We fee f 56 Sst This booklet contains §6 pages. ‘eheet ar a E Ser [Name of the Candidate (in Capital) = (Candidate's Signature Facsimile signature stamp of Centre Superintendent ientirat a fore Pater OMR ae ove ha over SRT CaF ae oT vader fever ater? et et ore, gee a Frere aT ee a gee TS er it et hie Be 8 Fer ti vite ot rahe ad we to cen aso wer Fie err ahr i 1 ae FS We rey fen ht see or By oo mromittendietrerere wim a derhg wat aie Sate eee yes ro gett afiers wr a fer fern don ste ser os don fare & | are ae fees wi ot een gat oes Yer ate ec aa 8 fre Pater wh ear oe wat | ‘ea ate ger = Whe arr 1, V at Ve, S180 egfrs rer, ot arte 1 aie SL. met faere finer eer sare fern sre waire ore Senay ser (ita / fet Se er er ee ae re a a wat awa a Sem OM sec er ea afleg E | ot ane ere fe 1 eee 8 fe en ert | rene HM WE AP15-1 waa I / PAPER T ‘gorufargfiner MAINTEST BOOKLET Tet Booklet Code ether gfe at rer es at oe ee RT TE | Donot open this Test Booklet until you are asked to do so. [Feather freer fre aracer oe fe det wt omer Sa ‘Read carefully the Instructions on the Back Cover of this Test Booklet. ater gfierer eet whan gferersiter Test Booklet No, Q INSTRUCTIONS FOR CANDIDATES: ‘The OMR Answer Sheet is inside this Test Booklet, When {you are directed to open the Test Booklet, take out the| ‘Answer Sheet and fll in the particulars on Side-1 and Side-2 carefully with bine ball point pen only. Theres iso duration and consists of 180 questions. ‘There is no negative marking. Use Blue Ball Point Pen only for writing particulars on this page / marking responses in the Answer Sheet. ‘The CODE for this Booklet is Q. Make sure that the CODE Drinted on Side-2 ofthe Answer Shee isthe sae as thet on {his booklet. Also ensure that your Test Booklet No. and Answer Sheet No. are the same. In case of discrepancy, the ‘candidate should immediately report the matter to the Invigilator for replacement of boh the Test Booklet and the | ‘Answer Sheet. ‘This Test Booklet has fve Pars, I, 1H, 1V and , consisting of 150 Objective Type Questions, each carying 1 mark Parl : Child Development and Pedagogy(Q. 1 10 Q. 30) Parc: Mathematics (@.31 109 60) Part-II: Environmental Studies 61a 50) Par-lV : Language -(EnglishHind?) (Q.91 to Q. 120) Pat-V : Language II- nglish’Hindi) (Q. 121 to Q. 150) PartIV contains 30 questions for Languages. and Pan-V ‘contains 30 questions for Language In this Tet Booklet, ‘only questions pertaining to English and Hindi language have ‘ben given. In ease the languagels you have opted for as| Language-I and/or Language-I ts a language other than English or Hindi, please ask for a Test Booklet t contains questions on that language. The guages being answered must tally with the languages opted for in your Application Form. Candidates are required t0.at questions in| Part -V (Language-ID) in a language other than the| fone chosen as Language-I (in Part-IV) from the Uist of languages. Rough work shouldbe done only inthe space provided inthe ‘Test Booklet for the same, ‘The answers are to be recorded on the OMR Answer Sheet ‘only. Mark your responses carefully. No whitener is allowed | for changing answers. c ee i ee oF SR Srey OUR i a oe (Centre of Examination (in Capitals): Setar were Invigilatoe’s Signature 3065653PART-I/wrt-I__ CHILD DEVELOPMENT AND PEDAGOGY 1 exer Pacer FEAT FTA Directions : Answer the following questions (Q. Nos. 1 to 30) by selecting the most appropriate options. 1. ‘The period of infancy is from = (Q) birth to 1 year Q)_ dirth to2 years 3) _ birth to 3 years (4) 2to3 years 2 According to Piaget, a child between 2 to 7 years is in the stage of ‘cognitive development. (1) Preoperational (2) Formal operational @) Concrete operational (4) Sensorimotor 3. Development proceeds from to : (1) general specific (2) complex — hard (3) specific + general (4) simple + easy 4. When adults adjust to the assistance: they provide to facilitate of the ‘Tila from current level of performance to potential level of performance, it is called : (1) Proximal development (2) Scaffolding (3) _ Participatory learning (4) Collaborative leaning 5, The process of changing the existing schemas to include new information is called : (1) Adaptation (2) Assimilation (3) Accommodation @)Bgocentrism arden «rth af Pewee Fre et (rer. 1 430) FIA AT | 1 terest waft: @ waiaine @) waa @) wRas ate @ 2a3atee ti @) war fare Q) stent G) faire — at (4) BE Aa 4. se eee eect Serie A Et Saat ada ere wees st aT pd 2 abclabiaialea ahaa’ fe eT TTT: (Rigen Pere (2) Weer eat G) wemt store 4) Beate aT 5, wae rer at nf wet & fore agar eater grarerro) arena a frat merit | Q) Sie Q) aRTERTT 8) @a @ 6. In middle chilahood, speech is more * BA — (1) egocentric, socialised te (2) socialized, egocentric. +f ‘The child centred education involves : (1) hands on activities for kids. —@) children sitting in a comer. () _learing in restricted environment. (4) _ activities that do not include play. ei / 10. wares 3 aes st od ae ret ahah ae ert re Are fire ra mae tia ard ge ten | wa area fran fen ferret afr ser write dt ' () eae 2) rdifeerftritere G) hare “ @ set é wa ow fires ae aaa & fee ernie wae ash nite af eptindt a red eae ‘ante & fis areata ts teres 2) Fem cise vera 3) frame (4) Reyes are aaravh fiver wert @ fee at ___ baeracrnt () Fea) reer Q) aren) Tet (3) Wee / afar Fe sie3. 14, Children have the potential to create knowledge and make meaning. From this perspective the role of a teacher is that of a: (1) Negotiator (2) Communicator and Lecturer 3) Facilitator @) Director Which one of the following is not a characteristic of gifted children ? (1) Higher order mental processes (2) High self efficacy (3) _ Below average mental processes (4) Solving problems insightfully According to the pre-conventional level of Kohlberg’s theory, to which of the following would an individual turn when making a moral decision ? (1) Potential punishment involved (2) Personal needs and desires (3) Individual values (4) Family expectations Regarding learners’ _ individual differences, the teacher should : (1) provide a variety of learning situations. (2) solve the problems based on deductive method. (3) _ most of the time use algorithms. (4) provide facts to students to ‘memorize them. PA weet Fart Sh cee art ae ort at Frater et at armen aie 1 Fa UAE ye frre ah are t: (2) areier tert art at (2) Site ate carer at (3) rect at @) Fewest we a aie fever ofemet seat wimit? (1) Sena Sth a rater afar Q Fea aT (3) Pret atractte artis attra @) aeifegte arene or TT = share Rear ae ee Franfardt arf) oh tafe ‘aires ik 3 fer hei: (1) fafaer mene at ae offeateet at SITET | Q foams wh * ae © Herat FAA SCT | @) arrfate erie at afer vat ar | (6) aR we & fire feted wt cer Seer STAT || per ace — eH ate si @) are free are afew Fret “te 6 > a7, ftir 2 @ wheat Qrmeet S = am Pi ) aranther @ arertfer * @) wafer | a, ent dear a Presta wart a a fe j apres ame ea?