AglaSem Career

Test Booklet No. JBC-12A

trit~~~ This bookie~ contains _64 pages. pAPER II I ~- tJ;I' II . Test Booklet c_ode
~ ~ .q 64 ~~
I MAIN TEST BOOKLET I~ trit~ ~ trit~ ~ ~

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Read carefully the Instructions on the Back Cover of this Test Booklet.
~ lfU8;TT gf~ctll ~ ~ 31TCRUT lR ~ ~ q;) ~~~I
INSTRUCTIONS FOR CANDIDATES rrtttJJrfw.fl c11 fC;rQ: ~
1. The OMR Answer Sheet is inside this Test B.ooklet. When 1. OMR 3W 1f;f ~ ~ ~ ~ ~ ~ ~ I \lfOf
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~~~~en) cnm ~, m3W 1f;f
Side-2 carefully with blue/black ball point pen cmlY,. ~ ~ ~-1 ~ ~-2 lf{ 'afR ~ ~ ~~~
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2. The test is of 1 ~ hours duration and consists of
150 questions. There is no negative mar~ing. 2. ~ cnl ~ 1~ 'ER: ~~~if 150 ~~I C!il{
3. Use Blue I Black Ball Point Pen only for writing ::fiOIIc-I"JOfi ~ ;ffiT ~ I
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Answer Sheet.
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No. and Answer Sheet No. are the same. In case of
discrepancy, the candidate should immediately report the
~f.:lfh.J('j ~ ~ fcf;' ~ ~ ~ 3W 1f;f ~ am:
matter to the Invigilator for replacement of both the Test ~~ 1 arrf{~~miTI~~~~am:
Booklet and the Answer Sheet. 3W 1f;f ~~~~en) TIBf 3fCflT('1' ~ I .
5. This Test Booklet has five Parts, I, II, III, IV and V; consisting 5. ~~~if -qfa- 'IWT I, II, III, IV affi: V ~. ~
of 150 Objective Type Questions, each carrying 1 mark : 150 ~ ~ ~, \lll ~ 1 3fOfi 'OfiT ~ :
Part I : Child Development and. Pedagogy
Part II : Mathematics and Science
(Q. 1 to Q. 30)
(Q. 31 to Q. 90)
'IWT , : omvr mm- q ~ (>r. 1 it >r. 3o J
Part III: Social Studies I Social Science (Q. 31 to Q. 90) 'lWT II : 7JfUT(r Cf fcfm::r (>r. 31 it >r. 90)
Part IV : Language I- (English/Hindi) (Q. 91 to Q. 120) 'lWT III : '811"Jif':>i0fi ~/'811"Jif':>10fi ~ (>r. 31 it >r.
Part V : Language II- (English/Hindi) (Q. 121 to Q. 150)
'lWT IV: 'lWlT I-(~ I~) (>r. 91 it>r. )
6. Candidates have to do questions 31 to 90 EITHER from 'lWT V : 'lWlT II- (~I ~) ( >r. 121 it >r. 150)
Part II (Mathematics and Science) OR from Part III
(Social Studies/Social Science). 6. ~ c€r ~ 31 ~ go m -m 'lWT n c'lfUT(r q fcfm::r)
7. Part IV contains 30 questions for Language I and' Part V llT 'lWT III ('811"Jif':>i0fi ~/'8II"Jif"10fi fcfm;r) ·~ q;8 ~ I
contains 30 questions for Language II. In this test booklet, 7. 'lWT IV if 'lWlT I ~ ~ 30 ~ affi: 'lWT V if 'lWlT II ~ ~
only questions pertaining to English and Hindi language
have been given. In case the language/s you have 30~~~~ ~~~~if~~q~
opted for as Language I and/or Language II is a 'lWlT ~ BoiT'eJCf ~ ~· ~ ~ lll'fa: m'ffT I 3itttm m'ffT II
language other than English or Hindi, please ask for .q ~ am wit '1ft m'ffl(l't) ~ m fRt ~ 3ffiTCfT t
a Test Booklet that contains questions on that
language. The languages being answered must tally m ~ dlT m'ffT 'CI"R'ft trtt~ ~ 1WT ~ 1 fiR
with the languages opted for in your Application
Form.
m'fflm ~ m ~ ~ 3lN ~
'1ft m'fflm ~ ~ ~ ~ ~ 1
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~ ~ ~ lfSf ~wit
8. Candidates are required to attempt questions in
Part V (Language II) in a language other than the 8. trita,w;ff \TilT V ( m'ffl II) ~ ~ mqJ ~ "« -Q:m m'ffl Tffi
one chosen as Language I (in Part IV) from the. list ;ffl ~am m'ffT I (\TilT IV) ~wit m'ffl ~fmr 1ftI lt
of languages. 9. ~cwf~~if~~~~~~~
9. Rough work should be done only in the space provided in ~lf{itcRI .
the Test Booklet for the same.
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10. The answers are to be recorded on the OMR Answer Sheet
only. Mark your responses carefully. No whitener is 'all'i'i"lilfi ~ <R 1 3W ~ ~ mm
'OfiT m.
allowed for changing answers. f.WR;: ~ I
Name of the Candidate (in Capitals) : - - - - - - - - - - - - - - - - - - - - - - - - - - -
~ 'OfiT ~ (~ ~ if) :
Roll Number (.:HjsMiOfi) : in figures (a:ic@ i f ) - - - - - - - - - - - - - - - - - - - - - -
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Facsimile signature stamp of Centre Superintendent - - - - - - - - - - - - - - - - - - - - - -
 AglaSem Career

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PART I I 'qTlf I
CHILD DEVELOPMENT AND PEDAGOGY I~ Pclctiiff Cf fir&t i~11f;i
Directions : Answer the following questions by ~ : RJ•;tff:tftild JTR1 ~ Yrf< # ~ lfrr! ~ 3firrr
selecting the most appropriate option. ~~ 1

1. Child-centred education was advocated by 1. ~-~ rn&n Cfll. wr2f.:r f.:P••:rR-11@(1 if B ~

which of the following thinkers ? ~~ M "J"P.n ?
(1) B.F. Skinner (1) Gfi.l!;f). ~
(2) \jf'f:J ~
(2) John Dewey ""~.... ,
(3) ~ ~i{ct>~H
(3) Eric Erickson
(4) ~SlfcR
(4) Charles Darwin
2. ~ ~ ~ ~ "ct>T ~ ~ rna:rcfi
2. While teaching a single parent child, a teacher q;)
should (1) ~ >ICflT\ ~ ~ ~ m~ ilffi ~ B ~
(1) treat such a child differently CfiGT~
(2) assign lesser home assignments to such (2) ~ ~ q;) Cfilf ~ t.n •
a child (3) ~ 3fR ~ Clldlot(UI ~q CfltRT
(3) provide stable and consistent ~
environment (4) ~ ('f~ q;). ~ CfiGT . • 3fR ~
(4) overlook this fact and treat such a child ~ ~ m~ 3f."<l ~ ~ wrR ~ cnGT
at par with other children ~
Acceleration with reference to gifted children 3 · ~ ~ ~ ~ if ~ (Acceleration)
3.
means CflT 3l~ t

(1) accelerating the transaction of (1) ~~~~~if~cnGT

scholastic activities (2) ~-~8JfUTq:; ~ ~ ~ cfit lJfu en)
(2) speeding up the transaction of Gf<9RT
co-scholastic activities (3) ~ fcrorf~ q;) ~ ~ en) ~.
(3) promoting such students to next higher ~ ~ ~ if >ffi«f CfiGT
grade by skipping the present grade ( 4) ~ cfit >lfsom CflT ~ CfiGT
(4) accelerating the process of assessment 4. ~ ~ ~ ~ RI""''fR1f@(1 if B
4. Whi.ch of the following is the most appropriate Cf>t.r-~ ~ ~ ~ t ?
activity for gifted students? ( 1) • -q'fq ~ ~ 3io if ~ TW: 3MTB1 q;) 1%
(1) Solve exercises given at the end of five ~ if ~ Cfl\o[T
chapters at one go (2) rna:rcfi ~ lR q;&n "ct>l ~
(2) Teach their class on Teachers Day (3) 3NT ~ mif ~ ~ ~ CflT 51RI~~o:r
(3) Write a report on a school match recently fffig.n
held c4) ~ ~ Bct>crqo:r 13ii ~ 3lT'QR lR ~ "O'fTlCf>
(4) Write an original play on given concepts fffig.n
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5. Which one of the following could be an end 5. mM<n-~ ~ ~ ~ ~ ~ ~
stage of a child possessing bodily-kinesthetic ~ P!l•"lk1fuJ(1 -q ~ q,t,_ffi m~ t ?
intelligence ? (1) crrqq;
(1) Orator (2) (1\ll~ktCf) ~
(2) Politicalleader (3) ~ R:i fct>rB Cf)
(3) Surgeon (4) ~
(4) Poet 6. ~~
6. Gifted students (1) <!Wil'""4(1: mM<f; ~ ~ .~ ~ ~ 3fR
(1) are generally physically weak and not ~Wi INlCfi ~ :fsn<:IT -ij ~ ~ ~
good at social interaction (2) 3l1H -m~ -q;) ~ ~ ~
fll41'""4(1:
(2) generally do not like their teachers (3) ~ -fct;-ffi ~ ~. ~ 3l1H "fllll~ "Cf)l ~
(3) realize their full potential without any fcrcf;m ~ ~
help
(4) T.fRCf ~ ~ 4i:;'fCll{?f -fct;-ffi ~ ~ -ij
0

(4) perform exceptionally well in any field ~-~~~~

important to hmp.an beings
7. M~ ~-<flf ~ fcmlf~ ~ q;an ~ ~
7. Knowledge of will be most
significant for a teacher dealing with a class
m ~ -m~.~ ~ "Cf)l ~

~ !Oii:;'fCll{?f t I
comprising students of mixed age groups.
(1) flif<!>RI<ti ~
(1) cultural background
(2) Rl<tilfllr4Cfl ~3TI ·
(2) developmental stages
(3) ~ ~ "Cf)l &lClfllll
(3) occupation of their parents
(4) •flliJINl<tl-3llf~ ~
(4) socio-economic background
8 man "Cf)l ~ m-~ 2oo9 ~ fshlll..:tll"l ~
8. Classrooms arter the implementation of RTE • ~ q;an_q;~
Act 2009 are
(1) ~ ~ ~ ~ fl4\lllolll ~
(1) age-wise more homogeneous
(2) ~~~~ Pclt:t4\l11d'lll ~
(2) age-wise more heterogeneous (3) ~ ~. ~ man "Cf)l ~
(3) unaffected, as RTE does not affect the fCI tJ Iclll -ij q;an ~ 3fu:rcJ ~ -q;) >Jmfc.ffi
average age of a class in a school ~q;rn
(4) gender-wise more homogeneous (4) ~ ~ ~ ~ fl4\lllcftll ~
9. Systematic presentation of concepts may be 9. ~Cf)C""""113il ~ ~ ~ fcrcf;m ~
related with which of the following principles R~k:lfuild m ~ ~ m~ ~ m~
of development ? t?
(1) Students develop at different rates (1) fcrnr~ ~ ~ 'R fC!q;fu(l ~~
(2) Development is relatively orderly (2) fcrcf;m "fiN~ ~ ~ ~ t mw
(3) Development leads to growth
(3) fcrcf;m ~ qf{UIIiJfC!~q ~matt
(4) fcrci;m Pclt:t4\itlollldl ~ fC!Ill'ddl ~ 3ll1:
(4). Development proceeds from heteronomy
to autonomy ~mwt
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10. Scaffolding in the context of learning theories 10. .....1+.-.4

-t11(9'1
4-
tt>
~
~~o&ml
4-
tt>
~~
~G"~
.;t
1-1
' P '11'
'.....=\-
f<:htnlif-5
refers to - - - <f;l 311\ ~ Cfi@l ~
(1) simulation teaching (1) ~ffl&lUT
(2) recapitulation of previous learning
(2) ~ ~'Q7111 <f;lg•HI~Rt
(3) temporary support in learning by adults
(3) ~-ij~. ~ ~~
~Q~1·1
(4) ascertainingthe causes of mistakes done
by students .( 4) fcrnrf~ ~ <f;l .~ ~ ~ CfiRUIT Cf;l
11ffi WTRl
11. The sentence 'Madam drives a bicycle' is
11. 'il51f qp.r '&7?ft f' c:rr<Fr
(1) correct syntactically but semantically
incorrect
(1) ~-fcRmi <f;l ~ ~ ~ ~ ~
31~-fcffiR <f;l ~ ~ ~ ~
(2) correct semantically but syntactically
incorrect (2) 31~ -fcffiR <f;l ~ ~ ~ ~ ~ c:rr<Fr"
(3) semantically as well as syntactically ~<f;l~~~~
correct (3) 31~-fcffiR ~ c:rr<Fr-~ ~ <f;l ~ ~
( 4) semantically as well as syntactically ~~
incorrect
31~-fcffiR ~ c:rr<Fr-~ ~ <f;l ~ ~
( 4)
12. Classification of students in different groups ~~
on the basis of their IQ tends to _ _ __ 12. ~-~ ~ 31T'QT{ 1:P: ~ ~ -ij ~
their self-esteem and their Cf;l c::pffCf)(Uj ~ fcPTftlll cnl ~
academic performance.
3:itt~~~~cn) ~I
(1) increase;decrease (1) ~;~
(2) increase;increase (2) ~;~
(3) decrease; decrease (3) ~;~

(4) decrease; has no effect on ( 4) ~; >tmfc«r ~ Cfi@l

13. Raven's progressive matrices test is an
13. m Cf;l wmcr ~ rm8JUT
example of _ _ _ _ _ test. rW8JUT Cf;l ~ ~ I

(1) verbal IQ (1) ~~-~~

(2) culture-free IQ (2) ~-~~-~~

(3) non-group IQ (3) 31-~ ~-~~
(4) personality (4) Ollhh\Cl
14 ·~~~~>rrn~~~~~cn)
14. The news of 'a woman selling her child to ·
obtain food' may be understood best on the ~ ~ I' ~ ~ en) ~ 31T'QT{
basis of 1R ~ ow'~ ~T Wf)(fT ~ 1

(1) Psychoanalytical theory (1) lHifcl~~t>jUik4Cf) ~

(2) Theory of hierarchical needs (2) 4~1jSfl~Cf) 311Cl~4Cf)(113TI Cf;l ~

(3) Psychosocial theory (3) lHI~I41NtCfl ~

(4) Theory of reinforced contingencies (4) 3'14R1d 311Cf)ff'tlCfldi3TI Cf;l·~

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. .
15. The word 'Comprehensive' in the scheme of 15. "ffiRf Jt~ ICfl"l ~ ~ ~ ~·
3fu: <Xj"fq'Cfi
Continuous and Comprehensive Evaluation is ~ ~ 3ttflCn FP"""lkt Rsl('l ~ ~
supported by the following except
'Wlf~~~~ I
(1) Theory of multiple intelligence (1) ~~
(2) Theory of information processing (2) ~~~
(3) J.P. Guilford's theory of structure of (3) ~.l:fi. fllcl'f>l:t Cf)T ~-~ Cf)T ~
intellect
(4) ~.~. ~ Cf)T m~ AHmCfl ~m
(4) L.L. Thurstone's theory of primary Cf)T~
mental abilities
16. ~ ~. ~ 3fu:
16. Assessment learning influences ~~~ ~ ~~Cf){UI ~
learning by reinforcing the ~ en) 'Sfmfc«f 'Cf)\(11 ~
between assessment and instruction.
(1) ~~;~til
(1) for; connections
(2) ~~; ~
(2) for; difference
(3) Cf)T; :31(R.
(3) of; difference
( 4) Cf)T ; fmRrr
(4) of; variance
17. ~ ~ ~ ~' '81Air:ll(1: ~ ;jqCf){Uj'j Cf)T

17. In Science practicals, boys generally take ~ ~ mm

~ ~ ~ 3fu: cl'$fihJ:ll ~ ~
control of apparatus and ask girls to record en) ftcf;'fi CflG 3l~ ~ en).~ ~ ~ ~
data or wash utensils. This tendency reflects· ~~~~~~~~
that
( 1) ~ ~ ~ 'CflRUT ~ Cf)l1l 'CflGT
(:1 '$Fhlli
(1) girls being delicate prefer such less ~ 'Cfl«ft ~ ftr-m ~ ~ '{9Cl(l 'Cf)tf ~ ~
energy consuming tasks
(2) cl'$Fhlli ~ 3iq(:"'lCfl"lCfl(1f ~ ~ 3fu:
(2) girls are excellent obse~ers and record W-IT ~ lJffift ~ ~ Cf)T ftcf;'fi ~
data flawlessly ~ -

