Test Hooldi'L No. ~~ This booklet contains 64 pages. JBC - 12 'rot~t Hooklet Code ~ ~ ~ PAPER II I ~- 'Q'Sl II trtta;n ~ ~ n1 J"'''1" 64 ~ ~ I MAIN 'fEST BOOKLET I~ ttila;rr sfurcnT

trtta:rr ~ -H&u

Do not open thi• Te•t Booklet unW you are ••ked to do'"· II ) I ~ 'lffi~ ~ffi!Chl cnT ('faf OCfi ';f ~ ijfGf (fCf) ~ ';f mo: I H.ead carefully the Instructions on the Back Cover of this Test. llooldct. ~ '!ffi~ ~r~Ch' ~ ~ ancrroT Q""{ ~ ~ CfiT ~ ~ ~ 1

INSTRUCTIONS FOil CANDIDATES

1. The OMR Answer Sheet i~ inside this Test Booklet. When you arc directed tu open the Test Booklet, take out the Answer Sheet and fill in the particulars on Side-1 and Side-2 carefully with blue/black ball point pen only. 1 2. The test is uf 1 2 hours duration and consists of

150 questions . There is no negative marking. 3. Use Blue I Black Ball Point Pen only for writing particulars on this page I marking responses in the Answer Sheet. 4. The CODE for this Booklet is P. Make sure that the CODE printed on Side-2 of the Answer Sheet is the same as that on th is booklet. Also ensure that your Test Booklet No. and Answer Sheet No. are the same. In case of di screpancy, the candidate should immediately report the matter to the Invigilator for replacement of both the Test Hooklet and the Answer Sheet.

G. This Test Booklet has five Parts, I, II, III, IV and V, consisting of 150 Objective Type Questions, each carrying 1 mark: Part I : Child ,Development and Pedagogy (Q. 1 to Q. 30) Part II : Mathematics and Science (Q. 31 to Q. 90) Part Ill: Social Studies I Social Science (Q. 31 to Q. 90) Part IV: Language I- (English/Hindi) (Q. 91 to Q. 120) Part V : Language II - (English/Hindi) (Q. 121 to Q. 150)

G. Candidates have to do questions 31 to 90 EITHER from Part II (Mathematics and Science) OR from Part III (Social Studies/Social Science). 7. Part IV contai ns 30 questions for Language I and Part V contains 30 questions for Language II. In this test booklet, only questions pertaining to English and Hindi language have been given. In case the language/s you have opted for as Language I and/or Language ll is a

language other than English or Hindi, please ask for a Test Booklet that contains questions on that lanj,,'Uage. The languages being answered must tally with the languages opted for in your Application Fo1·m. -\ . Candidates are required to attempt questions in Part V (Language ll) in a language other than the one chosen as Language I (in Part IV) from the list of languages. J. Rough work shou ld be done only in the space provided in the Test Booklet tor the same. 1 The answers a re to be recorded on the OMR Answer Sheet only. Mark your responses carefully. No whitener is allowed for changing answers.

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Name of the Candidate (in Capitals) : --------------------------­:ffia:rr~ CfiT ~ (~ ~ ~ ) :

loll Number (~) : in figures (atCfll lf) ----------------------­: in words (~ ~) ---------------------------:::entre of Examination (in Capitals)

rfu:n ~ (~ ~ 1f ) : ::andi date's Signature : ----------- Invigilator1s Signature ·~ra:rr2ff ~ ~ : ~ ~ ~ 'acsirn il e signature stamp of Centre Superintendent---------~------------

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p (2)

PAR'I' I I 'm1T I •. ,, CHILD DEVELOPMENT AND PEDAGOGY I 6f11Vf filasNt cr ~e:tl~ll'f.Si

Directions : Answer the following questions by r.rzy, : f.:p...,fftf&H JfRf it 3riT ~ ~ f<;rTr ~ ~ selecting the most approp,riate option. ~ ~ 1

1.

2.

3.

4.

Environmental facLors that Ahupo development include all of the following except

(1) quality of education

(2) physique

(3) quality of nutrition

(4) culture

See ma learn~ every lesson very quickly but Leena takes longer to lea~n them. It denotes the developmental principle of

(1) continuity

(2) general to specific

(3) individua l differences

(4) inter-relationshipH

Development ~ tarts from

(1) the stage of infancy

(2) pre-childhood stage

(3) post-childhood stage

(4) pre-natal stage

1.

2.

3.

Which of the following is predominantly a 4. heredity related factor ?

( 1) Attitude towards peer group

(2) Thinking pattern

(3) e!olour of' the eyes

(4) ParticipaLion in socia l activities

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( 1) f.<la.n Chl ~UIIfGCfldl

(2) ~ II () RCfl l""["Q-l

(3) ~fi!Cfldl cfit~

(4) ~

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~ ~en)~ ~ ~

(1) f.l{n(nl

(2) ~ -B ~ cn1 am: (3) ~ f'11?1"dT

(4) 3in:'8k'l~

fcfcmJ ~ mm ~ ( l) ~'B

(2) lcf-iill<flllq~ 'B " (3) ~-iill<flllt:~~.n ~

(4) ~ 31cW.TT ~

f-ikif~f@n il 'B c:nt.:r-m ~ ~ 'B 3llj~F~ICfinl ~ 'Cfi1Tcfi ~ ? J .

(]) WfCf)?,1 ~ ~ ~ ~ >rfu ~

(2) ~ ~

(3) 0 CfiT trr (4) '81qlf-i1Cfl T@lfcffv.fl.li i'i .-4PTlC:IRC11

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5.

6.

7.

8.

( 3 )

'l'each1crs are advised to involve their 5. learners in group activities because, besides facilitating learning, they also help in

(1 ) Value conflicts

(2) Aggression

(3 ) Anxiety

( 4) Socialization

A student is aggressive m his behaviour towards his peer group and does not conform

6. to the norms of the school. This student needs help in

( 1) Cognitive domain

(2) Psychomotor domain

(3) Affective domain I

( 4) Higher order thinking skills

The stage of cognitive development, according to Piaget, in which a child displays 'object permanence' is 7.

(1) Sensorimotor stage

(2) Pre-operational stage

(3) Concrete operational stage

(4) Formal operational stage

According to Kohlberg, the thinking process 8.

involved in judgments about questions of right

and wrong is called

(1) Moral realism

(2) Moral dilemma

(3) Morality co-operation

(4) Moral reasoning

p

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( 1) B~HifiiCfl a.nr

(2) Ji;{jll~lfiiCfl a.nr

(3) \iiCIIfiiCfl a.ff

(4) ~ ~ fircH ~

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C1) B~{l~{Cfl ~

(2)

(3)

(4)

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3flq:cuf{Cfl BrBfilfrfiiCfl ~

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~ (1) ~~

(2) ~~

(3) ~ ctt ~foCflctr

(4) ~ crciiurr

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14.

15.

16.

17.

18.

( 5 ) p i\ good textbook avoi ds

( I )

(~)

(3)

I , gender b1as

14. 1!:Cii ~ ~-~ --- ~ ~ t (1) ~~

gender sensitivity

gender equality

(4) social responsibility

Gifted students will rcali~e their potential 15. when

( 1) they are segregated from other students (2) they attend private coaching classes (3) they are tested frequently (4) they learn with other students

Inclusive education refers to a school education system that

( 1) includes children with disability

(2) includes children regardless of physical, intellectual, social, linguistic or other differently abled conditions

(3) encourages education of children with special needs through exclusive schools

(4) emphasizes the need to promote the education of the girl child only

Dyslexia is associated mainly with difficulties in

16.

(1) speaking 17. (2) speaking and hearing (3) hearing

(4) reading

The major frustration that children with hearing loss face in the .classroom is

(1) the inability to read the prescribed 18. textbook

(2) the inability to participate in sports and games

(3) the inability to communicate or share information with others

(4) the inability to take examinations with other students

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C4) ~ ~ ~ m~ m ~ if ~

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p ( 6 ) 19. The 'doing' aspect of behaviour falls in the

(1) Cognitive domain of learning

19. ~ CfiT 'cg;rr' ~ # amrr ~ 1

(2) Affective domain of learning (3) Conative domain of learning ( 4) Psychological domain of learning

A student works hard to clear an entrance test r d · · · t d' l college. The 20· 10r a miSSIOn In 0 a me lCa

20.

student is said to be motivated

(1) intrinsically

(2) extrinsically

(3) individually

(4) experientially

21. A teacher engages her learners in a number of group activities such as group discussions, 21. group projects, role plays, etc. The learning dimension it highlights is

( 1) language-guided learning

(2) competition-based learning

(3) learning as a social activity

(4) learning through recreation

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(4) ~ ifi tlofl~~IRCfl Ph

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(2) Gf@

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(4) ~

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(2) 51fu~'!nloi-31Tmftff ~

(3) *iltllf\JICfl ~ ifi ~ # 3lfWPl

(4) tl-il{\lH ~ ~ 22. Creativity is usually associated with

(1) Convergent thinking 22. ~\3Hif4CflC11 ~ ~ ~ ___ ~ ~ ~ I

(2) Divergent thinking

(3) Modelling

(4) Imitation

23. A teacher always. helps her learners link the 23. knowledge they have derived in one subject area with the knowledge from other subject areas. This helps to promote

(1) individual differences

(2) learner autonomy

(3) reinforcement

'(4) correlation and transfer of knowledge

(1) ~ FRR' (2) 31tmRt (~) ~ (3) tilsf~PI

(4) ~

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(3)

(4)

~"lGf~"l

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24.

( 7 )

Teachers should study the errors of their 24.

students as they often indicate the

( I ) extent of their knowledge

(2) remedial strategies needed

(3 ) pathways for ability grouping

(4 ) need for differentiated curriculum

25. When previous learning makes no difference

at all tp the learning in a new situation, i.t is

called 25.

(1) Positive transfer of learning

(2) Negative transfer of learning

(3) Zero transfer of learning

(4) Absolute transfer of learning

p

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learning, the process by which the cognitive

structure is modified is called 26. ~ ~ mWTll ~ B~HI\IO!Cfi ~ ~ ~. ~ ~ ~ ~ B~HifiOICfi ~ cit ~

(1) Assimilation

(2) Schema

(3) Perception

(4) Accommodation

27. According to theories of motivation, a teacher

can enhance learning by

(1) not having any expectations from students

(2) setting extremely high expectations from students

(3) setting realistic expectations from students

(4) setting uniform standards . of expectations

27.

M ~ t Cfi(i<11dl ~ I

(1) ~'"II~ ~1'1

(2) m-r (3) ~

(4) ~10114l\ll'1

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(4) ~3TI CfiT ~ "fd"{ ~

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p ( 8 )

28. A teacher uses audio-visual aids and physical 28. ~ ~ wR fiTa.1uT # ~-~ ~l"'rnql ~

29.

activities in her teaching because they· ~u:GRCfl ~~ "CflT m w i ~ (1 ) provide a diversion to learners

(2) utilize maximum number of senses to enhance learning

(3) provide relief to the teacher

(4) facilitate effective assessment

When a teacher involves a visually challenged learner in group activities with the other learners of the class, she is

(1) helping all the learners to develop sympathy towards the visually challenged learner

(2) likely to increase the stress on the visually challenged learner

(3) creating barriers to learning for the da::;::;

(4) acting according to the spirit of inclusive education

29.

(1) ~ ~ C!iT ~ ~ ~ ~

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( 4) ~ "5Nfcfi ~ C!iT Wll1 GFlffi ~

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"@~

30. Science and Art exhibitions, music and dance

shows and bringing out school magazines, are 30• ~ ~ Cli"ffi SIG~ff.:'llil, -wTffi ~ ~ Slf1;fcP'li meant to ~ M'W(.1ll-~ RCfll(.1'11, ~ ft;rQ: ~ 1

(1) establish a name for the school

(2) satisfy the parents

(3) provide a creative channel for learners

(4) train students for various professions

(2) ~ C!iT ~ Cfi8

(3) ~ CliT ~\l1'11f4Cfl l1rT ~ m (4) ~ OIOICI~Ilfi ~ ~ ~ "Cfll ~

Cfi8

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(9) p

Candidnte.~ have to do queHtim&H iJJ to 90 EITHER rnT~· 'lift J1T-( ,'H "« 90 liT rrT tTfTT II (rrfimr lf' from Purl II (MathematicH and Science_) OR from fifflr;r) liT flTTf III {t'/1#1/MCII J11'll"lr.1/MJII!fit¥ 'fiqrr.r) Part Ill (Social Studies/Social Scie~&ce). . 'ff m f' I

--~------------------------------~

.PART ·II I 'm1T II

MATHEMATICS AND SCIENCE I 'lTfUrc:l cr fcJ$11'1

Directions : Answer the following questions by ~ : f.tyfc1f&rt W if; ~ ~ if; Fc7T( ~ 3fi:rrr selecting the most appropriate option. ~ ~ 1

31. 0 2 . is equal to 4 - (2 - 9) + 3 ....,... 1 + 3 31. 4 - (2 - 9)0 + 32 + 1 + 3 ~~t ? (1) 17 (1) 17 (2) 16 (2) 16 (3) 15 (3) 15 (4) 12 (4) 12

32. Which of the fractions is the least ? 32. Rl=r if ~ ~-m ~ ~ -rntt t ?

(1) 24 - 24 25 (1) -10 25

(2) 11 10 (2) 99 11

(3) 100 99

(3) 68 100

(4) 69 68

(4) -

When the number 398 69 33. is divided by 5, the

remainder is 33. 'B&rr 398 ~ 5 ~ 'qJ1T CfiB ~' ~ Will t (1) 1 (1) 1

(2) 2 (2) 2

(3) 3 (3) 3

(4) 4 (4) 4

SPACE FOR ROUGH WORK I '{tl5' C5"ltf ij; fffi! ~

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p

34.

