ~ mam?.1<1T q;y

f.:t"'if<"\f&ri .q. " ~ ~ ~ fucr ~
~t?

(1)

Criticise political decisions

(1)

'(1"14Rlct> Rut<:IT em-~

(2)

Analyse socio-political reality

(2)

(3)

Retention of information on sociopolitical situation in the country

'HI'"llf"1Cfl-{1'>14foct>
fc:t<-itifol

(3)

(4)

Present knowledge about socio

political principles in a lucid and
concise way so that students
remember them easily:

htt

'Cf>T

~I

(2)

p:/

'qJCRT

m ~ 0Tit ll

controversial issues are avoided.

According to NCF 2005, the aim of

education in Social Science should be
enable student to

CfiT

fcf;<rr~ I

(2)

(4)

86.

'30l'Cf>\ "11'1 Cf> ORT<IT ~ I

about

they reflect government views to

make children a good citizen.

3l1Mlil'11i""lCf> ~ ~ '3"1' -qr w-1

(1)

(1)

<tiT m-er -q m qrffi ~m

~ <.RCil<rr ~ I

In a pluralistic society like ours, it is

important that textbooks should be
such that

~fcn

making students familiar with

happenings in the world around.

inculcating
students.

~-Cffii <liT ~ ~

fcmR

ers

(1)

84.

.ne

The content of Social Science should

aimat

sh

84.

(4)

Cli'RlfCICflctl

CfiT

em-

fli'"llf"lct>-m4foCfl W1fu ~
~ll~'Cf>T~
<1"1-lfo<t> cr fll'"llf"l<t> f*!Olil'fi'i ~ ~
-q m'1' <tiT fl {("'ct'"l fclfu ~ m:qct' 'Cf>r-11'

-~~~~~
~Cl>C~~ I

The Civil Rights Movement was

started in the U.S.A. to

87.

(1)

African-Americans.

(3)
(4)

~ .-q PII'I~Cfl an~ atl><itM

~TT<rrerr

. (I) ' demand for fundamental fights for

(2)

lf.ll.

~-~

ers
.ne
t

87.

(42)

~ C!ft l=ITrf ~ I

demand for equal fights and end

to racial discrimination.

(2)

demand for voting rights for

women.

(3)

demand for social security for old.

(4)

w:rR ~ ~ ~ ~ q;f WW<f

coR C!ft l=ITrf ~

~* ~ ~ ~ C!ft l=ITrr
~I

~ ~ ~ ftl"''lf"1Cfi ~

C!ft l=ITrr

~I

How a Chief Minister is chosen ?

(1)

(2)

88.

By the President of the party

which has got majority in the
election.
By the MiA's of the party which
has got majority in the election.

(3) By the President of India on the .

advice of the Prime Minister.

90.

Which of the following s_!Iows gender

stereotyping ?

-q ~ m1<f coR qrffi "t11iT ~

~am

(2)

-q ~ m1<f coR qrffi "t11iT

~~am

(3)

*"

~*"~llr~~~

am

(4)

89.

~ 1lr ~ ~ ~

-rrcRr C!ft
am

f-1Af<"tfuil'1 -q ~
~~t?

"Cflt.:r-m fMIf!_("'Cfl

M:SfCfl<li~~~~~tl

Girls are more talented than boys.

{1)

(2)

Girls can do only household

works.

{2)

(3)

Girls can do all type of works

which a boy can do.

(3)

M:SfCfl<li 6-f m q;r<:jl em q;r ~ t

iill.~~"Cflr~t I

(4)

Girls should get equal opportunity

as boys ..

(4)

M:sfct><il

/go

(I)

p:/

89.

By the President of India on the

recommendation of the Governor.

(I)

fre

(4)

'!t.O!Oioi:ft CfiT Tf'1<' ~mort ?

sh

88.

In a democracy the media plays a very

important role in
(I)

providing news and discussing

events taking place in the country
and the world.

M:SfCfl<li ~ tR ~ cnTii-~ "Cfi\

~tl

em

f-iwR-1
90.

*"

WTR

arc:rw

MlCfirl~ -q ~~ ~ "if''\'i4'{ul ~
f.:rlmft
~.,...,..

(I)

afu-

31ft mm-

*"

;;nt

-q

~ ~ qrffi ~-m 1lr

Cf>R"Jf

"'tfClt

(2)

<rni*

(3)

telecasting cricket events so that

people can watch sitting at home.

(3)

~ ~ ~ q;r ~ q;r-:rr

(4)

providing
many types
entertainment materials.

(4)

htt

advertising goods so that. people

can buy goods of their choice.

(2)

of

q;r ~

~ ~ C!ft

coR -q

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sh
ers

.ne

(43)

fre

Candidates should answer questions

from the following Part only if they
have opted for ENGLISH as
LANGUAGE- I .

. ~ f~k1f<1f{Sf(1

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p:/

fq Cf)~ ah)\tfi TfiT mI

(44)

He continues : "One of the reasons I like

that is that you can immediately see ways in
which you could make it more likely that
teachers talk about teaching."

94.

p:/

/go

93.

The role of mentoring was vital and

suggested that more schools could send
teachers out in small groups to learn from
colleagues in other schools.

htt

He said : "If this were widespread

practice, if people were to attend to their
butterflies, the outcome in terms of teacher
morale and teacher satisfaction would be
positive. We all agree that professional
development is the vital ingredient".

(1)

using technology

(2)

without technology

(3)

through a students' survey

(4)

interviewing each other

'Teachers talk about teaching' means

that they

fre

Sir Tim then encouraged schools to focus on

activities .that were low effort but high impact,
describing them as "butterflies". Some
. examples he gave included rotating staff
meetings around different classrooms with the
host, at the start, describing the room layout
and displays, or discussing other teaching
techniques and approaches. With modem
technology teachers could observe their own.
lessons and then. when viewing them back,
decide whether they want to shar:e them with a
mentor.

