Q.P.TET 18 Paper I PDF

This Booklet contains 36 printed pages. MP18—I Question Booklet No.
&Òü šøÅ—šìy 36> ³å[t¡ šõË¡à "àìá¡ú šøÅ—šy Î}J¸à

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2. &Òü š¹ãÛ¡à¹ Î³Ú 2 Qsi¡à 30 [³[>i¡¡ú š¹ãÛ¡àÚ ë³ài¡ 150 [i¡ MCQ
2. This test is of 2 hours and 30 minutes duration and ¹ìo¹ šøÅ— "àìá¡ú
consists of 150 MCQ-type questions.
3. ®å¡º l¡üv¡ì¹¹ \>¸ ëA¡àì>à ˜¡oàuA¡ >´¬¹ =àA¡ì¤ >à¡ú
3. There is no negative marking for any wrong answer.
4. &Òü šøÅ—šìy¹ šòàW¡[i¡ ®¡àK ™=àyû¡ì³ ®¡àK—I, II, III, IV &¤} V
4. This Question Booklet has Five Parts—I, II, III, IV and V ë™Jàì> 1 ³èº¸àìS¡¹ 150 [i¡ MCQ ¹ì>¹ šøÅ— "àìá :
consisting of 150 MCQ-type questions and each question
carries 1 mark :
®¡àK–I : [ÅÇ¡ [¤A¡àÅ * [ÅÛ¡oîÅºã (šøÅ— Î}J¸à 1–30)
Part–I : Child Development and Pedagogy (Q. Nos. 1–30)
®¡àK–II : ®¡àÈà—I (Òü}¹à\ã) (šøÅ— Î}J¸à 31–60)
Part–II : Language—I (English) (Q. Nos. 31–60) ®¡àK–III : ®¡àÈà—II (¤à}ºà) (šøÅ— Î}J¸à 61–90)
Part–III : Language—II (Bengali) (Q. Nos. 61–90) ®¡àK–IV : K[ot¡ (šøÅ— Î}J¸à 91–120)
Part–IV : Mathematics (Q. Nos. 91–120) ®¡àK–V : š[¹ì¤Å[¤ƒ¸à (šøÅ— Î}J¸à 121–150)
Part–V : Environmental Studies (Q. Nos. 121–150)
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IV and V is given in bilingual form (English and Bengali).
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PART—I / ®¡àKççI
CHILD DEVELOPMENT AND PEDAGOGY / [ÅÇ¡ [¤A¡àÅ * [ÅÛ¡oîÅºã
Directions : Answer the following questions [>ìƒ¢[ÅA¡à : Î[k¡A¡ l¡üv¡¹ [>¤¢àW¡> A¡ì¹ [>ìW¡¹ šøÅ—P¡[º¹
by selecting the correct option. l¡üv¡¹ ƒà*¡ú
1. Growth is 1. ¤õ[ý¡ Òº
(A) qualitative change (A) P¡oKt¡ š[¹¤t¢¡>
(B) quantitative change (B) š[¹³àoKt¡ š[¹¤t¢¡>
(C) Both (A) and (B) (C) (A) &¤} (B) ƒåìi¡àÒü
(D) None of the above (D) l¡üšì¹¹ ëA¡àì>à[i¡Òü >Ú
2. Piaget was a/an 2. [šÚòàì\ [áìº> &A¡\>
(A) Swiss psychologist (A) ÎåÒüÎô ³ì>à[¤ƒô
(B) American psychologist (B) "àì³[¹A¡à> ³ì>à[¤ƒô
(C) African psychologist (C) "à[óø¡A¡à> ³ì>à[¤ƒô
(D) None of the above

(D) l¡üšì¹¹ ëA¡àì>à[i¡Òü >Ú
3. The test which assesses an 3. ë™ "®¡ãÛ¡à &A¡\> ³à>åìÈ¹ [¤ìÅÈ A¡à™¢ ëÅJà¹
individual’s potential to learn a
specialized activity is called Î´±à¤>à ³èº¸àÚ> A¡ì¹ t¡àìA¡ ¤ìº
(A) aptitude test (A) Î´±à¤>à¹ "®¡ãÛ¡à
(B) attitude test (B) ³ì>à®¡àì¤¹ "®¡ãÛ¡à
(C) achievement test (C) šà¹ƒ[Å¢t¡à¹ "®¡ãÛ¡à
I/21-A 2
4. Cognitive development theory was 4. `¡à>³èºA¡ [¤A¡àìÅ¹ t¡w[i¡ l¡ü±à¤> A¡ì¹>
advocated by
(A) l¡¤Ãå. [\. ëA¡àÒºà¹
(A) W. G. Köhler
(B) [¤. &ó¡. [ÑH>à¹
(B) B. F. Skinner
(C) [\> [šÚòàì\
(C) Jean Piaget
(D) &òìƒ¹ ëA¡l¡üÒü >>
(D) None of them
5. =àìÐ¡¢à> _____ šøà=[³A¡ ³à>[ÎA¡ Û¡³t¡à

5. Thurstone identified _____ primary
mental abilities. [W¡[Òû¡t¡A¡¹o A¡ì¹ìá>¡ú
(A) seven (A) Îàt¡[i¡
(B) five (B) šòàW¡[i¡
(C) three (C) [t¡>[i¡
6. Three-dimensional model of 6. ¤å[ý¡¹ [y-³à[yA¡ ³ìl¡º šøA¡à[Åt¡ A¡ì¹ìá>

intelligence was developed by
(A) A¡¸àìi¡º
(A) Cattell
(B) =àìÐ¡¢à>
(B) Thurstone
(C) [Kºìó¡àl¢¡
(C) Guilford
(D) &òìƒ¹ ëA¡l¡üÒü >>
(D) None of them
7. [ÅÇ¡ìƒ¹ ³ì¸ Îå-"®¡¸àÎ Kk¡> A¡¹à ë™ìt¡ šàì¹

7. Good habit can be formed in the
children by ____ ³à¸ì³¡ú
(A) applying conditioning process (A) ">å¤t¢¡> šø[yû¡Úà šøìÚàìK¹
(B) giving strict punishment (B) A¡Øl¡à Åà[Ñz ëƒ*Úà¹
(C) giving formal notice (C) [>Ú³t¡à[”|A¡/¹ã[t¡[Îý¡ [¤`¡[œ¡ ëƒ*Úà¹
I/21-A 3 [ P.T.O.
8. In the children, overprotectiveness 8. [ÅÇ¡ìƒ¹ ³ì¸ [št¡à³àt¡à¹ ³àyà[A¡ ¹Û¡oÅãºt¡à
of the parents, brings [>ìÚ "àìÎ
(A) honesty (A) Ît¡t¡à
(B) competitive attitude (B) šø[t¡ì™à[Kt¡à³èºA¡ ³ì>à®¡à¤
(C) lack of self-confidence (C) "àu[¤Å«àìÎ¹ "®¡à¤
9. If teachers often reject, punish and 9. ™[ƒ šøàÚÒü [ÅÛ¡A¡¹à t¡òàìƒ¹ áày/áàyãìƒ¹
tease their students, it leads to
which one of the following
šøt¡¸àJ¸à> A¡ì¹>, Åà[Ñz ëƒ> &¤} l¡üv¡¸v¡û¡ A¡ì¹>,
tendencies among the students? t¡ì¤ t¡à áày/áàyãìƒ¹ ³ì¸ [>ì³—àv¡û¡ ëA¡à>ô
¹ìo¹ šø¤ot¡à &ì> ëƒÚ?
(A) Mental retardation
(A) ³à>[ÎA¡ šø[t¡¤[Þê¡t¡à
(B) Inferiority complex
(B) Òã>³>¸t¡àì¤à
(C) Autism
(C) "[i¡\³
10. Two-factor theory of intelligence was

advocated by 10. ¤å[ý¡¹ [-l¡üšàƒà> t¡w l¡ü±à¤> A¡ì¹ìá>
(A) Guilford (A) [Kºìó¡àl¡¢
(B) Galton (B) K¸àºi¡>
(C) Spearman (C) [ÑšÚà¹³¸à>
(D) None of them (D) &òìƒ¹ ëA¡l¡üÒü >>
I/21-A 4
11. Nail biting, thumb sucking and 11. >J A¡à³Øl¡àì>à, Òàìt¡¹ ¤åìØl¡à "àR¡åº ëW¡àÈà &¤}
restlessness are the behaviours "[Ñ‚¹t¡à "àW¡¹oP¡[º ™åv¡û¡ ¹ìÚìá
associated with
(A) l¡üììK¹ Îàì=

(A) anxiety
(B) depression
(B) Òt¡àÅà¹ Îàì=
(C) competitive situation (C) šø[t¡ì™à[Kt¡à³èºA¡ š[¹[Ñ‚[t¡¹ Îàì=
12. In Carl Rogers’ theory, the main 12. A¡àº¢ ¹\àÎ¢-&¹ t¡ìw ¤¸[v¡û¡ìŒ¹ ³èº Kk¡> Òº
structure of personality is the
(A) "Ò³ô
(A) ego
(B) "[ÅàÑzà
(B) superego
(C) ëÎºó¡ô
(C) self

13. E. M. R. children are

13. Òü. &³. "à¹. [ÅÇ¡¹à Òº
(A) moderately retarded

(A) ³¸³ ³àyàÚ šø[t¡¤Þê¡ã
(B) severely retarded (B) Wè¡lØ ¡à”z ³àyàÚ šø[t¡¤Þê¡ã
(C) mildly retarded (C) ³õƒå ³àyàÚ šø[t¡¤Þê¡ã
I/21-A 5 [ P.T.O.
14. The role of a teacher in a classroom 14. &A¡[i¡ ëÅøoãA¡ìÛ¡ &A¡\> [ÅÛ¡ìA¡¹ ®è¡[³A¡à Ò*Úà
should be l¡ü[W¡t¡
(A) a democratic leader (A) &A¡\> Kot¡à[”|A¡ ë>t¡à¹ ³ìt¡à
(B) a director (B) &A¡\> š[¹W¡àºìA¡¹ ³ìt¡à
(C) a dictator
(C) &A¡\> &A¡>àÚìA¡¹ ³ìt¡à

15. The problem of mental retardation is 15. ³à>[ÎA¡ šø[t¡¤[Þê¡t¡à¹ Î³Î¸à[i¡ Î}™åv¡û¡ ¹ìÚìá
attached with
(A) Ñ¶õ[t¡¹ Îàì=

(A) memory
(B) attention
(B) ³ì>àì™àìK¹ Îàì=
(C) intelligence
(C) ¤å[ý¡¹ Îàì=
16. Creative potentialities of the

