Main test booklet

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This booklet contains 56 pages. PAPER I /~-WI T.:;:;ooklet;::e
Test Booklet No.
llil!IIT~~
"'~h '!"' ~ I MAINTESfDOOKLET/'l"'•'JII-1 AIDo not open this Test Booklet until you are asked to do so.
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Read carefully the Instructions on the Back Cover ofthis Test Booklet.
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INSTRUCTIONS FOR CANDIDATES
1271801
I. The OMR Answer Sheet is inside this Test Booklet. When 1.
you are directed to open the Test Booklet, take out the
Answer Sheet and fill in the particulars on Side-1 and
Side-2 carefully with blue/black ball point pen only. ·
2. The test is of21Jtours duration and consists of150questions.
There is no negative marking. 2.
3. Use Blue I Black Ball Point Pen only for writing particulars
on this page I marking responses in the Answer Sheet. 3.
4. The CODE for this Booklet is A. Make sure that the CODE
printed on Side-2 of the Answer Sheet is the same as that on
this booklet. Also ensme that your Test Booklet No. and 4
·
Answer Sheet No. are the same. In case of discrepancy, the
candidate should immediately report the matter to the
lnvigilator for replacement of both the Test Booklet and the
Answer Sheet.
5. This Test Booklethas five Parts, I, II, III, IV and V, consisting 5.
of 150 Objective Type Questions, each carrying I mark :
Part-! : Child Development and Pedagogy(Q. I to Q. 30)
Part-II : Mathematics. (Q. 31 to Q. 60)
Part-III: Environmental Studies (Q. 61 to Q. 90)
Part-IV : Language 1- (Englishil:lindi) Q. 91 to Q. 120)
Part-Y : Language [J. (Engiish!Hindi) (Q. 121 to Q. !50)
6. Part-IV contains 30 questions for Language-! and Part-Y
contains 30 questions for Language-11. In this Test Booklet, 6.
only questions pertaining to English and Hindi language have
been given. In case the languagets' you have opted for as
Language-! and/or Language-11 is a language other
than English or Hindi, please ask for a Test Booklet
that contains questions.. on that language. The
languages being :answered must tally with the
languages opted for in your Application Form.
7. Candidates are required to attempt questions in 7.
Part -V (Language-11) in a language other than the
I
one chosen as Language-! (in Part-IV) fr.om the list of 8.
languages.
8. Rough work should b<l done only in the space provided in the
Test Booklet for the >arne. 9.
9. The answers are to be recorded on the OMR Answer Sheet
only. Mark your responses carefully. No whitener is allowed
for changing answers. __
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Name of the Candidate (in Capitals):------------------,,-------------
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Roll Number: in figures
31'l'64i<il : 3lCilt .q:
: inwords
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Centre of Examination (in Capitals) =--------,.----------------------
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Candidate's Signature: - - - - - - - - Invigilator's Signature:--~-------
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Centre flul1~illim11111111~IIIII

A· (2)
PART- I /'qfl'f -1
.CHILD DEVELOPMENT AND PEDAGOGY /~fCICfii~ crfulffil'Jw.il'
' • t t
Directio11s: Answer the following questions by
selecting the most appropriate option.
1. The following threE~ aspects of
intelligence are dealt by Sternberg's
1riarchic theory excel!!
(I) componential
(2) social
(3) experiential
(4) contextual
2. Howard Gardner's theory of multiple
intelligences emphasizes
(I) general intelligf:nce
(2) common abilities required in
school
(3) the unique abilities of each
individual
·(4) conditioning skills in students
3. The sounds t/1, ph, ch are
(1) ~orphemes
(2) Graphemes
(3) Lexemes
(4) Phonemes
4. In order to avoid gender stereotyping
in class, a teacher should
(1) try to put both boys and girls in
non-traditional roles.
(2) appreciate students' good work by
saying 'good girl' or 'good boy'.
(3) disco.urage girl:> from taking part
in wrestling.
(4) encourage boys to take risk and be
bold.
5. Schools should cater to Individual
differences to
(1) narro.w the gap between individual
students.
(2) even out abilities and performance
ofstudents.
(3) understand why students are able
or unable to learn.
(4) make individual students feel
exclusive.
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(4) ~
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6. ·What kind of support can a school
provide to address the individual
differences in students ?
7.
8.
9.
(1) Follow a child-centered
curriculum and provide multiple
learning opportunities to students
(2) Apply every possible measure to
remove the individual differences
in students
(3) Refer slow learners to special
schools
(4) Follow same level of curriculum
for all students
Continuous and Comprehensive
Evaluation empha!dzes
(1) continuous testing on a
comprehensive scale to ensure
learning.
(2)
(3)
how learning can be observed, .
recorded and improved upon.
fine-tuning of tests with the
teaching.
(4) redundancy of the Board
examination.
School Based Assessment .
(1) Dilutes the accountability of
Boards of Education.
(2) ·Hinders achieving Universal
National Standards.
(3) Helps all students learn more
through diagnosis.
(4) Makes stude:nts and teachers non-
serious and easual.
"Readiness for learning" refers to
(1) general ability level of students
(2) present cognitive level of students
in the learning continuum
(3) satisfying nature of the act of
learning
(4) Thorndike's Law of Readiness
(3)
6.
7.
8.
9.
A
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A
10. A teacher has some physically
challenged children in her class.
Which of the following would be
appropriate for her to say ?
(1) Wheel-chaired bound children
may take help of their peers in
going to hall.
(2) Physically inconvenienced
children may do an alternative
activity in the: classroom.
(3) Mohan why don't you use your
crutches to go to the playground.
(4) Polio afflicted children will now
present a song.
11. Learning disabilities may occur due to
all of the following exce1_1t
{1) Cerebral dysfunction
(2) Emotional disturbance
(3) · Behavioural disturbance
(4) Cultural factors
12. An inClusive school.
(1) Is committed to· improve the
learning outcomes of all students
irrespective oftheir capabilities
(2) Differentiate between students
and sets less challenging
achievement targets for specially
abled children
(3) Committed particularly to
improve the learning outcomes of
specially abled students
(4) · Decides learning heeds of students
according to their disability
(4)
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'ROT~ I

13. Gifted students
{I) Need support not ordinarily
provided by the school
(2) Can manage their studies without
a teacher
(3) Can be good models for other
students
(4) Cannot be learning disabled
14. Giftedness is due to
(1) Genetic makeup
15.
(2) Environmental motivation
(3) Combination of(l) and (2)
(4) Psychosocial factors
Which of the following is appropriate
for environment c:onducive to thinking
and learning in children ?
(1) Passive list(:ning for long periods
oftime
(2) Home assignments given
frequently
· (3) Individual tasks done by the.
learners
(4) allowing students to take some
decisions about what to learn and
how to learn
16. Learning Disability in motor skills is
call~d
(l) Dyspraxia
(2) Dyscalculia
(3) Dyslexia
(4) Dysphasia
17. Learning Disability
(1) is a stable state
(2) is a variable state
(3) need not impair functioning
(4) does not improve with appropriate
input
(5)
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A

A
18. The following are the steps in the
process of problem solving except
(I) Identification ofa problem
(2) Breaking down the problem into
smaller parts
(3) Explore possible strategies
(4) Anticipate outcomes
19. A teacher should
(I) treat errors committed by students
as blunders and take serious note
ofeach error
(2) measure success as the number of
times students avoid making
mistakes
(3) not correct students while they're
trying to communicate ideas
(4) focus more
provide a
knowledge
on lecturing and
foundation for~
W. Seema is desperate to score A+ grade
in an examination. As she enters the
examination hall and the examination
begins, she be,:omes extremely
nervous. Her feet ~~o cold, her heart
starts pounding and she is unable to
answer properly. The primary reason
for this is that
(1) she may not be very confident
about her preparation
(2) she may be thinking excessively
about the . result of this
examination
(3) invigilator teacher on duty may be
her class teacher and she is of
very strict nature
(4) she may not be able to deal with
sudden emotional outburst
(6)
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(7) A
21. Which ofthe following cognitive verbs 21. R¥01ff;!fu:l11 'It ~-m fiili"''IC+!Cfi ~ ~
are used to analyse the information Tif ~ cl> fctqtil<I!OI ~ fffir ~ 'It Fl'1f
given? ~t?
(1) IdentifY
(2) Differentiate
(3) Classify
(4) Describe
22. Rajesh is a voracious reader. Apart
from studying his course ·books, h~
often goes to library and reads books
on diverse topics. Rajesh does his
project even in the lunch break. He
does not need prompting by his
teachers or parents to study for tests
and seems to truly enjoy learning. He
can be best described as a(n) ___
(1) fact-c{:ntred learner
(2) teacher motivated learner
(3) assessment-centered learner
(4) intrinsically motivated learner
23. Children in pre-primary get
satisfaction rrQ.m being allowed to
discover. They become distressed,
when they are discouraged. They do
so due to their motivation to
(1) redw;e their ignorance
(2) affiliate with the class
(3) create disorder in the class
(4) exercise their power
(1) W't!Ff~
(2) atrr~
(3) ~~
(4) qu;r~
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(4) ~~~·~~
23. ~~~~"Q"f~ltl"•m
ttl ~ ~~ "J1llf"ffi~ ~m"J1Tit t,1
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(1) 31tRT.q;fq;q~
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(3) ~ .q ~""'Cl~l ~ .q
(4) ~~q;r~~

A
24. Understanding Human Growth and
Development enables a teacher to
(1) · gain control of learners' emotions
while teaching.
(2) be clear about teaching diverse
learners.
(3) tell students how they can
improve their lives.
(4) practice her ·teaching m an
unbiased way.
25. Which one ofthe foUowing is true ?
(1) Development and learning are
unaffected by socio-cultural
contexts.
(2) ·Students learn only in a certain
way.
(3) Play is significant for cognition
and social competence.
(4) Questioning by teacher constrains
cognitive development.
26. Which one of thll following is true
about the role of heredity and
environment in the development of a
child?
(I) The relative contributions ofpeers
and genes are not additive.
(2) Heredity and environment do not
operate together.
(3) Propensity IS related to
environment while actual
development requires heredity.
(4) Both heredity and environment
contribute 50% each m the
development ofa child. ·
(8)
24. -qr.rcr~~~<it~~q;l
_ _ <);<rlnfGRTffi t I
(1) ~~~~~~"!R"
~~~
(2) ~ ~ ~ ~ ~ om- .q
~
(3) ~ q;t w Offi'Ft fcl;- cf 3N-t
~1l~wm-<Rm~
(4) Ruru ~ ~ 311ft ~-3Mffi
25. Pi""1IT=if&n"ll~qfR-m~t?

(1) ~ ~ ~ m-<Hi*¥fo<t•
~~~Wit~ I
(2) ~~~om~~~ 1
(3) ~ ~ ~ 'HII"11f->1Cfi ~ ~
Wnnn$o%" I
(4) ~ sm w.:r ~ <8~Hiii"ICfi
~1l~%"1
26. ~<);~ll ::tll'j/'t&t<Mt afu"Cllni<HUI
<it ~ <); Grit .q r~.....f<:1f&n .q ~ qfR_
m~t?
(1) 'H"iCI<HCI>l ~ ftrtci; (genes) "CfiT
~ ~ <il•lliiiCfi ~ m-m 1
(2) 3ilf'if!<ICfictl ~ CllctiCI{UI ~ ~
qfl:illf(i'tct ~ m- I
(3) ~ ~ CllctiCI{UI ~ ~ %"
~ CIFRifqCfi fcf<:f;m ~ Wrrt
::ttlf'if!<ICfictl ~ %" I
(4) 611f'if:(ICfictl ~ CllctiCI<(UI <;f.:IT ~
~ ~fqq:;m # 50%-50%·~
tft I

