CTET-Paper - 2 DECEMBER 2018 Question Paper

Bg nwpÒVH$m _| 64> _w{–V n•> h¢ü& MVD18–II narjm nwpÒVH$m gßª`m
This Booklet contains 64 printed pages. Test Booklet No.
‡ÌZ-nÃççII / PAPER—II
narjm nwpÒVH$m gßHo$V
_wª` narjm nwpÒVH$m / MAIN TEST BOOKLET Test Booklet Code
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Do not open this Test Booklet until you are asked to do so.
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Read carefully the Instructions on the Back Cover of this Test Booklet.
M
narjm{W©`m| Ho$ {bE {ZX}e : Instructions for Candidates :
1. OMR CŒma-nÃ Bg narjm nwpÒVH$m Ho$ A›Xa aIm h°ü& O~ AmnH$mo narjm 1. The OMR Answer Sheet is inside this Test Booklet. When
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150 questions. There is no negative marking.
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H$mbo/Zrbo ~m∞bnm∞BßQ> noZ H$m ‡`moJ H$a|ü&
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AdJV H$amE±ü& Test Booklet and the Answer Sheet.
5. This Test Booklet has Five Parts—I, II, III, IV and V,
5. Bg narjm nwpÒVH$m _| nm±M ^mJççI, II, III, IV Am°a V h¢, {OZ_| 150 consisting of 150 Objective-type Questions and each
dÒVw{Z> ‡ÌZ h¢ VWm ‡ÀòH$ 1 AßH$ H$m h° : carrying 1 mark :
Part–I : Child Development and Pedagogy (Q. Nos. 1–30)
^mJçI : ~mb {dH$mg Am°a {ejm-emÛ (‡ÌZ gß0 1–30) Part–II : Mathematics and Science (Q. Nos. 31–90)
^mJçII : J{UV Am°a {dkmZ (‡ÌZ gß0 31–90) Part–III : Social Studies/Social Science (Q. Nos. 31–90)
Part–IV : Language–I (English/Hindi) (Q. Nos. 91–120)
^mJçIII : gm_m{OH$ A‹``Z/gm_m{OH$ {dkmZ (‡ÌZ gß0 31–90) Part–V : Language–II (English/Hindi) (Q. Nos. 121–150)
^mJçIV : ^mfmçI (AßJóOr/qhXr) (‡ÌZ gß0 91–120) 6. Candidates have to do Question Nos. 31 to 90 EITHER
^mJçV : ^mfmçII (AßJóOr/qhXr) (‡ÌZ gß0 121–150) from Part–II (Mathematics and Science) OR from Part–III
(Social Studies/Social Science).
6. narjm{W©`m| H$mo ‡ÌZ gß0 31 go 90 `m Vmo ^mJçII (J{UV Am°a {dkmZ) `m 7. Part–IV contains 30 questions for Language–I and Part–V
^mJçIII (gm_m{OH$ A‹``Z/gm_m{OH$ {dkmZ) go H$aZo h¢ü& contains 30 questions for Language–II. In this Test
7. ^mJçIV _| ^mfmçI Ho$ {bE 30 ‡ÌZ Am°a ^mJçV _| ^mfmçII Ho$ {bE 30 Booklet, only questions pertaining to English and Hindi
Language have been given. In case the language(s) you
‡ÌZ {XE JE h¢ü& Bg narjm nwpÒVH$m _| Ho$db AßJóOr d qhXr ^mfm go have opted for as Language–I and/or Language–II is a
gÂ~p›YV ‡ÌZ {XE JE h¢ü& `{X ^mfmçI Am°a/`m ^mfmçII _| AmnHo$ ¤mam language other than English or Hindi, please ask for a
Supplement Test Booklet that contains questions on
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Form.
CŒma Amn Xo aho h¢ do AmdoXZ-nÃ _| MwZr JB© ^mfmAm| go AdÌ` _ob
8. Candidates are required to attempt questions in
ImZr Mm{hEü& Language–II (Part–V) in a language other than the one
8. narjmWu ^mfmçII (^mJçV) Ho$ {bE ^mfm gyMr go Eogr ^mfm MwZ| Omo chosen as Language–I (Part–IV) from the list of
languages.
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10. g^r CŒma Ho$db OMR CŒma-nÃ na hr Aß{H$V H$a|ü& AnZo CŒma ‹`mZnyd©H$ 10. The answers are to be recorded on the OMR Answer
Sheet only. Mark your responses carefully. No whitener
Aß{H$V H$a|ü& CŒma ~XbZo hoVw úoV aßOH$ H$m ‡`moJ {Z{f’ h°ü& is allowed for changing answers.
narjmWu H$m Zm_ (~ãS>o Ajam| _|) :

Name of the Candidate (in Capital letters)
AZwH´$_mßH$ (AßH$m| _|) :
Roll Number (in figures)
(e„Xm| _|) :
(in words)
narjm-Ho$›– (~ãS>o Ajam| _|) :
Centre of Examination (in Capital letters)
narjmWu Ho$ hÒVmja : {ZarjH$ Ho$ hÒVmja :
Candidate’s Signature Invigilator’s Signature
Facsimile Signature Stamp of Centre Superintendent
PART—I / ^mJççI
CHILD DEVELOPMENT AND PEDAGOGY / ~mb {dH$mg Am°a {ejm-emÛ
Directions : Answer the following questions {ZX}e Ö {ZÂZ{b{IV ‡ÌZm| Ho$ CŒma XoZo Ho$ {bE ghr/g~go
by selecting the correct/most appropriate Cn`w∫$ {dH$În Mw{ZEü&
options.
1. The development from central part of 1. eara Ho$ H|$–r` ^mJ go n[a{Y`m| `m AJ´mßJm| H$s Amoa H$m
the body towards peripheries or {dH$mg Xem©Vm h°—
extremities denotes the—
(1) {d{H$aUr` {dH$mg Ho$ {g’mßVm| H$mo
(1) principles of radiated development
(2) principles of decentralized develop- (2) {dH|$–rH•$V {dH$mg Ho$ {g’mßVm| H$mo
ment
(3) _‹`-~m¯ {dH$mg Ho$ {g’mßVm| H$mo
(3) principles of proximodistal develop-
ment
(4) gmonmZr` {dH$mg Ho$ {g’mßVm| H$mo
(4) principles of cascade development
2. School is an institution of socialization

2. ÒHy$b ~Ém| Ho$ g_mOrH$aU H$s EH$ Eogr gßÒWm
of children where— h° Ohm±—
(1) schoolchildren occupy the central (1) ‡_wI ÒWmZ ÒHy$br ~Ém| H$m hmoVm h°
position
(2) ‡_wI ÒWmZ ÒHy$b H$s {XZM`m© H$m hmoVm h°
(2) school routines occupy the central
position
(3) ‡_wI ÒWmZ ÒHy$b H$s J{V{d{Y`m| H$m hmoVm h°
(3) school activities occupy the central
position (4) ‡_wI ÒWmZ ÒHy$b Ho$ {ejH$m| H$m hmoVm h°
(4) schoolteachers occupy the central
position
3. O~ Amn EH$ {ejH$ g_yh go OwãS> OmVo h¢ Am°a AnZo
g_yh Ho$ A›` bmoJm| H$s hr Vah nmoemH$ YmaU H$aZo
3. If you join a teacher fraternity and bJVo h¢, Vmo Amn ‡Xe©Z H$a aho hmoVo h¢—
choose to dress like most of the others
in your group, you are exhibiting—
(1) g_yh H$s nhMmZ H$m
(1) group identity
(2) g_yh AmkmH$m[aVm H$m
(2) obedience
(3) compliance
(3) g_yh {ZX}e-AZwnmbZ H$m
(4) conformity (4) g_yh H$s AZwÍ$nVm H$m
P-II/M 2
4. The concept of object permanence is 4. {H$gr dÒVw Ho$ ÒWm{`Àd H$s AdYmaUm {n`mOo Ho$
attained during Piaget’s _____ stage of {dH$mg Ho$ _____ MaU _| ‡m· hmo OmVr h°ü&
development.
(1) gßdoXr-Jm_H$
(1) sensorimotor
(2) nyd©-n[aMmbZ
(2) preoperational
(3) concrete operational

(3) _yV© n[aMmbZ
(4) formal operational (4) Am°nMm[aH$ n[aMmbZ
5. Individualized Education Programme is 5. Ï`{∫$JV {ejm H$m`©H´$_ H$s `moOZm _____ Ho$ gßX^© _|
planned from the perspective of— ~Zm`r OmVr h°ü&
(1) Special Education Programme (1) {deof {ejm H$m`©H´$_
(2) Child-centered Education (2) ~mb-H|${–V {ejm H$m`©H´$_

Programme
(3) _w∫$ {d⁄mb`r {ejm H$m`©H´$_
(3) Open School Education Programme
(4) B©-A{YJ_ {ejm H$m`©H´$_
(4) e-Learning Education Programme
6. Between _____ months of age, most

6. _____ _hrZm| H$s Am`w Ho$ ~rM A{YH$mße ~Éo
children begin to combine words into e„Xm| H$mo {_bmH$a N>moQ>o-N>moQ>o dmä`m| _| ~mobZm ewÍ$
short sentences while speaking. H$a XoVo h¢ü&
(1) 12 and 18 (1) 12 go 18
(2) 18 and 24 (2) 18 go 24
(3) 24 and 30 (3) 24 go 30

(4) 30 and 36 (4) 30 go 36
7. The concept of Intelligence Quotient

7. ~w{’bp„Y `m AmB0 ä`y0 H$s AdYmaUm Xr JB© Wr—
or IQ was developed by—
(1) Galton (1) J°bQ>m∞Z Ho$ ¤mam
(2) Binet (2) {~Zo Ho$ ¤mam
(3) Stern (3) ÒQ>Z© Ho$ ¤mam
(4) Terman (4) Q>_©Z Ho$ ¤mam
P-II/M 3 [ P.T.O.
8. Creativity is thought to be related to 8. g•OZmÀ_H$Vm H$mo _____ H$s AdYmaUm go gß~ß{YV
the concept of— _mZm OmVm h°ü&
(1) fluid intelligence (1) –d ~m°{’H$Vm
(2) crystallized intelligence (2) admXma ~m°{’H$Vm
(3) convergent thinking (3) A{^g•V gmoM
(4) divergent thinking
(4) {d{dY gmoM
9. The acceptable sound combinations of

9. {H$gr ^mfm Ho$ ÒdrH•$V ‹d{Z gß`moOZm| H$mo BgHo$ _____
a language are specified in its _____
rules. {Z`_m| Ho$ AßVJ©V ~Vm`m OmVm h°ü&
(1) phonological (1) ‹d{Z-gß~ßYr
(2) grammatical (2) Ï`mH$a{UH$
(3) syntactic (3) dmä`mÀ_H$
(4) inflection (4) {d^{∫$-{df`H$
10. The position where thought patterns 10. O~ gmoMZo H$s ‡{H´$`m {H$gr ^mfm ¤mam ‡^m{dV hmoVr
are influenced by language is called— h°, Vmo Eogr pÒW{V H$mo H$hVo h¢—
(1) cultural tendency (1) gßÒH•${V ‡^m{dV
(2) linguistic determination (2) ^mfm {ZYm©[aV
(3) cognitive bias (3) gßkmZmÀ_H$ nj
(4) sociolinguistic genesis (4) gm_m{OH$-^mfm`r CX≤Y•V
11. Ravi repairs appliances by testing

11. AnZo AZw^dm| Am°a bjUm| Ho$ AmYma na CnH$aUm| _|
hypothesis about the cause of the
malfunction based on his experiences
Iam~r Ho$ H$maU H$s n[aH$ÎnZm H$m narjU H$a a{d
with the symptoms. He uses— CnH$aUm| H$s _aÂ_V H$aVm h°ü& dh Cn`moJ H$aVm h°—
(1) insight (1) AßV—©{Ô> H$m
(2) algorithms (2) H$bZ-{d{Y H$m
(3) mental set (3) _mZ{gH$ —ãT>Vm H$m
(4) heuristics (4) AZw_mZr {d{Y H$m
P-II/M 4
12. Divya often divides the assigned job 12. {XÏ`m AH$ga {ZX}{eV H$m`m] H$mo N>moQ>o-N>moQ>o {hÒgm|
into small tasks which she can handle _| {d^m{OV H$a AmgmZ ~Zm boVr h°ü& dh Cn`moJ
easily. She is using— H$aVr h°—
(1) reductionism
(1) H$_ H$aZo H$s {d{Y H$m
(2) secondary elaboration
(2) {¤Vr`H$ {dÒVmaU {d{Y H$m
(3) subgoal analysis
(3) Cnb˙` {dÌbofU {d{Y H$m
(4) functional fixedness
(4) {H´$`mÀ_H$ OãS>Vm {Z`m_H$ {d{Y H$m
13. “Society determines the roles of
male and female.” This statement 13. ""nwÈf Am°a _{hbm H$s ^y{_H$mAm| H$m {ZYm©aU g_mO
articulates— H$aVm h°ü&'' `h H$WZ ~VmVm h° {H$—
(1) gender as an inherent construct
(1) b¢{JH$Vm EH$ AßV{Z©{hV AdVaU h°
(2) gender as a hereditary endowment
(2) b¢{JH$Vm EH$ AmZwdß{eH$ ‡{V^m h°
(3) gender as an intuitive construct
(3) b¢{JH$Vm EH$ AßVkm©Zr AdVaU h°
(4) gender as a social construct
(4) b¢{JH$Vm EH$ gm_m{OH$ AdVaU h°
14. Grading, coding, marking and credit
accumulation systems are some of the
14. JóqS>J, H$moqS>J, AßH$Z Am°a Hó${S>Q> gßM` ‡Um{b`m±
examples of—
_____ Ho$ Hw$N> CXmhaU h¢ü&
(1) evaluation procedure of answer
sheets of the examination (1) narjm Ho$ CŒma-nÃm| Ho$ _yÎ`mßH$Z H$s ‡{H´$`m
(2) symbolizing position of children in (2) H$jm _| ~Ém| H$s pÒW{V H$s {ZÍ$nU {d{Y
the class
(3) AmboI-nÃ ([anmoQ>© H$mS>©) _| AH$mX{_H$ ‡J{V H$mo
(3) depicting the academic progress in Xem©Zo
report card
(4) A{YJ_H$Vm©Am| H$s Cnbp„Y Ho$ AmH$bZ H$s
(4) scoring procedure of assessment of
learners’ achievement JUZ-{d{Y
15. Assessment of learners’ achievement 15. A{YJ_H$Vm©Am| H$s Cnbp„Y H$m AmH$bZ {ejH$m| H$s
helps the teachers to— ghm`Vm H$aVm h°—
(1) maintain the performance record of (1) A{YJ_H$Vm©Am| Ho$ ‡Xe©Z H$m [aH$m∞S>© aIZo _|
learners
(2) {ejU-A{YJ_ {d{Y`m| H$s ‡^mderbVm H$m
(2) evaluate the effectiveness of
pedagogy
_yÎ`mßH$Z H$aZo _|
(3) make ability grouping of learners in (3) H$jmAm| _| A{YJ_H$Vm©Am| Ho$ j_Vm g_yh
the classrooms ~ZmZo _|
(4) prepare activity log for teaching (4) {ejU Ho$ {bE J{V{d{Y`m| H$s gyMr V°`ma H$aZo _|
P-II/M 5 [ P.T.O.
16. Inclusive Education is based on the 16. g_mdoer {ejm _____ Ho$ {g’mßV na AmYm[aV h°ü&
principle of—
(1) gm_m{OH$ gßVwbZ

(1) social equilibrium
(2) g_Vm Edß g_mZ Adga

(2) equity and equal opportunities
(3) gm_m{OH$ ApÒVÀd Edß d°ÌdrH$aU

(3) social existence and globalization
(4) {dÌd ~ßYwVm

(4) world brotherhood
17. The Rights of Persons with Disabilities

17. {XÏ`mßJOZ A{YH$ma A{Y{Z`_ df© _____ _| bmJy
Act has been enacted in the year— {H$`m J`m h°ü&
(1) 1992 (1) 1992
(2) 1995 (2) 1995
(3) 1999 (3) 1999
(4) 2016 (4) 2016
18. Children with individual differences 18. Ï`{∫$JV {d{dYVmAm| dmbo ~Ém| H$mo nãT>mZo Ho$ {bE Eogo
should be taught in a school having {d⁄mb` hmoZo Mm{hE Ohm± {ejH$—
teachers—
(1) Ï`{∫$JV {d{dYVmAm| Ho$ AmYma na dJuH•$V H$s

(1) to teach in different sections of JB© H$jmAm| Ho$ {d{^fi dJm] _| nãT>m gH|$
classrooms based on their
individual differences
(2) {d{dY A{YJ_ AmdÌ`H$VmAm| Ho$ AZwgma {d{^fi
{ejU-A{YJ_ ‡{d{Y`m| H$m ‡`moJ H$aZo _|
(2) trained to use different pedagogy to
meet their diverse learning needs
‡{e{jV hm|
(3) trained to teach children with (3) {d{eÔ> Ï`{∫$JV {d{dYVmAm| dmbo ~Ém| H$mo nãT>mZo
specific individual differences Ho$ {bE ‡{e{jV hm|
(4) trained to make them homo- (4) ~Ém| H$mo g_Í$n A{YJ_H$Vm© ~ZmZo _|
geneous learners ‡{e{jV hm|
P-II/M 6
19. The Right of Children to Free and 19. {ZÖewÎH$ Edß A{Zdm`© ~mb {ejm A{YH$ma A{Y{Z`_,
Compulsory Education Act, 2009 2009 {XÏ`mßJ ~Ém| H$s {ZÖewÎH$ {ejm Ho$ A{YH$mam|
ensures the rights of children with H$mo gw{ZpÌMV H$aVm h°—
disabilities to free education from—
(1) 6 df© go 18 df© VH$ Ho$ {bE
(1) 6 years to 18 years
(2) 3 years to 18 years

(2) 3 df© go 18 df© VH$ Ho$ {bE
(3) 6 years to 14 years (3) 6 df© go 14 df© VH$ Ho$ {bE
(4) 6 years to 22 years (4) 6 df© go 22 df© VH$ Ho$ {bE
20. Providing teaching-learning materials 20. {d{dY A{YJ_H$Vm©Am| Ho$ {bE gwJÂ` ÒdÍ$nm| _|
in accessible formats to the diverse {ejU-A{YJ_ gm_{J´`m± ‡XmZ H$aZo H$m VmÀn`©
learners implies— _____ go h°ü&
(1) Universal Inclusive Education
(1) gmd©^m°{_H$ g_mdoer {ejm Ho$ Z°{VH$ {dMma
Ethical Considerate
(2) Universal Code of Teaching

(2) {ejU Ï`mdgm{`H$Vm H$s gmd©^m°{_H$ gß{hVm
Practices
(3) {ejU Ho$ gmd©^m°{_H$ _mZddmXr —{Ô>H$moU
(3) Universal Humanistic Approach of
Teaching (4) A{YJ_ H$s gmd©^m°{_H$ gßaMZm
(4) Universal Design of Learning

21. ÒdOmJÍ$H$Vm Edß gßkmZmÀ_H$ j_VmAm| H$m {Z`ßÃU,
O°go—`moOZm ~ZmZm, g_rjm H$aZm Am°a gßemoYZ H$aZm
21. _____ involves self-awareness and BÀ`m{X _____ _| AßV{Z©{hV h¢ü&
control of cognitive abilities, e.g.,
planning, reviewing and revising, etc. (1) H|$–rH$aU
(1) Centration
(2) gßkmZ~moY
(2) Metacognition
(3) gßkmZ
(3) Cognition
(4) g_m`moOZ
(4) Accommodation
22. O~ ~Éo ‡mflV H$s JB© gyMZmAm| H$s Ï`mª`m H$aZo Ho$
22. When children think to interpret the {bE AnZo AZw^dm| Ho$ AmYma na gmoMVo h¢, Vmo Cgo
received information according to their _____ H$hm OmVm h°ü&
experiences, it is called—
(1) reflective thinking

(1) ‡{V{H´$`mdmXr gmoM
(2) creative thinking (2) g•OZmÀ_H$ gmoM
(3) abstract thinking (3) A_yV© gmoM
(4) concrete thinking (4) _yV© gmoM
P-II/M 7 [ P.T.O.
23. Teaching learners at varying levels of 23. A{YJ_H$Vm©Am| H$mo Ï`{∫$JV j_Vm Ho$ AmYma na CZH$s
difficulty based on the ability of H${R>ZmB`m| Ho$ {d{^fi ÒVam| H$mo ‹`mZ _| aIVo h˛E nãT>mZo
individual learner is known as— H$s {d{Y H$mo _____ H$hm OmVm h°ü&
(1) differentiated instruction (1) {dôXr AZwXoeZ
(2) selective instruction
(2) M`{ZV AZwXoeZ
(3) precision teaching
(3) gQ>rH$ {ejU
(4) errorless instruction
(4) Ãw{Q>hrZ AZwXoeZ
24. Maintenance is the specific stage of

learning which is antecedent to _____ 24. ‡{VnmbZ A{YJ_ H$m EH$ {d{eÔ> MaU h°, Omo A{YJ_
stage of learning. Ho$ _____ MaU H$m nyd©dVu h°ü&
(1) acquisition (1) A{YJ´hU