35.

(10)

Two positive numbers x and y are inversely 34. proportional. If x increases by 10%, then y decreases by

(1) 10%

I (2) 2 -% 11

(3) 100 % 11

(4) 10% 11

How many times will I be writing 2 if I 35. wrote down numbers from 11 to 199 ?

(l) 36

(2) 37

(3) 38

(4) 39

~ ~ ~ x am: y i?'jffii41 j41d1 ~ , ~ x if 10% ttt ~ m-m ~~ (I"Gf y it Cfilft Wft (1) 10%

(2) ~% 11

(3) 100% 11

(4) 10% 11

~ ~ ~ n -u 199 ftiW m, or ~ ~ GfT\ 2 fffi9r ~ ?

(1) 36

(2) 37

(3) 38

(4) 39

36. The expression x2

- y2

+ x + y - z2 + 2yz - z 36. ~ x2 - i + x + y - z2 + 2yz - z <tT ~ has one factor, which is ~OHGs ~

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37.

38.

39.

( 11)

Given n numbers, n > 1, of which, one is 37.

1 - 2.. and all others arc 1's. The mean of n

the n numbers is

(1) 1

(2) 1 n - -

n 2

(3) 1

n--n

(4) 1 1--

n 2

Shown here a re expressions given to Seema, Anees, Ash a and Tessy with their answers.

Seema : 4 x 1 + 8 + 2 = 8

Anees : 6 + 4 + 2 - 1 = 4 I

Asha : 9 + 3 x 2 - 4 + 2 = 10

Tessy : 27 + 3 - 2 x 3 = 21

Who has got the correct answer ?

(1) Seema

(2) Anees

(3) Asha

(4) Tessy

If A= ~ + ~ .f G'

B = 3 + [(4 + 5) + 6]

c = r3 + (4 + 5)] + 6 and

D = 3 + 4 (5 + 6) then

(1) A and B are equal

(2) A and C are equal

(3) A and D are equal

(4) All are equal

38.

39.

p

n ~ ~ 71{ t ~ n > 1 ~. am ~ -ij lJ:Cfi~ 1- I.. ~~~'B"~1m~ 1 r-:r

n

n ~an CfiT lff~ ~ (1) 1

1 ' (2) n- -

n2

1 (3) n- -n 1 (4) 1- -

n2

-mm, ~. 3ffi1lT 31R z-m ~ it ~ ~ 1W: ~ ~ ~ rn ~ -~ zyTfu; ~ -~ 1

"fimr : 4 x 1+8+2=8

~ : 6+4+2-1=4

.amlf : 9 + 3 X 2 - 4 + 2 = 10

z.m : 21 + 3 - 2 x, 3 = 21

~-ij~~~>rr{f~~?

(1) "fimT

(2) ~

(3) .amTI

(4) z.m <iRA-~+!?_ \ . 1 6 '

B = 3 + [(4 + 5) + 6]

c = [3 + (4 + 5)] + 6 Cf?.IT

n = 3 + 4 (5 + 6) ~. m (1) . Aaffi B ~ ~ (2) A am c ~ ~ · (3) Aam D~ ~ (4) ~ ~ ~

SPACE FOR ROUGH WORK I ~. i5Jtf a> ffm' ~

..• ' •.

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p (12)

40. Given the numbers 3·75 x 10- 7, 3 ~ x 10-7 40. 4 '

I

375 x 10-9 and Y x 10-7. Which of these is 8 not equal to 0·000000375 ?

(1) 3·75 X 10-7

(2) 3~ X 10- 7

4 (3) 375 X 10-9

(4) ~ X 10-7

8 41. The diameter of a cylindrical jar is increased 41.

by 25%. By what percent must the height of

42.

the jar be decreased so that there is no change in its volume ? (1) 10

(2) 25

(3) 36

(4) 54

In the figure, ABC is an isosceles triangle with CA = CB and BC is produced to a point D. If CE ..1. BC, such that · .

1 1 L U= - LE= - LA. 2 2 . then measure of L ACD is

A

B D

E (1) 110° (2) 120° (3) 135° (4) 140°

42.

~ 3·75 X 10-7, 3~ X 10-7, 375 X 10-9 am 4

% x 10-7 ~ TT{ ~ 1 ~ ~ ~-m ~ 0·000000375 ~ ~ ;rjt' ~ ? (1) 3·75 X 10-7

(2) 3~ X 10- 7

4 (3) 375 X 10-9

(4) ~ X 10-7

8

~ ~cl'11Cfll< ~ ~ Olffi1 -q 25% ctt ~ Cfit ~ ~ I ~ ~ Cfit ~ fcficH >iftmn 'Pi Cfit ~ dlfcn · ~ 3W«R -q ~ ~ ';{' m ? (1) 10

(2) 25

(3) 36

(4) 54

~ -q, ABC ~ *14fsiAI§> ~ t ~ CA = CB ~ BC 'Cfll ~ ~ D d'Cfl ~ 7f<rr ~ I <@:: CE ..1. BC, ~ WflR ~ f4i

l 1 LD=-LE=-LA 2 2 ~, 'ffi L ACD Chl ll11:f ~

A

B D

E (1) 110° (2) 120° (3) 135° (4) 140°

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,. ( 13 )

43. A large basket of fruits contains 3 oranges, 43. 2 apples and 5 bananas. If a piece of fruit is chosen at random, what is the probability of getting an orange or a banana ?. '

(_I) 4 -5

(2) 1 -2

(3) 7 -8

(4) 1 -5

44. The symbol £, drawn to any size means

45.

a+ 4, and the symbol lliJ, drawn to any size

means b2, where a and b are numbers. Then 44·

the value of

is

(1) 75

(2) 35

(3) 32

(4) 9

If xy = 6 and x2y +xi + x + y = 63, then 45.

the value of x2 + y2 is

(1) 23

(2) 55

(3) 61

(4) 69

p

~ tnffi ctt ~ oo- ft s -mR, 2 ~ am 5 tB ~ I ~ ~ ~ ~ lfiC1 C!iT lll~fidcti ~ -B ~ ~ ~ ~. m ~ ~ -mR <rr ~ ~ ~ ctt SIIF4Cfi('fl cp:rr ~ ?

(1)

(2)

(3)

(4)

4

5

1

2

7

8

1

5

~ &, ~ CfQ Fcnm ~ ~ C!iT m, C!iT

~ a + 4, (f2IT ~ lliJ, ~ ~ fcfim ~ ~ . Cfil m, CfiT ~ b2 ~, ~a am bmnt ~I~

[4)+&-~ Cfill={H~ (1) 75

(2) 35

(3) 32

(4) 9

<1R xy = 6 afu: . x2y + xy2 + X + y = 63 m, ol x2 + y2 CfiT 1={H ~

(1) 23

(2) 55

(3) 61

(4) 69

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p

46.

47.

( 14)

The mean of the median, mode and range of 46. the observations

6, 6, 9, 14, 8, 9, 9, 8 is

(1) 8·5

(2) 8·8

(3 ) 10·3

(4) 10·5

According to the given graph, between which 47.

two consecutive months was the change in the

auto sales the greatest ?

Auto Sales 4·75 .--

~ 4·5 ~

r-- .--~ 4·25 '§

4 ltv

r-- .--.s 3·75 '-'

r--rfJ

3·5 Q) -Cd [f) 3·25

3

Jan Feb March April May June

(1). January- February

(2) February - March

(3) April- May

(4) May- June

~ 6, 6, 9, 14, 8, 9, 9, 8 ~ ~. ~ ~~CfiT~~

(1) 8·5

(2) 8·8

(3) 10·3

(4) 10·5

f(q: ~ ·~ ~ ~. f%;:r

~ -q, alf2)~ (alf2T ~) ~~~?

4·75 .--,.... i1=r' 4·5 ltv

r--

~ 4·25

4

~ 3·75 .-- .--'-'

r--I 3·5

3·25

3

~ ·~ lJlTf • ~

(1) ~-~

(2) 1:Ji\CfU - llFf

(3) ~-~

(4) ~-'tl

r-

~

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48.

49.

50.

. I

( 15 ) !

In the figure, in triangles PQH and TQR, 48. PQ = TR and PR = TQ. Which of the liJIIowing statements is true '?

(1) ~ PQR:: ~ TRQ

(2) ~ PQR = ~ TQR

(3) ~ PQR:: ~ RQT

(4) ~ PQR:: ~ QTR

The least number which is a perfect square and is also divisible by 10, 12, 15 and 18 is

(1) 3600

(2) 2500

(3) 1600

(4) 900

How many lines of symmetry does a parallelogram have ?

(1) 3

(2) 2

(3) None

(4) 4

49.

50.

p

~if, ~~ PQ~ ~ TQR 11, PQ =TRam PR = TQ ~ I ~ if ~ cn't.r-m cn2R' ~ t ? .

Q R

(1) ~ PQR:: ~ TRQ

(2) ~ PQR:: ~ TQR

(3) ~ PQR:: ~ RQT

(4) ~ PQR:: ~ QTR

~ mit ~ mit mr, ~~ crrm ii2IT

10, 12, 1s a1tt 18 ~ 'l:ft ~ m-. ~

(1) 3600

(2) 2500

(3) 1600

(4) 900

.~ wffiR ~ <tt fcMRt wWlfu ~ ~ ?

(1) 3

(2) 2

(3) cnW~

(4) 4

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51. Ankur got wru rnurks in u word problem ·on 51. linear equations in

1 an assessment The

teacher know:-; that he can solve linear equation::; correctly. 'J'hc tcache1· !ought ·to remark in hi ::; report

52.

(1) i\nkur is not ~;;tudyi ng and ·pradising at home

(2) i\nkur has not undcrstoo1d , the concept of linear equations completely

(3) Ankur has a pr.oblem in comprehending the language of the question, though he can so lve the equations

(4) Ankur lacks concentration and hence has examination phobia

A suitable approach to introduce Coordinate Geometry in Class IX is through the use of 52.

(1) Lecture method

(2) Role play

(3) Demonstration integration

using technology

(4) Solving problems

~ ~ • it m ~41Cfi<on -q"{ ~ ~ it eft ~t ~ it ~ ~ fiR:rnT t I

~~ ~ t: fen · ~ m WilCfl<oi'f q,7 lf{t

~ B ffl ~ Wfiffi t I ~ ~ ~ ftq)t

it ~ fffig;ft ~

(l) ~ tn: "<n: : ;r m ~ ~ am ;r ~ 3fRJffi ~ t

(2) ~ cor ~ wftC'fl<an ctt ~Cfle"q'"f' tt ~Bwm#~antt ·

(3) ~; Chl FT-1 q,1 '~WIT ~ # ~ mm ~~ ~ ~ ~ wftcn<on cor ~ q;8 CfiT ~ ~

(4) ~. # l{Cfil~dl q,1 CfiliT ~ ~ ~ ?t 6Wl ~ CfiT 'l1lf ~

CfiliD 1X # f.l ~~I i Cf1 ~ ~ Cf1"<R ~ fc;N:

-~ 6CWTl1 ~ (1) 041&lH ~

(2) ~ f.rqfu (~ ~)

(3) snrilf"Jicnl fl'ili'fi~'"l CfiT ~ ~ ~ ~

(4) w:wrr ~

unit 53. '~' ~ CfiT 4J Jilc·'iCfi ~ ~ ---

53. Summative Assessment of the 'Mensuration' can be done through

(1) Project work

(2) Maths Lab activity '

(3) Paper-pencil test

(4) ICT activity

IDUfcfi<:rr~BCfi('ff~

(1) 4ll4J\l'HI 'liflf (2) 7JfUrcr Q<!:j)ll~lk'il ~'I:T

(3) ~-~ "Y"{teyr

(4) ant.m.it. ~'I:T

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54.

55.

( 17) '

While solving a problem based ': ,on 54. ' Pyihagora~ theorem', a teacher draws the f'ollo~ing triangle ABC.

AL> '.

't: I'

Rajan argued thai the tri .;mg~e ABC is not drawn correctly. The only way to draw it is

~ ,'.

l3 c Rajan ha~ the misconception as

(1) he is weak in geometrical concepts

(2) his teacher must have always drawn the triangle in this particular way

(3 ) he has dysgraphia

(4) he lacks in ana lyt ical ability

In order to help the students with difficulties in remembering the geometrical terms and their meaning, a teacher must

(l ) stress on rote memorization of all terms and definitions

(2) use lois of activities like preparing or solving crossword puzzles, jig-saw puzzles, etc.

(3) test students on definition of geometrical terms

(4 ) encourage group discu~sions

55.

p

'~~ ~· lR 31Tmfu:r ~ coT ~ ~ Wl<:J ~ ~ f.:ll•o:tfC1f~(1 f:r:r; ABC ~ ~

B

.AGe ~ ~ ocfi CRill ~ fc!i f:r:r; ABC ~ ~ ~ ~~'T<n~ I ~~Cflf~~~

A

B~C ~ Chl :Tffif ~ ~ ~ ~

(1) CW \illlfl"ltflll fi'h0HJ~ -q ~ ~

c2> ~ ~ ~ -rnn ~ ow ~ ~ Wrr

(3) cw ~-~ (fsf'-11f.lfllll) ~ ~ ~

(4) 6fl1l fq~~~OIJ(iiq) lWld1 ~ ~

m ~ q;) \illlf~ffill ~Jil:(!Jckil 31'h ~ 3l~ ~-q~m-m~~~~~ ft;m:~Cfil

(1) ~ ~J~Jqctf 3W: -qft'ITil:IT~ en) ~ <:rr<:: em lR ~ ~ ~

(2) ~-~-a:rr'il'h Tffufc:n~ CflT m CflBT.

~' ~ - Cf1t ~ (~ ~), R1l~m ~, 3l1R <iRRT 7:!1 ~ ~

(3) \illlfl"ltflll ~I~Jqc;;:fl Chl ~ lR ~

Chl-~~

(4) ~· ~~ CfiT 511ctiJf%(1 cw:rr' ~

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p (18) ,.