I
27. Socialization is
(1) Rapport between teacher and
taught
(2) Process of modernization of
society
(3) Adaptation of social norms
(4) Change in social norms
28. A PT teacher wants her students to
improve fielding in the game of
cricket. Which one of the following
strategies will best help his students
achieve that goal ?
(1) Tell students how important it is
for them to learn to field.
(2) Explain the logic behind good
fielding and rate of success.
(3) Demonstrate fielding while
students observe.
(4) Give students a lot of practice in
fielding.
29. A teacher wishes to help her students
to appreciate multiple views of a
situation. She provides her students
multiple opportunities to debate on
this situation in different groups.
According to Vygotsky's perspective,
her students will various·
views and develop multiple
perspectives of the situation on their
own.
(1) internalize
(2) constmct
· (3) operationalize
(4) rationalize
30. Sita has learned to eat rice and dal
with her hand. When she is given dal
and rice, she mixes rice and dal and
starts ·eating. She has eating
rice and dal into her schema for doing
things.
(1) Accommodated
(2) Assimilated
(3) Appropriated
(4) Initiated
(9)
(1) ~ ~ :ql3nr<nr ~ oiR:rm
(2) m ~ aw{-1Chli.fi<ul Cfft ~
(3) m~11RW~~~
(4) fll'"llf"l'f> 11RW -q ~
28. ~ m.il. ~ ~ ~ <fi ~ it
m mmr~ <fi alsf-Ta{11T c:nT WI'HI
~ t .1 f.p:;:r it -« ~-m ~
fuanf~ CfiT 3JtRT ~ Jl11<f Cfir-'r it
W'Q<fi '!"ll1~<6 t?
c1) ~ "'fiT <:w omRT w &tr-wur
~ ~ ~ f<R:r m '"ltfCl'{ul
%-I
(2) ~ &tr-wur-*<" ~ Cfft Gr ~
-QW- ~ ncf;"'fiT ~ q;r-rr I
(3) &tr-wur "'fiT ~ q;r-rr am-mwrr
.:llcktl'f>"' ~ I
(4) ~ "'f)) &tr-wur "'fiT 31fuq;-
-3-l'Rim~ I
29. ~ ~ arCR fuallf~ ~ ~~it
ll"« "<6FIT ~ t ~ <l ~ fu.1fu ~
aRcn <tfle<b)Oi) ~ ~ '<6'f "fi"Ct I Cfl'
fcff1Fl" ~ it ~ ~ ~ CI'TG·~
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cU$•ilrt<t>1 cfi ~ cfi ~ ~
fmmfl fcif1Fl" 'tfoe<b)0n CfiT
~ attr m rrflcf; -«"3'(01" fu.1fu <fi aR<n
. ~ fCI<bfWt ~ I
(1) ~
(2) Rtrtur
(3) 'iifMI'f>{OI
(4) ncf>Wm- '
30. ~ ~ m -« ~ attr "'ilTc'fM "&AT •
~t .I ii'Oi ~ ~ am-"'ilTc'fM fcr<r~ t
nT Cfl' ~-"'ilTc'fM f"1MI<6~ ~ ~ t I
~ ~ c:nT Cfir-'r <fi fffir m ~ it
~ aTtr"'ilTc'fM ~ CfiT '(f)'f ~
t"l
(1) lil'"ll~'tf"ln
(2) <ll'j<tifl1i1
(3) lill{ilcti11
(4) ~
A

A (10)
PART- II I 'qf1l_ II
MATHEMATICS I •1f01<'1
31. Perimeter of a square is 24 em and
length of a rectangle is 8 em. If the
perimeters of the square and the
rectangle are equal, then the area (in
square em) of the rectangle is
(1) 16
(2) 24
(3) 32
(4) 64
32. The difference of the place value and
the face value of the number 3 in
12345 is
(1) 0
(2) 295
(3) 297
(4) 305
33. Which one of the following is not
correct?
(1) 56.7 kilogram= 5670 grams
(2) A·cube has six faces.
(3) One millimetre= 0.1 em
(4) 0.10 is same as 0.1
31.
32.
33.
%«~ wT q;r ~ 24 ~. afu- ftfim
~ Cfft ~ 8 ~. t I <mf wT afu-
~~~~~.m~q;r
~(wl~.~t
(1) 16
(2) 24
(3) 32
(4) 64
~ 12345 .q 3 ~~-qr-fi'fm ~
-qr-fliaiffi"t
(1) 0
(2) 295
.(3) 297
(4) 305
f.:l+::r1i"«~ m ~::ill t ?
(1) 56.7 f<tw1ll'll'i 5670WT
(2) ~tj;:p)>6 ~~t
(3) ~ f'"lf~P=tic:< 0.1~.
(4) 0.10 311t 0.1 WIRt
SPACE FOR ROUGH WORK /~<iil<f cl;-~~

34.
35.
The speed of a boat in a river is 20 kni
per hour ai1d the speed of another
boat is 23 km per hour. They travel in
the same direction from the same
place at the same time. The distance
.between the boats after three and half
hours is
(1) 10 km
. (2) 10.5 km
(3) 11 km
(4) 11.5km
When 90707 is divided by 9, the
remainder is
(1) 3
(2) 5
(3) 6
(4) 7
(11) A
34. ~ 1{ ~ -;:nq c6T -:c:m;r 20 ~ JffiftkT t
35.
afu"~~ -;:nqc6T-:c:m;r 23 ~ Jffif"dGT
t ~<hton -;:nq ~ -tt ~ 1l~ ~-«
· ~~ 1R"'T.fffiftf I ~ "ffi::ftit ~
m~c6T~t
(1) 10M.
(2) 1o.sM.
(3) 11M.
(4) 11.5 M.
~ 90707 qiT9-« {111" ~1R"~t
(1) 3
(2) 5
(3) 6
(4) 7
SPACE FOR ROUGH WORK I ~'-6T<f ~fut:rillW

A
36. When a fresh fish is dried it becomes
37.
1/3 of its weight. Sunita buys 1500 kg
fresh fish for f 25 per kg and sell
them, when dried, for f 80 per kg.
How much does sbe earn ?
(1) f2,500
(2) t 2,700
(3) ~ 3,000
(4) n,5oo
Look at the following pattern :
(9-1)+8= 1
(98-2)+8=12
(987 - 3) + 8 =123
(9876- 4) + 8 =1234
According to this pattern
(987654- 6) + 8 =
(1) 12345
(2) 123456
(3) 123465
(4) 123467
(12)
36. ~i'I'T'ill ~ q;l p 'tR"~ ~ 1/3
~ ";iffiiT t I wflor 1500 fcnffi i'I'T'iiT ~
f 25 Jffif fcnffi ;f;- 'qJq ~ ~ ~. ~
WM~. f 80 Jffiffcnfficf> 'qJq 'tR"~ <tit
t l~'lfcm"'Cfg"~t
37.
. (1) t 2,500
(2) t 2,700
(3) t 3,000
(4) ~ 3,500
~~q;l~:
(9 -1) + 8 =1
(98- 2) + 8 =12
(987- 3) + 8 =123
(9876 - 4) + 8 =1234
~~;f;-~
(987654- 6) + 8 =
(1) 12345
(2) 123456
(3) 123465
(4) 123467
SPACE FOR ~OUGH WORK I ~'C61<f cfi"'ft;nr~

38. 750 ml juice is. fiUed in one bottle and
six such bottles are packed in one
carton. The number of cartons needed
for 450 litres of juice is
(1) 75
(2) 80
(3) 90
(4) 100
39. Internal length, breadth and depth of
a (rectangular) box are 4 em, 3 em
and 2 em re·spectively. How many_
such boxes are needed to pack 8664
centimetre cubes ?
(1) 351
(2) 361
(3) 391
(4) 722
(13) A
38. ~~'If 750 ft:«;ft ~ ~ jf(ffi t am-
tm 6 ~q;l~~lf ~~jf(ffi
t I 450 ~ ~ ~ futr ~161!/<l<f> 'filW
ct~mmt
(1)
(2)
(3)
(4)
75
. '
sif;
90
100
-,
'
39. ~ (311<li'11Cf>H) orcm qft ~ mnl.
~ afif~J6lm: 4 ~-. 3 Wft. nm
2-@ft. f I 8664 calhfkn.:ro:tlq;l~~
(1) 351
(2) 361
(3) 391
(4) . 722
_SPACE FORROUGH WORK/~~cf;~~

A
40.
1
"Write the equivalent fraction of 3."
The above question asked to students
of Class IV refers to
(1) lower-level demand task as it
requires procedural skills only.
(2) lower-level demand task as it is
based on memc>rization only.
(3) higher-level dl!mand task as it is
based on procedure with
connection.
(4) · higher-level demand task as it is
based on procedure without
connection.
41. Students often make a mistake in
comparing the decimal numbers. For
example 0.50 is larger than 0.5. The
most probable reason for this error is
(1) lack of practice of these t).rpes of
questions in the class.
(2) lack of concrete experience of
representation of decimal number
on number line.
(3) careless attempt by the students.
(4) misconception regarding the
significanc<:· of zero in ordering
decimal.
(14)
40. •1cl; fii11j(i<4 f'R ~ I" ifim IV cl;
tmnrem~ ~11trr~"f!Cim cit
annt~n ctmnf I
(1) ~ ~ ~-q;r;f, ~ ~
<);cffi ~Sf>4UI"f>Hl ~ cit ·
3'11<:!~4"fldi ~ ~
(2) ~ ~ ~-q;r;f, ~ w <);cffi
~qr~~
(3) ~ ~ ~-q;r;f,' ~ ~
~c);~~qr~t
(4) ~~~-q;r;f. ~~c);
f.Rr~qr~~
41. Jmf: mawdf <alilt"'a ~an cit 'iFR' ll
~ Cfi'«l" f I 3~~~~UI cl; ~ 0.50, 0.5 ~
wm t llfl'~ q;r flai~ifi ~ <m"OT
~~t
(1) ~"' ~ Wffi" c);~ c);~
<tiT 3N1a" I
(2) ~ ~ qr G~i"R"'C! ~c); f.Rc:;qur
c);~ ~<tiT 3N1a" I
(3) ~ rnr ("114l:<~ltll Ol«'AT 1
(4) ~ G~l4("1<rll ~cit fll~"fl!11 ~
·~~fi"fl<?IHII
SPACE FOR ROUGH WORK/l'qi~cf;~~

42. A teacher prompts the students to
prepare Mathematical journal with
the theme "Application of
Mathematics in Daily life". This
activity is
(1) to test tl)e students understanding of
Mathematical concepts.
(2) to provide opportunity to students
share their ideas and knowledge.
(3) to help smdents to sense of
Mathematics.
(4) to help students to connect
Mathematical concepts and its
applications and to share their
knowledge and ideas.
43. According to Van Hiele level of
geometric thought, the five )evels are -
visualization, analysis, informal
deduction, formal deduction arid
rigour. Some polygons are given to a
child of Class III for sorting.
He classified tbe polygons on the basis
of the number of sides. This child is at
---'':.....·.;.:..· level of Van-Hiele
Geometrical tbought
(1) Visualization
(2) ','Analysis
(3) lnf<;>rmal deduction~.., i .
(4) Formal deduction
ps)
42.
A
~ fm1<n tmmwn ~ ·~ ~ .q:
TTfirrrr q;r ~'j3'lenw ~ ~ m1!f .,FUrffi<~
~~~~~~~tiT
t 1wTTffifcri'~t
(1) ~ <ift ~ fi<t>&<J"11arr <ift
mq:;r;:rr 1
(2) 3N-l m 3fu- ~ -<t>T -mw ~ cl;-
~~-<t>T~~
Cf){RT I
(3) lJfUm qft ~ -q ~ qft ~
q:;r;:rr I
(4) ~ fi<t>&<J"11arr 3fu- ~
3lill"MI -q m ~ 3fu- 3N-l
m ~ fcrqffi -<t>T mw ~ -q
-~ qft ~ q:;r;:rr I
43. ct.; m ~ J<lrfi:IJI<~ ~ ~ ~ ~
~~~f-~. fCI!IH~Ui,
~4l4iltR<6 f.:frrq;:f, ail4iltn<6 f.¥rq;:f afu-
~ (rigour) I 'C6'afT ill ~ ~ ~ ~ .
~~~~~~~·
l6
~~oool
cg 1prrmctt ~an cl;- amm-tff~
~~crnrrt I W~WfmR~
i<ltf>iJ<4 ~~ ~tfft I
(1) ~
(2) fcP/H"'OI
(3) · 314l4'<HRCfl ~
(4) 6ih<liR<t>~
SPACE FOR ROUGH WORK~~~ c);~~

