Dor Vem . JBC - 12 Tost Booklet Code This booklet contains 48 pages. © PAPER I / 89-0 I ‘iter gfevan wer WH gyfer H 48 gee ‘MAIN TEST BOOKLET / you witen yferat Do not open this Test Booklet until you are asked to do so. Fa utter yfetan at va mer a Get oe we RET TE ost Booklet No, ater gfe een Read carefully the Instructions on the Back Cover of this Test Booklet, FH atten gfe & fost srecor we fey fee at ea a we 1 INSTRUCTIONS FOR CANDIDATES 1, The OMR Answer Shoot is inside this Test Booldet. When you are directed to open the Test Booklet, take ut the Answer Sheet and fill in the particulars on Side and Side carefully with biueflack bal point pen only. 2. The test is of 14 hours duration and consists of 150 questions. There is no negative marking. Use Blue/Black Ball Point Pen only for writing particulars on this page /marking responses ‘in the Answer Sheet. 4, The CODE for this Booklet is B. Make sure that the CODE printed on Side of the Answer Shect is the same as that on this booklet. Also ensure that your Teat Booklet No. and Answer Sheet No. are the same, In case of discrepancy, the candidate should immediately report the matter to the Invigilator for replacement of both the Test Booklet and the Answer Sheet. This Text Booklet has five Pars, 1, Il IV and V, consisting of 160 Objective Type Questions, each carrying l mak: Part: Child Development and Pedagogy" (@. 1 fo Q. 30) Part: Mathematics (@.31 109.60) Part 11; Environmental Studies (Q.81 10.90) Pert IV: Language 1-CEnglish/Hindi) -(Q.91 10 @. 120) Part V + Language I~ (EnglisVHindi)” (Q. 121 to Q. 160) 6. Part 1V contains 80 questions for Language I and Part V contains 30 questions for Language Il. In this test booklet, only questions pertaining to English and Hindi language have been given. In case. the language's you have opted for as Language I and/or Language Il 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 EARN, Geangage 1D in a language other than the one eh Language I (in Part IV) from he list of languay | 5. Rough work should be done only in the space provided in the Test Booklet forthe same, 9. Th anoers ap ty be recoded onthe OMB Answer | Shoet”only. “Mark. your: responses “carehaly No whiter i allowed for changing answers.” . vba Ht safe 12 WE @ ee Heer 150 Te 1 ae FE wi daa’. ae . tare at V Corer) & fer, wer qe a Bet Ta gy . 5 ard uber Gfivan xa wai & fee aad ret . 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Bq wae tas aT why ffs @ 1 : " Name of the Candidate (in Capitals) : wierd ar ay (aE att H) : Roll Number (aaHis) ; in figures (aia ge ones _ ate ta dt sin words (wai #) pee ee | Centre of Examination (in Capitals) : a eee Es war Fx (ag set H) : Candidate's Signature : vial 3 eee Invigilator’s Signature: ‘rte 3% GeaB ne (2) PART I/ 4A I CHILD DEVELOPMENT AND PEDAGOGY / ‘ret feore a frememey Directions + Answer the following questions by [Bier » Freer west & sae 23 Pere rane afer selecting the most appropriate option. Freee fie 1 When a child ails, it means he [Bs Her her 8, eee aT & fe 2 mibh gaa ae GQ) Fe aut at wet at 8 are ae fet (2) the child should have taken private @) wea a areas eae SH ee et tuition (3) Breen ter eg 2 (3) the system has failed | i (4) Arar vane & fore ava ae @ (4) the child is not fit for studies 2 Peer sto oe act 23 are tts a eam The emphasis from teaching to learning can 2 4 be shifted by Pam feer-rett amare (1) adopting child-eontred pedagogy oe x eS Te ak (2) encouraging rote learning @ (3) adopting frontal teaching (2) 3 Reena caries (4) focusing on examination results (@) Nder Runt we Stee ata The most effective method to tach the 8. asi ar afgeor siaeoar & fret ap wat wert concept of germination of seeds waft @ (D to make the students plant seeds and () feenfidt arr das as ata id a observe stages of germination & wai a aac ar (2) to draw pictures on the black-board and = : = cece een @) ame 1 faa aan sit avy ee (3) to show pictures of seed growth (3) ae 4 ate & fr ear (4) to give detailed explanations (4) fee wren aa Inclusive Education 4. Bare fever (D celebrates diversity in the classroom fatrrcr (2) encourages strict: admission procedures oe uy é (3) i i (2) ‘ofa weareh sche sia agra Sah includes indoctrination of facts (4 ‘includes teachers from marginalized (3) Tel st fren Cente) & water ¢ groups aft we fam at & fer a aaa Which of the following is an objective a0 8 waar & question ? 5. Frafafan % 3 ata wears wer 8? (1) Short answer question () Fees wey (2) Open ended question @) We sm ae we (3) True or False @) Fao aay (4) Essay type question (Briers see Which of the following is a feature tle. Frafafod % @ aa wie tee a Progressive education ? (1) Instruction based solely on prescribed fartvar @ ? text-books (2) Emphasis on scoring good marks in examinations (3) Frequent tests and examinations (Flexible timetable and seating arrangement 2) wees Ford sig wa aa aa (3) AAR et STF are very O wrearet sik a4 a aaen § asta10, (3) A wacher, after preparing a question paper, checks whether the questions test specific testing objectives. He is concerned primarily about the question paper's oH) @ @ content coverage typology of questions reliability (4) validity Critical pedagogy firmly believes that (2) the learners need not reason independently (2) what children learn out of school is irrelevant (3) the experiences and perceptions of learners are important (4) the teacher should always lead the classroom instruction School-based assessment is primarily based on the principle that (1) teachers know their learners’ capabilities better than external examiners (2) students should at all costs get high grades (3) schools are more efficient than external bodies of examination (4) assessment should be very economical Learners display individual differences. So a teacher should (2) provide a variety of learning experiences (2) enforce strict discipline (3) increase number of tests (4) insist on uniform pace of learning 10. a) @ @) @ fataarors Reereret ar ae qe frvae ¢ fe Reenfiai at cada wT a ohn aah ach safer wa ga 8 am a dete we aor & : frei & aqua sit aor reat wae we fees ap een saa aq a age won ae fears aR Yer BTS fea fraia % areata erat @ ? GQ) We west at ater fees art feeatird a amarsit at eae SAA @ feet ft aira w faenfiat a aed te fret ae (3) Prana, are wen Frarit at Ret sare wen? (4) Sree age ferment (fret) ear safer a @ a) @) @ evant afters Frere weft axa @ 1 ater Fer a (tet & faee agate reer arr afer, (2) @ @ ade sree offre eer ate wars a dem ag Tt afer afer a uaa afte ae Br afeeB a. 12. 13. “) Which of the following is a principle of development ? (1) It does not proceed at the same pace for all @ (3) 4) Development is always linear Iv is a discontinuous process All processes of development are not inter-connected Human development is divided into domains such as (2) physical, cognitive, emotional and social (2) emotional, cognitive, spiritual and social-psychological (3) psychological, cognitive, emotional and physical (4) physical, spiritual, cognitive and social A teacher uses a text and some pictures of fruits and vegetables and holds a discussion with her students. The students link the details with their previous knowledge and learn the concept of nutrition. This approach is based on (1) Classical conditioning of learning (2) Theory of reinforcement (3) Operant conditioning of learning (4) Construction of knowledge A child starts to ery when his grandmother takes him from his mother’s lap. The child cries due to (1) Social anxiety (2) Emotional anxiety (3) Stranger anxiety (4) Separation anxiety In the context of education, socialization means (2) creating one’s own social norms (2) respecting elders in society (3) adapting and adjusting to social environment (4) always following social norms 1. 12. 13. 14, 15. Freaferfian 3 & ati-ar ferare a frat & 7 (we a frareae aa ae att (2) faara een tether @ (3) Fe Freee wert arth fina ae (4) ferera at av sftrant sterermaterr ae @ rae feraret Sit & fermfara fren art & ott (watts, dares, dere sit anne (2) Hanes, dares, arent oh anne ren wigs, dares, dames sik wie @) (4) Udit, srenters, dares sit arate we faren weary sik wear & ge feat ar itr seit @ sik ormt fered @ gal wed ¢ 1 feud ga aad are? gd a a aise & sik der at ciacen at tad @ | ae sorry % srefta 21 (2) sierr & mrelta angie (2) Gade % freia (3) Sa wet at ort 38 saat af at oie a ae 2, at rea 3 ore @ | seat & arr tarts @) wats gear @) wee efter () sre efter @® fear gear fren & def ¥, want & ard @ (a were ares aa (2) Fas # at a aH zor (3) amnire ara H ager ait gare @) aenfes amet at ada set ec16. 17. 18, 19. 20, i ‘A school gives preference to girls while preparing students for a State level solo-song competition. This reflects Global trends Pragmatic approach Progressive thinking Gender bias a 2 3) “ Vygotsky emphasized the significance of the role played by which of the following factors in the learning of children ? (Q) Hereditary (2) Moral (3) Physical (4) Social A teacher makes use of a variety of, tasks to cater to the different learning styles of her learners. She is influenced by (1) Kohlberg’s moral development theory (2) Gardner's multiple intelligence theory (3) Vygotsky's socio-cultural theory (4) Piaget’s cognitive development theory ‘A teacher never gives answers to questions herself She encourages her students to suggest answers, have group discussions and adopt collaborative learning. This approach is based on the principle of (1) proper organization of instructional material (2) setting a good example and being a role-model (3) readiness to learn (4) active participation Which of the following is a teacher-related factor affecting learning ? (Q) Proper seating arrangement (2) Availability of teaching — learning resources (3) Nature of the content or learning experiences (4) Mastery over the subject-matter 5) 16. 