(2) motivation (2) A{^‡oaU
(3) independent (3) AmÀ_{Z^©aVm
(4) generalization
(4) gm_m›`rH$aU
25. Zajonc believes that cognition and

emotion are—
25. OOm|H$ H$m `h _mZZm h° {H$ gßkmZ Am°a ^md _____
hmoVo h¢ü&
(1) interdependent
(1) A›`mo›`m{lV
(2) independent
(2) ÒdVßÃ
(3) interrelated
(3) AßVg™~ß{YV
(4) integrated
(4) EH$sH•$V
26. A teacher is teaching children by
demonstration of a task to correct the 26. nhbo go grIo h˛E H$m`m] _| gwYma bmZo Ho$ {bE
performances of an already learned {ejH$ ~Ém| H$mo ‡Xe©Z XoH$a grIm ahm h°ü& dh {ejU
task. He is using _____ method of
teaching.
H$s _____ {d{Y H$m ‡`moJ H$a ahm h°ü&
(1) imitation (1) AZwH$aU
(2) observation (2) AdbmoH$Z
(3) correction (3) gßemoYZ
(4) modelling (4) ‡{VÍ$nU
P-II/M 8
27. According to Mann and Janis, decision 27. _°fi Am°a O°{Zg Ho$ AZwgma, {ZU©` boZo dmbo ~Éo
maker children analyze the problem, g_Ò`m H$m {dÌbofU H$aVo h¢, {dH$Înm| H$s gyMr ~ZmVo
list the alternatives and weigh each h¢ Am°a BgHo$ \$m`Xo Am°a ZwH$gmZ Ho$ ‡ÀòH$ nhby na
option for its advantages and {dMma H$aVo h¢ü& CgH$m Ï`dhma ‡ÒVwV H$aVm h°—
disadvantages. His behaviour reflects—
(1) Mm°H$g
(1) surveillance
(2) vigilant (2) gVH©$
(3) outgoing (3) {ZdV©_mZ
(4) autocratic (4) {ZaßHw$e
28. In _____ thinking, a child as a problem 28. EH$ g_Ò`m gwYmaH$ ~Ém _____ {dMma Ho$ AmYma na
solver evaluates the truth or likelihood H$WZm| H$s gÉmB© `m gß^mdZm H$m _yÎ`mßH$Z H$aVm h°ü&
of statements.
(1) g•OZmÀ_H$
(1) creative
(2) aesthetic (2) gm¢X`©~moY
(3) abstract (3) A_yV©
(4) logical (4) Vm{H©$H$
29. The task in which the children get 29. {Og {XE JE H$m`© H$mo H$aVo g_` ~Éo Òd`ß AmZßX boVo
experience while enjoying themselves h˛E AZw^d ‡m· H$aVo h¢, Cgo _____ H$hm OmVm h°ü&
is known as—
(1) {S¥>b Am°a A‰`mg H$m`©
(1) drill and practice task
(2) consumer type task

(2) Cn^mo∫$m ‡H$ma H$m H$m`©
(3) producer type task (3) {Z_m©UmÀ_H$ ‡H$ma H$m H$m`©
(4) problem type task (4) g_Ò`mÀ_H$ ‡H$ma H$m H$m`©
30. Multisensory approach in teaching- 30. ~h˛-gßdoXr {ejU-A{YJ_ H$s ‡{d{Y _| A{YJ_-
learning is the simultaneous use of gßdY©Z hoVw —Ì`, lÏ`, Òne© Am°a _____ gßdoXZmAm|
visual, auditory, tactile and _____ H$m EH$ gmW ‡`moJ {H$`m OmVm h°ü&
senses to enhance learning.
(1) J{V~moYH$
(1) kinesthetic
(2) vestibular (2) H$U©-H$moQ>a
(3) perceptual (3) ‡À`jrH$aU
(4) observational (4) AdbmoH$Z
P-II/M 9 [ P.T.O.
IMPORTANT : Candidates have to do _hŒdnyU© Ö narjm{W©`m| H$mo ‡ÌZ gßª`m 31 go 90 `m Vmo
Question Nos. 31 to 90 Either from Part—II ^mJççII (J{UV Am°a {dkmZ) `m ^mJççIII (gm_m{OH$
(Mathematics and Science) Or from
Part—III (Social Studies / Social Science).
A‹``Z / gm_m{OH$ {dkmZ) go H$aZo h¢ü&
PART—II / ^mJççII
MATHEMATICS AND SCIENCE / J{UV Am°a {dkmZ
options.
31. In a meeting,
4
of the members were 31. EH$ ~°R>H$ _|, gXÒ`m| _| go 4 _{hbmE± Wtü& `h
25 25
female. What percent of the members gXÒ`m| H$m {H$VZm ‡{VeV Wm?
was this? (1) 40%
(1) 40%
(2) 24%
(2) 24%
(3) 16%
(3) 16%
(4) 4%
(4) 4%
32. EH$ XwH$mZ Zo AnZr H$s_Vm| _| 10% H$s H$_r H$sü& EH$
32. A shop reduced its prices by 10%.
gm_mZ H$s ZB© H$s_V ä`m h°, Omo nhbo R 500 _| ~oMr
What is the new price of an item which
OmVr Wr?
was previously sold for R 500?
(1) R 510
(1) R 510
(2) R 550 (2) R 550
(3) R 450 (3) R 450
(4) R 400 (4) R 400
33. Given below is a data set of 33. ZrMo Vmn_mZ (ºC _|) H$m EH$ S>oQ>m goQ> {X`m J`m h° Ö
temperatures (in ºC) :
-6 , - 8 , - 2 , 3 , 2 , 0 , 5 , 4 , 8
-6 , - 8 , - 2 , 3 , 2 , 0 , 5 , 4 , 8 S>oQ>m H$m n[aga ä`m h°?
What is the range of the data?
(1) 0 ºC
(1) 0 ºC
(2) 16 ºC
(2) 16 ºC
(3) 18 ºC
(3) 18 ºC
(4) 10 ºC
(4) 10 ºC
SPACE FOR ROUGH WORK / aµ\$ H$m`© Ho$ {bE OJh
P-II/M 10
34. A coin is tossed 10 times and the 34. EH$ {g∏$m 10 ~ma CN>mbm OmVm h° Am°a n[aUm_ Bg
outcomes are observed as : ‡H$ma Adbmo{H$V {H$E OmVo h¢ Ö
H, T, H, T, T, H, H, T, H, H H, T, H, T, T, H, H, T, H, H
(H is Head; T is Tail) (H {MV h°; T nQ> h°)
What is the probability of getting Head? {MV ‡m· H$aZo H$s gß^mdZm ä`m h°?
3
(1) 3
5 (1)
5
4
(2)
5 4
(2)
2 5
(3)
5 2
(3)
1 5
(4)
5
1
(4)
3 (-7) 25 5
35. The numerical expression + =
7 8 56
gßª`mÀ_H$ Ï`ßOH$$ 3 + (-7) = 25 {XImVm h° {H$çç
shows that—
35.
(1) rational numbers are closed under 7 8 56
addition
(1) n[a_o` gßª`mE± `moJ Ho$ AßVJ©V gßd•V hmoVr h°ß
(2) rational numbers are closed under
subtraction (2) n[a_o` gßª`mE± Ï`dH$bZ Ho$ AßVJ©V gßd•V hmoVr h°ß
(3) rational numbers are closed under (3) n[a_o` gßª`mE± JwUZ Ho$ AßVJ©V gßd•V hmoVr h°ß
multiplication (4) n[a_o` gßª`mE± {d^mOZ Ho$ AßVJ©V gßd•V hmoVr h°ß
(4) rational numbers are closed under
division 36. {ZÂZ{b{IV 3D AmH•${V`m| _| go {H$g_| erf© Zht
hmoVm h°?
36. Which one of the following 3D shapes
does not have a vertex? (1) {nam{_S>
(1) Pyramid (2) {‡¡_
(2) Prism (3) eßHw$
(3) Cone (4) Jmobm
(4) Sphere
4 -3 5x - 2
4 -3 5x - 2
`{X æç 5 ö÷ ´ æç 5 ö÷ = æç 5 ö÷ hmo, Vmo x h°çç
37. If æç ö÷ ´ æç ö÷ = æç ö÷
5 5 5 37.
, then x is— è 7ø è 7ø è 7ø
è 7ø è 7ø è 7ø
1 2 1 2
(1) (2) (1) (2)
5 5 5 5
3 4 3 4
(3) (4) (3) (4)
5 5 5 5
P-II/M 11 [ P.T.O.
38. Let a, b, c be three rational numbers, 38. _m{ZE {H$ a, b, c VrZ n[a_o` gßª`mE± h¢, Ohm
-5
Am°a c = -5 h°ü& {ZÂZ{b{IV _| go
3 2 3 2
where a = , b = and c = . Which a= , b=
5 3 6 5 3 6
one of the following is true? H$m°Z-gm gÀ` h°?
(1) a ´ ( b + c ) = b ´ ( a + c ) (1) a ´ ( b + c ) = b ´ ( a + c )
(2) a ¸ ( b + c ) = b ¸ ( a + c ) (2) a ¸ ( b + c ) = b ¸ ( a + c )
(3) a + ( b + c ) = c + ( a + b )
(3) a + ( b + c ) = c + ( a + b )
(4) a - ( b - c ) = c - ( a - b )
(4) a - ( b - c ) = c - ( a - b )
39. A geometric representation, showing
the relationship between a whole and 39. ¡`m{_Vr` {ZÍ$nU, Omo nyao Am°a CgHo$ Aße Ho$ ~rM
its part, is— gß~ßY {XImVm h°, h°çç
(1) histogram (1) {hÒQ>moJ´m_
(2) pie chart (2) nmB© MmQ>©
(3) bar graph (3) X S> AmboI
(4) pictograph (4) {MÃboI
40. If q is the square of a natural

number p, then p is—
40. `{X q EH$ ‡mH•${VH$ gßª`m p H$m dJ© h°, Vmo p h°çç
(1) the square of q (1) q H$m dJ©
(2) the square root of q (2) q H$m dJ©_yb
(3) equal to q (3) q Ho$ ~am~a

(4) greater than q (4) q go ~ãS>m
41. The value of 91 + 70 + 121 is— 41. 91 + 70 + 121 H$m _mZ h°çç
(1) 9 (2) 10 (1) 9 (2) 10
(3) 11 (4) 12 (3) 11 (4) 12
42. In a park, 784 plants are arranged so

that number of plants in a row is same 42. EH$ nmH©$ _|, 784 nm°Yo Ï`dpÒWV {H$E OmVo h¢ Vm{H$
as the number of rows. The number of nß{∫$ _| nm°Ym| H$s gßª`m, nß{∫$`m| H$s gßª`m Ho$ g_mZ hr
plants in each row is— hmoü& ‡ÀòH$ nß{∫$ _| nm°Ym| H$s gßª`m h°çç
(1) 18 (2) 28 (1) 18 (2) 28
(3) 38 (4) 48 (3) 38 (4) 48
P-II/M 12
43. If two quantities x and y vary inversely 43. `{X Xmo am{e`m± x Am°a y EH$-Xygao Ho$ Ï`wÀH´$_ Í$n _|
with each other, then which one of the KQ>Vo-~ãT>Vo h¢, Vmo {ZÂZ{b{IV _| go H$m°Z-gm gÀ` h°?
following is true?
(1) CZHo$ gß~ß{YV _mZm| H$m AZwnmV EH$g_mZ ~Zm
(1) Ratio of their corresponding values ahVm h°ü&
remains constant.
(2) CZHo$ gß~ß{YV _mZm| H$m JwUZ EH$g_mZ ~Zm
(2) Product of their corresponding ahVm h°ü&
values remains constant.
(3) CZHo$ gß~ß{YV _mZm| H$m `moJ EH$g_mZ ~Zm
(3) Summation of their corresponding ahVm h°ü&
(4) CZHo$ gß~ß{YV _mZm| H$m AßVa EH$g_mZ ~Zm
(4) Difference of their corresponding ahVm h°ü&
44. Given
44. {X`m h°
7y
7y
´6
´6
yyy
yyy
Then the value of y is—
V~ y H$m _mZ h°çç
(1) 8 (2) 6 (1) 8 (2) 6
(3) 4 (4) 2 (3) 4 (4) 2
45. To fill a rectangular tank of area 45. 700 m 2 joÃ\$b Ho$ EH$ Am`VmH$ma Q>¢H$ H$mo âZo Ho$
700 m 2 , 140 m 3 of water is required. {bE 140 m 3 nmZr H$s AmdÌ`H$Vm h°ü& Q>¢H$ _| nmZr
What will be the height of the water Ho$ ÒVa H$s D±$MmB© ä`m hmoJr?
level in the tank?
(1) 10 cm
(1) 10 cm
(2) 20 cm (2) 20 cm
(3) 30 cm (3) 30 cm
(4) 40 cm (4) 40 cm
P-II/M 13 [ P.T.O.
46. Which one of the following is the most 46. {ZÂZ{b{IV _| go _w–m Ho$ `moJ H$m H$m°eb nãT>mZo Ho$
suitable strategy to teach the skill of {bE g~go Cn`w∫$ aUZr{V H$m°Z-gr h°?
addition of money?
(1) AmB0 gr0 Q>r0 H$m Cn`moJ
(1) Use of ICT
(2) Role play (2) amob flbo
(3) Use of models (3) _m∞S>bm| H$m ‡`moJ
(4) Doing lots of problems
(4) ~h˛V gmar g_Ò`mE±/‡ÌZ hb H$aZm
47. After teaching the concept of multipli-
cation to her class, a teacher asked her 47. AnZr H$jm _| JwUm H$s AdYmaUm H$mo nãT>mZo Ho$ ~mX,
children to multiply 48 by 4. EH$ {ejH$ Zo AnZo ~Ém| go 48 H$mo 4 go JwUm H$aZo
One of her students solved it orally H$mo H$hmü&
as “To multiply 48 by 4, we first
add 48 to 48, which makes 96 and CZHo$ N>mÃm| _| go EH$ Zo Bgo _m°{IH$ Í$n go hb
then add another 96 to reach 192. So, {H$`m, ""48 H$mo 4 go JwUm H$aZo Ho$ {bE h_ nhbo 48
the answer is 192”. _| 48 OmoãS>Vo h¢, {Oggo 96 ~ZVm h° Am°a {\$a
What can you say about his/her 96 Am°a OmoãS>Vo h¢, Vmo 192 ~ZVm h°ü& Bg ‡H$ma CŒma
strategy of multiplication? 192 h°''ü&
(1) The child used a wrong method to
multiply. He/She has to use the JwUm H$s CgH$s aUZr{V Ho$ ~mao _| Amn ä`m H$h
place value algorithm to multiply gH$Vo h¢?
the numbers.
(1) ~Éo Zo JwUm H$aZo Ho$ {bE JbV {d{Y H$m Cn`moJ
(2) He/She has not understood the
{H$`mü& gßª`mAm| H$mo JwUm H$aZo Ho$ {bE Cgo
concept of multiplication.
ÒWmZr` _mZ EoÎJmo[aX≤>_ H$m Cn`moJ H$aZm Mm{hEü&
(3) The given problem is a multipli-
cation problem and not addition (2) Cgo JwUm H$s AdYmaUm g_P _| Zht AmB© h°ü&
problem. (3) Xr JB© g_Ò`m EH$ JwUm g_Ò`m h° Am°a `moJ H$s
(4) He/She understood multiplication g_Ò`m Zht h°ü&
as repeated addition.
(4) CgZo JwUm H$mo ~ma-~ma `moJ Ho$ Í$n _| g_Pm h°ü&
48. Which one of the following should
be taken up as initial activity in 48. ~Ém| H$mo "g_`' H$s AdYmaUm H$mo ‡ÒVm{dV H$aZo Ho$
introducing the concept of ‘time’ to
{bE ‡maß{^H$ J{V{d{Y Ho$ Í$n _| {ZÂZ{b{IV _| go
young learners?
H$m°Z-gr H$s OmZr Mm{hE?
(1) Discussing about the prior
experiences with phrases related (1) g_` go gß~ß{YV dmä`mßem| Ho$ gmW nyd© AZw^dm| Ho$
to time ~mao _| MMm© H$aZm
(2) Teaching children how to read time (2) ~Ém| H$mo nãT>mZm {H$ KãS>r _| g_` H$mo H°$go
in clock nãT>m OmE
(3) Teaching children how to calculate
elapsed time (3) ~Ém| H$mo nãT>mZm {H$ ~rVo h˛E g_` H$s JUZm
(4) Conversion of time in different
H°$go H$a|
units (4) {d{^fi BH$mB`m| _| g_` H$m Í$nmßVaU H$aZm
P-II/M 14
49. Which one of the following is not the 49. {ZÂZ{b{IV _| go H$m°Z-gm _yÎ`mßH$Z H$m C‘oÌ` Zht h°?
purpose of assessment?
A. N>mÃ Ho$ {dH$mg H$s {ZJamZr H$aZm
A. Monitoring student’s growth
B. Making instructional decision
B. {ZX}eH$ {ZU©` boZm
C. Evaluating the effectiveness of C. nmR>ÁH´$_ H$s ‡^mderbVm H$m _yÎ`mßH$Z H$aZm

curriculum
D. ‡Xe©Z Ho$ AmYma na ~Ém| H$s a¢qH$J H$aZm
D. Ranking the children based on
performance ZrMo {XE JE Hy$Q> H$m ‡`moJ H$a ghr CŒma Mw{ZEü&
Select the correct answer using the
code given below. (1) A
(1) A (2) D
(2) D (3) B
(3) B
(4) C
(4) C
50. CÉ ‡mW{_H$ ÒVa na J{UV nãT>mZo Ho$ {bE {ZÂZ{b{IV

50. Which one of the following methods is _| go H$m°Z-gr {d{Y g~go A{YH$ Cn`w∫$ h°?
most suitable for teaching mathematics
at upper primary level? (1) ‡Xe©Z {d{Y
(1) Demonstration method
(2) Ï`mª`mZ {d{Y
(2) Lecture method
(3) J{V{d{Y-AmYm[aV A{YJ_
(3) Activity-based learning
(4) g_Ò`m-g_mYmZ {d{Y
(4) Problem-solving method
51. Which one of the following is most 51. CÉ ‡mW{_H$ ÒVa na J{UV A{YJ_ Ho$ {bE
essential in learning mathematics at {ZÂZ{b{IV _| go H$m°Z-gm g~go A{YH$ AmdÌ`H$ h°?
upper primary level?
(1) EH$ g_Ò`m H$mo H$B© ~ma hb H$aZm
(1) Solving a problem many times
(2) Exploring different ways of solving
(2) {H$gr g_Ò`m H$mo hb H$aZo Ho$ {d{^fi VarH$m| H$s
a problem
ImoO H$aZm
(3) Memorizing all formulas (3) g^r gyÃm| H$mo `mX H$aZm
(4) Copying correctly what teacher (4) {ejH$ ~moS>© na Omo {bIVm h°, CgH$m ghr T>ßJ go
writes on the board ZH$b H$aZm
P-II/M 15 [ P.T.O.
52. The strategy of questioning used in the 52. CÉ ‡mW{_H$ ÒVa na J{UV H$s H$jm _| Cn`moJ hmoZo
mathematics class at upper primary dmbr nyN>VmN> H$s aUZr{Vçç
level—
(1) should be discouraged as it (1) H$mo hVmoÀgm{hV H$aZm Mm{hE ä`m|{H$ `h Cg ~Éo
demoralizes the child who is unable H$mo ZrMm {XImVr h° Omo CŒma XoZo _| Ag_W© h°
to answer
(2) H$jm H$mo H$mobmhbnyU© ~ZmVr h° ä`m|{H$ ~Éo ~h˛V