| | | ane, Q 19. 20. _ Children are : (1) curious beings who use their own logic and abilities to explore the world around them. (Q) adult-like in their thinking and | there is a quantitative increase in ‘their thinking as they grow up. (3) like vessels in which bas ‘given by the adults is ® shale Mitek wn ie of the information d to them. exact transi ‘Which of the following about children’s errors is correct ? “o Chis cpt errs te are careless, statements @ claret are part of the earning process. 3) ae eis crete ae Oe teacher is lenient and does not punish them for mistakes. (4) Children’s errors are insignificant for the teacher and she should just strike out the mistakes and not pay ‘any attention to them. fos Gb eee ees: a strict miles and > Siren who do not follow t QQ atl down upon children ‘from: ‘disadvantay background so. that they feel they have to work harder. @) fi ‘Soe tem a aston ae ‘backgrounds and can eae as role models. smaie at seit set arate ant er ait sor = annie gat at ferefeer eeT 4) mati ert freer aT > Safes ant a seat aT soars ar at seer aTge Learning objective for fourth grade students is given as : “Students are able to order and compare two decimal numbers upto ‘two decimal places”. ‘This learning objective refers to: (1) Content goal (2) Process goal @) Disposition goal (4) Social goal Which one of the _ following ‘manipulative tools is required to develop geometrical concepts of ‘symmetry’ and ‘reflection’ in Class Ww? (Q) Two sided counter @) Beads string G) Dot paper (4) Abacus (a4) Pr heft arr Pentre a fer fire Siva frat: rer era are Bt Seri wo fe canna & a ear ae fs ea afte sah qe et a ater Tare tr . ae oft er sta sate eee: (1) Prearers ea (2) ipa er @ wafer a (4) Brera tt wat IV & ome atte coereniar afta verre afar fee “preteen ea & oramestar areca ah arava? () fegeitvee caret) Q) Aires are @ fpr ezeD @) fart ‘SPACE FOR ROUGH WORK /5 74 & feTE OTE(1) collaborate with friends (2) analyse and communicate. 8) _ write numbers containing er). PMA aids tnd csculetonr ee! “he may be having disability known 41, wan ya rn Secs mT vera: ae frarsere aed at sienfa arte: CQ) Peat et arc 3 a @ fer ate ders @) Sent fret &, fe gett @) deren erect fr donate aecterat | \ 42. fees fre ot oma ate afer t ‘aren tai t at aed arene ot weet 4 freer ata: a Q) eran setae : Q) Far-sraman Pentre, 3) rita sreren sete 4) Feeerb ee ane § sree : ass | ® ; | —@) ysealeutia F @ via spatial rgtizaton disability 3 | i ~ SPACE FOR ROUGH WORK /6 14 FETT——— ee " Manipulative tools are important for learners at primary level as they help ‘them most to: — (@) solve word problems. ~(@) speed up mental and oral @)_ perform better in examination. —(@) understand basic mathematical ‘Which one of the following questions {is open ended ? (1) Find 153. (@) How will you multiply 15 by 3? (@) Write any two numbers whose products 45, (4) Use number line to find 3 times aa 2 as a 43. wraftrer ere owe rend fore arenes seat a Hee, waif ae age aeg arte: 3 © ahaa glee fart “ (2) ween she ara aero eter @) bere tee wees fore 4) ae tiocte sacra at wat a fer Preeti a a hear gen aie aT ma @ isx3err a ae | Q) amiss 3 Ser ee ere eT? Se aearent feng fore eT 4st @ don ta wt at 3 a F 1st rae are ST SPACE TOR ROUGH WORK PERT R TTISF 46. Which one of the following is an @) interest in mathematics. (3) understanding of difference ‘between face value and place value, (4) understanding the importance of zero. ae ‘important characteristic of a good ‘mathematics textbook at primary level? i (1) Temust be thick and large. Concepts should be introduced through contexts. @) It should only contain numerous exercises to give rigorous — @ Wk should be auractive and ‘colourful. * i Pa i an i: ) © 45. Some students of Class 1, face 48, Sere yo feet at eer ¥ difficulty in the addition of two digit set ah demst & ote F efont ot . numbers involving ‘carrying over’, ART eT TATE | - Reason behind this problem is lack of : Rarer marnt: (1) understanding of regrouping (1) Frage at afear st gaz = we Process. are 2) nia eh ae @) sien ary atte arta ars sie at waH a Te @) (east we oe rate ere ur cfr ah are area Re & fae fevihfen 3 a att frotear erent 2 () await site ast et eee 1 2) sei sauna ar oer deat & wer fear srr ae @) set dar aged oere a ee free fe cere, arene fsa oT wr @) ae orate ate bis et ate : SPACE FOR ROUGH WORK Te eS RETA| Bo Accoratng, ‘Van Hiele level of Geometry’ students who ean describe ‘and sort out shapes on the basis of appearance are at : (level 0 — Visualization (2) level 1- Analysis — @)_level2~Informal Deduction @ ‘evel 3 Formal Deduction (@)__ give prompt response to questions asked in the class, (4) contradict the views of others on problems of mathematics. s See ft ie eee faurdi ampiiat at freae & seqere afin tempered af: fre wa A AEieT ar seer flee oer or freer SET? have ni wo se fe ee, et steer eT | fhm @) we ata om mmo tae testa at eT | @) waa Boe wet mw Te oat . @ cfr at amet oe get Pret arise) aetat } t E PL 49, Ifa learner is able to perform the four basic operations on whole numbers, fractions and decimal numbers, the earner is at : ‘ Q) Quantifying phase 2) Parivioning phase (3). Factoring phase (4) Operating phase 50. National Curriculum Framework, | 2005 recommends that teaching of " mathematics at primary level should focus on : 1) helping students to acquire international standards in learning of mathematics. (2) preparation for mathematics, (3) abstract concepts of mathematics. @) helping students to connect classroom learning with everyday life. higher (a9) Q 49, aft Te freed unte, firt site eermeree ‘Woneit ue ant srerep drat tar wettiadt, star: (aero seer Fe 1 Q) Praprree