A
44. A child displays difficulty in
differentiating between numbers,
operations and symbols, two clock
hands, different coins etc. This implies
that the specific barrier affecting his.
learning is
(1) poor verbal, visual, auditory and
working memory.
(2) poor visual processing ability i.e.
visual discrimination, spatial
organization and visual
coordination.
(3) poor language processing ability.
i.e. expression, vocabulary and
auditory processing.
(4) ·poor motor skills, reading and
writing skills.
45. NCF 2005 emphasises on Constructivist
Approach of learning as it focuses on
{1) memorization of definitions and
formulae.
(2) sub!llission ofregular homework.
(3) active participation of Ieamer
through engaging activities.
(4) effective lecture and instructions
by teacher.
(16)
44: ~ ~ ~arr. ~arr afu" ~
~ t-~ ~. M~rnm anfu-1l atn-
~ ll <6fd011~ ~ q;rffi t I~
f01~n1ei tfln-;;IT ~~~~
<fiTlN1fan<nn"ttt, cit
(2) ~ ~-Wf;l1UT <!Tn:im, ~ -
~~..~~-mr
(3) ~ 'llTm mf;l10T <!Tn:im, ~
~. ~-~ 3W ~ mf;l10T
45. ~ QIQ_<I'€1<1 ct>1 '(<'Q~@i 2005 atfwrq c);
'l'il"ii<Ml ~ ~ -.wr ~ t, ~ Cf5
~~tl
(1) ~:m-mr~cot<nG~
(2) ~ lJ't'-~ ;:;p:fT -~
(3) ~#~~~~
q;y ~ ..wne:1fh11
(4) ~ 00 >MTCft O<ll(0..041'1 3W
~
SPACE FOR ROUGH WORK I rq;'C6'1<f cf;~~

46. Following are array diagram
bindis to represent 15.
0 0 0 ~0,__,..0....,0~0.....,0:-1
000 00000
000 00000
000
000
loooooooooooooool
using
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
The way of representing 15 or any .
other number in the above manner
can be used to teach concept of
(I) area and commutative,property
(2) commutative property of
multiplication, identification of
prime and composite numbers,
area ofrec:tangle
(3) representation of a number as
product of two numbers,
commutative property of
multiplication, multiplicative
identity, identification of prime ·
and composite numbers, area of
rectangle using units quantity
(4) representation of a number as
product of two numbers,
commutative property of
multiplic:ation, multiplication
identity, identification of prime
and composite numbers.
(17) A
46. f"'i01ffwif&l1 ~ CfiT ~ ~ §tr 15 .m
~m<mhi<ilfut11 (array) ~f
000
000
000
000
000
00000
00000
00000
0
0
0
0
0
0
0
0
loooooooooooooool 80
0
0
0
0
1s amcrr 3R' ~ ~ .mJre:fun m
cl; ~ ~ .m __ 'lfft tfi!fii'Q""'
'Q'JR<);~ $:M¥U('1 %orrill~ t I
(1) ~*~wrfu
(2) ~ em ~ wrfu, ~ am-
~ mw em ~. 3W«f q;r
·~
(3) ey ~~ ~ ~ ~ ~ .q ~
~ CliT ~ q;r;f, ~em~
wrfu, ~ ~. ~ afu"
~~em~. 41311(<0(<6 ~
q;r ~ q;cl ~ 3W«f q;r ~
(4) ey ~~ ~ ~ ~ ~ *~
~ q;r ~.~em~ wrm.
~~.~am-~
~~em~
SPACE FOR ROUGH WORK/~~cl;'fi;nr~

A
47. Which of the following questions is
open-ended ?
{I) Write the numbers 25, 7I, I9, 9,
8, I7, 85 in ascending order.
(2) Which is more ?
I 7
-or-
3 5
(3) Write any four number greater
than 2.7.
(4)
Wh . . 2
at ts 7 more than 7 ?
48. The most appropriate tool to expose
the students of class II to plane
figures, its vertices and edges is
{I) Geo-Board
(2) Nets of 3D solids
(3) Cubes
(4) Black-board surface
(18)
47. f.:t101f€tf&fl if"« <nt.:r-m~ atncrn:rr w-f
t?
{I) '25, 7I, I9, 9, 8, I7, 85 ~
am)it~if~ I
(2) ~m~t?
I 7
-err-3 5
(3) 2.nt ~ cmt'<m" ~ fffi3T 1
(4)
2
7~7~~t?
. 48. q;m II cf; fulmf~ <fiT ~ all'f>Rt41,
~ ~ afu- fcf;;ml "« ~ qm;t <fiT
•I ,
(3) ~
SP.ACE FOR ROUGH WORK ~~~tfi-~~

49. Following is a problem from text book
of class V:
"There are 4 poles ofmeasure 105 em,
115 em, 150 em and 235 em
respectively. Ifthey have to be cut into
pieces of equal length, what is the
maximum length ofeach piece ?"
This question is asked to
(1) test knowledge of factors and
multiples
(2) check the skill of finding HCF
(3) enhance problem solving skills
using learnt concepts
'
(4) give practice of word problems
based on HCF and LCM
50. Following is a problem from text book
of class III :
"Which mathematical operation will be
used to solve thefollowing problem .?
A milkman sold I410 litres of milk in
10 days. How many litres ofmilk did he
sell in a day ?"
Which competence of Bloom's
cognitive domain is referred in the
above question ?
·(l) Knowledge
(2) · Comprehension
(3)
(4)
Analysis
Synthesis
(19)
49.
A
f.1'"1R:If<S~i1 ~ v <it ~-~.q ~ ~
m;m;rt:
«-qif4 Gistt fiR<I;r 11'fllji;111T.· 105 'fWI.,
215 'fWI., 150 'fWt. rreTT235 'fWt. t I ~
Trt~ ~.q,~.q:<1iTc:'fTt niJTr"lR; .
gcnt<lft 31('~~'if<lT-mJ ?"
(I) ~ 3fu-~ $'~ cn~bRwr
(2) tt"'-Hiltt'h mn ~ $'~ <1>1 ~
C3) mw1ft fiCf)C'<l'11an"CflT m "Cfl«l ~
~~~q;)~
(4) tt"'-H'Iltt'h (fllf tt<"lmQ"l w ~
~-~an "CflT 3Mffi ~
so. . f.:t'"1ft'1f&i'1 ~ m <it ~-~ .q ~
~m:R<nt:
··~ ~ q;7 'ffl' m .q, ffflr
q:ff;:r_fit 1(/Vf(flq 'fifincrr q;r ]1?#r f<l;w
~?
r['1> ~ 10 ~ .q: 1410 r:ftcr fl1 knr
t I CWr['l>~ rffilm:tr:ftcrfll knr#'?"
~m;m;r oq ~ cf; ~:HHii"''Cfi iltr Cfft
~~<it am-~t?
(1) ~
(2) ~
(3) fc:l~(it~OI
(4) fi~(it<jOI
SPACE FOR ROUGH WORK t~Cfi'T<f cf;~~

A
51.
52.
Rashid is studying in class V. He can
classify various types of triangles in
different categories but has difficulty
in understanding the abstract proof
for the sum of three angles in a
triangle to be always 180. According
to Piaget Cognitive Theory Rashid is ·
at
(1) Concrete operational stage
(2) Formal operational stage
(3) Sensorimotor stage
(4) Pre-operational stage
According to NCF 2005
"Developing children's abilities for
mathematization is the main goal of
mathematics education. The narrow
aim ofschool mathematics is io develop
'useful' capabilities."
Here mathematization refers to
develop child's abilities
(1) In performing all number
(2)
operations efficiently including of
finding square root and cube root.
To formulate
Geometry and
independently.
Theorems of
their proofs
(3) To translate word problems into
linear equations.
(4) To develop the child's resources
to think and reason
mathematically, to pursue
assumptions to their logical
conclusion and to handle
abstraction.
(20)
51.
52.
rlfuG~ V 'It'Ql'ffi' t I ~fuf~ lfcfiR"~
~ q;f f~ ~ .q ~ ~Wfi'ffi
t~ ~ 1tiRq;foif q;p:rrrr 1so mm
t- ~ ~ Wfl17T q;f ~ .q -m Cfifcs"11~
mffi t I ~ ~ :H~Hii'iCfi fu';atf ~
~rrfuG-~wt 1
(1) ~ 'liflfl"'li"'!Cfi ~
(2) 3/l4"<l1Rcti 'liflfl"'l("'""lcti ~
(3) 'li~e.'1•1fi1Cfi ~
(4) ~-'liflfl"'l("'""lcti ~
~ Qld<lil<ll qft <(CQ~@ 2005 ~ =A ' - • _ ; " "
'''TlfUrrr Cfft fm1r "" 1J?.W ~ ~ <1fT
•lf0Tri1Ch(0/ Cfft Q11rr7T31f "" fiFI;-nr 'f&r-11'
f I P{!ffl 'T1fUrrr 'liT ifffirrr Mll?1 f -
' ~ Q11rr7T31f'liT fiFI;-nr I "

'<l'iT '<lfOIJiCfi~OI' ~ 'Cift ~3fi
cnr fci'Cfi'm ~ 'Cift am-~~ t 1
(1) ~ 3'!lt ~ f"lctilii'l~ ~wiT
~~31Tct~~cn1
(2) ~ ~ ~ ""'llf'"lffi"' m 'CfiT
f.r'!Cqur 3'!lt~ ~ 'CfiB cn1
(3) ~-'WRZ!T31'f q;)- ~ 'HlilCfi(OI #
~CI?Rcn1
(4) ~311· q;)- ~ ~ R1'.Cfi1i 'CfiT
¢li~ilw1 ~ 3'!lt ~ 'CfiT ~
CI?R c), ~ TTfO'rffi<r ~ ~ fmR 3'!lt
~ct~ct~'CfiT~~

53;
54.
The highlights of a good textbook are
that
A. They contain numerous
exercises to give rigorous
practice.
B. All concepts can be introduced
thro~gh situations.
c. Only solved examples are
included.
D. They must"be thick and heavy.
(1) AandB
(2) CandD
(3) AandC
(4) BandD
NCF 2005 emphasises that
(1) Succeeding m Mathematics
should be mandatory for every
child.
(2) Students should be tested first for
their logico-mathematical ability.
· (3) Maths curriculum shall be
separate for low achievers.
(4) Maths shall be taught to selective
students.
(21)
53.
54.
A
~ ~ 41a,<~y;'klcn <tT fCI~I''iGrll~ t:
at". ~~~~ci;fffir~
mhfl<mft" 1
Of. ~c); 11lUitf ~mil fi<ti&<H1m
Cfil~~";i{l~t I
~- ~ &T ~ TTlf ~ tt mf1rn
fcn"trTTlft I
G". ~mitcr~~~ICI~<Icni· I
(1) at"~<r
(2) (1~(
(3) 31~(1
(4) Of~<
rTlil<r Qld<lil<ll ciT <{<Q~&I 2005
A ' - - - -
wawrtftt 1
(1) l1fUrfT -q ~ ~ ~ ~ ~
~tl
(2) ~ q:,1 ~-~ <irr<:mr ~
~~~WwiA"t~
(3) ~ ~aii ~ ~ l1'fUR'T_
414_4'<141 alwrtMt
SPACE FOR ROUGH WORK I -rq;q;ycf c);~ifTT6

A (22)
55. The difference between the sinilllest 55. · 5, 10 afu" 35 <fi mR{ mt 't11si•JUI'tj afu"
56.
common multiple and biggest
common factor of5, 10 and 35 is
(1) 30
(2) . 35
(3) 65
(4) 75
The number of factors of 105 is
(1) 3
(2) 4
(3) 6
(4) 8
57. If the time li~w is 2.17 P.M., what will
be. the time 11 hours and 59 minutes
from now?
(1) 1L57 A.M.
(2) 9 : 59 A.M.
(3) · 2.16A.M.
(4) 2.17A.M.
56.
(1) 30
(2) 35
(3) 65
(4) . 75
~ 105 <fi1JUHci'!l Cfft ~ f
(1) 3
(2) 4
(3) 6
(4) 8
57. ~~ 31if 2.17 P.M. t, nT 31ir~cftct>
11.tit afu- 59 f1:RG <l; ~ ~ ~
~?
(1) 11.57 A.M.
(2) 9 : 59 A.M.
(3) 2.16 A.M.
(4) 2.17 A.M.
SI'ACE FOR ROUGH WORK /~ctiT<htd~~~ .