(2) makes the classroom noisy as the
¡`mXm ~mV H$a|Jo
children would be talking too much
(3) could create stress among children (3) ~Ém| Ho$ ~rM VZmd n°Xm H$a gH$Vr h° Am°a C›h|
and may lead them to accept the {ejH$ Ho$ A{YH$ma H$mo ÒdrH$ma H$aZo Ho$ {bE
teacher’s authority _O~ya H$a gH$Vr h°
(4) helps children to express their

thoughts or understanding and (4) ~Ém| H$mo CZHo$ {dMma `m g_P Ï`∫$ H$aZo Am°a
think critically AmbmoMZmÀ_H$ Í$n go gmoMZo _| _XX H$aVr h°
53. A teacher has taught measurement of

area to class VIII children, but many of 53. EH$ {ejH$ Zo H$jm VIII Ho$ ~Ém| H$mo joÃ\$b _mnZ
her students are confused between the {gIm`m h°, bo{H$Z CZHo$ H$B© N>mÃ joÃ\$b Am°a Am`VZ
usage of different units of area and H$s {d{^fi BH$mB`m| Ho$ Cn`moJ Ho$ ~rM CbPZ _| h¢ü&
volume. What could be the reason for ~Ém| _| Bg Vah Ho$ ^´_ H$m H$maU ä`m hmo gH$Vm h°?
such a confusion in children?
(1) The children did not know the use (1) ~Ém| H$mo joÃ\$b H$s BH$mB`m| H$m Cn`moJ Zht
of units for area. AmVm Wmü&
(2) The children have not memorized

different units. (2) ~Ém| Zo {d{^fi BH$mB`m| H$mo `mX Zht {H$`m h°ü&
(3) Different units have been (3) AbJ-AbJ BH$mB`m| H$mo CZHo$ X°{ZH$ OrdZ go
introduced all together without gß~ß{YV {H$E {~Zm g^r H$mo EH$ gmW ~Vm`m
relating them with their daily life. J`m h°ü&
(4) The concept of measurement of
area is a difficult topic for a (4) H$jm VIII Ho$ {ejmWu Ho$ {bE joÃ\$b _mnZ H$s
class VIII learner. AdYmaUm EH$ H${R>Z {df` h°ü&
P-II/M 16
54. Which one of the following can be the 54. H$jm _| J{UVr` dmVm©bmn H$mo ‡moÀgm{hV H$aZo H$m g~go
most appropriate aim of encouraging Cn`w∫$ C‘oÌ` {ZÂZ{b{IV _| go H$m°Z-gm hmo gH$Vm h°?
mathematical communication in
classroom? (1) J{UVr` {ddaUm| Ho$ ~mao _| ~mV H$aVo h˛E Am°a
(1) Children should be able to use a
CZH$m Cn`moJ H$aVo g_` ~Ém| H$mo EH$ gQ>rH$
precise language while talking
^mfm H$m Cn`moJ H$aZo _| gj_ hmoZm Mm{hE
about mathematical statements
and using them (2) J{UV go S>aZo dmbo ~Ém| H$mo H$jm _| Amng _|
~mVMrV H$aZo (AßVÖ{H´$`m) _| gj_ hmoZm Mm{hE
(2) Children who have fear about
mathematics should be able to (3) J{UV Ho$ {df`m| Ho$ ~mao _| H$jm _| ~hg
interact in the class Am`mo{OV H$aZm
(3) To organize debates in the class
regarding topics of mathematics (4) ~Ém| H$mo J{UV H$s H$jm _| ‡_o` Am°a gyÃm| Ho$
dmMZ _| gj_ hmoZm Mm{hE
(4) Children should be able to recite
theorems and formulas in
mathematics class
55. J{UV _| Z°Xm{ZH$ narjU H$m C‘oÌ` h°çç
55. The purpose of a diagnostic test in (1) ~Ém| H$s g_P _| AßVa OmZZm
mathematics is—
(2) _mVm-{nVm H$mo ‡{V{H´$`m XoZm
(1) to know the gaps in children’s
understanding
(3) ‡J{V [anmoQ>© âZm
(2) to give feedback to the parents
(4) Aß{V_ Ad{Y H$s narjm Ho$ {bE ‡ÌZ-nÃ H$s
(3) to fill the progress report `moOZm ~ZmZm
(4) to plan the question paper for the
end term examination
56. CnMmamÀ_H$ {ejU ghm`H$ h°çç
56. Remedial teaching is helpful for—
(1) nyar H$jm H$mo nãT>mZo Ho$ {bE
(1) teaching the whole class
(2) nmR> H$s nwZamd•{Œm Ho$ {bE
(2) recapitulating the lesson
(3) teaching in play-way method

(3) Iob-_mJ© {d{Y ¤mam {ejU Ho$ {bE
(4) removing learning difficulties of (4) H$_Omoa N>mÃm| H$s grIZo H$s H${R>ZmB`m| H$mo Xya
weak students H$aZo Ho$ {bE
P-II/M 17 [ P.T.O.
57. Which one of the following is not a 57. {ZÂZ{b{IV _| go H$m°Z-gr EH$ J{UVr` ‡{H´$`m
mathematical process? Zht h°?
(1) Visualization (1) _mZgXe©Z
(2) Memorization
(2) aQ>Zm
(3) Estimation
(3) AmH$bZ
(4) Measurement
(4) _mnZ
58. “Errors play a crucial role in learning of

mathematics.” This statement is—
58. ""J{UV grIZo _| Ãw{Q>`m± EH$ _hŒdnyU© ^y{_H$m {Z^mVr
h¢ü&'' `h H$WZ h°çç
(1) false, because errors occur due to
carelessness
(1) AgÀ`, ä`m|{H$ bmnadmhr Ho$ H$maU Ãw{Q>`m± hmoVr h¢
(2) true, because errors reflect the

thinking of child
(2) gÀ`, ä`m|{H$ Ãw{Q>`m± ~Éo H$s gmoM H$mo Xem©Vr h¢
(3) false, because mathematics is exact

(3) AgÀ`, ä`m|{H$ J{UV gQ>rH$ h°
(4) true, because errors provide

feedback about the marks they (4) gÀ`, ä`m|{H$ Ãw{Q>`m± ‡m· AßH$m| Ho$ ~mao _|
obtained ‡{V{H´$`m ‡XmZ H$aVr h¢
P-II/M 18
59. While teaching ‘shapes’, a teacher can 59. "AmH$ma' nãT>mVo g_`, EH$ {ejH$ Eo{Vhm{gH$ ÒWmZm|
plan a trip to historical places, as— H$s `mÃm H$s `moOZm ~Zm gH$Vm h°, ä`m|{H$çç
A. it needs to provide leisure time as A. AdH$me g_` ‡XmZ H$aZo H$s AmdÌ`H$Vm h°
most of the syllabus has been ä`m|{H$ A{YH$mße nmR>ÁH´$_ g_` na nyam hmo
completed in time MwH$m h°
B. it would be an opportunity to
improve communication skill B. `h gßMma H$m°eb _| gwYma H$aZo H$m Adga hmoJm
C. shapes are an integral part of every C. AmH$ma ha dmÒVwH$bm H$m EH$ A{^fi {hÒgm h°
architecture and such trips Am°a Bg Vah H$s `mÃmE± {df`m| _| gß~ßY H$mo
encourage connections across ‡moÀgm{hV H$aVr h¢
disciplines
D. {ejm ~moS>© ¤mam \$sÎS> {Q¥>n H$s {g\$m[ae H$s
D. field trips are recommended by OmVr h°, Bg{bE BgH$m Am`moOZ AdÌ` {H$`m
Education Board, so must be OmZm Mm{hE
organized
ZrMo {XE JE Hy$Q> H$m ‡`moJ H$a ghr CŒma Mw{ZEü&
code given below. (1) A Am°a B
(1) A and B
(2) C
(2) C
(3) B and C (3) B Am°a C
(4) A, C and D (4) A, C Am°a D
60. A student was asked to calculate the
surface area of a cube. 60. EH$ N>mÃ H$mo EH$ KZ H$s gVh H$m joÃ\$b {ZH$mbZo Ho$
{bE H$hm J`m Wmü&
He calculated the volume.
The reason(s) of error in calculation
CgZo Am`VZ {ZH$mbmü&
is/are— JUZm _| Ãw{Q> H$m/Ho$ H$maU h°/h¢çç
A. the student finds the class A. N>mÃ H$jm H$mo C~mD$ nmVm h°, ä`m|{H$ Cgo J{UV
boring as he does not like H$s H$jm ngßX Zht h°
mathematics class
B. the student is not fit to study in B. N>mÃ Cg H$jm _| A‹``Z H$aZo Ho$ {bE Cn`w∫$
that class Zht h°
C. the student is not able to C. N>mÃ gVh H$m joÃ\$b Am°a Am`VZ H$s AdYmaUm
understand the concept of surface H$mo g_PZo _| gj_ Zht h°
area and volume
D. N>mÃ gVh H$m joÃ\$b Am°a Am`VZ H$s AdYmaUm
D. the student has understood the H$mo g_P J`m h°
concept of surface area and volume
ZrMo {XE JE Hy$Q> H$m ‡`moJ H$a ghr CŒma Mw{ZEü&
code given below. (1) C
(1) C
(2) B Am°a C
(2) B and C
(3) D (3) D
(4) A and B (4) A Am°a B
P-II/M 19 [ P.T.O.
61. The longest snakes found in the 61. gßgma _| nmò OmZo dmbo g~go bß~o gn© h¢çç
world are— (1) dmBna
(1) vipers
(2) EoZmH$m|S>m
(2) anacondas
(3) ~moAm
(3) boas
(4) OmbrXma AOJa
(4) reticulated pythons
62. Yoga is done by the people in the world

62. {dÌdâ _| bmoJm| ¤mam `moJ {H$`m OmVm h°, ä`m|{H$çç
because— (1) `h EH$ AmgmZ Ï`m`m_ h°
(1) it is a simple exercise (2) `h bmoJm| H$mo ÒdÒW aIVm h°
(2) it keeps people healthy (3) `h ^yI ~ãT>mVm h°
(3) it increases hunger (4) `h Iw{e`m± bmVm h°
(4) it brings happiness
63. MoMH$ Ho$ Q>rHo$ H$m Am{dÓH$ma —— Ho$ ¤mam {H$`m J`mü&
63. The vaccine for smallpox was (1) amoZmÎS> am∞g
discovered by—
(2) am∞~Q>© H$moM
(1) Ronald Ross
(3) ES>dS>© OoZa
(2) Robert Koch
(4) AboäO|S>a ‚boq_J
(3) Edward Jenner
(4) Alexander Fleming 64. {ZÂZ{b{IV _| go {H$gH$m Cn`moJ EH$ n[aajH$ Ho$ Í$n
64. Which one of the following is used as
_| {H$`m OmVm h°?
preservative? (1) H$m∞na gÎ\o$Q>
(1) Copper sulphate (2) gmo{S>`_ ~|OmoEQ>
(2) Sodium benzoate (3) A_mo{Z`_ gÎ\o$Q>
(3) Ammonium sulphate (4) gmo{S>`_ äbmoamBS>
(4) Sodium chloride
65. `rÒQ> H$m Cn`moJ —— Ho$ CÀnmXZ _| {H$`m OmVm h°ü&
65. Yeast is used for the production of—
(1) EÎH$mohm∞b
(1) alcohol
(2) Xhr
(2) curd
(3) MrZr
(3) sugar
(4) gmYmaU Z_H$
(4) common salt
66. Mitochondria : ATP :: Ribosome : ? 66. _mBQ>moH$m∞p›S¥>`m Ö E0 Q>r0 nr0 ÖÖ amB~mogmo_ Ö ?

(1) Carbohydrate (1) H$m~m}hmBS¥>oQ>
(2) Fat (2) dgm
(3) Protein (3) ‡moQ>rZ
(4) Vitamin (4) {dQ>m{_Z
P-II/M 20
67. If the frequency of a simple pendulum 67. `{X EH$ gab bmobH$ H$s Amd•{Œm 2 hQ≤>©O hmo, Vmo `h
is 2 Hz, how many oscillations will it 16 goHß$S> _| {H$VZo XmobZ nyao H$aoJm?
complete in 16 seconds? (1) 8 (2) 16
(1) 8 (2) 16
(3) 32 (4) 64
(3) 32 (4) 64
68. {ZÂZ{b{IV _| go H$m°Z-gr YmVw dm`w _| aIZo na Ob
68. Which one of the following metals
CR>Vr h°?
burns if kept in air?
(1) gmo{S>`_
(1) Sodium
(2) _°ær{e`_
(2) Magnesium
(3) Zinc (3) OÒVm (qOH$)
(4) Aluminium (4) EoÎ`y{_{Z`_
69. Magnesium hydroxide [ Mg ( OH ) 2 ] is 69. _°ær{e`_ hmBS¥>m∞ägmBS> [Mg (OH) 2 ] H$m Cn`moJ
used as— —— Ho$ Í$n _| {H$`m OmVm h°ü&
(1) oxidizing agent (1) Am∞ägrH$maH$
(2) reducing agent (2) AnMm`r H$maH$
(3) anti-acid (3) ‡{V-AÂb
(4) fermentation agent (4) {H$ dZ H$maH$
70. Which one of the following gases burns 70. {ZÂZ{b{IV _| go H$m°Z-gr J°g nm∞n H$s ‹d{Z Ho$ gmW
with pop sound? ObVr h°?
(1) Oxygen (1) Am∞ägrOZ
(2) Hydrogen (2) hmBS¥>moOZ
(3) Nitrogen dioxide (3) ZmBQ¥>moOZ S>mBAm∞ägmBS>
(4) Sulphur dioxide (4) gÎ\$a S>mBAm∞ägmBS>
71. Which of the following is/are example(s)
71. {ZÂZ{b{IV _| go H$m°Z-gm/go AgßnH©$ ~b H$m/Ho$
of non-contact force?
CXmhaU h°/h¢?
(1) Gravitation force
(1) JwÈÀdmH$f©U ~b
(2) Muscular force
(2) noer` ~b
(3) Magnetic force
(3) MwÂ~H$s` ~b
(4) Both (1) and (2)
(4) (1) Am°a (2) XmoZm|
72. Diabetes is controlled by _____
hormone. 72. _Yw_oh amoJ {H$g hm∞_m}Z ¤mam {Z`ß{ÃV hmoVm h°?
(1) thyroxine (1) Wmàm∞pägZ
(2) adrenaline (2) ES¥>oZo{bZ
(3) insulin (3) Bßgw{bZ
(4) thymosin (4) WmB_mo{gZ
P-II/M 21 [ P.T.O.
73. Which one of the following is not a 73. {ZÂZ{b{IV _| go H$m°Z-gm noQ¥>mo{b`_ H$m CÀnmX
product of petroleum? Zht h°?
(1) Kerosene (1) {_≈>r H$m Vob
(2) CNG (2) gr0 EZ0 Or0
(3) Paraffin wax (3) n°am{\$Z _mo_
(4) Bitumen (4) {~Qy>_oZ
74. Red Data Book contains a record of— 74. aoS> S>oQ>m ~wH$ —— H$m [aH$m∞S>© aIVr h°ü&
(1) endangered species (1) gßH$Q>mnfi ‡Om{V`m|
(2) extinct species (2) {dbw· ‡Om{V`m|
(3) flora (3) dZÒn{V
(4) fauna
(4) newdJ©
75. Why are the soles of the shoes treaded?

75. OyVo Ho$ gmob Ag_Vb ä`m| {H$E OmVo h¢?
(1) To give the shoes more protection
(1) OyVo H$mo Am°a _O~yVr XoZo Ho$ {bE
(2) To decrease friction
(2) OãS>Àd KQ>mZo Ho$ {bE
(3) To increase friction
(3) OãS>Àd ~ãT>mZo Ho$ {bE
(4) To increase life of the shoes
(4) OyVo H$m OrdZ ~ãT>mZo Ho$ {bE
76. Sarika took distilled water in a bottle

and tried to find whether it conducts 76. gm[aH$m Zo AmgwV Ob EH$ ~moVb _| {b`m Am°a nVm
electricity or not. What is she likely to bJmZo H$s H$mo{ee H$s {H$ dh {d⁄wV≤ H$m gwMmbH$ h° `m
find? Zhtü& Cgo ä`m ‡m· hmoZo H$s gß^mdZm h°?
(1) It is good conductor of electricity. (1) `h {d⁄wV≤ H$m gwMmbH$ h°ü&
(2) It is an insulator. (2) `h EH$ {d⁄wV≤amoYr h°ü&
(3) It is poor conductor of electricity. (3) `h {d⁄wV≤ H$m H$_Omoa MmbH$ h°ü&
(4) None of the above (4) Cn`w©∫$ _| go H$moB© Zht
P-II/M 22
77. Which one of the following statements 77. {ZÂZ{b{IV _| go H$m°Z-gm H$WZ gÀ` Zht h°?
is not correct?
(1) {H$gr {d⁄wV≤ n[anW _| gwa{jV ‡dm{hV hmoZo Ho$
(1) There is a minimum limit of current
{bE {d⁄wV≤ Ymam H$s ›`yZV_ gr_m h°ü&
which can safely flow in the electric
circuit.
(2) {H$gr {d⁄wV≤ n[anW _| gwa{jV ‡dm{hV hmoZo Ho$
(2) There is a maximum limit of {bE {d⁄wV≤ Ymam H$s A{YH$V_ gr_m h°ü&
current which can safely flow in the
electric circuit. (3) g^r ^dZm| Ho$ {d⁄wV≤ n[anWm| _| ‚`yO bJmE
OmVo h¢ü&
(3) Fuses are inserted in electric
circuits of all the buildings.
(4) `{X n[anW _| Cn`w∫$ ‚`yO bJm`m OmE, Vmo
(4) If the proper fuse is inserted in a gwa{jV gr_m go A{YH$ {d⁄wV≤ Ymam hmoZo na `h
circuit, it will blow off if the current CãS> OmEJmü&
is more than the safe limit.
78. Which one of the following places is 78. {ZÂZ{b{IV _| go {H$g ÒWmZ H$s MH´$dmV go g~go
most likely to be affected by a cyclone? A{YH$ ‡^m{dV hmoZo H$s gß^mdZm h°?
(1) Porbandar (1) nmoa~ßXa

(2) Puri
(2) nwar
(3) Mumbai
(3) _wÂ~B©
(4) Goa
(4) Jmodm
79. The change in seasons on the earth
occurs because—
79. n•œdr na G$VwE± ~XbVr h°ß, ä`m|{H$çç
(1) the axis of rotation of the earth
is perpendicular to the plane of
its orbit (1) n•œdr H$m KyU©Z Aj BgH$s H$jm Ho$ Vb Ho$
bÂ~dV≤ h°
(2) the axis of rotation of the earth is
tilted with respect to the plane of (2) n•œdr H$m KyU©Z Aj BgH$s H$jm Ho$ Vb Ho$ gmnoj
its orbit PwH$m h˛Am h°
(3) the distance between the earth and
the sun is not constant
(3) n•œdr Am°a gy`© Ho$ ~rM H$s Xyar {Z`V Zht h°
(4) the axis of rotation of the earth is (4) n•œdr H$m KyU©Z Aj BgH$s H$jm Ho$ Vb Ho$
parallel to the plane of its orbit g_mZmßVa h°
P-II/M 23 [ P.T.O.
80. There are two columns, Column—A 80. Xmo ÒVÂ^, ÒVÂ^ççA Am°a ÒVÂ^ççB {XE JE h¢ Ö
and Column—B :
ÒVÂ^ççA ÒVÂ^ççB
Column—A Column—B
(a) d•j{dVmZ (i) nmXnm| Am°a OßVwAm| Ho$
(a) Canopy (i) Dead plant and _•V D$VH$
animal tissues
(b) AnKQ>H$ (ii) EH$ OßJbr OßVw
(b) Decomposers (ii) A wild animal
(c) Humus (iii) Microorganism

(c) ¯y_g (iii) gy˙_Ord
(d) Porcupine (iv) Branches of tall (d) gmhr (iv) ~ãS>o d•j H$s emImE±
tree
{ZÂZ{b{IV _| go H$m°Z-gm {XE JE ÒVÂ^ççA Ho$ H´$_
Which one of the following is the Ho$ AZwgma ÒVÂ^ççB H$m ghr H´$_ hmoJm?
correct sequence of Column—B for the
given sequence of Column—A?
(1) (i), (ii), (iii), (iv)
(1) (i), (ii), (iii), (iv)
(2) (i), (iii), (ii), (iv)
(2) (i), (iii), (ii), (iv)
(3) (iii), (iv), (ii), (i)

(3) (iii), (iv), (ii), (i)
(4) (iv), (iii), (i), (ii)

(4) (iv), (iii), (i), (ii)
81. Why is formative assessment important 81. {dkmZ _| aMZmÀ_H$ AmH$bZ ä`m| _hŒdnyU© h°?
in science?
(1) `h boZm AmgmZ h°ü&

(1) It is easy to conduct.
(2) It helps in developing scientific

(2) `h {ejm{W©`m| _| d°km{ZH$ —{Ô>H$moU Ho$ {dH$mg _|
temper in students.
ghm`H$ h°ü&
(3) It is diagnostic. (3) `h {ZXmZmÀ_H$ h°ü&
(4) It helps in better understanding of (4) `h {dkmZ H$mo A¿N>o ‡H$ma go g_PZo _| ghm`H$
science. h°ü&
P-II/M 24
82. Why are science fairs organized in 82. {d⁄mb`m| _| {dkmZ _obo H$m Am`moOZ ä`m| {H$`m
schools? OmVm h°?
(1) To prepare students for higher (1) {ejm{W©`m| H$mo {dkmZ _| CÉ {ejm Ho$ {bE V°`ma
education in science H$aZo Ho$ {bE
(2) To help the students to score
higher in their examination
(2) {ejm{W©`m| H$mo CZH$s narjm _| A¿N>o AßH$ ‡m·
H$aZo _| ghm`Vm H$aZo Ho$ {bE
(3) To nurture creativity and
experimentation in science among (3) {ejm{W©`m| _| {dkmZ _| g•OZ Edß ‡`moJ H$aZo H$s
students j_Vm H$m {dH$mg H$aZo Ho$ {bE
(4) To evaluate students on the basis (4) {ejm{W©`m| H$m CZHo$ ‡Xe©Z Ho$ AmYma na
of their performance _yÎ`mßH$Z H$aZo Ho$ {bE
83. As a teacher, which one of the following