92.

In the mode suggested by Sir Tim,

teachers may self-evaluate and selfreflect

ers
.

Renowned educationalist Sir Tim

Brighouse, observed that an outstanding school
has four factors that are visible. "Teachers talk
about teaching, teachers observe each other's
practice, teachers plan, organize and evaluate
their work together rather than separately, and
that teachers teach each other."

91.

(1)

make some suggestions

(2)

discuss their own practices

(3)

criticize one another

(4)

freely change opinions

sh

Directions : Read the given passage and

answer the questions that follow (Q. Nos. 91 to
99) by selecting the most appropriate option :

ne
t

PART-IV
LANGUAGE-I
ENGLISH

95.

'Low effort but high impact' in this

contextimplies that schools
( 1)

pay teachers a lower salary

(2)

extract more work for the same

pay

(3)

decrease the work load and salary

(4)

create opportunities within the

system for development

In this extract, it is observed that

technology supports teachers to
(1)

improve students

(2)

conduct meetings for teachers

(3)

follow-up/remediation
for students.

(4)

self-diagnose their practices

activities

Here, 'visible' means

(1)

seen

(2)

obvious

(3)

~ppealing

(4)

bright

(45)

. You're growing so fast it sends me a whirl,

With misty eyes I ask, Where's my little girl?

'Rotating staff. meetings in the class

rooms' permits teachers to
(1)

be informal with each other

(2)

miss some of them

I know sometimes to you I seem harsh and so

unfair,

(3)

share their own practices with

others

But ope day you will see, I taught you well

because I care.

(4)

keep busy all the time

The next few years will so quickly fly,

.ne

96.

99.

( 1)

describing

(2)

mentoring

(3)

discussing

(4)

teaching

teachers who dress like butterflies.

(2)

visiting schools to socialise.

(3)

knowledge teachers gain for job

growth.

(4)

schools
teachers.

control

( 1)

the dress code

(2)

a practice of staff interaction

(3)

changing schools

(4)

going to classes in rotation

their

p:/

Directions : Read the given poem and answer

the questions that follow (Q . Nos. 100 to 105)
by selecting the most appropriate option :
As I Watch You Grow

Do you know how much you me~n to me?

htt

sh

( 1)

"Butterflies" here refer to

You'll always be my source of pride, no matter

where you go.
You must stand up tall and proud, within you
feel no fear, .

The talk by Sir Tim is about the

who

As you begin your growth to womanhood, this

fact you must know,

For all you dreams and goals, sit before you

very near.
With God's love in your heart and the world by
its tail,

fre

98.

A
synonym
for
the
word,
'counselling', from.the passage is

/go

97.

ers

With laughter and joy, mixed with a few tears

to cry.

As you grow into what you will be.

You came from within, from just beneath my

heart

It's there you'll always be though your own

life will now start.

You'll always be my winner, and victory will

prevail.
For you this poem was written, with help from
above,

To tell you in a rhythm of your Mother's

heartfelt love !
KayTheese
100. 'Do you know how much you mean to
me ?' is a
question.
(1)
rhetorical
(2) restrictive
(3) convergent
(4) divergent
101. An antonym for the word 'harsh' is
(1)
severe
(2) mild
(3) gr1m
(4) clashing
102. In the expression 'It sends me a
whirl', 'it' refers to
(1) travelling far
(2) growing up
(3) new experiences
(4) the real world

(46)

103. . To 'sta~d up tall' is

. 107. Exemplar for homonym would be

growing up healthy .

(2)

be taillike the boys

(3)

being fearless

(4)

getting ambitious

(1)

aisle/isle

ers
.ne
t

(I)

(2)

beer/bear

(3)

stale/stall

(4)

stock/stoke

108. Which is a lexical word?

104. The phrase 'the world by its tail'
means to
(1)

be a good follower

(2)

overcome challenges

love

(2)

IS

(3)

the

(4)

might

109. While learning about the passive voice

form, students learn about

sh

(3) face one's enemies

(4)

(1)

to avoid challenges

(I)

friend

(2)

daughter

(3)

mother

(4)

girl

(2)

position of verbs

(3)

position of nouns

(4)

/go

110.

Directions : Answer the following questions

by selecting the most appropriate option :

106. A person sitting behind you in a

cinema starts talking on the mobile
phone and you want to tell him/her to
stop. Choose how you will make the
request.

htt
p:/

use of'by'

fre

105. The poem addresses a

(I)

{1)

"Stop talking so loudly !"

(2)

"Please don't use the mobile

phone inside the theatre."

(3)

"<;::an't you not use the mobile

phone; please ?"

(4)

"Could you possibly stop usmg

the mobile phone here ?"

use of verb form

Students

can

leave

the

school

premises at 12.30 pm.

Students ought to leave the school
premises at 12.30 pm.

The two given statements can be

differentiated by drawing students'
attention to the
( 1)

differences in the arrangement of

words

(2)

meaning

conveyed

by

the

modals/verb modifiers
(3)

the roles of the subject and object

in both sentences

(4)

absence of change in the verb

,form

(2)

understanding

(3)

application

(4)

evaluation

112. The process

consists of

of word

formation

(1)

compounding and\ affixes

(2)

opposites and meaning

(3)

verbs and nouns

(4)

using synonyms or euphemisms

113. When reading, to 'decode' means to

an action used in ICT

(2)

solving a complex puzzle

(3)

to analyse and understand

(4)

understanding a foreign language

p:/
/g

114. Speaker 1 :'We had an enjoyable

hOliday this winter.
Speaker 2

Where did you go ?