59. 11 ones + 11 tens + 11 hundreds 59. 11~+11~+11~ ¢lml"f
equals t
(1) 144 (1) 144
(2) 1221 (2) .1221
(3) 12321 (3) 12321
(4) 111111 (4) 11111-1
60. The sum of five hundred nine and 60. ~~;:ft afu"tfr.;~ ~~~t
three thousand twenty eight is
(1) 3537
(1) 3537
(2) 3087
(2) 3087
(3) 837
(3) 837
(4) 387 (4) 387

A . (24)
PART- Ill/'tWT-' Ill .
ENVIRONMENTAL STUDIES I Q<OiieH cit ~ .
61. The name of the scientist· who first
peeped into a mosquito stomach and
proved that mosquitoes spread
malaria and for his research was
awarded Nobel Prize in medicine in
December 1902 is
(1) Charles Darwin
(2) Gregor Mendel
(3) George Mistral
(4) Ronald Ross
62. Rajat said to his friend, "I cannot play
because I am down with fever. I pass
through a cycle of shivering, fever and
headache and finally sweating. .After
my blood test doctor prescribed me a
bitter medicine.'' Rajat . might be
suffering from
(1) Typhoid
(2) Diarrhoea
(3) . Cholera
(4) Malaria
63. Who was AI-Biruni ?
(1) A Qutabshahi Sultan who ruled
our country for about 40 years.
{2) A trader from Afghanistan who
came to study the dryfruit markets
ofour country.
(3) A traveller from Uzbekistan who
wrote· a book which is helpful to
know the past ofour country.
(4) A traveller who travelled from
Kashmir to Kanyakumari to study
the culture ofIndian people.
61. ~ •hnP!Cfl CfiT ~ ';:f1lf t f-;:m-;t <('lclSII!lq
lfTm' ~ 1k'~ ~ "ffiCti'-~ ~ 31tr~
~~~q(;)fhul=!~n~~tffm
l'« ~ ~ ~ R<('ltaH 190i *
filfcfiH'II ~l$f1f~ $~H fcrl:n'Tl<IT I
(I) ~~
(2) ww~
(3) "**~
(4) ~mr
62. ~ ;f 3TQ;f fir.nh;-gr, "'il-:;ift ~ 'Wfiffi
~ ~ ~ t I 'il tqtcfl, ~.
~afu-affi1f~aTR~"<ijl;~
"FfffiT t I r<ffi ~ ~ ~ ~ ~ ;f
~ ~ 'CfliCit ~ ;tt I" ~ ~ Wr ~
titmfmwmrrt?
(1) fW:rr<ft ~
(2) 3lfimTr
(3) ~
(4) ~
63. 3Wi'-~ '!liR ~ ?
(1) OW ~ 'f(j"WIItft ~ ~ ~
~ ~ *~ 40 'Cl'rt ~
~I
(2) OW 31Cfi111f01«'111 Cffi' ~ &fT!1'R1 ~T ;;IT
~~*.qqr~~Cffi' ~
't!iR aw:IT ~ I
(3) ow a~fcfi'R111 q;r <mil' ~. ~ ~
~M";;IT~~~~~
ont*~*~tl
(4) ew~<mft'~~'l1m'f~mctt
~ Cffi' ~ 't!iR ~~ ~
~ Cfl~l'f"ll'l.i <1Cfl' ctt ~ Cifr I

64. The animals that flre awake at night
can see .objects
(1) in all colours
(2) only in black and white colours
(3) in green colour only
(4) in red colour only
65. Select the correct statements about
elephant herd :
A. An elephant herd has· mainly
females and baby elephants
upto 14-15 years old.
B. An elephant herd comprises
members of a particular family.
C. The oldest female is the leader
of the herd.
D. An elephant herd may
accommodate any· number of
female elephant and the young
ones.
(I) AandB
(2) A andC
(3) Band D
(4) C and D
66. Inside the petals, in the middle of a
flower we find a thin powdery
structure, called
(1) Anther
(2) Pollen
(3) Radicle
(4) Stigma
67. If you go to Ahmedabad (Gujarat) by
train, then at Ahmedabad railway
station you will find that most of the
vendors are sellb1g
(1) Dhokla with chutney and lemon
rice
(2) Chholay-bhature and lassi
(3) Idli-chutney and Vada-chutney
(4) Puri-shaak and thanda doodh
(25)
64. mrll~~~~~'lfit
(1) ~trf'lf~Wiifft I
(2) c);crc;r q;rffi 3lk~ tl' ~ t I
(3) c);crc;r rttrf ll ~ N t I
C4> cf;crc;r~trrll~mt 1
65. -ro'~ <fi ~ <fi iflt 'If m:t ~ '!fit
~:
A. -ro'~ t- '$" 'If cficn;t m-~ •
14-15 Cifli<fi~~.:<h'~f I
B. -ro'~ <fi ~ 'ijs 'If W ~ "t
'Qfum-<fi~ ~ f I
c. '$" ctt mm w mw~t -tt ~ ~
Cfft*'rrMt I
D. ~ ~ 'If ~f~f~<4l afif ~ Cfft
~fctm;:fl~~~t I
(1) A 021T B
(2) A 021T C
(3) B 021T D
(4) C021TD
66. <ieji<4'i <fi ~ ~ cf; itT:!' 'If ¥tJ ~
'Q1nf ~ ~fuJTt ~ t ~ ~
f
(1) 4<1'1"1ll<l
(2) ~
(3) ~
(4) ~
67. ~ 3TN twmft 1m o18'W&U« ('J'riW'1)
~m~~~~atfi14in(m
~~~~-~~~~?
(1) ~. ~. ;ffor~"€1Tcwr
(2) uM-~~~
(3) ~-~~em-~
(4) 'ttft-mrr~~~
A

A
68. The birds move their neck very often
because
{1) they can fly.
(2) the birds eyf:s are fixed.
(3) the birds have small eyes.
(4) their ears are covered with
feathers.
69. After diagnosis a doctor says to a
patient that there is less haemoglobin
in his blood. Which of the following
should he eat to make up the
deficiency of iron ?
(1) Rice, sugar, amla
(2) Green leafy vegetables, wheat,
orange
(3)_ Jaggery, lemon, pea
(4) Amla, green leafy vegetables,•
jaggery
70. National Curriculum Framework,
2005 strongly · recommends that
teaching of EVS at primary stage
should primarily aim at
' .
(1) developing understanding of basic
concepts ofthe subject.
(2) memorizing basic principles ofthe
subject.
(3) linking c:Iassroom learning to life
outside t'~e school.
(4) acquiring skiJls to carry out·
·experiments independently.
(26)
68. ~ ~ ~ arso anQ<fi ft;m{ t
~<mVTt~
(1) ~~~I
(2) ~ em • em ~ <{11 ~
~I
(3) ~em•mtt~~ 1
· (4) ~cmtksihhcl>~~ 1
69. f.1GR c);- ~ ~ ~ nrft ~ <w
Cfi"g'ffi t ~ ~ ~ 1l "~lqhflfo'H" <tf
Cf>lft t ;:IT ~ nrft cnT 3mfR qft Cf>lft cnT
~ q;Rcf>ft;rtr~-~~mmr1
(1) ~. -:df.:IT, 31icwrr
(2) ro~~.~mm.
(3) w.~~
(4) ~. ro~~. w
70. ~ 41<!_<1'4<11 <tf '!<4~&1 200S Rll!l~ifi
~ 'QT 4<11<4~01 ~ m~RUT 'f6T ~
~W~Tmmr
{t) ~ em ~ ~ifiM41m em
~ ~ CfiT fucfim I
(2) ~ c); ~ fu;:iffi ~ ~
CWlT I
(3) ~ ~ ~ ~ fCiiQI<"'<I c);
~c); ~ter-n~~ 1
(4) ~ ~ ~ ~ ~ qft ¥~1<"11'11
a#imCW'!T I