83. EH$ {ejH$ Ho$ ZmVo {ZÂZ{b{IV _| go {H$go Amn {ejU
do you find most appropriate for
scientific approach to teaching?
_| d°km{ZH$ {dYm Ho$ {bE g~go Cn`w∫$ g_PVo h¢?
(1) Clarify the students about the (1) {ejm{W©`m| H$mo H$jm _| AdYmaUmAm| H$mo ÒnÔ>
concepts in the class H$aZm
(2) Show the use of technology for (2) AdYmaUmAm| Ho$ {ejU hoVw VH$ZrH$s H$m ‡`moJ
teaching concepts {XImZm
(3) Give projects to the students (3) {ejm{W©`m| H$mo n[a`moOZmE± XoZm
(4) Ask the students to perform
(4) AdYmaUmAm| go gß~ß{YV J{V{d{Y`m| H$mo
activities related to the concepts
{ejm{W©`m| go H$amZm
84. According to NCF–2005, “good science
education is true to life”. What does 84. EZ0 gr0 E\$0ç2005 Ho$ AZwgma, ""A¿N>r {dkmZ
this mean? {ejm OrdZ Ho$ ‡{V gÀ` hmoVr h°''ü& BgH$m ä`m AW©
h°?
(1) Science should prepare the child to
the world of work. (1) {dkmZ ~mbH$ H$mo H$m`© H$s Xw{Z`m _| ‡doe hoVw
(2) Science should be able to engage V°`ma H$aoü&
the child meaningfully.
(2) {dkmZ ~mbH$ H$mo AW©nyU© T>ßJ go Ï`ÒV H$aZo _|
(3) Science should enable the child in gj_ hmoü&
learning the processes of acquiring
scientific knowledge. (3) {dkmZ ~mbH$ H$mo d°km{ZH$ kmZ A{O©V H$aZo H$s
‡{H´$`mAm| H$mo grIZo bm`H$ ~ZmEü&
(4) Science should help in living easy
life. (4) {dkmZ AmgmZ OrdZ Ï`VrV H$aZo _| ghm`H$ hmoü&
P-II/M 25 [ P.T.O.
85. Which one of the following is not a 85. {ZÂZ{b{IV _| go H$m°Z-gm d°km{ZH$ —{Ô>H$moU H$m JwU
quality of scientific attitude? Zht h°?
(1) Open-mindedness (1) Iwbm _pÒVÓH$
(2) Curiosity to learn more (2) A{YH$ grIZo H$s CÀgwH$Vm

(3) Objectivity in approach to problems (3) g_Ò`mAm| Ho$ ‡{V Ï`dhma _| dÒVw{Z>Vm
(4) Hard work
(4) H${R>Z H$m`©
86. Hari wants to teach the circular motion

to class VI students. Which one of the 86. h[a H$jm VI Ho$ {ejm{W©`m| H$mo KyU©Z J{V nãT>mZm
following will be the best method? MmhVm h°ü& {ZÂZ{b{IV _| go H$m°Z-gr g~go A¿N>r
{dYm hmoJr?
(1) Discussion
(1) MMm©
(2) Activity-based teaching
(2) J{V{d{Y-AmYm[aV {ejU
(3) Giving examples
(3) CXmhaU XoZm
(4) Demonstration
(4) ‡Xe©Z
87. Which one of the following is an

important aim of learning science?
87. {ZÂZ{b{IV _| go H$m°Z-gm {dkmZ A{YJ_ H$m EH$
_hŒdnyU© C‘oÌ` h°?
(1) To get knowledge of science
(1) {dkmZ H$m kmZ A{O©V H$aZm

(2) To collect the information of
science contents
(2) {dkmZ H$s {df`dÒVw H$s OmZH$mar EH${ÃV H$aZm
(3) To imbibe the values of honesty,
integrity and cooperation among (3) A‹``ZH$Vm©Am| _| B©_mZXmar, AIßS>Vm Am°a
learners gh`moJ Ho$ _yÎ`m| H$s ‡m{·
(4) To help the fellow colleagues in (4) AnZo ghnm{R>`m| H$mo {dkmZ H$m kmZ A{O©V H$aZo
getting knowledge of science _| ghm`Vm H$aZm
P-II/M 26
88. The continuous and comprehensive 88. {dkmZ Ho$ _yÎ`mßH$Z _| gVV Edß g_J´ _yÎ`mßH$Z H$m
evaluation in science means— AW© h°çç
(1) summative and formative (1) Aß{V_ Edß aMZmÀ_H$ _yÎ`mßH$Z

assessment
(2) A{YH$ AmdVu Om±M Edß narjm

(2) more frequent test and
examination
(3) A{YJ_ Ho$ AmH$bZ hoVw gm_m›` J{V{d{Y`m± Am°a
A‰`mg
(3) routine activities and exercises to
assess learning
(4) {dkmZ Ho$ g^r nhbwAm| H$m _yÎ`mßH$Z
(4) evaluation of all aspects of science
89. {ZÂZ{b{IV _| go H$m°Z-gm g_Ò`m-g_mYmZ {d{Y H$m

89. Which one of the following is not a step EH$ MaU Zht h°?
of problem-solving approach?
(1) pÒW{V H$s H$ÎnZm H$aZm
(1) Visualizing the situation
(2) g_mYmZ H$m ‡`mg H$aZm
(2) Attempt to solve
(3) {ZÓH$f© {ZH$mbZm
(3) Drawing conclusion
(4) AdbmoH$Z
(4) Observation
90. {ZÂZ{b{IV _| go H$m°Z-gm {dkmZ _| AZwÍ$nVm {d{Y

90. Which one of the following is a step of
analogy strategy in science?
H$m EH$ MaU h°?
(1) Map similarities (1) g_mZVmAm| H$m {MÃU
(2) Presentation of abstraction (2) A_yV©Vm H$m ‡ÒVwVrH$aU
(3) Interlinking concepts (3) AdYmaUmAm| H$mo EH$-Xygao go OmoãS>Zm
(4) Application (4) Cn`moJ
P-II/M 27 [ P.T.O.
IMPORTANT : Candidates have to do _hŒdnyU© : narjm{W©`m| H$mo ‡ÌZ gß0 31 go 90 `m Vmo
Question Nos. 31 to 90 Either from Part—II ^mJççII (J{UV Am°a {dkmZ) `m ^mJççIII (gm_m{OH$
(Mathematics and Science) Or from Part—III A‹``Z/gm_m{OH$ {dkmZ) go H$aZo h¢ü&
(Social Studies/Social Science).
PART—III / ^mJççIII
SOCIAL STUDIES/SOCIAL SCIENCE / gm_m{OH$ A‹``Z/gm_m{OH$ {dkmZ
options.
31. dmV-{XΩXeu H$m ‡`moJ ä`m _mnZo Ho$ {bE {H$`m
31. Wind vane is used for measuring— OmVm h°?
(1) wind velocity
(1) dm`w doJ
(2) air pressure
(3) wind direction
(2) dm`w Xm~
(4) air temperature (3) dm`w {Xem
32. Which one of the following layers of the (4) dm`w Vmn_mZ
atmosphere helps in the transmission
of radio waves? 32. dm`w_ßS>b H$s {ZÂZ{b{IV _| go H$m°Z-gr naV ao{S>`mo
(1) Stratosphere VaßJm| Ho$ gßMaU _| _XX H$aVr h°?
(2) Mesosphere (1) g_Vmn_ßS>b
(3) Thermosphere
(2) _‹`_ßS>b
(4) Exosphere
(3) ~m¯ dm`w_ßS>b
33. Identify the various layers of the earth
in order from interior to the outermost (4) ~{h_™S>b
layer :
33. n•œdr H$s {d{^fi naVm| H$mo H´$_ _| AmßV[aH$ go ~mharV_
naV VH$ nhMm{ZE :
(1) Crust, mantle, outer core, inner

core
(2) Mantle, crust, outer core, inner
(1) nn©Q>r, _¢Q>b, ~mhar H´$moS>, AmßV[aH$ H´$moS>
core
(3) Inner core, outer core, crust, (2) _¢Q>b, nn©Q>r, ~mhar H´$moS>, AmßV[aH$ H´$moS>
mantle
(3) AmßV[aH$ H´$moS>, ~mhar H´$moS>, nn©Q>r, _¢Q>b
(4) Inner core, outer core, mantle,
crust (4) AmßV[aH$ H´$moS>, ~mhar H´$moS>, _¢Q>b, nn©Q>r
P-II/M 28
34. Observe carefully the location of the 34. {XE JE AmaoI _| gy`©, n•œdr Am°a Mß–_m H$s pÒW{V H$mo
sun, earth and moon in the given ‹`mZ go Xo{IE Am°a ~VmBE {H$ `h ä`m Xem©Vm h° :
diagram and tell what it depicts :
Mß–_m
Moon
gy`© n•œdr
Sun Earth
(1) Solar eclipse (1) gy`©-J´hU
(2) Lunar eclipse (2) Mß–-J´hU
(3) Spring tide (3) ~•hV≤ ¡dma-^mQ>m
(4) Neap tide (4) bKw ¡dma-^mQ>m
35. When the river enters the plain, it 35. O~ ZXr _°XmZ _| ‡doe H$aVr h°, Vmo `h _wãS> OmVr h°
bends and flows forming large bends Am°a ~ãS>o _moãS> ~ZmH$a ~hVr h°, Omo H$hbmVm h°—
known as—
(1) levee
(1) VQ>~ßY
(2) floodplain (2) ~mãT> H$m _°XmZ
(3) meander (3) {dgn©
(4) oxbow lake (4) MmnPrb
36. Which means of transport is extremely 36. A{YH$mße XwJ©_ joÃm| _| Am°a AmnXmAm| Ho$ g_` bmoJm|
useful in most inaccessible areas and H$mo ~MmZo Am°a ^moOZ, Ob, H$nãS>o Edß XdmAm| H$mo
in time of calamities for rescuing {dV[aV H$aZo Ho$ {bE `mVm`mV H$m H$m°Z-gm gmYZ ~ohX
people and distributing food, water,
clothes and medicines?
Cn`moJr h°?
(1) Airways (1) dm`w_mJ©
(2) Railways (2) aob_mJ©
(3) Roadways (3) gãS>H$_mJ©
(4) Waterways (4) Ob_mJ©
P-II/M 29 [ P.T.O.
37. The branch of geography which deals 37. ^yJmob H$s dh emIm, Omo {d{eÔ> _mZd OZgßª`m H$s
with composition of a particular human gßaMZm Ho$ {df` go gß~ß{YV h°, H$hbmVr h°—
population is called—
(1) ZJar` ^yJmob
(1) urban geography
(2) O°d ^yJmob
(2) biogeography
(3) OZgmßpª`H$s
(3) demography
(4) _mZd ^yJmob
(4) human geography
38. A{^H$WZ (A) :

38. Assertion (A) :
The sun sets in Gujarat about two gy`© JwOamV _| AÈUmMb ‡Xoe go bJ^J Xmo KßQ>o
hours after Arunachal Pradesh. ~mX AÒV hmoVm h°ü&
Reason (R) : H$maU (R) :
Arunachal Pradesh is on a higher AÈUmMb ‡Xoe, JwOamV H$s VwbZm _| CÉ Ajmße
latitude than Gujarat. na pÒWV h°ü&
Select the correct option from the given
alternatives. {XE JE {dH$Înm| go ghr {dH$În H$m M`Z H$s{OEü&
(1) Both (A) and (R) are true, and (R) (1) (A) Am°a (R) XmoZm| gÀ` h¢, Am°a (R) (A) H$mo
explains (A) ÒnÔ> H$aVm h°
(2) Both (A) and (R) are true, but (R) (2) (A) Am°a (R) XmoZm| gÀ` h¢, bo{H$Z (R) (A) H$mo
does not explain (A) ÒnÔ> Zht H$aVm h°
(3) (A) is true and (R) is false (3) (A) gÀ` h° Am°a (R) AgÀ` h°
(4) (A) is false and (R) is true (4) (A) AgÀ` h° Am°a (R) gÀ` h°
39. Which one of the following is a non- 39. {ZÂZ{b{IV _| go H$m°Z-gm D$Om© H$m J°a-naßnamJV
conventional source of energy? ÚmoV h°?
(1) Firewood (1) B™YZ
(2) Natural gas
(2) ‡mH•${VH$ J°g
(3) Solar energy
(3) gm°a D$Om©
(4) Coal
(4) H$mo`bm
40. The breeding of fish in specially
constructed tanks and ponds is 40. {deof Í$n go {Z{_©V Q>¢H$m| Am°a Vmbm~m| _| _N>br H$m
known as— ‡OZZ H$hbmVm h°—
(1) sericulture (1) goarH$ÎMa
(2) viticulture (2) {d{Q>H$ÎMa
(3) horticulture (3) hm∞Q>uH$ÎMa
(4) pisciculture (4) {ngrH$ÎMa
P-II/M 30
41. A narrow strip of land joining two 41. ÒWb H$m EH$ gßH$am ^mJ, Omo Xmo ~ãS>o ÒWbr` ^mJm| H$mo
landmasses is known as— EH$-Xygao go OmoãS>Vm h°, Cgo ä`m H$hVo h¢?
(1) strait (1) Obgß{Y
(2) isthmus
(2) ÒWbgß{Y
(3) island
(3) ¤rn
(4) bay
(4) ImãS>r
42. Which one of the following continents

is smallest in size? 42. {ZÂZ{b{IV _| go H$m°Z-gm _hm¤rn AmH$ma _| g~go
N>moQ>m h°?
(1) Australia
(2) South America

(1) Am∞ÒQ¥>o{b`m
(3) Africa (2) X{jU A_o[aH$m
(4) Europe (3) A\´$sH$m
(4) `yamon
43. At the upper primary stage, Social
Science comprises of—
(1) History, Geography, Political

43. CÉ ‡mW{_H$ ÒVa na gm_m{OH$ {dkmZ _| em{_b h¢—
Science, Psychology
(1) B{Vhmg, ^yJmob, amOZr{V-{dkmZ, _Zmo{dkmZ
(2) History, Geography, Economics,
Sociology (2) B{Vhmg, ^yJmob, AW©emÛ, g_mOemÛ
(3) History, Geography, Political (3) B{Vhmg, ^yJmob, amOZr{V-{dkmZ, AW©emÛ
Science, Economics
(4) History, Geography, Political (4) B{Vhmg, ^yJmob, amOZr{V-{dkmZ, g_mOemÛ

Science, Sociology
44. AmJ_ZmÀ_H$ A{YJ_ {ZÂZ{b{IV _| go {H$g {dYm H$m

44. Inductive learning is contradictory to {damoYm^mgr h°?
which one of the following approaches?
(1) Ï`mª`mZmÀ_H$ {ejU
(1) Expository teaching
(2) Structure training

(2) gßaMZmÀ_H$ ‡{ejU
(3) Simulation (3) AZwH$aU
(4) Mastery learning (4) {ZnwUmÀ_H$ A{YJ_
P-II/M 31 [ P.T.O.
45. Read the given statements A and B and 45. {XE JE H$WZm| A Am°a B H$mo n{ãT>E Am°a ghr CŒma H$m
select the correct answer : M`Z H$s{OE :
A. Critical thinking promotes the A. AmbmoMZmÀ_H$ gmoM YmaUmAm| Ho$ {Z_m©U VWm
building of concepts, application
and expansion of ideas.
{dMmam| Ho$ AZw‡`moJ Am°a {dÒVma H$mo ~ãT>mdm XoVr
h°ü&
B. It does not help in understanding
and evaluating arguments and B. `h Xygam| Ho$ VH$m] Am°a {dÌdmgm| H$mo g_PZo Am°a
beliefs of others. _yÎ`mßH$Z H$aZo _| _XX Zht H$aVrü&
(1) A is true and B is false (1) A gÀ` h° Am°a B AgÀ` h°
(2) A is false and B is true (2) A AgÀ` h° Am°a B gÀ` h°
(3) Both A and B are false (3) A Am°a B XmoZm| AgÀ` h¢
(4) Both A and B are true (4) A Am°a B XmoZm| gÀ` h¢
46. What is an empirical evidence? 46. AZw^dO›` gm˙` ä`m h°?
(1) Data gathered in the real world
(1) Bß{–`m| Ho$ _m‹`_ go dmÒV{dH$ Xw{Z`m _| EH${ÃV
through the senses
Am±H$ãS>o
(2) A numeric approach for research
(2) AZwgßYmZ Ho$ {bE EH$ gßª`mÀ_H$ —{Ô>H$moU
(3) Data measured in metric units
(3) _o{Q¥>H$ BH$mB`m| _| _mno JE Am±H$ãS>o
(4) Data gathered using reliable
methods of data collection (4) Am±H$ãS>m| Ho$ gßJ´h Ho$ {dÌdgZr` VarH$m| H$m Cn`moJ
H$a EH${ÃV Am±H$ãS>o
47. The models/replicas of physical
features are most suitable for 47. ^m°{VH$ {deofVmAm| Ho$ _m∞S>b/‡{VH•${V`m± _____
teaching— {ejU Ho$ {bE g~go A{YH$ Cn`w∫$ h¢ü&
(1) History
(1) B{Vhmg
(2) Economics
(2) AW©emÛ
(3) Geography
(3) ^yJmob
(4) Political Science
(4) amOZr{V-{dkmZ
48. The collection of weather information
from the local newspaper is an example 48. ÒWmZr` g_mMma-nÃ go _m°g_ H$s OmZH$mar H$m gßJ´h
of which type of source? {H$g ‡H$ma H$m ÚmoV h°?
(1) Primary (1) ‡mW{_H$
(2) Secondary (2) {¤Vr`H$
(3) Tertiary (3) V•Vr`H$
(4) Both primary and tertiary (4) ‡mW{_H$ Am°a V•Vr`H$ XmoZm|
49. In which type of classroom, the 49. grIZo H$s Aj_Vm dmbo {ejmWu {H$g ‡H$ma H$s H$jm
students with learning disabilities
learn alongside other students? _| A›` N>mÃm| Ho$ gmW grIVo h¢?
(1) Exclusive (1) AZ›`
(2) Special (2) {deof

(3) Inclusive (3) g_mdoer
(4) Modern (4) AmYw{ZH$
P-II/M 32
50. Who has given the following theory? 50. {ZÂZ{b{IV {g’mßV {H$gZo {X`m h°?
“All children go through the same ""g^r ~Éo {dH$mg Ho$ g_mZ AZwH´$_ go JwOaVo h¢,
sequence of development, but at bo{H$Z {d{^fi Xam| goü& Bg{bE {ejH$ H$mo nyar Vah go
different rates. Therefore teacher must
plan activities for individual children
H$jm Ho$ {bE Zht ~pÎH$ Ï`{∫$JV ~Ém| Am°a N>moQ>o
and small groups, not just for the class g_yhm| Ho$ {bE J{V{d{Y`m| H$s `moOZm ~ZmZr Mm{hEü&''
as a whole.”
(1) gr0 Eb0 AmoΩS>oZ
(1) C. L. Ogden
(2) S>r0 ng}b
(2) D. Purcell
(3) Oo0 EM0 ~ob
(3) J. H. Bell
(4) J. Piaget (4) Oo0 {n`mOo
51. In order to promote cooperative 51. H$jm _| ghH$mar {ejm H$mo ~ãT>mdm XoZo Ho$ {bE EH$
learning in the classroom, a teacher {ejH$ H$mo Mm{hE—
should—
(1) N>mÃm| H$mo ~hg Am°a MMm©Am| _| bJmE
(1) engage students in debate and
discussions (2) C›h| Ï`{∫$JV n[a`moOZmE± Xo
(2) give them individual projects
(3) H$m_ Ho$ {bE H$jm H$mo N>moQ>o g_yhm| _| {d^m{OV
(3) divide the class in small groups for H$ao
work
(4) n[a`moOZm H$mo H$aZo Ho$ {bE C›h| {d{^fi ÚmoV
(4) provide them various sources to do ‡XmZ H$ao
the project
52. A self-guided, self-disciplined thinking

52. EH$ AmÀ_-{ZX}{eV, AmÀ_-AZwem{gV gmoM Omo EH$
which attempts to reason at the C{MV VarHo$ go JwUdŒmm Ho$ CÉV_ ÒVa na VH©$ H$aZo
highest level of quality in a fair-minded H$m ‡`mg hmoVr h°, Cgo H$hVo h¢—
way is called—
(1) AmbmoMZmÀ_H$ gmoM
(1) critical thinking
(2) O{Q>b gmoM
(2) complex thinking
(3) intelligent thinking

(3) ~w{’_mZ gmoM
(4) abstract thinking (4) A_yV© gmoM
53. The colours used in the Ajanta Caves 53. AOßVm Jw\$m {MÃm| _| BÒVo_mb {H$E JE aßJ {ZÂZ{b{IV
Paintings have been derived from _| go {H$g gm_J´r go ‡m· {H$E JE h¢?
which of the following materials?
(1) new AßJm| Ho$ Adeof
(1) Remains of animal organs
(2) Graphite (2) J´°\$mBQ>
(3) Plants and minerals (3) nm°Ym| Am°a I{ZO