17. 18, 19. 20. B Ws RR Sh Grea sfc & fore fraféet at tar at ara ua faa apf wt adam art | ae cata e yates safrat (2) Sasa Sarr (3) safereter Feert (4) afte yatre aginst at & chat 4 frofefiad BS few are A Heel afar HK ae ate? argiiers (2) Afra (3) ree 4) ara we fafa svt fendi at fae afer a dqe ae & fee sfrenpi arf a svat aut @ 1 ae a soft & 1 Cy ater & fre free & fara 2) wen % aeqfa festa Ge fata st-ony & ait a weit aK ae aL ae ae) fart at ae BF fore, THE walt sit wearers afm amart & fee Seater seit @ 1 ae Sarr GQ) sateen are & sar dsr Q) TH RM Ww aT ak afrar-sires saat (3) dhet at aera (4) afer ania frafefan #8 ahea free 8 waters afm a wafaa at are aH et ? Q) 44 at sfat eae (@) Reewr- afer dee at seer @) fareag a sifierm-ageal at apf @) fava-aeq ¥ setaB 21. 22, 24, (6) According to Kohlberg, a teacher can instill moral values in children by (2) giving importance to religious teachings (2) laying clear rules of behaviour (3) involving them in discussions on moral issues (4) giving strict instructions on ‘how to behave’ Young learners should be encouraged to interact with peers in the classroom so that (Q) they can learn answers to questions from each other (2) the syllabus can be covered quickly (3) they learn social skills in the course of study (4) the teacher can control the classroom better When a child with a disability first comes to school, the teacher should (2) refer the child to a special school according to the disability (2) seclude him from other students (3) discuss with the child’s parents to evolve collaborative plans (4) conduct an admission test According to Piaget's stages of Cognitive Development, the sensori-motor stage is associated with (2) imitation, memory and mental representation (2) ability to solve problems in logical fashion (3) ability to interpret and analyse options (4) concerns about social issues 21. 24, Steet & ager, few ah # Aes aR ar ‘faa at dart & ) sae fee a ager az (2) Se & ae Fre arr (3) 2p Wem ara ela 8 ot ear (SS eee Fear sear aie ye aK Prer Bax Be frente a saree Y araet & ay Stetina A & fore aeeifer ae afk fare () 3 wae a wet & an de we (2) Wea a ag set TT Pear at we @) 4989 % che ame ste ata we (eee wera a deme ade BP ROT 3a Fria aa yee ax ferarea one @, at fers at ear ae afer 7 () Fa at rita & sen 38 fate fra as ar wena Gr aq * 8 ora feed 8 sre var ee Wed ator fasta a & fae ae} mret-Rrer & are wah eh safer sae-aier St afee feast & dgrrns free & ait ime (age) sgt wafer @ 7 ayer, waft sik arate freq @ af So 8 area at ara (3) feet & feb ik fara aad a area @ @) @) a 5 en (@) wife RI a ae25, 27. 28. 29, 30. D Human personality is the result of 25, (1) upbringing and education (2) interaction heredity environment between and (3) only environment (4) only heredity 26, Individual attention is important in the teaching ~ learning process because (1) learners always learn better in groups (2) teacher training programmes prescribe it (8) it offers better opportunities to teachers to discipline each learner (4) children develop at different rates and learn differently Which of the following is the first step in the scientific method of problem-solving ? (1) Verification of hypothesis (2) Problem awareness 27, (3) Collection of relevant information (4) Formation of hypothesis Which of the following is a domain of learning ? (1) Experiential ie (2) Affective (3) Spiritual (4) Professional When a child gets bored while doing a task, it is a sign that kiss (1) the task may have become mechanically repetitive (2) the child is not intelligent (3) the child is not capable of learning (4) the child needs to be disciplined Errors of learners often indicate a (1) how they learn (2) the need for mechanical drill (3) absence of learning (4) socio-economic status of the learners wrra-aaferra oftomry & () Wer-arer site frat a (2) Sagara sik arene a sferfirar a (3) Fae arma ar (4) Fact sagem at Ferm — sitters fara safeera ey @ eat tar reap 2, aif Q) Reenter wag A a eae att & @ Sree te tae 7a ) FR ee fret at aque ae fore fererat at Gece strat Firrd & ()) Feat at frara & fim ate @ sik 2 few wiet 3 dra wet & fefefar # & ata wee at aga vett ar aeer wer 2? (1) SRT aT yee ear (2) wae & sft Sere (3) aif omar at war aor (4) IR aT Frat aca frefefad 4 & ata drat ar dae ? va Feaq ard at ge sal orn, hae ew ara ar did @ fe : Q) duace ard ais wre aan a wre (2) wea afeart wee (3) Fea H eat a aa wet et @ Fa a aqued sa a mem & rer fernfiet at feat a aie va ae & 1 @ 4 && ded & (2) Tie sree st sree (3) drat at aroha (4) Reena 3% anteater eeDirections : Answer the following questions by (8) PART It / M1 IL MATHEMATICS / “fT Facer + Freateatia eat % ace 2 & fore wane afer selecting the most appropriate option. fewer TC 1 ‘31. The concept of areas of plane figures can be {31, at V % faenfiedl at gamer seit & Saw introduced to the students of Class V by 1 dacra 8 fea ar ofa ar oT aaa (1) caleulating the area of a rectangle by a? finding length and breadth of a () are @ vag ait see at ot om rectangle and using the formula for Bak rat & dea} a a xy area of a rectangle Be ara & Sava A ee ec (2) stating the formula for area of @ an sit af & dave a a aa ae () gm ai wr a seam a argh (3) calculating the area of figures with the & @aea at ert ac help of counting unit squares (fatima Fa vet, A, re, ake (4) measuring the area of any figure with aA wereat & feet sh Supt % aawe a the help of different objects like palm, “AMAT leaf, pencil eee a2, afer oar ech wea tert oP Pow ar 82, Computational skills in Mathematics can be ‘agra st wan 8? aan ) wat F sare ty Garett aiafaiedt ax (1) conducting hands-on activities in class arin ao (2) clarifying concepts and procedures} a) daeaatt ait wirmsit @ we =a & followed by lots of practice ae atie- 3st are ar (3) giving conceptual knowledge alone (3) aa deers wa tat (4) describing algorithm only (4) Bae WEIR (Algorithm) a1 ava a 33. To teach various units of length to the|33, students of Class III, a teacher shall take the following materials to the class a @ @) @ Rulers of different lengths and different units, measuring rod, measuring strip used by architects Measuring tape with centimeter on one side and meter on the other side Relation chart of various units Centimeter ruler and measuring tape pe alld wr fers frefafiad arr wen Fa ‘em : SPACE FOR ROUGH WORK / < ord & fire se34. 35, 36, o ‘The obje Class TIT students is to enable the students (1) to master the skill of addition and subtraction of four-digit numbers (2) to master the skill of reading large numbers (3) to count up to 6 digits (4) to see the numbers as groups of| hundreds, tens and ones and to understand the significance of place values Most appropriate strategy that can be used |35, to internalize the skill of addition of money (2) Role play (2) Solving lots of problems (3) Use of ICT (4) Use of models A teacher uses the following riddle in u class while developing the concept of base 10 and place value : ‘Tam less than 8 tens and 4 ones.’ ‘The objective of this activity is (1) - to reinforce the concept of base 10 and place value (2) to do summative assessment (3) to introduce the concept of tens and ones to the students (4) to have some fun in the class and to break monotony B e of teaching number system to|34. aT I & faenféet at dou-vett Wat eat Q) aR sidt act deen % arr sik oraerer 3 ateret H xetoren weet aA (2) ae densi Baga} ates H vetora HIT (3) 6 Sa TH WT Fe Font a fag, wet sk eae eer s wat egy op-orn, frear sen raf % am at gare srerart Be & fore, fee at ‘aeat @, a a) yfrarfraie Ga =) (2) gq BR Hart Fea CT (3) = ak ae wets cor) aw Har @ ee um fers sre 10 a zara a at deer an fears aa ara ser A frfafed weet ar watt erat @ : F 8 ceed ait 4 agai a ar EI ea feat ar ate @ a amr 10 at ears a at escra 3 er (2) ahIETe aE FCT (3) Praia at ced otk gare ot Hac a Raa aa @ sa % Fo we scr sk wT ais SPACE FOR ROUGH WORK |< wre & fee sreB 37. To assess the students’ competency on solving of word problems based on addition and subtraction, rubrics of assessment are (2) understanding of problem and writing of correct solution (2) identification of problem, “performing correct operation (8) incorrect, partially correct, completely correct (4) comprehension of problem, identification of operation tbe performed, representation of problem mathematically, solution of problem and presentation of problem 38. Ms. Reena uses a grid activity to teach the concept of multiplication of decimals. A sample is illustrated below : Je 3 006 o2- 02 x 08 = 006 ‘Through this method, Ms, Reena is (1) using traditional approach of learning (2) focusing on developing problem-solving skill focusing more on procedural knowledge and less on conceptual knowledge focusing more on conceptual knowledge and problem-solving and lesson procedural knowledge @) @ (0) s7. a sik sree ox smenfes, weet Ht fee ae wari a ea at ah freind wh eam a SGT aC 3 fer sarwera ini & Q) Fare at ater aie ah sera fererat (2) Fare Ft year, we air Penta aa (3) Te, sfers ea a att, yuh at @ Fat a ae, foes a a ai ‘Gira at wear, wreT a afta wT Frew, wart ar amar otk megan wa tt ae & pe at deen a fre el & fore fas fata ar in ach & | sea We Apr Ae fear are KENNNAAAN 0-06 RINIANNIANAN 38, BxINNININAN vv ZI AA VI Av AV V4 o2 0-2 x 0:3 = 0-06 WH Yala & ar yeh dar Meat & sea sore a we a eet 8 @) err rr thee cea (3) saree at We Fel za z ah e sik deers a 1 aT @) Were wa ak we 7 SaaS Se ear aT a SPACE FOR ROUGH WORK |< ord & fw sme39. 