(3) stereotyping of ~asculine and feminine (3) ~ 3fu: ~ ~ ~ ~ .~~lcll! ~

roles takes place in schools also ~~-~

(4) boys can handle equipments more (4) ~ ;jqCf){Oj'j en) ~ ~ ~ B~

efficiently as they are naturally endowed ~ t ~ ~ ~ )JCf)T{ ~ <wiT en) CflG
for doing such things ~ Sll<pRtCfl ~ ~ ~a.llf ~ ~
18. How teachers and students 18. Cfi&TI-Cfi&l ~ fu&lCfl 3fu: fcrny2ff fcnB )JCf)T{ ~ en)
gender in the classroom, it _ _ _ _ the ~ t ~ ~ ~ ql('llq{UI
learning environment. ____ I
(1) interpret; does not affect (1) Olfl@ll~('l; 'R ~ >rmq ~ ~
(2) construct; impacts (2) f.rfifu; 'R >rmq ~ ~
(3) ~qj(11{(1; en) ~~ 'Cf)\(11 ~
(3) adapt; perturbs
( 4) -qfu:Jfu ; en) 'Cf)tf '5fmcfi GRT(11 ~
(4) define; vitiates
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19. The word 'Compulsory' in the 'Right to Free 19. 'R:~ ~ ~ man
~ ~ 2009' -ij
and Compulsory Education 2009' means, ·~·~~3l2i~
(1) parents are compulsorily forced to send (1) ~O:Sirli<h ~ B ffi if; ~ ~ ~ q;)
their children to school to avoid punitive
~Wct~ ~if;~ ~ 1R ~
action
~-B ~ sr~rp-r.n ~
(2) compulsory education will be imparted
C2) ~man "ffif(f ~~if;~ -B "5IGR
through continuous testing
~~
(3) Central Government will ensure
admission, attendance and completion of (3) ~~~.~~~
elementary education man~ ~ -<h) §RW<:ict ~
(4) appropriate governments will ensure (4) ~ m<fiR ~. ~ ~ ~
admission, attendance and completion of man~ ~-<h) §RW<:ict ~
elementary education Rki!Bfulct .q -B ~-m ~ "!flO-~ .q
20.
20. Which of the following principles IS not ~;rtf~.?
involved iri lesson planning ? (1) ~~~
(1) Clarity of objectives (2) m~~~
(2) Knowledge of teaching
(3) ~~~
(3) Rigidity of planning
(4) Knowledge of pupils (4) ma.nf~ ~ ~
21. What does 'Self-regulation of learners' 21. ·3lf~ q;y fq-"RwR' q;y CfflT 3l2i ~?
mean? (1) fq-~~~
(1) · Self-discipline and control (2) 3ltR ~ q;y ~ ~~ . <fiG ~
(2) Ability to monitor their own learning ~
(3) Rules and regulations made by the (3) fcrnl~ ~ ~ ~ ~ ~ ~
student body ~
(4) Creating regulations for student C4) f<fmf~ if; ~ if; ~ ~R~'ll q;y
behaviour
f.'rl1fur "<hGT
22. The 'Lab Schools' advocated by John Dewey
were examples of 22. \ll'R ~ ~ ~ ~ ~·wct~' if; ~ ~
(1) Factory Schools (1) ~ ~~~(.1~
(2) Progressive Schools (2) SlliRt!lOct ~~~ct~
(3) Public Schools (3) ~ ~~1(.1~
(4) Common Schools
(4) ~ ~~~(.1~
23. Group project activity as prescribed by CBSE
23. ~.~.~.t ~ Sl~l~ct ~-qf{~l'Jl"il lfRifcrfu
is a powerful means
_ _ _ _ q;y~~mtH~ 1
(1) offacilitating social participation
(2) of alleviating the burden of teachers
(1) flll11Nl<h ~wn~lf{ctl q;) wm ar.rR
(3) of relieving the stress caused due to
(2) -moo if; ~ q;) ~ <fiG
routine teaching
(3) ~ if; m~ -B ~ qffi ('Rlq q;) ~
<fiG
(4) to· promote the concept of unity in
diversity C4) ~ -ij ~ ~ B<h~"ll q;y ~->ffiR
<fiG
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24. For an intrinsically motivated student, 24. ~~~~fcmr~

(1) rewards are not at all required (1) ~ ~ ~ cfit ~ ~ 3"11Cl!?<l"hdl

(2) external rewards are not enough to keep ~t
him/her motivated (2) ~ ~ ~ ~ ~ ~ cnT
(3) the level of motivation is lower than an ~~~~~~~
extrinsically motivated student (3) q)f ~ ~ ~ ~ fcmr~ cfit ~ .q
(4) there is no need of formal education ~-~Cfllf~t
(4) ~ ~ ~q:qllt"h fua:n cfit 3ii<H<I"hdl ~
25. Achievement motivation is t
(1) the tendency to persist at challenging
tasks 25. ~ ~ t
(2) the tendency to avoid failure (1) '34lctl~l ~ cn8 .q sl ~ cfit •
(3) willingness to accept success and failure (2) 3if1Cf)(1(11 ~ ffi cfit •
equally
(3) ~ q 3"1(1Cf)(1(11 cnT WlR ~ ~
(4) tendency to act impulsively fCfl "h R4 cfit (l'"fCffilT
(4) ~ fcrem:, \ll~iSII\llf .q ~ cn8 cfit •
26. Ideal 'Waiting Time' for getting response from
students should be proportional to
26. fcrmf~ ~ Sl Rl Ghlll >rffi -cnB q)f ~ '5Rfta:n
(1) time allotted to specific topic in the ~ ~~~.q~~l
curriculum
(1) qldiJ'qljJ .q ~ ~ ~ ~ ~
(2) difficulty level of the question ~

(2) )f'Rq)f~~
(3) time taken by the students for answering
questions from previous lessons (3) ~ 1lTOl ~ q;y ~ ~~~ w.n
~ ~ Wl<n TflrT ~
(4) relevance of the question in the real life
(4) <m~ fCl "h ~ .q >r.R cfit SIIJii f1l "hdl
27. Suppose you are the Chairperson of a Board of
School Education, how would you plan to 2 7. l:rR ~ 3m Rl~lclll ma:n ~ ~ 3l'af&"i t
improve the overall quality of education in the 3m 3l1H 3lf'qq)R-~ ~ ~ 3lH ~
schools under your jurisdiction ? This type of Rlwcl41 -tt ma:n -tt ~ ~ cn1 ~mB ~
question is an example of . ~ tp:IT ~ ~ ? ~. )ICf)R q)f >r.R
(1) higher order convergent ___ q;r~~t
(2) higher order divergent (1) ~~~

(3) lower order convergent (2) ~~~

(4) lower order divergent (3) f.n:;r ~ ~

(4) f.n:;r ~ ~
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28. A student says, "My mother ringed Principal 28. ~ fcml?.ff ~ t, "Yffcli7 ~ 3fP!T # " I ~
mam last night." As a teacher your response "fua:;q; ~ ~ -;rffi ~ Sllftfsfl~ I ~ ~ .
should be
(1) 31-Cill, ~~ ~~ I
(1) Oh really, your mother rang up Principal
ma'am last night. Did she seek an (2) ~. 31N~~~~~ I
appointment with her ?

(2) Dear child, you are not using the correct (3) ~ 3Wn ~' <fit ~ 1:R: ~ ~ ~'
form of verb. ~~I
(3) It should not be ringed, it should rather ( 4) 31N 3111-ft ml:fT 1:R: ~~ I
be rang.

(4) Why don't you listen carefully ? As I told

you earlier, it should be rang, not ringed. 29• ~ <il~C"''i!P\ ~ ~ Slf<ll~d f.l8ff:IR9d ~
-q it m~ ~Wclli'i ~ ~ m ~ Cfll
~~.~?·
29. Children in primary schools follow which of
the,following stages as proposed by Lawrence
Kohlberg?
b. a~Rh<MI 3:ftt ~
a. Obedience and Pun~shment Orientation
c. ~ ~:a~RhCfl ~q
b. Individualism and Exchange
d. ~IIOII~Cfi ~q 3:ftt Ol!Rtilld ~
c. Good Interpersonal Relationships

d. Social Contract and Individual Rights

(1) a 3fu: d
(1) a and d (2) a 3fu: c
(2) a and c (3) b 3fu: a
(3) band a (4) b3ittd

(4) band d
3Q. ---· ~ ~ f.lqff:tfu.ld ~~
~<fit f"Cl:flt:~dl~ ~ I
30. The following are features of anecdota.l record
except (1) ~ ~3it Cfll ~ ffi ~
(1) it is an accurate description of events (2) ~ .~ ~ &O!Rtilld fcrq;-m 3l~ ~IIOII~Cfl
~ :~3:i't ~ qfUffi Cfi\ill ~
(2) it describes personal development or
social interactions of a child (3) ~ 1:f<1ffi ~it ~ 0~ ~ ~
(3) it is a factual report with enough detail
(4) ~~ iT &O!Rtif.la m~ ~ 3fu: ~
(4) it is subjective evidence of behaviour and ~~~~~~~(~)
therefore does not provide feedback for ~q ·~ CfiU(fJ
scholastic area
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Candidates have to do questions 31 to 90 W~ cnT mr.:T 31 #90 err rrT 'JTfTT II ('l'ffiJrrr C/
EITHER from Part II (Mathematics and fifmr;r) err 'JTfTT III (RIRI!Jtcn .Jrt7:/?R'/ ff,..,,~cn
Science) OR from Part III (SoCial Studies/ (i!qrr;r} if ~ f 1
Social Science).
pART II I 'q'flf II
MATHEMATICS AND SCIENCE /Tl"ffro cr ~
Directions : Answer the following questions by ~ : RA!f:tf&d JTR7 ~ "3rT[ # ~ #rr{ ~ '3fWrr
selecting the most appropriate option. ~ ~ 1

31. Which of the following fractions 31. f.n:;r "flrif

3 4 31 9 7 3 4 0 31 9 7
8' 5' 40' 20' 10 8' 5' 40' 20' 10
is greater than _! and less than ~ ? -q it q,');f_m ~ _!
2
it ~ (f~ ~
4
it ~ ~~ ?
2 4 °

31 31
(1) (1)
40 40
9 9
(2) (2)
20 20
4 4
(3) (3)
5 5
7 7
(4) (4)
10 10

"B"&JT3ft - 20 - -3
1
32. Which of the numbers - 20, - ~, 1
10 is 32.
0

' 4' 2'

10 -q it ~-m ~
4 2'
greater than its square ? :wHcrtit~~?
1 1
(1) (1) -
2 2
3 3
(2) (2)
4 4
(3) 10 (3) 10
(4) -20 (4) -20

33. 3 x 105 + 4 x 103 + 7 x 102 + 5 is equal to 33. 3 X 105 + 4 X 103 + 7 X 102 + 5 ~ ~

(1) 3004705 (1) 3004705
(2) 3475 X 1010 (2) 3475 X 1010
(3) 304705 (3) 304705
(4) 347500 (4) 347500
SPACE FOR ROUGH WORK I~~~~~

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 AglaSem Career

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34. Sum of two numbers is 32. If one of them is 34. ~~3itCfll~32~ I~B~~
- 36, then the other number is
~-36~,-ffi~~~
(1) -4
(1) -4
(2) 4
(2) 4
(3) -68
(3) -68
(4) 68
(4) 68

35. In 2010, the population of a city is 35. 2010 ii, fcf;BT ~ efiT 'it"l-8&11 30·3 fmW:R ~ I
30 · 3 million. This number is same as ~ ~ f.n:;:r ~ ~ ~

(1) 30300000
(1) 30300000
(2) 303000000
(2) 303000000
(3) 3030000
(3) 3030000
(4) 30030000
(4) 30030000

36. If a3 = 1 + 7, 33 = 1 + 7 + b, 4 3 = 1 + 7 + c, then .36. ~ a3 = 1 + 7, 33 = 1 + 7 + b, 43 ·= 1 + 7 + c

the value of a + b + c is
~' "ffi a+b+cCfllllR~
(1) 58
(1) 58
(2) 75
(2) '75
(3) 77
(3) 77
(4) 110
(4) 110

37. -210 - 1 is divisible by 37. 210- 1 f.n:;:r B~ ~

(1) 2 (1) 2
(2) 3 (2) 3
(3) 4 (3) 4
(4) 10 (4) 10

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38. Sum of HCF and LCM of 4, 20 and 28 is 38. ~311 4, 20 3fu: 28 ~ lf.R (HCF) om <1-R
(1) 74 (LCM) Cf)f ~ ~
(2) 136 (1) 74
(8) 140 (2) 136
(3) 140
(4,) 144
(4) 144
39. Expressed as a percent 0·33 + 0·11 is
1
39. 0·33 + o·n Cf>1 ~ ~ ~ ~ cxrm co8 "~R
(1) -
300 >TTFT ~ ~
1 1
(2) - (1)
3 300
(3) 30 1
(2)
(4) 3
300
(3) 30
40. Sum of mean and median of the numbers
(4) 300
5·02, 5·18, 5·12, 5·007 and 5·018 is
(1) 10·089 40. ~311 5·02, 5·18, 5·12, 5·007 3fu: 5·018 ~
(2} 10·73 111~ 3fu: ~ Cf)f ~ ~
(3) 10·71 (1) 10·089
(4) 10·89 (2) 10·73
41. Two squares have sides x em and (2x + 1) em, (3) 10·71
respectively. The sum of their perimeters is. (4) 10·89
100 em. Area (in cm2 ) of the bigger square is 41. eft qrji cfiT ~ ~: x i\l:ft om (2x +.1) i\l:ft
(1) 64 ~ 1 ~ ~ cpr ~ 100 i\l:ft ~ I ~ ~
(2) 81 ~ CflT Cf)f ~ (iP:ft2 ~) ~
(3) 225 (1) 64
(4) 289 (2) 81
(3) 225
42. The number of lines of symmetry of the figure
(4) 289
is
42. ~~ wnrmr &1311 cfiT ~ ~

(1)
(2)
~
1
3 (1) 1
(3)
(2) 3
4
(3) 4
(4) 6 (4) 6
SPACE FOR ROUGH WORK I \tfi <nr<f ~ ~ ~
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43. If the circumference of a circle is 3 em, then its 43. ~M<ffcfi'l~3Wfitm~

. em 2, 1s
area, 1n .
~' Wfi2-ij, ~
9
(1) 9
4n (1)
47t
4
(2) 4
9n (2)
9n
9n
(3) - 9n
4 (3) -
4
3n
(4) 3n
2 (4)
2
44. The area of a rectangle is A cm2 and length is 44. M ~Cfil ~ AWft2 ~ 3fu:~~
1 em. Its perimeter (in em) is 1 Wfi ~ I~ -qftJnq (Wft "ij) ~
(1) 21 +2A
(1) 21 +2A
A
(2) 21+- A
2l (2) 21+-
21
A ...
(3) 2l + - A
l (3) 21 + -
1
(4) 21 + 2A
1 (4) 21 + 2A
l
45. A car goes on~ kilometer at 30 km per hour
45. ~ ~ ~ fcfl(114ll< cfiT ~ 30M >ffir tkJ
and then goes another kilometer at 40 km per
hour. The average speed (in kmlhour) of the cfiT ~ ~ 3fu: ~ ~ wffi fcf;(114ll< cfiT ~
car for 2 km is 40 M >ffir tkJ cfiT ~ ~ ~ ~ I 2 M ~
(1) 35 ~~-ott·~~ (Fn>fifikl "ij) ~

(2) 34~ (1) 35

7
(2) 34~
(3) 33~ 7
7
(3) 33~
(4) 33~ 7
7
(4) 33~
7

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46. A cube has a volume 125 cm3. Area of its one 46. fci:;BT tH CflT 3WRH 125 Wft3 t I ~ 1% ~
face is Cf>T ~t
(1) 5 cm2
(1) 5 Wft2
(2) 20 cm2
(2) 20Wfl2
(3) 25 cm 2
(4) 30 cm2 (3) 25 Wft2
(4) 30Wft2
47. In the figure, ABC is a triangle. Measure of
L ABD, in degrees, is 47. ~if, ABC 1% fu:rr t I L ABD <t't lf[q,

A -mfi if, t
A ,

•
B~~~--------~c
(1) 57 B C
(2) 61 (1) 57
(3) 72 (2) 61
(4) 80 (3) 72
(4) 80·
48. b. PQR and b. TQR are on the same base QR
b. PQR a:{t{ b. TQR 1% ~ 3lltm: QR ~ o2fl QR
and on the same side of QR. If PQ = TR ~nd
48
•
PR = TQ, then which of the following is ~ 1% ~ 3itt ~ ~ ~ I ~ PQ = TR o2fl
correct? PR = TQ m,
·it f.rR -q ~ Cfll-;;-m~ t ?
(1) b. PQR =b. TQR (1) b. PQR =b. TQR
(2) b. PQR =b. TRQ (2) b. PQR =b. TRQ
=
(3) ,6. PQR b. RQT (3) b. PQR =b. RQT
(4) b. PQR =b. QTR (4) b. PQR =b. QTR
49. A factor common to x2 + 7x + 10 and 49. x 2 + 7x + 10 a:{t{ x2 - 3x - 10 CflT 1% ~
x 2 - 3x -10 is ~UH@s t
(1) x-5 (1) X- 5
(2) x+5 (2) X+ 5
(3) x+2 (3) X+ 2
(4) x-2 (4) X- 2
SPACE FOR ROUGH WORK I~ cnr<f ~ ~ ~
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50. The sum of two positive numbers is 63. If one 50. ~~~311Cfil~63~ ~~~
number x is double the other, tlien the
equation is
~ ~ ~ x, ~ ~ -.tt ~ ~ m,
~JOi)Cf)(OI ~
(1) _x_=2
x-63 (1) _x_=2
x-63
63-x
(2) --=2 63 - X
X (2) --=2
X
x-63
(3) --=2 X- 63
X (3) --=2
X