(4) Slate (4) ÒboQ>
P-II/M 33 [ P.T.O.
54. The earliest manuscripts were written 54. g~go nwamZr nmßSw>{b{n`m± _____ na {bIr JB© Wtü&
on—
(1) VmãS> nÃm|
(1) palm leaves
(2) nÀWam|
(2) stones
(3) H$mJO
(3) paper
(4) bH$ãS>r
(4) wood
55. _mZd B{Vhmg _| {ZÂZ{b{IV _| go H$m°Z-gr Ad{Y
55. Which one of the following periods is
longest in the human history? (H$mb) g~go bß~r h°?
(1) Palaeolithic (1) nwamnmfmU H$mb
(2) Mesolithic (2) _‹`nmfmU H$mb
(3) Neolithic (3) ZdnmfmU H$mb
(4) Megalithic (4) _hmnmfmU H$mb
56. Read the given statements A and B and 56. {XE JE H$WZm| A Am°a B H$mo n{ãT>E Am°a ghr CŒma H$m
select the correct answer : M`Z H$s{OE :
A. Mehrgarh is located in a fertile A. _ohaJãT> nm{H$ÒVmZ Ho$ ~mobZ Xa} Ho$ nmg EH$
plain near Bolan Pass of Pakistan. CnOmD$ _°XmZ _| pÒWV h°ü&
B. Evidences of farming and herding
are found here.
B. `hm± IoVr Am°a newnmbZ Ho$ gm˙` nmE OmVo h¢ü&
(1) A is true and B is false (1) A gÀ` h° Am°a B AgÀ` h°
(2) A is false and B is true (2) A AgÀ` h° Am°a B gÀ` h°
(3) Both A and B are false (3) A Am°a B XmoZm| AgÀ` h¢
(4) Both A and B are true (4) A Am°a B XmoZm| gÀ` h¢
57. In which one of the following States of 57. ^maV Ho$ {ZÂZ{b{IV am¡`m| _| go {H$g EH$ am¡` _|
India, the largest number of Harappan hãS>flnm Ho$ ZJa g~go ~ãS>r gßª`m _| {_bo h¢?
sites have been found?
(1) nßOm~
(1) Punjab
(2) h[a`mUm
(2) Haryana
(3) JwOamV
(3) Gujarat
(4) OÂ_y Am°a H$Ì_ra
(4) Jammu and Kashmir
58. "F$ΩdoX' _yb Í$n go {ZÂZ{b{IV _| go {H$g ^mfm _|
58. ‘Rig Veda’ was originally composed in
which one of the following languages? aMr JB© Wr?
(1) Brahmi (1) ~´m˜r
(2) Pali (2) nmbr
(3) Sanskrit (3) gßÒH•$V
(4) Prakrit (4) ‡mH•$V
P-II/M 34
59. The first ruler of Magadha 59. N>R>r eVm„Xr B©gm nyd© _| _JY _hmOZnX Ho$ nhbo
Mahajanapadas in the sixth century emgH$ Wo—
BC was—
(1) _hmdra
(1) Mahavira
(2) ‡goZOrV
(2) Prasenjit
(3) Bimbisara (3) {~pÂ~gma
(4) Ajatashatru (4) AOmVeÃw
60. Which one of the following is not 60. {ZÂZ{b{IV _| go H$m°Z-gm ~m°’-Y_© Ho$ {ÃaÀZm| _| go
among the three jewels of Buddhism? Zht h°?
(1) Buddha (1) ~w’
(2) Dhamma (2) YÂ_

(3) Ahimsa (3) Aqhgm
(4) Sangha
(4) gßK
61. Who among the following elects the

Rajya Sabha Members?
61. {ZÂZ{b{IV _| go H$m°Z am¡`g^m gXÒ`m| H$m MwZmd
H$aVm h°?
(1) Voters in Assembly Constituencies
(1) {dYmZg^m {Zdm©MZ-joÃm| Ho$ _VXmVm
(2) Voters in Parliamentary Constitu-
encies (2) gßgXr` {Zdm©MZ-joÃm| Ho$ _VXmVm
(3) Lok Sabha Members (3) bmoH$g^m gXÒ`
(4) Members of Legislative Assemblies (4) {dYmZg^m Ho$ gXÒ` ({dYm`H$)

(MLAs)
62. ^maV ¤mam {ZÂZ{b{IV _| go {H$g emgZ ‡Umbr H$mo

62. Which of the following systems of
government was adopted by India?
AnZm`m J`m Wm?
(1) Parliamentary and Unitary (1) gßgXr` Am°a EH$mÀ_H$
(2) Presidential and Federal (2) amÔ¥>n{V Am°a gßKr`
(3) Presidential and Unitary (3) amÔ¥>n{V Am°a EH$mÀ_H$
(4) Parliamentary and Federal (4) gßgXr` Am°a gßKr`
P-II/M 35 [ P.T.O.
63. How many Parliamentary Constitu- 63. AZwgy{MV Om{V`m| Ho$ {bE {H$VZo gßgXr` {Zdm©MZ-joÃ
encies are reserved for the Scheduled Ama{jV h¢?
Castes?
(1) 48
(1) 48
(2) 84
(2) 84
(3) 47
(3) 47
(4) 74
(4) 74
64. ^maV _| AÒn•Ì`Vm ‡Wm Ho$ H$maU {ZÂZ{b{IV _| go
64. Which one of the following Funda- {H$g _m°{bH$ A{YH$ma H$m CÑßKZ {H$`m OmVm h°?
mental Rights is violated due to
practice of untouchability in India? (1) g_mZVm H$m A{YH$ma
(1) Right to Equality (2) ÒdVßÃVm H$m A{YH$ma
(2) Right to Freedom
(3) emofU Ho$ {dÈ’ A{YH$ma
(3) Right against Exploitation
(4) gßd°Ym{ZH$ CnMmam| H$m A{YH$ma
(4) Right to Constitutional Remedies
65. ^maV Ho$ gß{dYmZ Ho$ AZwgma, {ZÂZ{b{IV _| go
65. As per the Constitution of India, which H$m°Z-gm _m°{bH$ A{YH$ma Zht h°?
one of the following is not a Funda-
mental Right? (1) {ejm H$m A{YH$ma
(1) Right to Education (2) emofU Ho$ {dÈ’ A{YH$ma
(2) Right against Exploitation (3) Y_© H$s AmµOmXr H$m A{YH$ma
(3) Right to Freedom of Religion (4) gßn{Œm H$m A{YH$ma
(4) Right to Property
66. AÒn•Ì`Vm _____ Ho$ AmYma na ôX^md H$mo gßX{^©V
66. Untouchability refers to the H$aVr h°ü&
discrimination on the basis of—
(1) emar[aH$ {dH$bmßJVm
(1) physical disability
(2) qbJ
(2) gender
(3) Om{V
(3) caste
(4) dße
(4) race
67. Who appoints the Chief Minister?

67. _wª`_ßÃr H$mo H$m°Z {Z`w∫$ H$aVm h°?
(1) The President (1) amÔ¥>n{V
(2) The Prime Minister (2) ‡YmZ_ßÃr

(3) The Governor (3) am¡`nmb
(4) The Chief Justice of the High Court (4) CÉ ›`m`mb` Ho$ _wª` ›`m`mYre
P-II/M 36
68. Who appoints the Governor? 68. am¡`nmb H$mo H$m°Z {Z`w∫$ H$aVm h°?
(2) The Chief Minister (2) _wª`_ßÃr
(3) The Chief Justice of India (3) ^maV Ho$ _wª` ›`m`mYre
69. Who elects the Prime Minister? 69. ‡YmZ_ßÃr H$m MwZmd H$m°Z H$aVm h°?
(1) The Council of Ministers (1) _ß{Ã`m| H$s n[afX≤
(2) The Chief Ministers (2) _wª`_ßÃr
(3) MPs (3) gmßgX
(4) MPs and MLAs (4) gmßgX Am°a {dYm`H$
70. Who among the following is called the 70. {ZÂZ{b{IV _| go {H$gH$mo ^maV H$m nhbm ZmJ[aH$ H$hm
first citizen of India? OmVm h°?
(1) The Chief Justice of India (1) ^maV Ho$ _wª` ›`m`mYre
(2) The Home Minister (2) J•h_ßÃr
(3) The President
(3) amÔ¥>n{V
(4) The Prime Minister
(4) ‡YmZ_ßÃr
71. Who among the following is called the

71. {ZÂZ{b{IV _| go {H$gH$mo ^maV _| am¡` H$m nhbm
first citizen of a State in India?
ZmJ[aH$ H$hm OmVm h°?
(1) The Chief Justice of the High Court
(1) CÉ ›`m`mb` Ho$ _wª` ›`m`mYre
(2) The Home Minister
(2) J•h_ßÃr
(3) The Governor
(3) am¡`nmb
(4) The Chief Minister
(4) _wª`_ßÃr
72. The current Lok Sabha (from 2014
onwards) is the— 72. dV©_mZ bmoH$g^m (2014 Ho$ ~mX) h°—
(1) 13th (1) 13dt
(2) 14th (2) 14dt
(3) 15th (3) 15dt
(4) 16th (4) 16dt
P-II/M 37 [ P.T.O.
73. Who is the current President of India? 73. ^maV H$m dV©_mZ amÔ¥>n{V H$m°Z h°?
(1) Narendra Modi (1) Zao›– _moXr
(2) Pratibha Patil (2) ‡{V^m nm{Q>b
(3) M. Venkaiah Naidu (3) E_0 d|H°$`m Zm`Sy>
(4) Ram Nath Kovind
(4) am_ZmW H$moqdX
74. Which of the following is not
mentioned in the Constitution of India? 74. ^maV Ho$ gß{dYmZ _| {ZÂZ{b{IV _| go {H$gH$m CÑoI
Zht {H$`m J`m h°?
(1) Names of the States and Union
Territories (1) am¡`m| Am°a H|$–-em{gV ‡Xoem| Ho$ Zm_
(2) Structure of the Government (2) gaH$ma H$m T>m±Mm
(3) Names of political parties (3) amOZr{VH$ Xbm| Ho$ Zm_
(4) Rights of the citizens (4) ZmJ[aH$m| Ho$ A{YH$ma
75. Who nominates Members to the Rajya

Sabha?
75. am¡`g^m _| gXÒ`m| H$mo H$m°Z Zm_mß{H$V H$aVm h°?

(2) The Vice President (2) CnamÔ¥>n{V
(4) The Chief Justice of the Supreme (4) gdm}É ›`m`mb` Ho$ _wª` ›`m`mYre
Court
76. {ZÂZ{b{IV _| go H$m°Z ^maV H$s gß{dYmZ g^m H$m

76. Who among the following was the
A‹`j Wm?
President of the Constituent Assembly
of India? (1) gr0 amOJmonmbmMmar
(1) C. Rajagopalachari
(2) S>m∞0 ~r0 Ama0 AÂ~oS>H$a
(2) Dr. B. R. Ambedkar
(3) S>m∞0 amOo›– ‡gmX
(3) Dr. Rajendra Prasad
(4) Odmhabmb ZohÍ$
(4) Jawaharlal Nehru
77. {ZÂZ{b{IV _| go H$m°Z ^maV H$m EH$_mÃ ^maVr`

77. Who among the following was the only JdZ©a-OZab Wm?
Indian Governor-General of India?
(1) Dr. Sarvepalli Radhakrishnan

(1) S>m∞0 gd©nÑr amYmH•$ÓUZ
(2) B. Pattabhi Sitaramayya (2) ~r0 n≈>m{^ grVma_Ê`m

(3) T. T. Krishnamachari (3) Q>r0 Q>r0 H•$ÓU_mMmar
(4) C. Rajagopalachari (4) gr0 amOJmonmbmMmar
P-II/M 38
78. When was the Constitution of India 78. ^maV H$m gß{dYmZ H$~ AnZm`m J`m Wm?
adopted?
(1) 15 AJÒV, 1947
(1) August 15, 1947
(2) November 26, 1947

(2) 26 Zdß~a, 1947
(3) November 26, 1949 (3) 26 Zdß~a, 1949
(4) January 26, 1950 (4) 26 OZdar, 1950
79. Who among the following played a

79. {ZÂZ{b{IV _| go {H$gZo ^maV H$s [a`mgVm| H$mo EH$sH•$V
decisive role in integrating the Princely
States of India? H$aZo _| {ZUm©`H$ ^y{_H$m {Z^mB© Wr?
(1) Jawaharlal Nehru (1) Odmhabmb ZohÍ$
(2) Sardar Vallabhbhai Patel (2) gaXma dÑ^^mB© nQ>ob

(4) gr0 amOJmonmbmMmar
80. Which of the following deal with the

matters in the Concurrent List of the 80. {ZÂZ{b{IV _| go H$m°Z ^maV Ho$ gß{dYmZ H$s g_dVu
Constitution of India? gyMr Ho$ _m_bm| _| H$m`© H$aVm h°?
(1) Union Government and State
Governments
(1) H|$– gaH$ma Am°a am¡` gaH$ma|
(2) State Governments and Local (2) am¡` gaH$ma| Am°a ÒWmZr` gaH$mar {ZH$m`
Government Bodies
(3) H|$–-em{gV ‡Xoe
(3) Union Territories
(4) ÒWmZr` gaH$mar {ZH$m`
(4) Local Government Bodies
81. Who among the following was the 81. {ZÂZ{b{IV _| go H$m°Z ^maV H$s gß{dYmZ g^m _|
Chairman of the Drafting Committee in _gm°Xm g{_{V Ho$ A‹`j Wo?
the Constituent Assembly of India?
(1) gr0 amOJmonmbmMmar

(3) Dr. Rajendra Prasad (3) S>m∞0 amOo›– ‡gmX
(4) Jawaharlal Nehru (4) Odmhabmb ZohÍ$
P-II/M 39 [ P.T.O.
82. In the 18th century, under whom did 82. 18dt gXr _| {H$gHo$ ZoV•Àd _| ~ßJmb Yrao-Yrao _wJb
Bengal gradually break away from the {Z`ßÃU go AbJ hmo J`m?
Mughal control?
(1) _w{e©X Hw$br ImZ
(1) Murshid Quli Khan
(2) Nadir Shah

(2) Zm{Xaemh
(3) Alivardi Khan (3) AbrdXu ImZ
(4) Burhan-ul-Mulk (4) ~wahmZ-Cb-_wÎH$
83. Who among the following Governor- 83. {ZÂZ{b{IV _| go {H$g JdZ©a-OZab Zo \°$gbm {H$`m
Generals decided that Bahadur Shah {H$ ~hmXwaemh µO\$a Am{Iar _wJb g_´mQ> hm|Jo Am°a
Zafar would be the last Mughal CZH$s _•À`w Ho$ ~mX {H$gr ^r dßeO H$mo emgH$ Ho$ Í$n
emperor and after his death none of the
descendents would be recognized as a
_| nhMmZm Zht OmEJm?
ruler?
(1) bm∞S>© S>bhm°Or
(1) Lord Dalhousie
(2) {d{b`_ ~|qQ>>H$
(2) William Bentinck
(3) bm∞S>© H°$qZJ
(3) Lord Canning
(4) bm∞S>© H$m∞Z©dm{bg
(4) Lord Cornwallis
84. {H$g JdZ©a-OZab Zo Kmo{fV {H$`m {H$ AdY na JbV

84. Which Governor-General declared that VarHo$ go emgZ {H$`m Om ahm Wm Am°a C{MV ‡emgZ
Awadh was being misgoverned and
British rule was needed to ensure
gw{ZpÌMV H$aZo Ho$ {bE {~´{Q>e emgZ H$s AmdÌ`H$Vm
proper administration? Wr?
(1) Lord Ripon (1) bm∞S>© [anZ
(2) Lord Canning (2) bm∞S>© H°$qZJ

(3) Lord Dalhousie (3) bm∞S>© S>bhm°Or
(4) Lord Mountbatten (4) bm∞S>© _mCßQ>~oQ>Z
85. Which ruler of Kanpur called himself 85. H$mZnwa Ho$ {H$g emgH$ Zo IwX H$mo "noedm' H$hm?
‘Peshwa’?
(1) Nana Saheb (1) ZmZm gmho~
(2) Bajirao I (2) ~mOramd ‡W_
(3) Bajirao II (3) ~mOramd {¤Vr`
(4) Bahadur Shah Zafar (4) ~hmXwaemh µO\$a
P-II/M 40
86. The best methodology to teach the 86. "H$maImZo' Ho$ {df` _| nãT>mZo Ho$ {bE g~go Cn`moJr
theme ‘Factory’ would be— {d{Y hmoJr—
(1) to narrate a story (1) EH$ H$hmZr gwZmZm
(2) to invite a resource person (2) {H$gr {deofk H$mo {Z_ß{ÃV H$aZm
(3) to organize a visit to an industrial (3) {H$gr Am°⁄mo{JH$ H$maImZo H$s `mÃm Am`mo{OV
plant
H$aZm
(4) to screen a documentary film
(4) EH$ S>m∞ä`y_|Q>ar {\$Î_ {XImZm
87. What is EDUSAT? 87. ESw>g°Q> (EDUSAT) go ä`m A{^‡m` h°?
(1) The rocket that carries man-made (1) am∞Ho$Q> {OgH$m Cn`moJ _mZd-{Z{_©V CnJ´hm| H$mo gy`©
satellites to be placed in the orbit
around the sun H$s H$jm _| ÒWm{nV H$aZo Ho$ {bE {H$`m OmVm h°
(2) A newly discovered planet in the (2) gm°a_ßS>b _| ImoOm J`m EH$ Z`m J´h
solar system (3) EH$ jw–J´h Omo _ßJb Am°a ~•hÒn{V H$s H$jmAm| Ho$
(3) An asteroid found between the ~rM nm`m OmVm h°
orbits of Mars and Jupiter
(4) EH$ _mZd-{Z{_©V ^maVr` CnJ´h
(4) A man-made Indian satellite
88. "nßMdmUr' Am°a "~rOH$' _| {ZÂZ{b{IV _| go {H$g
88. The verses and ideas of which one of _hmZ hÒVr Ho$ N>ßX Am°a {dMmam| H$mo gßa{jV {H$`m
the following personalities have been J`m h°?
preserved in ‘Panchvani’ and ‘Bijak’?
(1) _ram~mB©
(1) Mirabai
(2) H$~ra
(2) Kabir
(3) JwÈZmZH$
(3) Guru Nanak
(4) a{dXmg
(4) Ravidas
89. Ebmoam H$s Jw\$m H$m {^{Œm-{MÃ, {Og_| {dÓUw H$mo Zaqgh
89. The mural painting from Ellora Caves AWm©V≤ nwÈf-qgh Ho$ Í$n _| {XIm`m J`m h°, {H$g H$mb
which shows Vishnu as Narasimha, the
man-lion, is a work of which period?
H$s H•${V h°?
(1) Gurjara-Pratihara period
(1) JwO©a-‡{Vhma H$mb
(2) Rashtrakuta period (2) amÔ¥>Hy$Q> H$mb
(3) Chalukya period (3) Mmbwä` H$mb
(4) Gupta period (4) Jw· H$mb
90. Which one of the following organiza-

90. {ZÂZ{b{IV _| go H$m°Z-gm gßJR>Z Cn{ZfX≤ _| AmÒWm
tions believes in Upanishads? aIVm h°?
(1) Brahma Samaj (1) ~´˜ g_mO
(2) Ramakrishna Mission (2) am_H•$ÓU {_eZ
(3) Satyashodhak Samaj (3) gÀèmoYH$ g_mO
(4) Seva Samaj (4) godm g_mO
P-II/M 41 [ P.T.O.
PART—IV
Language—I
ENGLISH
IMPORTANT : Candidates should attempt questions from Part—IV (Q. Nos.