40. a) While planning a lesson on the concept of fraction addition, a teacher is using the activity of strip folding 2 2 a csgZ£ 4 a 8 ‘The above activity is a (1) post-content activity (2) wastage of time (3) pre-content activity (4) content activity A suitable approach for explaining that a remainder is always less than the divisor to Class IV students can be (2) explain verbally to the students, several times Co) represent division sums as mixed fractions and explain that the numerator of the fraction part is the remainder (3) grouping of objects in multiples of divisor and showing that the number of objects, not in the group, are less than the divisor (4) perform lots of division sums on the black-board and show that every time the remainder is less than the divisor 39. B firsit af att dacva & ve aioen zara aa, Foes vet tga arch affair a weit ae wer @ : 1 a 1 Zz + 1 Zi z aude wtf 8 () Peeeaeg vee afafafe (2) wa at avait (3). frag & yd at afafaty (4) Prey war feat ar IV & faenfeedt at ae waar & fee fee ty Gren frase & aH dar @, stam sare Q) se am frail at cifes er a oe or (2) farms aret ware at faaa frat & ea 7 Frefir acm ott ae ee wer fF fit aT aia tt age & fre & qi a aise ser ait xefire ser fe agai a den, st ag iad @, fons Gat agg 1 fro aA at aET aR ATT ae ee eyes Co 3) 4) SPACE FOR ROUGH WORK / &% ord & ff smeB 41. 42, ‘The figure consists of five squares of the size. The area of the figure is 180 square centimetres. The perimeter (in em) of the figure will be @ 48 ) 72 (3) 36 (4) 45 While teaching the addition of fractions, it }42. was observed by Mr. Singh that the following type of error is very common 2 3.) Beso) ‘Mr. Singh should take the following remedial action (1) Give pictorial representation to clear the concept of addition of unlike fractions, followed by drill of same type of problems (2) Advise the students to work hard and Practise the problems of fraction addition (3) Explain the concept of LCM of denominator (4) Give more practice of same type of problems ng sigft wart sam % ota ait & fire wht 1 sngft a1 Sree 180 wt ahha # | arepfer ar ofearg (@t 8) er @ 48 (2) raft & teat at at were BH sik Feit ar aa gare ar ara sear 3) & % ag wre (aa) a deer Be Son (4) WAR yan % wart a afi ary a ‘SPACE FOR ROUGH WORK / %@ ard & fire ore43. 44, (3s) 43, um ae, tar fe angie 4 fear He, ‘The solid as shown in the figure is made up of cubieal blocks each of side 1 em. The number of blocks is ZT a 60 @ @ @ 48 52 ‘The NCF (2005) considers that Mathematics involves ‘a certain way of thinking and reasoning’. The vision can be realized by (2) adopting exploratory approach, use of manipulatives, connecting concepts to real life, involving . students in discussions (2) rewriting all text-books of Mathematics (3) giving lots of problem worksheets to students (4) giving special coaching to students ‘waif (cubical blocks) & Fat @ farraét wee 1a 8 1 sitet at deat & ai. a) 60 @ 2 (3) 48 (4) 52 aia were a eater (2005) art @ fe fort ‘fae ait hom a wm alate Ber #1 ga qh A fea rT ree fear ‘Waa @ ? (Skee sr a war aor, PeTaTat axa scr, deer at arias tar 3 sige, faenfiat at wats # eafiet aeT @ ait at wh meget aw pKa a (3) fra A aga aR war arias (worksheets) 21 (4) fernfirat at fart afer Ba SPACE FOR ROUGH WORK | ww ard & fre omeB (4) 45. Rizul is a kinesthetic learner, His teacher |45, Foe WH TIE cinestheti Ms. Neha understood his style of learning. Farrer golt Aer sera safer Which of the following strategies should she sae Ie at deer choose to clear his concept of multiplication ? Profefar #2 fra oye. (1) Forcing him to memorize all tables afew? (2) Use strings and beads of two different () Fh we a ae ae colours to get the multiples of 2, 3, ete. aa ‘Seesceece” (2) 2,8, anf % more area tr ard art ak aT (3) Skip counting @ oe. Py 012345678 (@) weer frat (4 Counting the points of intersection on criss-cross lines O1254507 4 © Sgr tarsi we see fags ‘Prat 2x 46. Use of Abacus in Class II does not hel the students to ate (2) "read the numbers without error (2) write the numeral equivalent of numbers [46.8 113 sia oa sy Pre given in words 3H err FEF RAT | (3) attain perfection in counting CL) fart feet ae & sensi a ws (@ understand the significance of place (2) Weta a7 sexsi & war sowie frat ee (3) wera oyster 47. In which of the following divisions, will the ) _earia aa BH meer a eee remainder be more than the remainder you |p, Protea #8 fra fama, ie sad sie 0 rn wa oy 176 a 3 fant aa # 2 @) 17543 r i rn Weed @ 1543 : ® ales @ 176+2 @ ae 3) 173 +5 @ 17444 48, 500 em + 50m +5 km = 48. 500 ft. + 50H. + 5 fart, () 585 m (1) 555 (2) 5055 m (2) 5055 74 (3) 65 m (3) 55 74 (4) 500m (4) 500 +4 SPACE FOR ROUGH WORK / <5 ard & fore sme49, 50. 51. 52, (5) ‘Recognition of patterns and their completion’ is an essential part of Mathematics curriculum at primary stage as it (1) prepares students to take up competitive examinations helps the students in solving ‘Sudoku’ puzzles promotes creativity amongst students and helps them to understand properties ‘of numbers and operations develops creativity and attributes in students @ (3) w artistic Sum of place values of 6 in 63606 is (2) 6606 (2) 6066 (3) 18 (4) 60606 ‘The difference of 5671 and the number obtained on reversing its digits is (1) 3916 (2) 7436 (3) 3906 (4) 4906 Study the following pattern : Axdel 1x11 = 121 111 x 111 = 12321 What is 11111 x 11111? (2) 12345421 (2) 123453421 (3) 1234821 (4) 128454321 49. 50. 51. ‘def at war oer ak Se GU wer sree eK afr at aera ar ee sifrard freer @ aie ferattat at aferinit atersit % fore tan ame a gay ott A ra 8 | feat @ wea Fete es co ag frat 9 gorrerecr aN eect cen cieoet RRRTT w wag A Sarah era eT e feafiat ¥ gare ik seers Ti a feafea ara @ 63606 9 6% warty ara aT atract @ (1) 6606 (2) 6066 (3) 18 (4) 60606 5671 3k sae sist St yee BK re der at ait @ @ 3916 (2) 7436 (3) 3906 (4) 4906 a fag me ded a aera afar: ixdet ux a1 x 11 @ (3) @ qn x 11111 4 @ 7 a @ @ @ 12345421 123453421 1234321 123454321 SPACE FOR ROUGH WORK / @ ard & fire oreB (16) 53. Which of the following is correct ? (1) Predecessor of predecessor of 1000 is 999 Successor of predecessor of 1000 is 1001 Successor of predecessor of 1000 is 1002 Predecessor of successor of 1000 is 1000 @ (3) (4) A shop has 239 toys. Seventy more toys were brought in. Then 152 of them were sold. The number of toys left was a (2) (3) 4) 239 - 70 + 152 239 + 70 ~ 152 239 — 70 - 152 239 + 70 + 152 A pencil costs two and a half rupees. Amit buys one and a half dozen pencils and gives @ 100-rupee note to the shopkeeper, The money he will get back is t65 30 55 45 a ® @ @ 56. In the product 3759 x 9573, the sum of tens’ digit and units’ digit is @ 9 @) 16 @) 0 7 53, 54, Freafefas # & ata-a at #2 (1) 1000 % Piatt ar yeni 99 & (2) 1000 % yiaetf a eal 1001 ¢ (3) 1000 % yaar at watt 1002 & (4) 1000 % wert ar gta 1000 & Re gard H 230 facts & 1 ame otk Ratt am me SH 8 52 fae me | we RY fact at tent (1) 239 - 70 + 152 (2) 239 + 70 - 152 (3) 239 - 70 - 152 (4) 239+ 70 + 152 we Hee ar yer ag oye 21 afi 2g a ‘fee ater @ sik Geren a 100 sae a ate tar 2 1 38 feat vay ave fit > @ 65 @ %30 @ %55 @) %45 3759 x 9573 % awe H, cae aig sik ar af ar area @ x1) 9 @ 16 @ 0 4 7 SPACE FOR ROUGH WORK / <% ard & fie ome37. 58. 39. (a7) What time is 4 hours 59 minutes before 2:58 PM.? (1) 10:01AM. (2) 9:59PM. (3) 9:57AM, (4) 9:59AM, 19 thousands +19 hundreds +19 ones is equal to (a) 20919 (2) 19919 (3) 191919 (4) 21090 If 567567567 is divided by 567, the quotient is (10101 (2) 1001001 @) 3 f @ ut How many 2 are in a4 (2) 2 (3) 16 4 8 57. 58. 59, B 2:58 PM. @ 4 ¥2 59 fire Wea aa ae #7 @ (2) (3) @ 10:01AM, 9: 59 P.M. 9:57AM, 9:59 AM. 19 GAR + 19 HH +19 gHEal wae 21 a (2) a) 20919 19919 191919 (4) 21090 aft 567567567 a 567 & fata Frm ain &, at ama @ (10101 (2) 1001001 @ 3 @ 11 5 item 2 ie? Mm 4 (2) 2 (3) 16 (4) 8 SPACE FOR ROUGH WORK / < ard & fire omeB (18) PART IN / PT OT ENVIRONMENTAL STUDIES / Tafaxut wea Directions : Answer the following questions by | Rider + Pirate wet % sat 2) fore wraet fre selecting the most appropriate option. Prey afar 1 61. Weight-lifters are generally required to make |61. RR at are sarer afaaferat atte att are more muscles and body mass. For thi (body mass) aR a seeaeet et #1 a Purpose, they need to take a dict which is rich in srr few, F¥ der omen 83 at area () Carbohydrates ea _ ae a 2) Fats () aiterzea (3) Vitamins @) 7H (4) Proteins (3) free 62. Rekha’s mother adds Phitkari (Alum) to water (4) ate collected from the pond every day in order to. |go, gr a uf % faq tar area 3 2) ‘sediment light suspended impurities | | ong anit # feaad SIG ti (2) change hard water into soft water (wee Frere axed =) sree ch soot eae @) %aR wa a ag se F uefa aa (3) UF a sige dpi at aor a 63. Which one of the following ‘creas strategies 4) Wt at one ae will be most effective for» maximum 4 involvement of students in teaching the (63. Ga Jaen a1 dacga a} vee ¥ feud a concept of food chain ? afar aration % fae frfefar ¥ 3 (Q) Ask students to copy all examples of aha Reeror oxg-caar aad wart art 7 Gifferent food chains written on the CQ) RINE We fre FAR Eset 3 a wh saewi a teat frat & fae (2) Make play-cards of organisms and ask 2 student groups to arrange them to frat & se depict different fuud chains @) Dal & age aa sik rated % (8) Ask students to explore possible food WR at fata ajaawit a} ast ee chains operating in different habitats st arafead art & fee aa (4) Ask students to collect related (3) far sari ¥ wet at ma information from internet Gre-faensit at da wet & fore fernfieat 4) sear 64. In order to separate a mixture of sand and ‘ salt, which one of the following four sequences (4 Feat je AAG a wafer oer ‘of processes has to be used ? ein fore Be (2) Evaporation, decantation, filtration (2) Decantation, sedimentation, evaporation, filtration (3) Sedimentation, decantation, filtration, evaporation (4) Filtration, decantation, sedimentation evaporation, sedimentation, 64,65. 