71. Which one of the following is not
.consistent with the requirements of
EVS curriculum at primary stage ?
{1) It should equip the learners with
knowledge and skills to enter the
world ofwork.
(2) ·It should inculcate in learners a
concern for environment.
· {3) It should engage learners m
acquiring methods and processes
leading to generation of new
knowledge.
(4) It should suit cognitive level of
the learners.
72. Higher priority and space has been
given in NCERT textbooks on EVS to
(1) explain basic concepts of the
subject.
(2) provide opportunities to learners
· for contemplation and wondering.
(3) provide exact definitions of
technical terms. ·
(4) include large number of practice
questions.
73. Which one of the following is .!!!!! an
objective of including poems and
stories in EVS textbooks ?
(1) To develop interest in the subject.
(2) To have a change in routine and
monotonous content.
(3) To provide fun and enjoyment for
learners.
(4) To promote imaginative and
creative ability in the learners.
(27). A
71. f.:t"'1fi;tfuit1 ll '« ~-m S111Qfi1Cfi «R' tR'
qq<HUI ~ <tf Qjoq~q <tf
"
<JfICI11'1Cfit11 eli~~ t 1
(1) ~ "1fiTi1 ~ ~ ll 1ICM ~ fffi;
~q:;f~~~~~
Clir-IT. I
(2) ~ ~ # 4"11<'1(01 ~ ~- q:;f
~Clir-IT· I
(3) ~ ~ q:;f ~ ~ ~
~.m"i.fil~~-q~
~·"""~~q:;f~~
#am~~ 1
(4) ~ ~ ~ 4Hf~Cfi «it ~
~~··I
72. lf'.~.f,am-.i. qft ~-~ ll Q'iCi(Uj
~ 'CfiT ~ SI11Qfi:ri.fit11 atR' ~ ~
~t
(I) ~ ~ ~ tii.fi("<<'ilaU ~
~~<li~l
(2) fim;f ~ ~ *"~ ~ q:;f
arcrnr~m~~ i
(3) <1Cfl41Cfl'l 'tl""lc!C'tl ~ ~ ~
~m<li~1
(4) aW:tq;- ~ # 3Mm ~ q:;f ~
~~~I
73- qqcnur ~ <tt ~-~ 1l
~an~ Cfi~tf.:tll'i 'i.fiT ~ -m 'fiT
f.:t"'1f<;tf&t11l"« ~-m ~ ~ t?
o) ~ -q m "CflT fcrcfim Clir-IT 1
. (2) ~ ~ ~ ~-crtq # ~
Clir-IT I
(3) ~ q:;f ~ -~ lf-i!T ~
"CflRT I
(4) ~ -q Cfl("<<'11>til~<11 ~
~"1'111'4Cfl ~ "CfiT ~ ~ I

A
74. · Good EVS ~;urriculum should be 'true
to the child, true to life and true to the
subject.' Which of the following
characteristics of a curriculum does
not meet the above requirements ?
(1) It promotes the value of freedom
from fear and prejudice.
(2) It requires the Ieamer to view the
subject as a social enterprise.
(3) It emphasises more on processes
of teaching and learning.
(4) It emphasizes more on terms and
definitions.
75. Nalini wants to introduce the topic on
'Animals - our friends' to Class III ·
students. In order to ·introduce the
topic more interestingly, the best
teaching strategy would be to ·
(1) use a chart showing pictures of
different animals.
(2) draw pictures of different animals
on the blackboard.
(3) show a video film on animals and
their usefulness.
(4) ask the students to see pictures of
animals given in the textbook.
76. Class V NCERT EVS textbooks ·
include a section 'what we have
learnt' in the end of every chapter. It
is suggested that answer to questions
included in this section should not be ·
assessed in terms of. right or wrong. · ·
This shift has been done because
(1) children cannot · write correct · ·
answers at this stage.
(2) it enhances convenience to
teachers in assessment.
(3) it helps the teacher to know how
children are learning.
(4) it reduces subjectivity m
assessment.
(28)
74. 'Q4TCI~OI ~<f>l ~ ~ QI4_4T.l4l CfiT
~ "' Jffit ~. 'itCR "' Jffit ~ ~
~ <f> lffir ~ ~ mfttr I' 414_4'<14
·<tt r~'"'tf(ilr&n Pcnthil11m 4 ~ ~ m
~ 311CI~4Cfil11 CfiT't{n:ffi<fm'il ?
(1) ~~~~tt'Tffi'ffic);~
CiiT.~~t I
(2) ~ ~ q;f ~ flli11f"1Cfi ~c);~
-q~c);~~~~
tl
(3) ~ ~-~-~ 11{ ~
om~t 1.
(4) ~ ·~1a::1Cii1 ~ ~'* 11{ ~
om~t1
75. -;:ffi;r-:ft cnm m cf> fmm'~ 'CfiT •;;rr;:rcrr_
~ m' JrCf)'fOl ~ ~ 'Cfi'fRl ~
t 1 JrCf)'fOl 'CfiT ~ an~ ~ ~ ~
~ cnR"'fffir f~'"'tft'lf&l1 *~ <tR-
m~"Wrif~~mtft 1
(1) ~~c);~q;f~~
~· ~ 'Cf)T m <!WIT 1
(2) . ~~c);~q;f ~41114{,2 11{
ORRT I
(3) ~ (9"22T ~ 34lllPii11 1R
.mmfuT ~~<!WIT I
(4) .~ Cf>T ~-~ -q ~ c);
~~fq;ITCf>T~c);~~ I
·76. cnm v <tt ~.m.tmr.it. <tt Q4tCI<OI
.~ <f>l ~-~ *~ tffir"'atn
'll~mCfiT~~TTtiTt- ''glf~
. ~?' ~~~TTtiTtf<f;~m*
~ JfAT "'~q;r ~ ~ T'I'M'O "'~
*~ -::m ~ ~ I ~ QRCirl"'1
~~TTtiTt~
(1) ~ «'R' 11{ ~ ~ 6W ~ fffi9
~I
(2) ~~-q~ctft~~T
tl
(3) ~ ~ -q ~<it wrmr Cfi«!T tr
~~~•wt1
(4) ~ ~ -q fqqqf-'1<>3i'il q;f q;q
Cfi«!T lr I

77. Experimenting, Exploring, Investigating
Jmd Questioning constitute esslmtial
·elements· of activE~ learning of EVS. A
teacher arranges the following activities
related to the concept of 'Food we should
eat'.
(1) Draws the diagrams of all such
foods on the blackboard.
(2) Gives examples of different foods
each in essential components of
food.
(3) Asks students to collect related
information from. all possible
sources.
(4) Shows a video on the topic. '
Which one of the above four activities
satisfy the condition for active
learning?
78. While teaching the topic on 'Air is
everywhere' to Class IV students,
Gitika. plans to perform the following
activities :
(1) Take the students to a field trip.·
(2) Explain the · concept . through
specific examples.
(3) Use multimedia capsule to explain
the concept.
(4) Ask probing questions related to
the topic.
Which one of the above proposed
activities is not relevant for teaching
of the topic effectively ?
(29) A
77. JOI<il•i~ill'kil, ~. ~-~ afu'~
~ qqc:n 01 ~ell~ anQTTlf ell
~~'!iil'~ctmftl~
ma;cn ''{ifAT ~ ~ '{ifAT ~ em
'!'iCfl('Q"11 ell ifltl{ ~ell~ f.:t'"1f<:tfuii1
~~em ~<fi'rnt •
(I) >t41'1q{c: 'tR ~ 'lfCflR' t" w:ft ~
~t"~q.m:rrt I
(2) ~~~t-~tnt
~l{ ~ ~ GfffiiiT t I
(3) ' ~ ~ ~ t fq; w:ft W1ifcm
-m~ ~ "11'1Cfli'O ~ <R 1
~ "iff'f ~~ .q ~ ~-lfl ~
ari'U1'11f'Cfll~~ t?
78- ~ IV ell -mam~ 'Cfll •-gqr ~ ~ t>
~ ·~ ~ ~ Pi'"1Rrif&l'1
1'lfufuf~ 'Cfll~em-~ ar.rn=ft t ,
(2) ~ a~•wn ~ fii'fi<"HI <!iT
'O!!T&IT I
(3) fii'fi('<l"'ll '<tiT ~ t- ~
'lt'i1•ilf.s41 ~ q;r m 1
(4) ~~~~~~
~ JHI'1lfctl'1 ~~ .q ~ ~-m
~ 'Cfll JNTCft 'ffilcf; ~ ~ ell ~
~:m!t?

A
79. The section on 'Do this and find out'
i.ncluded in different topics in EVS
textbooks aim at
(1) providinli
expenences.
direct hands-on
(2) improving performance m
examination.
(3) learning definitions of scientific
terms.
(4) keeping the students engaged at
home.
80. A good assignment in EVS. should
primarily aim at
(1) revise the lesson for effective
learning.
(2) ensure better utilization oftime.
(3) keep the students engaged and
disciplined.
(4) provide extended
opportunities.
learning
81. As an EV.S teacher, the major
objective of or1~anizing a field trip to a
zoo should be
(1) to provide fun and enjoyment to
students.
(2) to have a change in monotony of
routine teaching schedule.
(3) to provide active learning
experience to students.
(4) to satisfy parents on quality of
education.
(30)
79. Q<I,CI'!OI ~ ctfl ~-~ 1lfcn''iA
~ .q ~'cis ·m-w <fiT mfJ«;r
fcn<ITTTli'Tt~~ t
(2) ·ll~C!if~ I
(3) ~;!11f"1Cfi Jtliii:JqMl C!>1 ~
~.
(4) tlll~C!ifcxrn;~ I
80. Q<iCI'!OI ~ 1l ~ ~ ~ 'Cfi1<f ~
~~~~
(1) ~ ~*'~11T0Cf>1~ I
(2) ~ CfiT ~ ~ <!lf"1~ild
~I
81. q~CI'!OI ~ *" fmrcn ~ "(<tf 1l
fil~<llfH ·*" 'j,lqVT ~ ~ q;r-f ~
~~~~
(2) ~ ~ ~ C!>1 QCfi{@l q;f
~I
(4) rom C!>1 ~ *' ont 1l ~
<!iT~~ I

82. Which one of the following is not an
objective of study of EVS in relation
to Social Sciences ?
·(1) It should enable children to
question the existing ideas and
practices.
(2) It should enable children to grow
up as responsible member of
society.
(3) It should enable children to
respect differences of · cultural
practices.
(4) It should enable children to learn
correct definition of key terms.
. 83. Kavita. wants to emphasise more on
social issues like poverty, illiteracy
and class inequalities in an EVS class.
Which one of the following learning
experiences will be more effective to
achieve this objllctive ?
(1) Organising special lectures on
related issues.
(2) Asking the students to prepare
charts on related social issues.
(3) Asking the students to undertake
group projects to coiiect and
analyse related information.
{4) Asking the students to write
slogans on related issues.
84. Formative Assessment in EVS at
primary stage does not include
(l) identification of learning gaps of
students.
(2) identification of deficiencies in
teaching.
(3) enhancement of students'
learning.
(4) grading and ranking of students.
(31)
82. 'Hi"lif"'ifl fcmRcfi~lf Q<ll<I~Oi ~
~ "<fiT f~141fl1f&l1 ll ~ ~-m ~
:lEt?
(1) w~<PT~~~
3MT'HT 1R ~ ~ <i; <!Tni ORRT
. I
(2) w~ <PT ~ <ii ~ f-!Jlil<m
~ <i; ~ -q ~ <i; <iTni GF!Rf
.I(3) w ~ coT ~-3MT'HT ll
fuW.rnT q;r ~ ~ <!Tni ORRT
.,(4) W ~coT~ ~I~IClMl ttft ~
~ <uc:~ <W<r GA"RT. . I
83. <tiftffiT q<ji<I~Oj ~ qft <ii81f lf ~.
~ afu- CflT-a!MI"''I11 M 'HI"liRilifl
~ ~ ~ t-u ~ t I PI141R:if&l1 ll
~ ~-m arl'Wllr-~ l'fl' ~ <tt
•llanQ<fl"lNT<ft ~ ?
(1) ~ ~ 1R fcMq 641l:941-ti q;r
~q;r;:rr I
(2) ~coT~ ~l"llf"'lifl ~·-qr
'<nt~~<i;~~ I
{3) ~ coT ~ "1Hifll~?i ~
~ ~ ~ fcH'HtlOI ~ <i; ~
~l"lft~C!i 4R4l"1'11 ~<i;~~r 1
(4) ~ coT ~ 1f# 1R ~
~<i;-~~1
84. Jntlf~C!i ~ ~ q«<ic:n 01 ~ ll
hl"'liil4i ~ ltiT vnfiwr :!!!
~I
(l) ~<ii~-~qft~
(2) . ftmur -q ~ ctt ~
'
(3) ~<ii~<PTGliR
(4) ~ctt~ ~ffi;Tr

A
85. Given below . are some human
activities :.
A. Digging of mines.
·B. Constructing dams.
C. Collection of leaves and herbs to
sell them in the market.
D. Weaving baskets from bamboo.
E. Making leaf plates out of fallen
leaves.
The activities responsible for the
disappearance of forests is/are
(1) only A
(2) A and B both
(3) A,BandC
(4) · B,C,DandE
86. .Select correct statements al1out
Bronze:
A, Bronze is an element like iron,
silver and gold.
B. Bronze is made on melting
copper and tin.
C. Bronze is very strong and is
used in ·making cannons and
statues.
D. The utensils made of Bronze are
lighter and stronger than that of
aluminium.
(1) Band C
(2) . C and D
(3) D and A
(4) AandC
(32)
85. ;futm~~ m.(jjCf)("jjQ ror~t =
A. mq;rai'€1+1 ~
c. omm-1hN-:f~fffir,:!fu<lhrri~
~~q;r.rr
~~~m,qjCf)("jjQ 'Cflt.:f~t~~~
lTJ?:r.nM~fffir f~>R<m t ?
(1) ~A
(2) A n£ITB~
(3) A, B n£IT C ·
(4) B, C, Dn£ITE
86. ~~alt.q-m'T~~:
A. rtfm ~. ~ 1'00 ~ qft ~
~-mqt I
B. ~ 'C6l i'lt.n 1'00 fl;; ~ NEH''IICfi~
~~~tl
c. rtfm~~~t·~
nN1'00 ~ (¥) lR'If'iil'ffiT f I
D. ~~~ ~RJ~f.:t<lq lf;~qft
WRT.q~attratf~~ ~
tl
(1) B n£ITC
(2) C~D
(3) Dn£IT A
(4) A n£IT C