16. [ÅÇ¡ìƒ¹ Îõ\>àuA¡ Î´±à¤>àP¡[º¹ l¡üÄÚ> A¡¹à
children can be developed through ë™ìt¡ šàì¹ ____ ³à¸ì³ú
(A) punishment (A) Åà[Ñz¹
(B) competitive feeling (B) šø[t¡ì™à[Kt¡à³èºA¡ ">å®è¡[t¡¹
(C) proper training (C) Î[k¡A¡ šø[ÅÛ¡ìo¹
I/21-A 6
17. Dyslexia is one type of 17. [l¡Îìº[GÚà Òº &A¡ ¹ì>¹
(A) psychological disorder (A) ³à>[ÎA¡ [¤ÅõTºt¡à
(B) learning disability (B) [ÅJ> "Û¡³t¡à
(C) Both [A] and [B] (C) [A] &¤} [B] ƒåìi¡àÒü

18. Which one of the following is related

to creativity? 18. [>ìW¡¹ ëA¡à>[i¡ Îõ\>Åãºt¡à¹ ÎìU Î´š[A¢¡t¡?
(A) Emotional thinking (A) šøàìÛ¡à[®¡A¡ [W¡”z>
(B) Egoistic thinking (B) "Ò[³A¡à-Î´¬Þê¡ãÚ (ÒüìKàÒü[Ð¡A¡) [W¡”z>
(C) Divergent thinking (C) ëA¡–ƒøàšÎà¹ã [W¡”z>
19. Developmental process proceeds 19. [¤A¡àÅ³èºA¡ šø[yû¡Úà ____-&¹ [ƒìA¡ "NøÎ¹ ÒÚú
from
(A) specific to general

(A) [¤ìÅÈ ë=ìA¡ Îàà¹o
(B) simple to easy (B) Î¹º ë=ìA¡ ÎÒ\
(C) general to specific (C) Îàà¹o ë=ìA¡ [¤ìÅÈ
I/21-A 7 [ P.T.O.
20. Which one of the following is the 20. [>ìW¡¹ ëA¡à>[i¡ Îà³à[\A¡ãA¡¹ìo¹ šøà=[³A¡
primary factor of the socialization? l¡üšàƒà>?
(A) Family
(A) š[¹¤à¹
(B) Political parties
(B) ¹à\î>[t¡A¡ ƒºP¡[º
(C) Heredity
(C) ¤}ÅK[t¡
21. To encourage a child towards his

studies, a teacher needs to 21. &A¡\> [ÅÇ¡ìA¡ t¡à¹ [ÅÛ¡à¹ šø[t¡ l¡ü;Îà[Òt¡
A¡¹à¹ \>¸ &A¡\> [ÅÛ¡ìA¡¹ ƒ¹A¡à¹
(A) compare the child with other
children (A) [ÅÇ¡[i¡ìA¡ ">¸ [ÅÇ¡ìƒ¹ Îàì= tå¡º>à A¡¹à
(B) inspire the child
(B) [ÅÇ¡[i¡ìA¡ ">åšøà[ot¡ A¡¹à
(C) scold the child
(C) [ÅÇ¡[i¡ìA¡ t¡ã¤ø ®¡;¢Î>à A¡¹à
22. Physically and mentally handi-

capped children should be given 22. Åà¹ã[¹A¡ &¤} ³à>[ÎA¡ šø[t¡¤Þê¡ã [ÅÇ¡ìƒ¹ ëƒ*Úà
l¡ü[W¡t¡
(A) special education
(A) [¤ìÅÈ [ÅÛ¡à
(B) general education
(C) Both [A] and [B]

(B) Îàà¹o [ÅÛ¡à
(D) None of the above (C) [A] &¤} [B] ƒåìi¡àÒü

23. In an effective classroom
(A) children never ask question to 23. &A¡[i¡ ó¡ìºà;šàƒA¡ ëÅøoãA¡ìÛ¡

the teacher
(A) [ÅÇ¡¹à A¡Jì>àÒü [ÅÛ¡A¡ìA¡ šøÅ— A¡ì¹ >à
(B) children fear the teacher since
the teacher gives verbal and (B) [ÅÇ¡¹à [ÅÛ¡A¡ìA¡ ®¡Ú šàÚ ë™ìÒtå¡ [ÅÛ¡A¡
physical punishment ë³ï[JA¡ &¤} Åà¹ã[¹A¡ Åà[Ñz šøƒà> A¡ì¹>
(C) children do not bother about the
presence of the teacher and do
(C) [ÅÇ¡¹à [ÅÛ¡ìA¡¹ l¡üš[Ñ‚[t¡ìA¡ šàv¡àÒü ëƒÚ
as they please >à &¤} t¡àìƒ¹ ™à Jå[Å t¡àÒü A¡ì¹
I/21-A 8
24. Sensory-motor period indicates the 24. Î}ì¤ƒ> * Îe¡àº>³èºA¡ Ñz¹ [>ìƒ¢Å A¡ì¹
first
(A) \ã¤ì>¹ šø=³ &A¡ ¤á¹
(A) one year of life
(B) two years of life

(B) \ã¤ì>¹ šø=³ ƒåÒü ¤á¹
(C) four years of life (C) \ã¤ì>¹ šø=³ W¡à¹ ¤á¹
25. Teaching in the classroom 25. ëÅøoãA¡ìÛ¡ [ÅÛ¡àƒà>
(A) should be connected with life

incidents
(A) \ã¤ì>¹ Qi¡>àšåìg¹ ÎìU Î}™åv¡û¡ Ò*Úà
l¡ü[W¡t¡
(B) should not have any connection
with life (B) \ã¤ì>¹ ÎìU ëA¡àì>à Î}ì™àK =àA¡à l¡ü[W¡t¡
>Ú
(C) should be more theoretical than
practical
(C) ¤¸¤Òà[¹ìA¡¹ W¡àÒüìt¡ "[A¡ t¡à[wA¡ Ò*Úà
(D) None of the above l¡ü[W¡t¡

26. IQ can be measured by which of the
following formulae?
26. [>ì³—¹ ëA¡à>ô Îèy[i¡ [ƒìÚ ¤åý¡¸S¡ (IQ) š[¹³àš
Age
(A) ´ 100 A¡¹à ë™ìt¡ šàì¹?
Mental Age
¤ÚÎ
(A) × 100
Mental Age
³à>[ÎA¡ ¤ÚÎ
(B) ´ 100
Chronological Age
³à>[ÎA¡ ¤ÚÎ
(B) × 100
Îàà¹o ¤ÚÎ
Mental Age
(C) ´ 10
Chronological Age ³à>[ÎA¡ ¤ÚÎ
(C) × 10
Îàà¹o ¤ÚÎ
I/21-A 9 [ P.T.O.
27. Parent-teacher interaction is ____ for 27. [ÅÇ¡¹ Îà³[NøA¡ [¤A¡àìÅ¹ \>¸ [št¡à-³àt¡à *
all-round development of the child. [ÅÛ¡ìA¡¹ šà¹Ñš[¹A¡ [yû¡Úà
(A) essential
(A) "t¡¸à¤Å¸A¡
(B) not essential
(B) "t¡¸à¤Å¸A¡ >Ú
(C) secondary
(C) "šøà>
28. Class test is very important because
it helps 28. ëÅøoã "®¡ãÛ¡à Jå¤ P¡¹ç¡Œšèo¢ A¡à¹o &[i¡ ÎàÒà™¸
(A) to evaluate educational
A¡ì¹
achievement
(A) [ÅÛ¡àKt¡ šà¹ƒ[Å¢t¡à¹ ³èº¸àÚ> A¡¹ìt¡
(B) to increase the speed of writing
(B) [ºJì>¹ K[t¡ì¤K ¤àØl¡àìt¡
(C) to train students to think
logically (C) áày/áàyãìƒ¹ ™å[v¡û¡Î´¶t¡ [W¡”zà¹ [ÅÛ¡à [ƒìt¡
29. An arrogant student can be changed 29. &A¡\> l¡üý¡t¡ áày/áàyãìA¡ [ÅÛ¡A¡ Îå-"àW¡¹o™åv¡û¡
by the teacher into a well-behaved áày/áàyãìt¡ š[¹¤[t¢¡t¡ A¡¹ìt¡ šàì¹>
student by
(A) ignoring the situation

(A) š[¹[Ñ‚[t¡ìA¡ "¤`¡à A¡ì¹
(B) giving the strict punishment (B) A¡Øl¡à Åà[Ñz [ƒìÚ
(C) applying the appropriate (C) l¡üš™åv¡û¡ l¡ü„ãš>à šøìÚàK A¡ì¹

stimulation
30. &A¡[i¡ ëÅøoãA¡ìÛ¡ [ºU í¤È³¸

30. Gender discrimination in a
classroom (A) &A¡\> [ÅÛ¡à=ã¢¹ A¡à\A¡³¢ìA¡ šø®¡à[¤t¡ A¡ì¹
(A) does not affect the performance
>à
of a student
(B) &A¡\> [ÅÛ¡à=ã¢¹ šøìW¡Ê¡à "=¤à A¡à\A¡³¢ìA¡
(B) may lead to destroy the effort or ÿk}Î A¡ì¹ [ƒìt¡ šàì¹
the performance of a student
(C) &A¡\> [ÅÛ¡à=ã¢¹ A¡à\A¡ì³¢¹ š[¹³ào ¤õ[ý¡
(C) may lead to increase the
performance of a student
A¡ì¹ [ƒìt¡ šàì¹
I/21-A 10
PART—II : Language—I
ENGLISH
Directions : Read the passage given to reveal all things to me, and, more than
below and answer the questions all things else, to love me.
(Q. Nos. 31 to 35) that follow by selecting
the correct option. 31. On March 3, 1887, the speaker
The most important day I remember in all (A) heard that somebody would visit
my life is the one on which my teacher, her home that day
Anne Mansfield Sullivan, came to me. I am (B) guessed that some unusual
filled with wonder when I consider the thing would happen that day
immeasurable contrasts between the two (C) was told that her teacher would
lives which it connects. It was the third of come to meet her
March, 1887, three months before I was
(D) could speak for the first time in
seven years old.
her life
On the afternoon of that eventful day, I
stood on the porch, dumb, expectant. I 32. She was groping in darkness
guessed vaguely from my mother’s signs because she was
and from the hurrying to and fro in the (A) uncertain
house that something unusual was about
to happen. So I went to the door and waited (B) ignorant
on the steps. I did not know what the (C) very anxious
future held of marvel or surprise for me. (D) blind
Anger and bitterness had preyed upon me
continually for weeks and a deep languor 33. The speaker compares herself
had succeeded this passionate struggle.
(A) to a light
Have you ever been at sea in a dense fog,
(B) to a compass
when it seemed as if a tangible white
darkness shut you in? The great ship, (C) to a ship
tense and anxious, would grope her way (D) None of the above
toward the shore with plume and
sounding-line. And you would wait with 34. The passage is a part of
beating heart for something to happen. I (A) an adventure story
was like that ship before my education
began, only I was without compass or (B) a novel
sounding-line, and had no way of knowing (C) a fiction
how near the harbour was. “Light! Give me (D) an autobiography
light!” was the wordless cry of my soul, and
the light of love shone on me in that very 35. ‘Tangible’ means
hour.
(A) wonderful thing
I felt approaching footsteps, I stretched out (B) clear things
my hand as I supposed to my mother.
Someone took it, and I was caught up and (C) weakness of spirit
held close in the arms of her who had come (D) clear and definite
I/21-A 11 [ P.T.O.
Directions : (Q. Nos. 36 to 40) Fill in the Directions : Read the poem given
blanks taking the appropriate alternatives below and answer the questions
from the given options in each of the (Q. Nos. 41 to 45) that follow by selecting
following : the correct option.
36. Take this medicine and you will get Ring out, wild bells, to the wild sky,
rid _____ the bad cold. The flying cloud, the frosty light :
The year is dying in the night;
(A) from Ring out, wild bells, and let him die.
(B) of Ring out the old, ring in the new,
(C) over Ring, happy bells, across the snow :
The year is going, let him go;
(D) at Ring out the false, ring in the true.
Ring out the grief that saps the mind,
37. Exercise is beneficial _____ health.
For those that here we see no more;
(A) for Ring out the feud of rich and poor,
Ring in redress to all mankind.
(B) in
(C) to 41. The poet is
(D) towards
(A) optimistic
38. The fear that AIDS has broken _____
in India is not unfounded.
(B) pessimistic
(A) off
(B) up (C) ironical in his attitude
(C) about
(D) out (D) None of the above
39. The synonym of ‘exorbitant’ is