67. (ag) ‘A Science teacher administered a test after teaching the topic on ‘Respiration’ and observed that majority of the students did not understand the difference between respiration and breathing. This could be due to the reason that a (2) she was not their class teacher the students could not understand the question correctly (3) there was usually lot of indiseipline in her class. (4) she could not explain the related concept effectively in the class Which one of the following is a good cooking practice ? () Cutting the vegetables and then washing these in running water (2) Keeping the vegetables in sunshine for Some time before cutting and cooking (3) Cooking the vegetables by deep frying to kill bacteria Washing the vegetables nicely and then cutting cy While teaching the topic on ‘Air’, an EVS teacher wanted to demonstrate that air weight and occupies space. Her colleague suggested the following four different activities for this purpose to her : a, Place an empty inverted beaker on the surface of the water and start pressing it down b. Suck the juice through a straw Blow air in a balloon 4. Tie two inflated balloons to a rod and establish equilibrium. Then puncture one of the balloons. Which of the above activities will lead to demonstrating the desired result ? () aandd (2) bandd (3) aande (4) aandb 65. we faa fetter “eras 66, frfefiar % & ie at at ste ater He? Q) Berit at area sit wa s@ aed ot 4 dar @) ser a at sk wat a wa we Fe wr & fae gy 9 wa (3) aeaftar ae ae & fae afer a me ae Gl VET (4) afer at srt me @ dar otk fx wet ad aaa ae selina acm ae @ fe ary H am tor @ sit ae oe Act 2 1 sak echt ote % fac aa fmfafer ar fie afefaterat gare & : a Gre seer dat wet at ame } oH ak 3a 8 we bef a mem 8 ge a der ce Tar # eat wer a ot wt os a at aa mayer dart ws Rates a's weet sudo nfofatrat 3 8 abet afatattrat atecta ‘aR at safer ath 7 @ asta 2) bait a @) ast ec @ ast b68, 69. 70. (20) Which one of the following four teaching methodologies followed by four different Science teachers for teaching the topic ‘Air Pollution’ is most appropriate ? (Q) Showing a documentary film’ on ‘Air Pollution’ to the students. (2) Asking the students to collect air samples before and after Diwali, study their quality and tabulate the findings (8) Asking the students to read the topic from the text-book loudly and explaining the. meaning of, concepts/terms (4) Dictating the answers to all the questions in the exercise after completing the topie A teacher can identify a stressed child when the child shows the following behaviour : (1) Full concentration in studies (2) Excessive talking (3) Hyperaetivity (4) Aggressive behaviour While performing experiments with water, Jyoti observed that an empty steel bowl floats but a small iron nail sinks in water, ‘This can be explained by the fact that (1) force on a steel bowl is more than its weight whereas force on an iron nail is lesser than its weight (2) force on an iron nail is more than its weight whereas force on a steel bowl is lesser than its weight (3) iron is heavier than water and steel is lighter than water (4) iron is lighter than water and steel is heavier than water 70. wea ¢ 1 frefefor a shat wef saret afar @ 7 () freed a ary gee’ we gafer fear (2) faenfidt & wen fe a dort & wee ak ae 9 aq & ap wet at of Saat yaaa at set ae ET feet a aretigag at (3) ferent at gem HA yaw ap at wr ee fre Fen atk Faery a ad oe aT @ apa ee © Ses 4 Reine wit & sa freer Ue falar caremea wea at ugar at wah @ a wert fresfetian eran weft aca é Wee Fp waa @) 3 aa aT (3) Wenulataet (siferatiermn) (4) STH BER wel & ae vain ard gy, wit ae ten & ie # arch sata ort dell @ Ot We Ol ate Ea ort 8 es art Sarenfas fear or art ze | Se a eet Ho aren aa sae aK i gern # sae 2 wale ate at att err Aen aa Bay aR at Geo Hae cit at atte at aren ac sue ue. Bt qe 4 sara @ wats eta at act OG ae ae Fee UR at GT we @) tte writ a geet mt 2 ok Ka oT at get theca 2 CO) Se eh yet A re # ott ee wh at get 8 md @ ae a (2)n. 22, 73. 74. (21) Which one of the following pairs of life processes occurs both in plants and animals ? (2) Reproduction and food making (2) Reproduction and germination (3) Growth and reproduction (4) Growth and food making Anjali’s friend suggested the following four ways to avoid tooth decay ; a, Brush your teeth twice a day b. Wear braces to avoid enamel decay © Avoid sweets, chocolates carbonated drinks d. Rinse mouth after every meal Which of the above ways should Anjali follow ? () ¢danda @) daandb (3) aande (4) b,candd Study the Venn diagram given below : Animals that Animals that live on land live in water and Animals that lay eggs Which of the following animals can be placed aX? @) Eel (2) Shark (3) Fish (4) Crocodile An air-pump is kept in an aquarium in order to (2) provide more carbon dioxide to water plants (2) allow more oxygen to dissolve in water (3) enhance the beauty of the aquarium (4) make water cleaner ae 72, 73, 74, ata a aude whet #8 feear orqae vec afew? @) od ait a Q) da3it > @) aac @ besitd att fq ome 24 site ar sear aif se eT ‘ort H wet art are Saag Stary #8 Bad dea frfetar #8 aha dary eH a ot wade? () Fa (ahia) (2) me (3) Fae 4) HTS. —____ 3 fare soctter (safer) ger area 4 TET aT @ 1 () wea chit at stfie, anda ergaiteaes Sree Tt (2) afi steer a or H ged 2a (3) Focter (sreftam) at whet ag @) Wt at am atB 75. 76. 71. 78. (22) A fish dies when it is put in an aquarium filled with previously boiled water but cooled to room temperature. This happens because the water in the aquarium is (2) depleted in oxygen (2) unfit for drinking by fish (3) depleted in minerals (4) unfit for swimming by fish Which one of the following best describes the features on the surface of the Moon ? (1) No water, enough air, high mountains (2) No water, deep craters, high mountains (3) No air, no gravity, no water (4) No air, no gravity, smooth surface Arti noticed the following precautions related to prevention of spread of a disease on a poster a. Do not let water collect around you b. Keep water pots, coolers and tanks clean © Spray oil if water has collected at some place d. Use nets to protect yourself The poster is aimed at creating awareness about the spread of (2) Small pox and Malaria (2) Dengue and Eye flu (3) Typhoid and Cholera (4) Dengue and Japanese Encephalitis In which one of the following groups are the words intimately related ? (2) Tron, Malaria, Anaemia, Blood (2) Iron, Haemoglobin, Anaemia, Amla (3) Mosquito, Dengue, Iron, Jaggery (4) Mosquito, Malaria, Anaemia, Iron 75. 76. 77. 78. 3a Ue Hoch a wee a ort, afer at rh accel ee 1 wt oy oF ‘Bren sat @, at ae a sate | Dar gate ae @ Fae noche (sraaftam) aT () siete aa 2 (2) Moet art a & ary ae @ (3) Gfrs tea @ (4) wot & de ara aa a frefefer Ho a ata we at ae a Frtrensit % at H wad sre aula aeat t 2 () rh ag, vate gar, Sere (2) Wei gi, me eR, SA very (3) Wag, ae aM, wh ae 4) Ae, Terr et, aaa wae ont Ge Wet Ku dt at deem a vated frafatan araetrat qed @ a Seas Ue at oer a aE >’. UF & ahi, ged sik deat A am wa cae ge ome we OFT gag a ore ta ‘tet a feeara at a ere gare & fore sett ar win at wae st Ra © arrest fe eat | (Dae sit wear @ sy ak ag aq (3) ZRRigs sit gat (4 3] sit svar afea-sa (Encephalitis) frefefad 4 8 aha wecaye ane ¥ fata waa wate 2? () ate, waite, sri, oF the, eirciea, sein, atzer @) FeR, 37, che, a (@) 7, Teter, sri (Ese, ote79. 80, 81. (23) ‘The major purpose of periodic parent — teacher interactions is to () discuss the child’s strengths and weaknesses for reinforcement and improvement (2) develop a social relationship with each other (3) highlight each other's shortcomings (@ share the information about ongoing events in the school : While teaching how different food items can be kept fresh for some time, Radha enumerated the following techniques to her class : 4, Put it in a bowl and keep the bowl in an open container having cold water b. Wrap it in a damp cloth © Spread it open in sunshine 4. Cut it into small pieces and keep it in the dark Which one of the following food items is she referring to, corresponding to technique ‘b' above ? (1) Onion, gartie (2) Green coriander (3) Kaju Burfi (4) Cooked rice While teaching the topic ‘Friction’ to Class V students, a teacher gave a number of examples to explain that frietion is also useful to us in many ways. Which one of the following examples was quoted by her incorrectly ? (1) We are able to walk because of friction between our shoes and the ground (2) An object thrown vertically upwards always comes back to us due to friction (3) A vehicle stops on application of brakes (4) We are able to write due to friction between the tip of the pen and the Paper 79. 