56. While teaching ratio and proportion, 56. ~ am 'EP"'Ij41(1 ~ ~. ~.!Jft \liT ~ 1K Ms. Rama demonstrated some computer ~ ~ ~~lll~ ~ Cfi«ft ~ - ·~ '$' operations on the screen - · 'copy and paste' ~· 'ff~ 'q;)i:ft $' ~· 'lff 'cnftfi ~ ~· 1 and 'copy and enlarge' or 'copy and reduce'. ~ ~¥:i ~ ~ t This activity may be

(1) ~ qiT ~ coB ~ ~ (1) pre-content iactivity to introduce ratio ~-Cffil-l{Cf ~¥:i

(2) post-content activity (2) ~-Cffil-~ 'l'ffufclf¥:i

(3) {<' q I (ii <6 3llCfiWT 'l'ffufclf¥:i (3) formative assessment activity

(4) Wl'f cx:rnm ~ ~ fu1:l: ~ ~ (4) fun activity to pass time

57. A student observed the following examples : 57. ~ fcrm~ f..:p:""'f~f<9(1 3(!J~<ofi CfiT 3ictctl<6"1 Cfi\(11 (10)2 = (5 + 5)2 = 52 + 2(5)(5) + (5)2 = 100 ~ :

= (6 + 4)2 = 62 + 2(6)(4) + (4)2 = 100

= (8 + 2)2 = 82 + 2(8)(2) + (2)2 = 100

= (1 + 9)2 = 12 + 2(1)(9) + (9)2 = 100

and concluded that

The above method of drawing conclusions is

(1) Deductive

(2) Inductive

(3) Analytical

(4) Activity

(10)2 = (5 + 5)2 = 52 + 2(5)(5) + (5)2 = 100

= (6 + 4)2 = 62 + 2(6)(4) + (4)2 = 100

= (8 + 2)2 =. 82 + 2(8)(2) + (2)2 = 100

= (1 + 9)2 = 12 + 2(1)(9) + (9)2 = 100

am ~ f"1Cfl!<'1(11 ~

(a + b)2 = a2 + 2(a)(b) + b2.

~ RC61i.1~ Ch1 ~ ~ ~ (1) Rlii'HICi"tCfl

(4) ~

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58.

59.

( 19) ~ i !

Mr. Manish used lots o~· · man~ pulatives, 58. Maths Lab activities and ICT aJtivitics to clarify the conc~pt of 'Symmetry'. Mr. Man ish wants to ,

( I ) cater to students of : ~n l.~arning styles , I

(2) be popular amongst his stude;nts • j t

(3) pass time so that he can avoid teaching of next topic, as it is not of his interest

!

(4) cater to kinestheti'c lean-iers only

Problem solving method is the .

( 1) gradual and systematic guiding through the hierarchy of mathematical notions, 59. ideas and techniques

(2 ) teaching of mathematical results, definitions and concepts by repetition and memorization

(3 ) teaching the development of mathematics within a historical, social ~nd cultural context

(4} cul tivation of mathematical ingenuity, creativity and heuristic thinking by making students open-minded

60. Salman solves - 3 - 4 = +7. The error is committed as 60.

(1) Salman is careless

(2) Salman is not clear about the concept of addit ion of integers

(3) Salman needs to practise solving problems of similar type

(4) Salman has not understood the concept of multiplication of integers

p i

.m ~ ·~· <tt fi'h("q'il "'hl ~ ~ ~ ~ ~ "BR !'? f{1 ill c1··i'i ( 4 ·11 L<f ~ ft 0(1 ) , 'TfflJre 5I ~II ~II (1 I ~-l<TI Ci?.IT an{. W. it. '1lfufcl'Fl:Tlll "hT

mF~1mm ( 1) ~ aTI'Qllll' ~ qffi fcroTffi<IT ~ ~ ~~~

' (2) .~~~~~~~ (3) ~ ~ <li8T ~ ~ 011% ~· wffi

:~ ~ ~ ~ ~. \ill ~ ~ "hT ~~ . .

(4) ~ ~~ ~ "Chl . • <li8T

~~

ww.rr-~ lf.&fu ~

(1) 11f01ffill ~/'llfcl, ~ am o'h;::fic.hl ~ qGij}flf~'hCll ~ ~ ~ . ~ ~ ~Rm-~

(2) 3'"1\I~Ri am ~ ~ -rnT 11f01e1lll ~' ~3# Ci?.IT fi Ch("q'i 13# -q;) ~

( 3) . 'l1'fUm ~ fcrcf;rn -q;) Qfd !'?If~ 'h' '8 141 F-it 'h

am ~iq;Fo'h ~ it ~ ( 4) ~ -q;) ~ ~ "Cffi1T ar.mt ~ ~

11f01ffill '5fCilumr, ~>SHifl"l'hdl am . cil'Jiq{q;

(3ioil~oll,4'h) F«R fCl'hf~Cl CfiVIT

~ -3- 4 = +7 "'hl ~ ~ ~ 1_ <tt -~ F q;fqjf'{UT~

( 1) 'ffi1llR ('II q VM ~ (2) 'ffi1llR -q;) ~ ~ ~ Chl fi'h("q'i I

~~~ ( 3) 'ffi1llR -q;) WlR wm: <tt ww.rr3# -q;) ~ ~ ~ ~ <tt 311Cl~ll'hdl ~ :

(4) 'ffi1llR -q;) ~ ~ ~UHYi('l qit . fi'h("q'il

-~~~~~

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61. ( 20)

The following observations were made by 61. students A, B, C and D when they rubbed solid baking soda on dry litmus paper :

Effect on dry Effect on dry Student red litmus blue litmus

paper paper

A Colour changed No change to blue

B No change Colour changed

to red

c Colour changed Colour changed to blue to red

D No change No change

The correct observation was made by the student

(1) A

(2) B

(3) c (4) D

62. A laboratory ther~ometer shows five small divisions between the markings of 55°C and 56°C. This means that the thermometer can read correctly up to

(1) 55·1 oc (2) 55·5°C

(3) 55·2°C

(·1) 55·25°C

62.

63. Which of the following group of words can be 63. correctly identified with Rhizobium ?

(1) Root nodules, pitcher plant, nitrogen deficient soil

(2) Nitrogen fixation, root nodules, leguminous plants

(3) Roots of legumes, parasite, soluble nitrogen compounds

( 4) Leguminous plants, symbiotic, stem nodes

I • I

'

~A, B, C '(fm D ~ ~ ~ ~ ~ ~ om ~ 'm-r (~ CfiT m-r> ~. m ~ f.1yf~f(gt1 3iC4("1lCfi'1 fcf;t; :

. Fciwff [Iff 'fflM ffr?:rR:r w§ ~ fc;rz1m

w w Jf'JlTCf ' rr:r QT ~

A ~ttl~~ ~~:m \ifrnT~

B ~~~ ~ttl it~ ~~

c ~ttl~~ ~ttl it~ \ifrnTt ~t

D ~~~ ~~:m ~ fcml2ff -rnr fcfi1:rr ~ 3i q c1l Cfl"" ~ t ? (1) A

(2) B

(3) c (4) D

~ 51~'111~111.11 ~ (~) 55°C am 56°C ~~~-rnz~~~t~~ ~tt%~ ijq)Wm~lt ~ ·~~t (1) 55·rc

(2) 55·5°C

(3) 55·2°C

(4) 55·25°C

f.1yf~f(gt1 it ~ ~-~ ~-~ "Cfll V$.1if7Fallf4 ~Wf~~~~~~~? (1) ~ Cbl Jff~, ~' 'il~?l"iH Cbl Cfl1fi . c:rrffi 1fGT .

(2)

(3) ~ 1JRtiT Cbl ~~ ~~ fctWHfl\.1 ~~~?l\if'1 ~

(4) ~ ~. t~t:\Jflcfl, cR Cb1 Jff~

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64.

65.

66.

67.

( 21)

When carbon dioxide is p~tll;;cd through clear 64. lime water solution, it turnl;; 'milky. The milk;y appearance of lime water i ~ due to

(1)

(2)

(3)

(4)

presence of impuritic:; in linie water ; :

presence of insoluble calciurp car~o~ate { . :

presence of soluble calcium carbona~e

curdling of ~ilk due to lime, in lime ! water ,

When electric current is passed, through a metallic conductor, amount of hekt produced 65· in the conductor depends on its

(1) material and length only

(2) length and thickness only

(3) material and thickness only

(4) material, length and thickness

PET bottles and jars are commonly used for storing edible items. PET is a very familiar

66 I • fo rm of

(1) Polyester

(2) Acrylic

(3) Rayon

( 4) Polyamide

The minerals that are required in the right amount for proper functioning of muscles are 67.

(1 ) Iron and calcium

(2) Sodium and potassium

(3) Iodine and fluorine

(4) Iron and iodine

I ; i

I .

p

~ CfilGf.:r 6W31i<f("l:I$:S ~ ~ ~ -qAt ~ ~ 1l ~ ~ ~ m *B Cfil, -qAt 'if~ m \3fffiT t 1

~ ~ ~ CfiT 'if~ ~ cmuT

~~~I (1) ~ ~ -qAt ll ~ ~ (~) (2) 31!4~~!?Jh.1 4ifc--!?l~~ ~ Cfit ~ (3) rCj~~~n~· 4iFc--~l~tt ~ cn1 ~