(A) ridiculous
(B) odd 42. “Let him die”—here ‘him’ refers to
(C) strange
(D) excessive (A) man
40. The antonym of ‘magnanimous’ is (B) the cloud

(A) selfish
(B) naive (C) the sky
(C) generous
(D) insignificant (D) the year
I/21-A 12
43. The poet wants to _____ the conflict Directions : (Q. Nos. 46 to 50) Fill in the
between the rich and the poor. blanks taking the appropriate alternatives
from the given options in each of the
following :
(A) increase
46. The effects of cigarette smoking
_____ been proven to be extremely
(B) decrease harmful.
(A) is
(C) continue (B) are
(C) has
(D) None of the above (D) have
47. Sourav, along with twenty friends,

_____ planning a party.
(A) are
44. The poet wishes the bell to ring
(B) have
(C) is
(A) loudly
(D) has
(B) after repeated intervals 48. Sourav sent a letter to his university
after he _____ his scholarship.
(C) softly (A) receives

(B) was received
(C) had received
(D) noiselessly
(D) were received
49. A poem can be best taught by _____.

(A) making the students recite it
45. ‘Redress’ means
(B) oral language drill
(C) recitation and then explanation
(A) sadden
(D) group discussion
(B) increase 50. At the initial stage, FCA focuses

on _____.
(C) succeed (A) listening

(B) speaking
(D) to correct something that is (C) writing

unfair or wrong (D) listening and speaking
I/21-A 13 [ P.T.O.
Directions : (Q. Nos. 51 to 54) Fill in the 53. The best way to sensitize young
blanks taking the appropriate alternatives learners to rhythm and intonation is
from the given options in each of the _____.
following :
51. The Right of Children to Free and

Compulsory Education Act, 2009 (A) by reading out poems in
stipulates that learning should be different meters and explaining
_____. them
(A) restricted to co-scholastic (B) by making the learners listen to

subjects nursery rhymes and recite them
effectively
(B) carefully monitored by frequent

testing
(C) by making the learners copy out
simple poems in neat
handwriting
(C) through activities in a child-
friendly manner
(D) by explaining the rules of

(D) supported by extra coaching phonetics in simple words
52. Group project helps in developing

54. ‘Phonetics’ is basically associated
_____.
with _____.
(A) competition
(A) sounds
(B) good memory

(B) grammar
(C) a high level of ambition to

achieve
(C) rhythm
(D) collaboration, critical thinking

and problem solving (D) vocabulary
I/21-A 14
Directions : In Question Nos. 55 to 57, Directions : (Q. Nos. 58 and 59) Complete
each sentence has four underlined words the following sentences by adding a tag
or phrases. The four underlined parts of question with the correct form of verb and
the sentence are marked as (A), (B ), (C ) the subject pronoun :
and (D). Identify the one underlined word
or phrase that must be changed in order 58. You and I talked with the professor
for the sentence to be correct. yesterday, _____
55. Writers and media personnel sell (A) did we?

(A)
theirselves best by the impression
(B ) (C ) (B) aren’t we?
given in their verbal expression.
(D) (C) didn’t we?
(A) A
(D) haven’t we?
(B) B
(C) C
(D) D 59. She’s been studying English for two

years, _____
56. Air pollution, together with littering,
(A) (A) is she?
are causing many problems
(B ) (C )
(B) has she?
in our large, industrial cities today.
(D)
(C) hasn’t she?
(A) A
(B) B (D) haven’t she?

(C) C
(D) D
60. The meeting ended in fiasco.
57. Nora hardly never misses an
Here ‘in fiasco’ means
(A) (B )
opportunity to play in the tennis
(C ) (D) (A) in successful way
tournaments.
(A) A (B) in confusion
(B) B
(C) in complete failure
(C) C
(D) D (D) in acrimonious debate
I/21-A 15 [ P.T.O.
®¡àK—III : ®¡àÈà—II
¤à}ºà
[>ìƒ¢[ÅA¡à : [>³—[º[Jt¡ šƒ¸à}Åiå¡Aå¡ ®¡àìºà A¡ì¹ šìØl¡ 61 >} 64. &Òü "}ìÅ ‘Òü–ƒø[\;’ šƒ[i¡ Òº
ë=ìA¡ 66 >} šøìÅ—¹ l¡üv¡¹ A¡¹ìt¡ Òì¤¡ú
(A) ¤×¤øã[Ò Î³àìÎ¹ l¡üƒàÒ¹o
‘‘Aå¡ÅàÎì> Òü–ƒø[\; šèì\ ÒüÊ¡ìƒì¤
[>®õ¡ìt¡; ëA¡ï[ÈA¡ ¤Ñ|, ëA¡ï[ÈA¡ l¡üv¡¹ã,
(B) t¡;šå¹ç¡È Î³àìÎ¹ l¡üƒàÒ¹o
W¡–ƒì>¹ ëóò¡ài¡à ®¡àìº, óå¡º³àºà Kìº¡ú
šåìØl¡ èšƒàì> èš; a[ºìá ëW¡ï[ƒìA¡
(C) – Î³àìÎ¹ l¡üƒàÒ¹o
šèt¡ Qõt¡¹ìÎ ƒãš; šåÍš ¹à[Å ¹à[Å
... ... ... ... ... ... ... ... ... ... (D) A¡³¢à¹Ú Î³àìÎ¹ l¡üƒàÒ¹o
... ... ... ... ... —¤ìÎìá &A¡àA¡ã
¹=ã–ƒø; [>³N— t¡ìš W¡–ƒøWè¡Øl¡ ë™>—’’
61. &Òü "}ìÅ ‘¹=ã–ƒø’ Å¦[i¡¹ Î[Þê¡ [¤ìZáƒ A¡¹ìº 65. &Òü "}ìÅ ‘a[ºìá’ šƒ[i¡ Òº
Òì¤
(A) [yû¡Úàšìƒ¹ l¡üƒàÒ¹o
(A) ¹= + Òü–ƒø
(B) ¹=ã + Òü–ƒø (B) [¤ìÅÈo šìƒ¹ l¡üƒàÒ¹o
(C) ¹[= + Òü–ƒø
(C) "¤¸Ú šìƒ¹ l¡üƒàÒ¹o
(D) ¹[= + #–ƒø
62. &Òü "}ìÅ ‘[>®õ¡ìt¡’ Å¦[i¡¹ [¤š¹ãt¡ "=¢ Òì¤ (D) [¤ìÅÈ¸ šìƒ¹ l¡üƒàÒ¹o
(A) ëKàšì>
(B) šøA¡àìÅ¸ 66. ‘šèì\ ÒüÊ¡ìƒì¤’
(C) [>®¢¡ìÚ [>ìW¡ ƒàK ëƒ*Úà Å¦[i¡ ëA¡à>ô A¡à¹A¡?
(D) [>[ÆW¡”z ³ì>
(A) A¡tõ¡¢ A¡à¹A¡
63. &Òü "}ìÅ ‘ëA¡ï[ÈA¡’ šƒ[i¡ Òº
(B) A¡³¢A¡à¹A¡
(A) [¤ìÅÈ¸ šƒ
(B) "¤¸Ú šƒ
(C) A¡¹oA¡à¹A¡
(C) [yû¡Úà šƒ
(D) [¤ìÅÈo šƒ (D) "šàƒà> A¡à¹A¡
I/21-A 16
[>ìƒ¢[ÅA¡à : [>³—[º[Jt¡ šøÅ—P¡[º¹ Î[k¡A¡ l¡üv¡¹[i¡ [>¤¢àW¡> A¡ì¹ 71. ‘ƒãš * èš’ A¡à¤¸Nø”‚[i¡¹ ¹W¡[Út¡à Òìº>
67 >} ë=ìA¡ 90 >} šøìÅ—¹ l¡üv¡¹ A¡¹ìt¡ Òì¤¡ú
(A) A¡à[³>ã ¹àÚ
67. ‘ë³Q>àƒ¤ A¡à¤¸’[i¡ ¹[W¡t¡ ÒÚ
(B) [ì\–ƒøºàº ¹àÚ
(A) 1861 [JøÐ¡àì¦
(C) Aå¡³åƒ¹g> ³[ÀA¡
(B) 1870 [JøÐ¡àì¦
(D) ™t¡ã–ƒøì³àÒ> ¤àKW¡ã
(C) 1842 [JøÐ¡àì¦
(D) 1872 [JøÐ¡àì¦

72. [ì\–ƒøºàº ¹[W¡t¡ A¡à¤¸Nø”‚[i¡ Òº
68. ¹¤ã–ƒø>àì=¹ A¡à¤¸P¡¹ç¡ [áìº> (A) ‘Åt¡ƒº’
(A) A¡[¤ [¤ƒ¸àš[t¡ (B) ‘t¡ã=¢ì¹oå’
(B) A¡[¤ `¡à>ƒàÎ (C) ‘&A¡t¡à¹à’
(C) A¡[¤ [¤Òà¹ãºàº W¡yû¡¤t¢¡ã (D) ‘³–ƒø’

(D) A¡[¤ ëKà[¤–ƒƒàÎ
73. ¹¤ã–ƒø>àì=¹ ‘¤ºàA¡à’ A¡à¤¸[i¡ ³åJ¸t¡
69. Ñ¬o¢A¡å ³à¹ã ëƒ¤ã¹ šø=³ l¡üš>¸àÎ[i¡¹ >à³ Òº
(A) Ñ¬ìƒÅìšøì³à„ãšA¡ A¡à¤¸
(A) ‘[áÄ³åAå¡º’
(B) "àu[\`¡àÎà * íÅÅ¤ Ñ¶õ[t¡W¡à¹o³èºA¡ A¡à¤¸
(B) ‘ëÑ•Òºt¡à’
(C) K[t¡t¡w³èºA¡ A¡à¤¸
(C) ‘ƒãš[>¤¢ào’
(D) Òü[t¡ÒàÎ-ëW¡t¡>à³èºA¡ A¡à¤¸
(D) ‘A¡àÒàìA¡’
74. ‘¤>tå¡ºÎã’ A¡à¤¸[i¡¹ ¹W¡[Út¡à Òìº>