87. A person living in Gandhidham ·
(Gujarat) wants to visit first Bhopal
(Madhya Pradesh) and then
Hyderabad (Andhra Pradesh). The
dirj;lctions of his journey will be
(1) First towards East and then
towards South
(2) First towards West and then
towards South
(3) First towards South and then
towards West
(4) First towards South and then
towards East
88. On a city map it was mentioned
"Scale 1 em = 110 metres". If the
distance between two localities on the
map is 15 em, then the actual distance
between the two localities is
(1) 1165 centimetres
(2) 1100 metres
(3) 1500 metres
(4) 1.65 kilometres
89. Mount Everest is a part of
(1) India (2) Tibet
(3) Nepal (4) Myanmar
90. Study the following duties/
responsibilities :
A. Help others in carrying their
bags.
· B. Let the group follow you and ·
keep at the front.
C. Ask those to stay back who
cannot climb properly.
D. Look after those who are ··not
well and arrange food for the
group.
E. Find a good place to stop and
rest.
Which of the above are the
responsibilities of a group leader in
mountaineering ?
(1) A, Band C
(2) B, C and D
(3) C, D and E
(4) A,DandE
(33) A
87. lli!ftqrq ('j'I1W'1) ~ ~ 'CffiYIT <filt~
~ ~ ~ ~ aftf ~ ku•UG
(amt ~ ii'RT ~ t I '3Wl; ~
(<mil) cttmmr~ m?
(1) ~~Rm-ll ~m~Rm
-q
·(2) ~~Rm-ll~m~
Rmll
(3) ~ ~ Rm -q ~ Nit ~
Rmll
(4) ~~Rm-ll ~m~rn
-q
88. ~~~¥1Hf-<~iilw~fi;rorrm•~
1 ~;;:!14e~ = 110 ~· I~ ¥1HR:4:il W
~~~eli~<tl~ 15 ~::ll>fte~
t, "ffi "R cWIT ~eli~ qft CII'Rifctlfi"
~t
(1) 1165 fl•ihfic<
(2) 1100~
(3) 1500~
(4) 1.65 fct>Ml11'l2<
89. ~~~'IWTt
(1) ~em (2) fuo;;m- em
(3) ~em (4) ~em
90. ;:fftl ~ Tf{f ~/3'i'1~«1f<IR.i'i ~ ~
~:
A. ~~~mtrRmll~
B.
c.
D.
Cf>RT I
'IJt ~eli awl~.~ ,fut.
-dht~ I .
-m 'iiFr ~ ~ ~ m eli ff;nr
'lfi"AT I
lf1V.ft eli ~ ~ w "3W.fiT !.ZfR
~ ~ ~ ffitr ~-'t(t;l ~
,.,ill¥1 Cf>RT "I
E. m • arm;r ~ eli ffitr 3tT.dt
~{Frr I
>11aoefo1<dl•1 ll ~ m-<tt fJt¥il«1fhri ct;T
~*~~~:
(1) A, B (leiT C
(2) B, C (leiT D
(3) C, D (leiT E
(4) A, D (leiT E

A (34)
Candidates .shou14 answer questions
from the following :Part only if they
have opted for ENGLISH as
LANGUAGE- I.
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(35)
PART-IV
LANGUAGE-I
ENGLISH
Directions : Read the given passage and
answer the questions that follow
(Q: Nos. 91 to 99) by selecting the most
appropriate option :
Why do poets use poems to tell about
social injustices ? Tht: answer is simple.
This way a poet can catch and hold the
reader's attention, his/her emotions.
Usually poets in their works present
facts in order to capture attention of
many people. These are not new facts
that are presented to an audience. Poems
are always aimed at reaching feelings of
people and, thus, pulling strings.
Literature of every state shows all the
complexity of every epoch. When the
situation is the same at several countries,
it has a worldwide significance. Before
talking about poetry, we should answer
the question : What is poetry ? Poetry is
a special way of describing situations,
things, ideas, feelings. ·Poets present
their ideas in short phrases.
·A poem can be .compared to a
photograph as it reflects real .life, real
situations and feelings, In a poem a poet
captures the exact moment and
represents it the way he/she has seen it.
When you read a poem you see the
poet's subjective evaluation of facts,
situations and the ~och in general.
Poets of the Romanti<: Movement wrote
their poems to share their feelings. They
wrote to help peopl€: understand their
time from the poet's point of view.
91. A poem reflects the culture ofthe
(1) period it belongs to
(2) historical past
(3) imaginary life
(4) present only
92. Here, the expression 'pulling strings'
means
(1) challenging beliefs
(2) · promoting popular notions
(3) secretly controlling thoughts
· (4) exerting strength
93. A word in the passage which means a
quality ofbeing intricate is
(1) general
(2) · photograph
(3) complexity
(4) evaluation
94. Romantic .Movement is a literary
period when the poetry mostly
(1) is religious and philosophical
(2) dealt with the supernatural and
violence
(3) focused on self-reliance and
independence
(4) emphasised on emotion and
"imagination
A

A
95. The structure of poetry is usually
characterized by
(1) sequences of two or more words
without an 'action word'
(2) long winded sentences
(3) lengthy descriptive stanzas
(4) short, factual stanzas
96. An example of 'subjective evaluation'
is
.,
(1) Everybody likes dishes prepared
with potatoes.
(2) The potato is a staple in some
countries.
(3) There are over 25 types of
potatoes around the world.
(4) The potato has a large percentage
of starch content.
97. The meaning of the word 'epoch' is a
(1) lengthy, complex poem
(2) type of literary work in England
(3) distinctive point of time
(4) being great and impressive
· 98. The purpose of poetry is to ____
the reader.
(1) distract
(2) appeal to
(3) disturb
(4) confuse
99. The themes of poems are usually
about
.(1) everyday happenings
(2) heroism and death
(3) romance
(4) important life events
(36)
Directions : Read the given poem and answer
the questions that follow (Q. Nos.
100 to 105) by selecting the most
appropriate option.
100.
Between the Miles
Because existence can become severe
in one d_ay,
just sense me and I'll be there.
In the mind's eye,
I'm not so far away.
If you hold o~t your hand,
in the-whispers,
I'll become the zephyr...
and besiege you.
If your eye's upon the stars,
in the crystalline darkness,
I'll become the moon.
And the light shall guide you.
If you rest upon the ground,
in the warmth,
I'll become the grass.
And embrace you.·:,.
If you tum outside,
in the wetness,
I'll become the rain.
·'
An upon your forehead, kiss you.
If you free the air,
in the light ofday,
I'll become the sun.
And smile for you.
Between the miles- ·
if you need me.
If you need a friend.
Let me be the friend, I want to be. ·
Heather Stoop
'The' zephyr' is a
(1) fine quality of cloth
(2) scent or odour
(3) strong stream of air
(4) gentle, mild breeze

101. An example of a metaphor is
102:
103.
104.
(1) 'I'll become the grass.'
(2) 'Between the miles'
(3) 'I want to be.'
(4) 'If you rest upon the ground'
A synonym of the word 'besiege' is
(1) surround
(2) attack
(3) befriend
(4) trap
The theme of the poem is about
(1) separation
(2) relationship
(3) travel
(4) nature
The 'crystalline darkness'
that surrounding is
(1) black and sombre
(2) in the moonlight
(3) .lit up by the stars only
(4). pitch dark and quiet ·
suggests
105. In the poem, the poet suggests that
friendship is unaffected by
(1) individual independence
· (2) changing feelings
(3) time and distance
(4) differences in attitude
Directions : Answer the following. questions by
selecting the most appropriate
option:
106. A learner's competence in English will
improve when she/he receives
or· learning experience that is
appropriate.
(1) an equal level
(2) a slightly higher level
(3) a range of levels
(4) a slightly easier, lower level
(37) ·A
107. A 'mental block' associated with
English language learning is
(1) interest in Sports and Arts.
(2) disinterest in studies in generaL
(3) lack of opportunities to use
English.
(4) dyslexia-a disability.
· 108. A company labels its frozen snacks
75% fat free rather than co11taills 25%
fat so that people will view them more
positively. This is an example of a
(1) prototype
(2) phoneme
(3) subjecrive utility
(4) semantic slanting
109. When children first start to speak in
sentences, their speech may be
described as
(1) babbling
(2) exceptionally soft
(3) telegraphic
(4) multi-lingual
110. Which observation supports Noam
Chomsky's ideas about language
acquisition ?
111.
(1) Children's language development
follows a similar pattern across
cultures.
(2) The stages of language
development occur at about the
same ages in most children.
(3) Children acquire language quickly
and effortlessly.
(4) All of these
What is the system of rules that
governs how words can be
meaningfully arranged to form
phrases and sentences ?
{1) Language
(2) Syntax
(3) Morpheme·
(4) Phoneme

A
112. A twelve-year-old child enjoys using
puns. This enjoyment indicates that
she has
(1) semantic slanting
(2) deductive reasoning
(3) mental blocks
(4) metalinguistic awareness
113. Did you really
yesterday?
(1) knead
(2) kneed
(3) need
(4) needed
114. You don't smoke,
question)
(1) have you
·(2) are you
(3) do you
(4) don't you
the money
? [tag
115. A 'critical period' during language
learning is
(1) the period during which language
can be acquired with greater ease
than any other time.
(2) the length of time before a
comprehensive assessment .takes
place in class. .
(3) best preparatory period for any
language project.
(4) special time set aside for students
to intensively practice language
use.
116. The two skills required to take notes
effectively are
(1) using symbols and abbreviations
instead ofwords.
(2) re-writing a text, using your own
'YOrds.
(3) writing legibly with correct
punctuation.
(4) writing fluently, using
conjunctions.
(38)
117. Remediation, when students find
difficulty in the use of different
'modals' would be for them to
(1) be given ample practice in using
modals in a set ofsentences.
(2) frame sentences on their own and
teacher corrects them.
(3) learn about the structures outside
the classroom through suitable
activities.
(4) practice by collaboratively
completing tasks where structures
are used integratively, in a variety of
real life situations.
118. What is wrong with the following
multiple choice question ?
Tick the most appropriate :
The Metro theatre is located ___
LodhiRoad.
(a) over (b) at
(c) beside (d) behind
(1) All answers are wrong
(2) Two are wrong
(3) The statement IS not correctly
framed
(4) 'Over' is the correct answer
119. Receptive Language skills are
(1) using grammatical structures
accurately.
(2) writing in a range of styles.
(3) listening and reading for
information.
(4) being able to self-correct while
using language.
120. The 'Natural Order' in the process of
learning English suggests that,
children
(1) are slow at learning to speak when
riot in school.
(2) learn to read and write
simultaneously.
(3) are able to speak first and then
listen.
(4) acquire some language structures
earlier than others.

(39)
Candidates should answer questions
.from the following Part only if they
have . opted ·. for HINDI as
LANGUAGE-I.
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102. ~~~-m 'CRjUT' CfiT tt+lHiefi t?
(2) ~ q;r 3llt";f ~
(1)
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99. ~~-q ~ ~ CfiT anm-<ATsarrt 1
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f.mT: ;fiT} ey TJt~ q;"t ~~ ~ ~
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104. q;fcr-;f~~Cfil'~~t?
~fc!;W~~. (1) ~~~q;r
<1f!:."f<W:r_a:jq;~t I (2) ~q;r
~ lffCf<IT tft -;r m (3) ~q;r
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A
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(42)
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(43) A
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A (44)
from the following. Part only if they
·have opted · for ENGLISH as
I LANGUAGE- II.
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&>ctM 'frlTI ~ ~ d;JQ1~ 1=11~1 - II CfiT
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(45)
PART-V
LANGUAGE-TI
ENGLISH
answer the questions that follow
(Q. Nos. 121 to 129) by selecting the
most appropriate option.
1. The fossil remains of the first flying
vertebrates, the pterosaurs, have
intrigued paleontologists for more than
two centuries. How such large creatures,
which had wingspans from 8 to 12
metres, solved the problems of powered
flight, and exactly what these creatures
were-reptiles or birds - are among the
questions scientists have puzzled over.
2. Perhaps the least controversial assertion
about the pterosaurs is that they were
reptiles. Their skulls, pelvises and hind
feet are reptilian. The anatomy of their
wings suggests that they did not evolve.
into the class of birds. In pterosaurs, a
greatly elongated foUJth finger of each
forelimb supported a wmg like
membrane. In birds the second finger is
the principle strut of the wing. If the ·
pterosaur walked or remained stationary,
the fourth finger and with it the wing,
could. only tum upward in an extended
inverted V-shape alongside of the
animal's body. Both the pterosaurs and
the birds have hollow bones, a feature
that represents a saving in weight. In the
birds, however, these bones are
reinforced more massively by internal
struts.
3. Although scales typically cover reptiles,
the pterosaurs probably had hairy coats.
The recent discovery of a pterosaur
specimen covered in long, dense and
relatively thick hair-like fossil material,
was the first clear evidence that this
reasoning was correct. Efforts to explain
how the pterosaurs became air-borne
have led to suggestions that they
launched themselves by jumping .from
cliffs, by dropping from trees, or even by
rising in~o light winds from the crests of
waves.
121. The skeleton of a pterosaur can be
distinguished from a birds by the
(1) size ifits wing span.
(2) presence ofhollow bones. ·
(3) hook-like projections at the hind
feet.
(4) the anatomy ofits wing span.
122. Which is the characteristic of
pterosaur?
(1) They hung upside down like bats
before flight
(2) Flew to capture prey
(3) Unable to fold their wing fully at
rest
(4) Lived mostly in the forest
123. The elongated finger in the ____
supported the outstretched wings.
(1) pterosaurs
(2) birds
(3) both
(4) neither
A

A
124. The · body of the pterosaurs was
covered in
(I) feathers
(2) scales
(3) fur
(4) smooth skin
125. The pterosaurs flew by
(I) jumping offa mountain ledge
(2) pushed by wind before take off
(3) jumping upwards with force
(4) moment.um gained by running
126. A synonym for 'compressed', from the
passage is
(I) launch
(2) dense
(3) light
(4) s~rut
127. The opposite of 'contrqversial' Is
(I) questionable
(2) uncertain
(3) debatable
(4) undisputed
128. It can be understood from the passage
that scientists believe that the
(1) large wings help pterosaurs to. fly
great distances.
(2) hollow bones showed they
evolved from bats.
(3) fossil remains explain how they
flew.
(4) pterosaurs walked on all fours.
129. Fossils often left scientists in doubt
whether the pterosaur
(1) ever existed at all
(2) how many lived at that pefiod
(3) their size and weight
(4) their shape and gender
(46)
answer the .questions that follow
(Q. Nos. 130 to 135) by selecting the
most appropriate option :
1. A man found a cocoon of a butterfly.
,2.
One day a small opening appeared. He
sat and watched the butterfly for several
hours as it struggled to force its body
through that little hole. Then it seemed
to stop making any progress. It appeared
as if it had gotten as far as it could, and it
could go no further: So the man decided
to help the butterfly. He took al pair of
scissors and snipped off the remaining
bit of the cocoon. 'fh.e butterfly then
emerged easily. But it had a swollen
body and small, shriveled wings. The
man continued to watch the' butterfly
because he expected that, . at any
moment, the wings would enlarge and
expand to be able to support the body,
which would contract in time.
Neither happened! In fact, the butterfly
spent the rest of its life crawling around
with a swollen body and shriveled
wings. It never was able to fly. What the
man, in his kindness and haste, did not
understand was that the restricting
cocoon and the struggle required for the
butterfly to get through the tiny opening
were God's way of forcing fluid from
the body ofthe butterfly into its wings so
that it would be ready for flight once it
achieved its freedom from the cocoon.
130. The man's first instinct was
(1) leave the cocoon alone
(2) help the butterfly
(3) leave the butterfly alone
(4) keep watching

131. The natural process would have the
wings of the·butterfly
(1) unfold and s,tretch out
.,
(2) fold up and remain snug
· (3) half open and snug against the
body
(4) unfold.and remain stiff
132. A word that means 'to make or
become withered' is1.
(1) · moistened
(2) folded
(3) wasted
(4) shrivelled
133. The writer's message in his/her essay
is about
(1) not to have any problems
(2) need for struggles in life
.(3) escape pain at any cost
(4) needless struggles in life
134. The essay is ____ in form.
(l) factual
(2) descriptive
. (3) discursive
(4) argumentative
135. A man noticed that the---'------
(1) butterfly was hidden
(2) cocoon was growing
(3) cocoon was moving
(4) .butterfly was e'merging
(47)
Directions : Answer the questions that follow
by selecting the most appropriate
option:
136. The 'bottom up model' of curriculum
is one where
(1) learning IS based on a set of
software to make curriculum more
Ieamer friendly.
(2) the curriculum that allows
freedom for student mobility with
increased choice of curricular
activity and encourages learning
by doing.
(3) the learning process 1s geared
towards career orientation.
(4) a need-based distance education
with indirect influence on
students.
137. The Humanistic Approach is
specifically tuned to the
(1) mastery of academic disciplines
with all their characteristic features.
(2) application of learnt structure,
content, concepts and principals to
new situations.
(3) processes that enable students to
discover structures for themselves.
(4) process where sequence is taught
along with how to present the
related .contents.
138. A 'special needs language classroom'
is ide~lly
(1) exclusively furnished.
(2) located separately.
(3) integrates all types of learners.
(4) · has extra teachers to help regular
. teachers.
A

A
139. One of the challenges of 'Behaviour
Management' in a senior class is
(1) students' readiness to use the
smart board.
(2) student's lack of self study skills.
(3) teachers' preference to conduct
group rather than individual work.
(4) teachers' lack of self confidence.
140. To inculcate a 'Never Give Up .
Attitude', a suitable activity is the one
when students
(1) sang two popular songs and
exhibited some of their art and
craft works during the parent-
teacher meet.
(2) ·made modifications to their paper
planes and tested them. again,
experimented with the best way to
get them to go the distance and
shared their finding.
(3) in groups created graphs about the
difficult situations that students
have had to face in life.
(4) managed to get the Principal's
permission to go out and play
during the English period.
141. Assessing reading at Class VII, can be
done most effectively through a
(1) spoken qUiz based on the
meanings of words and
expressions.
(2) written test based the characters
and events in the story/text.
(3) an oral interview to find out how
much they have read.
(4) writing a 50 word book/text
_review as a small project.
(48)
142. Curriculum development follows the
following sequence :
(1) Formulation of objectives,
assessment of needs, selection of
texts/learning experiences,
evaluation
(2) Selection of texts/learning
experiences, assessment of needs,
formulation of objectives,
evaluation
(3) Assessment of needs, formulatjon
(4)
of objectives, selection of
texts/learning expenences,
evaluation
Formulation of objectives,
assessment of needs, evaluation,
selection of texts/learning
experiences
143. The learning experiences that offer a
vicarious experience to learners are
(1) ·real objects and specimens
(2) abstract words, case study
(3) display boards, film clips
(4) ·field trips, observations
144. In Computer Aided Instruction [CAl),
the 'simulation mode' is where learners
(1) experience real life systems and
phenomena.
(2) receive bits of information
followed by questions with
immediate feedback.
(3) a senes of exercises with '
repetition practice.
(4) get problems which are solved by
a process of trial and error.

145. ~ 'listening stimulus'
(1) presents input to separate groups
of students who gather again to
share what they listened.
(2) presents an information ' gap
activity such as giving directions.
(3) is listening to a good commentary
to review it.
(4) enables students to discuss a set of
criteria which they prioritize to
complete and present a task.
146. The 'interactional routine' during
speaking assessment includes a
(I) negotiating meanings, taking turns
and allowing others to take turns.
(2) describing one's school or its
environs informally.
(3) 'telephone' conversation with
another.
(4) comparing two
objects/places/events
assessor.
or
for
147. Retrieval skills in writing are
(I) note making and note taking
more
the
(2) diagramming and summarising
(3) abilities to do extensive reference
work
(4) orgamzmg information ·while
reading/listening
148. 'Awareness raising' grammar· games
encourage students to
(1) think consciously about the
structures they have learnt.
(2) collaborate in completing a given
activity.
(3) engage and feel about human
relationships while the teacher
controls the structures. ·
(4) use learnt structures to
communicate with one another
about a given theme.
(49) A
149.. Language acquisition
(1) is the memorization and use of
necessary vocabulary
(2) involves a systematic approach to
the analysis and comprehension of
grammar as well as to the
memorization of vocabulary.
(3) refers to the process of learning a
native or a second language
because of the innate capacity of
the human brain.
(4) is a technique intended to simulate
the environment in which children
learn their native language.
150. Noah Chomsky's reference to "deep
structures" means a
(1) hidden set of grammatical rules
learnt through intensive study.
(2) transformational grammar that -has
led in tum to increased interest in
comparative linguistics.
(3) a trend that English is the most
common-auxiliary language in the
world.
(4) universal wammar underlying all
languages and corresponding to an
innate capacity of the human
brain.

. (50)
.from the following Part only if they
have opted ·for HINDI as
LANGlJAGE- II.
~ f~J04"1f{1f@d <qJTT ~· ~ c);- 3fH
~q(1 'ffm ~ ~ a~1~ i'~' -11 Cf)T
fqCf)(Yq ~ Tf1T m- 1

(51)
qpy_y
<qf1'.ff - II
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123.
124.
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(2) oqtI(<:,JqRJ tl
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~cnl .ariW:rt?
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(2) ~-<t>~Wit q;r ~f"l<ilf"li1 ~ ~
~
(3) ~cf;~fumt.=rr
c4) "ffiriT q;f fum q;r ~ mq; ;:r m
121. F~-~-q·~ 'llmll~mffi
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.. 125. ·fcrem" l'JGG-q ·~. ~ ~ tR" illl'JGG
~.~t
(1) m-'l1I1S1T -q (1) fiiloqlfl:<t>
(2) llRCf)" 'l1I1S1T -q (2) ~-q1fl:<t>
(3) ~ 'l1I1S1T -q (3) ~oqRJCf>
(4) ~-q (4) ~-q1R<t>
A

A
.126. ·~ llOGf
(1) ~
(2) f~<llfct~lQUI
(3) """"l'*'li~Cfl@
(4) fu;<rr
127. '"ER"cit T.I~IH~'lcm'lll~~cit ~~
~ ~ t I' G{1'Cflf 1t ~mif<t>i't amt
(1) fu;<rr~
(2) f"'''t~<ICII~Cfl ~
(3) ~f"'''t~<ICII~Cfl ~
(4) ~ ~rcf.:rri:l'
128. ~ 31lf~ q;f '!''!'(ifri'i cit ~ fm" .
'30R~~tf.F;~ 31lf~
(1) ~~i'Wff~~t I
(2) 3Jqjg;:ft<j ~;q ~ ~ ~ t I
(3) ~c);-mm~~t 1
(4) C~ifffinc;q~~~t 1
~ : ~ f<N ~ rr~ "Cfll ~ ~ -mT
~Cj;f'q<R~:
<1"1-i~lfctCfl <miT ciT TWfi 'If ~ "''T 'i:ft
<W, 3l1R ~~ciT~ 'If lll1
~ .qr "ffr l ~..~ ~ ~ ~
~~ awffi~wfft ~~~
~lrnt l+lRCf~lf~~
c);-C6TruT f;r;t ~t ;fT.rr w ~ t, ~ ~
~llll1orqmm~ ~~-~~
~ ;:rp:r ~ lll1 ~ ~ q;«f t, ~
~ m 'If ~it 3lffi t, ~ mamo:
~·ffihnit ~it z;itrrr ~11m~ t I m
'If, ~ -qrn off.&: m, ~ 6fu- ~
t lllnt ~ ~ ~ awm .~ m, 1:jfq
~ 6fu- 3lf01f.ft c);- 381 ~ ~ ~
~qft"¢~l'i:ft~~t I
(52)
129. ~cf;~5lf~'Siffi~~
t?
(1) -;;;T~t I
(2) -;;;1 ~ Cflt ~t I
(3) -;;;l;ffir~~t I
(4) -;;;1 ~ciT~ mq;«f 1
130. ~ cf; ~ 5lf ~ OfTJf lR" m:rr_
~~t?
(1} ~ ll'RC!Tc);-;:rp:r ~
(2) ~ m c);-;:rp:r ~
(3) ~crt~m ciT ~c);-;:rp:r~
(4) '!!Tit~ ;:rp:r ~
131. ·~ ~ ~ 1t !!5 tt m t .....'
'C(lCfqlt ~&if<t>i1l10G~ ~cit am-~
'Cf>«{Tf?
(1) "1::>011<:'14'1 ciT (1{4>
(2) ~~wm~~cil(1{4>
132. ~ l10G 'It~~ 'Q;;:rq CfUT c);-~ lR"
~l:_)q;J~~ifl'~f?
(1) ~
(2) ~
(3) ~
·(4) ~

133. ·~ w.;plcnt.l-m~ t?
(1) ~
(2) <r
(3) ~
(4) ft<r
134. ·~ 'ifi'!ltnhilcl,' ~1l&<rrt
(1) ~
(2) ~
(4) ~
135. ~cf>am:m-w~~~tr.n
(I) ~Cfif~<T'@1R~~t I
(2) ~ CfiT am~ ~ crt-~
'f>1 "&ItcoT~ t I
(3) ~ ~ ~i1 am *l:JTff ~
~tl
(4) ~~ ~~~cf;-fcf;;nt
~tl
f.:$T:~~~P.:
136. ~<nl~-~llmRtttlf<l'{uhmt
(S3) .A
137. ~'!'1/IHHill·~t
(1) "ffi'WHTOGT cf>m 'f>1 ¥WffiT
(2) (fur TJfu ~ ~ q,1 ¥WffiT
(3) ~ ~ ~ CfiT m <nR cn1
(4) ~ m cn1 3{]qiJIUC6-~'"I'q'tlif<C6
"ij'ij'f.alf -q ~f:fl$lC6 offi;:R 'f>1 '1J'(I<'1(11
. 138. ~cf>~t
(1) WRf, ~. 1WIT, ft;mRr
(2) ~. 1WIT, ft;mRr, wm:=rr
(3) 1WIT, ft;mRr, WAf, wm:=rr
(4) ft;mRr, ~. 1WIT, ~
139. ~fcliiliW"l 3fR~~
(1) Cf>lt·~ 'q!qf~~~ I
(2) wft~w~~ 1
(3) ~~~~~~
(4) wr-=IT ~-"'t11('1" qif 'q!qf *~ ~
~rn~~
140. ~ ntl"cf>~ .q ~ ~ ~-fcrcm:i
~~~?
(1) ~ ~ ~ lWIT-ftrffi ~ 'q!qf
CfifwWr~~ I
(2) ~~~~cf;-wft~
~c);-~ f.:rtR 3ffi:fil;<rr ~ ~ I
(3) ~ ~ ~ ~ "C6m ~
'q!qf-ll"ll'I~IIHI CfiT f.:rtR wWr ~
tl
(4) ~m~'q!qfCfifwWr~