saer dt | GB) SIRF see 1 4) Aire sree ae ‘weiter ugaaat weten, 2005 front weet ¢ fir orate eae ae afte at fire martin ante: (1) Pretest at ate et fren siniga ants ote at RR BET | 2) Serre afer & fire dant 3) Tire ang fre AT 1 (4) ere 8 at ae cart at Penferet the Pret} stst Fer FT ‘SPACE FOR ROUGH WORK /T8 Std & fq TEy & | Which one of the following is not an ‘important aspect of Number-sense ? (1) Conservation (2) Seriation @) Counting 52, A teacher gives 36 tiles to students of class IV and asks them to ‘arrange them in all possible rectangles. Which one of the following concepts cannot be addressed by using this activity ? () Factors (2) Multiplication @) Area @) Volume SL. fra 8 when or weeptar it? «ter el Q) tan @) TFT @) ste frat seas 9 war IV # wrat wt 36 ZF atest wi dua arent & wafer wet & fee om oe feaee om frafefen 4 a ate et decor et eiiee ad fearon? @) pres Q@ PAT @) arr @ sa ‘SPACE FOR ROUGH WORK 7% &14 & FOE TE@1) ‘dividing 12112 by 11 and 13223 by 13 fer es 3 Ee - 6 and the face value of 4 in “i a a @) 4 aw 2 @ @ 101010 uno 11100, 11010 12112 11 @ atte 13223 wt 13 Fw 2 ermersteert rane: 2 3 4 s 56431 % 6 ete ea wer 4 i af wer ater: Oo) @ [o) # 999 5600$6. ‘the product of the smallest common ‘multiple and the biggest common factor of 30, 36 and 42 is = a) 7560 (2) 7460 @) 7660 (4) 7650 ‘57. The sum of all the positive factors of ‘84 which are multiples of 7, is : a 12 @ 13 @) 189 @) 196 58, When it is 8:49 p.m. in Delhi, it is “4:19 am, on the next day in Sydney. ‘What time will be in Sydney when it is 11:19 a.m, in Delhi? : () 6:49am. Q 3:19am. G3) 3:49pm, (6:29pm (22) 40,36 a a2 cut 0 wo eT ward ab ar prreis or yore ts (7560 (7460 @) 7660 te 7650 84 wh eorere ores wr ate, at 7 “ert frat: @ 1m @ 13 @) 189 (4) 196 wa fee Hwee 8:49 pm. , 7a fret “ere amet fra eT 1:19 am. #1 a feet wee 11:19 am. tat Reo wqena eT? bai Q)> 649 am. Q 3:19am. @ 349pm. (4) 6:29pm. ’ SPACE FOR ROUGH WORK /@ 514 & fore oesa 59, cierto aoe gE aor ener Beate 0. Petter cea ait? 0). aA Biebtcor here 2) rseie = GOST ATT *OS700% 30 Sh gr art ot wr are,. PART -OUWrT- 101 eo PL ENVIRONMENTAL STUDIES / Watagot steT7 Directions : Answer the following questions by “selecting the most appropriate options. 61. An EVS teacher, usually begins her iors pasts Be bag arcs OF the following reasons, select is the least preferred ? r (2) Leamer’s thinking canbe restricted. (@) Leamer’s thinking can be stimulated. 3) The questions arouse curiosity in learners. (4) Questions help in contextualising topics. 62. Sepia een pee Se ex sw an EVS teacher shoul a @ cooperation = and pricipation ofa mctabers. 2) ensure separate groups for boys and girls. (3) make groups according to their marks. (4) make two groups only, each with alot of students. 63. Which one of the characteristics an EVS text-book at primary level should not have ? (Q) It presents natural and socio- cultural environment in an integrated manner. (2) _Itcaters to diverse backgrounds of the students. @) It includes true stories and ‘incidents. (4) It focuses on definitions and explanations of abstract concepts. frée: aad ate fares grec Pree wet Sardi | 61, akercor sree et er Fairer rear wrt & seh war ST WM GS AT TT yea ye weet tga ae rare are cern sitar é, se gh: (a) Rented et fers air feat om emt (2) Reefer ar fer sitet frat aT Fem (Wer feentiat S sega eT #1 @) Ret Rwor at ieee wae A ee att! 62, fret Grarnere & fe aye at ET “arin areer 3 Forarar at nr fae : ) wh arate weenie sie erin yatran FF iran st fr mek apied & BAR arerT- 2717 | @) Feasts aT AT @ Bae eh aye eae afte rete a aT 3 fat ef | 6. mate ee we waar erat at ugeyem & fife a a aeat pane afte? Q ote aa igi afar @ egeeterests | ag areas seit ate wera aT GB) ok : ® Feat serenaE t f ‘PA s (25) 64. Which one of the following the 64, ‘National Curriculum Framework (NCE, 2005) dacs mot propose in the context of EVS teaching ? ~ (1) Thematic Approach of the abilities is/are required to be developed in primary level students ? ak Understanding of relative position of places. B. Understanding of relative distances and directions of ‘places. C. | Understanding of symbols and scale, D. Drawing precisely according to sale, : () AandB @ onlyC @) ABandC @) OnlyD + im | Which of the following objectives is ‘mot related to EVS teaching in ‘primary classes? - (1) To develop sensitivity towards the "physical and social environment. @) To. memorise basic sciemtife ‘concepts and principles. G) To provide opportunities to ‘explore the environment. To develop skills like observation, Q vuafaror sores Firat ent & ares uemeat ei eater (NCF, 2005) ‘renter 3 3 ft sree at et 7 Q) frearger sor Q) wate ape steed a sitet @) ee frame G@) darts weract 3 oftfen aT 5. renner eres firenfizet 3 arefers ear atte ang & fer Preafefen Fa ft sahrer | tare & ferret a aera 2 AL Barat af der fear af arm 1B. pant at arter ga ote Reena at Ril C.aetet atte eer / er a D. Re / ork & ogee ere AT rT a) AaB @ aac @ ABakc @) aD rafter sara t waferer sree wart a «freien arate ier mit? a) ster ote arabe sR aft ‘daeretice refer ecT | (2) fare & are Heat site Faget et eat ag a aT | @) waar st ah & saat wer @) sarier, ane, freer site ait Sa eet ot fer =o!fe ‘The nature of environment studies does not advocate that : (1) children get a lot of space to explore. Q children make fewer mistakes. he @)_ children get space to leam by (4) children ask a lot of questions. 