70. Ñ¬o¢Aå¡³à¹ã ëƒ¤ã Î´šà[ƒt¡ š[yA¡à[i¡¹ >à³ Òº
(A) Aå¡³åƒ¹g> ³[ÀA¡
(A) ‘[Òt¡¤àƒã’
(B) ‘®¡à¹t¡ã’ (B) ÎåAå¡³à¹ ¹àÚ
(C) ‘¤UƒÅ¢>’ (C) "tå¡ºšøÎàƒ ëÎ>
(D) ‘A¡ìÀàº’ (D) A¡à[ºƒàÎ ¹àÚ
I/21-A 17 [ P.T.O.
75. ‘‘[¤Å«>àì=¹ ™`¡Åàìº A¡³¢ì™àìK¹ "”z >àÒü, 79. ‘ƒåK¢àƒàÎ’ >ài¡A¡[i¡¹ ¹W¡[Út¡à Òìº>
A¡³¢ ëÎ ë™ ³¢ ë³àìƒ¹,—A¡³¢ W¡à[Ò—A¡³¢ W¡àÒü¡ú’’
š}[v¡û¡ ƒå[i¡¹ ¹W¡[Út¡à Òìº> (A) [ì\–ƒøºàº ¹àÚ
(B) ¹¤ã–ƒø>à= k¡àAå¡¹

(A) Îìt¡¸–ƒø>à= ƒv¡
(B) ™t¡ã–ƒøì³àÒ> ¤àKW¡ã (C) ³àÒüìA¡º ³åÎèƒ> ƒv¡
(C) A¡à[³>ã ¹àÚ (D) "¤>ã–ƒø>à= k¡àAå¡¹
(D) >\¹ç¡º ÒüÎºà³

80. Ñ¬ìƒÅã "àì–ƒàºì>¹ ëšøÛ¡àšìi¡ ¹[W¡t¡ ¹¤ã–ƒø>àì=¹
l¡üš>¸àÎ[i¡ Òº
76. ³àÒüìA¡º ³åÎèƒ> Î¤¢š=ø ³ š¹ãÛ¡à³èºA¡®¡àì¤
"[³yàÛ¡¹ áì–ƒ¹ ¤¸¤Òà¹ A¡ì¹> tò¡à¹ (A) ‘ë>ïA¡àlå¡[¤’
(A) ‘ë³Q>àƒ¤ A¡à¤¸’-& (B) ‘ëW¡àìJ¹ ¤à[º’
(B) ‘šà¤t¡ã’ >ài¡ìA¡ (C) ‘Qì¹¤àÒüì¹’
(C) ‘¤ã¹àU>à’ A¡àì¤¸
(D) ‘ëÅìÈ¹ A¡[¤t¡à’
(D) ‘¤ø\àU>à’ A¡àì¤¸
81. t¡à¹àšƒ W¡[¹y[i¡ ¹ìÚìá
77. ‘t¡ã=¢ì¹oå’ A¡à¤¸Nø”‚[i¡¹ ¹W¡[Út¡à Òìº>
(A) ¹¤ã–ƒø>àì=¹ ‘áå[i¡’ Kì¿
(A) Îìt¡¸–ƒø>à= ƒv¡
(B) ¹¤ã–ƒø>àì=¹ ‘"àšƒ’ Kì¿
(B) A¡à[³>ã ¹àÚ
(C) ¹¤ã–ƒø>àì=¹ ‘Î³à[œ¡’ Kì¿
(C) A¡à[ºƒàÎ ¹àÚ
(D) ¹¤ã–ƒø>àì=¹ ‘"[t¡[=’ Kì¿
(D) ¹¤ã–ƒø>à= k¡àAå¡¹
78. ÎåAå¡³à¹ ¹àìÚ¹ >ài¡A¡[i¡ Òº 82. ‘¤ø\ì¤oå’ A¡àì¤¸¹ ¹W¡[Út¡à Òìº>
(A) ‘¹ì=¹ ¹[Å’ (A) A¡à[ºƒàÎ ¹àÚ
(B) ‘[¤¾³Uº’ (B) Aå¡³åƒ¹g> ³[ÀA¡
(C) ‘A¡[»¡ "¤t¡à¹’ (C) ™t¡ã–ƒø>à= ¤àKW¡ã
(D) ‘"¤àA¡ \ºšà>’ (D) A¡à[³>ã ¹àÚ
I/21-A 18
83. ‘‘[¤ìÅ« ™à [A¡áå ³Òà> Îõ[Ê¡ [W¡¹ A¡º¸àoA¡¹, 87. [¤Øl¡àº t¡šÑ¬ã—&Òü ¤àKôà¹à[i¡¹ "=¢ Òº
"ì¢A¡ t¡à¹ A¡[¹Úàìá >à¹ã "ì¢A¡ t¡à¹ >¹¡ú’’
š}[v¡û¡ ƒå[i¡¹ ¹W¡[Út¡à Òìº> (A) ë™ [¤Øl¡àº[i¡ t¡šÎ¸à A¡ì¹
(B) t¡šÑ¬ã¹ [¤Øl¡àº
(A) ¹¤ã–ƒø>à= k¡àAå¡¹
(C) ®¡r¡ ëºàA¡
(B) >\¹ç¡º ÒüÎºà³
(D) ®¡r¡ [¤Øl¡àº
(C) ÎåA¡à”z ®¡j¡àW¡à™¢
(D) Ñ¬o¢Aå¡³à¹ã ëƒ¤ã
88. Î³àìÎ &A¡à[A¡ šìƒ¹ [³ºì> ë™ &A¡[i¡ šƒ
K[k¡t¡ ÒÚ ëÎÒü šƒ[i¡ìA¡ ¤ìº
84. ‘‘¤ºìt¡ šàì¹à ¤Øl¡ ³à>åÈ ë³ài¡¹ ëA¡> W¡Øl¡ì¤?
K¹ã¤ ëA¡> ëÎÒü ë³ài¡ì¹¹ t¡ºàÚ W¡àšà šØl¡ì¤?’’ (A) šè¤¢šƒ
š}[v¡û¡ ƒå[i¡ ¹ìÚìá A¡[¤ ÎåA¡à”z ®¡j¡àW¡à™¢-&¹ (B) Î³Ñz šƒ
(A) ‘¹à>à¹’ A¡[¤t¡àÚ (C) l¡üv¡¹šƒ
(B) ‘ë®¡\àº’ A¡[¤t¡àÚ (D) Î³Î¸³à> šƒ
(C) ‘šåì¹àì>à òàà’ A¡[¤t¡àÚ
89. ³àtõ¡®¡àÈàìA¡ [ÅÛ¡à¹ ³à¸³ A¡¹ìº [ÅÛ¡à=¢ã¹
(D) ‘ë¤à>’ A¡[¤t¡àÚ
(A) [W¡”zà¹ ÎìU ®¡àÈà¹ Î}K[t¡ Îà> Qìi¡
85. ‘¤àKãÅ«¹ã [Å¿ šø¤Þê¡à¤ºã’ Nøì”‚¹ ¹W¡[Út¡à Òìº>
(B) ëºJà ÎÒ\t¡¹ ÒÚ
(A) ¹¤ã–ƒø>à= k¡àAå¡¹
(C) ³àtõ¡®¡àÈà¹ šø[t¡ "àNøÒ ¤àìØl¡
(B) "¤>ã–ƒø>à= k¡àAå¡¹
(D) ëºJàšØl¡àÚ "à>–ƒ ¤àìØl¡
(C) ÎåAå¡³à¹ ¹àÚ
(D) Ñ¬o¢Aå¡³à¹ã ëƒ¤ã 90. [ÅÛ¡àìA¡ "àA¡È¢oãÚ A¡ì¹ tå¡ºìt¡ Î¤¢à[A¡
P¡¹ç¡Œšèo¢ ®è¡[³A¡à šàº> A¡ì¹
86. "[š[>[Ò[t¡¹ ¤×º ¤¸¤Òà¹ ¹ìÚìá
(A) šàk¡¸¤Òü
(A) ‘¹àØn¡ã’ l¡üš®¡àÈàÚ (B) ƒõÅ¸Åøà¤¸-[>®¢¡¹ l¡üšàƒà>
(B) ‘¤Uàºã’ l¡üš®¡àÈàÚ (C) [ÅÛ¡A¡
(C) ‘A¡à³¹ê¡šã’ l¡üš®¡àÈàÚ (D) A¡³¢ìA¡[–ƒøA¡ [ÅÛ¡à ºàì®¡¹ l¡üš™åv¡û¡
(D) ‘¤ì¹–ƒøã’ l¡üš®¡àÈàÚ Îà\Î¹gà³
I/21-A 19 [ P.T.O.
PART—IV / ®¡àKççIV
MATHEMATICS / K[ot¡
by selecting the correct option.
l¡üv¡¹ ƒà*¡ú
91. If 4036 = 64, then the value of 91. ™[ƒ 4036 = 64 ÒÚ, t¡ì¤
40 × 36 + 0 × 4036 + 40 × 36 + 0 × 4036 +
0 × 004036 + 0 × 00004036 0 × 004036 + 0 × 00004036
will be &¹ ³à> Òì¤
(A) 7·1216
(A) 7·1216
(B) 7·0914
(B) 7·0914
(C) 7·1104
(C) 7·1104
92. 7386038 is divisible by

92. 7386038 [¤®¡à\¸ Òì¤ ëA¡à>ô Î}J¸à[i¡ à¹à?
(A) 3
(A) 3
(B) 9
(B) 9
(C) 11
(C) 11
93. The number of possible pairs of

numbers, whose product is 5400 93. ƒå[i¡ Î}J¸à¹ P¡oó¡º 5400 &¤} K.Îà.P¡. 30
and HCF is 30, is Òì¤, &³> Î}J¸àP¡ìºà¹ Î´±à¤¸ ë\àØl¡à Òì¤
(A) 1 (A) 1[i¡
(B) 2 (B) 2[i¡
(C) 3 (C) 3[i¡

SPACE FOR ROUGH WORK / ¹àó¡ A¡àì\¹ \>¸ \àÚKà
I/21-A 20
94. In the given figure, if AB ||CD , then 94. šøƒv¡ [W¡ìy, ™[ƒ AB ||CD ÒÚ, t¡ì¤ x -&¹
the value of x is ³à> Òì¤
D D
4xº B B
4xº
C C
130º 130º
6xº 6xº
E A A
E
(A) 26 (A) 26
(B) 23 (B) 23
(C) 13 (C) 13
95. The correct statement out of the
following is
95. [>ìW¡¹ [¤¤õ[t¡P¡ìºà¹ ³ì¸ Î[k¡A¡ [¤¤õ[t¡[i¡ Òº¡
D A D
A
50º 60º 50º 60º
70º 50º 70º 50º