A
141. wr.rr~ll~~
(1) ~·cit Ofl(f wR # ~, $t ~
llfof¢"11
(2) w-:rr q;f '6q 1'1'ielCfl wR cit &fl1ffi q;r
~
(3) ¥1ifo'{c1Cfl trRI.
(4) wt~~cit~ •:rwqf11
142. fcn~n:r<nR"'Cf>T~ :11t~fqq; ~<nl ~
~'Cf>T ~~-q~~m:llf~?
(1) ~q;f~ I
(2) <rre:cit7ft~~ I
(3) Mc;:¥"1"Cf;f~~ I
(4) Wc)#~mn:fm~~ 1
143. ~ -q1:lo-l-~ 'CflT fcrcnm ~ cf;fffir
~t
(1) cn&lT B ~ CfRR ~ Cf;f 3l'R1R1 I
(2) <m1. ~ ll&f·~ Wurr I
(3) cffi;:ft ~ Cf;f 3l'R1R1 I
(4) ~~Cf;f~-3Mffi I
(1) ~ W-~ Tffufcifu liBr ~ I
(2) ~ cit ~ 1fqfu q;f ~
CRffi ~ I
(3) "Cfll01:f-01fi@1T Cf;f ~ lWT ~ I
(4) ~-3l'R1ffi Cf;f ~ fitfi"l'{Oj ~·
~I
(54)
145. wm ~ ~ Cflfcs•ug 'CflT ~ qmrr
~ I~ ~!ffi:rn"t I
(1) f,gfl;llf<h"'l
(2) f.s'k'ifCffi"'l
(3) f,g~(1'1'ffl"'l
(4) f.s'!>!llf'"l"'l
146. ~-~ <nT m ~ ~-~ cit
~cnlom::IT~~
(1) ~'11Jl'!T Cf;f ~t I
(2) fr-l'Ell("l"' Cf;f ~ t I
(3) ~ ~ ~ 1:R" ~ m<'T WIX'!T ·~ I
(4) ~ 'I1Jl'IT-wWr cn&lT # 'I1Jl'IT-cllliIct<oI
Cf;f f.:rlltur CRffi ~ I
147. ~-a:r;;R. ~-3lfQTTq -q~ ainTt
(1) ~-~ cf; ~ q;r 3l'R1R1
~q;r I
(2) ~q;r I
(3) 'I1Jl'IT cfif.:r<ll::IT q;f ~ ~ Cf;f I
(4) 'I1Jl'IT ~ cfi 3l'R1R1 Cf;f I
148. ~ ~ <nalT -q ~ cnl ~ cf;
wm<nT
(1) ~~·I
(2) lilffM'i ~ ~. I
{3) ~ mflm OR t.n'.I
(4) icffir mffllt'1 ~ Cj;BT • I
149. JW!If'"lCfl~lff~-~'Cf>T~t
(1) ~citfuman~'~Mm~
(2) Wfrcf;~~~~·~
(3) ¥Wf ~or-fAT
(4) ¥Wf Cf<ffiT or-fAT
150. ~~afu.m-~~~~t
(1) ~q;f~cf;furo;
(2) ~~~cf;~
(3) ;;ftcR_~q;f ~ ~ cf; fum:
(4) <l~