Speaker 1

Where ?

Speaker 2

Yes, which place did you

visit?

htt

During the assessment of students'

speaking-listening
skiDs;
mark/s
would be deducted during this
exchange for
(1)

. (3)

116. If a longer piece of writing is brief,

complete, in the third person, without
digressions and emotional overtones
and logically arranged, it is a
( 1) classified advertisement
(2) memorandum
(3) report
(4) newspaper article

117. The politician had been making

promises long before election time. The
statement is in the
tense.
(1) past continuous
(2) present perfect
(3) present perfect continuous
(4) past perfect continuous
118. 'Gender sensitization' in the school
curriculum implies
(1) children should be differentiated
as boys and girls
(2) sex education from primary
school onwards
(3) respectful
approach
towards
defining gender roles
(4) promote co-education m high
school.

ofr

(1)

.ne

remembering

ers

(1)

115. While writing, 'ellipses' is a

(1) phrasal verbs
(2) semantic linker
(3) adjectival form
(4) prepositional phrase

esh

111. Which learning domain constitutes

higher order thinking ?

(47)

Speaker!

(2)

Speaker II

Both

(4}

Neither

119. Identify where the collective form is

an error: A
(1) host of angels
(2) congress of baboons
(3) clutch of ducks
(4) shoal offish
120. An exemplar of a question to 'funnel'
or restrict a respondent's answer is
(1) "What do you think ~f the
weather?"
(2) "How many books are there ?"
(3) "Tell me about your most recent
holiday."
(4) "What are your goals ?"

ers
.

ne
t

(48)

fre

sh

Candidates should answer questions

from the following Part only if they
have
opted
for
HJND I as
LANGUAGE- I.

htt

p:/

/go

-~ f~kifMPsHi <qJTT ~ ~ ~ a=tH

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92.

~~:

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t

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93.

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fc!; qft;,_qft;, m ~ qft;,_qft;,

/go

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~ ~ ""lf." ~ fcp "11-"11 ~ ~

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(4)

..

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w:rr~~~~GR"

sh

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fre

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94.

~em~

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t?
(1)

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(2)

w:rr ~ -q ~"lf'fl1<t> ~ m-m t

(3)

~~~~-qtf~

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(4)

w-m~~~t1

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f.rm :;ffcf <n TTt

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(2)

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(4)

~ ~ ~-~ FfCf ~.

.ne

-4

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(1)

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95.

(50)

~ 'TffiT fcti 31fr.r-GITUT llmrr,

ll'IQ" qft am-am~.

Cl'ir OR fTm fTTt fc:Rnt ~ !

98.

(1)

(2)

"'ltf>i(l('qtf)

(3)

!IHctl'<ltt>

(4)

fi~f.\Cll'<ltt>

mlRtt>"

(2)

:mflfltt>

(3)

l(IIRlRtt>

(4)

l(IIIRRtt>

~ .., ~

(2)

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(3)

~ ~~~lltfc:Rnt

(4)

~fc:Rnt

';f arir.f-if!VT ~ ~

(1)

3l1Rr ~ ~ 'tf)'{"1T ~ ~ I

(2)

~~~~~~

(3)

Cl'ir fTm;rr ~ ~ I

(4)

3l1RT

qft

TJRm

~~I

102. ~ ltiif~~t

mflffir

-gAr

am- ~

(1)

~~

(2).

(3)

Cli1fu;<r

(4)

(I)

ql;:IT WIR t I

<2>

ql;:ITll~

(3)

ql;:IT q"ll"liilltft t I .

(1)

~~-<j"J

(4)

ql;:IT ll ~."GIS" afur t I

(2)

~~-<j"J

(3)

fqq~]t'tleltt> ~-<j"J

(4)

~~-<j"J

amrmt 1

,"._

<1>

~m

(2)

~m

(3)

mmm

(4)

f.mrrm

103. ~-'\iftf' ltiiff

....

~~-~~~mmt.

htt

99.

~ Jltt>R" c); fc:Rnt

101. 41\ii<M
~~

mrr'alw~m-wltiif~
(1)

(1 )