(4) _x_=2
63-x (4) -·_x_ =2
63-x
51. In Class VII, a teacher taught the 'properties 51. Cfia;ll VII CfiT ~ W~ ~ ~ ~ ~ "<tt
of all types of quadrilaterals'. In the class test ~:fi~\1~~ ~ ~ 1 ~ ~ ~ ~ <flan-wan -q
that followed after the unit, the teacher asked rn~ :qg~ CfiT "f.'rmur <nG ~ ~ ~'iflll~
the problems on construction of quadrilateral. ~ ~ 1 <flan -q ~ ~ ~ wan -q ~ ~
No one in the class was able to perform in the
test. The reason may be
<f)( 1ffifT 1 ~ -B~ CfiT\01 m ~~
(1) Cfia;ll ~ ~ fcrol2ff ~-;® ~
(1) all students of the class are dull
(2) Cfia;ll -ij fu:t; -rro: ~ 3fu: ~ -rro: ~
(2) there is a gap between instructions given
-ij 3l<R ~
in class and the assessment conducted
(3) rn~ ~ ~ -q fcrwf~ -.tt ~ ~ ~
(3) the teacher is not able to create the
interest of the students in this unit "WIT
(4) the students were not serious about the C4) fcrol2ff <flan-wan ~ "5fffi Ti~ ~ ~ 3fu:
class-test and had not prepared well ~~ow~~~<tt~
52. "How does a square form a parallelogram ? 52. '~ Cf1f ~ >TCfiT( ~ ~'iHi\1{ ~ ~ ? ~
Explain.",
~I''
The students are asked to write the answer to fcrmf~ "Cf)) ~ ~ CfiT dffi: ~ ~ ~
above question. The objective of the teacher is
q;m 1](fl 1 rn~ CfiT ~ ~
(1) giving an opportunity to students to
think and reflect ( 1) . fcrmf~ "Cf)) F«R 3fu: lFR CfiT ~ t-o
(2) making the class.room more interactive (2) Cfia;ll "Cf)) ~ 3io:fsb41r'i"h (~)
(3) exposing the students to open-ended Gf.fRT
questions (3) fcrmf~ "Cf)) ~-3io c:rrR >rRi ~ ~
(4) improving the writing skills of the q:;u;:rr
students
(4) fcrmf~ ~ ~ ~ "Cf)) ~mBT
SPACE FOR ROUGH WORK I "N <fi"lli ~ ~ ~
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53. It is observed that to a problem like 'Show 53. ~ ~~ ~ f.f; ~)!Cf)R<tl ~ ~ ~
that the sum of any two odd numbers is an f.f; ~ ~ ~ ~;df <fiT ~ w:r ~
even number', most of the students replied by men
~· ~ ~ ~ ~ .q ~ fc!wff "Q.Cfi
quoting one example, say, 5 + 7 =12.
~~~t~f.f;,
Students answered this question
inappropriately as 5 + 7 = 12.
fcfmf~ ~~~<fiT~~ WIT, ~
(1) students firmly believe that if a
statement is true for one set of numbers, ( 1) fcfmf~ <fiT ~ ~ ~ ~ f.f; ~ "Q.Cfi
it is always true · and hence have Cfi~ ~;df ~ "Q.Cfi ~ ~ ~ ~ t eft
developed strong strategy for making ~ ~ ~ ~ 3fu ~ ~11ii~ICfl{OI
· generalisations CfiB <tt ~ ~ RlCflmd Cfi{ -Rt ~
(2) students have not learnt the logical proof (2) fcfmf~ ~ Cfia.TI -ij Cfi~ ~ ~ ~
for .the statement in the class "SJlnUT ~ -$m ~
(3) students have not understood that in (3) fcfmf~ chl ~ ~ -ij -;r@ 3Wn f.f; TJiURf
Mathematics 'any' is used · to indicate -ij 'CfiW' <fiT >rirT ~11ii~"ICfl{UI <tl 3fu: ~
generalisations and hence are not able to cnB~~~~~3fu~~~
answer correctly ~-;r@~~
(4) students have attained the formal (4) ~ ~ ~ ~ 51f(11Rl<1 3flq:qrf{Cfl
operational stage as proposed by Piaget fi fst;;qr r1i Cfl 31cW4T "51TH "Cfl{ B1 ~
54. Portfolio of Mathematics students can have 54. llfUrn ~ fcfmf~ ~ 4"'1ithlffp:j1 -ij -----
(1) record of hi~ photographs, drawing and m~~l
artwork (1) ~ i§llll~;tl, ~ 3fu Cfiffi Cfi11:T ~
(2) record of classwork and homework ftCfl'fi
notebooks ( 2) Cfia.TI-<fi11f 3fu ~-<fi11f <tl ~ ~ ftCfl'fi
(3) record of assignments, worksheets, (3) ~ Cfi11:T ~ ftCfl'fi, Cflrlfq S!Cfl, TJiURf
maths lab activity record, write-up of any 51~lliJtiR11 <tl ~ ~ ftCfl'fi, M '41
mathematics model, mathematical ~ ~ 1R 'u~<:-~', ~ ~
poste~s and cards, any new type of 3fu "Cfl$f' M '41 ~ >JCf)R ~ ~
problem attempted or generalisations ftrnCfiT ~ ~ ~ ~~ ~(1i(;::4)Cf){O(
made, etc. ~~.~
(4) record of all class tests, unit tests (4) ~ Cfia.n "Ytta.n3it, ~ wa.n3it ~ ftCfl'ft
conducted during the formative and· \ill ~Yir1iCfl 3fu ~llllr1iCfl ~ ~ ~
summative assessment ~~~
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55. A lesson plan on unit of Mensuration includes 55. ~ cf;t ~ 11{ 31Tmitf '11'0-~ -q ~
one of the instructional objectives as follows :
~ 3'1j~~Hklicti ~ ~ ~ ~
"man~~~~<it~m
1
"Learners will be able to understand the 1' ·
application of Mathematics."
This instructional objective is ~ 3'1j~~Hklicti ~

(1) appropriate, as all units of Mathematics (1) ~ t ~ lJ'fUrn cf;t ~ ~ 'CfiT

aim at this only ~<®~

(2) appropriate, as unit on 'Mensuration' has (2) ~ t ~ ·~· ~ 3'1Tmfuf ~

lots of application in day-to-day life ~~\i{tq.f-q ~ ~~

(3) appropriate, as one must be able to apply (3) ~ t ~

<it ~ >ITH M ~· 'ttiT

the knowledge gained ~-..,B~~~·

(4) inappropriate, as the objective is vague (4) ~t~~~tafu~

and ill-defined ~'B~~

56. Present NCERT text-books on Mathematics 56• lJ'fUrn cf;t ~ 1B.'fft.t 3ffi.il. ~-~
are written keeping in mind the cf;t ~3'11 <it ~ -q ~
recommendations of

(1) National Curriculum Framework 2005 (1) ~ 41~4'1:1'!lf cf;t ~ 2005

(2) National Policy on Education 1986 (2) ~roan -;ftfcJ 1986

.
(3) Syllabus prescribed by CBSE in 2006 (3) 2006 -q "fft:~.~.t ~ 51f<11Rld 41~'!1Sflli

(4) Syllabus prescribed by State Board in (4) 2006 -q ~ ~ ~ 51'Rtlfcld 41Q:'!!Sflli

2006

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57. Read the follQwing question: 57. f.l j:;j fB;t ful ct Wo{ q;) ~ :
X+ 1 3
Solve--=---,
2x+ 3 8

Which cognitive skill of Bloom's Taxonomy is w w.f ~ ~ 2:Cffll"'TJ:t"l ~ fcnB <Et~Hklic:tl

emphasized in this question ? ~lR~~rrmt?
(1) Knowledge (1) ~
(2) Comprehension
(2) !il)q
(3) Application
(4) Analysis
(3) ~
(4) ~~~t:IOI
58. A teacher asked his/her students to complete
the following concept map: 58. ~ Wa;fcf) ~ ~ ~ 'fiCfl(Vq"'l ~ q;) -~
~~~~fcroTf~~~t:

With this activity in class, the teacher is using "Cfla;TI ~ W ~ ·~ 1fTU{l{ ~ Wa;fcf) 'fiq;crq"'l
concept map ~ "CflT m "Cfl\ wr t
(1) to catch the attention of each student (1) ~ fcrnl2ff ~ ~ q;) ~ ~ ~
(2) to provide different kinds of learning
(2) ~ "5rCflR tfiT ~ m1Ufi ~'Q <RR
material
(3) to conduct formative assessment and to ~~
get insight on how much students have (3) (C\q!(·JiCfl ~ ~ ~ ~ ~ -smr
learnt ~ ~ ~ fcf; fcroTf~ ~ f<fio;n ~
(4) to enhance spatial ability of the learner
(4) -ma:m~ tfiT ~ ~ CfiT ~ ~
so that she/he can see the complete unit
~~<Tifcn~~q;)~~~~
as a whole
SPACE FOR ROUGH WORK I ttfi.cnr<i ~ ~ ~
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59. "The organisers of an essay completion decide 59. •'f.:~Giq 51Rt~1fTtol ~ 3il~1'it<h'i ~ ~ f.rm M
that a winner gets a prize of ~ 100 and a ~ q;) ~ 100 cnr ~ ~ 31tt ~
fcn
participant who does not 'Yin gets a prize of ~ \ijffi ~ trn:t ~ ~ 25 <nT ~
~ 25. The total prize money distributed. is ~ 1 ¥r ~ -um
\itT fcfafur <fiT ~ ~
~ 3,000. Find the number of winners, if the ~ 3,000 t I ~ "Sffifmffr<IT <fiT ~ ~ 63 t
total number of participants is 63." (!)~~<fiT~~~ I"

Apart from checking the mathematical ~ ~<fl("tl"'l ~ \if'fq ~ ~' ~a:f<f)

concept, what values can a teacher inculcate ~ ~ m~ -:q:qf m
~ ~ ~ ~ liT'allf
through this question amongst students, ~ fcf;;r ~ q;T ~<flmo "<f){ ~ ? t
during the discussions ?
(1) ~ \iPft~1f<o1 ~ ~ JOJ~fq'"l?f t·
(1) Winning is more important than
participation
(2) \il•ft~lf<ol ~ JOJ~*"'''"l?f t
(3) ~ f.!Giq ~<fiT~ IOf~fq'"l?f t
(2) Participation is more important
(4) eJJOJINl<fl ~ 1:R fcferrit q;) ~ <n1 ~
(3) Competency of writing a good essay is
important ~~~~-ijM\ill~t

(4) Writing of thoughts on social issues can

31tt f.!Giq 5I Rt ~I fTt o1-ij \4 I' ft ~ 1f<o 1~ liT'allf
be developed as a regular habit and the ~ 3lN 3ltR ·~ q;) eJcf'i!H<fl Cfl8 ~
opportunities to make your thoughts ~q;) ~"51TH "<f){~~
public can be availed through
participation in essay competition
60. ~-3loqffi~~~~ I
(1) 10~~q;)~~ I
60. Identify the open-ended problem.
(2) ~ -q'fq ~ ~ fuCflT ~ 64 ~
(1) Find the cube of 10.
~m1
(2) Write any 5 numbers whose cube is more
than 64. (3) ~ fcmr~ 5 Wfi, 2 WIT, 5 WIT cnr
~ t:Rltr iRT(fi t I ~ ~ <it GAR ~
(3) Parikshit makes a cuboid of dimension
5 em, 2 em, 5 em. How many such ~~~ tHNt <fiT ~lcl!(~<fldl m?
cuboids are required to form a cube ?
(4) ~ ~UH@s"' ~ cnl m ~ ~
(4) Find the cube-root of 512 using prime 512cnr~~~
factorisation method.
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61. Which of the following is a heterogeneous 61. P!CJR=tfuia it~ Cf>t.:r-m ~~1iiln -mWJT ~ ?
mixture? (1) ~it'@~
(1) Air filled in a balloon (2) ~ (~)
(2) Brass (3) ~~
(3) Stainless steel (4) 3i l<!l'lslo:t~'d'i ;p:rq:;
(4) Iodised table salt
62. ~~CfiT~"tRom~~~~
62. A magnet is rolled in a mixture of iron filings -mWJT it mrn
1l<n I ~~ ~ -q"{ ~ tfl<lT 1l<n
and sulphur powder. Itis observed that fcf;
(1) iron filings get attracted to the N-pole
and sulphur to the S-pole of the magnet
(1) ~ "tR ~ ~ "Jffi:-~ om ~
(2) iron filings get attracted to the S-pole ~-~ cfit 3ffi 31TW ~ ~
and sulphur to theN-pole of the magnet (2) ~ "tR ~ ~ ~-~ om ~
(3) only the iron filings get attracted equally "Jffi:-~ cfit 3ffi 31TW ~ ~
to both poles of the magnet (3) ~ ~ "tR ~ WfR ~ ~ ~ ~
. (4) iron filings get attracted to both poles -zyrt witcfit 3ffi 31TW ~ ~
and sulphur clings in the middle of the
magnet
c4) ~ "tR -zyrt wit
~ 31TW ~ ~ om
~~~~it~~~
63. If you are asked to project the image of a
63 • ~ 3lr:ffi ~ ~-mfu Sl"hl~ld ~ ~
. well-lit painting on the wall, which one of the
SIRt~kl CfiT ~ -q"{ >r~ ~ ~ ~ ~
following optical devices would you select for
this purpose ?. ~, it 3TitT ~ ~ ~ ~ f.ICJR=tfuia Slcnl~n;q
(1) Plane mirror ~it~~~?
(2) Convex mirror (1) ~~
(3) Concave lens (2) ~~
( 4) Convex lens (3) ~ "ffi:r
64. In the following table, the readings of an (4) ~ "ffi:r
odometer at different times ·of a journey are
64. ~ "ffi\OiT it ~ <mn ~ ~ ~ -q"{
given·
Odometer
Time(AM)
reading (km) 3fts'llfl?:( Cfi1
~(AM)
8·00 6640 q ld<-1 i"h (km)

8·30 6658 8·00 6640

9·00 6676 8·30 6658
9·30 6694 9·00 6676
10·00 6712 9·30 6694

The speed of the vehicle iri metres per second 10·00 6712
is
.
~ cfit lfiG( >rfu ~ it ~ ~
(1) 10
(1) 10
(2) 18 (2) 18
(3) 20 (3) 20
(4) 36 (4) 36
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65.- An object of mass 5 kg is sliding on a smooth 65. 5 kg~ CfiT ~ ~ fOI~OJdf;d

fifus M
frictionless horizontal surface with a constant ~ ~ 1R 10 lftR >ffif ~ ~ f.r:Rf ~ ~
velocity of 10 metres per second. The force ~WI~ l~fifus~~~~TIRr~~
required to keep the object moving with the
~~~~
same velocity is
(1) 0~
(1) 0 newton
(2) 50~
(2) 50 newtons (3) 250~
(3) 250 newtons (4) 500 ~
(4) 500 newtons
66. lfRCf cfi't ~ ~ ~ ~ ~ ~ ~ soq CfiT
66. Select the correct sequence of parts in the 'qGR~ I
human alimentary canal.
(1) ~ ---7 ~ ---7 ~ ---7 ~ ---7
(1) Mouth · ~ oesophagus ~ stomach ~
small intestine ~ large intestine ~
(2) ~ ---7 3WJWJ ---7 ~ ---7 ~ ---7
(2) Mouth ~ stomach ~ oesophagus ~
small intestine ~ large intestine ~
(3) Mouth ~ oesophagus ~ stomach ~ (3) ~ ---7 ~ ---7 ~ ---7 ~ ---7
large intestine ~ small intestine ~
(4) Mouth ~ stomach ~ oesophagus ~ (4) ~ ---7 3WJWJ ---7 ~ ---7 ~ ---7
large intestine ~ small intestine
~
67. After physical exercise we sometimes get 67. ~~~~-~~~.q~
muscle cramps. This results due to ~ (~~m~) ~ 1 ~CfiRUT~
(1) non-conversion of glucose to lactic acid (1) ~ CfiT ~ ~ .q qf{qfct\1 ~
(2) conversion of pyruvate to lactic acid ~
(3) conversion of pyruvate to alcohol
(2) ~ CfiT ~ ~ .q qf{q{d(1 ~
(4) non-conversion of glucose to pyruvate
(3) ~<fiT ~!:!T~ .q qf{qfdd ~
68. Select from the following a set having correct
(4) ~ CfiT ~ .q qf{qfct(1 ~ ~
combination of organs that do not carry out
any digestive function. 68. f.t1001R1fuld .q ~ ~ ~ ~ mTjl ·~ ~ ~
(1) Oesophagus, Buccal cavity, rectum ~ Cf)) ~"it~ -qrq;r cwt ~ ~
(2) Oesophagus, large intestine, rectum (1) ~.~~.~
(3) Oesophagus, Buccal cavity, large (2) ~.~.~
intestine (3) ~·~~.~
(4) Small intestine, large intestine, rectum (4) ~.~.~

69. The part of alimentary canal which receives 69. ~ ~ CfiT ~ ~-m m7T ~ \if) ~ ~ itffi
bile juice from the liver and stores it in gall m~~~~ ..q~cn«n~?
bladder is (1) 3WJWJ
(1) Stomach
(2) ~
(2) Oesophagus
(3) Small intestine (3) ~
(4) Pancreas (4) ~
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70. The correct sequence of the complex processes 70.

involved in the digestion of food is
(1) Ingestion ~ absorption ~ digestion ~ (1) ~ ~ 3l"ll~n"lol ~ ~ ~
assimilation ~ egestion
fC! i•ft<.f)(OI ~ R&:fiF8"1
(2) Ingestion ~ digestion ~ absorption ~
assimilation ~ egestion (2) ~ ~ ~ ~ 3l"ll~n"lol ~

(3) Ingestion~ digestion~ assimilation~ fC! i•ft<.f)(OI ~ R&:fiF8"1

absorption ~ egestion
(3) ~ ~ ~ ~ f<:!i•ft"h(OI ~
(4) Ingestion~ assimilation~
3lcll~fl!:lol ~ R&:fiiB"1
absorption ~ digestion ~ egestion
(4) ~ ~ f<:!i•ft"h(OI
71. Study the following statements about villi : ~ ~ R&:fiiB"1
A. They are finger-like projections. 7 1. ~ ~ ~ .q f.I8R-!Rsi<1 Cfi2RT CfiT 3f~
B. They have very thin walls. ~:
C. They have small pores through which A. ~~~Wffi~~~~~ I
food can pass easily. B. ~~~~~·~1
D. They have a network of thin and small C. ~ $ ~ ~ ~ ftf;ffi ~ 3W1Ffi ~
blood vessels close to the surface. ::f.R~~ I
The statements which enable the villi to D. ~ ~~ ~m ~3li CfiT ~ ~ WOT
absorb digested food are ~"it~"'FJ~wflq~~ I
(1) A, Band C ~ CfiT ~ ~ CfiT 3lC4:tn~(1 Cfi8 ~ ~
(2) B, C and D ~~Cfi~~
(3) C, D and A (1) A, BCf C
(4) D,AandB (2) B, CCf D
(3) C, DCf A
72. Which of the following statements are true (4) D,ACfB
about photosynthesis ? 72. f.I8R-!Rsi<1 .q ~ ~-~ ·~ "51'Cfim-~llft!:lol ~
A. In this process solar energy is converted ~-ij~~?
into chemical energy. A. ~· ~ -ij ~ ~ (IBiliR"h ~ -ij
B. In photosynthesis C02 and H 2 0 are qf{qfd(l ~~'I
used. B. "51'Cfim-~llft!:lol -ij C02 Cf~ H 2 0 CfiT ~
G. In photosynthesis C0 2 is released and f.f;<n \jfffi'f ~ I
0 2 is consumed. C. "51'Cfim-~llft!:lol -ij C02 ~ irnT ~ Cf~ 0 2
D. In photosynthesis 0 2 is released and "3tf~~~ I
carbon monoxide is consumed. D. "51'Cfim-~llfl!:lOI -ij 0 2 .~ ~ ~ Cf~ ~
"ti·i'i<tBI~s ~ ~ ~ I
(1) A and B (1) ACf B
(2) Band C (2) BCf C
(3) C and D (3) CCf D
(4) AandD (4) A Cf D
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73. Before playing a sitar, a sitarist always 73. fu<m~~~~~~$~~

adjusts the tension of the string of the sitar
cfit sltT ~ CRTcf ~ ~ 'i 141 Dt d Cf)«fT ~ 3fu ~
and tries to pluck it suitably. By doing so the
sitarist adjusts the
~ >fCfiT{ ~ ~ ~ cnr >rm=r Cf>«fT t 1~
~ fu<m ~ ~'illtlNld Cfi«fT ~
(1) loudness of sound
string . (1) fu<mcfit sltl~ ~ ~cfit~