B C E F B C E F
(A) DABC ~ DFED (A) DABC ~ DFED

(B) DBCA ~ DFDE (B) DBCA ~ DFDE
(C) DABC ~ DDEF (C) DABC ~ DDEF
(D) None of the above (D) l¡üšì¹¹ ëA¡à>[i¡Òü >Ú
96. The smallest side of a right-
96. &A¡[i¡ Î³ìA¡àoã [y®å¡ì\¹ Ûå¡t¡³ ¤à× 13 ëÎ[³
angled triangle is 13 cm, then its
Òìº, [y®å¡\[i¡¹ "[t¡®å¡ì\¹ íƒQ¢¸ Òì¤
hypotenuse will be
(A) 84 ëÎ[³
(A) 84 cm
(B) 85 cm (B) 85 ëÎ[³
(C) 83 cm (C) 83 ëÎ[³

I/21-A 21 [ P.T.O.
97. If each edge of a cube is increased 97. ™[ƒ ëA¡àì>à Q>ìA¡¹ šø[t¡[i¡ ¤à× 25% ¤õ[ý¡ šàÚ,
by 25%, then the percentage t¡ì¤ t¡à¹ šõË¡t¡ìº¹ ëÛ¡yó¡º ¤õ[ý¡¹ Åt¡A¡¹à Òà¹
increase in its surface area is Òì¤
(A) 56·25% (A) 56·25%
(B) 25% (B) 25%
(C) 30% (C) 30%
98. The area of a square is 0·5 hectare. 98. &A¡[i¡ ¤K¢ìÛ¡ìy¹ ëÛ¡yó¡º 0·5 ëÒC¡¹ Òìº,
Its diagonal is t¡à¹ A¡ìo¢¹ íƒQ¢¸ Òì¤
(A) 50 m (A) 50 [³i¡à¹
(B) 100 m (B) 100 [³i¡à¹
(C) 50 2 m (C) 50 2 [³i¡à¹
99. A wheel makes 1000 revolutions in 99. &A¡[i¡ W¡àA¡à 88 [A¡.[³. š= "[t¡yû¡³ A¡¹ìt¡
covering a distance 88 km. The 1000 ¤à¹ "à¤t¢¡> A¡ì¹¡ú W¡àA¡à[i¡¹ ¤¸àÎàì¢¹
radius of the wheel is ³à> Òì¤
(A) 7 m
(A) 7 [³i¡à¹
(B) 12 m
(B) 12 [³i¡à¹
(C) 14 m
(C) 14 [³i¡à¹
100. The ratio of the volumes of two
spheres is 1 : 8, then the ratio of 100. ƒå[i¡ ëKàºìA¡¹ "àÚt¡ì>¹ ">åšàt¡ 1 : 8 Òìº,
their surface areas is t¡àìƒ¹ ¤yû¡t¡ìº¹ ëÛ¡yó¡ìº¹ ">åšàt¡ Òì¤
(A) 1 : 2 (A) 1 : 2
(B) 1 : 4 (B) 1 : 4
(C) 1 : 8 (C) 1 : 8
I/21-A 22
101. The simple interest at x% for x years 101. x% Î¹º Îåìƒ ë™ ³èºì>¹ x ¤áì¹¹ Îåƒ
will be R x on a principal of x i¡àA¡à ÒÚ ëÎÒü ³èº> Òì¤
(A) R x (A) x i¡àA¡à
(B) R100x (B) 100x i¡àA¡à
æ 100 ö æ 100 ö
(C) R ç ÷ (C) ç
è x ø
÷ i¡àA¡à
è x ø
102. A trader lost 20% by selling a watch

102. &A¡ ¤¸¤ÎàÚã¹ 1,024 i¡àA¡àÚ &A¡[i¡ Q[Øl¡
for R 1,024. What percent shall he
[¤[yû¡ A¡ì¹ 20% ëºàA¡Îà> ÒÚ¡ú Q[Øl¡[i¡ ëÎ ™[ƒ
gain or lose by selling it for R 1,472? 1,472 i¡àA¡àÚ [¤[yû¡ A¡¹ìt¡ šà¹t¡, t¡ì¤ ºà®¡ ¤à
ëºàA¡Îàì>¹ Åt¡A¡¹à Òà¹ A¡t¡ Òt¡?
(A) 15
(A) 15
(B) 12
(B) 12
(C) 20
(C) 20
103. The average of first five prime
numbers is 103. šø=³ šòàW¡[i¡ ë³ï[ºA¡ Î}J¸à¹ KØl¡ ³à> Òì¤
(A) 4·6 (A) 4·6
(B) 5·4 (B) 5·4
(C) 5·6 (C) 5·6
30% of 160 160 &¹ 30%

104. If = 48, then the value of 104. ™[ƒ = 48 ÒÚ, t¡ì¤ x -&¹
x x
x is ³à> Òì¤
(A) 1 (A) 1
(B) 2 (B) 2
1 1
(C) (C)
2 2

I/21-A 23 [ P.T.O.
105. The sides of a triangle are in the 105. &A¡[i¡ [y®å¡ì\¹ ¤à×P¡ìºà¹ íƒìQ¢¸¹ ">åšàt¡
1 1 1 1 1 1
ratio : : and its perimeter is : : &¤} š[¹Îã³à 104 ëÎ[³ Òìº,
2 3 4 2 3 4
104 cm. The length of the largest [y®å¡\[i¡¹ ¤õÒv¡³ ¤à×¹ íƒQ¢¸ Òì¤
side is
(A) 52 ëÎ[³
(A) 52 cm
(B) 48 ëÎ[³
(B) 48 cm
(C) 51 ëÎ[³
(C) 51 cm
106. A man saved R 600 in 30 days. The

106. &A¡ ¤¸[v¡û¡ 30 [ƒì> 600 i¡àA¡à Îe¡Ú A¡ì¹>¡ú
number of days needed by him to *Òü ¤¸[v¡û¡¹ 1,160 i¡àA¡à Îe¡Ú A¡¹ìt¡ A¡t¡
save R 1,160 is [ƒì>¹ šøìÚà\> Òì¤?
(A) 66 (A) 66
(B) 72 (B) 72
(C) 58 (C) 58
7 14 7 7 14 7
107. The HCF of , and is 107. , &¤} -&¹ K.Îà.P¡. Òì¤
90 15 10 90 15 10
7 7
(A) (A)
90 90
14 14
(B) (B)
45 45
7 7
(C) (C)
45 45

I/21-A 24
& & + 0 × 37
108. The value of ( 0 × 63 & & ) is & & + 0 × 37
108. ( 0 × 63 & & )-&¹ ³à> Òì¤
(A) 1 × 00 (A) 1 × 00
& &
(B) 0 × 101 & &
(B) 0 × 101
&&
(C) 1 × 01 &&
(C) 1 × 01
109. A is twice as skilled a workman as B 109. B "ìšÛ¡à A [P¡o ƒÛ ¡A¡³¢ã &¤} ƒå\ì>
and together they finish a piece of &A¡ìy &A¡[i¡ A¡à\ 18 [ƒì> Î´šÄ A¡ì¹¡ú
work in 18 days. In how many days A &A¡à A¡à\[i¡ ëÅÈ A¡¹ìt¡ A¡t¡ Î³Ú ë>ì¤?
will A finish the work?
(A) 27 [ƒ>
(A) 27 days
(B) 18 [ƒ>
(B) 18 days
(C) 36 days (C) 36 [ƒ>
110. If 3 * 4 = 5 and 2 * 5 = 29, then the 110. ™[ƒ 3 * 4 = 5 &¤} 2 * 5 = 29 ÒÚ, t¡ì¤
value of 6 * 8 is 6 * 8-&¹ ³à> Òì¤
(A) 14 (A) 14
(B) 41 (B) 41
(C) 10 (C) 10

I/21-A 25 [ P.T.O.
x 4 æ5 y - x ö x 4 æ5 y - x ö
111. If = , then the value of ç + ÷ 111. ™[ƒ = ÒÚ, t¡ì¤ ç + ÷-&¹ ³à>
y 5 è8 y + x ø y 5 è8 y + x ø
is Òì¤
49 49
(A) (A)
72 72
53 53
(B) (B)
72 72
23 23
(C) (C)
24 24
112. The nearest integer to 58701 which 112. 58701-&¹ Î¤ìW¡ìÚ [>A¡i¡¤t¢¡ã "Jr¡ Î}J¸à ™à
is exactly divisible by 567 is 567 à¹à [¤®¡à\¸, ëÎ[i¡ Òº
(A) 58968 (A) 58968
(B) 58768 (B) 58768
(C) 58068 (C) 58068
113. A 180 m long train crosses a man 113. 180 [³i¡à¹ º´¬à &A¡[i¡ ëi¡öì>¹ šÃ¸ài¡ó¡ì³¢
standing on the platform in
ƒr¡àÚ³à> &A¡ ¤¸[v¡û¡ìA¡ "[t¡yû¡³ A¡¹ìt¡
6 seconds. What is the speed of the
6 ëÎìA¡r¡ Î³Ú ºàìK, t¡ì¤ ëi¡ö>[i¡¹ ç¡[t¡ A¡t¡
train?
Òì¤?
(A) 90 km/hr
(A) 90 [A¡.[³./Qsi¡à
(B) 108 km/hr
(B) 108 [A¡.[³./Qsi¡à
(C) 120 km/hr
(C) 120 [A¡.[³./Qsi¡à
114. One litre of water weighs 1 kg. How
many cubic millimeters of water will 114. &A¡ [ºi¡à¹ \ìº¹ *\> 1 [A¡Nøà Òìº A¡t¡
weigh 0·1 gm? Q>[³[º[³i¡à¹ \ìº¹ *\> 0·1 Nøà³ Òì¤?
(A) 10 (A) 10
(B) 100 (B) 100
(C) 0·1 (C) 0·1
I/21-A 26
115. Human development is 115. ³à>åìÈ¹ [¤A¡àÅ Òº
(A) quantitative (A) š[¹³ào¤àW¡A¡
(B) qualitative (B) P¡o¤àW¡A¡
(C) both quantitative and qualitative (C) š[¹³ào¤àW¡A¡ * P¡o¤àW¡A¡ l¡ü®¡ÚÒü
116. The full form of CCE is 116. CCE-&¹ Î´šèo¢ ¹ê¡š Òº
(A) Comprehensive and Continuous (A) Comprehensive and Continuous

Evaluation Evaluation
(B) Continuous and Comprehensive (B) Continuous and Comprehensive

(C) Cluster and Comprehensive (C) Cluster and Comprehensive

117. The nature of mathematics is 117. K[oìt¡¹ šøAõ¡[t¡ Òº
(A) logical (A) ™å[v¡û¡Î´¶t¡
(B) ornamental (B) "ºS¡à¹Î³õý¡
(C) difficult (C) A¡[k¡>