80, 81, B fines - fees aterfirarsit a} syerer arr} ey qe ee @ ger ak gue & fe at a arernstt sit arid & wt ® wef a @ Gets aa amie wa fete aT (3) Wa at aft Ft san sar @ fer #8 @ frase & at H arent @ ag aor Frefetas ome aahal at oor ac & a 3 add 7 watt wr att aw ae aia ca et at der ot bd, a UH WR ae F aie Be . Sa a qm tar ate 4 OR cet i aca et Bar V3 fant a ei seco weet are Fafirer ae wae % fore are sere Be a Fe air wat fey ag ate & arch @ 1 sah tet RE my rafter seewt Hy ata mare 2 @) GRR ai att seis & ate 82 aa eb 3 am dt waa we @ sabe ey 8 sm te af aq ai & rer eer wat oe et ame ant (@) Fe wr we ae oe ore 4) 37 a Ae (ip) ak aS aw a air 3 aor &t wm fea wetB 82, 84, (24) All big cities are facing the problem of. environmental pollution as a result of a large number of vehicles on the roads, The best way an individual in the city can contribute towards environmental protection is by (D using a public transport system for travelling (2) avoiding frequent travel outside the home (3) not keeping a personal vehicle like seooter, car, ete. Betting the engine of personal vehicle checked regularly for environmental safe limits @) Samir of Class V usually does not submit his assignments to the EVS teacher in time. The best corrective measure could be to (1) stop him from guing to the games class (2) find out the re counsel Samir ns for irregularity and (3) write a note to parents about his irregularity (4) bring it to the notice of the Principal While teaching the topic on ‘Air is everywhere’, a teacher asks the following Questions from the students : a. Is there air in the soil ? b. Is there air inside water ? © Is there air inside our body ? d. Is there air inside our bones ? Which one of the following skills is the teacher trying to develop in the learners ? (2) Thinking skills (2) Emotional skills (3) Observation skills (4) Classification skills aL V aT WR ora waa Te vale aes at fairer & ore aaah seer ag are | aa Frat ow water ques saa a waar é @ 38 Ora a ae i a a te aati aro ya aT sh wT a ort tr (3) Set shat & at % afned & fre wa Ae fear ) Fa ata & fava 9 errand a gaa eo85. 86. 87. (25) ‘There are four below average students in a class. Which one of the following strategies will be most effective to bring them at par with the other students ? (1) Identify their weak areas of learning and provide remedial measures accordingly (2) Ensure that they attend the school regularly (3) Give them additional assignments to do at home (4) Make them sit in the front row and supervise their work constantly Which one of the following sequences of steps is the correct way of preparing a balanced question paper ? (1) Preparing the design, writing the questions, preparing | the _ marking scheme, matching with the blueprint (2) Writing and editing the questions, matching with the design, preparing the blueprint, writing the marking scheme (3) Writing the questions, preparing the blueprint, matching with the design, writing the marking scheme (4) Preparing a design, preparing a blueprint, writing and editing the questions, writing the marking scheme The topic ‘Depletion of Petroleum and Coal’ was taught to Section A of a class by using multimedia capsule while the other Section B was taught through diagrams drawn on the Green Board. It was found later that students of Section A understood the topic to a better extent. This could be due to the reason that (1) Multiple approach is closer to everyday life situations (2) Use of multimedia aids is comparatively more economical (3) Audio-visual aids engage all the senses for better retention (4) Green Board is not a good visual aid 85. B Ge war Foster 8 aH art aK feud #1 we or faenfeet & war ort ar @) 7 yfaftar ser fe a fra wy a ‘frerera at ) Fe aC R Fe fre seater eras ar 4) sé omef dfs # dorm sit a am a eT Tae AT we digits eas art & fry Prefer ait Sma 8 8 ata wel aha @ 7 () femme tak scr, wea fre, ses dan aH, aie 8 fre sear (2) 3e ferent sit sar does eer, fess 2 fier aor, aie aa ac, sig-aisr feta (3) et feet, aqfie (estar) dan aeH, fesnga @ fiers sea, 3f-atort fererar (4 fess dan ser, aie da oer, we ‘fereat ww wen} age ‘ar at Qahferam sike ated % deri 9 firmer weer eh S fare ‘acdvifsar 4qq’ (Multimedia Capsule) #4 swat Frat rar sah argu ‘a’ a ot ate aE TT EE TTT TH | ate Hae TAT TA fe srgarn ‘st & fanaa ee aio aw weer A wae fear | ter GA at ae ae et wat @ fe Qe sm the viet Sse wads @ (2) aecthifear amare ar wat stterga safes freA (economical) € (3) Faw amit ae der fae wi st at atta ant & (4) tr aS we are Gea ont ae etB 88. 90. (26) In order to introduce the topie.on ‘Nutrition’ in class more effectively, a teacher should (1) ask the students to open their tiffin boxes, see the contents, followed by teacher's explanation sive examples of different foods rich in nutrients draw the diagram of digestive system on the black-board show the model of human denture 2 (3) (4) Engage, Explore, Explain, Elaborate and Evaluate are five important ‘Es’ in relation to effective teaching of Science. To provide practical “experiences to the students related to the concept of ‘Necessary conditions for germination’, a Science teacher asks them to do the following activities &. Soak seeds overnight and keep these is a wet cotton cloth, b. Observe the seeds after two days and record the changes. © Read the book and attempt the given worksheet. Which of the five ‘Es’ given above are not being covered in the above activities given by the teacher ? () Explain and Elaborate (2) Explore and Evaluate (3) Engage and Explore (4) Engage and Evaluate After having been taught about the rich flora and fauna in India, the students of primary classes were taken to Ranthambhore National Park by the school. This would help the students to ()_ co-relate classroom learning to real-life situations (2) develop skills for _ environmental Protection, (3) have fun and enjoy with friends on an outdoor trip (4) develop respect for nature eat Fer wer ar oftea afin aur aoe 888 fore we fee at (1) Prenféeit at art feta ata ated aft Saal anh (stor) at tay & fore ae a ee ere (2) Wem oe 8 ag faa er & see 3 ae (3) arg Weed a ate aan oer (4) Arete a after fear arfee WRI FET (Engage), GA FCT (Explore), ‘SIT FLT (Explain), fren 27 (Elaborate) ait yEaiet eT (Evaluate), fawra 3% wah fram 8 9g oie rere Est 1 ‘siger % fare reaeae fetta’ at deer a 3B ares awa a Raid! a see nfatatirat act & fee ae 2 a. ast @ on ot 4 od sik oe GH aa a1 BRR 9G ste fee ae ara (Worksheet) a A | fee are dg srs afatatedt a x oie ny 88 aha uitta ae at 2 (1) Explain 3% Elaborate (2) Explore sit Evaluate (3) Engage 3% Explore (4) Engage 3K Evaluate aa % age are oak efter (flora-fauna) % aR 4 gr % are, freer gre rates wars 3 frente at wedi asta sar 8 ra stat @ 1 ae 3 ferent a ‘FerAaT FET | (aaa sift at areattes ser-featirat § we att @) afer dem % few ata & free @) wet wm F Sei & ae wa ay @) eft & sft war fasta act(27) Candidates should answer questions from the following Part only if they have opted for ENGLISH as LANGUAGE ~ I. wend freafahad art & wet & aK sat wi & ae og ae —1 a | fact aisit gat et |(8) PART IV LANGUAGE I ENGLISH Directions : Read the poem given below and answer the questions that follow (Q. No. 91 to 96) by selecting the most appropriate option, Night ‘The sun descending in the west, The evening star does shit ‘The birds are silent in their nest, And I must seek for mine. The moon, like a flower, In heaven's high bower, With silent delight Sits and smiles on the night. Farewell, green fields and happy groves, Where flocks have took delight. Where lambs have nibbled, silent moves The feet of angels bright; Unseen they pour blessing, And joy without ceasing, On each bud and blossom, And each sleeping bosom. They look in every thoughtless nest, Where birds are covered warm; ‘They visit caves of every beast, ‘To keep them all from harm. If they see any weeping ‘That should have been sleeping, ‘They pour sleep on their head, And sit down by their bed. The evening star rises when (1) the birds leave their nests (2) it is midnight (3) it is dawn (4) the sun descends in the west Here, ‘bower’ represents () a potted plant (2) a framework that supports climbing plants bouquet of flowers 91, 92. 3) 98. The poet compares moon to (1) a flower (2) a bird in the nest (3) an evening star (4) an angel 194, The angels come down on earth to (Q) spread moonlight (2) give blessing and joy (8) make people dance and have fun (4) take blessing and joy 195. Birds’ nest is described as ‘thoughtless’ because (D) the angels are blessing the happy the birds are covered in the warmth of their nest it is made without any thought the occupants are asleep without any care is to be @ @ @ The figure of speech used in the line dn heaven's high bower’ is (Metaphor (2) Personification (3) Alliteration (4) Simile |Directions : Read the passage given below and Janswer the questions that follow (@. No. 97 to 105) by selecting the most appropriate option. Our body is a wondrous mechanism and when subjected to unusual stress over a Period of time, it adapts itself to deal more effectively with that stress. Therefore, when you exert your muscles against resistance, they are forced to adapt and deal with this extraordinary workload. This is the principle of weight training. Strands of muscle fibres (4) a flower vase98, 99. (29) become thicker and stronger in response to |100, the demands placed on them. One of the great merits of weight training is the strength of your heart, During weight training, your heart is forced to beat faster and stronger in order to pump sufficient blood to the muscles being worked. In time, your heart, like your body, will adapt {o this extra-workload by becoming stronger and more efficient. Since your body needs a given amount of blood to perform its daily tasks, your heart will now need fewer beats to pump the same quantity of blood. Sounds good ? There's more. Your entire circulatory system is given a thorough workout every time you exercise, which increases its overall efficiency. Even the neural paths from your brain's command centres to each individual muscle become more effective, enabling easier recruitment of muscle fibres for carrying out physical tasks. In essence, your body becomes a well-oiled and finely-tuned piece of machinery, whirring along without any breakdown, In today's stress-filled world, you need all the help you can get. 101. 