(2) amplitude of vibrati ( 2) cpq;r cnr 3Wnlf

(3) intensity of sound

(4) pitch of the string 0 sitar

74. mtt ~ "J3R ~ ~ $

~ 3llR 1ffi1 1%
74. Porters who carry liea luggage always have
~~cnr~~~ 13llR"fm-q"{~.
a long piece of cloth with them. Before ~~~~-a;~~~~~cfit
carrying the load on th r heads they fold the ~ -q ~ <f)\ 3ltR tm -q"{ ~ -m ~ -q"{
cloth in the shape of a und disc and place it ~~~~~~-a;

on their heads. By doin (1) 3ltR 1m ~ ~ ~ ~-aJ;r ~ ~ ~

(1) increase the area f contact of the load of ~
luggage with thei head
(2) 3ltR 1m -q"{ ~ ~ WTnl: GR1 ~ erlT ~
(2) decrease the fore exerted by the load of ~
luggage on the he d
(3) ~cnJ~erll~~
(3) decrease the thru t of the luggage
(4) ~ ~ ~ 3ltR fm: CfiT ~ <f)\ ~
(4) save their heads om possible injury
~

75. For the conservation f forests, a successful 75.

strategy is essential This strategy should
CRT ~ ma:M
~ ~ 1% ~ ctirMlRl ~
~ I ~ ctii44'1Rl -q ~ ~ ~
involve
(1) ~ ~ ~ ~ ~ ~ ~
·CRT
(1) comprehensive programme for the
protection of ll the physical and ma:M~~~~
biological compo ents of forests

(3) ~mcnr~
(3)
(4) ~ -q)"!!fi ~ ~ ~m, 3l~ ~ ~
(4) protection of a imals at highest trophic
'ii~l$1ft41, cnr ~' ~ -a; llllctil$1ft41
level, i.e., top c rnivores, as they depend
directly on her vores
-q"{ ffiq f.!m ~ ~
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76. Some dinosaurs had feathers although they 76. "¥9 sr4"lr«<u ~ -q"{ ~. ~ ~ ~ ~ ~ ~.
could not fly, but birds have feathers that help 'R;:g -qf~ ~ 1R ~ ~ \lll ~ -q ~ ~
them to fly. In the context of evolution this ~~ IWcnrn~~-ij~~~t~
means that
(1) ~ CflT Wcnrn -qf8Fif ~ ~3TI t
(1) reptiles have evolved from t~e birds
(2) birds have evolved from reptiles (2) -qf8Fif CflT Wcnrn ~ ~ ~3TI t
(3) there is no evolutionary connection (3) ~ ~ -qf8Fif ~ Gft:q ~ ~Cf)l4!4
between reptiles and birds ~q~t
(4) feathers are ho~ologous structures in (4) ~~~-q-q"{~ W1~
both the organisms

77. ~-~ ~ ~Cf)ffqCf) ~-Wo t I ~ ~

77. Geothermal energy is an alternative source of ~ ~~ ~ ~ ~ ~
energy. For this energy, the most feasible ( ) \lll ~ ~~ f.:leR ~
regions are those that 1

(1) are near the coastal regions (2) ~~~~~

~'C!' 1:!
(2) have coal mines (3) ~ ~ ~~ ~
(3) have thermal power plants (4) \lll ~ -ij (f'C(f ~ ~ ~ ~
.
(4) are over hot spots in the crust

78. r.~~·~ R1 R9d -q ~ cfH mgm ~ ~ ww· CfiT ~

78. Select from the following a set of three metals \lll~~-ij~~~ I
which are found in free state. (1) ~ijf?:rf.r4li, q;'fq"{, ~ (~)
(1) Aluminium, copper, silver (2) 1ffi;s ("ffi;n), ~. ~
(2) Gold, iron, silver
(3) q;'j'q"{, 1ffi;s' ~
(3) Copper, gold, iron
(4) ~. 1ffi;s, ~
(4) Silver, gold, platinum

79. f.r~R1R9d ~311 -q ~ ~~ ~ \lll

79. Select· from the following the reaction(s) that
~t~:
is/are possible :
A. Al 2(S0 4) 3 (aq) + Cu (s) ~
A. Alz(S04) 3 (aq) + Cu (s) ~

B. FeS0 4 (aq) + Zn (s) ~

B. FeS0 4 {aq) + Zn (s) ·~

C. CuS04 (aq) +Fe (s) ~

C. CuS0 4 (aq) +Fe (s) ~

D. Al 2(S04) 3 (aq) + Zn (s) ~

D. A1 2(S04) 3 (aq) + Zn (s) ~

(1) AandB (1) ACiB

(2) A (2) A
(3) AandD (3) ACiD
(4) BandC (4) BCfC
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80. The crop nutrients available in fertilizers are 80. ~ if ~ ~ if; ~ ~ ~

(1) nitrogen, potassium and iron

(2)
~'~
"li$~Fil"i,
~ ..,
Y'llf';hiH'I
~~
~~~
"~~
4kPiiO!ll'l
(2) nitrogen, phosphorus and potassium

(3) nitrogen, phosphorus and iron (3) "li$?1\Jl"l, Y'lif':hlH'I ~ ~

(4) nitrogen, sodium and potassium (4) "li$~1\Jl"l, ~ ~ cfl~~IO!ll'l

81. Out of the following, in which lesson is a 81. f.P•""l R-tfulo if -B ~ ~ if ~ ~ f.r:m
general rule explained first and after that ~~~~~~~~~~~?.
examples are illustrated ?
(1) Fllll'l"llrl'lCfi ~
(1) Deductive lesson
(2) 3"'1111l1"llrl'lCfi ~

(2) Inductive lesson (3) ~~Hirl'lCfi ~

(3) Cognitive lesson (4) ~~

(4) Skiillesson
82. ~ if Yldil'il"'li-~ if; ~ if R'""l~fuH1 if
82. Which one of the following is most appropriate -B~-m~~t?
about curriculum planning in Science ?
(1) ~~if~\lf"RcrrB~~
(1) It is done to map the scientific topics en) f.tmttr <m- if; ~ ~ \iffift t
studieq in each term
(2) ~ ~~cn)~~-~if;~
(2) It is done to combine the scientific study ifi WI ~ ~ ~ ~ \liT(ft t
with work in other subject areas
(3) ~~~if;~~~~q)J
(3) It gives details of each unit of work for
each term
fc1cRur tfi t
(4) ~ ~ 1R f.rflfu <m- if;~~~
(4) It is done to plan, the specific learning
objectives of each lesson to build .upon ifi ~ 31f'Wlll ~ ~ ~ Gf.fR ifi
prior learning ~~\l~T(ftt

83. A ti~htly structured lesson of Physics if taught

83. ~if;.~ \<\10f -B ~~cit~·~

with little flexibility is least conducive to the ft~~IJIY"l ifi m~ ~ \lffiJT t oT ~ ~ ~

learning of the student who if;~ if;~~ Cf)tl ~~
(1) is hyperactive (1) t
\ll) 3"1 R1 fsf;;q Ptft f1

(2) is culturally disadvantaged (2) \ll) ~ ifitRl Cfi \<\10f .-B ~ t

(3) has an IQ of 85 (3) fur<€t ~-~ 85 t

(4) has an IQ of 125 (4) fur<€t ~-~-125 t
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84. Lesson pl.anning in Life Sciences should be 84. ~ ~ -q ~-~ ~ urR -q
guided primarily by the consideration of ~~~~~~~~~
(1) meeting the needs of the average child in (1) Cf>a:TI ~ ~ ~ ~ 3ilcWFfidl3lf ~ ~
the class
Cf>8
(2) satisfying parents
(2) .~~~Cf>8
(3) the curriculum goals and learning
outcomes (3) 41dil"''(!f ~ ~~ 3ln: 3lf'Wl111:fftuw:il
(4) providing pupils with work (4) ~~~~~

85. When upper-grade children do research work,

85. ~ ~ q:;a:n ~ ~ mq_ ~ ~ t m
the major problem the teacher has to contend
ftr~ ~ ~ ~ ~ ~ ~ ~ t, ~

with is
t
(1) ~~~
(1) finding appropriate materials
(2) ~ '4\ Rlt~1~4'1 T"rC3fd~Cf)=l~=lj -q ~ Cfi1
(2) scheduling time in school library on
~.;:ftCf){OI Cf>V{l
internet
(3) ~ 3'R1Cfll~(! Cfi1 ~ mH Cf>VfT
(3) gaining the co-operation of the public
library (4) ~ ~ ~ ~ fcl~CI<.hl:d'i 3fn: ~
~ ~: ~ ~ ~ ~ '5MTCft ~ ~
(4) discouraging children from copying
verbatim from books and encyclopedias ~ liPk:~f"l Cf>VfT
and guiding them effectively ·
86. ffl&1Ul ~ ~ ~ - - - ~ ~ ~
86. The project method of teaching is best m~~m~~~t
associated with the philosophy of (1) ~~
(1) Max Rafferty (2) ~~
(2) John Dewey
(3) UG!i~
(3) Robert Hutchins
(4) ~.1J;f). ~
(4) B.F. Skinner
87: fcrolf~ ~ ~ Cf>8 ~ ~ ftr~ ~
87. A teacher is conducting a demonstration to
motivate students, but the demonstration does Cfi1 ~ Cfi«<T t ~ ~ Cfi1 ~8.10
not result in the expected outcome. The ~ ~ w lffifT 1 ftr~ ~ ~ ~m
teacher is best advised to
~t
(1) withhold the demonstration and do it
( 1) ~ ~ ifq;;n 3ln: dB ~ Cf>VfT
again
(2) tell the chiss that the demonstration (2) q:;a:n ~ GRfR1 f<fi ~ ~ mTflfT
failed and ask them to help/determine 3fn: ~ Cf>RUT f.rmfuf ~ I~ Cf>8
the reason ~~~
(3) find out and explain the cause of failure (3) fcrolf~ ~ m~ ~ 'Cf){ ~ ~
of the demonstration by involving 3ift q:;~a 1 Cfi1 Cf>RUT '401 ~ cr ~ ~
students
( 4) ~ ftl"l'"Cil!Cf) ~ -qffi '% ;flc: ~ ~
(4) send a note to the Science co-ordinator,
asking him/her to come to the room ~ Cf>8.1 -q 3lR ~ ~ q:;m TflfT t
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88. Which of the following techniques is not 88. ~ <tt \iiR:t'id I <tt 51fdfsillll ~ ~ -ij
recommended for the Science teachers to· use f.p•OOJR1f@a -ij -B ~-~ ~ ~ ~ <tt ~
in response to the complexity of learning ? fcfflR -moo <it ;rtt ~ \lfFft ~ ?
(1) While introducing a complex concept, ask (1) ~ ~Cf>('"Y"ii3TI <it m ~ ~.
only open-ended questions to stimulate
~~~<it :si)~lfud ~ ~ ~
thinking of students
~~"3W~~q;r~
(2) Take a pre-test to find out previous
knowledge of students (2) fcrnyf~ ~ ~ ~ q;r 1«fT wrR %g
~-w~~
(3) Use manipulative materials for
explaining the subtle processes (3) 1"@ >rf~<:rFffi <fiT ~ %g m""0-51'1:1 IR1d
~q;r~
(4) Plan the level of instruction slightly
above the level of individual students but (4) -m~ ~ <it 31Wf-31Wf ~ ~ ~
well within the level of the class
~ ~~<f)~~~<tt~~
-B
~~

89. In a mixed ability class with students in

89. Rl001R1f@a -ij -B ~-~ fcrttr ~ ~ ~
different stages of cognitive development,
~ "Cf>~, ftm-ij .fcfwff ~~Hk'"ICf> ~ ~
which on~ of the following strategies will be
most suitable? ~ ~ -ij ~. ~ ~ ~ ~ Wft?

(1) Using hands-on activities involving (1) ~3TI <it~~~ -B <tt "\ii"R
1@
concrete objects for simplification of ~ ~ WU ~ ~q:;('<l;;ll3it q;r
abstract concepts ~Hci)Cf){UI

(2) Regrouping the class into four groups as (2) ~ WU ~ ~ ~~Hir'"ICf> ~ ~

per the four stages of cognitive ~ ~ 3WfR "Cf)~ q;r "'I:IT{ ~ -ij
"'I:IT{
development proposed by Piaget
~: c:pffCf>{UI
<
(3) Planning individual instruction for gifted
students
(3)·~ ~ ~ ~ ~-~
( 3Wf1T -B rn~) <tt ~
(4) Taking an average of the IQ scores of
students and planning teaching (4) fcrniT~ ~ N-~~ q;r ~
accordingly RCf>I(1Cf){ ~ 3WfR -m~ ~ ~

90. fcfflR <tt q;~ -ij Rl001R1 I"@ a ~ -ij -B

90. Of the following activities in a Science class,·
the one with least educational value is
~~"Cf)l1~~~?

(1) Constructing a model

(1) ~ q;r f.n:riuJ ~
(2) Reading about a simple experiment
(2) ~m~Gfit-ij~

(3) Discussing a scientific principle (3) a~IRCf> ~ <tt ~ ~

(4) Drawing a design (4) ~GR"RT

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Candidates have to do questions 31 fo 90 qft~ cnT JlR 31 it 90 err rrT 'ITPT II (TffiJm q
EITHER from Part II (Mathematics and Fcfm;T) err 'ITPT III (R141!Jii11 ~I "'' ,~~
Science) OR from Part III (Social Fcfm;r) it q;# 'lt
Studies/Social Science).
pART III I 'm7T III
SOCIAL STUDIES I SOCIAL SCIENCE (ftliiiPfcti 3{~~ I ftliiiPfcti ftQrr;f)

Directions : Answer the following quest~ons by ~: RA!Hf&d srm ~ Yrf( # ~ ffrr!' ~ 3'/Wrr
selecting the most appropriate option. ~ ~ 1

31. Bodies that do not have their own heat and 31. ttJusftr;fij ~ ~ q ~ ~ -m, ~ ~
light, but are lit by the light of the stars are
d"IU <fit WR1 ~ ~ t ~ ~ \iffill t
known as
( 1) <!"it
(1) Stars
(2) dl'(lli:S(?I
(2) Constellations
(3) Planets (3) -m;
(4) Celestial bodies (4) @lfl<:'ftll "fqu:g

32. The place, people, things and nature that 32• ~, -ffiTT, ~ q ~ \l1) ~ ~ ~ q;) ~
surround any living organism are called
~t~~
(1) Lithosphere
(1) ~
(2) Surrounding
(2) ~
(3) Environment
(3) ~
(4) Biotic resources
(4) ~~tR
33. When one particular image is fixed with an 33. ~~~ (ff ~ q;) ~ ~ (~) ~
individv,al or group, it is known as
m~ ~ Wn \iffill t, ~ ~ \iffifT t
(1) Discriminated
(1) ~
(2) Stereotyped (2) ~
(3) Mistreated (3) ~
(4) Statue (4) lJf<f
34. Who led the Anti-British movement in 34. ~ ~ ~-fcffi~ ~ CflT ~ ~
Kittoor? ~?
(1) Ahilyabai Holkar (1) 3'1~<."41CSII~ ~
(2) Rani Laxmibai (2) u;fi~~
(3) Rani Channamma (3) u;fi~

(4) N ana Phadnis (4) -;n;n~

 AglaSem Career

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35. The Mughal Architecture is a blending of 35. '~ qltg~10l ~~ t

(1) Arab and Indian styles (1) ~q~~q)f
(2) ~q~~q)f
(2) Persian and Indian styles
(3) gctl<f ~~q)f
(3) Turkish and Mghan styles
(4) gctl<f~~q)f
(4) Turkish and Persian styles

36. mntr.=r -;it M ~ -q ~ ~ ~, ~ ~

36. Resources which are found in a region, but 3Nt ~ ~ fcf;m TJ<n' ~ ~ \ill"ffi t
have not been utilised are known as
(1) ~mfcffl mntr.=r
(1) Potential resources
(2) q I'Rl fCl Cfl mntr.=r
(2) Actual resources
(3) ~mntr.=r
(3) Waste resources
(4) 'i_~qH~
(4) Valuable resources

37. m«f <tt llRCfl ~ t

37. The Standard· Meridian of India is
(1) 82°30'~~
(1) 82° 30' E longitude .
(2) 82°50'~~
(2) 82° 50' E longitude
(3) 82°~~
(3) 82° E longitude
(4) 83°30'~~
(4) 83° 30' E longitude

38. \jfGJ ~ fuffi ~ ~ q ~ ~ "CflR11T

38. When rock fragments get compressed and
hardened to form layers of rocks they are l:ffifzy~-ij~~t ~ ~~
known as (1) ~~
(1) Igneous rocks (2) Cfli4H1R(1 ~
(2) Metamorphic rocks (3) ~~
(3) Sedimentary rocks (4) ~~
(4) Primary rocks

39. \jfGJ ~ mm fsf;m3if -ij ~ "SfcfiR cnr ~a)q

' 39. When State does not interfere in religious ~ ~ ~ ~ \iffifT t
affairs it is called
(1) tCl 'iij I:q I{\
(1) arbitrary
(2) secularism (2) ~00

(3) sovereignty (3) ~

(4) polity (4) ~

/
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40. : Which one of the following is true about 40. ~ ~ ~ ~~ ~ f.lqRifuid ~ it ~-m
classical dances ? Cf)~ ~-t?
(1) They are always superior to folk dances (1) ·~~~it~~~~
(2) There are eight recognised classical
(2) ~ ~ ~ 3116 11FlT ~ ~
forms of dances
(3) Kathakali is the classical form of Kathak (3) Cf>~, Cf)~ ~ Cf>l ~ ~ t
(4) Kathak was recognised as a classical (4) Cf)~ ~ Cf>l ~ ~ ~ ~ ~ ~
dance forin only after Independence ~~mfu~~~t

41. In the Indian freedom struggle. 'Dandi March' 41. mm ~ Wlll ~ ·~ <:JT;f[' Cf>l ~
marked the beginning of ~3110 l1R1 \ifT(fl t ?
(1) Quit India Movement
(1) 'l1f«f ~ ~
(2) Civil Disobedience Movement
(2) ~~~
(3) Swadeshi Movement
(3) ~~
(4) Home Rule Movement
(4) ~~~
42. Which one of the following is an erosional land
feature? 42. f.ti:;r~it~-m ~~~t?
(1) Loess (1) •
(2) Delta (2) ~
(3) Moraines (3)· ~
(4) Mushroom rocks (4) ~~

43. · Which of the following is a conventional source 43 . f.p:;f ~it ~;pn q(AHIIId ~ ~ ~?
of energy?
(1) ~~~
(1) Fossil fuel
(2) 11cR
(2) Wind
(3) $-~
(3) Solar energy
(4) ~~
(4) Tidal energy

44. In India, the Governor of the State is 44 · 'l1f«f ~' ~ ~ {l'rl!%.1 cfit ~ ~ Cf){OT
appointed by the t ?
(1) President oflndia (1) 'l1f«f ~ ~

(2) Parliament (2) ~

· (3) Prime Minister ( 3) )['qR li:ft

(4) Chief Justice of Supreme Court (4) ~ o:lii<!!R1<!1 ~ ~ ~tfm
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45. Who among the following Mughal rulers led 45. ~ mfij' q;r ~ ~ ~ ~ ~ ·3WT
the idea of 'Universal Peace' ? ~?