91 to 120), if they have opted for ENGLISH as Language—I only.
Directions : Read the passage carefully won’t be easy, however. The goal of Indian IT
and answer the questions that follow firms for the past 30 years has been to woo
(Q. Nos. 91 to 99) by selecting the clients outside India and transfer as much
correct/most appropriate options. of the actual work as possible back home,
where lower wages for highly skilled
Born out of the forces of globalization, India’s
programmers allowed them to offer
IT sector is undertaking some globalization
significant cost savings. With costs in other
of its own. In search of new sources of rapid
emerging economies equally low, Indian firms
growth, the country’s outsourcing giants are
can’t compete on price alone.
aggressively expanding beyond their usual
stomping grounds into the developing world; To adapt, Indian companies which are
setting up programming centres, chasing new relatively unknown in these emerging nations
clients and hiring local talent. Through are establishing major local operations
geographic diversification, Indian companies around the world, in the process hiring
hope to regain some momentum after the thousands of locals. Cultural conflicts arise
recession. This shift is being driven by a at times while training new recruits.
global economy in which the US is no longer In addition, IT firms also have to work extra
the undisputed engine of growth. India’s hard to woo business from emerging-market
IT powers rose to prominence largely on the companies still unaccustomed to the concept
decisions made by American executives, who of outsourcing. If successful, the future of
were quick to capitalize on the cost savings to India’s outsourcing sector could prove as
be gained by outsourcing noncore operations, bright as its past.
such as systems programming and call
centres, to specialists overseas. 91. What is the author trying to convey
through the phrase “India’s IT sector
Revenues in India’s IT sector surged from $4 is undertaking some globalization of
billion in 1998 to $59 billion last fiscal, but its own”?
with the recession NASSCOM forecasts that
(1) India has usurped America’s
the growth rate of India’s exports of IT and
position as the leader in IT.
other business services to the US and Europe
will drop to at most 7% in the current fiscal (2) The Indian IT sector is competing
year, down from 16% last year and 29% in with other emerging nations for
2007–08. American business.
Factors other than the crisis are driving (3) The Indian IT sector is
India’s IT firms into the emerging considering outsourcing to
world. Although the US still accounts for 60% developing economies.
of the export revenue of India’s IT sector, (4) Indian IT firms are engaging
emerging markets are growing faster. in expanding their presence
Tapping these more dynamic economies internationally.
P-II/M 42
92. Which of the following factors made 95. According to the passage, which one
the services offered by the Indian IT of the following is not a difficulty that
attractive to the US? Indian IT firms will face in emerging
markets?
A. Indian IT companies had
(1) Mindset resistant to outsourcing
expertise in rare core operations
(2) Local IT services are equally
B. The US lacked the necessary cost-effective
infrastructure and personnel to (3) The US is their preferred
handle mass call centre outsourcing destination
operations (4) Conflicts arising during the
C. Inability of other equally training of local talent
cost-efficient developing countries
96. Which of the following is/are not true
to comply with their strict policies
in the context of the passage?
(1) None A. The recession severely impacted
the US but not India.
(2) Only A
B. India is trying to depend less on
(3) Only A and B the US as a source of growth.
C. The future success of Indian IT
(4) Only C
firms depends on emerging
markets.
93. What has caused Indian IT firms to (1) Only B and C
change the way they conduct (2) Only A
business in developing countries?
(3) Only B
(1) The volume of work being (4) All A, B and C
awarded cannot be handled by
Indian firms 97. Which one of the following words is
most similar in meaning to the word
(2) The demands of these markets ‘chasing’ as used in the passage?
are different from those of India’s (1) Running
traditional customers (2) Harassing
(3) Wages demanded by local (3) Pestering
workers are far higher than what (4) Pursuing
they pay their Indian employees
98. Which one of the following words is
(4) Stringent laws which are not most opposite to the meaning of the
conducive to outsourcing word ‘undisputed’ as used in the
passage?
94. What do the NASSCOM statistics (1) Challenging
about Indian IT exports indicate? (2) Doubtful
(3) Deprived
(1) Drop in demand for IT services by
Europe and the US (4) Emphasized
(2) Indian IT firms charge 99. Other than crisis, what is driving IT
exorbitantly for their services companies to seek other options?
(1) The US makes more than 60% of
(3) India has lost out to other India’s export revenue
emerging IT hubs (2) Emerging markets
(4) The Indian IT sector should (3) None of the above
undergo restructuring (4) Both (1) and (2)
P-II/M 43 [ P.T.O.
Directions : Read the extract given 102. The speaker in ‘Break, Break, Break’
below and answer the questions that observes all the following, except—
follow (Q. Nos. 100 to 105) by selecting
the correct/most appropriate options. (1) children playing
Break, Break, Break, (2) a sailor boy singing
On thy cold gray stones, O Sea ! (3) a lady in a tower

And I would that my tongue could utter
(4) ships coming in
The thoughts that arise in me.
O, well for the fisherman’s boy,

103. The speaker of ‘Break, Break, Break’
That he shouts with his sister at play ! cannot—
O, well for the sailor lad,
(1) feel
That he sings in his boat on the bay !
(2) see
And the stately ships go on
To their haven under the hill; (3) speak
But O for the touch of a vanish’d hand,
(4) hear
And the sound of a voice that is still !
Break, Break, Break,

104. In the first two lines of the poem, the
At the foot of thy crags, O Sea ! poet uses—
But the tender grace of a day that is dead
(1) simile
Will never come back to me.
(2) apostrophe
100. What is ‘breaking’ in ‘Break, Break,
Break’? (3) assonance
(1) The sea
(4) metaphor
(2) Poet’s heart
(3) The wind
(4) The sunshine through the clouds 105. The phrase ‘haven under the hill’ is an
example of—
101. The mood of the speaker in ‘Break,
(1) simile
Break, Break’ is—
(1) contemplative and hopeful (2) metaphor
(2) lighthearted
(3) alliteration
(3) somber and grieved
(4) energized (4) personification
P-II/M 44
Directions : Answer the following questions 110. During reading, if a student is
(Q. Nos. 106 to 120) by selecting the piercing information together as they
correct/most appropriate options. read a text keeping track of what is
happening, he/she is—
106. Which one of the following does not (1) inferring

come under the principle of selection
(2) skimming
and gradation?
(3) paraphrasing
(1) Accuracy
(4) synthesizing
(2) Availability
(3) Coverage
111. Which one of the following does not
(4) Frequency affect the intonation?
(1) Voice/Pronunciation
107. The phenomenon, where a single word
is associated with two or several (2) Tone
related meanings, is known as—
(3) Rhythm
(1) homonyms
(4) Loudness
(2) homograph
(3) polysemy 112. _____ are involved in thinking.
(4) homonymy (1) Image, language, imagination,

proposition
108. “The dog lived in the garden, but the (2) Image, imagination, concept,
cat, who was smarter, lived inside the proposition
house” is an example of—
(3) Imagination, language, concept,
(1) simple sentence proposition
(2) complex compound sentence (4) Image, language, concept,
proposition
(3) complex sentence
(4) compound sentence

113. Language laboratory is the place
where the learners have to listen on
109. If a student of language is cramming headphone. The language labs are set
his/her answers, then he/she would up with a view to provide listening
not be able to— activities in order to develop—
(1) attempt question answers (1) analysis habit
(2) attempt vocabulary-based exercise (2) speech habit
(3) attempt structural questions (3) criticizing habit
(4) attempt creative writing (4) listening activities
P-II/M 45 [ P.T.O.
114. Grammar-translation method is 117. If you are listening to the description
basically used to teach— of how to reach a specific location,
then you are doing—
(1) grammar
(1) casual listening
(2) foreign language
(2) focused listening
(3) rules of any language usage
(3) intensive listening
(4) classical language
(4) extensive listening
115. Which one of the following can be

used as a rubric for the assessment of 118. If a language teacher has put the
fluency and coherence of language? words ‘school, teacher, headmaster,
peon’ in a group, then she is
(1) Can express with some flexibility
following—
and appropriacy on variety of
topics
(1) lexical grouping
(2) Can initiate and logically develop
(2) semantic grouping
simple conversation on a familiar
topic
(3) phonetic grouping
(3) Is always comprehensible, uses
(4) grammatical grouping
appropriate intonation
(4) Demonstrates hesitation to find

words or use correct grammatical 119. “At the initial stages of language
structures learning, _____ may be one of the
languages for learning activities that
create the child’s awareness to the
116. Which one of the following is not the world.” (NCF–2005)
objective defined by NCF–2005 for
teaching English at upper primary (1) English
level?
(2) Vernacular language
(1) To negotiate their own learning
goals and evaluate their own (3) Second language
progress; edit, revise, review their
(4) Hindi
own work
(2) To use dictionary suitable to their

needs 120. Little or no attention is given to
pronunciation in _____ method.
(3) To be able to articulate
individual/personal responses (1) audio-lingual
effectively
(2) grammar-translation
(4) To promote learners’ concep-
tualization of printed texts in (3) CLT
terms of heading, paragraph and
horizontal lines (4) SLT
P-II/M 46
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^mfmççI
qhXr
_hŒdnyU© : narjmWu ^mJççIV (‡ÌZ gß0 91 go 120) Ho$ ‡ÌZm| Ho$ CŒma Ho$db V^r X| `{X C›hm|Zo ^mfmççI H$m
{dH$În qhXr MwZm hmoü&
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(‡ÌZ gß0 91 go 98) Ho$ ghr/g~go Cn`w∫$ CŒma dmbo
{dH$În H$mo Mw{ZEü& (1) ^maVr` amÔ¥>r` H$mßJóg Zo
""^maV 15 AJÒV, 1947 H$mo AmµOmX h˛Amü& Bg AmµOmXr Ho$
(2) Xoe H$s OZVm Zo
{bE nyao Xoe H$s OZVm Zo EH$ bß~m Am°a _wpÌH$b gßKf© Mbm`m
Wmü& Bg gßKf© _| g_mO Ho$ ~h˛V gmao V~H$m| H$s {hÒgoXmar Wrü&
(3) {~´{Q>e gaH$ma Zo
Vah-Vah H$s n•>^y{_ Ho$ bmoJm| Zo Bg_| ^mJ {b`mü& do ÒdVßÃVm,
g_mZVm VWm {ZU©` ‡{H´$`m _| {hÒgoXmar Ho$ {dMmam| go ‡o[aV Woü&
(4) gXÒ`m| Zo
Am°n{Zdo{eH$ emgZ Ho$ VhV bmoJ {~´{Q>e gaH$ma go ^`^rV
ahVo Woü& do gaH$ma Ho$ ~h˛V gmao µ\°$gbm| go Agh_V Woü& bo{H$Z
AJa do BZ µ\°$gbm| H$s AmbmoMZm H$aVo Vmo C›h| ^mar IVam| H$m
gm_Zm H$aZm nãS>Vm Wmü& ÒdVßÃVm AmßXmobZ Zo `h pÒW{V ~Xb 93. {ZÂZ{b{IV _| go bmoH$Vmß{ÃH$ Ï`dÒWm H$m _yÎ`
S>mbrü& amÔ¥>dmXr IwboAm_ {~´{Q>e gaH$ma H$s AmbmoMZm H$aZo bJo H$m°Z-gm h°?
Am°a AnZr _m±J| noe H$aZo bJoü& 1885 _| hr ^maVr` amÔ¥>r`
H$mßJóg Zo _m±J H$s {H$ {dYm{`H$m _| {Zdm©{MV gXÒ` hmoZo Mm{hE (1) g_mZVm
Am°a C›h| ~OQ> na MMm© H$aZo Edß ‡ÌZ nyN>Zo H$m A{YH$ma
{_bZm Mm{hEü& 1909 _| ~Zo JdZ©_|Q> Am∞µ\$ Bß{S>`m EoäQ> Zo Hw$N> (2) ÒdVßÃVm
hX VH$ {Zdm©{MV ‡{V{Z{YÀd H$s Ï`dÒWm H$mo _ßOyar Xo Xrü&
hmbm±{H$ {~´{Q>e gaH$ma Ho$ AßVJ©V ~ZmB© JB© ò ewÈAmVr (3) {dMmam| H$s A{^Ï`{∫$
{dYm{`H$mE± amÔ¥>dm{X`m| Ho$ ~ãT>Vo Om aho X~md Ho$ H$maU hr ~Zr
Wt, bo{H$Z BZ_| ^r g^r d`ÒH$m| H$mo Z Vmo dmoQ> S>mbZo H$m (4) Cn`w©∫$ g^r
A{YH$ma {X`m J`m Wm Am°a Z hr Am_ bmoJ {ZU©` ‡{H´$`m _|
{hÒgm bo gH$Vo Woü&''
94. AmßXmobZ H$m ä`m Aga nãS>m?
91. bmoJ {H$Z {dMmam| go ‡o[aV hmoH$a AmµOmXr Ho$ gßKf© _|
em{_b h˛E? (1) {~´{Q>e emgH$ Mbo JE
(1) ÒdVßÃVm (2) gaH$ma H$s IwbH$a AmbmoMZm hmoZo bJr

(2) g_mZVm
(3) bmoJm| H$mo {hÒgoXmar {_b JB©
(3) {ZU©` ‡{H´$`m _| {hÒgoXmar
(4) Cn`w©∫$ g^r (4) bmoH$VßÃ ÒWm{nV hmo J`m
P-II/M 47 [ P.T.O.
95. H$mßJóg H$s ä`m _m±J Wr? {ZX}e : ZrMo Xr JB© H${dVm H$mo nãT>H$a nyN>o JE ‡ÌZm|
(1) ^maVr` nwaµOmoa {damoY H$a| {dH$În H$mo Mw{ZEü&
_wª` Jm`H$ Ho$ M≈>mZ O°go ^mar Òda H$m gmW XoVr
(2) {dYm{`H$m _| MwZo h˛E gXÒ` hm|
dh AmdmµO gwßXa H$_µOmoa H$m±nVr h˛B© Wr
(3) AßJóµOm| ^maV N>moãS>mo dh _wª` Jm`H$ H$m N>moQ>m ^mB© h°
`m CgH$m {eÓ`
(4) AmµOmXr Xmo `m n°Xb
_wª` Jm`H$ H$s JaO _|
dh AnZr Jy±O {_bmVm Am`m h° ‡mMrZ H$mb go
96. g~go gQ>rH$/gmW©H$ dmä` Mw{ZEü& Jm`H$ O~ AßVao H$s O{Q>b VmZm| Ho$ OßJb _|
Imo MwH$m hmoVm h°
(1) gßKf© _ZwÓ` H$mo g\$bVm {XbmVm h°ü& `m AnZo hr gaJ_ H$mo bm±KH$a
Mbm OmVm h° ^Q>H$Vm h˛Am EH$ AZhX _|
(2) gßKf© _ZwÓ` H$mo COmãS>Vm h°ü& V~ gßJVH$ma hr ÒWm`r H$mo g±^mbo ahVm h°
O°go g_oQ>Vm hmo _wª` Jm`H$ H$m nrN>o Ny>Q>m h˛Am gm_mZ
(3) gßKf© _ZwÓ` H$mo ^Q>H$mVm h°ü&
O°go Cgo `mX {XbmVm hmo CgH$m ~MnZ
(4) gßKf© _ZwÓ` H$mo {ZImaVm h°ü& O~ dh Zm°{g{I`m Wm
Vmag·H$ _| O~ ~°R>Zo bJVm h° CgH$m Jbm
‡oaUm gmW N>moãS>Vr h˛B© CÀgmh AÒV hmoVm h˛Am
97. "IwboAm_' e„X H$m g~go gmW©H$ ‡`moJ h°çç AmdmµO go amI O°gm Hw$N> {JaVm h˛Am
V^r _wª` Jm`H$ H$mo T>m±ãT>g ~±YmVm
(1) IwboAm_ ZJmãS>o ~O aho Woü& H$ht go Mbm AmVm h° gßJVH$ma H$m Òda
H$^r-H$^r dh `m| hr Xo XoVm h° CgH$m gmW
(2) IwboAm_ ~agmV hmo ahr Wrü& `h ~VmZo Ho$ {bE {H$ dh AHo$bm Zht h°
Am°a `h {H$ {\$a go Jm`m Om gH$Vm h°
(3) IwboAm_ ~wamB`m± hmo ahr Wtü& Jm`m Om MwH$m amJ
Am°a CgH$s AmdmµO _| Omo EH$ {hMH$ gmµ\$ gwZmB© XoVr h°
(4) IwboAm_ ZmH$ ~O ahr Wrü&
`m AnZo Òda H$mo D±$Mm Z CR>mZo H$s Omo H$mo{ee h°
Cgo {d\$bVm Zht
98. "X~md' e„X H$m ‡`moJ H$hm± na hmoJm? CgH$s _ZwÓ`Vm g_Pm OmZm Mm{hEü&
(1) MãT>Vm _____ {JaVm J`mü& 99. gßJVH$ma Ho$ _m‹`_ go H${d {H$g ‡H$ma Ho$ Ï`{∫$`m| H$s
Amoa gßHo$V H$aZm Mmh ahm h°?
(2) hdm H$m _____ H$_ hmo J`mü& (1) gh`moJr
(2) gˆX`
(3) ^rãS>^mãS> _____ go Wmü&
(3) g_ag
(4) g^r MwnMmn _____ go Woü& (4) gßJ{Xb
P-II/M 48
100. "M≈>mZ' O°gm ^mar Òda go Ame` h°çç {ZX}e : ZrMo {XE JE ‡ÌZm| (‡ÌZ gß0 106 go 120) Ho$
(1) _moQ>r AmdmµO ghr/g~go Cn`w∫$ CŒma dmbo {dH$În H$mo Mw{ZEü&
(2) nwÈf H$s AmdmµO 106. nãT>Zm grIZo Ho$ {bE AmdÌ`H$ h° {H$çç
(3) Jß^ra AmdmµO
(4) nÀWa H$s AmdmµO (1) Ho$db b˙` ^mfm gwZZo H$m _mhm°b hmo
101. ""Jm`H$ O~ AßVao H$s O{Q>b VmZm| Ho$ OßJb _| Imo (2) Ka H$s ^mfm gwZZo-~mobZo H$mo {_bo
MwH$m hmoVm h°'' Ho$ _m`Zo h¢—AßVao H$mo JmVo h˛E dhçç
(1) ^Q>H$ OmVm h° (3) b˙` ^mfm H$s AW©nyU© Am°a amoMH$ gm_J´r
(2) brZ hmo OmVm h° gwZZo-nãT>Zo H$mo {_bo
(3) ~ogwam hmo OmVm h°
(4) ~obJm_ hmo OmVm h° (4) MmQ>© A{YH$ go A{YH$ H$jm _| bJmE OmE±
102. "AZhX' e„X _|çç

(1) "A' CngJ© h° 107. ^mfm Ho$db A{^Ï`{∫$ H$m _m‹`_ hr Zht ~pÎH$ Òd`ß
(2) "X' ‡À`` h° go _____ H$m _m‹`_ h°ü&
(3) "AZ' CngJ© h°
(4) "hX' ‡À`` h° (1) {bIZo
103. "amI O°gm Hw$N> {JaVm h˛Am' H$m AW© h°çç (2) nãT>Zo
(1) ~wPVm h˛Am Òda
(2) D±$Mm Òda (3) ~mVMrV
(3) CXmg Òda
(4) gwZZo
(4) ^`^rV Òda
104. "gßJVH$ma' H$m AW© h°çç

(1) Jm`H$ H$m gmO CR>mZo dmbm 108. ""bãS>Ho$ hmoH$a amoVo hmo''çç`h H$WZçç
(2) Jm`H$ Ho$ gmW ahZo dmbm
(1) ^mfm H$mo ~Ém| H$s —{Ô> go nãT>Zo H$mo ~m‹` H$aVm h°
(3) Jm`H$ Ho$ gmW JmZo dmbm
(4) Jm`H$ H$mo {~IaZo go ~MmZo dmbm
(2) ^mfm H$mo A‹`mnH$m| H$s —{Ô> go nãT>Zo H$mo ~m‹`
105. "T>m±ãT>g ~±YmZm' H$m AW© h°çç hmoVm h°
(1) VgÑr XoZm
(3) ^mfm H$mo O|S>a H$s —{Ô> go nãT>Zo H$mo ~m‹` H$aVm h°
(2) Amerdm©X XoZm
(3) Amkm XoZm (4) ^mfm H$mo Ï`mH$aU H$s —{Ô> go nãT>Zo H$mo ~m‹`
(4) ajmgyÃ ~m±YZm H$aVm h°
P-II/M 49 [ P.T.O.
109. H$hmZr Ho$ gßX^© _| H$m°Z-gm H$WZ Cn`w∫$ bJVm h°? 112. ^mfm g^r {df`m| Ho$ _____ _| h°ü&
(1) H$hmZr _| gßdmX hmoZm AmdÌ`H$ h°ü& (1) nãT>Zo
(2) H$hmZr _| ewÈAmV hmoZm AmdÌ`H$ h°ü& (2) A‹`m`m|
(3) H|$–
(3) H$hmZr _| ew’ ^mfm hmoZm AmdÌ`H$ h°ü&
(4) ‡maß^
(4) H$hmZr _| H$WmZH$ H$m hmoZm AmdÌ`H$ h°ü&
113. ""H${dVm H$m EH$ {Z{¸V AW© hmoVm h°, {Ogo g^r
110. EH$ ^mfm Ho$ A‹`mnH$ H$mo ~Ém| _|çç {d⁄m{W©`m| H$mo nãT>Zm Mm{hE''ççBg H$WZ Ho$ ~mao _|
Amn _mZVo h¢ {H$çç
(1) ^mfm {g’mßVm| H$s g_P {dH${gV H$aZo na ~b
XoZm Mm{hE (1) {H$gr H${dVm H$mo EH$ {Z{¸V AW© Ho$ gmW nãT>Zm
Mm{hE
(2) AmbßH$m[aH$ ^mfm-‡`moJ H$s g_P {dH${gV H$aZo
(2) g^r {d⁄mWu AnZo AZw^d Am°a n[adoe _| hr
na ~b XoZm Mm{hE
H${dVm g_PVo h¢
(3) {d{dY gßX^m] _| ^mfm-‡`moJm| H$s j_Vm {dH${gV (3) H${d Zo H${dVm EH$ AW© _| {bIr {Ogo ha
H$aZo na ~b XoZm Mm{hE {d⁄mWu H$mo g_PZm Mm{hE
(4) ew’ ^mfm-‡`moJ H$s j_Vm {dH${gV H$aZo na ~b (4) AbJ-AbJ AW© g_PZo go nãT>Zo H$s ‡{H´$`m
XoZm Mm{hE ~m{YV hmoVr h°
111. ""H$moB© ^mfm {H$gr ^r {b{n _| {bIr Om gH$Vr 114. Amn _mZVo h¢ {H$ AbJ-AbJ Vah H$s gm_J´r nãT>Zo Ho$
h°''ççBg H$WZ na AmnH$s am` h° {H$çç Adga {_bZo goçç
(1) ^mfm H$mo {d{dY gßX^m] _| ‡`moJ H$aZo H$s g_P