68. A teacher took up plants as the theme to teach class IV students. She _ provided the following learning opportunities : “a. Colletion of leaves in groups. b. Discussions about shapes, sizes and other features of leaves. & )saatageteieteart For such activites, what should the teacher not encourage the most ? (1) Children’s interaction with each iter, observation and Children’s initiative to memorise ‘as many ‘names of leaves as Sy DOS ce aha (Children’s detailing ofthe work. @) Children’s “continuous ‘engagement with the activity. (26) 67. wedkereor are Ah mphie Preaferet aT writs ee: () satat a ect & fae cis fae | i Q) weer rar st 1 @) sets ee cher ar rer fet | @ wag tra! : 68, we fre 3 rer IV & Frente st gr fire “che afer et ae fra | set ethers & fore Pretierfeas seret WaT fer: a wept afeet er dare | bp. Ufeat a one, meg ate at eitacrsit we erat eet | cap area emeTeTa AAT | “peer at niet ty finer ot fret sae fey eat i sc at ©) eat ace form, sat aeoii ictecuica, be done by the EVS teacher while _—— assessing students ? (@) Write qualitative statements about students work. ci with previous _—__ assessment record of students, @)__ Record information in the light of the students learning potential. (@) Focus only on a few aspects of Z ah Q) ) isan easily available resource, (4) it comprises wise and elderly A person boarded an express train on 30" August, 2015 at Ahmedabad for Trivandrum. The train departed from Ahmedabad at 13.30 hours and -Feached Trivandrum at 7.30 hours on 1* September, 2015. If the distance ‘is 2268 km, the average speed of the ‘train between the two stations was : () 54m/s Q) 42m/s @) 15mis 4) 9m/s. en nm 0 5 frenfirat a area ert waa alaeoT srr a farer at Prafeter a a aT afi serate? ¥ ()) wet wd Sehr pe sete scr | Q) wet & omer & am ge TI 3) Reenftdt at ater st ames at war a caer qe ot eT | @ weet See ata or Sit ee | i |. rafts ere we waar ona cage defeat er eer asreqet Ware t, ais (1) area ff aha 0 ara ayes ere Q) WweEag TET det | 3) ae srart a seer oF are dane er w ret awe ste apt cafe aA EL wig safer 30° sere, 2015 at fret | rate grt aereene 3 fear ort fone Aer tarde 1330 at agree et wea site 1 feerrar, 2015 wt 730 mt rts aie 1 aft aemerere & freer & dhe a gf 2268 feof &, ate at ‘Rearit che ga ah ste are a GQ) 54mvs Q) 42ms @ 1Sms @) 9ms |"Gurpreet travels for the first time ‘from New Delhi to Chennai ina train. ‘Which one of the following rivers is he not likely to cross during his train journey? Q) Narmada 2) Godavasi @) Ganga (4) Krishna a ‘Which one of the following places in ‘our country is a “Cold Desert” ? (Q) Darjeeling Gute Q) Jaisalmer aay @) Ladakh (4) Meghalaya In Class Y Environmental Studies Cold” is a story written by Dr. Zakir Hussain, He has written many such stories for children. At the time of his death, he was the : a) @) 4 - ‘Which one of the following matches is not a correct way of food preservation ? (1) Raw Mango — Pickle 2) Potato — Chips @) Milk — Paneer (4) Apple - Jam 7 4, 5. ai PL soft wee are ter att feet Sap rer | are tera see ar rer Prete a ¥ fre nf te ert ah eure agit? qa et Q) teat G) mT @ wT ert det frefiten eat 8a shea ssartirent $2 Q) ffm 2 @ we @ tae swat veh calerear arora a TET wr ww re eh a der Hh oh at safer yi are fret af ee war ‘Sait eat fire Oh teat fret tiarhyqeamad: Q) sae wernt (2) sem per sere @) Ta sega 4) seer ae ert ‘are dear & fing Pree HR wham ater die tit? (Reta ar — fer - vit - : - Q) ay QO 7m @ We 1} t } iq :ey i Pa 76 Carte ving characteris eas Sunbird 78. “of the houses : Ground floor without windows: B. — Slanting wooden roofs made of tree trunks C. House made almost 10-12 feet above the ground on stone ~ pillars, ‘Thick walls made of stone, mud and lime E. Wooden floors Which of the above characterises ee eee Cu 2D) ARBIC hy “ 12) BCD \gatrag @ GDE he @ ADE s pay ning: Cooma Git mets esp on Be eek oem ec ‘wood and wires. A clever who does not make its own nest lays ags in a crow’s nest. The poor __ crow hatches them along with its own ees Which bird is this ? cu ‘Which one of the following is not a seed ? = (1) Aniseed @) Wheat (3) Black Pepper (4) Sago (Sabudana) (29) 16. vet a oft nf faemait a Frere iter: ‘Pract siren tf ferra a tebrisiaadt drt met wer & anata wit & ee 10-12 Ge Sega a aT wer, art att at a at aid tent E wettieot ie ote meer fr wet sae i nf wt fo @ ABC @ BOD @ CDE @ ADE ene D. team: wht te wt Sef met ue ore wie were 1 ye ate et wart ef TT 2h at, aat a fis mera ere ate vit arare sf gt & er arene cat of ‘at acer wieen met aren site why a ated Food Star 1 dere eter art stat ae arr yr aiet at haat Uruat eet, wearer (Q) rates aaah 4) Ret ‘Prenferfior a a eta ait ait? a ae @ * . @) wet fre o @) 7ze 3) ‘Tomato, Pear, Chikoo, Lady finger, Cucumber (4) Tomato, Pear, Chikoo, Lady finger, Bitter-gourd, Cucumber ‘Neeta goes to Andhra Pradesh and she purchases two sarees, which are exclusively made there. What are called ? : 4 (1) Kalamkari and Kantha @) Pochampally and Kalamkari (3) Pochampally and Kanjivaram (4) Kalamkari and Chander G0) 81. Pa erat aot after & arr Serer oe ant sa Se qe frend aa Est a sare finer & Se gat & fies Fi set arrtsina gate ht? Q a @) Attar @ @ ast weal re woh rae a pd wh ‘Prefers arent 8 a st renting fares street art sare, ear, aTerer, wig, Fae, wre, ara, ait : (art ate sag (2) earex, aera ate eg cree, aera, ag, fire, eet amex, arerart, thee, fire, ten, aie atten stiamter oie & site et enftet vette & ot one ate we ati er at t aera t? () Samet steer Q) terest steaeet G) Tech ate wish @) werent ote eat AR a ne ee ee ee ee eee LS ee eee ee’ Pr R 82. Which one of the following diseases ‘may be caused by stagnant water ? @) Chicken pox @) Malaria @) Polio @) Pneumonia 3. We ofthe folowing makes a coret pair? : (1) Karnataka — Kathak ‘a4. The Eskimo makes his howse Le, ‘igloo’ from ice, What is the reason for this ? ‘ (1) Only ice is available in polar regions. (2) Ice does not allow cold air and water to come inside. ‘The air between the ice walls ond ‘the inside heat from cee ® bene ‘material will cost lot. 85, Which one of the following Isat a 82, Preafafen #8 stash der ee oT year ge ae watt? a) ae : (2) wafcar 3) tier @) Prifrer 83, freafafan ta tear stars te Q) Fer - sa @ ae fag @) sf - sere (4) afkerarg — erect gd, Ofer ore we ope wr Frater a wet paar eee? Q) ha est a ae ah seer we ah om ar ot St oe at att | ‘ (3) we a ert & ate ay wet eT etre at ac a tat t | (4) ae ya a fret &, oa aot a aie afte eit | 85. “frettrfan a ath fete aere * tech wei ait? @) seeststaw tes eran af ; Q) weer ate cet ts @) Wise Sete ae ate @) a stor a stereo weet ae0 » As a newly appointed EVS teacher in a school, your foremost priority before ‘beginning to teach would be to : _ (1) prepare lesson plans in advance. (2) indentify the slow learners in the class. 