esh

97.

~~~..~rrt?~t

p:/
/go
fr

96.

ers

1oo. trR-~ ~mmt

.'

104. ''Q'Tir 'ifi'r~ltiift

(1)

!1(4~'<l'd

(2)

3ltlfq'

(3)

"'1nf

(4)

~ ~

.(51)

109. ~ Qld,<l'il<li ctt '!<"Qhsii

~-m cneR -mft

~ ~ ~

(2)

mt~
~-~~m~aA~<tft

q;f .
(3)

~ afu" 3'ffi('lf <Iii

(4)

~-oef)~

~3#-ij,ft~~t I

~ atnrf<f C!iT

(3)

qft

(1)

et

3'ffi('lf

t?

(4)

rs.
n

(2)

2oos cfi ~

~~awRi\"~~
l'lll!lf"''Cfl R" '!R ~

tfmR_ft:mrR -q

~~'!R<m~-1

GflG'Q'g"~t~~
(1)

~*"mn"3'1'R"'~~

(2)

~311R~-ij~~\~ I

(3)

fcmTff

11TCi

qft ~ <IT q;fcrcrr ~

~am~~mnhrr~~~

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qft ann:f~tf"Cfmrr t? .
(1)
~ aw.ft ~ -q orr-~ t ~<It
~-~ ~ wm -qffi 1
(2) ~ ~ ~ ~ 1l rn-a~ *"cmur
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(3)

~ <tft ~ aJqf{qqq

(4)

molt

(4)

p:/

I '

108. ~ctt <nm' ll <6glf.:j~1

"l"il("1"1 <PT~t

*"

q;f w:ft WW <tft

forma# ll ~ ~ I

(2)

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htt

forma# <tft

*"

q;r

{iHICfiRt ~ ~ "Cfi"<RT I

(4)

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~I

112. ~ attRt ~ 'CfiT <I'm"~ ll ~ "'1ffi t

~ Q<l\Ci<(UI 1ff ~

cnfcffir-'QTO

'C6T

'Cfi'T<f 'Cfift t I ~ 'C6T ~ t

(1)

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. (3)

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.
.

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31c!m"~ I

fmR-~ qft ~ ~ mol

<tft

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{2)

liHmfr<~Cfi

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tirii"11Q afu"

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(1)

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tl

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111. ~~~lff~<tt~-~
l1' ~ ~ ctt fuuf~"' n.RTm cfi

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ftmftqft~~t'~~~

(2)

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fre
s

101.

{2)
(3)

~I
(4)

he

106. ~ $411!0111:1<6 ~lff~. ~~cf;

110. 'qllU-~<fi~ll'Cf>t.f-m"CfllR-ml t?
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SPl1 ~ m-@ "!ffi t I

31c!m"~ I

(4).

311R

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117.

f1G ii(\TCI'{IIl

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(1)

(3)

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(4)

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Tf: ~ ~

'fl ~~ amrcn ~ CfiT fmtuT

(2)

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118. ~c);~-- c);

(2)

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Cb1

f.:!11tur mm ~

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tl

hl"if(iiq;) ~ CfiT fl<ilt~

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(1)

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(3)

(4)

119.

(2)

(3)

~ cl>~ f~lSIClHI

(4)

~-*rr

oq Ict><fU ICfi f.:!<p:IT c6f ~ H Cfil'tl

"# ift

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( 1) lTR<P ~ -qr om
. (2)
(3)

Mact!Cll<fl <;_!lzCfJJU(

CITR

fcmq 3ll<il:t<tCfi<11

~ ~ ~

i'Fi~

(4)

qff;ft~~

120. ~ atiC4li<4CflHI ~ ~

<1ft

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CfiT

~~~

(1)

~ w.i-~

ll

fcmq ~ ~

~I

3ltR ~-llla- ~ ~

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htt
p

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e

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116.

iif1fur q;r

(2). 'W-~~

(1)

(4)

~ cnm

'll(

iiflfur ~ -3N-IT ~ ~

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(1)

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~cl>~q;f~~

<4)

;;lfc~HilT~ ~ <iitr ~ I . .

(3)

(3)

~I

m:ITr <iitT ~ I

115.

~Cb1~~1

( 1)

(4)

(2)

ers

~q;)~q;r~ I

t?

sh

(2)

(3)

c); 1Woi-1:r.f tl 3lN ~ lWoi <fiT

fCI:iJO!ofi c6" fcmR 3l)r Clft;r "#

~I

114. ~tliH<4

'ql1U

~qcfi~ lfRff

~m~
(1)

ffc:1

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.ne

113.

(52)

(2)

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(3)

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(4)

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sh

ers

.ne

(53)

/go
fre

Candidates should answer .. questions

from the following Part only if they
have opted for ENGLISH as
. LANGUAGE- II.

wm- ~ cqrrr ct ~ ct dfl{

cf5ctM ~ ~ ~ d'""QI~

ai!lztt TfiT m-

htt

p:/

r~Cf?(YCI

1"11tSII -

,:f<F;

II Cf5T

;,~- r:
.

(54)

121. The themes of Ravi Verma's famous

answer the questions that follow (Q. Nos. 121

paintings were

to 129) by selecting the most appropriate

option:

painter

whose

paintings .brought

momentous turn in Indian art. His works on

great Indian epics Ramayana and Mahabharata
brought

the

omnipresent

deities

to

(1)

deities

(2)

animals and habitats

(3)

natural scenery

(4)

female figures

ers

Raja Ravi Verma was the Indian King

and

.ne

Directions : Read the given passage and

PART-V
LANGUAGE-II
ENGLISH

122. He was especially able ro access

the

historical documents in the possession

surroundings of earthy world. This showed

esh

of

, excellent fusion of Indian traditional art with

(1)

European realism. These paintings influenced

literature and films. His representation of

mythological characters has become a part of
for

being

sentimental.

ofr

the Indian imagination of the Classics. His style

criticized

too

gaudy

museums

that

curate

them

future generation artists and also influenced the

is

national

(2)

certain individuals

{3)

families who inherited them

(4)

his family members in Kilimanoor

and

123. As he matured in his craft, Ravi

Verma'sskills were influenced by

Kilimanoor Palace in Kerala. Ravi Verma was

( 1)

Italian artists

brought up in an environment of "art and

(2)

Indian cinema

(3)

Ancient manuscripts

(4)

None of these

p:/
/g

Ravi Verma was born on April.29th, 1848 in

culture. At the age of seven he started painting

the figures of animals, acts and scenes from
daily life on the wall with charcoal. As he grew
up, he was exposed to the famous paintings of
Italian painters. Here he was using indigenous

124. 'His style is criticized for being too

paints made from leaves, flowers. He enhanced

gaudy and sentimental' means that his

his creativity by listening to the music of

work was characterized by

veterans, watching Kathakali, a folk dance

(1)

pale colours and sad atmosphere

(2)

unrealistic images

(3)

lacking intellectual and emotional

htt

form, going through the manuscripts preserved

in ancient families and listening to the artistic

interpretation of the epics.

depth

Raja Ravi Verma is most remembered for his

paintings of bea_utifully sari-clad worrien, who

were depicted as graceful and shapely.

(4)

strong colours and emotionally

appealing

(55)

of

old

(3)

standard interpretation
Indian epics.