( 4) ~ ~ 1lRt ll ~ . ~ <lif{1Jl Ci~. CfiT ~ t . i

~~~1l~mu~mm~, m ~ ll 3({llft;(1 ~ Cfit llm ~ ---­tRf.rlRW~ I

(1) m trzyf ~ ~

(2) m~~~

(3) m ~2f ~ ~ ~4) 1Rr2f, ~ ~ ~

~ tR ~ ~ CfiT ~ ~ ~ .qz- (PET)

~ am ~ CfiT m · fq;<:rr ~. ~ 1 1fc (PET) CfiT '§)qftfil(1 "5!CfiR ~ I

(1) qire1~~<

(2) Qr~rC'1Cfl (3) m <~ m) (4) qlre1~tt1~s

ttiBqf.?llll Cfit ~ ft;n<:rr ~ ~ __ ~

Cfit ~ llm # 311c"H~Cfl(11 mm ~ (1) ~ ~ 4ifc--~l~tl

(2) ftlfu~4 ~ 41~11?1~4 '

(3) ~ ~ ~affir.l

(4) ~~~

68. Antibiotics are effective against p.,~~ ~ ~ #. 1Nlcft ~ I 68. SIRi'JifClCfl __ _

(1) Dengue Fever I

(2) Cholera

(3) Influenza

(4) Hepatitis A

(1) q~

(2) ~

(3) . ilkj~)lll

(4) ~ik1~R:t1 A

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p ( 22)

69. When CNG or LPG undergoes combustion, the products formed ar,~

complete 69. ~ m.~.\llt. err ~:cft.iift. CfiT luf m mrr ~' ~~~~ !

(1 ) C02 only !

I (2) C02, CO and H20

(3) C02 and H20 I

(4) C02, 802 and I:f20

' l

70. The smallest of liviz:1g organisms .with cell 70. wall are

(1) Cyanobacteria (2) Bacteria ' I

l· (3) Yeast

(4) Algae

71. The process . of converting sugars into 71. alcohols is known as

(1) Homogenization (2) Fermentation

(3) Pasteurization (4) 8teriliza tion

72. The 8I unit of calorific value is

(1) KJ/kg 72.

(2) Calorie

(3) J/kg

(4) Kilocalorie/kg

73. Given below are a few chemical processes : a . Rusting of iron

b. Burning of a candle 73.

c. Respiration

d. Photosynthesis

Which two of these represent slow combustion ? (1) band c

(2) band d I

(3) d and a

(4) a and c

(1) :~ C02

(2) C02, CO~ H20

(3) C02 ~ H20

(4) C02, 802 ~ H20

(1) 'l"illlrO~CR.lRlll

(2) ~ (3) <fiR (4) ~

~ q;) Qf<h1t:1<1 ~ 4RC!ffict m q,1 ~ ----~;w:r~~~~l (1) 'l"ilOJjljlCfl{OI

(2) fcfiucR

(3) qp~1UCfl{OI

(4) 'lflC!IUJ'"fi!?H

~ llR ctt ~.~. ~ ~

(1) fctlctl'ict '5lfu fc6(1l!!lli . (KJ/kg)

(2) ~ (Calorie)

(3) ~ '5lfu fctlctl!!lli (J/kg)

(4) fctlctlctc·il<l '51fu. fctlctl!!lli (Kilocalorie/kg)

~ ~ <mlliRCfl 51fBtil!l~ <ft ~ ~ : a. ~ 1R ~ WRT b. ~ 'CflT ~ c. ~

d. Wfim-B1(;)t:fOI .

~ ~ cnf.:r-~ c) ~ ~ .CiiT ~ ~ ? (1) b 3lh: c

(2) b 3lh: d

(3) d 3lh: a

(4) a 3lh: c

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l '

( 23) I

Which one of the followinrr man-made fibres 74. I '? '

iB also called arti fi ~ i a l Bilk ? · · · 74.

(l) 1 Nylon

(2) Rayon

(3) AcryHc

(4) Polyester

I 75. If the frequency of' vibr~iioris of a body ,is

decreased and its · amplitude is increased, then t 75.

(1) both pitch and loudness of sou1,1d produced will decrease

(2) both pitch and loudness of sound produced will increase

(3) pitch increases but loudness decreases

(4) pitch decreases _but loudness increases

76. The dietary fibres are 76.

77.

(1) also called roughage

(2) 'made up of cellulose and proteins

(3) made up of collagen fibres

( 4) made up of proteins

Which of the following statements related to earthquakes is not correct ?

(1) The Richter Scale is not linear but logarithmic.

(2) The seismic waves originate from focus.

(3) The record of the seismic waves is called seismograph.

(4) The seismograph records the seismogram.

78. The gas which forms carboxy-haemoglobin in

77.

the blood, causing suffocation is 78.

(1) Carbon dioxide

(2) Chlorofluorocarbon

(3) Carbon monoxide

( 4) Nitrogen

p

R'""'1r~r&d l=fRCf-~ m -q u ~-~ ~ ! m Ch~f1'('1' ~ ? ·

(1) ~

(2) m (3) Qf#lf~Ch

(4) qTf~~R'<

<m!: ~ ~ Ch1 r~ Ch1 ~ w ~ am ~ -3Wn1l ~ ~. (fGf

<I> d(<(lfGd ~· CfiT CffWf am ~ Gf.:IT ~~

(2) d(<(lfGd ~ CfiT CffWf am ~ Gf.:IT ~~

(3) CffWf ~ ~ ~ ~ w ~ (4) CffWf ~ ~ ~ ~ ~ ~

anmUW (1) \<\~ '41 ~ ~

<2> ilztffi)li am miRT u ~ ~ <3> chl~'iH m ~ ~ ~ (4) mtRf ~ ~ ~

~ ~ ~. RYF~f@('l q;~ -# u <tif.:r-m q;~ ~ ;rjt' ~ ? (1) ftR:\ m ~·~ ~ f!Y)lfUfCflll! ~ I

(2) ~ diTf ~ ~ ~ men· ~ I

(3) ~ ~ CfiT ftChTi ~-"ffim ( Bl ~ih~l q;) Ch(:flldl ~ I

(4) ~-~ Uil~)!;uq;) ~ ( ~ f'ihu¥J) CfiT ftChTi ~ ~ 1 ·

~ ~ ~ '@; -q Chlafl<f("lh:;'hfll~l~'l GRRft t ~~~~.~ (I) ~ ~3iT<'.Rli$:S c 2 > CR1l :U<Rj a:n :U Ch 1 4'1

<3> ~ mrfi<'.Rll$s

( 4) '11$?l\i1'1

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p

79. ( 24 )

The gases prc:.;ent in atmosphere that cause 79. greenhou~e cfl'cd arc

(1) Carbon dioxide, sulphur dioxide, methane

(2 ) Nitrow; oxide, oxygen, water ~apour

(3) Methane, water vapour, carbon dioxide

(4) Carbon dioxide, oxygen, nitrogen

c:ugqst1 -q ~ ~ ~ ~ ll"mf ~ ~ ~

(1)

80. In order to determine 'acidic, basi~ or neutral 80. fqc1Cf-1l ~ ~. ~ CIT ~ ~ CfiT character of solution:.;, a student tabulated the ~ ~ ~ ~. ~ fcrnT2ff ~ ~ GITG following results after experimentation. Which f..:tklfclf(!ii'1 -qftun1::r ~ GRTffi ~ I f.:tl'1fc1f(!i('1 of the following observations has been ~CictlCfl;:fi -ij ~ ~ ~ # fi< 0Tl'fli'1 3iCIMlCfl'1 tabulated correctly'! Cflt.l-m ~ ?

Test Case Solution

A

B

c

D

(1) A

(2) B

(3) c

(4) D

NaCI

Lime water

Vinegar

Washing soda

Colour Colour change on red litmus paper

No change

Blue

No change

Blue

change on blue litmus paper

Red

No change

No change

No change

Acidic/ Basic/

Neutral

Acidic

Neutral

Neutral

Basic

~ Wwr fcn;rGR

A NaCl

B ~Cfil llRT

c ftRCflT

D ~~ Cfilmsr

(1) A

(2) B

(3) c

(4) D

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roift;r

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81.

82.

83.

84.

I.

'J i

, I I ( 2G)

A Science teach er is intcrcisted ~o focus more 81. on acqui s ition or process skills by the learf1ers. Which of the f'ol~owi~g combination or methods or teaching should be preferred by her to ach ievo the objectives ? ':, '

' I ~~

(1) Assignment-cum-questioni~g methoa

(2) Lecture-cum-discussion method

(3) Project-cum-laboratory method

(4) Lecturc-cum-dcmonstrati(ln method

Which one of the following is ~ost suited to the development of scientific skills in 82. students ?

(1) Conducting Science quiz

(2) Organizing a field visit

(3) Conducting Science Olympiads

(4) Performing laboratory work

Whit h one of the following is the major objective of teaching of Science at upper 83. primary atage ?

(1) To promote rational thinking

(2) To remember names of scientists and scientific discoveries

(3) To learn important facts and formulae

(4) To develop proficiency in solving exercises given at the end of the chapter

P ractical work in Science may be given due emph asis in order to

(1) improve the percentage of marks obtained by the students

(2) help the students develop the habit of maintaining written records

(3) •keep proper check on punctuality and regularity of students

(4) help the students verify the theoretical concepts

84.

p

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; m~ ·t.n' ~ dTfcfi ~ 3m ~ ~ ~ : Ciil: ~ ?

(]) c:Jf cw.f- 'Cfl11' (cum)->rv-1 ~

! (2) 041~H-'Cfi11' (cum)-~ ~

' (3) qft£il>J'l'il1- 'Cfi11' (cum)-51£illi~IIC11 ~

(4) 041~1+ 'Cfi11' (cum)-~ ~

f'i101iR1f&(1 if -B <fiR-m fcmTffr:U if ~ ~ it fcrcf;m it fffi!: ~ ~ ~ ~ ?

(1) ~-51~ril=ct:G CfiT ~ CflBT

(2) ~-WfUT CfiT ~ CfiBT

(3) ~-3ftf~f~l41:S CfiT ~ Cfl8T

( 4) 5141 J I ~lldi-Cfil<f R&:Jif<(1 CflBT

f'"lYf~f@(j if -B <fiR-m 3Uf m~ '@'\ 'R

~-ftre.1ur CfiT ~ ~ ~ ?

(1) ~ F«R <it ~ ~ (2) ~~IRchl it ;wr · afu: ~ ~ <if <:rR

Cfi\'iT

(3) 11~~crof 'd'v.if o~ ~ ~

( 4) ~ it 3M1 if ~ '1111: 31'Rl'ffit cit ~ ~ if R~OI(11 fqCflRJ(j . Cfi8T

~ if it fW!: 511li'in ICfl cw.f 1l\ ~ R<n ">J11 trcfi'(1T ~

( 1) ~ "[fU "5l'fC{f ~ '1111: 3tcfiT it ~ if ~m\ ~

(2) . ~ ftcF.fi ~ qil ~1T<!!l CfiT fqcpm ~ if fcruTffi<:IT qil ~ ~

(3) ~ qil Wl<l-~ afu: f .. p:jf~(1(11 qil

~(l"W-B~~

(4) - ~os:if(1Cfl BCfl0HI3TI cn1 ~ cn1 ~ ~ if~ ctt' ~ ~

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p

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,, '·.

( 26) 85. '

Project method in tead1ing of' Scil(nce is suited 85. ~-m&TOT if 1.1Rll1\if:,1 tr.:rn fc;rQ:m~~~~

86.

most to

(1) promote understandi'ng of basic concepts in Science

(2) enhance numerical abilities of students

(3) strengthen reasoning skill. of st;udents

(4) promote scientific method of working ' '

Constructivist approach in teaching of Science refers to

(1) applying different mathematical formulae in solving problems

(2) providing experiential learning · to students

(3) providing more and more reading material to students

(4) providing additional academic help to weak students

86.

87. Which one of the following is the key feature 87.

of Formative Assessment in Science ? ,

(1) It is conducted at the end of the year.

(2) It is diagnostic in nature,

(3 ) It is aimed at developing scientific temper in the students.

(4) It is aimed at enhancing practical skills.

c 1) i fcrnr:; if aTim\~ ~ Cfl <"4 '"I r ~ C!ft ~ Cil1

~~

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(3) ~ ~ 'ifcturr ~ CliT ~ CfiB

< 4) cwf m q,'f ~~ 1 RCfl 1f.&fu tfl1 ~ ~

~-fua.lur if {iHictlc::-~ ___ C!ft am ~~~,

( 1) ~ WTI~ if fclf'l1?T lifO I ffi li ~ CfiT

~<liG

(2) ~ CliT ~ 31[~ ~ Cfl'\R

(3) ~ CliT 3lf~-~-31f~ lfcR-~ ~~

(4) ~ ~ CliT ~ ~ ~~-~

A9f(1Rslff if ~ <fiir-m fcfflR if ~41rliCfl ~ CfiT ~ M~ll'lctr ·~ ?

c 1 > <rQ Cfff ~ a:h=r if 61 1ll1 N1 ct fc!i<.rr ~ ~

(2) <rQ 3llRt ~ if AC::Hic:liCfl ~ I

(3) ~ ~ ~ ~. it ~~IRCfl ~fu'lJlur CfiT fcfCflm Cfl"8T I

(4) ~ ~ ~ ];ll~fliCfl ~ CliT ~ Cf1BT I

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' l

' i·

( 27)

88. Summativc Assessment in Sd.ence · should 88.

89.

muinly focu s on i

(1) testing of mainly the practical skills

(2) testing important theoretical concepts

(3) assessing observation skills

( 4) diagnosing the areas of learning difficulties of students

One of the main limitations of the Project

method of teaching Science is that

(1) the students have to perform excessive

mental and physical work

(2) it is a psychological method

(3) knowledge is not acquired in a

sequential manner

(4) integration of concepts in various

subjects can be achieved

90. Assessment in Science should focus .more on

testing the ability of students to

(1) state the facts and principles of Science correctly

(2) apply the understanding of concepts to unfamiliar situations in everyday life

(3) 'answer open-ended questions

(4) be sufficiently equipped for higher learning

89.

90.

p

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~~

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(4) ~ ~ aTIY:lll11-~ qyB ~ CfiT

frRR ~

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(2) W ~ '"lrJl~~IRCh tr.&ffi ~

(3) -w-:r en) ~ ~ -u ~ ~ ~ ~ uq:;m

(4) ~ fcr:rTI -q BCh("qrJJan ~ ~q){OJ ciT ~ fciic:rr ~ ~ ~

~ -q ~ %TI fcmTffi<it cn1 cn1 <Wc«rr ~ ~ "tl\ ~ ~ fu:<:rr "\J1'R1

~I

(1) ~ ~ (f~ ~ ~ en) "%1 ~ -q ~

(2) ~ ~ cn1 3jqftfild ~. '-q Bctl("qrJJan cn1 ~ ciT ~ -q B'R

(3) '5,Ui atd' qffi ~ ~ '3W ~

(4) ~ ~ ~ ffi'Q: ~ ~ -u m;rq

m

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p ( 28)

Candidate.-; have to do questions 31 to 90 EITIIER rrftl1;1Tf6cn' cn1 JW=1 .'ll ~ 90 'lTT .,} f('fJT ll ('ITfftrtr If j'mm Part II (Mathematics and Science) OR from fcqrr;r) 'lfT 'q17'f' III (f/111/fd:tth Jl'UTlR/R/41/itlfi fiqr;.{J Part III (Social Studies/Social Science). 'ft m 'I' 1

PART III I 'qJ1T III SOCIAL STUDIES I SOCIAL SC.IENCE ('ttl+tlfatd5 ~ / 'ttl+tlf31<5 i'a$11'1) 31. The East India Company used the Diwani revenue from Bengal primarily in (1) purchasing cotton and silk textiles in India (2) amassing stocks of golq and silver to replenish the dwindling · stocks in Britain

(3) constructing bridges and roads ( 4) building schools, colleges and universities

32. The East India Company set up a factory in Bengal on the banks of Hugli in 1651 to (1) manufacture cotton textiles for exporting to England (2) buy spices for sending them to England (3) buy Indigo (Neel) from local farmers to send it to England ( 4) establish a base from which the factors could operate

. r

33. The division of the period of Indian History into 'Ancient', 'Medieval', and 'Modern' also has problems. Which of the following is one of the problems in it ? (1) The concept has been borrowed from the West where Modern period was associated with science, reason, democracy, liberty and equality

. (2) Indian History seems to have clear lines of distinction between 'Ancient', and 'Medieval', and 'Medieval' and 'Modern' period (3) Tripartite division . reflects gradual 9rowth of the Indian State (4) Three periods are insufficient to describe Indian History

31.

32.

33.

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(1) ~ {"iCfl("<HI ~ ~ ffi ~ ~ ~ ~ Cfiffi fcffiR, Wrr, ~. *4d~(1' am ~ ~ ~ ~ (2) ~ ~ 1l ~ Cf;ffi' am ·~·. '(1'2l'f ·~·am·~ q;y('f' 1l atw cn1 ~. ~ ~ m-m ~ (3) ~ ~ ~ q,1 ~ WTfu q,1 ~~ ( 4) ciR q;y(1 . ~ ~ q,1 q1Uffi <fiG ~ ~~~

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( 29) ' I i

31. . ' i

Which of the following was a part or temple 34. I

arch iLccturc of the ninth century ? : ;

( 1) 'Yagya Vedi (Seat to p.crform · sacred 1

inc an ta tion)

i !· ; (2) Havan Kund (square pyramid sh.aped

pot with open mouth to hold fire}

(3) Decorative gateway (Dwara) I I

I (4) Rangshala (place to perf~rm dance)

. p

RkifC1f{9o ~ :-B ~-m ;ftciT ~ ~ ~ ~ Cfl(1T CfiT wkrr 21T ?

I

( 1) ~ ~ ('Cifq;f '4;IT qjf ~ ~ ctt ~)

(2) ~ ¥5 <c;rf j RHifllsiCfll\ ¥5 ~ a:rtT.1 5I \JCI Fcl o; · ctt :~ 2ft) .

(3) fi'J!Ig21 rn (rn) : I

35. Pietra dura was a 35. ~ ~ 2IT/2fi

(1) Style of decoration of buildings

(2) Role of succession

(3) Greek god

(4) Metallurgy technology

36. Who of the following was impeached by the 36. British Parliament ?

(1) Charles Clive

(2) Warren Hastings

(3) T.B. Macaulay

(4) Cornwallis

37. Which of the following combinations of 37

•

kingdoms was engaged in tripartite struggle ?

(1) Chola, Rashtrakuta, Pala

(2) Pala, Pallava, Rashtrakuta

(3) Rashtrakuta, Pala, Gurjar-Pratihara

(4) Pala, Chola, Gurjar-Pratihara

c 1 > 'l1cRf -Cfl) m ctt -tffi

(2) ~'l:l'W: q,l ~

(3) <fiRt ~

(4) ~~

f.lyf(1f«Jo ~ -B ~ 'R ~· m '[ffi

limfm ~ 7l<IT 21T ?

(1) fi~

(2) 'C!'fB ~

(3) iT:Gft. · ~

(4) ct~T;fglf<.ifl

Rkif(1f{9o # -B CiiH-m M qjf ~

~~~~21T?