3) prepare detailed chapterwise notes for learners. (4) prepare socio-cultural profiles of the learners, Poems and stories are effective in transacting the themes of EVS. This is because poems and stories : A. can be rich depictions of the -child’s environment, - B. can provide contextual learning ‘environment. _C. can explain various abstract concepts effectively. D. can nurture creativity and aesthetic sense. (1) AandB @ A,BandD @) only @) only “As a teacher of Class V, which of the following resources would you find est to use while dealing with a topic on ‘conservation of fuels’ ? “()_ Textbooks (2) Reference books G) Posters (4) Newspapers we rafrgat ‘arate ef: () Wea weston dae wT | wr a cht oo eet a free wee CT | (3) Praia a fee verge Reg Fen te | (4) frente ar aars-aiesine vere / feerem tare | at grt aware 1 ame eek oe Ac webster we fer oe watt ‘B. defer after itt wert ar watt Cc. ffir accor ae a ear we wet l D. wrnerem wet etedater a chet area) Q) AaB —Q) A BaD @) FRC @ FB ‘war V ah fini & et ane dat eeToT wreror et wat & fore Prater ar ? eRe Q wie @ we 4) FIER eatarer rere Fire Sees eS wet sree wad eetA A teacher of Class IV asks students to ut their worksheet, observation reports and material collected during a term in a folder. These folders can nee 4 a 90. The chapter in Class V NCERT EVS text-book titled, ‘Sunita in Space’ describes astronaut Sunita Williams? experiences in spaceship. What could be the reason/reasons for including fe ee 2° a ee a 1 ts ein @ ma se fe fren a ¢ fe a act erhune, sentence seer ee at aT) wert are | wr vieat at eer eae (1) FeagRia afer Q) teeter @) wat (4) iets art . wrsigend. erttarea) a water : aor wt met v a rege F capt sinter 3 wiht rs eter safer ant apt faferaeer orp ot cater ase ge entrar eee wer / Se AT erear at wart / wet? AL mea siete ast af Freeh ‘Wie er ar eit | Be apace eafine a wife feaferat arated tt Cc woum ape fem ae ‘efor at att ah ‘D. ae aear yearn a seer aamrting adit | aA a @ aD a @) ABaRC oe @ ABCA:Pa IMPORTANT : Candidates should attempt questions from Part ~ IV (Q. No, 91-120), ‘if they have opted ENGLISH as LANGUAGE - I only. Directions: Read the passage given below ‘and answer the questions that follow (Q. Nos. 91-99) by selecting the most appropriate options : “Madam Cama’s Paris home became a shelter for world revolutionaries. Even Lenin, the father of Russian revolution visited her hhouse and exchanged views. Savarkar got all ‘encouragement in ‘writing the history of the First Indian War of Independence from Cama. “She helped its. printing in Holland as no ‘English publisher came forward to publish it. It ‘was a banned book but found its:way to India. ‘Smuggled ingeniously under “Don Quixote” covers ! She became the publisher of “Vande Mataram”, a revolutionary magazine and its distributor, an extremely difficult task in the days of British espionage. Another magazine ““Madan’s Talwar” was also started in memory of Madan Lal Dhingra who laid down his life for the country, Both the magazines w outlawed in India and England. Madam Cama somehow found ways to send them to Indian ‘Madam Cama also fought for the cause of women. Speaking at National Conference at Cairo, Egypt in 1910, she asked, “Where is the. ‘other half of the Egypt ? I see only men who represent half the country !” She stressed the role of women in building a nation. ‘When the First World War broke out in 1914, Madam Cama took an anti-British stand ‘and tried her best to make the Indian people aware of the exploitative nature of British ‘The British had banned her entry into India, being afraid of her revolutionary past ‘and staunch nationalistic outlook. But the lioness was getting old and 35 years of fighting on foreign-land had taken its toll. She decided _ to return to her motherland. Her health was worsening. After reaching Bombay, she was ‘hospitalized and died on 13* of August, 1936. 91. Not only @ @ @) @ iz| | Pr 93. ‘The author’s atitiude to Madam ‘Cama can be described as : (1) hostile (2) laudatory @) critical (4) contradictory _ The word, ‘ingeniously’ most nearly ‘means (2) secretly cleverly @ wilfully (4) devilishly The word which is opposite in ‘meaning to ‘famous’ is : (2) unpopular (2) undesirable (3) mysterious 4) unknown ‘Madam Cama fought for the cause of women.” a ‘Tense of the above sentence has been correctly changed into past perfect in : (1) Madam Cama had fought for the cause of women. 2) Madam Cama has been fighting {for the cause of women. @)_ Madam Cama is fighting for the cause of women, (4) Madam Cama had been fighting for the cause of women, (5) {Ah porto eset is ders word in the sentence given below ? ‘I see only men who represent half of the country.’ () Adjective (2) Pronoun (3) Adverbs @) Noun ‘How did the book, ‘The First Indian War of Independence’ find its way to India’ ? The book was : (1) couriered (2) mailed (3) smuggled (4) sent through a secret agent ‘Madan Lal Dhingra was a: (1) businessman @) freedom fighter @) poet (4) journalist‘Directions Read the extract given below 100. 101. and answer the’ questions that follow (Q Nos. 100-105) by selecting the most ‘appropriate options : So he spoke, mildly ; Sohrab heard his voice The mighty voice of Rustum and he saw His giant figure planted on the sand, Sole, like some single tower, which a ‘chief ‘Hath builded on the waste in former years ‘Against the robbers; and he saw that head, ‘Streak'd with its first grey hairs; hope filled his soul, ‘And he ran forward and embraced his knes, ‘And clasp'd his hand within his own,.... ‘The description of Rustum’s physical appearance shows that he was @) old (2) middle-aged @) ateenager ~~ young ‘The way Sohrab reacted when he saw Rustum shows that — (1), he was enraged, when he saw Rustum. . (2) he felt great love and admiration for him. (3) he was utterly confused. (4) “he was overcome with grief. 102. 103. 