(4)

unusual and rare myths found in

legends.

of the

126. Find a word in the passage which is

the opposite of 'minimized'
( 1)

influenced

(2)

criticized

(3)

.exposed

(4)

enhanced

/go
fre

127. The article is alan

(1)

fiction

(2)

essay

(3)

biography

(4)

autobiography

128. The focus is

association with
sculpture

(2)

painting

(3)

the

subject's

'settle the quarrel between each other,

without prolonged interference with the

dance (Kathakali)

duties of the hive' suggests that he/she

129. A synonym for 'omnipresent' is

(1)

130. The writer's observation that the bees

music

htt

(4)

on

p:/

(1)

The scene presented by a community of bees is

the more astonishing, the more we become
acquainted with its details. Each hive is a
commonwealth, of which the queen is
nominally the head, receiving the greatest
honour and care from her industrious subjects.
With a greater wisdom than can be claimed by
men, these creatures allow no disputes about
the succession to the throne to induce them to
injure each other; but they require the parties
themselves individually to settle the . quarrel
between each other, without prolonged
interference with the duties of the hive. Indeed,
they may be said with truth to have adopted the
advice : "Let those who make the quarrels, be
the only ones to fight."
Only one queen is permitted to hold office in
the community at a time; but while herclaims
are undisputed, she is treated with singular
respect and affection. Indeed, her presence, and
the prospy_ct of a future generation, appear the
chief motives of the insects to exert
i.i'~E
.IT>.)
themselves.

ers

(2) . untque
rendering
mythologies.

popular writing of his time.

sh

(1)

Directions : Read the given passage and

answer the questions that follow (Q. Nos. 130
to 135) by selecting the most appropriate
option:

.ne

125. In the extract, 'artistic interpretation of

the epics' means he was interested in

conspicuous

is

., .. ''(i)

pointing a bee character

(2)

observing the traits of worker bees

(2) . universal

(3)

appreciating the queen bee

(3) . partly invisible

(4)

condemning the behaviour of ill-

(4)

magnificent

tempered human beings

(56)

ambivalent

(2)

nationalistic

(3)

sympathetic

(4)

appreciative

(2)

political organisation

(3)

individuals

(4)

bees

/go
fre
sh

participants

136. Compounding is
(1)
stringing together older words like
the formation of earthquake from
earth and quake.
(2) removing seeming affixes from
existing words, such as forming
edit from editor.
(3) joining parts of two or more older
words, such as forming smog,
which comes from smoke and fog.
(4)
forming new words from existing
ones by adding affixes to them,

132. 'The parties' in this context means

(1)

(Q. Nos. 136 to 150) :

ers

(1)

Directions: Select the most appropriate option

.ne

131. 'The prospect of a future generation,'

suggests that the writer is
in
his/her outlook.

133. The queen bee has a position which

from
her
gives
her
subordinates.

(1)

disregard but affection

(2)

aggressive defensiveness

(3)

exceptional
devotion

(4)

caring support and indulgence

reverence

and

134. 'To exert themselves' means the bees

are
having influence

(2)

quite aggressive

(3)

busy toiling

(4)

very exhausted

p:/

(1)

htt

135. 'Each hive is a commonwealth ' means

the hive is
(1)

over-crowded

(2)

has a queen

(3)

self-governing

(4)

without a leader

like shame + less + ness -+

shamelessness

137. Constructivism is a theory where

students
(1)
study a variety of dissimilar
samples and draw a well founded
conclusion.
(2)
form their own understanding and
knowledge of the world, through
experiencing things and reflecting
on those experiences.
(3)
are facilitated by the teacher and
use a variety of media to research
and create their own theories.
(4)
construct their own learning aids,
gaining
hands-on
thereby
experience.
138. E-learning refers to
(1)
acquisition of the mother tongue
(2)
learning English language as the
first language.
(3)
use of electronic media and
information and communication
technologies
(4)
a language course for foreign
languages

(57)

(1)

break - broke

(2)

train

- trainer

(1)

(3)

walk

- walked

(2)

a poem

(4)

happy - happier

(3)

a paragraph

(4)

a statement

students' interests

(2)

teacher's subject competency

(3)

course content

(4)

educational technology

means
assessment
141. Standardized
_ _ _ assessment.
(1) formative
(2) summative
(3) frequent
(4) alternative

147. The following is a conditional sentence

(1)

I have to go to work.

(2)

lfthe sea is stormy, the waves are

high.

(3)
(4)

Shut the door.

It's a sunny day, isn't it?

148. Communication
technology
that
enable
sharing
of educational
resources within an institution
(1)

internet

(2)

intranet

(3)

telephone

(4)

audio-video cassette

fre

142. In the word 'flower', the phonetic

transcription is
(1) /fleur/
(2) /fl::eur/
(3) /flauer/
(4) /flour/

ers
.ne

( 1)

/go

143. The Gathering skill while reading is

( 1) note-taking
(2) note-making
(3) puzzling out
(4) analysis

p:/

144. Multiple choice items consist of a

( 1) set of questions
(2) options to choose questions
(3) sequence of grammatical errors
(4) stem and a set of options

htt

145. Abilities for adaptive and positive

behaviour that enable students to delll
effectively with everyday demands
and challenges are
( 1) multiple inti::lligences
(2) learning domains
(3) life skills
(4) learning methods

an essay

sh

140. A subject-centered approach is where

learning experiences are organized
around

146. A self-contained unit of a discourse in

writing dealing with a particular point
or idea is

139. Examples of irregular verbs are

149. Encouraging the student to love the

world and to imagine a peaceful
future; and caring for the student and
encouraging the student to care for
others is
education.
( 1)
(2)

distance
academic

(3)
(4)

values
vocational

150. A communication technique that

requires the listener to feed back what
they have heard in their own words, to
confirm the understanding of both
parties, is
listening.
(1)
(2)

active
appreciative

(3)

informative

(4)

passtve

(~8)

sh

ers
.

ne
t

'

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Candidates should answer questions

from the following Part only if they
have
opted
for HINDI
as
LANGUi\GE- II.