(1) Akbar
(1) ~

(2) Shahjahan
(2) ~""
(3) Humayun
(3) ~
(4) Jahangir
(4) ~

46. Who among the following was the founder of 46• ,~, "c€t ~ ~ ~ f.n::;{ it B~ ~ ?
'Khalsa' ? ·

(1) Guru Nanak Dev (1) ~~tcf

(2) Guru Angad Dev

(2) ~~tcf

(3) Guru Govind Singh

(3) ~~~

(4) Guru Teg Bahadur

(4) ~WT~

47. f.rl:;{ it B CII~~S<1 c€t Cfit.:r-~ "%!' ~ ~

~~~~?
47. Out of the following, which is the most ideal
layer of the atmosphere for flying aeroplanes?
(1) an~
(1) Troposphere
(2) 3'tlll"l4M'I
(2) Ionosphere

(3) Stratosphere

(4) Exosphere

48. ~m~~~-21Cfil~~
48. Article-21 of the Indian Constitution entitles
(1) ~~~~B
(1) Right to Freedom of Religion
(2) ~~~B
(2) Right to Equality '
C3) ~~~B
(3) Right to Life
C4)' ~~~~B
(4) Right to Constitutional Remedies
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49. The highest law making body in India is the 49. ~~~~~'~t?

(1) Parliament (1) ~

(2) )f'l:ffi ~ q ~ ~f5lqQ~Stc:>

(2) Prime Minister and his Council
(3) ~
(3) President
(4) "'41;qq1Ri<hl
(4) Judiciary

50. f.rR -q ~ ~-~ q;fl ~ ~ ~

fTr8 ~
50. Which of the following forests do not have a
distinct period of shedding leaves, and ~ ~ -;r@ ~' ~ ~ ~ 3H1¥ -;r@
therefore do not ever look bare ? ~~?

(1) Tropical deciduous (1) 3b01Cf>R:Gitfr;r ~

(2) 3W ICf> flGj tfr;r {'! C:0 IGl ~ R

(2) Tropical evergreen

(3) Temperate evergreen

(3) mwr {'IC!OIGl~R
(4) mwr~
(4) Temperate deciduous

51. ~~~~~~~~~
51. A type of farming in which higher doses of
~ ~ ~ ~ 3(<11C!:Cf>dl >rTH Cf>8 ~
modern inputs are used to obtain higher
productivity is known as
~ ~ mr
Cf)~("tldl t. t
(1) c:ufOI~<h ~
(1) Commercial Farming
(2) ~~
(2) Extensive Agriculture
(3) ~~
(3) Shifting Agriculture
(4) ~~
(4) Subsistence Farming

52. ·~ ~-Bt ~~tfll<h ~ ~-~ ~ ~

52. When a number of industries locate close to
@«f ~ ~ 3fu 3N-ft ~ ~ ~ ~
each other and share the benefits of their
closeness, it is referred to as t ~ Cf)~("tldl t
(1) 3il... ~'fT .
ll<h 03f
(1) Industrial-system
(2) . . 'fT
3il~ll<h ~
(2) Industrial region
(3) ~3l~
(3) Market economy
(4) ~ ~ ({'11ijSt>1i) ~
(4) Assembly line production
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53. A particular area from which all the voters 53. ~ ~ ~ ~~ qffi ~ ~ 3ltRT
living there choose their ·representative is ~~t<h~~ldl~
called a

54. East coast of North America and the sea

54
· ~ ~ Cf)f ~ 0?: q \ifTtJH ~ 3ffi11ffif ~
around Japan have rich fishing grounds ~~~~
because of
(1) O?:~m~~~ mu~·~
(1) a cold current flowing along the cc;>ast
(2) ~~~~
(2) indented coastal area
(3) a?: ~ m~ TPf mu ~ ~
(3) a warm current along the coast
<4) TPf CJ ~ mu3if CflT ~ ~
(4) meeting of warm and cold currents

55. fcw:f cf;t 80 ~ ~ ~ 'JI'1~@1( f.:rqrn ~

55. More than 80 percent of the population of the • ~
world lives in
(1) ~q.~-ij
(1) Asia and Mrica
(2) ~q~~-ij
(2) Asia and South America
(3) ~~q~-ij
(3) North America and Asia
(4) ~q~-ij
(4) Asia and Europe

56. When the subjugation of one country by 56. ~ ~ ~ -q-{ ~ ~ ~ ~ B <r"'41Rt<ti,

another' leads to political, economic, social and ~. €110ll~<h 3ft\ €iftRt<h ~ ~ t
cultural changes we refer to this process as o)~~q;)~~~

(1) Confederacy (1) ~

(2) Mercantile (2) Olll41ft<h

(3) Colonisation (3) 3ftqf.l~~ftq)(U(

(4) Renaissance
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57. Which of the following literary heritage of 57. f.n:=J if "B ~ ~ '81h;fi'llcn ~ CflT 3l~ ~
India means 'approaching and sitting near' ?

(4) ~

58. The system of tax became most prominent in

the period of 58. ~ 'CflR1 if ~ >r2ll CflT ~ ~ 2ll ?

(1) Harappan Civilization (1) ~~

(2) Vedic Age (2) ~ 'CflR1

(3) Mahajanapadas . (3) 'i~l\ii"N~

(4) Guptas (4) ~

59. In India, the Munda Tribe lived in the region 59.

'lffiij if, ~ ~ ~· ~ if f.rcm:r q;«fi
of ~ ?
(1) Chhotanagpur (1) ~~

(2) Bastar (2) ~

(3) Durg (3) ¥

(4) Kullu (4) ~

60. The movement of the Earth around the Sun is

60.
known as

(1) Rotation
(1) ~
(2) qf(Sf)"!OI
(2) Revolution
(3) q;~~
(3) Orbital plane

(4) Circle of illumination (4) >reftfu¥

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61. Read some points about the Atlantic Ocean : 61. 3it~iR:cti ii$1~1'R ~ ~ .q f.l~~R~h1 ov:f
A. It is 'S' shaped. ~:

B. Its coastline is smooth and straight. A. ~ ~ ~ 'S' 31~ ~ 3lfcf)R COT ~ I

C. It is the busiest ocean from commercial B. ~ Ol-00 ~ ~ -q f.!Gri~ ~ I

viewpoint.
c. ~141Rcti ~ ~ ~ ~ ~ 'i~l~l'l< ~ I
Which of the above statements are true ?
~en~ .q ~ cot.f-~ ~ ~ ?
(1) Only A and B
(1) ~A o~ B
(2) Only B and C
.(3) Only A and C (2) ~Bo~C

(4) A, Band Call (3) ~A o~ C

62. The tomb of a Sufi saint is known as (4) A,Bo~ c~

(1) Idgah 62. ~~~~ <it Cfl$1 \ifffiT ~

(2) Khanqah (1) . ~
(2) ~
(3) Ibadatgah
(3) ~~~~(1111~
(4) Dargah
(4) ~
63. Which one of the following is a 'Palaeolithic
63. RIOOl~Rsid .q ~ cot.f-m 'g<l41tll01 ~ ~ ?
site'?
(1) Inamgaon
(2) Hallur (2) ~
I
(3) Bhimbetka (3) \frmrii~~-r::lCfir-YI
(4) Burzahom
(4) ~
64. The famous . conquest of Kalinga by the 64• ~~·~~~~COT~
lft4
Mauryan ruler Ashoka was fought in present
CfifWT~.q ~~?
day
(1) ~
(1) Karnataka ~

(2) ~
(2) Odisha
(3) Kerala (3) ~

(4) Andhra Pradesh (4) 31Hl~

65 ~<it ~ cf;T ~cf~JI:ft ~<it ~ ~
65• ·
A umversa 1 1ang1,1age of th e map can be •
understood by way of ~~

(1) Conventional symbols (1) ~~~

(2) Sketch (2) 'h91fil'll ~

(3) Alphabets, (3) qOJJil~l 31~ ~
(4) Thematic maps (4) ~-~ JiHRl'll ~
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66. Which of the following complements 66. f.:n::;r -ij it Cifft;:pn AAqm q;) ~ tfl ~ ?
diversity? (1) ~ lffi!-~ -ij ~
(1) Speaking in own mother tongue (2 ) 31!H. ~ q;) 1f.1Rl
(2) Celebrating own festivals ( 3) 31!H 1Jlq \ifRT
(3) · Visiting native village ( 4) ~ -ij <:j'f;ff CfiBT
(4) Travelling in a train

67. A narrow strip of land, which connects two 67· ~~~~~\ill~~ ~q;)~
land masses is known as t"3-it \ifRT ~ ~
(1) Isthmus (1) ~
(2) Gulf (2) ~

(3) Island (3) ~

(4) Strait (4) ~

68. The year 2012 can also be written as

68. ~ 2012 f.!I•=Jfetf@d -ij it ~ >JCflR it ~ iffiiD
(1) BC 2012 "\ifHfCfioT ~ ?
(2) EC 2012 (1) "ifi.Bt. 2012
(3) AD 2012 (2) tBt. 2012
(4) AP 2012 (3) v,.tt. 2012
(4) v,.1ft. 2012
69. Most suitable statement about Biosphere is
(1) Man's immediate surroundings
69. ~Cilios~ ~ ~ -ij ~ ~ q;~ ~
(2) Plant and Animal kingdom
(1) ~ CfiT dlfCfilf"etCfi ~
(3). Land, water, air, plants and animals .;

(4) Various domains of environment ( 2) "tftii 3"itt ~ "\if11(f

(3) ~. ~. ~. ~ 3"itt ~
70. Where, among the following, is the mid-day
Sun exactly overhead at least once a ye~ on
all latitudes ?
(1) Between Tropic of Cancer and Equator 70. it ~. ~ 3la:mri "({\ ~ CfiT
Pt!O=lfetf@d -ij
only ~ ~ -q "Cfill-it-"Cfill ~ GfR m ~it~
(2) Between Tropic of Capricorn and ~?
•·
Equator only .

(1) ~~WI 3"itt ~ ¥ ~ l"f~

(3) Between Tropic of Cancer and Tropic of
Capricorn (2) ~~WI3"itt~¥~~
(4) Between Arctic Circle and Antarctic (3) ~WI 3"itt ~WI ~ l"f~
Circle
(4) ~ "¥ 3"itt 3F"llchR:Cfi ~ ~ l"f~
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71. Which one of the following is the most suitable 71. f.p::;r -q ~ ~-~ ~&lUT ~ ~ ~ ~
teaching aid to show proportionate size. and 3iljq1RtCfi atr q 3TICflR col ~ ~ ~ ~
shape of continents ? m~~~?
(1) Physical map of the World
(1) ~cnr~~
(2) Poster of the Earth
(2) 1~cnl~
(3) Globe
(3) ~
(4) Political map of the World
(4) ~ cnr <l'li~RtCfi ~

72. Which of the following is the most important

feature of a book on Social Sciences at the 72. ~ ~ 1R fll'iiMCfi ~ ~ ~ ~
national level ? f.p•=JR1fuld -q ~ ~-~ ~ 'i~fi=4l{?l ~
(1) It 'should not include lengthy texts as it ~ ?
is difficult for children to remember
(1) ~ ~ ~ ~-~ ~ -;r@
lengthy texts
~~~~~-~col~
(2) It should provide information in a crisp q;8-ij~col~~~
and systematic way to · facilitate
memorisation (2) ~~3:fn·~~-q~~q
(3) It should be such so as to enable all q;u;fi ~ Olfco ~ em
-q ~ ~ ~
social groups to relate t«? it
(3) ~ ~ ~ ~ Olfco ~ ~l'iiMCfi ~
(4) It should not follow any particular school ~m~~m~
of thought specially in ~ting history
(4) ~ ~= ~ ~ -q, M
~ ~ cnr ~ -;r@ <f>BI ~
73. Parents of a first generation learner express
their inability to help their child in dealing 73. )[~~~~~~,~~
with his/her educational problems during a ~ ~ (PTA) -ij 3fCR ~ ~ ~
PTA. As a teacher you should
)
~3li~~-q ~~col~
(1) ask them to join centres established for ~~I ~~~~~-q 3ll1"r
adult education
(1) ~·~ ~~ ~ ~ ~ ~ -q \ifR ~
(2) ask them to carefully monitor the time
their child devotes to his studies at home ~~

(3) comfort them by telling that their . {2) ~ 31CR ~ ~ tR 1:R ~ 1:R ~ \ifR
knowledge about their child is of utmost ~~col ~H'i_cfCfi ~ ~ ~ ~
importance in helping to deal with their
(3) ~~~~~~fcf; 30f1H~~
child
~ -q ~ ~ "3;r ~ ~ ~ q;8 -q
(4), ask them to provide an environment rich ~ cn8 ~ ~ ~ 'i~f'=4l{?l ~
in different types of learning materials at
home (4) ~ tR 1:R ~ )I"Cf)"R ~ ~ ~ ~
~ c@lq(UI ~q ~ ~ ~ ~
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74. The collection of weather information by using 74. ~ 3qq;(ofi ~ WU ~ W4Ftll ~ ~
weather instruments is an example of ~~~
collecting
(1) m~~<nT
(1) Primary data
(2) ~~q:)f
(2) Secondary data:
(3) ~~q:)f
(3) Tertiary data
(4) fcr~ ~ q:)f
(4) Generic data

75. ~141NlCh fc!w-r ~ ~ ~ ~ )JCf;l'{

75. A Social Science teacher often takes an ~ (<\qJr4Cf; ~ ~ ~ ~ ~ ~
objective type formative assessment but she WU fclq;fBd W8:lUT ~ fcl~q~;ft~dl -q"( WCfiT ~ I
has a doubt about the reliability of the test
~ )JCf;l'{ ~ ~ ~ fCl~q~;ft~(11 q;) ~ ~
developed by her. What should be done to
increase the reliability'ofthese assessments? ~'fm~~?

(1) Use standardised test (1) w8:lUT q:)f

41'1<tl td m
(2) Use questions given in the booklet of (2) "Q{f.Bt.t31R.tt. wu 51Chl~ld 3i!J~(OJ(<\tfl
exemplars published by NCERT ~3ft -q ~ ~ ~ q:)f m ~

(3) Try to find out what other teachers do (3) ~ 'W WTHT fcf; ~ Wa:fcfi 'fm ~ ~
(4) Increase the number of questions (4) ~·~ B&n GR9RT

76. Continuous a~d Comprehensive Evaluation 76. ~ 3fu: ~ "!._C"'!llcn-1 ~ ~ it

mainly focuses on _ _ _ -q"( iffi tfT ~ I

(1) continuous testing to improve the child C1) ~ ~ ~tm ~ ~ (111l(ll'{ W8:lUl <fi8
(2) continuous observation of the behaviour (2) ~~~ q:)f ~ 3lC4~.-ilCh"1 q;8
of the child
(3) ~. ~ 3fu: mw ~ rna.n 'tf{
(3) education of Head, Heart and Hand
(4) ~~~q;)~~(~
(4) promoting weaker ineligible students to -q;a.n) -q"( m <fi8
higher grade

77. ~141NlCh fc!w-r q;) ~ q;) - - - - ~ ~

77. Social Science should equip children with ~~~I
(1) the ability to follow social rules about (1) ~~am -q ~141NlCh ~ Cfll' 11R'f.f·<fi8
gender
·~ 1.!ln«n
(2) the ability to withstand social pressure
C2) ~141N1q; ~ -Cf;) M ~ 1.!ln«n
(3) the ability to think independently
(3) ~~it~ q;8 ~ 1.!ln«n
(4) the ability to defend social practices
(4) ~141NlCh ~ q:)f ~ q;8 ~ ~
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78. The median score of a class of 51 students is 78. BI41NlCfi ~ ~ li't'lk4Cfi ~ ~ 51

36 in a summative assessment in Social ~~ ~ Cfi&lf q;y lJ~ 36 ~ I ~ ~
Sciences. It suggests that tn~~
(1) the majority of students scored below 36 (1) 31['~ ~ ~ 3lCfi 36 ~ ~ ~
(2) 25 students scored marks equal to or
(2) 25 ~~ ~ ~ 36~ ~ <n "3ilR ~
above 36
(3) ~ ~ ~ 36-46 ~ Gftq ~
(3) the majority of students scored in the
range of 36 - 46 "SITH ~ ~