102. ‘The principle of weight training is 103. (1) disposing extra workload (2) thickening of body through extra consumption (3) helping the body adapt to increased stress (4) training muscles to exert more pressure {104 Weight training makes the muscles (1) thicker and stronger (2) become stranded (3) become intense (4) resist workload 105. During weight training, the heart pumps @ (2) an extraordinary amount of blood (3) less blood (4) more blood required blood A stronger and more efficient heart (1) can rest longer, reducing its workload (2) is assisted by muscles of the body (3) beats faster and more often to pump blood (4) needs fewer beats to pump the same amount of blood When neural paths become more effective (2) the brain employs various muscles easily for physical tasks the muscles funetion effectively and independently the brain functions at extraordinary speed the brain opens new pathways for ‘communication @ @) Cy What does the term ‘well-oiled’ passage denote ? in the (1) Massaged (2) Greased (3) Healthy (Serviced Which one’ of the following is the most appropriate title for the passage ? (1) The Mechanics of Weight Training (2) How to retain your health ? (3) Health is Wealth (4) Stressbusting What does the above passage suggest ? (2) We should ignore physical exercise (2) We should subject our body to as much exercise as it can withstand (3) We should carry out physical exercise as a routine (4) Physical exercise is necessary occasionally ‘The word ‘wondrous’ (first line) is (2) an adverb (2) an adjective (3) a verb (4) nounB Directions (30) + Answer the following questions by selecting the most appropriate option, 106. The most effective 107. 108, 109. tool to assess values and attitude of learners is Q) Portfolio @ (3) @ Unit Test Summative Test Anecdotal Record A teacher engages her learners in a fun activity before beginning a new lesson. The Purpose of this activity is to a @ @) divert the attention of the learners reduce the workload of the teacher motivate and energise the learners (4) discipline the learners before the lesson ‘The main purpose of using oral drill is (2) to improve pronunciation and accuracy (2) to enhance the speaking skills of learners (3) to improve the retention capacity of learners (4) to assess the comprehension skills of| learners ‘The best way to sensitise young learners to rhythm and intonation is () by making the learners listen to nursery rhymes and recite them effectively (2) by making the learners copy out simple Poems in neat handwriting (3) by explaining the rules of phonetics in simple words (by reading out poems in different ‘metres and explaining them 110. 111. 112. 113, Seating arrangement should be flexible so that (1) children do’ not friendship groups form permanent (2) the teacher ensures equality prevails in her classroom (8) children have the freedom to move their seats wherever they want (4) many group, pair and whole-class activities can be conducted easily An effective language teacher (1) will use the text-book as well as other material as resources for teaching (2) will prepare question papers using only the questions given in the text-book (3) will rely entirely on the prescribed text-book. will make children learn all the ‘answers to the questions given in the text-book “ Telling interesting stories to young learners is primarily meant for improving their (1) Speaking skills (2) Listening skills (3) Reading skills (4) Writing skills Knowledge of more than one language (1) confuses the learners while learning a new language is very helpful in teaching and learning a new language causes interference in learning a new language becomes a burden to the teacher in the language classroom @) @ @(31) 114. Continuous and Comprehensive Evaluation 115. should be adopted by all schools because (1) traditional pen-paper tests do not assess and enhance all the attributes and abilities of learners (2) it frees the learners from studies and hard work (8) it affords teachers opportunities to test learners frequently (4) it is the latest development in the field of education Curriculum is an edneational programme which does not state (2) the means of evaluating whether the educational objectives have been achieved or not (2) the content (material ete.), teaching strategies and learning experiences which will be necessary to achieve this purpose (3) the — edueational programme Purpose of a (®) the number of lessons to be taught in a term A ‘sight word’ is a vocabulary item (2) that is to be learned by heart (2) that helps in judging the effectiveness of the author’s style (3) that the reader recognises and finds meaningful on sight without a complicated analysis (4) that needs proper visual understanding of the context 117. 118, 119, 120. We use real objects to teach young learners new words because (2) we can teach vocabulary only through objects (2) young learner abstract thinking are not capable of (8) it helps learners associate words with objects they see in real life (4) it helps in teaching the correct spelling of words Which of the following is an important stage in the wriling process ? (1) Memo: (2) Calligraphy (3) Comprehension (4) Editing sation A good introduction to a text should be (1) a detailed explanation of the meaning of the text (2) Dlocking the —student’s_—_ active involvement by means of questioning (3) short and to the point (4) telling the students anything that they can find out for themselves by reading the text Scanning means darting over much of a text to search for (Q) difficult words (2) a specific item or piece of information that we wish to discover (3) the central idea (4) the opinion of the author(32) Candidates should answer questions from the following Part only if they have opted for HINDI as LANGUAGE - I. wterdt freafafigd art & oedt sax art wt = afe se ae — 1 a farmed feet ga a |(33) ‘am Iv ‘aT 1 feat Pager : Frestetas wat & sae 33 & fore wart afer |95. Teil ai sifes sirens ar fear act & faq ese ie 1 wa am ord er shear @ 2 1, ma ate sot a wt . Bae () wart afecrmait a agen & @ ant aget a (2) feet % fore met aren @ (3) ante aear (3) darrers fear were @ (Hare srerrh (4) feat st wa amr fayorar Fae 2 |. Prefer #8 ata 5 02, mcs we) so fra are ree METER ig Q) &¢ a1 7 sem darn area ans saw () fafa @i, feat 3 fer at Pai freee eat Fear a a safe a gag? at daar ar fare a te Barre (2) fed % cree fenit at doer aor (3) 97 US art gee ar fisfo fara (3) Shem Stat feet wage ae ated at SIFT Hey amar a fare 0 see-saw we] ae @ ear & ager frat St om . a fre 93, mate ee aT at MEET fr ae 8 coat ah a fear ara ee? 97, wim aa & fore ater ares walter meat (1) fateh eer a vet a? 2% wat A at & wae a at a aarti ott feat aim @ seen wet oa Pe @) SH veer wT a AR we area ®: Se eee (4) Fa Fabra sear staat (3) at area gee 94, Frat # & ater weit ats gwen | OER aes arora Seer a1 wR sfra aiar 7 a ‘ 98. fed rt at aie aA aaa oy waa FIT ae SRG ee eet fe @ (Ww a Ran a ga safe (3) Har font afer Am wet & aS seem de fart wera BD (@) et a amen at stare (2) erate (3) Pde fora? at area @) Sarai frayB 99. 100. 101. 102, (34) We aemie eer A ony fea waa aT TERT a? (1) fata ware at aret afer @) Far 4 fie wa at wh a ae ara, @) wa % agate sie ageiegiee det sft daeagterar () wet at fran fe a amet & ae fro Fara 4 sine ar fare Fa fer aren @ arm at aggre a fait at ara wad am agape fag & (CD weet F afaey (2) wet a dem (3) faraaeq afer (4) Im at fafa went aerate () We wee a at A set & (2) sm drat # ann sora at @ (3) a Hat Howe reat dane & (4) am fart % aga ast aren & ci () freer # & dt ort @ (2) frome cae @ @) fo reer 8 Ret or ogee och (4) Frnt at omar & a fact 2 105. 103, wed frorry ar 8 wet (ae am at frome wrmets geet % aa at @ Wt we tte @) Be a Se a Fae oe aren at t @ pr 8 ee sheet gt steer cet .mT-aT ait ar-siim & deh Fata wer att wee ? @) ae ie decent age F art & 2) arate 3 at at a Wen 3@ ferar Sra ak @) asi wer oi ames are ‘rae srer-sifeerey waren ar @ 0. Bigg Aiea om sas sta, 8 wats 5a wer ea =| wife weet aan Fugit @ sk ae ga om AGT rer wren &', A oe EY ane area ar var act @ 1 fer (Sac eta at @ wat oer 2 @ faa fer at ge a a ee seit axa ort & me @) Fae HY aa aa a ata wate @ fer, aaa, frat one a ge a aa a sat act oat &(35) Freer: leer a aes Kroatien eat (2.94, 106 | 111) 9 oa sham fos afc 1 eae tf ofa omar ea @ dan, afeat, wea, ear, 4g & ont @ aan | aa, ae 7 dar, ame Seq set Sax, or ag ait gre #2 ora dar, een @ shar oer eer @ dar, seams, a, sre art sik st eftareit rH ot ain a 2 ae ar ower, ewe @ shay omar aa @ dar, afer & fea @ sie, wi ¥a 8 at det vataror aaa 7 a at 2 wa aan een @ stat oom area @ dan ‘wom say a ad @ () Spee & fer sta @ 8 tt a a ote () eta ste 4) git 8 wityt star ata A ae Gan art #2 () aR at stay (2) verst a feat (3) are pfs soe (3st at er 106. 