I/21-A 27 [ P.T.O.
118. Abacus is used in the 118. "¸à¤àA¡àÎ ¤¸¤Òê¡t¡ ÒÚ
(A) lower classes for counting (A) [>³— ëÅø[oìt¡ Ko> A¡àì™¢
(B) higher classes for counting (B) l¡üZW¡ ëÅø[oìt¡ Ko> A¡àì™¢
(C) Both types of classes for (C) l¡ü®¡Ú ëÅø[oìt¡ Ko> A¡àì™¢
counting

119. Which of the following is common 119. [>ìW¡¹ ëA¡à>[i¡ ëÅø[oA¡ìÛ¡¹ Îàà¹o [ÅÛ¡o
teaching material in the classroom? l¡üšàƒà>?
(A) Map or Figure (A) ³à>[W¡y ¤à á[¤
(B) Book (B) šåÑzA¡
(C) Blackboard (C) ¤Ã¸àA¡ì¤àl¢¡
120. Four distinct stages of child’s 120. [ÅÇ¡¹ ë¤ï[ý¡A¡ [¤A¡àÅìA¡ W¡à¹[i¡ [¤[®¡Ä Ñzì¹
intelligence development are
[¤®¡v¡û¡ A¡ì¹>
identified by
(A) Piaget
(A) [šÚòàì\
(B) Kohlberg (B) ëA¡àº¤àK¢
(C) Erikson (C) &[¹A¡Î>
(D) None of them (D) &òìƒ¹ ëA¡l¡üÒü >>
I/21-A 28
PART—V / ®¡àKççV
ENVIRONMENTAL STUDIES / š[¹ì¤Å[¤ƒ¸à
by selecting the correct option. l¡üv¡¹ ƒà*¡ú
121. Renewable natural resources 121. šå>>¢¤ãA¡¹oì™àK¸ šøàAõ¡[t¡A¡ Î´šƒ Òº
include (A) ¤àÚå
(A) air (B) \º
(B) water
(C) ³à[i¡
(C) soil
(D) (A) &¤} (B) l¡ü®¡ÚÒü
(D) Both (A) and (B)
122. [>³—[º[Jt¡ ëA¡à>[i¡ ëƒìÒ¹ ¤õ[ý¡ &¤} >tå¡> ëA¡àÈ
122. Which of the following is essential
for body growth and formation of
Îõ[Ê¡¹ \>¸ "š[¹Òà™¢?
new cells? (A) A¡àì¤¢àÒàÒüìl¡öi¡
(A) Carbohydrate (B) J[>\ šƒà=¢
(B) Mineral (C) ëšøà[i¡>
(C) Protein (D) ó¡¸ài¡
(D) Fat
123. &A¡[i¡ ¤àÑñt¡ì”|, Å[v¡û¡
123. In an ecosystem, energy
(A) [>K¢t¡ ÒÚ
(A) is released
(B) ëÅà[Èt¡ ÒÚ
(B) is absorbed
(C) šø¤à[Òt¡ ÒÚ
(C) flows
124. What is Green Bench? 124. Nøã>ì¤e¡ [A¡?

(A) A division of High Court that (A) l¡üZW¡ "àƒàºìt¡¹ &A¡[i¡ [¤®¡àK ™à š[¹ì¤Å
deals with cases related to Î´š[A¢¡t¡ ³à³ºàP¡[º¹ ³ã³à}Îà A¡ì¹
environment (B) Î¹A¡àì¹¹ ³”|ìA¡¹ &A¡[i¡ [¤®¡àK ™à
(B) A division of Ministry that deals š[¹ì¤ìÅ¹ ÎìU Î´š[A¢¡t¡
with environment
(C) ÒüÒà š[¹ì¤Å ƒèÈo [>Ú”|o šÈ¢ìƒ¹ &A¡[i¡
(C) It is a division of Pollution
[¤®¡àK
Control Board
125. The term ‘ecology’ was introduced by

125. ‘ÒüìA¡àº[\’ Å¦[i¡¹ šø¤v¡û¡à Òìº>
(A) Ernst Haeckel (A) "à>¢Ð¡ ëÒìA¡º
(B) E. P. Odum (B) Òü. [š. *l¡à³

(C) A. G. Tansley (C) &. [\. i¡¸àXìº
(D) Ramdeo Mishra (D) ¹à³ìƒ* [³Åø
I/21-A 29 [ P.T.O.
126. In India, vast reserves of natural gas 126. ®¡à¹t¡¤ìÈ¢ šøàAõ¡[t¡A¡ K¸àìÎ¹ [¤Åàº ®¡àr¡à¹
are found in šà*Úà ëKìá
(A) Tripura (A) [yšå¹àìt¡
(B) Rajasthan (B) ¹à\Ñ‚àì>
(C) Maharashtra (C) ³Òà¹àìÊ¡ö
(D) All of the above (D) l¡üšì¹¹ Î¤A¡[i¡
127. The concentration of which gas is 127. "à³àìƒ¹ š[¹ì¤ìÅ ëA¡à>ô K¸àÎ[i¡¹ š[¹³ào
the highest in our environment?
Î¤ìW¡ìÚ ë¤Åã?
(A) Oxygen
(A) "[Gì\>
(B) Hydrogen
(B) ÒàÒüìl¡öàì\>
(C) Nitrogen
(C) >àÒüìi¡öàì\>
(D) Carbon dioxide
(D) A¡à¤¢> l¡àÒü"GàÒül¡
128. The main objective of family welfare
programme is
128. š[¹¤à¹ A¡º¸ào šøA¡ì¿¹ ³èº l¡üì„Å¸ Òº
(A) population control

(A) \>Î}J¸à [>Ú”|o
(B) disease control (B) ë¹àK [>Ú”|o
(C) Both (A) and (B) (C) (A) &¤} (B) l¡ü®¡ÚÒü
129. Grazing food chain starts from 129. W¡à¹o®è¡[³¹ Jàƒ¸ÅõTº Ç¡¹ç¡ ÒÚ
(A) producers (A) l¡ü;šàƒA¡ ë=ìA¡
(B) decomposers (B) [¤ìÚà\A¡ ë=ìA¡
(C) macroconsumers (C) ¤õÒƒàAõ¡[t¡¹ JàƒA¡ ë=ìA¡
130. In a pond ecosystem, the producer is 130. &A¡[i¡ šåAå¡ì¹¹ ¤àÑñt¡ì”|, l¡ü;šàƒA¡ Òº
(A) phytoplankton (A) ó¡àÒüìi¡àšÃ¸àS¡i¡>
(B) zooplankton (B) \åšÃ¸àS¡i¡>
(C) small fish (C) ëáài¡ ³àìá¹à
I/21-A 30
131. The Wildlife Protection Act was 131. ¤>¸šøàoã Î}¹Û¡o "àÒü> šøoÚ> ÒìÚìá
enacted in the year of
(A) 1970 Îàìº
(A) 1970
(B) 1980 Îàìº
(B) 1980
(C) 1972
(C) 1972 Îàìº
132. The main purpose of studying 132. š[¹ì¤Å[¤ƒ¸à "¸Úì>¹ ³èº l¡üì„Å¸ Òº
environmental education is
(A) P¡¹ç¡Œšèo¢ ¤àÑñt¡”|P¡[º¹ ¹Û¡oàì¤Û¡o
(A) to maintain essential eco-
systems (B) [\> í¤[W¡ìy¸¹ Î}¹Û¡o
(B) to preserve genetic diversity (C) \ã¤>ƒàÚã ¤¸¤Ñ‚àt¡ì”|¹ ¹Û¡oàì¤Û¡o
(C) to maintain life support system (D) l¡üšì¹¹ Î¤A¡[i¡
(D) All of the above
133. óÃå¡*¹àÒül¡ ƒèÈo ³èºt¡ "àyû¡à”z A¡ì¹
133. Fluoride pollution mainly affects
(A) ³[ÑzÍHìA¡
(A) brain
(B) ƒ”zìA¡
(B) teeth
(C) heart
(C) Òê¡ƒÚìA¡
(D) kidney (D) ¤õB¡ìA¡
134. Which of the following Wildlife 134. [yšå¹à¹ ëA¡à>ô "®¡Úà¹ìo¸ ‘šø\àš[t¡ l¡üƒ¸à>’
Sanctuaries of Tripura has ‘Butterfly "àìá?
Park’?
(A) ë¹àÚà "®¡Úà¹o¸
(A) Rowa Wildlife Sanctuary
(B) ëKà³t¡ã "®¡Úà¹o¸
(B) Gumti Wildlife Sanctuary
(C) Trishna Wildlife Sanctuary (C) tõ¡Ì¡à "®¡Úà¹o¸
(D) Sepahijala Wildlife Sanctuary (D) [ÎšàÒã\ºà "®¡Úà¹o¸
135. Which of the following rivers of 135. [yšå¹à¹ [>³—[º[Jt¡ ëA¡à>ô >ƒã[i¡ ¤ìUàšÎàKì¹¹
Tripura has a direct confluence with ÎìU Î¹àÎ[¹ [³ìÅìá?
the Bay of Bengal?
(A) Òà*Øl¡à
(A) Haora
(B) Gumti (B) ëKà³t¡ã
(C) Deo (C) ëƒ*
(D) Feni (D) ëó¡[>
I/21-A 31 [ P.T.O.
136. The three major living components 136. ¤àÑñt¡ì”|¹ [t¡>[i¡ šøà> Î\ã¤ l¡üšàƒà> Òº
of an ecosystem are
(A) l¡ü;šàƒA¡, JàƒA¡ &¤} [¤ìÚà\A¡
(A) producers, consumers and
decomposers (B) l¡ü;šàƒA¡, Ñ¬ì®¡à\ã &¤} [¤ìÚà\A¡
(B) producers, autotrophs and (C) š¹ì®¡à\ã, JàƒA¡ &¤} [¤ìÚà\A¡
decomposers
(D) ³õt¡\ã¤ã, JàƒA¡ &¤} tõ¡oì®¡à\ã
(C) heterotrophs, consumers and
decomposers
137. ³õ[v¡A¡à Û¡Ú ë¹à A¡¹à¹ Îì¤¢àv¡³ l¡üšàÚ Òº
(D) detrivores, consumers and
herbivores (A) ¤>àe¡º ¤õ[ý¡
137. The best way to prevent soil erosion (B) šà[J¹ Î}J¸à ¤õ[ý¡
is to
(C) W¡à¹o®è¡[³¹ [¤Ñzà¹
(A) develop forest
(B) increase the number of birds
(C) increase grazing land 138. ®¡à¹t¡¤ìÈ¢ [W¡šìA¡à "àì–ƒàº> Ç¡¹ç¡ A¡ì¹>
(A) &Î. &>. ¤×P¡oà
138. Who initiated the Chipko Movement (B) &Î. &º. ¤×P¡oà
in India?
(A) S. N. Bahuguna
(C) &ÒüW¡. &>. ¤×P¡oà
(B) S. L. Bahuguna (D) &ÒüW¡. &º. ¤×P¡oà
(C) H. N. Bahuguna
139. ³¸à>ìNøà®¡ ëƒJà ™àÚ
(D) H. L. Bahuguna
(A) l¡üšAè¡º "e¡ìº
139. Mangroves are found in
(B) šåAå¡¹ &¤} ƒã[Qìt¡
(A) coastal areas
(B) ponds and lakes (C) Ç¡ÍH ¤>àe¡ìº
(C) forest in arid areas (D) l¡üšì¹¹ Î¤A¡[i¡
(D) All of the above
140. [¤Å« l¡üÌ¡àÚì>¹ A¡à¹o Òº
140. Global warming is caused by
(A) [³ì=>
(A) methane
(B) >àÒüìi¡öàì\> l¡àÒü"GàÒül¡
(B) nitrogen dioxide
(C) greenhouse gases (C) Nøã>Òàl¡üÎ K¸àÎ
(D) hydrogen (D) ÒàÒüìl¡öàì\>
I/21-A 32
141. The 3R principle of waste 141. "à¤\¢>à š[¹W¡àº>àìt¡ 3R >ã[t¡ ¤ºìt¡ ë¤àc¡àÚ
management is
(A) Reduce, Regain, Reuse
(A) Reduce, Regain, Reuse
(B) Reduce, Reuse, Recycle
(B) Reduce, Reuse, Recycle
(C) Reduce, Reform, Reuse
(C) Reduce, Reform, Reuse
(D) Reduce, Retain, Regain
(D) Reduce, Retain, Regain
142. Òü-"à¤\¢>à [A¡?
142. What is e-waste?
(A) [¤šð>A¡ ¹àÎàÚ[>A¡ "à¤\¢>à
(A) Hazardous chemical waste
(B) Ecofriendly waste
(B) š[¹ì¤Å-¤àÞê¡¤ "à¤\¢>à
(C) Obsolete electronic waste (C) ¤à[t¡º ÒìÚ ™à*Úà í¤ƒå¸[t¡A¡ "à¤\¢>à
143. Which among the following is the 143. [>³—[º[Jt¡ ëA¡à>[i¡ Î¤ìW¡ìÚ ë¤Åã [¤ƒå¸;-
most energy-efficient? ÎàÅøÚA¡à¹ã?
(A) Incandescent bulb
(A) ®¡àÑ¬¹ ¤à šø®¡³à> [¤\[º¤à[t¡
(B) Fluorescent tube light
(B) óÃå¡ì¹àìÎ–i¡ "àìºà
(C) Compact fluorescent lamp
(C) A¡³š¸àC¡ óÃå¡ì¹àìÎ–i¡ ¤à[t¡
(D) All of the above are equally
energy-efficient (D) l¡üšì¹¹ Î¤A¡[i¡ Î³à> [¤ƒå¸;-ÎàÅøÚA¡à¹ã
144. The full form of MOEF is 144. MOEF-&¹ Î´šèo¢ ¹ê¡š[i¡ Òº