(4) 36 percent of the content is learned by (4) mWT36~~-Cffg~~

them 79. BI41NlCfi ~ ~ ~ ffi~ ~ fu"Q: Cfi&lf ~
·~ ~ ~ ~ ~ ~ GJR· ~ Cf>t.J-m o~ ~'Qtfi
79. Which one of the following should be the most
~~<ir<:r~?
noticeable for a Social Sciences teacher about
a discussion held recently:? (1) fcml~ ~ tt ~ ~-~ ~ ~
(1) Students started questioning their Cfi8 W1 ~
co-students directly (2) ~ ~ ~ ~-~ q;) Gftq ~ ~
(2) Students interrupted their co-students ~~Cfi\Wn m
frequently
(3) Cf>1{ ~ ~ ~ fcrolf'~ ~ '{Uf(e'qOI
(3) No student seemed to be agreeing fully ~~m
with other students
(4) Students refused to listen to their
(4) ~ ~ ~-~~ <fiT Gffif wR ~
co-students completely ~ 1HT Cfi\ Wn m
80. BI41NlCfi ~ ~ ~ 41dil'<il~i "Cfi1 f.lJOOl~Ug('l
80. Which of the following is an advantage of a ·~ ~ Cf>t.J-m ~ ~ ?
spiral curriculum in Social Sciences?
(1) ~ ~ ~ ~ 3fR 1% ~ B4~1Clitf ~
(1) Retention of the concepts for a longer fu"Q: {"jCf)fq"ll~ q;y lf'Q"RUT
period of time and with deeper
(2) ~ ~ ~ {"jCf)fq"ll~ "Cf)f ~ "Cf)8T
understanding
(2) Ability to apply the concepts across (3) ~ (theme) 3llmfuf ~ "Cfll f'CICfimd
disciplines Cfi8 ~ 31cmU q;) ~
(3) Increased opportunities to develop theme ·(4) fiCflfq"ll~ "Cfll ~ ;;s~~~'t?i afR sufiflJCfl
based learning ~

(4) Make the concepts more purposeful and 81. ~3fR~q;y~~~·

relevant BI41NlCfi ~ ~ ffi&l"Cfl f.l1001k-tftso ·~ ~ %B
81. While assessing the attitudes and. values, a fcrcRoy~q;) ~~~~?
Social Science teacher may assign weightage (1) ~ ~ fcrqffi q;) f.:rm "{C\q ~ ~
to which of the following descriptors? "Cf)8T
(1) Passively accepting ideas of·others
(2) ~~~~~~"Cf)81
(2) Feels free to ask questions
(3) ~~~m~ Wi~~~Cfi8T
(3) Does not share credit with other children
(4) Does not wish the teacher everyday (4} ~ -m~ q;y ~ ~ "Cf)8T
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82. Which one of the following is not

82
•
f.fR -ij. ~ ~-~ ~ ~ ro~ itt ~
recommended by CBSE for Formative 'i)iiR:ct '"l~ictiot' ~ ~ ~ ;rtf t?
Assessment ?
, (1) Wo-:3lJmfuf fcii(JjqO(
(1) Source-based analysis
(2) ~Cf~
(2) Models and charts (3) 3lftrq; ~ ~ wa:JUT CfWfT
(3) Too frequent testing (4) m~ ~-~ ~ ~ SIIIOllfOICfl ~
(4) Using auth~ntic sources of primary texts Cfil~

83. Which one is right in reference to Social 83. f.JR -ij ~ ~-~ ~ ~ 'R ~!'liPicti fcmH
Science at elementary level ? ~~-ij~t?

(1) History- Geography- Political Science - (1) ~ - ~ - ~ fcmT;r -

Economics 3l~

(2) History- Geography - Political Science - (2) ~ - ~ - ~ fcmT;r -

Sociology ~'li'Jiltllf51

(3) History - Geography - Civics - Sociology (3) ~ - ~ - ~ ma -

~'li'Jiltllf51
(4) History - Geography - Economics -
Sociology

84. · If a teacher wants to teach 'evolution .of life' 84. ~ <fit ~ (~)' ~ roa:JUT %g ~
he/she must visit q;) 3lCWi ~ CfWfT ~
(1) Natural history museum (1) srrtRtCfl ~ ~~151(1~
(2) Archaeological museum (2) g<rdi~Cfl ~M1(1~
(3) Zoological park (3) ~~~lEI<
(4) Animal sanctuary (4) 'lftcr ma:JUT mH (~ ~)

85. The following factors form a basis for teaching 85.

Social Science except ·

(1) to promote analytical skills (1) fcii(JjqU((rJOlCfl ~ q;) ~ ~

(2) to promote social skills for adjusting in (2) ~ ~ -ij ~'lrl{l'Jiot ~ ~ ~r'lrPicti
global world ~q;)~~
(3) to transmit information on texts (3) ~-~ 'R ~.m <nT ~ ~
(4) to develop critical understanding of (4) m <fit 3il~i)T.Iotlr'lCfl ~ fc!CflfBd ~
society
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86. While teaching democratic polity, a Social 86. l:'il"hdif?lcn ~ ~ ~ ~I!Oll~"h ·fcrm;if cfiT
Sciences teacher invites an expert of Political ~ q;~ ~ ~ "Ch8 ~ ~ ~
rnf8JChl
Science from a local college to speak to her ~~~~·~~q;)~
class. Before the expert could speak to her
q:;«ftll~~~~~q;~~
class, t:qe teacher must share with him which
~ "Cht, rnf8JChl q;) f.lqR1f@d -ij ~ ~
of the following ?
~~m~~~?

(1) Text-book prescribed fo~e class (1) q;~ ~ ~ Slf<llfcld ~-~

(2) Kind of assessments that will be based (2) ~~~ 3llmfuf ~ Cf)l >TChR
on this topic
(3) q;~ -ij ~ fcJwff ~ ~ \ll) ~ ~

(3) There are some students ·belonging to ~~~

reserved categories in the class (4) ~ ~ ~ ~ 3i~~l"tlr!Ol"h ~

(4) Instructional objectives for the topic

87. v:<fi"i:h~-ij~ ~ ~~~ ~~

~ 0~ ~ CflRUT ~ q;~ -ij ~i~ffiq; fclfcr'QOT
, 87. A class includes some tribal children and as a. Cf)l ~ t I Wa.rcli ~ ~ >lmcfi eM ~
result there is an environment of cultural ~RlRicl "Ch8 %g f.lqR-ffulo -ij ~ ~-m ~
diversity in that class. Which of the following
~~mrrr?
would be the most suitable method for the
teacher to use this effectively ?
(1) ~~~~~~~~

(1) Asking students to tell about their tribes ~ ~ ~ GfR -ij ~ 3fu~ \lfR
and relate the information to topics ~~~~~~

being taught (2) ~~.-ijmm~~~

(2) Highlighting the role of freedom fighters ~•11f.l~1 cfiT ~ "'hl ~ Cfl8T
such as Birsa Munda during the freedom (3) fcmlf~ ~ ;w:r;ft ~ 3fu ~ ~
movement ~ ~ '{<"'llqH ~ ~IOlllf.ld ~.3lf

(3) Asking students to carry out action

~ ~ ~.~ fshJO!kR"h m'Q "Ch8 ~ ~
~
research on topics related to their
culture and valued by them the most (4) ~ 'l1"1'llldlJOI ~10ltffi~1 3fu ~ q;)
~'Ch8T
(4) Displaying tribal artifacts and costumes
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~~~~~~3WW{
88. .Normative dimension of Social Sciences 88 ·
includes which of the following dimensions? R'""l R1 Rsie1 3W!Tlit -q ~ ~ ~ <fi@ ~ ?

89. Which one of the following is a characteristic 89. ~ ~-m ~

Pl'""lR1RsiC1 -q (Yin""'fl:<ti)
of reciprocal learning? ~cfil~~?

(1) Responsibility for learning is shared (1) ~ q;-r 3fH~IRI('Cl fcmlf~ 3fu rn~ ·-
between the students and the teacher ~~~~nmrr~~~
(2) Learning proceeds by addressing the (2) ~ ~ CfiRUi'f q:;) ~ q;@ ~ mw.rr
causes of forgetting ~mm~
(3) Teacher reciprocates by activ~ly leading (3) rn~ -~ ~ ~ rnaJUT-~-~ CfiT
the teaching-learning process 3lli't ~ ~ 'tfGXR ~-~ q;«n ~
(4) Teacher is completing her education (4) M~ Rl~~~~ -q Cfll1f <fi@ ~ 3N-ft rnm
while working in a school q:;) 1fT q;@t ~

90. Best way to teach the topic 'Functions of

Parliament' is through
90.
(1) Lecture method
(1) 041&1H~
(2) Story telling
(2) ~~
(3) Conducting debates for arriving at
consensus over issues (3) ~ 1R -~ GHR ~ ~ em:-~ q;-r
~Cf)Gl
(4) Project work
(4) q 1{41 'll"' i Cfll1f
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Candidates should answer questions

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

WPdl2fi RklfBolfuu1 mrT ~ m ~ "JW

~q~ atft ~ ~ ~ ml!fT - I coT
~q:;~q 34~'#0 ~ m, 1 .
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PART IV
LANGUAGE I
ENGLISH
Directions : Read the given passage and answer the A 'microcosm of society'
92.
questic;ms that follow (Q. No. 91 to 99) by selecting
(1) has educational facilities
the most appropriate option.
(2) has excellent learning environment
Clearly the socialization of gender is
(3) reflects the exceptional achievements of
reinforced at school. "Because classrooms are
its government
microcosms of society, mirroring its strengths and
(4) imitates life outside the classroom
ills alike, it follows that the normal socialization learning environment
patterns of young ·children that often lead to
distorted perceptions of gender roles are reflected in 93. A 'perception' referred to here is that
the classrooms." (Marshall, 1997). Yet gender bias in (1) school curriculum supports the girl child
education reaches beyond sociali~ation patterns, (2) boys are more intelligent and lively
bias is embedded in textbooks, lessons, and teacher (3) teachers balance the bias
interactions with students. This type of gender bias
( 4) there is no bias in schools
is part of the hidden curriculum of lessons taught
implicitly to students through the everyday 94. A word from the essay which is the opposite of
functioning of their classroom. 'demonstrated' is
(1) animated
Research has found that boys were far more
likely to receive praise or remediation from a (2) clearly
teacher than were girls. The girls were most likely (3) implicit
to receiv~ an acknowledgement response from their (4) distorted
teacher. They give boys greater opportunity to
'Remediation' in the classroom is the process
expand ideas and be -animated than they do gl.rls
of
and that they reinforce boys more for general
(1) error correction orally during class
responses than they do for girls. Clearly the
socialization of gender roles and the use of a gender- (2) reinforcement of good behaviour among
learners
biased hidden curriculum lead to an inequitable
education for boys and girls. Gender bias in (3) giving special coaching for quiet students
education is an insidious problem that causes very (4) stopping a negative trend in learning
few people to stand up and take notice. achievement

91. Socialization is a process of .96. In 'inequitable education'

(1) causing to conform to environmental (1) boys get more school hours
demands (2) course books are prescribed differently
(2) succumbing to psychological pressures for boys and girls
(3) molding a child to conform to certain (3) teachers disrespect·girls
norms of behaviour (4) learning is not a balanced process
(4) learning to accept moral values of a between the genders
society
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97. An 'insidious problem' would be one that is 100. In the line 'Hope is the thing with feathers'
caused seemingly the poet is using a/an
(1) deliberately (1) imagery
(2) harmlessly (2) simile
(3) carelessly (3) allegory
(4) ignorantly" (4) hyperbole

98. A 'hidden curriculum' implies here that

101. The observation 'perches in the soul' refers to
(1) boys need preferential treatment human
(2) the school system enforces sexual (1) worries
stereotypes
(2) disappointment
(3) the curriculum is gender-biased
(3) expectation
(4) girls need more attention while teaching
(4) spirituality
99. A synonym for 'general' is
(1) customary 102. 'And sweetest in the gale is heard' means
(2) diminutive (1) winds blow loudly during a gale
(3) precise (2) sorrow is the greatest during a storm
(4) special (3) expectation of relief even in sorrow
(4) joy and happiness go hand in hand
Directions : Read the given poem and answer the
questions that {oilow (Q. No. 100 to 105) by selecting 103• 'Abash' means a sense of
the most appropriate option.
(1) embarrassment
(2) hope
Hope is the thing with feathers
(3) loss
That perches in the soul,
(4) pride
And sings the tune -without the words,
. And never stops at all, 104. 'Never, in extremity,' refers to
(1) extreme happiness
And sweetest in the gale is heard; ·
(2) longing excessively
And sore must be the storm
(3) hope costs nothing
That could abash the little bird
That kept so many warm, (4) unexpected

105. 'A crumb' is a metaphor for

I've heard it in the chillest land,
(1) hope
And on the strangest sea;
(2) sadness
Yet, never, in extremity,
(3) reward
It asked a crumb of me.
(4) food
Emily Dickinson
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Directions : Answer the following questions by 110. Which is a lexical word ?
selecting the most appropriate option. (1) some
106. According to the observation in the NCF 2005 (2) whether
[3.f.3], English is a language in
(3) principal
India:
(4) if
(1) First
(2) Global
111. Use of' dialogues and avoiding unnecessary
(3) Second details pertain to
(4) Foreign (1) reports
107. ''You ask, what has my government done for (2) story telling
you ? I can answer in two words : A lot !"
(3) writing a report or story
The question put here is
(4) listening to a conversation
(1) a prompt
(2) explanatory 112. I suggest that we all watch the movie 'TIGER'.
(3) rhetorical
It has been suggested that we watch the movie
(4) stylised
'TIGER' together.

108. Your classmate has just finished reading a The two given statements can be
book from the library that you wanted and you differentiated by drawing students' attention
want him/her to give it to you. Choose how you to the
will make the request.
(1) use of 'by' in the passive form
(1) Give me the book.
(2) the arrangement of words
(2) Can you give me the book now?
(3) change in the verb forms
(3) Let me have the book now, please.
(4) the roles of the subject and object in both
(4) Could you let me take the book now?
sentences

109. Read this exchange.

113. The purpose of'rapid reading' is
Teacher : Shall we go out to the garden and (1) extended reading
find out the names of those flowers near the
(2) seeking information
wall?
(3) for interest
Students : Yes, yes, yeah ...
(4) for specific detail
Teacher : Yes, Ma'am, please.
Here the teacher 114. The process of word formation consists of
(1) confirms the students' request ( 1) compounding and conversion
(2) offers an alternative language activity (2) conversion and meaning
(3) relates language function with politeness (3) spelling and compounding
(4) makes a polite suggestion to start
(4) using synonyms or euphemisms
reading
 AglaSem Career

w ( 46)

115. Note-taking is done 118. If the piece of writing is complete, in the third
(1) during extensive reference work person, without digressions and emotional

(2) while writing an essay

overtones
.
and logically arranged, it is a .
( 1) classified advertisement
(3) during a lecture
(2) memorandum
(4) while reading a review
(3) report

(4) newspaper article

116. Speaker 1 : Can I borrow your pencil, please ?

Speaker 2 : Why not ?

During this exchange, while assessing

students' speaking-listening skills, mark/s 119. 'Rahul received the following telegram on his
would be deducted for birthday. Write three sentences about it.'

[The input is given]

(1) the first speaker, as the question is
This writing task requires this skill :
.framed incorrectly
(1) knowing
(2) the second speaker, as the response is
f:r;amed incorrectly (2) applying

(3) creating
(3) both, since it is a meaningless exchange
( 4) analysing
(4) neither, as the context justifies this
exchange

120. 'You have to bring your own stationery. You

117. While writing, one ofthe cohesive devices use~ will need 2 pencils, an eraser and a ruler.'
is The underlined word is a

(1) imagery (1) conjunction

(2) .ellipsis (2) lexically similar word

(3) content words (3) substitute word

(4) proposition (4) reference word

 AglaSem Career

{ 47) w

Candidates should answer questions

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

'tfft&n~ Rh=iR=if@a, trrrr ~ w;IT ~ ~

CnCI (?( (ftfi ~ ~ 3r~l~ mlfr - I Cfi1
~Cf)~q ~ ~.m 1
 AglaSem Career

w ( 48)