107. . a Re ar Sue ea er 2 2 dean Besa stem (3) agite Yeu sit see sam a act a @ da a ofeat fe ster da @ (3) Spf Bete, ateal, wea eter # @ oa % ts om ate ‘wr a gr sik G8 ¢ a om daw’ oe aren 8 af ser area ¢ fe @ af ak da — i a afar wegat wo fk aa 2 (2) SS FF fe at torres 110, (8) Safe aT fea dan & wads @ (4) Han ar sac oft a aaa & ‘oar 3 afi & QO ae (2) area (3) Fite (4) feet so a dot wh 11, Rider: mater a rea Preafetian vec (n, 12 # 120) # went attra fewer gfe | wert a ow it at am ew sere fea Tar | gaa ana # dt mee ae sar Aw — wai st Brent a @ 0 qa ato, Wa a gam dam @ sik ea st aa # ae ate WES Fei 8 om st ga ot eK GT aig ee at at | sa ower & @ gant wart yO mw 1 aH 8 we & wach # ay apt wel At GereK a@t @, siRess orar ar rang wb ag ae fret, afraa a9 ot Gare & | Eh aH a Rat sera fat, firvar aren ae ane oT Wer 1 ee ae afar tart fe GE a BE112, 113. 114. (36) eT} fea com et aA a a iS fa der oan sa ay we year @, wale act % at aft fears om Fo orm ria rreafrat ax 24 2 waa ae ee tien @ fe fr wet at da 4 Bret 8 ga ae & were @ ager ve #, 3 3a ere sesh afin ene waftrer ax BA 1 afer aa dog ar wot tk eer veep @ fi ga ate at cuore we aR ae at we ark oy om aie dak we amet @ 1 gate & ‘ares a aig after ot fs grr at wart a aan 4 nee ant @, ae sa we a igh aie ‘iftrr sht ax aA eI wreasi a ge Gh we smnftr aera Ra fava & ag gen at ? ‘arf: fers cafe 7 rat fea aed 3 wart ea act § aifes ao ar ‘sare wai Feat 7 () Ht fa ape ort @ @ tea dt grat att oh aa am ae & (3) St pet wea Geren ae aa ® dt geet aa # age % sre We ae oT WaT é @) Fa tet & ste F am at ant wast a aa a afer a ate (2) Fak garen aed Batra sta wad () Fat Saber ster see ) Tet aA oor ated & fre gered act afer a) @ 3) Co) 117. 118. RTE ee fara ry rar rer ae a Rie (8 ah ft rere ae ae (2) Tet ar on sa am oo eH t (3) a Fe arid & tz wet @ tart tan tat Sh ewend eat thes sta any at mt sa PARI eel oT (Bester ten were itis at aan @ wart Homage @ sik aa 5 ‘tia st a waar é se wan Fae eer é ‘agtan a waa ‘ee! wer a sare & CD Biephre 2) Se (3) dif @ agra aerate ar od & @) afer afore (2) waTga afore (3) Faye afore (4) ego fear oT ‘ae fem ar serge @ ) gr duet @ (2) fea amt & 3) ar wee (sere fear a(37) B Candidates should answer questions from the following Part only if they have opted for ENGLISH as LANGUAGE - II. Wendt frafafad art & wet & aK aaa wit ¢ af sia at — 0 a fanet stsit Far st(38) PART V LANGUAGE IL ENGLISH Directions : Answer the following questions by selecting the most appropriate option. 121, 122, 123. 124, The main responsibility of a teacher as a facilitator is a language to provide a lot of information and make the learners listen to it, (2) to strictly control the class and cover the syllabus in quick time (3) to read the lessons aloud and provide explanation for each line (4) to create a number of opportunities for the learners to use the language meaningfully Which of the following will help learners take greater responsibility for their own learning ? (2) Controlled writing tasks (2) Peer Assessment 3) @ ‘Summative Assessment Supervised reading sessions ‘The main purpose of assessment is @ @) to give practice in writing to improve process the teaching — learning @) @ to decide pass and fail to measure achievement of learners When young learners are taught to improve their spelling and punctuation, they will (2) nurture their creativity Oy @ @ sharpen their listening skills improve their accuracy enhance their fluency 125, 126. 127, 128, Instead of asking questions and getting answers from her learners, a teacher gives some short texts and asks her learners to frame questions, Her primary objective is to (1) make the learners realize the difficulties faced by teachers in preparing question papers enhance the learners’ analytical and critical thinking train the learners as good question paper setters take their help during examinations (2) (3) @) Reading between the lines as a sub-skill of reading mainly involves @ (2) giving sufficient space between lines inferring the unstated contextual and verbal clues identifying the grammatical item understanding the stated facts using the @ @ Correct speech habits can be developed most effectively through (1) Vocabulary practice (2) Quizzes (3) Dictations (4) Pronunciation practice After reading a poem, a teacher involves the Tearners in group work. One group writes the summary of the poem, another draws a Picture to depict the main theme and yet another sets the poem to music. This activity (1) caters to diverse abilities and interests (2) is aimed at preparing the learners for assessment, (3) will distract the learners from the lesson (4) is a sheer waste of time129, 130, 131, 132, 133, 134, (39) Young learners will enjoy a play included in the text-book when they B 185. Substitution table drill helps teachers in (1) improving the fuency of learners (2) enact the play (2) evaluating the listening skills (2) get detailed explanations about the (3) giving controlled language practice play from the teacher (4) developing free writing skills (3) read the play silently [Directions : Read the passage given below and (4) listen to the teacher reading the play answer the questions chet follow (Q. No. 136 to 144) Under Constructivist Approach to language learning, learners are encouraged to (1) avoid errors completely (2) practise language drills mechanically (3) learn the grammar rules by rote (4) discover the rules of grammar from examples After a story-telling session, the learners are asked to change the ending of the story. This will help the learners (1) develop library reference skills (2) evaluate the teacher's originality (3) become imaginative and creative (4) understand grammar better When young learners are asked to read a text silently, they should be instructed (1) to infer the meaning of new words from the context and read with comprehension (2) to pay special attention to grammar items used in the passage (3) to read fast even if they don't comprehend the meaning (4) to stop reading whenever they encounter a difficult word or phrase The primary objective of using role play is (1) to promote the reading habit (2) to improve the communicative competence (3) to develop acting talent (4) to evaluate dialogue writing skill Language skills are best learnt () if they are taught in an integrated manner (2) with the help of challenging and mechanical language drills (3) when they are introduced in isolation, one skill at a time only — through assignments ) written tests and 10 15 20 25 30 35 40 by selecting the most appropriate option, Anaesthesia in any part of the body means a loss of sensation, either permanent or temporary. The term, is usually used to describe the artificially produced loss of sensation which makes a surgical operation Painless. ‘There are four main types of anaesthesia : general, spinal, regional, and local. Anaesthetics may be given as gases, by inhalation; or as drugs injected into a vein, A Patient given general anaesthesia loses consciousness. Anaesthesia of a fairly large area of the body results from injecting the anaesthetic drug into the spinal canal ; all that portion of the body below the level at which the drug is injected is anaesthetized, Regional anaesthesia is the injecting of the nerves as they emerge from the spinal column : the anaesthesia induced by this method affects only that area of the body supplied by those nerves. In local anaesthesia, the drug is injected directly at the site of the operative incision and sometimes also into the nearby surrounding tissues. Formetly the most commonly used local anaesthetic was cocaine, a drug extracted from the leaves of the coca bush and introduced in 1879. But cocaine has some disadvantages and, sometimes, undesirable side-effects. For spinal, regional and local anaesthesia, procaine, or one of the several modifications of procaine, is now widely used instead of cocaine. For very limited and short operations, such as opening a small abscess, local anaesthesia may be induced by spraying (rather than injecting) a chemical, ethyl chloride, on a small area of the skin; in changing from the liquid to the gaseous state, this drug freezes the area sprayed, and permits painless incision,B 136. When a part of the body is anaesthetised, 137. 138. 139, 140. (40) (1) the body loses its consciousness (2) the part gets excited (8) that part loses the ability to feel any pain (4) the nearby organ loses its function permanently The real purpose of using anaesthetics is (1) to perform operations without causing pain (2) to artificially produce loss of sensation (3) to cure patients of diseases (4) to make patients unconscious An anaesthetic is administered inhaled when it is () asa gas (2) as a spray (3) asa drug (4) by injection ‘When a gas is used as an anaesthetic, the anaesthesia is (2) local (2) regional (3) general (4) spinal Spinal anaesthesia is resorted to when (1) the operation involves a big area of the | 5 body (2) a drug has to be injected into the vein (3) @ patient has to be made unconscious (4) a small area has to be anaesthetised 142, 143, 144. 