(1) . ~J UfiZ, 1ffi1

(2) 'llffi, ~. \lfiZ

(3) ~. 'llffi, ~-~

(4) 'llffi, :qffi, ~-~

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p ( 30)

38. In 1720, the 13ritish Government enacted a 36. legislation called the Calico Act to (1) ban th e w;e of printed cotton textiles -

Chintz - in England

(2) punish rebels from Calicut (3) promote Calico industry in England (4) produce Calico textiles in England

39. Muhammad-Bin-Tughlaq shifted his capital from Delhi to Daulatabad

40.

(1) to escape from Mongols

(2) to punish Southern rulers (3) to control his empire eficctively as Daulatabad was centrally located (4) as he was not getting enough revenue from North India

Tanti, Momin and Devangs communities were engaged in

(,1) Leather works

(2) Weaving

(3) Wood works

(4) Pottery making

39.

40.

41. As a consequenP.P. of the Revolt of 1857, 41. which of the following was a change initiated by the British Parliament ?

(1) Pathan and Sikh soldiers were banned from joining thP. Rritish Indian Army (2) All ruling chiefs of the country were warned that military action would be taken against them if they support any rebellion

(3) A member of the British Cabinet was appointed Secretary of State for India (4) The land and property of prominent Hindu and Muslim citizens who supported the revolt were confiscated

1720 #, ~fG"lr ~ ~ t ~ ·~ 3TI~' 'fl1t=r ~ I (l) ~ # mW ~ Cfiq) - lftG - it ~ 1:R ~ W1R c 2 > Cfll d1 Cfl2 ~ rc:n::l fu l()' Cf11 zys ~ (3) ~ # ~ (~ ~) ~ qjf ~~ (4) ~ # ~ (~) ~ CfiT ~ Cfi"8

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(2) ~ ~ CfiTl1

(3) ~ ~ CfiTl1

( 4) ~ ii8R ~ <f,Tll

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(3) ~ ~ ~ ~ ~ Cfl) '1lffif ~ ~ ~ ~ ~ fcn!rr lfliT

(4) ~ >!:!)i:il~lldl ~ am: ~ ~ ctt ~ am: wmr. ~ q)\ . "ffi lf{ ~ ~ CfiT "Blf¢T fcn!rr 2lT

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42.

( ::ll. )

Chcra chicf'Lains ruled il) Lwcii'Lh ce ntury in 42. Uw area prc::;cntly lying in

(1) ' Chhultisgurh/Madhyu PrndcHh

(2) Jharkhand!Bihur

(3) Utlarakhand/ULL~r J>r;adcsh

(4) Punjab/Haryana

43. Which of the followipg three universiljes 43. were esta blished in the yo:ir J.857 by the British Government ?

(1) Calcutta, Madras ·and Bombay

(2) Calcutta, Madras and Banarus

(3) Calcutta, Bombay and Punjab

(4) Calcutta, Bombay and Delhi

44. Tribal people do not keep written records of 44. their past. How do present-day historians write tribal history ?

(1) Using archaeological sources I

(2) Using oral traditions

(3) Using natural traditions

(4) Using tribal mythologies

45. Bidri was

(1) an inlay work in copper and silver done 45. by 'the artisans of Bidar

(2) a type of silk textile produced in Bidar

(3) a type of cotton textile produced m Bidar

(4) a type of copperware produced in Bidar

46. Which one of the following Sultans used the 46. Banjaras to transport grains to the city markets ?

(1) Balban I

(2) Firoz-Shah Tughlaq

(3) Muhammad-Bin-Tughlaq

(4) Alauddin Khilji

p

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(l ) m:f) ft II ~/l1'1:Zl mr (2) ~~~ '

<3> a*l<r<fis;-3-m ·~

(4) ~~~

~ ~ uu "f9_ 1857 # f.ikff~F~ct # B cot.=r- -B m-::r rq ~q rc:w, ("'ll ~ ~ ~ ?

(1) ~(1Cfi*JI, ~ ii2IT ~

(2) CfiWMI, ~ ii2IT .~

(3) Cfi("!Cfi*Jr, ~ ii2IT m (4) Cfl("!Cflul, ~ olqf ~

3i 1 Fc::c:mn c '5H \l" eft ll ) 'ffi1T 3l'RT ft!oor fufu'ii ftCfl'ft -;@ ~ ~ I cfflJm ~ ~Fi"lt;lftCfll< 311FC:C!1Bl

~tB~~?

(1) ~<1\i~ll mor 'CfiT m ~ (2) -cnm ~an 'CfiT m ~ (3) >~r~FoCfi ~an 'CfiT m ~ (4) 3iiFC::C!rm 41<1fOrCfl-Cfilqfalf 'CfiT m m Wc:jt ~ 2IT ?

(1) ~ ~ C:«1Cfil{) uu ~ 3th: ~ # fc!i<rr 7p:IT ~ 'CfiTl1

(2) ~ #. \3\'<lll<\i ~ ~ 'CfiT ~ WfiR

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~ # ~ ~ ~ ~· 'Cfil WWr f%<:rr ?

(1) ~

(2) ~-~~ (3) ~-~-WRfli

(4) 3i(113t}i ~

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p ( 32)

47. Which of the following tribal ~;ocicties was 47. divided into hhel::; ? (1) Gond (2) Ahom (3) Santhal (4) Bhil

48. Why did Jatis emerge within Varnas, which 48. became the ba~;is to organize Jndiun society '! (1) Fierce opposition against Varna system gave way to development of Jatis (2) Due to gradual expansion ip social and economic needs of the people, people with new skill-sets were required (3) There was a problem in integrating tribal people into Varna system (4) Jatis and Varnas are one and the same

Frik1fC1f&l1 ~ ~ f.:R:f 3Hfe;c:mfl ~ it ·m,· it fcMm f%c:n TfliT I (1) ~ (2) ~ (3) 'B2lffi ( 4) ·lffi;r

'quff' ~ ·~· cp:ff ~ ~. ~ ·qmifq ~ "" <fiT ~ i'.fiB 'i'.hl 31T't.TR "R ~ ? (1) cruf-~.:>.rr ~ ~ ~ fcrir~ ~ ~ ~ 'F.fiT fcrcm1 ~31[ (2) 'ffirTI ctt fll41f-J!Cfl q 3llfflcfi 3"11C4~llCf)l113lT it ~ fcffiffi ~ CfiRUT, ~ ~ ~ ~ 'ffirncn1~2ft

(3) ajlf~qlfll 'ffirTI <fiT cruf-~ ~ ~ i'.fiB 1) ww:rr 2ft (4) ~ 3fu: quf WfR ~ 49. A historical site is ·a place where

49. Qf(j~lft~Cfl m ~ ~ ~ (1) history-loving people gather (2) historians write history (3) relics of' the past are found (4) excavation activities arc done

50. What is 'Common Era' ?

51.

(1) A new era to study historical events (2) Christian Era which is now accepted in major paris of the world (3) Indian Era accepted by the government to issue notices

(4) A new Era developed by amalgamation of Hindu Era and Islamic Era

Which of the following combinations of planets is known as 'gaseous planets' ? (1) Venus, Jupiter, Mars, Saturn (2) Mars, Venus, Saturn, Uranus (3) Jupiter, Saturn, Uranus, Neptune (4) Jupiter, Mars, Earth, Neptune

(1) ~-tw1 -ffirT ~ ~ (2) $f(l~lflCfll\ ~ ~ ~ (3) 31cffil ~ -qfu ~/ 3~ flwm ~ (4) ~ ~ f~lliCflC114 mit' ~

50. 'cWR 'Q;U' cp:rr ~ ?

51.

(1) Qf(l~lffiCfl ~.m <liT 31~ Cfl8 <liT ~ ''Q;U'

(2) r~FNll'"l ''Q;U' 'it 3W ~ ~ an~ ~it~~

(3) ~ ~ Cfi"'G ~ ~ ~ i;JU tel~ ~ ''Q;U'

. (4) ~ ''Q;U' 311\ $fC11f~Cfl ''Q;U' ~ . ~WJT -ij fqCflfft(l -q:Cfl ~ ''Q;U'

"' '"\ r ~~ Cfl~C11('11 ~ !

(1) ~. ~. m, m (2) m, ~. m,~ (3) ~. m, ~. ~ (4) ~. m, ~~. ~

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52.

53.

54 .

55.

56.

( 33) r.

H Ahmedabad is siLuaLc:d on · 72~ 30' E 52. lon~-,riLude , what would be Lhe local time of

I

Ahmedabad if iL i::; .8: 00 am Indian Standard Time '!

(1) 8 : 40 am (2) 8 : 00 am (3) 7: 20 am (4) 7: 00 am

1 '

Plantations, a type of commercial farming, require a large amount of (1) land and labour (2 ) labour and capital (3) land and capital ( 4) only capital

53.

Vultures in the Indian subcontinent started 54. dying of kidney failure shortly after scavenging livestock treated with ( 1) Diclofenac

(2) Aspirin

(3) Ibuprofen

(4 ) Aldrin

Al1medabad 1s a hub of cotton textile 55. industry. Which of the following is one of the factors for flourishing textile industries in Allmedabad ? (1) It is situated close to cotton growing area (2 ) Its easy access to the Tuticorin Port (3 ) Industrial Policy of the Indian

Government ( 4 ) Availability of cheap labour-force

Wind actions create 'Mushroom rocks' which are usually found in

( 1) Hills

(2) Plateaus

(3) Deserts

(4) Tropical coastal areas

56.

p

<lfc:: ~~4<1~1~ 72° 30' E ~ 'CR ~ t, 'ffl ~~4<1~1< CfiT ~ . '@1<1 Cf<:IT ~ ~ ~ 1:JRCii w:r<J 8 : 00 am ~ ? cl) 8:40 am

(2) 8 :'oo am (3) 7: 20 am (4) 7: 00 am

~, '\ll) Cl I fO if.J'll"h ~ CfiT ~ ~ t, cnl 'i1rtt "4m 'ij ~ 3i1Clll4"hol mm ~ ? ( 1) 'iftr afu: oWl :

(2) oWl 3i'h ~ ( 3) 'iftr 3i'h ~ (4) ~~

~ 3q4(:ilflq 'ij ~ 120 \l[q-~ait ~ ~ ~ ~ m fCfis.ft . C"¥) ~ Cfil1l 1 ern ~ cmur ~ '(1lt, ~ 311'Cl'R: ~ m~ ~ 1fliT ~ 1

(1) fSCfil(};~q;

(2) -Q:fuR (3)

(4)

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f.lh1r~r{9o -q -B CiiH-m CfiRCfl 3i~4<1iill< -q ~ ~ ~ ~-¢ it ft;ro: 3~H<I41 ~ ? ( 1) . ~ Cfi1m1 ;:fiT "ffiiT ~ ~ ~ trrn ~ (2) 1_ffi <il R'"l ~ Cfcfi ~ 3ffiiH ~ ( 3) 'l1ffif mCfiR ;:fiT 3{) til f11 "h -;:ftfd (4) m ;p:IT 11\ .w1-m r.n1 ~

-q-q;r ~ '~ m.r' ~ ~~ '\ll) mlf:" -­

'ij~~~ (1) ~ (2) 'QC3l'U

(3) Wl*fll·li (4) 3&ll<:flfl4~ dit<:T ~

57. 'Blackfoot Indian' is a 57. '&8Cfl~2 ~' ~

(1) disease prevalent in Nicobar Islands (2) native tribe of North America (3) plantation worker in Cuba (4) migrant Indian in Canada

(1) ~ lflq*i'i~ 'ij ~ ~

cz) ~ ~ # ~ m '31'1'3llrd

c 3) ~ # "iilTITR # Cfil1l ern qyffi·

(4) ~#~~

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p ( 84)

58. In nuclear power plants, electricity is 38. genera ted through the process of (1) nuclear fusion (2) nuclear fission

(3) nuclear collision (4) atomic vibrations

"CR1=fTUJ 3Wlf m it ~ __ lfft men -mr 3('(11RI1 q,1 ~ t I

(1) ~~

(2) ·-;:ffi~ ~

(3) -;:ffi~ ~

59. Which type of rfiinfall is represented in the ( 4) q Vll o eft <l cfitH

60.

diagram given below ? 59. ~ ~ ~ ~ it ~ >lCfiT\ Cfft -em q;1 ~ TfliT ~ ?

(1) Cyclonic rainfall (2) Orographic rainfall

I (3) Convectional rainf;:i ll (4) Frontal rainfall

The following diagram shows the position of the Earth on a particular day. A, B, C, D 60. and E are locations on the Earth. Which location will experience longest hours of daylight ?