(1) `h {~bHw$b gß^d Zht
~ZVr h°
(2) `h ~h˛V hX VH$ gß^d h° (2) Ï`mH$aU-gÂ_V ^mfm grIZo H$mo {_bVr h°
(3) ha ^mfm H$s AnZr {b{n hmoVr h° (3) {H$Vm~m| Ho$ ~mao _| OmZH$mar {_bVr h°
(4) ^mfm Am°a {b{n Ho$ ~rM EH$ grYm gß~ßY h° (4) boIH$m| Ho$ ~mao _| OmZH$mar {_bVr h°
P-II/M 50
115. qhXr _| {dkmZ gß~ßYr nmR>m| H$mo nãT>mZo H$m C‘oÌ` h°çç 118. AmnH$s —{Ô> _| A‰`mgçç
(1) {dkmZ H$s ^mfm H$mo g_PZm (1) nmR> H$mo g_PZo _| _XX H$aVo h¢
(2) {dkmZ {df` H$mo JhamB© go OmZZm (2) ~Ém| H$mo Vm{H©$H$ ~ZmVo h¢
(3) {dkmZ Ho$ ‡{V {Okmgm ~ãT>mZm (3) ~Émoß H$mo ^mfm Ho$ ~mao _| ~VmVo h¢
(4) {dkmZ Ho$ gßX^© _| qhXr ^mfm-‡`moJ H$mo g_PZm (4) ~Ém| H$mo CŒma XoZm {gImVo h¢
119. CÉ ‡mW{_H$ ÒVa H$s nmR>Ágm_J´r _| AZwdmX gm_J´r

116. boIZ-j_Vm Ho$ AmH$bZ Ho$ {bEçç
aIZo H$m C‘oÌ` h°çç
(1) A{^Ï`∫$ {dMmam| H$mo Om±MZm hmoJm (1) ~h˛V-gr gm_J´r go n[aM` H$amZm
(2) Ï`mH$aU-gÂ_V ^mfm H$mo XoIZm hmoJm (2) ‡Mwa qhXr gm{hÀ` H$m Z hmoZm
(3) AW©nyU© dmä`m| Am°a gßX^m] H$mo XoIZm hmoJm (3) A›` ^mfmAm| Ho$ gm{hÀ` H$mo qhXr _| nãT>Zo Ho$
Adga XoZm
(4) {bImdQ> H$s gµ\$mB© Am°a gwßXaVm H$mo Om±MZm hmoJm
(4) nyao Xoe H$mo nãT>Zo Ho$ Adga XoZm
117. qhXr Ho$ nmR>m| _| A›` ^mfmAm| Ho$ e„Xm| Ho$ hmoZo H$m AW©
h°çç 120. `{X AmnH$s H$jm _| —{Ô>~m{YV ~Éo h¢, Vmo Amnçç
(1) nmR> H$m boIH$ qhXr Zht OmZVm (1) C›h| {deof ghmZw^y{V go nãT>mE±Jo
(2) nmR> g_mO Ho$ ~h˛^mfr ÒdÍ$n H$s ghO ‡ÒVw{V h° (2) C›h| nãT>Zo Ho$ Cn`w∫$ gmYZ X|Jo
(3) nmR> H${R>Z Am°a AÒnÔ> h° (3) C›h| g^r ~Ém| go AbJ J{V{d{Y X|Jo
(4) {d⁄m{W©`m| H$mo ew’ ^mfm Zht {gImB© Om ahr (4) CZgo H$_ J{V{d{Y`m± H$amE±Jo
P-II/M 51 [ P.T.O.
PART—V
Language—II
ENGLISH
IMPORTANT : Candidates should attempt questions from Part—V (Q. Nos.

121 to 150), if they have opted for ENGLISH as Language—II only.
Directions : Read the passage given development and undertake social reforms,
below and answer the questions that but as nationalists who had led a struggle
follow (Q. Nos. 121 to 129) by selecting the against alien rule on behalf of all parts of
correct/most appropriate options. India, they took the cohesion of the Indian
nation too much for granted and
The strength of Indian democracy lies in its
underestimated the centrifugal forces of
tradition, in the fusion of the ideas of
ethnic division, which were bound to be
democracy and national independence which
accentuated rather than diminished as the
was characteristic of the Indian national
popular masses were more and more drawn
movement long before independence.
into politics. The Congress Party was
Although the British retained supreme
originally opposed to the idea of recognizing
authority over India until 1947, the
any division of India on a linguistic basis and
provincial elections of 1937 provided real
preferred to retain the old provinces of British
exercise in democratic practice before
India which often cut across linguistic
national independence. During the Pacific
boundaries; it was only in response to strong
War, India was not overrun or seriously
pressures from below that the principle of
invaded by the Japanese and after the War
linguistic States was conceded as the basis of
was over, the transfer of power to a
a federal ‘Indian Union’. The rights granted to
government of the Indian Congress Party
the States created new problems for the
was a peaceful one as far as Britain was
Central Government. The idea of making
concerned. By 1947, ‘Indianization’ had
Hindi the national language of a united India
already gone far in the Indian Civil Service
was thwarted by the recalcitrance of the
and army, so that the new government could
speakers of other important Indian
start with effective instruments of central
languages, and the autonomy of the States
control.
rendered central economic planning
extremely difficult.
After independence, however, India was faced
with two vast problems, the first, that of Land reforms remained under the control of
ethnic diversity and the aspirations of sub- the States and many large-scale economic
nationalities. The Congress leadership was projects required a degree of cooperation
more aware of the former problem than of the between the Central Government and one or
second; as a new political elite which had more of the States which it was found
rebelled not only against the British Raj, but impossible to achieve. Coordination of
also against India’s social order; they were policies was difficult even when the Congress
conscious of the need to initiate economic Party was in power both in the States and at
P-II/M 52
the Centre; when a Congress government in 124. Which one of the following problems
Delhi was confronted with non-Congress was India faced with after
parties in office in the States, it became much independence?
harder.
(1) Military attack from across the
border
121. Choose the word which is most nearly
the same in meaning as the word
(2) Lack of coordination between the
‘thwarted’ as used in the passage.
Central and State Governments
(1) Opposed (3) Improper coordination of various

government policies
(2) Implemented
(4) Increasing the production from a
(3) Accepted very low level
(4) Diverted
125. Which one of the following issues was
not appropriately realized by the
122. Choose the word which is most Central Government?
opposite in meaning of the word
(1) Ethnic diversity of the people
‘conceded’ as used in the passage.
(2) A national language for the
(1) Criticized
country
(2) Rejected (3) Implementation of the formulated

policies
(3) Denounced
(4) Centre-State relations
(4) Withdrawn
126. Which, according to the passage,

123. Why was central economic planning can be cited as exercise in
found to be difficult? democratic practice in India before
independence?
(1) Multiplicity of States and Union
(1) The handing over of the power by
Territories
British to India
(2) Lack of coordination in different (2) The Indianization of the Indian

government departments Civil Service
(3) Autonomy given to the States in (3) Several democratic institutions

certain matters created by the Indian National
Congress
(4) Lack of will in implementing land
reforms (4) None of the above
P-II/M 53 [ P.T.O.
127. Which one of the following statements Directions : Read the passage given
is not true in the context of the below and answer the questions that
passage? follow (Q. Nos. 130 to 135) by selecting the
correct/most appropriate options.
(1) The Congress Party was originally
opposed to the idea of division of “A principal fruit of friendship”, Francis
States on linguistic basis. Bacon wrote in his timeless meditation on the
(2) Economic development and social subject, “is the ease and discharge of the
reforms were initiated soon after fullness and swellings of the heart, which
independence.
passions of all kinds do cause and induce.”
(3) The political elite in India rebelled
For Thoreau, friendship was one of life’s great
against the British Raj.
rewards. But in today’s cultural landscape
(4) The Congress leadership was fully
of muddled relationships scattered across
aware of the problems of ethnic
diversity in India at the time of various platforms for connecting, amidst
independence. constant debates about whether our
Facebook ‘friendships’ are making us more
128. Why was the linguistic reorganization or less happy, it pays to consider what
of the States accepted?
friendship actually is. That’s precisely what
(1) The States were not cooperating CUNY Philosophy professor Massimo
with the Central Government.
Pigliucci explores in Answers for Aristotle :
(2) Non-Congress governments in How Science and Philosophy Can Lead Us to
the States demanded such a
reorganization of the States. a More Meaningful Life (public library), which
also gave us this provocative read on the
(3) No common national language
could be emerged. science of what we call ‘intuition’.
(4) Strong pressures from the States Philosophers and cognitive scientists agree
were exerted on the Central that friendship is an essential ingredient of
Government to create such States.
human happiness. But beyond the dry
academic definitions—like, say, “voluntary
129. India was not overrun by the
Japanese during the Pacific War interdependence between two persons over
because— time, which is intended to facilitate
(1) Japan had friendly relations with socio-emotional goals of the participants, and
Britain may involve varying types and degrees of
(2) Japan was interested in India’s companionship, intimacy, affection and
freedom mutual assistance”—lies a body of compelling
(3) Japan was skeptical about its research that sheds light on how, precisely,
success in War friendship augments happiness. The way
(4) None of the above friendship enhances well-being, it turns out,
P-II/M 54
has nothing to do with quantity and 133. Is the quality of friends important?
everything to do with quality—researchers
(1) No, it is important to have more
confirm that it isn’t the number of friends
number of friends, quality does
(or, in the case of Facebook, ‘friends’). not matter
130. The change in the present situation (2) No, number of comments on
which has forced us to rethink the social networking sites is
concept of friendship is— important, not the quality of
friends
(1) Bacon and Thoreau’s theories are
no longer available to read
(3) Yes, it matters
(2) the arrival of social media on the
scene (4) No, quality comes automatically
(3) there is more interest in the with quantity
sciences
(4) friendships are not possible in

134. As per the first paragraph, what are
the real world anymore, due to
the debates about?
over-competition
(1) They are centered around

131. Friendship leads to happiness. Is it whether our Facebook friends are
true? helping us become more or less
happy.
(1) Yes, researches have proven that
friendship does lead to happiness
(2) There are no debates around
(2) No, there is no relationship friendship.
between friendship and
happiness (3) The quality of comments of social
media is debatable.
(3) Friends cannot make each other
happy
(4) Thoreau and Aristotle’s thinking
(4) One needs to find one’s is at loggerheads.
happiness alone, with peace of
mind
135. The word that is opposite in meaning
132. Did Pigliucci’s book discuss intuition to the word ‘muddled’ is—
too?
(1) confused
(1) No, it only discussed friendship
(2) It just explained science and (2) chaotic

philosophy
(3) ordered
(3) It discussed Aristotle’s theories
(4) Yes (4) rumpled
P-II/M 55 [ P.T.O.
Directions : Answer the following questions 139. The method of teaching foreign
(Q. Nos. 136 to 150) by selecting the language without using the pupil’s
correct/most appropriate options. first language is—
136. Positive interference is a kind of— (1) direct method
(2) classical method

(1) target language
(3) grammar-translation method
(2) foreign language
(4) old method
(3) pictorial language

140. Two words have identical sound and
spelling, but not related in meaning.
(4) native language It is known as—
(1) homophone
137. In learning the new language, (2) homonymy

multilingualism is—
(3) homograph
(1) a methodology (4) polysemy
(2) an asset 141. Language of word is not necessary

for—
(3) an interference
(1) imaginative thinking
(4) a burden (2) conceptual thinking
(3) associative thinking
(4) perceptual thinking

138. Note taking is done—
142. Communicative Language Teaching

(1) during a lecture
replaced basically—
(2) while reading a review (1) Natural Language Processing
(2) Structural Teaching

(3) during extensive reference work
(3) Situational Language Teaching
(4) while writing an essay (4) Motivational Teaching
P-II/M 56
143. Students are not organisms. Which 147. Decorum in spoken English pertains
one of the following methods sees to—
them as a whole person?
(1) appropriate gestures
(1) CLT
(2) clarity and purity of style
(2) SLT
(3) correct grammatical usage
(3) Silent way
(4) CLL (4) voice quality
144. Writing is the _____ representation of 148. Inquiry-based curriculum is based

speech sounds. on—
(1) alphabetical (1) deductive reasoning
(2) graphical (2) inductive reasoning
(3) phonetic
(3) heuristic reasoning
(4) systematic
(4) analogical reasoning
145. When a teacher uses realia to teach

vocabulary and grammar, she is— 149. Which of the following are structural
words?
(1) using role play as a learning
device (1) Auxiliaries
(2) using real objects, actions and (2) Prepositions

real-life situations
(3) Conjunctions
(3) using computer technology
(4) teaching through true stories (4) All of the above
146. A poem whose first letters of each line 150. Conventions of writing include—
spell out a word is called—
(1) story ideas
(1) alliterative
(2) proper punctuation
(2) epic
(3) imagination
(3) acrostic
(4) haiku (4) good vocabulary
P-II/M 57 [ P.T.O.
^mJççV
^mfmççII
qhXr
_hŒdnyU© : narjmWu ^mJççV (‡ÌZ gß0 121 go 150) Ho$ ‡ÌZm| Ho$ CŒma Ho$db V^r X| `{X C›hm|Zo ^mfmççII
H$m {dH$În qhXr MwZm hmoü&
{ZX}e : ZrMo {XE JE AZw¿N>oX H$mo nãT>H$a nyN>o JE ‡ÌZm| 121. "`wdm H${d`m| H$s Z`r nm°Y' go ä`m VmÀn`© h°?
(1) do H${d Omo ZE {df`m| na {bI aho h¢
{dH$În H$mo Mw{ZEü&
(2) do H${d Omo A^r ZE `wdm h¢
_oam WmoãS>m ~h˛V gß~ßY gm{hÀ` H$s Xw{Z`m go ^r h°ü& `hr hmbmV (3) do `wdm H${d {O›hm|Zo boIZ ewÍ$ {H$`m h°
_¢ `hm± ^r XoIVm hˇ±ü& `yamonr` gm{hÀ` H$m \°$eZ h_mao (4) do `wdm H${d Omo ZE {df`m| na {bI aho h¢
Cn›`mgH$mam|, H$hmZr-boIH$m| Am°a H${d`m| na PQ> hmdr hmo OmVm
h°ü& _¢ AnZo ‡mßV nßOm~ H$s ~mV H$aVm hˇ±ü& _oao nßOm~ _| `wdm 122. nßOm~ Ho$ `wdm H${d`m| Ho$ boIZ H$m {df` h°çç
H${d`m| H$s Z`r nm°Y gm_m{OH$ Ï`dÒWm Ho$ {Ibmµ\$ BßH$bm~r (1) gwÏ`dÒWm
Oµ¡~o go AmoV-‡moV h°ü& Bg_| ^´Ô>mMma, A›`m`, emofU H$mo hQ>mZo
(2) ›`m`
Am°a EH$ Z`r Ï`dÒWm ~ZmZo H$s ~mV H$s JB© h°ü& hm±, h_|
gm_m{OH$ ~Xbmd H$s µOÍ$aV h° Am°a BZ H${dVmAm| _| ~mV| Vmo (3) ^´Ô>mMma
~h˛V A¿N>o T>ßJ go H$hr J`r h¢ na BZH$m ÒdÍ$n Xogr Zht h°ü& (4) ^mdZmE±
Bg na n{¸_ H$m ‡^md h°ü& n[aUm_ `h h° {H$ `h gmam BßH$bm~
EH$ N>moQ>o-go H$mJµO na gr{_V ah OmVm h°ü& ~g, gm{hpÀ`H$ 123. ""H${dVmAm| H$m ÒdÍ$n Xogr Zht h°ü&'' dmä` go
A{^‡m` h°çç
g_P aIZo dmbo EH$ N>moQ>o-go g_yh _| BZH$s ~mV hmoVr h°ü&
{H$gmZ, _µOXya, Omo emofU H$mo Pob aho h¢, {O›h| do BßH$bm~ H$s (1) H${dVmAm| _| e„X n{¸_ go ‡^m{dV h¢ü&
‡oaUm XoZm MmhVo h¢, do Bgo g_P hr Zht nmVo h¢ü& Bg gmb _oar (2) H${dVmAm| _| e„X n{¸_ go ‡^m{dV Zht h¢ü&
_mV•^y{_ nßOm~ _| _wPo JwÈZmZH$ {dú{d⁄mb` Ho$ grZoQ> H$m (3) H${dVmAm| H$s A{^Ï`{∫$ n{¸_ go ‡^m{dV h°ü&
gXÒ` ~ZmZo Ho$ {bE Zm{_V {H$`m J`mü& O~ _wPo CgH$s nhbr
(4) H${dVmAm| H$m ‡H$meZ n{¸_ go ‡^m{dV h°ü&
_rqQ>J _| em{_b hmoZo Ho$ {bE ~wbm`m J`m, Vmo _¢ nßOm~ _| hr
‡rVZJa Ho$ nmg Wmü& EH$ {XZ em_ H$mo AnZo J´m_rU XmoÒVm| go 124. AZw¿N>oX Ho$ AmYma na ~VmBE {H$ {H$ZH$m emofU hmo
Jnen H$aVo h˛E _¢Zo A_•Vga _| hmoZo dmbr grZoQ> H$s _rqQ>J _| ahm h°ü&
OmZo H$m {µOH´$ {H$`m Vmo {H$gr Zo H$hm, ""h_mao gmW Vmo Amn (1) {H$gmZm| Am°a H${d`m| H$m
Vh_X (bwßJr) Am°a Hw$V} _| h_mao O°go hr ~Zo {\$aVo hmo, dhm±
(2) H${d`m| Am°a _µOXyam| H$m
gyQ>-~yQ> nhZ H$a gmh~ ~hmXwa ~Z OmAmoJ!o '' _¢Zo h±gVo h˛E
H$hmçç""ä`m|, Amn AJa MmhVo h¢ Vmo _¢ Eogo hr Mbm OmD±$Jmü&'' (3) H${d`m| Am°a boIH$m| H$m
V^r H$moB© Xygam ~mobm, ""Amn Eogm H$a hr Zht gH$Voü&'' (4) {H$gmZm| Am°a _µOXyam| H$m
P-II/M 58
125. AZw¿N>oX Ho$ AmYma na ~VmBE {H$ nßOm~ ‡mßV Ho$ AmX_r {ZX}e : ZrMo {XE JE AZw¿N>oX H$mo nãT>H$a nyN>o JE ‡ÌZm|
gm_m›`VÖ ä`m nhZVo h¢ü& (‡ÌZ gß0 129 go 135) Ho$ ghr/g~go Cn`w∫$ CŒma dmbo
{dH$În H$mo Mw{ZEü&
(1) Hw$Vm©-nmOm_m
_mBH$bEßOobmo BQ>br Ho$ ~h˛V ‡{g’ {eÎnH$ma Woü& do ~ãS>r gwßXa
(2) Hw$Vm©-bwßJr _y{V©`m± ~ZmVo Woü& bmoJm| Zo nyN>m {H$ Amn BVZr gwßXa _y{V© H°$go JãT>
boVo h¢ü& C›hm|Zo H$hm {H$ _¢ _y{V© H$hm± JãT>Vm hˇ±ü& dh _y{V© Vmo nhbo
(3) Hw$Vm© Am°a n¢Q> go hr nÀWa _| Wr, _¢Zo Vmo {gµ\©$ nÀWa H$m \$mbVy {hÒgm hQ>m
{X`m Vmo _y{V© ‡H$Q> hmo J`r! Vmo {d⁄mWu H$mo AnZm n[aM` nmZo
(4) gyQ>-~yQ>
_|, Òd-^mZ hmoZo _| _XX H$aZm hr {ejH$ H$m H$m_ h°ü& A~ `h
Òd-^mZ H°$go hmo? H$hVo h¢, goÎµ\$ BµO bmBH$ A ao—Omo gmBßg _|
126. H$mJµO na gr{_V hmo OmZo go VmÀn`© h°çç _mZm OmVm h° {H$ ‡H$me H$s {H$aU A—Ì` hmoVr h°, dh AmnH$mo
{XImB© XoVr h°, d°go h_mam Omo "Òd' h° dh ey›` _|, A^md _|
(1) µO_rZr ÒVa na ~Xbmd Z AmZm g_P _| Zht AmVmü& dh V~ ‡H$Q> hmoVm h°, O~ _¢ Òd-Y_©
H$V©Ï`-H$_© H$aVm hˇ±ü& H$_© H$aVo-H$aVo _wpÌH$b H$m O~ _¢ gm_Zm
(2) µO_rZr ÒVa na ~Xbmd AmZm H$aVm hˇ± V~ _oam Í$n, _oar e{∫$, _oao Òd H$m _wPo nVm MbVm h°ü&
Òd-Y_© Í$n H$_© H$aVo h˛E Omo Òd _oao gm_Zo Ï`∫$ hmoVm h°, dhr
(3) µO_rZr ÒVa na D±$Mm CR>Zm _oar {ejm h°ü& Bg{bE {ejm Xr Zht Om gH$Vr, ~pÎH$ AßXa go
AßHw$[aV hmoVr h° Am°a Cg ‡{H´$`m _| {ejH$ Ho$db ~mha go _XX
(4) µO_rZr ÒVa na D±$Mm Z CR>Zm
H$aVm h°ü& O°go nm°Yo Ho$ AßHw$[aV hmoZo _|, BgHo$ ‡\w${ÑV hmoZo _|
grYm h_ Hw$N> Zht H$a gH$Voü& naßVw ~mha go ImX-nmZr XoZm,
127. ""Bg na n{¸_ H$m ‡^md h°ü&'' dmä` h°çç {ZamB© H$aZm, ‡H$me H$s Ï`dÒWm Am{X H$a gH$Vo h¢ü&
(1) gß~ßYdmMH$ 129. AZw¿N>oX Ho$ AmYma na H$hm Om gH$Vm h° {H$çç
(2) {dYmZdmMH$ (1) {ejm XoZm gß^d h°
(3) ‡ÌZdmMH$ (2) {ejm XoZm gß^d Zht h°
(4) gßXohdmMH$ (3) {ejm {d⁄mb` _| {_bVr h°
(4) {ejm n[adma _| {_bVr h°
128. "J´m_rU, gm_m{OH$, `wdm' Am{X e„X h¢çç