(55) A
SPACE FOR ROUGH WORK
'ftn~~~~

(56)
READ CAREFULLY THE FOLLOWING
INSTRUCTIONS;
I. Out of the four alternatives for each question, only
one circle for the correct answer is to be darkened
·completely with Blue/Black Ball Point Pen on Side-2
ofthe OMR Answer Sheet. The answer once marked
is not liable to be changed.
2 The candidates should ensure that the Answer Sheet
is not folded. Do not make any stray marks on the
Answer Sheet. Do not write your Roll No. anywhere
else exceptin the specified spacein the Answer Sheet.
3. Handle the Test Booklet andAnswer Sheet with care,
as under no circumstances (except for discrepancy
in Test Booklet Code or Number lind Answer Sheet
Code or Number), another set will be provided..
4. The candidates will write the cortect Test Booklet
Code and Number as given in the Test Booklet I
Answer Sheet in the Attendance Sheet.
5. Candidates are not allowed to carry any textual
material, printed or written, bits of papers, pager,
· mobile phone, electronic device or any other material .
except the Admit Card inside the examination hall/
room
6. Each candidate must show on demand his I her
Admission Card to the Invigilator.
7. No candidate, without special permission of th~
Superintendent or Invigilator, should leave his I her
seat.
8. The candidates should not leave the Examination Hall
without handing over their Answer Sheet to the
lnvigilator 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 theAttendance
Sheet.
9. Use ofElectronic I Manual Calculator is prohibited.
10. The candidates are governed by all Rules and
Regulations ofthe Board withregard to their conduct
in the Examination Hall. All cases ofunfair means will
be dealt with as per Rules and Regulations of the
Board
11. No part ofthe Test Booklet and Answer Sheet shall
be detached under any circumstances.
12. On completion ofthe test, the candidate must hand
over the Answer Sheet to the Invigilator in the
Room I Hall. The candidates are allowed to take
away this Test Booklet with them.
A
I.
2
3.
4.
5.
6.
.7.
8.
9.
10.
11.
12.
~~~W!u:~TTlt'<l'K~it ~ ~"31'R"~ft;ro:
OMR "31'R" '!f;f ~~2 1R" ~ '!%"C[ff q;l ~ 1J_ft i'fW
;fu;f~ ofu;r ~~ ~ o/ 11%"01T{"3W ~ <iR=l
~<!IH~~~;;rr~i I
~ '!J>R~i!i1 'fitflf>~"3W'!f;fq;ll:!Tm":1" ~~ ~
'Q Cfilt 3R' f.mR ":1" ~ I ~ 31lRT 611!*'11i<6
"3W'!f;f it Rmmf ~ ~ ~ 3FPr ":1" ~ I
m ~ ~ "3W'Q;f "<6T 'UlH'{cl<6 wWT 'fit, ~
fcl>m ,:ft qf{f~f('l it ~. ~ ~ "31'1"{ 'Q;f ~
·<rr~itf':Rm'fft~q;l~ ~·
~~~'Rflit;;m:rft I
·~ ~-~'!f;fitro;TJlt•~•q
~q;l~~~~~-'!f;fit~ I
..mwrrliTU m ~~it~ em~ fucuq fcl>m
m<fft~wrnt, ~<TTtfi4fMf<lli1, ~~~,
~. ~~. ~Ji~f<1<6 ~<rrfcom JFTm
'f>1"f!TI1!ftq;lB;m;f <TT ~ <iR=l'f>1 ~ ~ t I
~ "'R 'Q ~~. ~q;l 31lRT ~-em
~I
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~~":fmtl
~ ~q;l3l'FIT ~'Q;f ~ f.Frr ~ ~-'!f;f
'Q~~~f.Frr~·~~~ I
~ fcl>m ~ ~ ~ OIT{ mRm-'!f;f 'Q ~ ~
~m~11RT~flf>~m'Q;f~~t 3ll<
· ~ ~ ~ q;r l11l1ffi 11RT ~ 1'lfilaneii rn
~w:r ~ aP&q;rT.mr-r~-lf5r .qfurlTif~
'IR'~~ I
:
~M~1R<61 iH<'iill~(i 4R<6(1<6 q;r ~ ~ t I
•-~it ~~Wro:..mwrrmt~~m.=rr~
~ liTUf.r:rilffit I ~ <mR'f~~ ~q;r
~mt~m.=rr~~~~m-rn 1
fci>mtm'mit• ~ 3li<~'Q;fq;fm11fiT 3Will.
":f:q;tl
-qillltl mq;;f ~ W, -qilaneif ~I ~ ~ ~ ~
~ mf ~--r.m~ ?.fiT arcQlf llfq ~ 1 m~
artFt wrW p1 Tift~~ <fit R' ~ Wfi1T f I

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