104, 105. ‘The poet describes Rustum’s voice as (1) powerful @) booming 3) shrill @) loud ‘The figure of speech used in lines 3 and 4 is : (1) metaphor (2) _ personification @)_ metonymy (4) simile sana tary dea +__ he saw that head ‘Streak’d with its first grey hairs’. Contrast @) Imagery @) Alliteration @) Simile ‘The encounter between Rustum and Sohrab took place () ina forest (2) onthe sea-shore_ G) inadesert @ imavalley ae‘aa H Directions: Answer the following questions ‘by selecting the most appropriate s ale 106, A child in class I writes : “I laik tu rred a buk” instead of writing “I like to h _ read a book”, What does the child’s writing show ? x ~ ()_ He needs to work on phonetics. ‘ He needs remedial classes to improve spelling. : | @_ He has used invented spellings. i (4) He is not paying any attention to the class. _ 107. Ina constructivist classroom, language learning should be based on : (1) drill and practice of grammatical ‘items. (2) the transaction of the prescribed j ‘textbook by the teacher. @)_leamers’ previous knowledge in | “constructing their new knowledge } using authentic tasks. i (4) the assumption that English ‘ ee langaue can only be learnt if the | teacher transmits it to the earners, ? \ ‘108. A teacher is reading a lesson from ‘lass III textbook about a girl Nina ‘who is not interested in attending a marriage party as she does not want to leave the sparrow alone locked in her house. Suddenly a boy, Ali stands . ‘up and fells the teacher how one day i he saved an injured pigeon which was i lying in his balcony. Ali's reaction to | the story can be described as: { (1) connecting the text with his ; ~ personal experience. f (2) interrupting the teacher in between. (3) an opportunity to use oral language in the class. (@)__ his attention seeking nature in the class. Q 109, Redils oeeebeeela eD tor @ rnin sabe geo ‘corresponding sounds. (2) perceive and decode letters in order to read the text fluently. (3) construct meaning by interacting with the text, (4) understand all the words in the text to understand its meaning. 110. A teacher has given a task to be done {in groups. What will be the role of the teacher during this group work ? (1) Ensure that the task is finished on time, so she should remind them of the time, again and again, (2) Ensure that everyone in a group participates in the task and try to support them if required. (3) The teacher should give full ‘autonomy to the groups and she should sit aside on a chair. (4) Ensure that students do not make a noise in the class. 111. Which of the following type of questions in a test will be helpful ‘in assessing the creativity of the learners ? (1) One word question (2) Open ended question (3) Multiple choice question (4) True/False type of question 112. Deficiency in the ability to write associated with impaired handwriting ‘isa symptom of : (1) Aphasia (2) Dyscalcutia (3) Dysgraphia (4) DysphasiaQ 113. 14. 116. In a role play a student at the end ‘said, “This news report is presented by cameraperson. It indicates that the teacher is using a : 1) masculine gender Q) feminine gender @) _ gender biased language (4) gender neutral language ‘The theory of Universal Grammar ‘was formulated by: (1) Stephen Krashen Q) Steven Pinker G) Jean Piaget (4) Noam Chomsky Dictionary is a very important tool for Jearning a language. Which of the following is Jeast important about the use of dictionary ? (1) Check the spelling of a word. (2) Looking the meaning of a word. (3) Check the ee of a word. (4) Check the part of speech of a word. " ‘Which of the folowing 6 a technique of assessment ? (1) Rubries (2) Interview (3) Checklist (4) Rating scale 118. 119. eb a Tanager language does not involve : (1) second language grammatical knowledge, (2) _ its pronunciation. (3) culturally bound speaking events. (4) theoretical knowledge of a language. ‘While developing writing skill among students, a language teacher should ‘most importantly focus on : (D__ good handwriting. (2) grammatical aspects. @) word limits. (4) _ expression of ideas. A teacher divided the students of class V into groups of six and provided each with a short story. Then she asked them to imagine, discuss and write the story with a different ending, In this activity the teacher is developing their : (1) controlled writing. s 120. @) guided writing. G)__ creative writing. (4) product writing. Before starting a mew lesson from the ‘textbook, a teacher should focus on : (1) the moral of the lesson. (2) the grammatical aspects in the (3) choosing difficult words in the ‘lesson and giving their meaning. (4) connecting the theme of the lesson with leamers’ previous experience.e +. m1 9) art- IV, amt fet merayet : cehareh art — IV GF. #, 91-120) a weit see dae HS ae Sey TAT 1 aT | | fewer feett or et | ] Pee Ae Remit eC @ we Het Oe, 91-99) 3 werd she sae a Psee GPT | ee ed ve ret at arte aire ae fee at Eat as carers ort et a aed B38 ate eR arm area wee at ae ate a shee att free 4 freee ea 4S ew A aati eter © se ster aerate oraeg att 1 ds ver refer ret et terrae Fer & RET caer | rated 3 gear at AAT IT, eae _ se te et tt, ae ark “tort ower ar ht Protea ger aT 1 ae Ba eget fer oe, wer start & ere feat mea, ey re weer we Re oo Pree wt “ae sega reer fp gS wate ey A efee Pe TeT Re ate soe ont Fo oF aed qe ‘afratorefin wet fared har & fee carat ort ome & fir wernt ae & fe eT se hes wr ater ore fee 2 a a Te cae at ar aeqat a anera ae whe ate ae cot tat wa ae at seat & weet st att mers oe AAT eT | 1. 92. 93. Gearai ai ee inher a tes (1) rere ae ae | (2) Seas aeeresiert ar et & 1 (3) ese ret we ter et | (4) Taree art ae at aren tthe Ieee Gt IAT ar TT St a Rea | ‘wate te tet efie aiett e (1) ae arm at a ste aT | Q) sester ard wares ET (3) ea veil at ta ae eT aT | 4) 38 stor a sire met wet Se ‘fear eer TNE, are Fe waren fre @) seat ster & fae (4) seb er faego (@) aR x caer fo ret rere 2 seat wafer cere ert ert Ht oe tu? caret # taifter wer & eI we eT AT wer ree ae fiver eee? @) area 7 Q) Sra G) Fr @) -efereret cgfren & stata ere frat wer’ — aiften ar arent: @ we Q) aa ON caret if Prete ane ge a” sade erate # fier fcha a) set 7 @) sets @) Freie ae (1) Req + are (2) Fara + arate @) Fert + sree (4) Herat + eT —- 98, wiftrer ere fare sei Tt 7 (Q) ear ahi a 2) Breer at a @) ere Te ata 4) Tae ar ae are aT 99, dle er cafe woret are anes a eet ‘rea fs ih rand: () Rane Q) wire @) wie (4) frat | Pater: Pres areata ah oe ee me we (aa, 100-108) & wat shart Tae are fers rar fefer | : re er she reer oer sh ae arrie fear eae aha fg, seme were a Aa, Sta aise ong, gest ere wasstone gage te met ah gar fer | ara met | oer ae Rae ES aie Poker wi | ager oer rer arch, ae tet ee cae vets eg weer, we cae ta Free | ear fine areefeer wer ate we? fens aad dat eerat serarat ye aA, oe vida gear Ae | = i jPa 100. soap ere Fert ere? sp ae t: “aR aia 101. 102. 