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~ f;:p41f(1nS(ff_.~

ct ~ ct atH

~CIM ~ ~ ~ 3~l~ \UtH - II Cffi

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p:/

fqcn~ ~

TfiT

mI .

(59)

cqyrr_v

~-II

m : ;ft'<f ~ "111{ -rmm q;1 ~ m

~<fiT~~:

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121. ~ ~ ~ ~

. 'CfR'fft?

<t>4-il"

(1)

~f.:roffi~t I

~~~~~t ~~~~~

(2)

~~~t I

mm t

~ $t ~:

~ q;f f;ro' ~

Tfifrr

an ;;m:rr

~ ~ ~

~t. ~~t~~~~w.rrtcre

3fu" WFIT .q ~ OR1GRT ~

~ ~ ~ ~

m~

~~

foRT ~ cmur ~ <rr

ClllfdfCI<t> qft ~ ~

qm;qf-!Cf>"

cmur ,.

fq;r

~ ~qqif"lo <rr &o Cfir-IT ~

/go

~~~1ft TR'10 Cfilli ~ qft ~ ~ ~ t I

~ow~ ~~t~~~-am

am ~<fiT fu<t>rr ttt "'l"ff t

(4)

~c;us~"ll~t I

122. ~~'Cf>T~ mcr~t~

(1)

1~ mH ~ ~

~t. ~~~~"ffirifw~~~

(2)

p:/

3N-'ft '4J qft ~ ll

(3)

(4)

1 ~~~'ERT"llwornr~~<ii4"

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~ ~ ~ ~ ~ ~ 1R ~<fiT 3l'I1TCiJ"

3fu" ~ ~ ~ mt(f OR "ffif t 3fu" ~

q;f ~ CfiRUIT ~ &o ttl=rr ~ t I

~ffi&Jf"ll

~ q;f ~ ~

~ ~

'qlCf

3fu"

CfiRUIT w iT ~

~q;f~~~l

~ll3l1Wl"-~ttl=rr~ I

123. ~ ~ .qr ctT T~TG .q t1

<fiT wf~WJ

~t.~
( 1)

'41 ~ ~ ~ liT9' "Cf>ft -miT

tJ
(2)

'41 iT

-mftt

~ ~-~

"Cf>ft

(3)

'4J~l00Wmqftfi~t

(4)

'4l~~"llwmmt

~. ~3fu"~~t ll{ffif~~.q
~~~il~wrqft~TTRifmm

.q $t, ~.
rr.ft" ~ I

3lRT~ I

..

q;Jt ~-~ ~ ffl, ~-Q:m ~ .q ~~

~ OW <fiT '4'ilT fi::rffirr t I ~

~
t11~Cf>t11

3fu" ~

~~~f.:roffiaNR~WmH~t. ~

3RT?.f

~mH~qft~~-rnft I

fre

am m;IT ~~ $t ~ t.rr. ~ ~ ~.

'Q"''"

(3)

sh

'I1U WT'I'Cf

qft

ers

'W'RT -miTt~~

~ '8~&lf"ll

124. ~-m ~-~ ~ ~-~ ~

. t?
(1)

~. ~. 3l'I1TCiJ"

(2)
(3)
(4)

~. 3l1Wt, ~

f1Fr

(60).

12s. ,~, ~~m'Cil'ffivroxrt

tfT %-, om ~ 1't oml Wf ~ t

<\T

Cfif"f

t fcn wr-f c:nT w-rr 9 ~ fcn ~em ~

-;fur

(2)

~I ~-;t~1p~itWrr~~fcn~

(3)

(4) .

~. ~ em

.ne

(1)

C!'lR co1 omr 'l:2iR ~ ~r

~~Cf>'T~tl

(1)

(2)

wr-f co1 q;c;rr ~ ~ mm "'T -m ~ 1 wl

OffiRf t fcn ~ ~ ~ t, ~ ~ oiffi >!fuw11
it~~~ ~ I wiT O!TI"1l-q' ~ "l1f-1 Wf ~ ~
~~nmm(i it ~ ~ ~ 1 ~ ;m;ncrr wr-f ~

(3)

w-1

(4)

w-1 .q't J:I'I11Cf ~ ~ I

ers

126. ~<fifi;n:rHr f<l!ll"'UI vroxrt

esh

m mn:r ertt

121. ~ <fl ~ an<fiQCfi

~t\ill

cf> ofRr ~ ~,

129. ~ artnti'tl<-114 #<t<IT ~b

(1)

(1)

~~~tl

(2)

~rsm~r.mt

(3)

~~t I

(4)

~~01~RT ~lfCffi~IIC'1l ~t I

'IWlUT

-q: ~ ~ t,

(2)

ofr

(3)

'IWlUT ~ ~

://g
~

'IWlUT

-q: ~

-q: ~ ~ mm- ~.

(4)

'IWlUT ~

mm- t

C4111l<114
1

C4111l<:114 ~

(2)

~cp'f~q;r~~ I

'CfmiTt?

(3)

3WWTCf>l<nr~fu ~ I

(1)

(4)

~~I

(2)

~ "1HCf>Hl

(3)

~~w-1

(4)

<r~

130. ~ ~ ~ qft;;.m m<:r ~

~q;r~~:

<!R' ~ wR .*" Wl-Wl .wmt .qr t, ~

cm1l<114 .qr ~ t mon#~~ co1 ~ ~

131. ~cfi ~Cf<IT ql\f<l'{ul t?