I

(1) A

(2,) B

(3) c (4) D

c

E

(1) i4~CJ1ill ern (2) ~ern (3) ~ern (4) fi'1<Sfi<l (am) ern ~ · RGfi TfliT ~ r0 ~ 11\ lJ~ ctt wmr q;) ~ ~ I A, B, C, D o~r' E lJ~ 11\ ~ ~ 1 ~-m ~ it r0 CfiT ~ ~ ~ etifcrq;W1r?

(1) . A

(2) B

(3) c (4) · D

c

E

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61.

62.

( 35)

'Hight to Education' is a Fundamental Ri~ht' 61.

undeu Article 21 which deals with 'Rigpt .to

LiJe' because

(1) education is 'life

(2) not all people had right to education

(3) education helps in leading a dignified life

(4) only an educated person has right to life

Public Interest Litigation (PIL) has 62.

( 1) increased access to justice

(2) hampered the delivery of justice

(3) led to a decrease in judicial activism

(4) hampered government functioning

63. All Indians should have a right to vote 63.

irrespective of their socio-economic status.

This idea can be associated with

(1) . B.R. Ambedkar

(2) Jawaharlal Nehru

(3) Mahatma Gandhi

( 4) Dr. Rajendra Prasad

• i

p

'fueyr . <liT ~·: ~ 21 in ~ 1;Cfi

~ ~ ~ · if ·~ <liT m-~· ~ ~ ~ <FJ1fcf;

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( 4) ~ mtWr ~ ciil ~ <liT a:rfi..rqm: ~ . '

~ ~ ~ (PIL) '00 arr{~

(1) ~ flttR # ~

(2) ~ flttR ~ ~

(3) ~ *ifsfilfdl # fTTuqz

(4) ~ Cfirlf-CfiQf # ~

"ff'1TI ~ q;) +mGR <liT 31f~ ~ ~ ~ ~ *illilf-.llcn-a:nfflcn ~ ~ ~ m I W fcRrr\ --- '00 ~ 'TlfT I

(1) . Gfi.3ffi. ~

(3) · ~ TITm

.(4) if.~ WR

64. The first hour of every sitting of the Lok 64. Btcn ~ ~ ~ m <liT '51'~· 'EJUZT ~---Sabha is called ~ ~ ~ ~ I

(1) Zero hour (1) ~ Cfiffi - ;

I

(2) Question hour (2) ~ Cfiffi

(3) Public hour (3) *i 1cf\Jif-1c:n Cfiffi

(4) Privilege hour (4) ~'tlCfiR Cfiffi

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p . ( 36)

65. According to the lndiun Constitution, the 65. right empowering citizens to move to High Court or Supreme Court if they believe that any of their Fundamental Rights has been violated by the State, is

(1) Right against exploitation

(2) Right to equality

(3) Right to life

(4) Right to constitutional remedies

66. Showcasing adiuasis as wearing colourful costumes, headgear and dancing often 66. results in

67.

(1) promoting adiuasi culture

(2) demonstrating the diversity of Indian culture

(3) attracting attention of the world to the plight of poor adivasis

(4) discriminating against such groups

The Government of India appointed a 67. committee headed by Justice Rajinder Sachar to examine the social, economic and educational status of which of the following COIDm\}nities ?

(1) Jain

(2) Sikh

(3) Anglo-Indian

(4) Muslim

68. Media is no longer considered independent 68· because of its close links with

(1) Government agencies

(2) Business houses

(3) NGOs

( 4) Civil society

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(1)

(2)

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(3) -mm CfiT ~ mR 3ilf~qjf~41 q,'t ~:m cn1 am ~ ~ ~

<4> ~ W:liR ~ ~ ~ "5lfu ~ mm ~ f-ik1f(1f{9(1 1t -B fctlfr ~ ~ *l141F-i!Cfi, am ~~~cnl~~~ft;ro:~' ~ ~ cnl ~ it 'llmf mCfiR ID\1 ~ CfiT lJCH f%<:rr Tf7.IT ?

(1) ~

(2) fucRsr (3) ~-~

(4) ~

~ CfiRUT ~ 1'"@ 11RT \lfTffi" . I

(1) ~ Q;~f*i~.,j

( 2) 041 q I RCfi eRR)

<3> m-~ m-r:m ( 4) 1'f7lft:qj ~

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69. C.K. Janu is a very eminent

( 1 ) Adiuasi activist i: (2J Environmentalist

(;l) Script writer

( 4) Anthropologist

70. 'Putting out system' is

(1) whereby merchants sell their

merchandise on instalments

(2) whereby merchants force labourers to

work for extra hours

(3) whereby merchants give advances and

receive the product

69.

70.

p

m.~. ~ ~ ~ S!Fof\8(1 ~ I

(1) 3!1Rcm:ft Cfli4'Cfl (1 f (2) Y4fq{OI~C(

(3) Wfi?.IT ~

(4) llR'Cf-~

'~-~·~

(1)

(2)

(3)

(4)

~ aw:rRt ~ 1=lWf cnT m-en it ~ ~

~ aw:rRt ~ 1f< 3!fuftfl eiif ~ fc;ro: CWl Cfi'8 ~ ~ ~ ~ ~ aw:rRt 3lfWl \Tfu ~ ~ ~ ~ ~ Cfi'{(IT ~

~ aw:rRt ~. 1=lWf :Ch1 ~ ~ ~ afu: ct<m 1=lWf ~ <Rill ~

(4) whereby merchants supply raw material 71. 'ftran ~ ~ ~ (1993)' <:fQ 3!j~irfld ~ ~

ancl receive finished product fcfi '8ll"lif-JJCfl ~ it 3!fWP1 cnT

71. 'Learning Without Burden (1993)' recommended that learning m Social Sciences should ·

(1) help i.n Lhe retention of important information

(2) promote abilities realities

developing to analyse

concepts and socio-political

(3) develop skills relevant to jobs

( 4) continue to foll-ow the epistemological framework of highlighting developmental issues

72. The book 'Social and Political Life-II' advocate~ which of the following forms of evaluation, among other forms ?

(1) Open book exercises

(2) Personal interviews

(3) IT (computer) enabled evaluation

(4) Written mode of examination

72.

(1) l"lt::c•=Prof ~an t 'B~ Cfi'8 it '8~14(11

~~

(2) '8ll"lifii1Cfl-{I~HIR1Cf1 ctlklft!Cfldl~ qjf

fq~~~flOI Cfi'8 ~ ~Cfl<.-Y'ilaTI ~ ~,m

tfcfc:fimC!iT~~~

(3) O!Jct'814'i ~ ~ $1l~fl1Cfl ~~lddlaTI qjf

fcfc:fim ~ ~

. ( 4) fct Cfll'81 ,Ji Cfl ~ cnT d ~I fl d Cfi'8 t fc;ro: ~H~ll"litil4 ~ CfiT ~ 3!jql~'i

~~

~ ''8ll"lif\i1Cfl q {I'Jf~fdCfl ~ 'lWT-II' I 3Ff

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(1) . ~ ~ "[fU ~ ~ ~

(2) ~~

(3) ~ sNwfl1Cfl1 (Chll2fG\) "[fU lf<:"lliCfl.'i

( 4) fufurcr ~

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p ( 38)

73. While teaching 'Poverty', which strategy 73. would be most appropriate ?

74.

75.

(1) Prepare notes and deliver a good lecture

(2) Give hand-outs to students and explain

(3) Engage students in debate and discussions

( 4) Ask students to read from the textbook and explain the difficult words

The National Curriculum Framework 2005, suggests that instead of 'Civics', the term 74. 'Political Science' be used because

(1) The term 'Ci'vics' was coined in the Raj era and is associated with obedience and loyalty

(2) 'Political Science' is taught at a higher level of education, therefore schools should prepare grounds for it

(3) 'Political Science' is a globally recognized field of study

(4) 'Political "Science' will provide political training

'Team Teaching' 75.

(1) encourages healthy competition among teams of teachers in a school

(2) involves small teams of students as per their ability

(3) involves teams of teachers to optimize resources, interest and expertise

( 4) is a way out to manage with the shortage of teachers

'rnRt' ctiT ~ ~ Cfit.r-m ~-~ m ~~m-m?

(1) ~ ~ "Cfi"8T am ~ &11&011'1 ~

(2) ~ :CfiT '~-~· ~ ~ czmszn CfiVlT

c 3 > em::-fcrcfR: am 'qijfalf if ~ C!iT ~ CfiVlT

(4) ~ q;) ~-~ it ~ ~ t ffiQ: ~ am ~ ~ ~ 312f th't "Olffi9liT CfiVlT

~ ql~ll'<'P"If Chl ~ 2005, ~ ~ tft ~ +;,.- ~~ ' -A ( "ft P.:r:rr-r• 191 '11'11'<.91 ~ 911 ~ 'O(JI:iHI 1'1 1'"1~11'1

~lciGICl~l CfiT m fcn<n ~ ~

(1) '~ ~· ~lciGICl~ ~ '~' it ~ ~ am ~ 3ii~ICfilfhu o2IT {l11'"1C!JU t m2l "¥.1 ~ · ~

(2) ~~ fclw-1' ftTa:rr ~ ~ "@\ 111: ~ ~ ~. 3W: fClWC14i CfiT ~ ~ awm:-~ ~ ~ ~

' (3) ~~ fclw-1' ~ ~ t$f t ~ it ~~~~~

(4) '~ fcffiR' \I''Hif1'1Cfi ~ ~ ~

(2) ~ q;) ~ ~ ~ ~ ~ ~ it ~ fireJuT ~ .

(3) ~. ~ Cf fcp(l~~dl CfiT ~ MT ~ ~ ~ ~· wrm mr ftwuT ~

(4) ~ Chl ~ ~ ~ CfiT ~ m~

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76.

77.

78.

79.

( 39) ' The major purpo~c ol' assessment in ' Social 76.

~cience shou ld be Lo

( I ) gauge the exLc nL of the kn6~ledgc of content acquired by learners :

(2) maintain a dcsi ruble acad~mib ' quality of knowledge 111 the students passing

I

out i (3) provide credible feedback on the extent

to which educational obj{lctives have been achieved

' ( 4) predict the pursuing a humanities

learners' chances of successful career in

'Child-centered' pedagogy is

(1) teaching as per the desire of a child (2) teacher explains the concept by

standing in the centre with children encircling her

(3) giving primacy to children's experiences, their voices, and their active participation

(4) to teach children in small child care centers to ensure individual attention

'Social and Political Life' textbooks use which of the following methods to contextualize education to a child's world ?

(1) They astutely intermingle the social and political lives of Indian people

(2) They use a lot of case studies and narratives in a mix of rural and urban examples

(3) They cite results of many surveys done in this reference

(4) They incorporate lesser number of pictures to avoid distractors

77.

78.

A trainee teacher writes one of the 79. instructional objectives as 'students shall be able to ~escribe the meaning of democracy'. In which domain shall this objective fall ? (1) Synthesis

(2) Comprehension

(3) Analysis

(4) Skill

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(3) ~ it ~~ ~ ~ 3fu: ~ ~ ~ C!iT >rr~ ~

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(1) if ~ ~ ~ ~ ~ Bl41f-i!Cfl. 3fu: (1\lHifCJCfl ~ 'CflT ~~ W ~

(2) ~ m"J:fiuT ~ ~ d~I~(Ufj ~ ~~ it aHCfi ~ ~ ~ quf.IT CfiT m ~ ~

(3) ~ ~ ~ il .fcfi"Q: ~ aHCfl ~ it ~ CfiT d(!J~(Oi tiT~

( 4) ~ ~ '4'rr ~ ~ ffi it ~ Cfi1:r ~ C!iT BfQ:if~d W ~

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(2) ~'1-R

(3) fq~Jj~UI

(4) ~ !

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80.

81.

82.

83.

( 40)

While teaching an issue : sensitive to a 80. I : particular community, but described in the

textbook,

(1) the teacher should respect th~ textbook ' and explain the facts as given

(2) the teacher should write to the authorities to omit the contentious topic from the curriculhm

(3) the teacher should explain i~c concept with sensitivity and firm commitment -while respecting the : dignity of all students

I (4) the teacher should ask students to make notes on these in the library or at home

Cultural, social and class .differences 81. generate their own biases and prejudices in the contexts of classrooms. The approach to teaching therefore needs to be (1) Discussion-oriented (2) Open-ended

(3) Lecture method ( 4) Project-oriented

Which amongst the followine is associated with oral reasoning ?

(1) Imitating peers (2) Writing an article by pronouncing

words loudly

(3) Impromptu application and extrapolation of concepts

(4) Narrating an algorithm

In order to promote interactive environment in a Social Science class, which of the following approaches would be most suitable ?

(1) Dictation and practice

(2) Frequent testing

(3) Lecture and explanation

(4) Showing documentaries

82.

83.

'

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(2) '(.1l'IT('fR ~

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84.

! . · ~41) '

A Laacher while explaining ag~icultura~ 84. practices discusses i case studies 01; <tgricul tura l practices id India and the USA Which aspect of learning is she/He foc~sing.

' ' I ' o n r , ::

( I J Abili ty to understa~d the " conc~pt ,, . .

( 2) Abi lity to interpret: ;and explain I. ' ' '

(3) Ability to ma ke a better project

(4) Ability to learn "by comparing and contrasting throug~ concrete examples

85. The question-answer technique can be quite 85.

ell'ective in teaching Social Science as it

ensures

(1 ) u more di sciplined d a :s:s

(2) an active participation by learners I

(3) students' a bili ty to r espond better m examination

(4) students com e into class well-prepared

86. One of the most important and effective methods of teachin g History a t elemeuiary 86· level is

87.