103. Q) Saar @) sam ater 4) se meer wert: () a (2) ter ) feet 4) eam staanat qe aA, ae vttat pier Rirmet: (1) Bie pear ae at me @ gageatat) 3) pear a are sas zat 1 (4) ema aiterae sfrersiom q Steerer eae?” er ifr q fed eerrerte Q) wat f Q wet @) wirat @) erst 108. Q) arta at aga (2) ort fafear at ate G) TS orig say 4) wee See tae wet ah ata & fread attqat wt terse war ary ett? () Feat Q) yea @) farrat @ ara Prt: ote Ree ae eat & et afer sae ot freer git | 106. 107. rates ee act wh sre eat wer ferns et or ord () afte frat or after 2) if ieee oz are Q) Frere at eer or af @) As st eT sie ‘mares Faron at arr Fair wt feta t: () WOT RT ECT | (2) Wet Prem aa | (3) Wee Pra ae feeeteor eT | (4) eR are afstateat arrQ 108. 109. 110. fleet of sare ae atftrenre area et & fore wat arengit: (2) SRT aT TTT | Q) wate artora 1 (3) Se sre at area. ST | @) Sa seer ar afeaatie rate RET | serie wart ae af seers st qu ert a arenes & eu F seat aor feted ait: (1) Safar serena ere weak & fore sree dane a ata oT | (2) Feat at en aah aeestt Bh eT scr! @) sat @ fist car at geet ‘ares Soe FRAT | 4) wet ar area wt are aft wT cat ah wept ere er ort sees fe or sre | ) are (2) Safar @) Ft @ oF (42) 11. 12. @ 114. rt st meyers Fae areal wat: (1) seat et (2) arte fer @ wa seapiar @) sree a ager ae sare weet oe arene AAT = ) we serait at shat we eer ete 1 (2) Rafi a anatorr ae mer St & Q) weet & svar Prana at ere wae matte sare aaftee at ear Ga ae et ei Freer 3 aree wr she atte eet aT wea a aque are ert & fore are arom aa, wifes: (1) Bee arectines Freait at ore pret eee care act aor ae a Frere & 1 Ber at iter viet mr ofa Fram t 1 “we see ofa Pera 1 @ @ @) weet war me a a eet ree oe wet: (1) ree ster E (2) Verte Hea eee 3) Batieater aaa € 1 (4) rer crane Fra ra E~ i 115, et sere og” are ett et rere te 8, iin all Fel ape Beare 1 amre wer att ? frenere st & ret — areeht eee ott madnigd sere, gf t ert rae pent ahora area a fe SY | ane Oa raimidgisia a) set ; i “ag ; 2 = re sare re eee @ oy ae wet at Hee uO wie i Seek & fae aA 1 @) ae & we ae a a @) TERETE Fare siceiea | mee zn 19, wedi sire afc i Fe oT 116, reese ae UB SH eee eT ATT our agit: eetel qed aad afte ret: i @ aide ¥ , (@ fetch @ Wie aa Pest 107, sre a Ah tr ate t ; () Fetenation ser | @ waist scemira hea | @) Fea a Ger tert a ae ‘faere 1 4) wea at seg a eT Q) artis tater aviator Pete ea! . Q) ae fra 4 aie tree ster ©) Bert rere reer Stee | 4) seet eens at few arate | carer at war ar get tf: () ee sre fererer at rer mere et (2) ser Fereras ser ar pt are aT 3) sree aoa at seercorrs aT where 1 (4) aatees ed att Sage wae aa .Directions: Read the passage given below and answer the questions that follow (Q. Nos. 121-129) by selecting the most appropriate options : “One Sunday morning, I was travelling on a subway in Mumbai. People were sitting quietly - some reading newspapers, some lost in thought. It was a calm, peaceful scene. Then suddenly, a man and his children centered the subway car. The children were so oud and rambunctious that instantly the whole climate changed. ‘The man sat next to me and closed his ‘eyes, apparently oblivious to the situation. The children were yelling back and forth, throwing things, even grabbing people's papers. It was very disturbing. And yet, the man sitting next to me did nothing. It was difficult not to feel irritated. 1 could not believe that he could be so insensitive as to let his children run wild and do nothing about it. It was easy to see that ‘everyone else on the subway felt irritated, 100. So finally, I turned to him and said, “Sir, your children are really disturbing a lot of people. 1 wonder if you couldn't control them a litle more 7” PART-V “% Sere LANGUAGE - IL ENGLISH IMPORTANT : Candidates should attempt questions from Part v they have opted ENGLISH as LANGUAG! I ‘The man lifted his gaze as if to come to a consciousness of the situation for the first time and said softly, “Oh, you're right. I guess I should do something about it. We just came from the hospital where their mother died an hour ago. T don't know what to think and T guess they don’t know how to handle it either”, Can you imagine what I felt at that moment. My paradigm shifted. Suddenly I saw things differently, and because I saw things ifferently, I thought, felt and behaved differently. My i vanished; my heart ‘was filled with the man’s pain. Feelings of ‘sympathy and compassion flowed freely. “Your wife just died 2 Oh, I am sorry ! Can you tell me about it ? What can T do to help 2” Everything changed in an instant. 121. It cam be Inferred from the man’s behaviour that he was : (1) insensitive: (2) anindulgent parent (3) mentally disturbed (4) unsocialWhen the writer learnt the truth : ) he felt apologetic. (2) _ his heart was filled with the man's suffering. @) oS 125, the was angry with himself for ‘he decided to help the man out, ‘The primary purpose of the author is to: (1) highlight the problems of subway travellers. Q) @) @ “harrate an amusing incident, show how indulgent parents spoil their children. ‘show a radical shift in attitude. aicisiiiis ey The word ‘oblivious’ (Para 3) means : (1) insensitive @ GB) @) The word which is opposite in ‘meaning to ‘compassion’ (Para 6) is: } Q) @ @ cruelty ‘wildness: (45) 126. “‘Tfelt differently.’ Tense of the above sentence has been correctly changed into present 2 continuous in: ee | ao -@ 127, 128, @ @ Thave been feeling differently. Iam feeling differently. Thad been feeling differently. — Z ‘Twas feeling differently. ‘My irritation vanished.’ carrectly changed into interrogative form in : ay 2 @ @ Did my irritation vanish ? Couldn't my iritation vanish ? ‘Hadn't my irritation vanished 2 Didn't my irritation vanish 2 The children’s behaviour on the subway was : w _® 129. @ @ amusing invtating disgusting shocking ‘How did the man (children’s father) Teact to the unruly behaviour of his @ @) ‘He tried to control them. ‘He did nothing. aDirections: Read the passage given below ‘and answer the questions that follow (Q. Nos. 130-135) by selecting the most appropriate options: ‘Your attitudes are the perspectives from which you view life. Some people seem to have a good attitude towards most things. Some people seem to have a bad attitude ‘towards everything. But when you look closer, you will find that most of us have a combination of attitudes, some good, some not s0 good. Whatever attitude we have towards anything will affect how we feel about it, which in turn determines whether or not we will do well. So our right atitues pay avery important part in helping us become successful. In fact, as we can see, a good attitude is essential for achievement of any kind ! We so ‘often hear of someone who is said to have a “bad attitude”, The term is often applied to young people, especially to teenagers who frequently get into trouble, but we often hear it about adults, too. The implication is always that the individual in question is not going to make itif he doesn’t change his attitude. b PL T would agree, without a good attitude it is not possible to see the opportunities ahead and set one’s sights to reach them. But even ‘more important is the fact that in order to ‘possess the kind of feelings which work for us, ‘we've got to have the right attitude to start with. But where do we get ou attitudes from ? ‘Are we born with them or do they just appear out of nowhere ? Our attitudes are no accident ‘They don’t just happen. Our attitudes are created and influenced entirely by our beliefs. 130. The term “bad attitude” is used for young people because they = (1) defy al kinds of authority. (2) behave irresponsibly. @) often get into difficulty. (4) are unpredictable. 131. Right attitudes are absolutely essential to: (1) suoceed in life. (2) win the goodwill of our peers and superiors. (3) have harmonious relations with © others. (4) promote our mental well-being.PI 132. 134, ‘Which one of the following statements is correct ? (1) Weare born with our attitudes. (2) Our attitudes are influenced by our parents only. (3) Our attitudes are created and controlled by our beliefs (4) Our attitudes are the results of our personal experience. ‘The word ‘determine’ most nearly ‘means (@) govern @) influence 3) overcome (4) engage ‘Which part of speech is the underlined word in the sentence given below ? ‘Some people seem to have a good attitude towards most things.’ (2) Adverbs 2) Preposition 3) Adjective 4) — Conjunction a7) 135. A/An attitude is absolutely necessary for attainment of any kind. @) virtuous Q) cheerful optimistic @) good Directions : Answer the following questions by selecting the most appropriate options : 136. 137. Who strongly maintains that language is learnt by imitation of stimuli and reinforcement of correct responses ? () BF, Skinner (2) Albert Bandura @) Kurt Lewin @) Tolman Under which activity do recognising sounds and deducing meanings from them come ? () Writing (2) Speaking @) Listening (4) ReadingQ 138, 139, 140. During the process of language learning, students lack confidence in their pronunciation. How can one overcome this ? (1) Organizing play like tasks in which children can talk to one another. (2) Providing scope for special with the help of language experts for removing speaking defects. Correcting mistakes immediately. activities @ (@) Reading aloud in the classroom. ‘Which of the following is the highest level of cognitive ability ? @ @ @ @, ‘Analysing Knowing Understanding Evaluating ‘Why is story telling most important in an English language class at primary level ? (@)_Itcreates fun in the class. (2) It is useful for developing integrated language skills. (3) It develops moral values among the students. (4 _Itimproves students’ vocabulary. (48) 141. 142, 143. 144. PA ‘A good teacher is one who : (2) gives printed notes to students. (2) gives them ample opportunities to learn, (3) _ gives them useful information. (4) explains concepts and principles. Which of the following helps in learning the second language without using the printed text ? a) @), @ @) Grammar-translation method Situational approach Natural approach ‘Language immersion A person, who is a fluent speaker, is likely to possess : w @ @) Oy ‘Verbal-linguistic ability Logico-mathematical ability Bodily-kinesthetic ability Musical ability Which approach emphasizes interaction as the means and the goal of learning a language ? a @ @ @ Silent way Communicative Oral-aural Immersiona cemniiaiabaleil Maximum participation of students room is possible through : ae | @)__Diseussion and demonstration methods a pete 2) Lecture method @ Translation method (4) Induetive method Dyslexia is an intellectual disability ‘that — negatively affects the understanding abilities in terms of : a “Rea ding ii 2) Oral language =e @) 146. ‘Sign language Dit. @ 3 during teaching in a language class- @) ) a ‘148, The structural approach advocates : (1) using mother tongue (2) resorting to fluency 8) 149. According to socio-cultural theory of ‘Vygotsky = (1) Culture helps in Ianguage _ development. 3 m wl Self-directed speech is the lowest stage of the scaffolding. Children can think in abstract terms if abstract material is provided at a lower age. Children think in different domain and do not take a complete perspective. Q @ (4) ‘150, What is the main purpose of poetry ‘recitation in a language classroom ? (To know the historical z ‘background of the poem. 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Sex adheres or Feder at Paver arpa & fier HE dere ara a TBE | sete Pathe St ange sere oa fe feet ca wi ae e 1 12 eater corals woken 13, that ore a fee he at at Prt fart ere raf & 1 afer act eat CT ere a re et Pe arg 1 fed serfs stcarcorer te 15. wir ed sh ee um wat fifi wt aera ate S| ovierel aed rer er cha eer ot wet & — liable to be changed. 3. The candidates should ensure that the Answer Sheet is not folded. Do not make any stray marks on the| ‘Aust Shes, Dano tyr Rall No any space in the Answer . Sarre 4s under no circumstances (except fr discrepancy in Test Booklet Code or Number and. Eatecr Hac), alin perv be pected ‘The candidates will write the correct Test Booklet} (56) READ CAREFULLY THE FOLLOWING| me EF iN "Specs len land es bah Rory calves ray ca Ba] 2 BEE exh pein a eer ct ‘with Blue Ball Point Pen on: -2 of the| ‘OMR Answer Sheet. The answer once marked snot] a Mobile phones, wireless gommuaicaion (even in switched off | ere a a =a be taken against ther items permission ofthe Centre| should leave his/her seat nL Seri Bee without over their Answer Sheet to the Invigilator on i where a Regulations othe Board wih regard tothe Hall. Allcases be deat with sper Kales and | 14, Be i Is. mp r rive test the at must f ‘the Answer Sheet to the fm