~-wrr~ ~~'IWlUTm~~~~.

(1)

Wf1T

wR cf> ~ ~

(f)

'1:2iR~Wf.IT

off.& c);- 11m Cffi" ~ ~ f;R:ffi

(3)

'1:2iR~~~~~

.. em- wiT rt omU q;r ~ f-1Cfli<1Cfl< f i ~ q;f

(4)

~~w;:rr

lfti C4111l<114

~~~

~ .q't ~ ~ I

mm-

~~

~~I

~: ;:fN~~~CfiT ~~~

C4111l<114 ~

(1)

mm-,

llwr.rr ~~m~t

128. Fc:lt~iM<'I'i # ~ ~ ftTo:rr %m q;mJT ~

htt
p

C41111<114

t.l

mm-~

Cl'ir-IT

~ "1Hct>Hi, ~ ~

~)

132. 'wR~~~~ 1fi~t I'

C{lCF.I't

137; Cll$'""""'~ ~ oqm_~ qft ~ ll ~

!01~'1<".11i1Cf>

(1)

~~Tff

(2)

c2)

*~ p:llf"'' Cf)

(3)

~f-'1~il41i"iiCf>

(3)

~-ptrr

(4)

(4)

~~Tff

amtom ___ t I

C{1CF.I'

~~~'qt"~ amrrrr

(2)

~Mli

(3)

(4)

~"Uti

134. ~ "Cf>Tmq-~t

'T'f+w

'(2)

~.+w

(3)

'T'f+31P$

(4)

~+

~~I

(2)

~~*~I

(3)

(4)

a:lf-'1<".11~11: ~ ~ -}ffi;-mo ~ 1

135. ~~llif.a'Cfft 'Cf>t.f-m q~fCI'{ui . ~ ~flct>Pi!G: q;r ~% I

(2)

~-~ffc~>nrrr~~t

(3)

~ fcrnm" q;f qtf 10[~ -;;m:if

(4)

~~~~~tl

p:/

( 1)

f.mr:~~~PI

htt

136. -qo;:r ~ ~ arl''!Umf t

* ~- * ~

~I

OR

139. oqm~~~"CfR"ft~

3lT+W

"Cf>T~t?

(1)

/go
fre

(1)

138. oqm'Cfft~-~~~~~~-;;tt

sh

(1)

.mr:~ trr

ers

133. W~-~ oT

.ne

(1)

'qt"~fcr:nt?

(1)

~Cii't~cr;rfrnrrt I

(2)

'I1J1SIT-a-1 qR4Cf<:1111 q;f ~ t I

(3)

~t I

(4) , fmc~;" Cli't q;t:fi

em ~ t

140. ~ tm"~~ <fiT~~~

"Cf>r.tT ~

t?

(1)

~-~

(2)

(3)

(4)

~~

141. CiOIICfi~Oi

~ ~~

cnl

~ qft

~"Cf)J~

(1)

~-~Cii't~

( 1)

(2)

~ q;f 1WIT

(2)

~ -q<ffi' m11ri't ll ~ "'Rl ~ I

(3)

~q;f~

(3)

fOI{;t~M ~~"'RR~ I

(4)

~~

(4)

~atcnTcr;r~~ I

~ ll ~ ''IT'11"T.Il~ I

.(62)
146. ~<il'!'fi~Uj~~~f ~~~
(1)

T'ffi:~t

alifWcf;~~~~t

T*;:~tl
~tl

(1)

~ cf>~-~ 1:fOOur

(2)

~ Cfft 'qj1Sff~

(2)
(3)

(3)

~ *"~ :~ c);1:f00ur

(4)

(4)

~ Cfft ~~ *"m\-~

m Cfft &l11ffi"

~-fOOur ~~ ~ ~ q;fu;,

~ "CflT ~<!Pr WlT ~ I

dt3tFRHl<l

t-m-r

~ "CflT

-w:Wr

~-fOOur

<l ft:Ri1T

Wll"!RT.

'CflT ~ ~

,,.

(1)
(2)

W<n c); ~ 3l;;f.:f'cf> ~ ffi?:

~ <'111'1161{01 ~ t 1.

(3)

/go

144. ~ Cfft ~ ll ~ 3fCiim" 1Ffi" :riCfi\'<1'11 I

cf>

~ mr ~f$l$1Cfi ~--w:Wr ~ 1
~ ~ fcR:mr ~ ~-Cfi"l1t ~ I
~-fiwul

Cfit.:r m

fi;rQ- atMTT-3Will ~an cf>

R;;ft ~ *" amTR' ~ ~

~"1Wi1<'1

1Ml1 ~-am Cfft ~ ftrffi<r ~ cf>

~~

<RW

~~~-~~~

148. ~ ~IIQf'ICfi ~ w

fre

(4)

(2)
(3)
(4)

q;y~~t?

~tl

(3)

~ mr 1f~<l'il11 ~--w:WT ~ 1

sh

~ ~-fOOur ~

(1)

ers

t?

(2)

147. ~-~cf>~ ll anqcl;fi;nr ql\'i4\{u\ t

143. ~-fiwul cf> ~ # 'Cfit.:r-m ~ ~

(1)

c); fi;nrm ~

.ne

142. ~ll~q;f~~:

-w:WT

"Cf)f

~ *" ~ 'CflT ~

Cfft

&l11ffi"

"Cf)f

~I

~' <:11<t>1fCffi<i'i
~

"Cf)f

-w:Wr ~ Cfft Wifu

"Cf)f

3ltt

~I

(4)

q;fu;, ~c);~~ I

~~t ~~~~hmilt?