(1 ) Lecture meth od

(2) Discussion method

(3) Question-answer method

(4) Story-telling method

In order to promote the process of cooperative 87. learning, the teacher should

(1) assign group projects

(2) engage students in debate · and discussions

(3) divide t he class into groups of homogeneous ability

(4 ) allot individual a ssignment to each student

p

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( 4) ~ fcR:w.ff . q;) Oll Rfi l I t1 -eyr-"CliT<f ~ ~

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88.

89.

( 42)

While dealing with ·'Social Equality', what 88. should be ihe most ~ppropriate ;approach for teaching '?

1

:

(1) Explaining the concept as . described in the textbook '

I

; i (2) Giving a project to ~tude~t~ to review

texts relating to 'Social Equality' !

(3) Citing the experiences : of the communities that make up the social and cultural milieu of the cpild

( 4) Explaining in detail the practice of untouchability

In teaching of Social Sciences, the emotions of children are most easily aroused not by words 89· but by sights and sounds, for which the most effective way of teaching is through

(1) Project method

(2) Lecture method

(3) Field trips and surveys

( 4) Classroom discussions

90. While teaching the concept of 'Weather and 90. Climate', what would be the most appropriate activity to make students understand the various elements of weather ?

(1) Solve the worksheet provided by the teacher based on the elements of weather

(2) Collect the weather report of five consecutive days from the newspaper and stick in their notebooks

(3) Ask them to draw the symbols of elements of weather

(4) Write answers to the questions related to weather in the notebook

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(1) ~Cfl~'11 CfiT &ll&llf(j('l ~ ~ ~-~ "ij quA fcf;lrr ~ t

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(3) ~ ~ ~ if; ~ ~ ~ ~ CliT

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(1) qf{l(l'lHI ~

(2) &li&IH ~

(3) ~-w:rul 31R ~ (4) ~~

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ffl 'Cfl8T

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i

(143) ! I

i

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

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p ( 44)

PART .IV LANGUAGE I

ENGLISH Directions : Read the pa:;:;age given below and answer the questions that follow (Q. No. 91 to 99) by sel¢cting the most appropriate option.

There was an unexpected lapse on August 12, 1945, and consternation swept through the Ministry of Works. On that dark day, the clock was five minutes slow. A flock of starlings had roosted on the minute hand.

TheBigBen

Every evening, some part of the British Commonwealth hears the chimes of Big Ben, largest of the bells in the clock tower of the Palace of Westminster. The bell is popularly called Big Ben, and it is this bell which chimes out the quarter hours to the people of London. For Britons at sea or living in distant lands, the sound of Big Ben is still a !ink with home, for the chimes are broadcast each evening by the British Broadcasting Corporation.

91. Aside from popular usage, Big Ben is really the _____ _

(1) clock tower of the Palace of Westminster

(2) great bell in the clock tower of the Palace of Westminster

(3) exclusive radio signal ofthe BBC

( 4) name of Chl.ef Lord of the Woods and Big Ben has been chiming out the quarter Forests hours now for more than one-and-a-half centuries. It started chiming on June 11, 1859. 92.

At that time, the Parliament couldn't decide what to name the bell. A light-hearted Member of Parliament called attention, in a speech, to the impressive bulk of Sir Benjamin Hall, Queen Victoria's Chief Lord of the Woods 93. and Forests.

"Call it Big Ben," said the speaker, and the name stuck.

The year 1959 was the ____ _ (1) 59th anniversary of Big Ben (2) last year Big Ben was heard (3) 100th anniversary of Big Ben (4) year in which Big Ben w~s restored

The word 'consternation' used in the last paragraph stands for (1) anxiety

(2) despair

(3) alarm

(4) sorrow Big Ben is 9 · feet in diameter, 7 feet

6 inches tall, and the thickness where the hammer strikes is 8·75 inches. 94. In the Royal Astronomer's 290-day check, it

was established that The clock that regulates the chiming of Big Ben keeps good time. In 1939, the Royal Astronomer made a 290-day check on the performance of the clock. He found that during this test, the margin of error was less than two-tenth of a second in 24 hours on 93 days and greater than one second only on 16 of the 290 days.

(1) the clock was reasonably accurate

(2) the clock was losing time alarmingly

(3) the clock did not function properly for 93 days

(4) the clock was maintaining accurate time on all days

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( 45) p

95. On August 12, 1945, Big Ben's clock was

( 1) bombed

(2) 5 minutes slow

(3) being checked for accuracy

(4) Q minutes fast

96. For the Britons at sea or living in distant lands, the Big Ben serves as a link with home. It shows that

( 1) the British are fond of travelling to far-off lands

(2) the Big Ben has become a powerful national symbol

(3) the British are very patriotic

(4) the British are very sentimental

97. People outside London can hear the chimes of the Big Ben because

98.

(1) the bell's sound is so loud that it can travel to ull parts of the world

(2) the legendary bell has become a global phenomenon

(3) the BBC broadcasts the chimes

(4) the recording of the bell's chime is available all over the world

The clock lost five minutes once because

(1) the maintenance was not done by the Ministry of Works

(2) it was a dark day

(3) some starlings had roosted on the minute hand

(4) there was an unexpected lapse

Directions : Read the poem given below and Q:nswer the questions that follow (Q. No. 100 -105) by selecting the most appropriate option.

I Build Walls

I build walls:

Walls that protect,

Walls that shield,

. Walls that say I shall. not yield Or reveal

Who I am or how I feel.

I build walls :

Walls that hide,

. Walls that cover what's inside,

Walls that stare or smile or look away, Silent lies,

Walls that even block my eyes

From the tears I might have cried.

I build walls:

Walls that never let me

Truly touch

Those I love so very much.

Walls that need to fall!

Walls meant to qe fortresses .

Are prisons after all.

100. What are the walls ~n this poem made of?

(1) Bricks or any physical material

(2) Cement and tiles

(3) Blood and flesh

(4) Hidden feelings and thoughts

99. "Call it Big Ben" can be written m passive 101. The poet uses "walls" as a voice as

(1) Let it be called Big Ben (1) Simile

(2) People should call it Big Ben (2) Personification (3) We may call it Big Ben (3) Metaphor (4) You will call it Big Ben

(4) Alliteration

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1 j I' ! J . ' 1.! 102. When wall s acL as u pro'Lcction, ;they :

(1) do not reveal wh';·tt is irisi~~ ' ·'

(2) make one shed tc:ars I: :

(3) touch the one~ who. arc tr~,Jy ~oved

(4) surrender to strong Jeelings

103. The expression : 'silent lies' in the second stanza implies t)1at

I

(1) walls are silent

(2) walls are liars

(3)

(4) walls make one hide one's true feelings

walls lie silently around all of us

104. Why is it not a good idea to have these 1 "walls"?

(1) They act as a fortress.

(2) They act as a prison and keep loved ones away.

· (3) They are made of bricks.

( 4) They hurt others.

105. Walls built to protect us ultimately turn into a prison. It is an example of a (1) satire

(2) paradox

(3) pnzz]p

(4) riddle

Directions : Answer the following questions by selecting the most appropriate option.

106. Constructivist approach to language teaching expects the teacher to

construct his own curriculum

107. A child-centred classroom is charactoriZ'ed by

(1) children sitting in tho contre of the classroom

(2) children teaching other children under tho supervision of the teacher

(3) very passive teaqhcrs and active learners

( 4) a variety of learning activities for the learners

108. Which of the following is f'Ot a legitimate purpose of assessment in education ?

(1) To identify individual and special needs of learners

(2) To improve the teaching-learning process

(3) To rank the learners ·on the basis of marks

(4) To find out to what extent curricular objectives have been achieved

109. When students learn a laJ;!guage for bright employment opportunities, their motivation is

(1) intrinsic

(2) exotic

(3) eccentric

(4) extrinsic

(1)

(2) make learners prepare their textbooks

110~ A teach.er uses a report from a newspaper to teach writing. The material used thus for

own 'teaching is referred to as' .

(1) Realistic material (3) help construct knowledge using their experiences (2) Natural material

(4) give pre-constructed knowledge to (3) Authentic material learners

(4) External material · ·

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! ii : 111. When a test item expc<:t~ the learners to qsei 116. Which of tho following is not a study sl<ill ?

tcm:e forms, voice, connectors, prepositiopsi a 1Hl articles accurately, suqh an approa.ch can be called

(I) integrated grammar testin.g

(2) asserted grammar P,ractice

(3) mixed grammar task

(4) improper grammar testing

112. Minimal pairs are practice in

usually used to give I

(1 ) vocabulary

(2) structures

(3) pronunciation

(4) reading

113. 'Prediction' as a subskill is associated with

(1) summarising

(2) note making

(3) reading

(4) drafting

114. A teacher gives many sentences and asks her students to arrange them into a letter using appropriate connectors. The skill that is chiefly involved in this task is

(1) expanding notes

(2) organizing

(3) rewriting

(4) collecting information

115. The language skills that cannot be assessed through a traditional pen-paper test are

(1) reading and speaking

(2) writing and listening

(3) reading and listening

(4) listening and speaking

117.

118.

119.

. 120.

(1) Note taking

(2) Using a dictionary

(3) Getting information from an encyclopaedia

(4) Writing formal. .reports

When a teacher uses lessons in Science and Social Science to teach language, such an approach can be t~rmed as

(1) Pluralistic language teaching

(2) Discipline-wise language teaching

(3) Language across the curriculum

(4) Objective language teaching

Remedial teaching refers to teaching

(1) to address gaps in learning

(2) after the regular school hours

(3) to help bright learners to excel

(4) to test learners periodically

Language skills should be taught

(1) in isolation

(2) through clear explanations

(3) in an integrated manner

(4) through imitation

After reading a story on fish, if a teacher asks children to answer - "Imagine you are a fish in a pond. What do you see around

. you ?" This is an example of

(1) Cloze type question

(2) Open-ended question

(3) Multiple choice question

(4) Comprehension .question

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Candidates ·should answer questions from the following Part only if they have opted for HINDI . as LANGUAGE - I.

Wan2ff RkiFC1F~c=t <qJ7T ~ ~ ~ d"d\

~-cr4t~~~ fqq:)fq ~ ~ m

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~ F.rW : "lf?lfw cit ~ r:t~Rtfisirt m= (>r. "fi. 91 if 99 J if ~~~~/

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~fi -;®~ ~~~~'%1GR"B w8 wm ~ 1 ~ am: ~ !Tffit ~ 3(Rf m ~ -mn ~ fmRT cnW \t!8'111ll ~ !

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en){ fcmr~ fcnm ~ Cf1T ?TC1(f "3U\ trr ~ ill -ij

~ ~ ~ ~ ~ t fen~~ "3U\ q:<:ff

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it ft!:l:w.T Chl Cfl ~ 111 Cfl ~I cnT ~ ~ ~ ~ I

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p

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(1) :Tffil ~ m m ~ ~ (2) :TC1'(f ~ -q ~ ~ m-m ~ ( 3) :TC1'(f ~ TR ~ cnT fi:R;ror ~

( 4) :TC1'(f ~ !H 'iCfl'df cnT ~ ~ ~ Qfuf

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~ ~ 3W:lR rn: ~ -B "Cflt.r-m cn2R .TfMrf ~ ? . .

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(4) ?TC1(f ~ it ~ # Cfl~II1Cfl~l ~ wrcft ~

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95. !TC10 \JfClTi\f cnt Cf<lT CfiT{UT m ~ wm=rr ?

c 1) wi1 CfiT ;qrq I !crv.n ' ctt ~ ~:r (2) ~ 1 3lRT : :

' ; ' I I

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( 4) f.:r<p:ff it ~ ' '

' 96. <no it p9lf ~ ~ ·~ CfiQT 1fliT ~ .t%

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I (4)

(1) f"C1~1ACfl

(2) ~ (3) ~

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98. 1lfta:11 1 J.l~~ !TffiTI ~ ~ &l~cfi"Fi ~ ~

o> 1lft~~ ml !l<'~fctlll

c2> Wananl ml !l<'tfctl!'i

(3) 11U~~ >rv-11 n<'tfct4i

(4) ~~ >rv-11 n<'ffctlll

(1) g{lflq/'qCfl ~

(2) "*f~ ~

(3) A>JfqlilCfl ~

(4) 3iANllqlilCfl ~

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I

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m m ~-~ ~ ~ ~ ~ t%tlR ciim 1R "ffi -rn- I

t'llffi ~ ~-~ ~~~6B"Tffi 'Elm m "Wl1 en) ~ ~

~~en: ~-~'Elm it~

~-m~~ft:rml

l1T "il ~r 1 l1R m ~ ~ ~ ;nq ~ "CfTC1T

~ 1Tfqqj ar.frr I

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( 3) ~ ;Rt ctt 'fro CfiT lEifT '&.n-~ ~

( 4) ~ ;nq ~ "*f~ ~ • en) 1fT CfiBT ~~ '

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102.

103.

104.

105.

( 51 ) p

-;ll (~i co1 ~ co1 ~ -B Cf<:Tt <:Jlm Tfl!T. WIT ? 107. 'lWn t ~ alh cx:n-qcn ¥IflliCfl'i ,Cfil ~ t L

( I) ~ C!iW ~ CXlfui -;ncr r;:r -zq ~ (1) ~ q;f ~ q;f ~ CWIT

( ~) ~ ~ -m ~ ~ I . c2 > ¥Ifll i Cfl'i q;r trttm cnr f.Tclfu "Cfi""\riT I .

(3 ) Cfl@ ~ -;ncr qj) ~ ;f ~ ~ (3) ~ q;r ~ q;r ~ "Cfl) ~ qj\

(4) ~ ctt ~ 'lRt # #it . wffi ~ ~ ~-mwm ~ 3l1HRT

l (4) 3llrffi "Cfla.lT # ~ ~ ~ ~ ~ '111 11 ~ -;:r 1lR ill' Tffifl ~ am: ~ -;® ~ ? 108. '~Wn-~

(1) ~ 111 t ~ CfiT 'tli'R ~ ~ ~~ ~ ~ (1) ~' 't<=II~IIC!Cfl 1;?1<:11 ~

( 2) ~ \ifRill ~ fcfi liT ~ -;nfcfCfl -;® ~ :

~ .