141, The expression ‘the site of the operative incision’ (lines 22-23) means (1) the spot at which the anaesthetic has to be injected (2) the area of the body supplied by specific nerves (3) all the surrounding tissues (4) the place at which a cut is to be made An ‘abscess’ (line 34) is (1) @ cbllection of poisonous matter in a hole in the body (2) an open wound requiring surgery (3) deep hole (4) an operative incision The word opposite in meaning to the word ‘formerly’ (line 25) is (1) later (2) significant (3) industrially (4) fortunately ‘Anaesthetic’ (line 26) is (2) an adverb (2) a noun (3) a verb (4) an adjective |Directions : Read the passage given below and lanswer the questions that follow (Q. No. 145 to 150) by selecting the most appropriate option. ‘The farmer is up before dawn on shearing-day, driving his flock into pens. By eight o'clock the shearers arrive and, after a hearty breakfast, they take their places on long benches that the farmer has improvised in the pens. Shears are taken from leather cases and sharpened with whetstones; a fire is lighted to heat pitch for the marking; and the work begins.10 16 20 25 30 36 40 145, (41) Soon the shearers fall into their routine, A lad seizes a sheep from the pen and ties cord, because that but with a strip of sacking, ‘The sheep is carried to the benches, and the shearer begins to slice off the wool. First he shears the coarse wool from the sheep's belly, then lays the animal on its side on the bench between his legs while he snips at the curly wool round the neck. He works to and fro along the ribs, peeling the wool back until it hangs like a cloak doubled back over the animal. Then he turns the sheep over and begins on the unclipped side. In a few moments the whole fleece falls away in one Piece, looking like a dirty grey rug. A fow more snips from the shears and the wool is (ut from cither side of the sheep's tail, leaving the animal white and naked. The shearer pushes the sheep to the ground and immediately calls .for another animal, Meanwhile the lad daubs the farmer's mark in piteh on the newly shorn sheep, unties her legs, and drives her out of the shearing pens. A second lad — the farmer's son — Seizes the fleece as it is tossed aside, rolls it uP, tucking the tail-wool in first, and securca the bundle by knotting the neck. Any loose clippings are gathered separately. ‘The work continues till one o'clock, when the farmer's wife summons the men to dinner. Each man finishes the sheep that is beside him, then the whole party goes back to the farm house. The men troop into the farm kitehen, leaving their dogs to scuffle in the yard. After the shortest of dinner-breaks sottt there is much to be done — the shearing continues, and the pile of fleeces mounts, What expression in the first Suggests that shearing does not very often ? (1) whetstones (2) shearing-day (3) improvised (4) flock paragraph take place 146, 147, 148, 149, 150, ‘The shearer first cuts the wool from the of the sheep, @ @) (3) @ tail legs underside ribs Why are loose clippings of wool gathered separately ? (1) Because they are needed to fill up the top of the bags (2) Because they weigh less than a whole fleece (3) So that they do not got spoiled (® Because they are not so valuable ag whole fleeces Wool which has been sheared from a sheep is () tied with sacking (2) bagged on shearing.day (3) cut into two pieces by the shearer with a few snips (4) rolled and bundled What word from the passage best tells us that shears are like w very large pair of () slice (2) sharpened (3) snips 4) cut “The sheep is carried to the benches.’ It is an example of (1) passive voice (2) degree of comparison (3) an interrogative sentence (4) a negative sentence(42) Candidates should answer questions from the following Part only if they have opted for HINDI as LANGUAGE - II. went frafatad ah wei & aK aaa wt ¢ af Se art — 0 a fares feet at a |(43) wm Vv HIST I fet Serge TY #20 88 et ase. Stet wo & ete 8 fev rar Rewer are | a? @ 2 afte Fro ft fant & 121. NT ar wef wy a (@) Wal & et wm a1 agnin ade a) aie ha ie @) 3 aa yea aT ad mea fear & 4 a set 4 sccm, yoamem of (3) fafa fae at gran Bh 8 es 125, fed am a ogee # Shoat =) fr Sew shear ate aad a mee t > 122 PT, Fa, os Rear ene we ae ‘ian & x rari Sawa @ amt ty wy ase g| Soke ot ot sod bo ata 7% waa asus 8? (2) chest a8 carafe (3) chet & mem 3 ana at a Fee ge FTE ee oe nore a0 aiepre 2) fier Remeh a we & Sit safes fede -& arg aeRO saree sft arm-ferty 3 atch & fhe Rect ai serercome fseh semRrite a at & @ @ rel am Geet er wor, ah aa em wr & fees & wa Hany ger ath > () Rel at saat ge fee ete ) afer att fe om ar gras sree, aed reo ahh a ae ae amt ar rir ae, (3) Be Bt ame fe a wee mae SOA UR ST aAR Sea BM laa, “ Wa ome Agar aA 226. a St aar F aheat eweats wad am sare @ 2 @ 36F 1 ee 8 oe og} we ae @ We sere Karate aa Ba (3) wet at of & sagan offs fea ay set ae rah (@) RS aay a fee aH wi a Teerph & ) state @ amt seri a yr ae 3) aerate sme a gaa aes @) ate wea Bt fraB 128, frafefian 4 & faa ater % fee rahe eR 129, 130, 131. (44) aM Fe Stet ort 2 Q) stat a fafa Rafeat at area (2) MIT ar SareReOT era (3) Ft aa Ferg (4) ae ore seat at a aCT ca ai apf & wera H gear ger sleet ze] a? @) a adka 8 reins fen a rg act (2) amd wage afar H ergot & (3) WRT we rama aan 8 (4) sim at fet afte sein feat se, set a aT ves aga eet oT mater eR ay weit, safest H ft ve i aad sare ae aa & 7 () sere seeeMeTEAT wea, sfamsit ar oraators fret at srr at gfe a age dat wea, wed, veh F ceca sfatea cad at aetaal, afrant aed mt vag ort (2) @ qens aa} dat Ho amy wi a fee nfetate at wate fat aga @ 7 ‘ad? we at ce an afer | ‘qoaa tom am a 10 a fefaz 1 (3) fet oat # ome ‘fafgar, Gere’, “gai” wr Sat aT Haar wet E 7 waRT | ‘ag, “wa wel % fet wr doe @ (2) (4) 133. 135. afar 1 Q) 38 wareeh sitters & a yah sk wet fe aot gag Ta A ate et oer & ast aed a set fe aferer 5 wre wareeh sifteats at wea at (3) wa 9 Fae after a a aa ate % fem att ae wat ge se aes seats & faq steanter at (2) @ . teat serge a Part aH aelies reat (afte: seen ar steara @ a4 a ater sero yea K fT ar Br (3) fafa deat & ast arnt 4) Tere F fee me a sani-sista & aide 3 ater gear fara aeh @ 2 (Dam & fran dea ora @ (2) sae a ara site atest & om we Fes BT 8 ane Rem sae ara & (3) Westen ofa meat aa z @ RA waste fai a ae ey 8 sneer fear ora @(45) Fieer : Tai a vaca Meath re (net 136 wh 137, 142) 9 wa afer rac fre 1 136, Fo 5H wa sua ae ae tert Srl a 3 oa ats | ome Fart @ wet Sm 9 38, orm oneal my ie ye ae 138, "eR 7 33, ch aie ar ret aa > ft Sst oF & fe, a8 gE oa & IRR oH An wa ene Yak 30 Fro 8 3 me item sete % eat Bo 2 am ae ame fs “ner at ea sc teh ak aut ake we aaa Fer ns amg at at en 8a aa a 2" WH a wae a ae G Res Ham #13 ee gra ad a a 3 ert & frager oe ae a, sik a sa Set Ged ome wer ae gw A ah 1 8 et oe teh # ted at | ate SN ott ee ot ey eh, wh ae) Tr @ Be 8218 rie, & md ae eh WW. 0 Sa Haat rel are af | 39, 141, Stes % or amt am ae & del wa Heeaph aan #2 w SE Mi ae fee anes ar sey eI 142, (2) Fat aT sere aay @ ot Bo wer ome (4) at eet ar ater ‘ari tet amt ¢ 8 onto ¢ Preven #8 tear we eit #7 Q war 2) Fare (3) fart @) aria S20 3 Sera HE Ps 8 wea aT # omy ‘SY, “a ee fareB 143, (46) Freer: waren at vga Frater weit (78, 143 | 150) % ware sfera fare afAe | el a 4 gage g, Fa sateen wir frame 9 aniiciar sit sam frafett a wat Ee Fer sh meres et et aa aT | ia sie ta a dedah & oer at ore at ar ea @, oon stat fas duran @, 8 et eet ae mae 2 oem eer at set et ara eto of, a sa waa ae ad ae Veo fe on ae Hoya a ar ad, aie a ga seri at ae aa Hoar a oem sk srl Te or aren | 4 ag wag wat fi saat snftra ‘wierd & faara 3 ge are at orard 3 ag eq, fic want @ fe diem H aa & ae sem A at an ora @ sik ste SS eT HK at sit, fe gdes am at we decme @ fe sat fit wea vel ae ae ot @; fe antag ce arf mfsat we aux aaa @, athee-att | Bhar sit tear & 1) faenfeet 3% ar (2) what = a (3) Bea ar (4) Reerah 3% arr . Sas sigan ae aE Frode & (DH acon & at Fa are (2) farer sein aed om darrd & ster # aaa a (3) awe seri & ae Hadi ver ster 145. 147. 148, 4) orrard vet a ore area Rd ora afer a (sri feraret ae a wae (2) war To oreaer on aaa t (3) ag ge ta watt (4) PEM aa aaa it ae agi ge ar & wh te oat oe (Arafat aa (2) 4 fear 4% oga-eat & (3) Fees Se ferent & (4) 3 asi at een a ate mae tar % sveitr Ha ant are ari at Ort 7 or a oh et ga, we (2) ae % fers aa gt (2) weal gumaiz eae @) aE a more eels See @ Fat st et adi a sai aa dy wee ‘Pant a agaaa woe frente (2) Frat (3) Prenferdt 4) Part . mfefar ¥ a a-a fa’ % fee sR fertrwor at @ 2 (tere @) thet (3) Fors @ i . ar Sat @ iat art waar RR a @) @) @(47) SPACE FOR ROUGH WoRK @ orf & fe sme(48) READ CAREFULLY THE FOLLOWING INSTRUCTIONS : Out of the four alternatives for each question, only ‘one circle for the correct answer is to be darkened completely with Blue/Black Ball Point Pen on ‘Side-2 of the OMR Answer Sheet. The answer once ‘marked is not liable to be changed. ‘The candidates should ensure that the Answer Sheet is not folded. Do not make any stray marks on the Answer Sheet, Do not write your Roll No. anywhere else except in the specified space in the Answer Sheet, Handle the Test Booklet and Answer Sheet with care, as under no circumstances (except for discrepancy in Test Booklet Code or Number and Answer Sheet Code or Number), another set will be provided. ‘The candidates will write the correct Test Booklet Code and Number as given in the Test Booklet / Answer Sheet in the Attendance Sheet. 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. Each candidate must show on demand his/her ‘Admission Card to the Invigilator. without special permission of the lator, should leave his / ‘The candidates should not leave the Examination Hall without handing over their Answer Sheot to the Invigilator on duty and sign the Attendance Sheet twice. Cases where a candidate has not signed the Attendance Sheet a second time will be ‘deemed not to have handed over the Answer Sheet and dealt with as an unfair means case, Use of Electronic/Manual Caleulator is, prohibited, ‘The candidates are governed by all Rules and Regulations of the Board with regard to their conduet in the Examination Hall. All cases of unfair means will be dealt with as per Rules and Regulations of the Board. No part of the Test Booklet and Answer Sheet shall be detached under any circumstances. ‘On completion of the test, the candidate must hand over the Answer Sheet to the Invigilator in the Room/Hall. 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