(1)

~'Cflf~~c);~ I

(2)

Cfft ~311 Cfft "11'1CfiR'l

p:/

~*"~I

(3)

~<PT~~*"~I

(4)

fOOur

'CflT 3lfuCfi' ~

GR'Rcf;Wro:

145. 'f.SfoJ iNl<W <tif''tiotu fct;ri t

htt

cr

&FR11'11'{ul

149. - - c); <~tf!'IR'*I f"'"'1f<"'f&(1 410C4sM

"
'tWII+il fit><OIICfiMIQ ~ ~ ll 't1l\14<fi
~~tl

(1)

(2)
(3)
(4)

~-ClUR

'll'IOl 'CflT ~ ~
7ftff

150. ~~-~q;y~t

(1)

'QO"f-3WlffiT ~

(1)

Gl<"''{ciCfi ~ I

(2)

~-3WlffiT~

(2)

~~"t.rr I

(3)

TfURT ~ 3WlffiT ~

(3)

qrq.f

(4)

<ITffi ~ 3WlffiT ~

(4)

TJlllfu' ~ ~

3l'l<l'rn I
I

(63)

SPACE FOR ROUGH WORK

htt
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ofr

esh

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t

llli"~cfr~~

(64)

~
~

~<i"IG~ ore:ffi ~ ~ ~ i I

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.

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 Ca:rd inside the examination hall/
room.

Each candidate must show on demand his I her

Admission Card to the Invigilator.
6.
7. No candidate, without special permission of the
Superintendent or In vigilator, should leave his I her
7.
seat.
8. The candidates should not leave 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 not signed the
Attendance Sheet a second time will be deemed not
to have handed over the Answer Sheet and dealt
with as an unfair means case: The candidates are
also required to put their left hand THUMB
impression in the space provided in the Attendance
Sheet.

6.

9.

~ ~ ~ '1:i "'liT ~H'{cl'li wWr 'fit, ~

Use ofElectronic I Manual Calculator is prohibited.

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

Regulations of the Board with regard to their conduct
in the Examination Hall. All cases ofunfair means will
b.e dealt with as per Rules and Regulations of the
Board.

9.
10.

~~~CRT<fr~ I

~l~<r:i#~~~~q
~cor~m~~~-<r:i#~ 1

~am

12. On completion of the test, the candidate must hand

over the Answer Sheet to the Irivigilator in the
Room I Hall. The candidates are allowed to take
away this Test Booklet with them.

~~#~em-* fucrr<r fcnit

mcit~~, ~<!TiH~fMf!Sit1, CfilTT'ifcit~,

~. ~'1iR, ~<'l<t<;;lf1'h ~<rrfcnit .aA m
cit~ cor~ ;;;r;t <rr ~ q;B cit~~ t 1

~ ;;;r;t liT~~. ~cor

:oN-IT

~-m

~I
~<rr~citfcmq ~~f.RrC!ilt~
:oN-IT~ ::f Wit I

~~cor 3l'RT~ '1:i ~ f.Rr ~ ~-<r:i

llr~~fcmf.Rr~~~~ I
~ fcnit ~ ;f ~ mr ~-<r:i liT~~
Fcmm~11RT~~~~<r:i::r@~t
~ ~ ml:Ff "'liT lWW!T 11RT ~ 1~ami\

aw.r

OI'Tifw.r ~ ~q;J f.:mR ~-mf tl fur Tllf~

w~wrrifl

~<"i<t<;;1f1<t> I l\~illfMi1 4R<t><"''li "'liT~~ i I

-~# ~*~~<ITt*<OOf.r<rl:it~
~am f.1qfl:R;

#.

1~ ~ *.00 llfl'l<'ij "'liT

~ -.rrt~f.r<rl:it ~ ~ ~ ~mr 1

il. No part of the Test Booklet and Answer Sheet shall 11. fcnitt~Tffif
be detached under any circumstances.

*"

fcnit '111 qf{fo~l?&1 .q ~. ~ ~ ~ '1:i

~ <rr ~ .q f1Rm cit~ cor~~ llfu:rr

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5.

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.

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;fu;f~ ofu;r ~t.:r ~ ~ 1~mr~ ~ ~

3.

p:/

OMR ~<r:i~~-21K~~<plcorit~(9"W

The candidates should ensure that the Answer Sheet 2. . ~ '!jf1filili1 q;t~~~<r:icor~::r~~~
is not folded. Do not make any stray marks on the
liT CfiTt 3A f.rnR ::r wrr(t I ~ ~ 3iilfi4i'li
Answer Sheet. Do not write your Roll No. anywhere
~<r:i#mtful~~~ ~::r~ I
else except in the specified space in the Answer Sheet.

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~~~~~~'<lT{~#~w~~~

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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.

2.

4.

- --

f"1'"1f&tf&l'1 ~ ~~"qj:

FOLLOWING

1.

THE

ers
.ne

READ CAREFULLY
INSTRUCTIONS:

::r'Cfit I

~ ~<r:i "'liT Cfi!t'l11lT .3WI1T

12. . ~aulf'PA6HW, ~ami\~ I~~ lf

lfi

~ mt ~-RillflCn C6T ~ ~ ~ 1

mfm'P.fl

~ mer PI Wli1T ~ <M ~ ;;rr wri

P-II (Set-P)
MATHS & SCIENCE (Q Nos.31-90), ENGLISH L-I (Q Nos.91-120), ENGLISH L-II (Q Nos.121-150)

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P-II (Set-P)
SOCIAL STUDIES (Q Nos.31-90), HINDI L-I (Q Nos.91-120), HINDI L-II (Q Nos.121-150)

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