(A) Ministry of Forest and Energy (A) Ministry of Forest and Energy
(B) Ministry of Environment and (B) Ministry of Environment and
Forests Forests
(C) Management of Environment (C) Management of Environment
and Forestry and Forestry
145. Environmental study involves the
145. š[¹ì¤Å[¤ƒ¸à¹ "”zK¢t¡ Òº
study of
(A) ecology
(A) ¤àÑz¤¸[¤ƒ¸à
(B) physical science (B) ë®¡ït¡[¤`¡à>

(C) chemistry (C) ¹ÎàÚ>[¤ƒ¸à
(D) All of the above (D) l¡üšì¹¹ Î¤A¡[i¡
I/21-A 33 [ P.T.O.
146. The largest amount of freshwater is 146. Îì¤¢àZW¡ š[¹³ào [³[Ê¡ \º šà*Úà ™àÚ
found in
(A) ®è¡-K®¢¡Ñ‚ \ìº
(A) underground water body
(B) ë³¹ç¡šøìƒìÅ¹ ¤¹ìó¡ &¤} [Ò³¤àìÒ
(B) polar ice and glaciers
(C) Òùƒ * c¡o¢àìt¡
(C) lakes and streams
(D) >ƒãìt¡
(D) rivers
147. [>³—[º[Jt¡ ëA¡à>[i¡ ‘ƒ[¹ ³à>åìÈ¹ A¡àk¡’ >àì³
147. Which one of the following is known
š[¹[W¡t¡?
as ‘poor man’s timber’?
(A) Rubber
(A) ¹à¤à¹
(B) Bamboo
(B) ¤òàÅ
(C) Rosewood (C) ëKàºàšA¡àk¡
148. The first Earth Summit was held at 148. šø=³ ¤ÎåÞê¡¹à Îì´¶º> [¹* [l¡ ë\ì>[¹*ìt¡
Rio de Janeiro in the year ">å[Ë¡t¡ ÒìÚ[áº
(A) 1992 (A) 1992 Îàìº
(B) 1996 (B) 1996 Îàìº
(C) 2002 (C) 2002 Îàìº
(D) 2006 (D) 2006 Îàìº
149. Which one of the following is not a 149. [>³—[º[Jt¡ ëA¡à>[i¡ ¤àÑñt¡ì”|¹ K¸àÎãÚ í\¤
gaseous biogeochemical cycle in
®è¡-¹àÎàÚ[>A¡ W¡yû¡ >Ú?
ecosystem?
(A) >àÒüìi¡öàì\> W¡yû¡
(A) Nitrogen cycle
(B) Carbon cycle

(B) A¡à¤¢> W¡yû¡
(C) Sulphur cycle

(C) Îàºó¡à¹ W¡yû¡
(D) Phosphorus cycle (D) ó¡Îó¡¹àÎ W¡yû¡
150. Ecosystem is the smallest unit of 150. ¤àÑñt¡”| [>ì³—àv¡û¡ ëA¡à>[i¡¹ Î¤¢[>³— &A¡A¡?
(A) Ionosphere (A) "àìÚàì>à[Ñ£¡Úà¹
(B) Lithosphere (B) [ºì=à[Ñ£¡Úà¹
(C) Biosphere (C) ¤àìÚà[Ñ£¡Úà¹
(D) Mesosphere (D) ë³ìÎà[Ñ£¡Úà¹
I/21-A 34
★ ★ ★
I/21-A 35 [ P.T.O.
READ THE FOLLOWING INSTRUCTIONS CAREFULLY :
[>³—[º[Jt¡ [>ìƒ¢Åà¤ºã ®¡àìºà A¡ì¹ šØl¡æ> :
1. Out of the four alternatives for each question, only one circle for the correct answer is to be darkened
completely with Black Ballpoint Pen on the OMR Answer Sheet. The answer once marked is not liable to be
changed.
šø[t¡[i¡ šøìÅ—¹ l¡üv¡¹ [ÒÎàì¤ ë™ W¡à¹[i¡ [¤A¡¿ ëƒ*Úà "àìá t¡à ë=ìA¡ Ç¡å³ày Ç¡ý¡ l¡üv¡¹[i¡¹ ëšø[Û¡ìt¡ OMR l¡üv¡¹šìy ëƒ*Úà ¤õv¡[i¡ A¡àìºà ¤ºšìÚ–i¡ A¡º³
à¹à Î´šèo¢¹ê¡ìš A¡àìºà A¡ì¹ [W¡[Òû¡t¡ A¡¹ìt¡ Òì¤¡ú &A¡¤à¹ l¡üv¡¹ [W¡[Òû¡t¡ A¡¹à ÒìÚ ëKìº t¡àìA¡ "à¹ š[¹¤t¢¡> A¡¹à ™àì¤ >à¡ú
2. The candidates should ensure that the OMR Answer Sheet is not folded. Do not make any stray marks on the
OMR Answer Sheet. Do not write your Roll No. anywhere else except at the specified space on the OMR Answer
Sheet.
š¹ãÛ¡à=¢ã¹à ëA¡àì>à®¡àì¤Òü OMR l¡üv¡¹šy[i¡ ®ò¡à\ A¡¹ì¤> >à¡ú OMR l¡üv¡¹šìy ëA¡àì>à¹A¡³ ƒàK A¡ài¡à ¤à ³”z¤¸ ëºJà ™àì¤ >à¡ú š¹ãÛ¡à=¢ã¹à tò¡àìƒ¹
ë¹àº >´¬¹ OMR l¡üv¡¹šìy [>[ƒ¢Ê¡ A¡¹à \àÚKà áàØl¡à ">¸ ëA¡àì>à \àÚKàÚ [ºJì¤> >à¡ú
3. Handle the Question Booklet and OMR Answer Sheet with utmost care, as under no circumstances (except
technical defect), another set of Question Booklet and OMR Answer Sheet will be provided.
OMR l¡üv¡¹šy &¤} šøÅ—šìy¹ ¤¸¤Òàì¹ Îà[¤¢A¡ Ît¡A¢¡t¡à "¤º´¬> A¡¹ìt¡ Òì¤¡ú ëA¡àì>à "¤Ñ‚àìt¡Òü (³åo yç¡[i¡ * šý¡[t¡Kt¡ yç¡[i¡ áàØl¡à) OMR l¡üv¡¹šy
* šøÅ—šy š[¹¤t¢¡> A¡¹à ™àì¤ >à¡ú
4. The candidates will write the correct Question Booklet Number and OMR Answer Sheet Number in the
Attendance Sheet.
š¹ãÛ¡à=¢ãìA¡ "¸àìi¡ì“¡X Åãi¡-& tò¡à¹ OMR l¡üv¡¹šìy¹ >´¬¹ &¤} šøÅ—šìy¹ >´¬¹ [>®å¢¡º®¡àì¤ [ºJìt¡ Òì¤¡ú
5. The Candidates are not allowed to carry any textual material, printed or written, bits of papers, pager,
mobile phone, electronic devices or any other material except the Admit Card and Photo Identity Card inside
the Examination Hall/Room.
š¹ãÛ¡à=¢ãìA¡ "¸àl¡[³i¡ A¡àl¢¡ &¤} ó¡ìi¡à "àÒüìl¡>[i¡[i¡ A¡àl¢¡ áàØl¡à ">¸ ëA¡àì>à áàšàì>à ¤à ëºJà A¡àK\, šk¡> * ³åo\àt¡ Îà³Nøã, ëš\à¹, ë³à¤àÒüº ëó¡à>,
">¸ ëA¡àì>à¹A¡³ ÒüìºC¡ö[>A¡ [l¡®¡àÒüÎ [>ìÚ š¹ãÛ¡à Òìº/A¡ìÛ¡ šøì¤Å A¡¹ìt¡ ëƒ*Úà Òì¤ >à¡ú
6. Each candidate must show on demand his/her Admit Card and Photo Identity Card to the
Invigilator/Examination Officials.
š¹ãÛ¡à Òìº Òü>[®¡[\ìºi¡¹ A¡tõ¢¡A¡ [A¡}¤à š¹ãÛ¡à ëA¡ì–ƒø¹ [®¡t¡ì¹ š¹ãÛ¡à-Î}[ÅÃÊ¡ "à[A¡à[¹A¡ A¡tõ¢¡A¡ ƒà[¤ A¡¹à Òìº šøìt¡¸A¡ š¹ãÛ¡à=¢ã tò¡à¹ "¸àl¡[³i¡ A¡àl¢¡ *
ó¡ìi¡à "àÒüìl¡>[i¡[i¡ A¡àl¢¡ ëƒJàìt¡ ¤à¸ =àA¡ì¤>¡ú
7. No candidate, without special permission of the Centre Superintendent or Invigilator, should change his/her
seat in the Examination Hall/Room.
ëÎ–i¡à¹ Îåšà[¹>ìi¡>ìl¡–i¡ ¤à Òü>[®¡[\ìºi¡¹-&¹ [¤ìÅÈ ">å³[t¡ áàØl¡à š¹ãÛ¡à=¢ã š¹ãÛ¡à Òìº/A¡ìÛ¡ tò¡à¹ ¤Îà¹ Ñ‚à> š[¹¤t¢¡> A¡¹ìt¡ šà¹ì¤> >à¡ú
8. The Candidates will have to sign twice in the Attendance Sheet presented by the Invigilator on duty; first
after taking their seats in the Examination Hall/Room and second at the time of handing over their OMR
Answer Sheet to the Invigilator.
š¹ãÛ¡à=¢ãìA¡ Òü>[®¡[\ìºi¡ì¹¹ ëƒ*Úà "¸àìi¡ì“¡X Åãi¡-& ƒåÒü¤à¹ Ñ¬àÛ¡¹ A¡¹ìt¡ Òì¤, šø=³¤à¹ š¹ãÛ¡à Òìº/A¡ìÛ¡ tò¡àìƒ¹ "àÎ> NøÒìo¹ š¹ &¤}
[t¡ãÚ¤à¹ Òü>[®¡[\ìºi¡ì¹¹ [>A¡i¡ OMR l¡üv¡¹šy \³à ëƒ*Úà¹ Î³ìÚ¡ú
9. The candidates should not leave the Examination Hall/Room without handing over their OMR Answer Sheet
to the Invigilator on duty and without signing 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 OMR Answer Sheet
and dealt with as an unfair means case.
"¸àìi¡ì“¡X Åãi¡-& ƒåÒü¤à¹ Ñ¬àÛ¡¹ A¡¹à &¤} A¡t¢¡¤¸¹t¡ Òü>[®¡[\ìºi¡¹-&¹ [>A¡i¡ OMR l¡üv¡¹šy \³à ëƒ*Úà ¤¸t¡ãt¡ ëA¡àì>à š¹ãÛ¡à=¢ã š¹ãÛ¡à Òº t¡¸àK
A¡¹ìt¡ šà¹ì¤> >à¡ú ™[ƒ ëA¡àì>à š¹ãÛ¡à=¢ã "¸àìi¡ì“¡X Åãi¡-& ƒåÒü¤à¹ Ñ¬àÛ¡¹ >à A¡ì¹> t¡ì¤ [t¡[> tò¡à¹ OMR l¡üv¡¹šy \³à A¡ì¹>[> ¤ìº Ko¸ Òì¤ &¤}
t¡à ">å[W¡t¡ A¡à™¢ [ÒÎàì¤ ¹à Òì¤¡ú
10. Use of any type of calculating device is strictly prohibited.
ë™ ëA¡àì>à ¹ì>¹ A¡¸àºAå¡ìºi¡ì¹¹ ¤¸¤Òà¹ Î´šèo¢¹ê¡ìš [>[Èý¡¡ú
11. The candidates are governed by all the rules and regulations of the Board with regard to their conduct in the
Examination Hall/Room. All cases of unfair means will be dealt with as per rules and regulations of the
Board.
š¹ãÛ¡à Òº/A¡ìÛ¡¹ ³ì¸ š¹ãÛ¡à=¢ã¹ "àW¡¹o ë¤àìl¢¡¹ [>Ú³ * [>ìƒ¢[ÅA¡à ">å™àÚã W¡à[ºt¡ Òì¤¡ú Î¤ ¹ì>¹ ">å[W¡t¡ A¡à™¢ ë¤àìl¢¡¹ [>Ú³ * [>ìƒ¢[ÅA¡à
">å™àÚã [>[ƒ¢Ê¡ Òì¤¡ú
12. No part of the Question Booklet and OMR Answer Sheet shall be detached under any circumstances.
ëA¡àì>à "¤Ñ‚àìt¡Òü šøÅ—šy &¤} OMR l¡üv¡¹šìy¹ ëA¡àì>à "}Å ëáòØl¡à ¤à "àºàƒà A¡¹à ™àì¤ >à¡ú
13. On completion of the test, the candidate must hand over the OMR Answer Sheet to the Invigilator in the
Hall/Room. The candidates are allowed to take away the Question Booklet with them.
I/21-A 36 WW8—