130. {ejH$ H$m H$m_ h°çç
(1) gßkm
(1) {d⁄mWu H$mo Òd`ß go n[a{MV H$amZm
(2) gd©Zm_
(2) {d⁄mWu H$mo Xygam| go n[a{MV H$amZm
(3) {deofU (3) {d⁄mWu H$mo {df`m| go n[a{MV H$amZm
(4) {H´$`m (4) {d⁄mWu H$mo {eÎn-H$bm go n[a{MV H$amZm
P-II/M 59 [ P.T.O.
131. "Òd' H$m ‡H$mQ>Á _____ _| hmoVm h°ü& {ZX}e : ZrMo {XE JE ‡ÌZm| (‡ÌZ gß0 136 go 150) Ho$
ghr/g~go Cn`w∫$ CŒma dmbo {dH$În H$mo Mw{ZEü&
(1) amoeZr
(2) H$_© 136. CÉ ‡mW{_H$ ÒVa na ^mfm grIZo-{gImZo H$m EH$
C‘oÌ` h°çç
(3) e{∫$
(4) ey›` (1) Ï`mH$aU Ho$ g^r {Z`_m| H$mo Hß$R>ÒW H$aZm
132. AZw¿N>oX _| ImX-nmZr XoZo, {ZamB© H$aZo H$m CXmhaU (2) gm{hÀ` H$s J⁄ Edß n⁄ {dYmAm| H$s aMZm
~VmVm h° {H$ {ejH$ H$m H$m`© ~Ém| H$moçç
(1) ^moOZ-nmZr XoZo H$m h° (3) qhXr ^mfm Ho$ g_J´ B{Vhmg Ho$ ~mao _| OmZZm
(2) {Z`ß{ÃV H$aZm h° (4) ^mfm H$s {Z`_~’ ‡H•${V H$s nhMmZ Am°a CgH$m
(3) C{MV _mhm°b XoZm h° {dÌbofU H$aZm
(4) ~mJdmZr {gImZm h°
133. "Òd'çç 137. qhXr ^mfm grIZo Ho$ gßX^© _| H$jm AmR> _| nãT>Zo dmbo
~Éo go `h Ano{jV h° {H$ dhçç
(1) —Ì`_mZ hmoVm h°
(2) ‡H$me hmoVm h° (1) qhXr ^mfm H$s g_ÒV {Z`_mdbr H$mo OmZ gHo$
(3) {H$aU hmoVm h°

(2) qhXr ^mfm Ho$ _whmdam| Am°a bmoH$mo{∫$`m| H$mo OmZ
(4) A—Ì` hmoVm h° gHo$
134. ""do ~ãS>r gwßXa _y{V©`m± ~ZmVo Woü&'' dmä` _| ‡{deofU (3) {d{^fi gßX^m] _| qhXr ^mfm H$m ‡^mdr ‡`moJ H$a
h°çç gHo$
(1) do
(4) VÀg_‡YmZ ^mfm H$m ‡^mdr ‡`moJ H$a gHo$
(2) ~ãS>r
(3) gwßXa
138. qhXr ^mfm grIZo-{gImZo Ho$ {bE A{Zdm`© h°çç
(4) _y{V©`m±
(1) ^mfm H$s nmR>Á-nwÒVH$ H$s Cnb„YVm

135. "AßHw$[aV' e„X _| ‡À`` h°çç
(1) BV (2) g_•’ ^mfm-n[adoe H$s Cnb„YVm
(2) [aV
(3) qhXr ^mfm H$s {b{IV narjm
(3) V
(4) Aß (4) ^mfm H$s —Ì`-lÏ` gm_J´r H$s Cnb„YVm
P-II/M 60
139. CÉ ‡mW{_H$ ÒVa na qhXr ^mfm Ho$ AmH$bZ _| g~go 142. AmH$bZ H$m ‡`moJ _____ Ho$ {bE hmoZm Mm{hEü&
_hŒdnyU© h°çç
(1) grIZo _| _XX
(1) qhXr ^mfm Ho$ Ï`mH$aU H$s OmZH$mar
(2) {H$VZm grIm H$mo Am±H$Zo
(2) qhXr ^mfm H$s ~mar{H$`m| H$s g_P d ‡`moJ
(3) naÒna VwbZm
(3) qhXr ^mfm Ho$ gm{hÀ`H$mam| H$s OmZH$mar
(4) ^mfm H$s OmZH$mar
(4) qhXr ^mfm H$s _mZH$ dV©Zr H$s OmZH$mar
143. —Ì`-lÏ` gm_J´r H$m ‡`moJ V~ Cn`moJr hmoVm h° O~

140. ^mfm AO©Z Ho$ gß~ßY _| H$m°Z-gm H$WZ ghr h°? ~Éoçç
(1) `h ghO hmoVm h°ü& (1) Cgo ~h˛V gabVm go g_P gH|$
(2) `h gab hmoVm h°ü& (2) Cg na AnZr ~m°{’H$ ‡{V{H´$`m Xo gH|$
(3) `h H${R>Z hmoVm h°ü& (3) CgH$s ^mfm H$m AZwH$aU H$a gH|$
(4) `h grIm OmVm h°ü& (4) CgHo$ ~ZZo H$s ‡{H´$`m H$mo ~Vm gH|$
141. CÉ ‡mW{_H$ ÒVa na {d{^fi {df`m| na AmYm[aV nmR>m| 144. CÉ ‡mW{_H$ ÒVa na {d{^fi C‘oÌ`m| Ho$ {bE {H$E OmZo
H$mo nmR>Á-nwÒVH$ _| em{_b H$aZo H$m C‘oÌ` h°çç dmbo boIZ H$m`© _| g~go _hŒdnyU© h°çç
(1) ~Ém| H$mo {d{^fi {df`m| H$s OmZH$mar XoZm (1) Ob gßajU H$m {dkmnZ ~ZmZm
(2) ~Ém| H$mo {d{^fi ‡`w{∫$`m| go n[a{MV H$amZm (2) AmnXm ‡~ßYZ na ÒbmoJZ {bIZm
(3) A›` {df`m| H$mo grIZo _| _XX H$aZm (3) AYyar H$hmZr H$m AßV {bIZm
(4) A›` {df`m| H$m gabrH$aU H$aZm (4) S>màr {bIZm
P-II/M 61 [ P.T.O.
145. CÉ ‡mW{_H$ ÒVa na qhXr ^mfm Ho$ AmH$bZ H$m g~go 148. ~h˛^m{fH$ H$jm _| ~Ém| H$s ^mfmE±çç
H$_µOmoa q~Xw h°çç
(1) ~h˛V Jß^ra g_Ò`m h°, {OgH$m H$moB© g_mYmZ Zht
(1) {bIZo _| ZE e„X BÒVo_mb H$aZm h°
(2) boIZ _| Vm{H©$H$Vm H$m g_mdoe (2) gßgmYZ Ho$ Í$n _| BÒVo_mb H$s Om gH$Vr h¢
(3) ^mfm H$m g•OZmÀ_H$ ‡`moJ (3) EH$ O{Q>b g_Ò`m h°, Omo A›` g_Ò`mE± n°Xm
H$aVr h¢
(4) gßÒH•$V{Z> e„Xmdbr H$m ‡`moJ

(4) qhXr ^mfm H$s H$jmAm| go ~mha hr ahZr Mm{hE
146. ^mfm Am°a {b{n Ho$ ~rMçç

149. CÉ ‡mW{_H$ ÒVa na Ï`mH$aU nãT>mZo H$s AmJ_Z n’{V
_|çç
(1) EH$ {Z{¸V gß~ßY hmoVm h°
(1) O{Q>b go gab H$s Amoa OmVo h¢
(2) H$moB© {Z{¸V gß~ßY Zht hmoVm
(2) CXmhaU go {Z`_ H$s Amoa OmVo h¢
(3) EH$ Vm{H©$H$ gß~ßY hmoVm h°
(3) {Z`_ go CXmhaU H$s Amoa OmVo h¢
(4) H$moB© gß~ßY hmoVm hr Zht h°
(4) Ï`mH$aU H$s nmR>Á-nwÒVH$ na H|${–V ahVo h¢
147. CÉ ‡mW{_H$ ÒVa na qhXr ^mfm H$m AmH$bZ H$aVo

g_` Amn gdm©{YH$ ~b {H$g na X|Jo? 150. AßV{Z©{hV ^mfm j_Vm H$m gß~ßY _____ Ho$ gmW h°ü&
(1) {b{IV narjm (1) Mm∞ÂÒH$s
(2) _m°{IH$ narjm (2) {n`mOo
(3) nmoQ>©µ\$mo{b`mo (3) pÒH$Za
(4) Om±M-gyMr (4) dmBJmoÀÒH$s
P-II/M 62
SPACE FOR ROUGH WORK
aµ\$ H$m`© Ho$ {bE OJh
HHH
P-II/M 63 [ P.T.O.
{ZÂZ{b{IV {ZX}em| H$mo ‹`mZ go nãT>| : READ THE FOLLOWING INSTRUCTIONS CAREFULLY :
1. {Og ‡H$ma go {d{^fi ‡ÌZm| Ho$ CŒma {XE OmZo h¢ CgH$m dU©Z narjm 1. The manner in which the different questions are
to be answered has been explained in the Test
nwpÒVH$m _| {H$`m J`m h°, {Ogo Amn ‡ÌZm| H$m CŒma XoZo go nhbo ‹`mZ go Booklet which you should read carefully before
nãT> b|ü& actually answering the questions.
2. ‡ÀòH$ ‡ÌZ Ho$ {bE {XE JE Mma {dH$Înm| _| go ghr CŒma Ho$ {bE 2. Out of the four alternatives for each question, only
one circle for the correct answer is to be darkened
OMR CŒma-nÃ Ho$ n•>-2 na Ho$db EH$ d•Œm H$mo hr nyar Vah completely with Black/Blue Ballpoint Pen on
H$mbo/Zrbo ~m∞bnm∞BßQ> noZ go â|ü& EH$ ~ma CŒma Aß{H$V H$aZo Ho$ ~mX Side-2 of the OMR Answer Sheet. The answer once
marked is not liable to be changed.
Cgo ~Xbm Zht Om gH$Vm h°ü& 3. The candidates should ensure that the Answer
3. narjmWu gw{Z{¸V H$a| {H$ Bg CŒma-nÃ H$mo _moãS>m Z OmE Edß Cg na Sheet is not folded. Do not make any stray marks
H$moB© A›` {ZemZ Z bJmE±ü& narjmWu AnZm AZwH´$_mßH$ CŒma-nÃ _| on the Answer Sheet. Do not write your Roll No.
anywhere else except in the specified space in the
{ZYm©[aV ÒWmZ Ho$ A{V[a∫$ A›`Ã Z {bI|ü& Answer Sheet.
4. narjm nwpÒVH$m Edß CŒma-nÃ H$m ‹`mZnyd©H$ ‡`moJ H$a|, ä`m|{H$ {H$gr 4. Handle the Test Booklet and Answer Sheet with
care, as under no circumstances (except for
^r n[apÒW{V _| (Ho$db narjm nwpÒVH$m Edß CŒma-nÃ Ho$ gßHo$V `m discrepancy in Test Booklet Code or Number and
gßª`m _| {^fiVm H$s pÒW{V H$mo N>moãS>H$a) Xygar narjm nwpÒVH$m Cnb„Y Answer Sheet Code or Number), another set will be
provided.
Zht H$amB© OmEJrü&
5. The candidates will write the correct Test Booklet
5. narjm nwpÒVH$m/CŒma-nÃ _| {XE JE narjm nwpÒVH$m gßHo$V d gßª`m Code and Number as given in the Test
H$mo narjmWu ghr VarHo$ go hm{Oar-nÃ _| {bI|ü& Booklet/Answer Sheet in the Attendance Sheet.
6. A machine will read the coded information in the
6. OMR CŒma-nÃ _| H$mo{S>V OmZH$mar H$mo EH$ _erZ nãT>oJrü& Bg{bE OMR Answer Sheet. Hence, no information should
H$moB© ^r gyMZm AYyar Z N>moãS>| Am°a `h ‡doe-nÃ _| Xr JB© gyMZm go be left incomplete and it should not be different
from the information given in the Admit Card.
{^fi Zht hmoZr Mm{hEü& 7. Candidates are not allowed to carry any textual
7. narjmWu ¤mam narjm hm∞b/H$j _| ‡doe-nÃ Ho$ {gdm` {H$gr ‡H$ma material, printed or written, bits of papers, pager,
mobile phone, electronic device or any other
H$s nmR>Á-gm_J´r, _w{–V `m hÒV{b{IV, H$mJO H$s n{M©`m±, noOa, material except the Admit Card inside the
_mo~mBb \$moZ, BboäQ¥>m∞{ZH$ CnH$aU `m {H$gr A›` ‡H$ma H$s gm_J´r Examination Hall/Room.
H$mo bo OmZo `m Cn`moJ H$aZo H$s AZw_{V Zht h°ü& 8. Mobile phones, wireless communication devices
(even in switched off mode) and the other banned
8. _mo~mBb \$moZ, ~oVma gßMma `w{∫$`m± (pÒdM Am∞\$ AdÒWm _| ^r) Am°a items should not be brought in the Examination
A›` ‡{V~ß{YV dÒVwE± narjm hm∞b/H$j _| Zht bmB© OmZr Mm{hEü& Bg Hall/Room. Failing to comply with this instruction,
it will be considered as using unfair means in the
gyMZm H$m nmbZ Z hmoZo na Bgo narjm _| AZw{MV gmYZm| H$m ‡`moJ examination and action will be taken against them
_mZm OmEJm Am°a CZHo$ {dÈ’ H$m`©dmhr H$s OmEJr, narjm a‘ H$aZo including cancellation of examination.
g{hVü& 9. Each candidate must show on demand his/her
Admit Card to the Invigilator.
9. nyN>o OmZo na ‡ÀòH$ narjmWu, {ZarjH$ H$mo AnZm ‡doe-nÃ {XImE±ü& 10. No candidate, without special permission of the
10. Ho$›– AYrjH$ `m {ZarjH$ H$s {deof AZw_{V Ho$ {~Zm H$moB© narjmWu Centre Superintendent or Invigilator, should leave
his/her seat.
AnZm ÒWmZ Z N>moãS>ü| & 11. The candidates should not leave the Examination
11. H$m`©aV {ZarjH$ H$mo AnZm CŒma-nÃ {XE {~Zm Edß hm{Oar-nÃ na Hall/Room without handing over their Answer
Sheet to the Invigilator on duty and sign the
Xw~mam hÒVmja {H$E {~Zm narjmWu narjm hm∞b/H$j Zht N>moãS>|Joü& `{X Attendance Sheet twice. Cases where a candidate
{H$gr narjmWu Zo Xygar ~ma hm{Oar-nÃ na hÒVmja Zht {H$E, Vmo `h has not signed the Attendance Sheet second time
will be deemed not to have handed over the
_mZm OmEJm {H$ CgZo CŒma-nÃ Zht bm°Q>m`m h° Am°a `h AZw{MV gmYZ Answer Sheet and dealt with as an unfair means
H$m _m_bm _mZm OmEJmü& narjmWu AnZo ~mE± hmW Ho$ A±JyR>o H$m case. The candidates are also required to put
{ZemZ hm{Oar-nÃ _| {XE JE ÒWmZ na AdÌ` bJmE±ü& their left hand THUMB impression in the space
provided in the Attendance Sheet.
12. BboäQ¥>m∞{ZH$/hÒVMm{bV n[aH$bH$ H$m Cn`moJ d{O©V h°ü& 12. Use of Electronic/Manual Calculator is prohibited.
13. narjm hm∞b/H$j _| AmMaU Ho$ {bE narjmWu narjU gßÒWm Ho$ g^r 13. The candidates are governed by all Rules and
{Z`_m| Edß {d{Z`_m| ¤mam {Z`{_V h¢ü& AZw{MV gmYZm| Ho$ g^r _m_bm| Regulations of the Examining Body with regard to
their conduct in the Examination Hall/Room. All
H$m \°$gbm narjU gßÒWm Ho$ {Z`_m| Edß {d{Z`_m| Ho$ AZwgma hmoJmü& cases of unfair means will be dealt with as per
14. {H$gr hmbV _| narjm nwpÒVH$m Am°a CŒma-nÃ H$m H$moB© ^mJ AbJ Rules and Regulations of the Examining Body.
14. No part of the Test Booklet and Answer Sheet shall
Z H$a|ü& be detached under any circumstances.
15. narjm gÂnfi hmoZo na, narjmWu hm∞b/H$j N>moãS>Zo go nyd© 15. On completion of the test, the candidate must
CŒma-nÃ {ZarjH$ H$mo AdÌ` gm¢n X|ü& narjmWu AnZo gmW Bg hand over the Answer Sheet to the Invigilator
in the Hall/Room. The candidates are allowed
narjm nwpÒVH$m H$mo bo Om gH$Vo h¢ü& to take away this Test Booklet with them.
P-II/M 64 KM8—10**70*

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Bg nwpÒVH$m _| 64> _w{–V n•> h¢ü& MVD18–II narjm nwpÒVH$m gßª`m

This Booklet contains 64 printed pages. Test Booklet No.

narjmWu H$m Zm_ (~ãS>o Ajam| _|) :

2. School is an institution of socialization

(4) conformity (4) g_yh H$s AZwÍ$nVm H$m

(3) concrete operational

(4) formal operational (4) Am°nMm[aH$ n[aMmbZ

(1) Special Education Programme (1) {deof {ejm H$m`©H´$_

(2) Child-centered Education (2) ~mb-H|${–V {ejm H$m`©H´$_

6. Between _____ months of age, most

(1) 12 and 18 (1) 12 go 18

(2) 18 and 24 (2) 18 go 24

(3) 24 and 30 (3) 24 go 30

7. The concept of Intelligence Quotient

(1) Galton (1) J°bQ>m∞Z Ho$ ¤mam

(2) Binet (2) {~Zo Ho$ ¤mam

(3) Stern (3) ÒQ>Z© Ho$ ¤mam

(4) Terman (4) Q>_©Z Ho$ ¤mam

9. The acceptable sound combinations of

(1) phonological (1) ‹d{Z-gß~ßYr

(2) grammatical (2) Ï`mH$a{UH$

(3) syntactic (3) dmä`mÀ_H$

(4) inflection (4) {d^{∫$-{df`H$

11. Ravi repairs appliances by testing

(1) insight (1) AßV—©{Ô> H$m

(2) algorithms (2) H$bZ-{d{Y H$m

(3) mental set (3) _mZ{gH$ —ãT>Vm H$m

(4) heuristics (4) AZw_mZr {d{Y H$m

(1) gm_m{OH$ gßVwbZ

(2) g_Vm Edß g_mZ Adga

(3) gm_m{OH$ ApÒVÀd Edß d°ÌdrH$aU

(4) {dÌd ~ßYwVm

17. The Rights of Persons with Disabilities

(1) 1992 (1) 1992

(2) 1995 (2) 1995

(3) 1999 (3) 1999

(4) 2016 (4) 2016

(1) Ï`{∫$JV {d{dYVmAm| Ho$ AmYma na dJuH•$V H$s

(2) 3 years to 18 years

(3) 6 years to 14 years (3) 6 df© go 14 df© VH$ Ho$ {bE

(4) 6 years to 22 years (4) 6 df© go 22 df© VH$ Ho$ {bE

(2) Universal Code of Teaching

(4) Universal Design of Learning

(1) reflective thinking

(2) creative thinking (2) g•OZmÀ_H$ gmoM

(3) abstract thinking (3) A_yV© gmoM

(4) concrete thinking (4) _yV© gmoM

24. Maintenance is the specific stage of

(1) acquisition (1) A{YJ´hU

25. Zajonc believes that cognition and

(1) imitation (1) AZwH$aU

(2) observation (2) AdbmoH$Z

(3) correction (3) gßemoYZ

(4) modelling (4) ‡{VÍ$nU

(2) vigilant (2) gVH©$

(3) outgoing (3) {ZdV©_mZ

(4) autocratic (4) {ZaßHw$e

(2) aesthetic (2) gm¢X`©~moY

(3) abstract (3) A_yV©

(4) logical (4) Vm{H©$H$

(2) consumer type task

(3) producer type task (3) {Z_m©UmÀ_H$ ‡H$ma H$m H$m`©

(4) problem type task (4) g_Ò`mÀ_H$ ‡H$ma H$m H$m`©

(2) vestibular (2) H$U©-H$moQ>a