\l1lT IV
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~

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t I W~l~llff*~'j ~ "Cfffi ~' ~- 3{~ ~eta~
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~ <Pn ~ 3fu: <tm ~ ~· ~ ffl8;lCO 3fu:
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~ fcl:i<n 3fu: t
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~ t Rl51<h(?il ~ ~ t Wfur (fR:m ~ t 3fu: (3) ~ -ij {'i:HI(""'<hdl m \lfRft t

~~~~t ~~~fll;R~~m~ (4) ~ cr ~ ~ ~m -q ~
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~ ffl8;lCO <rr ~ ~ ~ q;@ t fcf; ~ <it <tm
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~-a;~eta~-mCOT~~~t 1 (3) M ~-~ ~ ~ fffiRT
(4) ~~dW~
 AglaSem Career

( 49) w
95. ~· ~ -q ~· ~ -wrR -q-{ ~ m ~: cr$rrrr <lit ~ ~ RR!&f&d JrA1 (!!. ri.
(1) ~rf%frllq; 100 8 1os) If -~ 3forrr Fcrcn?:r ~ 1
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(3) ~rf%f4)q; 31111-31111 ~-lffifi ~ ~

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97. ~-~-q ~~I ~~~-qAt -qU(f m~

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(1) ~ ~~? .

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99. 'wrR' Cf)l ~~~
101. irt:r1 ~ 3lR ~ WlOJ ~
(1) "B111R
(1) 1fR1 ~ ~ lRFn ~ WI ~
(2) ~
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(3) mlHT
(3) ~ 31ffi4"R -q rn ~ ~
(4) 3i~4Hdl
(4) ~~~~
 AglaSem Career

(51) w
112. WR ~ ~ ~ :rrmfi ~-~ "ffift t I~ 117. ~11cHcnT~~t
<Pfi ~~11:1~ ~ ~ I~~ t (l) ~-~ ~
(1) ~~cnl
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C2) ~ -q fl10~q<1 cnT

(3) ~-~cnl ( 3) lfR -q&f CIWl1

c4) WR cfiT "%rm cnT (4) ~ cfiT ~-~ ~ q:;') 'WnH CIWl1

11s. ~-ma:JUT -q ~-m ~ ~ <fill Jii:!~'i?1 t ?

( 1) ~ -"ffilUfi
118. ~ cfiT 'Cf)~ -ij Wffim-~-~311 cnT ~
( 2) -q{tPill\'t ~ §R fii:l a 'Cf>«<l t fen
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114. ~ ~-Oif ~ ~ ~ ~ m weft _51 Rl fso~ I ~ cfiT a:fl1dl ~ ~
t I~
(3) ma:JUT-"ffilUfi cnT ~it'® t
(1) ~ -;m Cfl\ uft t
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119. ~
(4) ~~ cfiT -q{t~ ~ uft t

115. ~ -ij ~ 3fu: ~ '"lf4ict>"i cnT ~ t

(2) ~ ICf>{UI lR ~ 3flmfto ~ t
(1) ~ q:;') ~-~ ~ -ij &;n
(3) ~ cnT 3l2f ~ ~1Cf>{ 0 1 \iff.f.n t
(2) ~ ~ ~ ~ cfiT >rfsf;m q:;') \iff.f.n'
(4) ~-~ -ij ~-~ cnT ~ ~
~
~t
(3) ~ ·~ cfiT ~ \iff.f.n

(4) ~~~fel:;~~~m&T

116. ~ '"lf4iCf>'1 cnT 1% f.ff%m2f t (1) ~~"!~~

(1) ~ -q{tPill\'t ~
(2) '3tf:~~~
(2) ~ ~ -q{tPill\'t ~
(3) ~~~~~
(3) ~ ~ ~-m cnT Rtn: 3ic:tc::-i'lct>'1 CIWl1
(4) ~ ~ -q{t~-~~ ~ q:;') 'WnH CIWl1 (4) ~~~~~
 AglaSem Career

w (52)

Candidates should answer questions

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

'Cf{Tan~ RkifB-tfuAct ~ ~ m ~ ~
~qfl dtft ~ ~ ~ \T1lrT - II cnT
~Cficrq 3'i~'#ft ~ mI
 AglaSem Career

(53) w
PARTY
LANGUAGE II
ENGLISH
Directions : Read. the passage given below and
121. The passage can be called
answer the questions that follow (Q. No. 121 to 129)
by selecting the most appropriate option. (1) descriptive
(2) narrative
1. Some researchers suggest that emotional (3) discursive
intelligence can be leamed and strengthened,
(4) factual
while others claim it is .an inbom
chara'cteristk The purpose for developing ou:r 122. An. 'inbom characteristic' referred to here is
emotional literacy is to precisely identify and one's ability to
communicate our feelings. When we do this (1) understand and evaluate emotionally,
we are helping nature fulfill its design for our one's surroundings
feelings. We must know how we feel in order (2) give a calculated emotional response at
tobe able to fill our emotional needs. And we all times
must communicate our feelings in order to get (3) respond to a stimulus in the
the emotional support and understanding we environment
need from others, as well as to show our (4) be considerate
emotional support and understanding to them.
123. Here 'emotional support' suggests
2. Also, one of the first steps to developing our (1) wise counsel
emotional intelligence is to improve our (2) sympathy
emotional literacy. In other words, to improve
(3) pity
our ability to identify our feelings by their
specific names -,and the more specific we (4) tolerance
can be, the better. In the English language we
124. 'Working on your emotional literacy' means to
have thousands of words which describe and
identify our emotions, we just don't use many (1) improve one's attitude and
communication skills
of them. If you are interested in working on
your emotional literacy, the first step is to (2) control verbal or physical outbursts
start using simple, three word sentences such (3) adopt a friendly attitude while meeting
as these : I feel sad. I feel motivated. I feel strangers
offended. I feel appreciated. I feel hurt. I feel (4) work with a counsellor to support your
disrespected. When we talk about our feelings emotional behaviour
using three word sentences we are sending
what have been called "I messages". On the
other hand, when we say things like ''You 125. "I messages" are usually apout
make me so jealous" we are sending a "you (1) others' business, therefore 'gossip'
message". These "you messages" typically put
(2) expressing your views freely
the other person on the defensive, which hurts
(3) blaming others
communication and relationships rather than.
helping. (4) blaming yourself
 AglaSem Career

w ( 5.4)
126. ''You messages" are usually about 3. My mind wandered.
(1) blaming others 4. Another year gone.
(2) sympathizing with the listener
5. I tripped through a wall of pedestrians, then
(3) looking at issues from others' viewpoint suddenly a moving bus carelessly littered me
(4) .blaming yourself down into the curb. My tear-stained eyes
searched for an angel on the concrete surface,
127. The antonym from the passage for the word but the illuminated white crossing hand
'general' is signalled my insignificance.
(1) simple
6. I pushed myself up, bruised and filthy. A horn
(2) specific
quickly warned me of approaching death, then
(3) nature the yellow taxi sped through the red bulb.
(4) improve Sighing, I checked each direction, brushing
waste from my body as I joined a new crowd
128. In the context 'defensive' means and made the final push across the last road. I
hoisted my bag, checked. for my office keys,
(1) attack an injustice
then entered one of the many sky-gripping
(2) expressing.anger
fortresses of the financial district.
(3) support what is right
(4) support a point of view 7. Back to work.

129. A word that means 'of a nature' is

(1) precisely
130. 'Unseasonal winds' refer to the
(2) typically
(1) strong winds blowing that day
(3) litera~y

(4) offended (2) winds causing unexpected storm

Directions : Read the passage given below and (3) not the time of the year for such windy
answer the questions that follow (Q. No. 130 to 135) conditions
by selecting the most appropriate option.
(4) windy conditions that change the climate

1. Dust-caked clouds coated the bay, tanker

ships signalled.

2. Dozens of us wearily pressed on through the 131. Here, 'blanketed chill' signifies that the
unseasonal winds and blanketed chill. weather was
Outdoor cafe chairs were abandoned, some
overturned and others stacked waiting to (1) turning cool
tumble down. But not today. My bag felt (2) very windy and dusty
heavier on my shoulder than ever before. I
lifted it in my hand to relieve the pressure and (3) dusty and cold
dreamed of days when I, too,-was lighter. (4) chilly and windy
 AglaSem Career

(55) w
132. ' ... I, too, was lighter' suggests the narrator Directions : Answer the following questions by
(1) is very light for his size selecting the most appropriate option.

(2) was fat but light-footed 136. Iconic mode of learning is based on a system of
using
(3) is fat and clumsy
(1) symbols
(4) was light and agile
(2) images and diagrams
(3) different types of graphs
133. 'Carelessly littered me down' implies that the (4) a variety of activities
subject
(1) felt helpless and weak 137. Constructivism is a theory where students

(2) was injured in the fall and needed help (1) study a variety of dissimilar samples and
draw a well founded conclusion
(3) was treated with indifference by society
(2) are facilitated by the teacher and use a
(4) was thrown high and far after the
variety of media to research and create
vehicle hit him their own theories

(3) form their own understanding and

134. 'An angel on the concrete surface' refers to knowledge of the world, through
(1) a fellow angel after he died in the experiencing things and reflecting on
accident those experiences

(2) a good Samaritan among the pedestrians (4) construct their own learning aids,
thereby gaining hands-on experience
(3) seeing an angel as he was confused after
being hit
138. Language acquisition
(4) his colleagues walking past who would
(1) requires the memorization and use of
help him
necessary vocabulary

(2) involves a systematic ·approach to the

135. Here, 'sky-gripping fortresses' are analysis and comprehension of grammar
as well as to the memorization of
(1) tall buildings for commercial use
vocabulary

(2) large buildings for residents on that (3) refers to the process of learning a native
street or second language because of the innate
capacity of the human brain
(3) buildings that entrap the human spirit
(4) is a technique intended to simulate the
(4) tall buildings without windows, that are environment in which children learn
their native language
secure
 AglaSem Career

w (56)

139. Which is not a teacher-centered instruction ? 142. While reading for · comprehension, we
understand that the following pairs are
(1) Individualized instruction examples of homographs :

(2) Demonstration (1) lead [metal] I lead [give direction]

(3) Modelling (2) led [gave direction] I lead [metal]

(4) Lecture (3) mail [post) I male [gender]

(4) warm I tepid

140. In a listening-speaking assessment activity, [being neither too hot nor too cold]
indicate how you will assess the following
exchange:
143. Read the following examples of dangling
Teacher : Have you watched any English film
modifiers used in sentences by some students.
lately ? Tell your friend about it.
Indicate how you will assess them. [Max. 1
Student 1 : Of course. Especially animations. mark]

Student 2 :Me too. I like them a lot.
(1) Student 1 :Incorrect response
Student 2: Correct response
(2) Student 1 :Correct response
Student 2 :Incorrect response
(3) Student 1 : Incorrect response
Student 2 :Incorrect response
Student 1 : Having arrived late for practice, a
written excuse was needed.
Student 2 : Without knowing his name, it was
difficult to introduce him.
Student 3 : The experiment was a failure not
having studied the lab manual
carefully.
(1) Student 1: -1-

(4) Student 1 : Correct response Student 2: -1-

Student 2 : Correct response Student 3 : -0-

(2) Student 1 : -1-

141. According to NCF 2005 [3.1.3], "At the initial Student 2 : -0-
stages of language learning may be
Student 3 : -0-
one of the languages for learning activities
that create the child's awareness of the world."
(3) · Student 1 : -0-
(1) Vernacular Language Student 2: -1-
(2) II Language Studerit 3 : -0-

(3) Hindi ( 4) Student 1 : -0-

Student 2: -1-
(4) English
Student 3: -1-
 AglaSem Career

(57) w
144. Criteria of assessment is alan 147. What is taught is not what is learnt because
(1) students possess different abilities,
(1) scoring key personalities and come from a variety of
backgrounds
(2) question-wise distribution of marks
(2) students pay attention during informal
(3) general impression of a student's ability discussion

(3) a teacher's socio-economic level may

(4) assessment guideline
differ widely from the students'

(4) a teacher or learner can never fully

145. Choose the appropriate intonation. master any discipline
He has passed with distinction in English,
however ...
148: While writing a telegram, a necessary feature
to be applied is
(1) rising
( 1) personal touch

(2) falling (2) personal abbreviation

(3) brevity
(3) rising-falling (4) , neatness

(4) falling-rising
i49. The 'value' of a word in a text means the
(1) appropriate use of the word in a
146. While reading, 'signification' is particular context
(2) number of ways a word can be used
(1) arriving at the meaning of an unfamiliar (3) dictionary meaning of a word
word by reading other words in the
sentence (4) significance of the word in a particular
context

(2) recognizing the message in a set of

symbols
150. Affective factors in motivation are linked to
students'
(3) comprehending a sentence by putting ( 1) survival and safety needs
together the meaning of its constituent
words (2) own perceptions of their ability
(3) understanding successes and failures
(4) conversion of message form into a· (4) ability to complete a language task
diagram/table
 AglaSem Career

w (58)

Candidates should answer questions

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

w&n~ Rl0040iR1f€Ja trJ1T ~ ~ ~ "3W

ChCI(1 otfT ~ ~ dr~l~ ~ - II Cf>T
f4Cfi(Yq ~ ¥ -m ,
 AglaSem Career

(59) w
'q'flf v
'q'f1ff II
~

f#1r :. ~cit~ f./4/&f&d JrRl (JT.ri. 121 8 123. ~ <Xl'fu; ~~\ill

128)1{ ~~~~~·
~~~M ~ -:cf@ cfh m ~ ~.
(2) ~m
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~ ~ ~ >rrn m ~ t ~ ~~~ mrn- 124. 'fcrm~ ~ q;r -mtr-~ ~
~ 'lffi ~~~.~~~~I~ (1) fcrm+Wf
.3Tisf.rcti ~ ~ I~~ ~('qiCf)~UI ~ ~ q;r (2) fcrm + ~
3li~ISCfiR ~ I~~ l=!"RCr ~ I ~ ~ ~ q;r
(3) fcrm + 3lWt'
mRrcti fcfflH Cf;l fcrmWf ~ ~ ~{i('q!Cf)~OI ~ -a)
~ ~ ~. ~ ~ m~ ~ 3{tt 'lft 3HCfi Gl'T"a1 q;r (4) fcf + mWY
w-:f >rrn ~. ftr;ffi ~ ~ ~ ~ WI I -Q;m ~
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~an ~ ~ ~ ~ ~ ~. "tR ~ ~ cti4<41"Cll .q ~ 1

~~~~ I (1) ~ ~ ~fCliCf)~UI ~ ~ m ~

(2) ~~ mu ~{i('q!Cf)~O' ~ ~ m ~~
121. ~· q;r 3l~ ~
(1) 3H~ ISCfil( 'CfiB ~ (3)
(2) mtn cpf· ;ntJ (4)
(3) ~

(4) ~~~~
126. ~q;r~·~~
122. <41'R1~Cfi ~ <Xl'fu; ~~\ill
(1) ~
(1) ~ 3li~ISCfi'ii q;r m ~~
(2) ~
(2) ~ ~ \ifR(fl ~
(3) ~
(3) (f~ en) ~ ~ ~

(4) ~ 3H~ISCfil( ~ (4) 31W1fi

 AglaSem Career

( 60)

129. 31~ cp.n ~ ?

(1) mffiJT ~
(1) ~Cf>RUT~~~~~

(2) RliA'{_cfCf> ~
(2) 'l'ft.wl ~
(3) fu"@t sft ~ cit fcl:ql{'i_cfCf> ~ ~ ~
(3) ~ p.m:f~ "Cf>BT

(4) ~~ (4) ¥P:ft~~

128. '~' Cfi1 "WTRT2ff ~ ~ 130. fcmT Cfi1 31Rm1 "Cf>-8 ~~cit mf~ cf;T
"Cf>1:ft ~ ~ ~ ~ ~
(1) "5fRfR
(1) ~ m~ cf;T 3ilq~l!Cf>dl ~ ~ ~
(2) -;:rcfR
(2) ~~GRHT~~~~
(3) ~ (3) ~~m~~~

(4) >ICftuy (4) ~~m~~~

131. ~ ~ ~ 1fffi ~ crrn wen~ ?-

~ : rmiw <!iT ~ R'••ff&f&d JrR1 (JT. ri. 129 # (1) ~Cfil·
135)-ff ~~~~/
(2) ~ Cfi1

~ ~ cit ~ Cfi1 3NTCf ~ ~

WOT 1~ ~ ~ ~ ~ ffi1TI Cfi1 crrn wen t \ill
3i1R ~ I ~ ~ >ffir ~ >fCfil "Cf>-8 3fR "3B 132. 31~ ~ ~ fcoB f.l<m Cfi1 ~ -~ ~ ~

~ ~ ~ ~ ~- ~ ~ I Cfifcr, ~ 3fR ~?
~ ~ ~ ~ ~ Cfi1 ~ fcf;<:rr ~ 3fR (1) 31~ ~ ~ ~ ~ ~ ~ fcf;<:rr
~-~~.~~-~~~cf;T~wn ~
C'fi t ~ ~ GJffi ~ 3fR ~ ~:m Cfi1 (2) 31~ Cflif-~-Cflif 'qR "til 31cWT fcf;<:rr ~
wnw.J "Cf>-8 ~ ~ ~ ~ ~ 1 (3) 31~ ~ m ~ "Cf>BT ~
~ fcf;Bt ~ ~ mOO "$: 1:R ~ ~ ~ (4) 31~ ~ )ffif :Cf)R1 fcf;<:rr ~
~ \ii"Rl 31~ ~ ~ I fu"@t sft ~cit RI"''R'{cfCf> .
..-n-h-n ~ ~
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~-~ cit ~ ~ Cfi1 ~~~~~ I ( 1) ~

~ ~ ~ ~ ~ ~ ~ fcf> ~ Rl1At4'*' m (2) ~

~~~~Cfil~~~~ I (3) ~

(31VPR - f.W£7, ~ "f!WT) (4) >l1lfa

 AglaSem Career

( 61) w
134. ~~"Chl~~ 139. iTS~
( 1) ~ <tT ~ "Chl f.rmur -m ~
(1) ~
(2) m1:fT <tT ~&TI 11 ~ >rChl( <tT ~
(2) 1@ ~-w~
(3) ~ (3) ~ ~ ~ ~ ~ ~ "8lnm;{

(4) ~ ~~ -;r@ ~
(4) ml:ff--;;f'tffi ~ 11 ~ ~ ~m ~
135. 'f3ft-~' 11 ~~I
(1) ~
140. m1:fT ·# ~ ~ Wl<l 3l[q fcnit ~ ~
(2) ~ ~~?
(3) "Chlf~ (1) ~
(4) ~ (2) ~\il"llrJi<h ~
(3) m ~ '3rR fu"&;n
~ : f.jAf?tf&d JTAf ~ ~ # ~ fft7! m- '3"8rrr c4) m "Chl f.rmur CflBT
fcrcnFq ~I
141. m1:fT # ~ ~~ ~
136. ~~11~ Ji~'i"Cl'{?T~ (1) ~ w&n3TI ~
(1) ~~ (2) ~ 4ft<ll\il"li-'Ch14 ~
(2) '8Ji$1Ch( ~ (3) ~~wit~
(3) 3lf@_~CfUH CflBT (4) ~-fu"&f.t <tT ~ ~ c::l<H 3iql:"i'l<h"l

(4) ~ <tT ~ TTfif ~

142. ml:ff-mS:lCfl "Chl ~ ~ fco ~

(1) 31~ ~ Cf)BT'
(1) B'ft ~ ~ "'8lTR ~ ~ ~ ~
(2) fuN-~ <1iT \iiH<hltl (2) B'ft ~ <tT ~ ~ 8;llrnT q;) ~
(3) ~ TTfif ~ ~ (3) B'ft ~ q;) "'8lTR ~ ~ ~ ~
(4) ~<tl~ (4) B'ft ~ 11 ml:ff-m <tT Q}'fl'8JiH ~
~Ch~d col:
138. ~ ~&n 11 mS:lCfl 11 ~ ~ ~ -m
fco~
(1) B'ft ~ <tT ~3ft <tT ~3ft q;) 143. ~~m.1ll 3TH ~ ~ ~
~% (1) m1:fT "Chl ~ '41.~ -;r@ ~
(2) ~-~ q;) ~ ~ CfiU % (2) ~ m1:fT 11 ~-~ <tT ~ ~
(3) ~ ml:ff3it 11 -qrol <tT ~-~ "Chl ~~~
~: ~ ~% (3) B'ft ml:ff3if.11 ~ ~a:RIT ~ ~
 AglaSem Career

w ( 62)
144. GfurT ~ ~ ~. ~. ~ 3fu WfNf' ~ 148. fcnB fcl-m ~ roaJUT ~ ~ 31Ttf ll1"=f-11<H q;)
ClldiCI{OI ~ ~ Cf){OT ~ I ~ ~?