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This Booklet contains 36 printed pages. MP18—I Question Booklet No.

&Òü šøÅ—šìy 36> ³å[t¡ šõË¡à "àìá¡ú šøÅ—šy Î}J¸à

Name of the Candidate (in Capitals) : __________________________________________________________________________

(A) qualitative change (A) P¡oKt¡ š[¹¤t¢¡>

(B) quantitative change (B) š[¹³àoKt¡ š[¹¤t¢¡>

(D) None of the above (D) l¡üšì¹¹ ëA¡àì>à[i¡Òü >Ú

2. Piaget was a/an 2. [šÚòàì\ [áìº> &A¡\>

(A) Swiss psychologist (A) ÎåÒüÎô ³ì>à[¤ƒô

(B) American psychologist (B) "àì³[¹A¡à> ³ì>à[¤ƒô

(C) African psychologist (C) "à[óø¡A¡à> ³ì>à[¤ƒô

(D) None of the above

(A) aptitude test (A) Î´±à¤>à¹ "®¡ãÛ¡à

(B) attitude test (B) ³ì>à®¡àì¤¹ "®¡ãÛ¡à

(C) achievement test (C) šà¹ƒ[Å¢t¡à¹ "®¡ãÛ¡à

(D) None of the above (D) l¡üšì¹¹ ëA¡àì>à[i¡Òü >Ú

5. =àìÐ¡¢à> _____ šøà=[³A¡ ³à>[ÎA¡ Û¡³t¡à

(A) seven (A) Îàt¡[i¡

(B) five (B) šòàW¡[i¡

(C) three (C) [t¡>[i¡

(D) None of the above (D) l¡üšì¹¹ ëA¡àì>à[i¡Òü >Ú

6. Three-dimensional model of 6. ¤å[ý¡¹ [y-³à[yA¡ ³ìl¡º šøA¡à[Åt¡ A¡ì¹ìá>

7. [ÅÇ¡ìƒ¹ ³ì¸ Îå-"®¡¸àÎ Kk¡> A¡¹à ë™ìt¡ šàì¹

(A) applying conditioning process (A) ">å¤t¢¡> šø[yû¡Úà šøìÚàìK¹

(B) giving strict punishment (B) A¡Øl¡à Åà[Ñz ëƒ*Úà¹

(C) giving formal notice (C) [>Ú³t¡à[”|A¡/¹ã[t¡[Îý¡ [¤`¡[œ¡ ëƒ*Úà¹

(D) None of the above (D) l¡üšì¹¹ ëA¡àì>à[i¡Òü >Ú

(A) honesty (A) Ît¡t¡à

(B) competitive attitude (B) šø[t¡ì™à[Kt¡à³èºA¡ ³ì>à®¡à¤

(C) lack of self-confidence (C) "àu[¤Å«àìÎ¹ "®¡à¤

(D) None of the above (D) l¡üšì¹¹ ëA¡àì>à[i¡Òü >Ú

10. Two-factor theory of intelligence was

(A) Guilford (A) [Kºìó¡àl¡¢

(B) Galton (B) K¸àºi¡>

(C) Spearman (C) [ÑšÚà¹³¸à>

(D) None of them (D) &òìƒ¹ ëA¡l¡üÒü >>

(A) l¡üììK¹ Îàì=

(C) competitive situation (C) šø[t¡ì™à[Kt¡à³èºA¡ š[¹[Ñ‚[t¡¹ Îàì=

(D) None of the above (D) l¡üšì¹¹ ëA¡àì>à[i¡Òü >Ú

(D) None of the above

13. E. M. R. children are

(A) moderately retarded

(B) severely retarded (B) Wè¡lØ ¡à”z ³àyàÚ šø[t¡¤Þê¡ã

(C) mildly retarded (C) ³õƒå ³àyàÚ šø[t¡¤Þê¡ã

(D) None of the above (D) l¡üšì¹¹ ëA¡àì>à[i¡Òü >Ú

(A) a democratic leader (A) &A¡\> Kot¡à[”|A¡ ë>t¡à¹ ³ìt¡à

(B) a director (B) &A¡\> š[¹W¡àºìA¡¹ ³ìt¡à

(D) None of the above

(A) Ñ¶õ[t¡¹ Îàì=

(D) None of the above (D) l¡üšì¹¹ ëA¡àì>à[i¡Òü >Ú

16. Creative potentialities of the

(A) punishment (A) Åà[Ñz¹

(B) competitive feeling (B) šø[t¡ì™à[Kt¡à³èºA¡ ">å®è¡[t¡¹

(C) proper training (C) Î[k¡A¡ šø[ÅÛ¡ìo¹

(D) None of the above (D) l¡üšì¹¹ ëA¡àì>à[i¡Òü >Ú

(A) psychological disorder (A) ³à>[ÎA¡ [¤ÅõTºt¡à

(B) learning disability (B) [ÅJ> "Û¡³t¡à

(D) None of the above

18. Which one of the following is related

(A) Emotional thinking (A) šøàìÛ¡à[®¡A¡ [W¡”z>

(B) Egoistic thinking (B) "Ò[³A¡à-Î´¬Þê¡ãÚ (ÒüìKàÒü[Ð¡A¡) [W¡”z>

(C) Divergent thinking (C) ëA¡–ƒøàšÎà¹ã [W¡”z>

(D) None of the above (D) l¡üšì¹¹ ëA¡àì>à[i¡Òü >Ú

(A) specific to general

&Òü šøÅ—šìy 36> ³å[t¡ šõË¡à "àìá¡ú šøÅ—šy Î}J¸à

6. Three-dimensional model of 6. ¤å[ý¡¹ [y-³à[yA¡ ³ìl¡º šøA¡à[Åt¡ A¡ì¹ìá>

7. [ÅÇ¡ìƒ¹ ³ì¸ Îå-"®¡¸àÎ Kk¡> A¡¹à ë™ìt¡ šàì¹

(C) giving formal notice (C) [>Ú³t¡à[”|A¡/¹ã[t¡[Îý¡ [¤`¡[œ¡ ëƒ*Úà¹

(A) l¡üììK¹ Îàì=

(C) general to specific (C) Îàà¹o ë=ìA¡ [¤ìÅÈ