(1) &ll<f)(UI
(1) ~
(2) 'l1J1SI1
(2) ~
(3) ~

(4) ~ '(3) ~q

(4) BCIIC:I(IO{<f) ~

145. 'l111SfT-roaJUT eta~

(1) 'l1J1SI1 eta Cfia.1T -ij ~ ~~ ~

(2) ~-ij~~~

(3) fcrimi ~eta Cfia.113TI -ij ~ ~~ ~ 149. Gfi%11 ~ ~ CfiT4 ~ ~ -ij ~

11 !:!fCI '{?Y ~
(4) ~~~~

146. ~ 'ff<3l CfiT HcfSI!j@ ~ ~

(1) ~ fcl-m ~ ~ Cfi{RT

(2) ~ ~ -ij ~ ~ eta 2Jl«<T CfiT

(4)·~~
fcrcnrn

(3) ~ fffig.n fu@"r;n

( 4) ~ eta ~~ Cfi8T fu@"r;n

147. ~-maJUT -q 31Ttf ~ ~ ~ ~ ? (1) 'l1J1SI1 eta~-~~ -B

(1) ~ CfiT mcJ-Rl~cltlUI
(2) ~-~-~ 'l1J1SIT-m -B
(2) ~ ~ ~ ~ 31Ttm: 11{ ~ ~~
(3) ~ 'l1J1SI1 wH ~
(3) ~ CfiT ~ 11<H 3fu ~~ .
(4) ~~~~
(4)- ~-ij~eta~
 AglaSem Career

( 63) w
SPACE FOR ROUGH WORK

'{tf;~~~ ~·~~
 AglaSem Career

w ( 64 )

READ CAREFULLY THE FOLLOWING INSTRUCTIONS : f.!¥41R1f&t1 ~ ~ ~ ~ :

1. Out of the four altematives for each question, orily
one circle for the correct answer is to be darkened 1. ~~~~~~"iffi~if"B~3W~
completely with Blue/Black Ball Point Pen on ~ OMR 3m 1f;f ~ ~-2 1R ~ ~ Tf cnT ~ m
Side-2 ofthe OMR Answer Sheet. The answer once (lW -;ft#t;Cfi!B ~ ~ 1R -B ~ 1 ~ om 3m ~
marked is not liable to be changed.
2. The candidates shDuld ensure that the Answer ~~one::~~~~~~ I
Sheet is not folded. Do not make any stray marks 2. ~ ~frtf.?~Ci ~ ~ ~ 3m 1f;f CfiT ~ ~ ~. ~
on the Answer Sheet. Do not write your Roll No.
~ 1R ~ 3FT f.1m;r ~ WTTlt I ~ey 3WriT ~
anywhere else except in the specified space in the
Answer Sheet. 3m 1f;f if f.:Mflt:f ~ ~ 31fuftni ~ ~ ft.1& I
3. · Handle the Test Booklet and Answer Sheet with
care, as under no circumstances (except for 3. ~ ~ ~ 3m 1f;f ~ Ull'ilfcl<h m ~. cp:i]fcn
discrepancy in Test Booklet Code or 'Number and f<R:IT 'lit ~ if em • ~ ~ 3m 1f;f ~
Answer Sheet Code or Number); another set will ~ <:JT ~if~ ctt ~ Cfi)_~) ~.
be provided.
~~~~~~
4. The candidates will write the correct Test Booklet
Code and Number as given in the Test Booklet i 4. ~-~/3m 1f;f if~~~-~~ q
Answer Sheet in the Attendance Sheet.
~ CfiT ~ ~ ~ "B mfWt-<f;f if R1& I
5. Candidate~ are not allowed to carry any textual
material, printed or written, bits of papers, pager,
mobile phone, electronic device or any other
5. ~ ~ • ~~~ if m "<hli ~ fWw:r f<R:IT
m ctt ~ ~. ~ c:rr ~~f~f{9Ci, ~ ctT
material except the Admit Card inside the ·
examination haliJroom. ~. ~. ~<fiR, $~Cf?IR<h ~ c:rr fcR:IT
3FT m ctt ~ CfiT ~ \lfR c:rr ~ ~ ctT ~
d -II
6. Each candidate mtist show on demand his I her
Admission Card to the Invigilator. ~~I
1:'. <(. 7. No candidaie, without special permission of the
Superintendent or Invigilator, should leave his I 6. ~ \lfR 1R ~ ~. f.fOOct CfiT 31q<jT m-Cfili
\. u.J her seat. ~I
\ 8. The candidates should not leave the Examination
7. ~ <:JT~ ctt~ ~~foRT~~-
Hall without handing over their Answer Sheet to
the Invigilator on duty 'and sign the Attendance 31'RT~~~ I
Sheet twice. Cases where a candidate has· not 8. ~ ~ CfiT 3WriT ~ 1f;f ~ foRT ~ mfWt-<f;f
signed the Attendance Sheet a second time will be
deemed not to have handed over the Answer Sheet "IR~~~~~~~~~I
and dealt with as an unfair means case. ~ fcR:IT ~ ~ ~ om ~-<f;f 1R ~ ~
9. Use of Electronic I Manual
prohibited.
Calculator is ~ or cw llRT ~ ~ ~ 3m 1f;f ~~~ am
10. The candidates are govemed by all Rules and <:ffi ~ ~ ~ 1=fll1ffi llRT ~ I ,>
Regulations of the Board with regard to their 9. $~Cf?IR<h 1 ~~~lf(:1(i qf{q;(:1q; ~ ~ ~ ~ I
conduct in the Examination Hall. All cases of
10. ~-~if~~~~ oflt ~ ~ ~ ~
unfair means will be dealt with as per Rules and
Regulations of the Board. fcif.r;ri:IT ~~~I~~~~~~
11. No part of the Test Booklet and Answer Sheet ~oflt~~~~~~~ I
shall be detached under any circumstances. 11. f<R:IT~if·~ am: 3ffi:<f;f~~ ~ 31WT
12. On completion of the t~st, · the candidate ~~I
must hand over the Answer Sheet to the
Invigilator in the Room I Hall. The 12. lftt~ ~ m tiT, lftt~~ ifi8:T 1 ~ ~ l) l{Cf
candidates are allowed to take away this Test ~ tr,r ifi8:T- f.m8:li6 Cfft ~ ~ ~ I rrft~ 3flR'
Booklet with them. fml p:r rrtt~ ~ q;1 c;t iifT t· , m
 AglaSem Career
• ( 1fEO -2 SIDE-2 )

• Note : Obtain Language Supplement Test Booklet if Language-! or

Language-11 opted is other than English or Hindi.
'llltfT-1 ~ ~ ~ 'llltfT-II ~ ~ ~
~ ~~~

IIIIIIIII I
Roll No.
Language - I Supplement
Test Booklet
No. Code
Language - II Supplement
Test Booklet
No.

I I ICDICDICDI D ICDICDICDCDCDCDCD
I I I I I I D ICDCDCD IIIII
Code
Main Test Booklet
No. Code

w -
-
-
• ---
<D<D<DCD<DCDCDCD CDCDCDCDCDCD
®®®®®®®® ®®®®®® ® ®®®®® ® ® ®®®®®®®

----
®®®®®®®® @@@@@ @ @@@@@@ @@@@@@@
00000000 000000 ® 000000 ® @000000
®®®®®®®® ®®®®®® ®®®®®® ®®®®®®®
®®®®®®®® ®®®®®® (Y) ®®®®®® (Y) ®®®®®®®
~0000000
®®®a®®®
00000 0
®®®®®® 0
000000
®®®®®® 0
0000000
®®®®®®® --
®®®®®®®®
®®®®®®®®
®®®®®®
®®®®®®
®®®®®®
®®®®®®
®®®®®®®
®®®®®®® --
Subject Attempted Q.No. Response Q.No. Response Q.No. Response Q.No. Response Q.No. Response
--
---
Mathematics & Science CD 001 CD®®@ 031 CD®® @ 061 CD®®@ 091 CD ®®@ 121 CD®®0
002 <D®®0 032 CD®®0 062 CD®®@ 092 CD® ®@ 122 CD®®0
Social Science ® 003 CD®®@ 033 CD®®0 063 <D®®@ 093 CD® ®@ 123 <D®®0

----
004 CD®®0 034 CD®®0 064 CD®®0 094 CD ®®0 124 CD®®0
Language Attempted 005 CD®®0 035 CD®®0 065 CD®®0 095 CD® ®0 125 0®®0
Language I II
006 CD®® @ 036 CD®®0 066 CD®®0 096 CD®®0 126 CD®® 0
007 CD®®@ 037 CD®® @ 067 CD®®@ 097 CD®®0 127 CD®®@
English
Hindi
@)
@
@)
@
008
009
CD®®@
CD®®@
038
039
CD®® 0
CD®® @
068
069
CD®®@
CD®®@
098
099
CD®®0
CD®®@
128
129
CD®®@
CD®®@ --
---
Assamese @ @ 010 CD®®@ 040 CD ®®0 070 CD®®@ 100 CD®®0 130 CD®®0
Bengali @) @) 011 CD®®@ 041 CD®®@ 071 CD®®@ 101 CD®®@ 131 CD®®0
Garo @ @ 012 CD®®@ 042 CD®®@ 072 CD®®0 102 CD®® @ 132 CD®®0

----
013 CD®®@ 043 CD®®@ 073 CD®®@ 103 CD®®@ 133 <D®®0
Gujarati @ @ 014 CD® ®0 044 CD®®@ 074 CD®®@ 104 CD®® @ 134 CD®®0
Kannada ® ® 015 CD®®0 045 CD®®@ 075 CD ®®0 105 CD®®@ 135 CD®®0
Khasi @) @) 016 CD®®@ 046 <D®®0 076 CD®®@ 106 CD®®0 136 CD® ®@

----
Malay alam @ @ 017 CD®®@ 047 CD ®®@ 077 CD®®@ 107 CD ®®0 137 CD®®0
Manipuri @ @ 018 CD®®@ 048 CD®®@ 078 CD®®0 108 CD ®®@ 138 CD® ®@
019 CD®®@ 049 CD ®®0 079 CD®®@ 109 <D®®@ 139 CD®®0
Marathl @ @ 020 CD®®@ 050 CD® ®@ 080 CD®®@ 110 CD ®®@ 140 CD® ®0
M iz o
Nepali
O riya
@
@
@
@
@
@
021
022
023
CD® ®@
CD® ®0
CD®® 0
051
052
053
CD®®@
CD®®@
CD®®0
081
082
083
CD®®@
CD®®0
CD ®®@
111
112
113
CD®® @
CD®®@
CD®®@
141
142
143
CD®®0
CD®®0
CD®®0 ---
Punjabi @ @ 024
025
CD®®0
CD®® 0
054
055
CD®®@
CD®®@
084
085
CD®®@
CD®®0
114
115
CD®®@
CD®®@
144
145
CD®®@
CD®®0 --
Sanskrit
Ta mil
@
@
@
@
026
027
CD®®0
CD®®@
056
057
CD®®@
CD ®®@
086
087
CD®®0
CD®®@
116
117
<D ®®@
CD®®0
146
147
CD®®@
CD®®@ --
Telugu
Tibe tan
@
@
@
@
028
029
CD®®@
CD®®@
058
059
CD®®0
CD®®@
088
089
CD®®@
CD®®@
118
119
CD®®@
CD®®@
148
149
CD®®0
CD®®@ --
--
Urdu @ @ 030 CD®®0 060 CD®®@ 090 CD®®@ 120 CD®®0 150 CD®®@
~

---
i.lffi1lft111!Tf.ril""'.111'1~ll~~ ..mtr!'vftQ~~~~. ~~li"A~~3lnm ('lf<l~llll~"~lll~~ """"" tl. ~li"A~
~. ~ '111'"" {~ afRfii1!R lll ~ fii1!R). eft~~{~ I 3fn ~II ) "fltl ~'I!~~ '111 afR ~"" ~ '111 ~I ~
Before handing over the Answer Sheet to the invigilator, the candidate should check that Roll No .. Language Supplement Test Booklet No. & Code (if language I or
Language II Attempted is other than English or Hindi), Main Test Booklet No. Subject Attempted (Mathemat1cs & Sci ence or Social Science), Language Attempted
{language I and Language II ) have been filled in and marked correctly.

• Signature of Candidate in running hand

[

I Signature of lnvigilator
--
·-
 AglaSem Career

( lf'O -1 SIDE-1 ) \nR 4bl4>1 /ANSWER SHEET

~ ~ .w fffif ~ -em ~ ~~~ ~ ~ "«R ~ 1'li I
FILL IN THE FOLLOWING ENTRIES WITH BLUE/BLACK BALL POINT PEN ONLY 'P0-2 1R \3"m 3lfcmf m ct> fu<) ~
J
31jw'li<I>/ROLL NUMBER INSTRUCTIONS FOR MARKING ON SIDE-2
I
DDDDDDDD
~ "<1>1 ~ (~ 3Jam li)
NAME OF THE CANDIDATE {IN CAPITAL LETTERS)
1. ~~~~<it<'liA~~'l't<'\cmmf.mR~~~
Use Only Blue/Black Ball Point Pen to Darken the appropriate Circle.
2. ~~'1'1<'\cmmfu!A~~~
Please darken the complete circle.
3. ~IrAq;]""'~ l(iiJ ~ ~ '1'1<'\ ll'Tim f.mR ~ ~ ~ ~
ttrnT ; ~ "<1>1 ~ (~ 3Jam li) ~7Jm'gl
FATHER'S/HUSBAND'S NAME IN CAPITAL LETTERS Darken ONLY ONE CIRCLE for each Question as shown below:

Tfffif Tfffif Tfffif Tfffif

WRONG WRONG WRONG WRONG CORRECT
e ®® e ®0®e jl@@@ @@ @@ CD®® e
~ ;:f.j CENTRE NUMBER
I 4. ~""'cf;~l(i!J'!R'l't<'\ilfu!Awlf.tcf;~~~~~
~~Change in the Answer once marked is allowed .
trt\IH'I ~ q)J 0{1ll (~ 3Jaffl li) 5. \JTR 'l&nJ tR 3RI ifitl <lilt fuTA "! ~ I
NAME OF THE EXAMINATION CENTRE (IN CAPITAL LEITERS) Please do not make any stray marks on the Answer Sheet
6. ~ \JTR 'l&nJ tR ~ <liT'! <iR"'T lf'lT 'g I
Rough work must not be done on the Answer Sheet
7. ~ IrA q;] ""'· \JTR- ~ il ~ 111/ l!llri<!> cf; <WR Win '1'1<'\ il fuTA

I
.
I..___:_~_~~-~-~-ur_a-~s_w_e_ro_n_ly-in-t-he_a_p_p_ro_p_ria-te_s_p-ac_e_in_t_h-eA_n_s_w_er_S_h-ee_t
. _ against the Number corresponding to the question. _ _.

\1~1~'(01:- -po-2 q;) ~<1ft fctftt (~ ~~~ iffi;f ~ ~ ~)

EXAMPLE • HOW TO FILL AND MARK ON SIDE-2 WITH BLUE/BLACK BALL POINT PEN ONLY
Note : Obtain Language Supplement Test Booklet. If Language-! or Language-11 opted is other than English or Hindi.

WR ~ ~ 02140579 t WR 3INilft 'l111l·I ~ R'l ~ WR 3INilft 'lT'II-U ~ lit'! ~ WR 3INilft lj'5Q R'l ~ WR 3INilft 'lT'II-1 English
-;j_ 234567 t '31'R • w oi. 125678 t 3fR em; xt oi. 0204563 t ~ 'lJ11l-ll Bengali t
If your Roll No. is 02140579 If Language-1 Supplement If Language-D Supplement If your Main Test If language -lis English
Test Booklet No. is 234567 & Code Is W Test Booklet No. is 125678 & Code Is X Booklet No. Is 0204563 & language -Ills Bengali

~ ~-~~~pc 'llf!II-II ~ w-1 ~ ~A-.pt8d

Language - I Supp ement Language - ll Supplement ~~~ language I II

Roll No. Test Booklet
No. Code
Test Booklet
No. Code
Main Test Booklet Englloh
H10d1
Assamese
•
@
0~
@.
~
@l

1°1
2 1 4
1 1 1°1
5 7
1 1 1
9 2 3 4
1 1 1 1 1 1 1
5 6 7
G 1 2
1 1 1 1 1 1 1
5 6 7 8
0 2
1° 1 1°1
4 5 6
1 1 1 1
3
Bengali
Garo @
1)4)

•
@
CDCD e CDCDCDCDCD G)G)G)G)G)G) e CDCDCDCDCD G)G)G)G)G)G)G) Gujat;oti @ @

®e®®®®®® e 00000
• 0 e 0000 @ 0 e 0000®
Kannada
Khasl
~
@
(0~
@
@@@@@@@@ ®e ®®®® ®®®®®® @@@@@@ .
-
Malayalam loo 09

•
Manlpuri @ !@
@@@. @0@0 @0 . 0@0 @ 0@@@@@ 000 e 000 @ @
®®®®®e®® ®®® e ®® ®® e ®®® ®®®® e ®® ·~
,., . ~
Mizo
Nepal @
®®®®®®®® ®®®® e ® @ ®®® e ®® @ ®®®®® e ®
-
Onya

000000e0 00000. 0000 e 0 0000000 Putlabo @ ~

®®®®®®®® ®®®®®® @ ®®®®® e ® ®®®®®®® Tamil
@
(1r
I~
~

~~~~~®®®e ®®®®®® ®®®®®® ®®®®®®® Tetugu @ @

Tibetan .~ @
@o@~@@@ @@@@@@ @@@@@@ e ®e®®® ® Urdu ® ®
fllorn ~- jqrA t
~
WR aJI1I1IIl arR -\'3<R
IMPORTANT If Subject Attempted Is Soc;ial Science R'l-i-00811111t
~ ~ m~ qij E2lA m ~ ~ ~<r-~ ~ i'i = m
s3!T 3I'R i3'ffi ~ ~ T0-2 i'i s3!T mR = m Subject Attempted If your Response to
Question number 0081s (1)
IDI3JTR~offll ~ ffi~~l!l'l> <P) ~ llR 31'R~~I<r-l~ 1/'i i3'ffi ~~I
Mathematics & Science CD Q.No. Response

•
The candidate should check carefully that the Test Booklet Code printed on Side-2 of the Answer Sheet
is the same as printed on Main Test Booklet. In case of discrepancy, the candidate should immediately Social Science
report the matter to the invigilator for replacement of both the Main Test Booklet and the Answer Sheet.
008 e 000