(3) ~ liT q;r ~ t ~ "CflT'f cwrr ~ (3) ~ q;f 3M!? 4Cfl ~ q;f lll'1l CfiDIT ~

~ .

( 4) 111 qj) ~ (11T TfliT ~

~ # r-mr. ~ "P'T a-rrq: ~ I

(1) ~-~

(2) #-~

(3) ~-~, ~-~ (4) l]l4"-~

I~ ~ ~ ~ -qp:' Tffifl # I~' ~ qj)

~ 00 TfliT ~ ~

c1> ~ mr ~ ~ (2) C!fcrcrr # ~ ~ ~ 31ffi ~ (3) ~ ~ 1R ~ t.n ~ ~ (4) ~ ~ fi:rffi WI ~

<4> 'lWn q;r ~ -q -m ~ ~

109. ~ "Cfla.lfan #

(1) '~Wn-~ mur ~ 3W "ffllH t - ~ (2) 'lWn q;f ~-~ ~- lOJ~=cq'iof . ~

(3) ~ mur ~ alh: '~Wn-~ "ffllH

m ~-~ qj) ~ t wwr cwrr m '~Wn-~ CfiT ~ ~

. (4)

110. 'lWIT t ~ # R<HI~Cfl ~ CfiT ~ ~

( 1) ~ qj) . fclti:r?r ~ # fcMui qwrr

c2> ~ q;r 'lW!T-m ~ CflB'il~41 t ~ CfiRUTI q;r ~ ~

F-rW : r:tAFMF&rt m ?t ;m # ?t Fcw: ~ ~ ~~I

(3) ~ ~ 'lWIT-m t w.m\ '¥RT ( 4) ~ qj) 3l1T"ffi ~ # ~ qwrr

;;s q;:m' ~Cfl ~ q;r ~ Cfli.1 ctl ~ f.M\ Cf>«ft ~ (1) ~an q;r ~ 1R 106. ~ >IT~ ~ 1R 'lWIT-~ q;r ~ # ~

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~I<S<c@ ~I CfiT wWr CflBT

c2> tfl1TT.ff\ -'Cf:i, ~an crr 3FT ~ ~

111.

-q -em 11{ Gffif t ~, ~, Wrcm 112.

ctt wqR qwrr

(3) ~-~ # ~ ~ ~lfuffliCfl a:rm q;r ~ CX1f&IT

( 4) 'lo.l-~ 1R 3lf'tlcfi ~ t.n

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c 4) ~ q;r 'IWiPTcf ~ q;r ~ m 'R

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113. f.p•<"JR1f@i -q -B co"l-:,-f!T ~~ ; *~ .'f{f\ lR 'llTffT n i. ~ 'llTffT ~ ~. -q ~ ~ · cnr ~ ~ ~ fm.:ruT CfiT ~ ;rtf' ~ ? I . . : :: (l) ~· ~ &liCfl{OI ~ ~ lTT1<f ~ ( 1) ~ . -31:!'l1cil : ~ 3W.rn: lR 'llTffT CfiT q'll•nnct ~ : ,

' (2) ~ ~ ~ -B ¥. l:fRT i ~ "fRm -q

fi cn1 ~·

(3) "%1 ~ -q ~ r

I

(2) ~ \i{tcR -q ~ 1) ~ ~ .• ttt ~ 'Cf)J fcrcfim ~

cs) lfR'Cfl ~ ~ 1) f.'l3o1f11 lTT1<f ~ (4) ~ ·~ 3ltRT ~ ~ am cn1 ~

'CflVll

114. cxJICfl{u I ftre.-lur ~ ~ # CflH ~ 'Bf 'Cf)~ ~ ~ ?

118. '3iR ~ :1', '~ ~ I' 3lh: ·~ U I' ~~-m~~

115.

116.

(1) ~ ~ 1) ~ ~ wWTI ~ 31r'l:lR lR m 'llTffT ~ f.:r<:r:r GRR ~ a;rqor nN ~

( 1) R'fl1 ~ ';{ ilrrr ( 2) f.:r<p:ff 'CflT affif B I 'i I ;4l Cfl {u I

(3) R'fl1 CfiT 3R'il:l<i

(4) ~ ~ ~ ';{ ilrrr ( 3) OliiCfl{O I ftre.-lur ~ f(;m: ~-~ -q 31WT 119. llTlJU ~ ~ 'Cfl'4T -'Cfl'lfi ~I ~ tt "B Cfll&li~fi ~ ~ ~ ~ 3o:w~R1 'Cfl«fi ~ I ~ 'lffi ~ oz:rc:rw ~ c 4 > '1111lT-m ctt • 'IWn-f.J7fl:IT ifil m ~ ~ ~ · ~~

'Cfla.1T -q ~ ~~ ( 1) '!WIT-ftre.-lur 1) -an~ ~ (2) '1111lT-ftre.-lur 1) ~ ~ ~ ~ -q ~ m~~

(3) w cn1 ·~ '!Wn' ~ ~ f(;m: 120. Q Jl cti I f% ct 'Cfl«fi ~

(4) ~ ~ f(;m: ~ ~ ~ 'CflOtt ~ ~

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(3) fqf'q?f ~ 1) ~-~ CfWIT

(4) ~ cit ~-~ -B ~

(1) ~ ~ ~ct~ct -..,@ amrr .. (2) Cffi ~ -q ~ ~ 'ffift ~ C3> Cffi ~ ~ m?l ~ ~ C!ilfim 'Cf){ wr ~ c 4) Cffi ~-~ m -qq; B'Cfl'ffi ~

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Gf(fRl ~

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(3) ~ "@r ~ tkT ~ ~ ~· ~ ~ 'Cf)J ~ 'Cfl\RT ~

(4) ~ cit ~ m ~ .m~ ·31CRR q snctii(H ~ ~

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Candidates should answer questions

from the following Part only if they , I . ;

have opted for ENGLISH as

LANGUAGE - II.

I

-cffi~2Tf f:iyf(1f~n <qfJT 'it ~ ~ 3-ci\

~qfi (1~ ~ -~ \3~,,.~

~Cf)fq 3ia£ift ~ m

p

....

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PARTV LANGUAGE II

ENGLISH Directions : Read the pa:'isage given below and answer the questions that follow (Q. No. 121 to 129) by selecting the most appropriate option.

It is your duty to train and develop your mind and acquire · knowledge, as much

the priests and politicians who hold the string. They are fleeced and fooled on account of their . ignorance. Half the ills of man are due to ignorance.

knowledge as you possibly can obtain. 121. What, according to the passage, is the duty Knowledge is like a deep well, f~d by perennial of human beings ?

(1) To study correctly

(2) To acquire knowledge and develop the mind

(3) To make ourselves cultured

(4) To digest knowledge

springs, and your Mind is the little bucket that you drop into it: you will get as much as you can assimilate. The Brain, which is the physical organ of the mind, is one of the two precious products of the aeons of Evolution: the other is the imponderable 'Social instinct'. This wonderful Brain, whose every convolution

122. Mind has been compared to represents millions of years of Time, really distinguishes you from the animals. Many animals have very powerful sense organs; the eagle, the ant and the dog have keener sense of sight than Man. But no animal has a more evolved Brain and higher Intelligence. If you

(1) a bucket

(2) a deep well

(3) a deep sea

(4) a perennial spring

do not develop and use this Drain Lu the 123. For human beings, their brain is one of the utmost of your power, you are more akin to the two products of evolution. The other is their beasts than to Homo-Sapiens. (1) keener sense of sight

Knowledge and mental self-culture will confer untold blessings upon you. You · will not be the victim of superstition and demagogy in religion and politics. You will know your duty

(2) instinct for living in a society

(3) physical strength

(4) self-culture and knowledge

and do it. To be wise and independent in your 124. What is man like if he does not develop and religion and your politics, not to be doped and use his brain ? duped by the selfish priests and the scheming (1) He is akin to the motionless statues politicians of Capitalism and so called Socialism: is this not a noble aim worth striving for ? Most men and women today are not free and wise: they are like kites flown by

(2) He is like an angel

(3) He is akin to the beasts

(4) He is greater than gods

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125.

d !

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Wh at, will knowledge and mehtal self-cultui~. Directions : Read the passage given below and I • I

con rc r upon man ? . answer the questions (Q. No. 130 -135J that r~uow

( 1 )

(2)

(3)

(4)

Richness of knowledge ; j

' . Money and material thi~gs

Many blessings

Untold miseries

by choosing the most app~opriate option.

' , . The study ofi: history provides many

126. If one acquires knowle~ge j and develop$ me ntal self-culture, one 1 will not be

benefits. First, we !learn from the past. We may repeat mistakes, but, at least, we have the opportunity to a~oid them. Second, his tory teaches us what questions to ask about the present. Contrary to some people's view, the study of history is not the memorization of names, dates, and places. It is the thoughtful examination 9f the forces that have shaped

victim of

(1) breed

(2) lust and carnal appetites

(3) pugnacity

(4) superstition and demagogy

127. The author implies that most men and women

(1) are arrogant in their behaviour

(2) lack social instinct

(3) do not possess capacity for free judgement

(4) are manipulated by priests and polit,icians

the courses of human life. We can examine events from the past and then draw inferences about current events. His tory teaches us about likely outcomes.

Another benefit of the study of history is the broad range .of human experience which is covered. War and peace are certainly covered as are natio~al and international affairs. However, matters of culture (art, literature, and music) are also induded in historical study. Human nature is an important part of history: emotions like passion, greed, and insecurity have influeQ.ced the shaping of world affairs. Anyone who thinks that the study of history is boring has not really studied history.

128. Pick out a word from the first paragraph 130. By studying history we can

129.

that means the same as 'inexhaustible'. (1) repeat mistakes

(1) aeons

(2) convolution

(3) perennial

(4) imponderable

The word 'untold' paragraph is

(1) a verb

(2) a noun

(3) an adjective

(4) an adverb

as used ln the second

(2) predict the future

(3) avoid mistakes

( 4) question tl;le authority

131. Which method of teaching history would the author of this passage support ?

(1) Applying historical events to modern society

(2) Using flash cards to remember specific facts

(3) Weekly quizzes on dates and events

( 4) Analyzing wars and their causes

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1 32. History is ~U abOlh l\

(1) memorizing mimes, · dates and places ' .

(2)

(3)

understanding international; affairs I r .1· ' .

{ I L ! ' studying- abotl~ a bro ~\d rang~ of human experience ' j i ' '

! ;

(4) I .;

maps, information arid detailed data i

133. History is not boriilg because t

(1) it covers bcith iwar and peace

(2) it studies human nature and culture

(3) it is full of historical events

(4) it is about the mistakes we make

134. What is the main idea of this passage ?

(1) Studying history helps us to learn from the past

(2) Studying history IS not just memorization

(3) The role of history is to help students deal with real life

(4) Students shoulrl study both national and international history

135. Pick out a word from the first paragraph that means the same as 'results'.

(1) benefits

(2) inferences

(3) forces

( 4) outcomes

Directions : Answer the following questions by selecting the most appropriate option.

136. The most important feature of an effective 1 language classroom is opportunity for learners to

( 1) interact

(2) evaluate

(3) imitate

(4) relax

i 137. Curriculum is an cducationa.l programme

which dods not state

(1) the educational purpose of a programme

(2) the content (material, etc.), teaching strategies and learning experiences

I

which will be necessary to achieve this pur~ose

(3) the means of evaluating whether these educational ends have been achieved or not

( 4) the lesson planning details of the topics

138. In learning a new language, multilingualism is

(1) an asset

(2) an interference

(3) a burden

( 4) a · methodology

139. Speaking skill can be best developed by enabling the learners to

(1) communicate in real-life situations

(2) listen to the model provided by the teacher

(3) avoid all errors while speaking

( 4) read challenging and difficult texts

140. Seating arrangement should be flexible in a language classroom because

(1) it reduces the responsibility of the teacher

(2) it helps the teacher in maintaining discipline

(3) it helps learners change their places frequently

(4) it facilitates pair work and group work

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141. l'rc-reuding tai;)u; arc muun~ f'or

(I l giving the meaning~ of dil'licult 'words ' .

and phrases

(2) introducing the main motivating the learners

146. Teaching gra111;mar is useful to improve I ' (1) fluency

(2) literacy

(3) numeracy •

(4) accuracy .

(3 ) i

explaining the grammatical items use9 . 147. A mixed ability group is heterogeneous in

in the reading text (1) gender and age

(4) sodal strata , I ' '

. I evaluating the reading skiJI 'of the (2)

learners (3) knowledge and skill

142. Learners acquire a language by i

(4) economic :status

(1 )

(2)

analysing the structure of the language 148. A good' test on rea'dl.ng comprehension will I

have questions studying the literature of that language

(3) learning about the culture of the speakers of that language

(4 ) using the language in a natural interactive environment

143. When a teacher asks her students to write a letter after having a group discussion, she is

(1) integrating different language skills

following a traditional method

likely to confuse the students

(2)

(3)

(4) adopting the Direct Method of language teaching

144. Picture comprehension is effective to promote

( 1) speaking skill

(2) listening skill

(3) literary skill

( 4) artistic . skill I

145. Comprehensive Evaluation refers to assessment of _

(1) academic subjects

(2) both scholastic and co-scholastic areas

(3) summative assessment tests

( 4) co-curricular activities

(1) that test the textual knowledge thoroughly

(2) that encourage learners to write answers without errors

(3) that test inference, interpretation and evaluation besides comprehension

( 4) that focus primarily on the structures and words used in the text

149. Teachers should not give corporal punishment to learners because

· {1) it is risky

(2) it creates stress and fear in learners

(3) it is only an emotional release for the teachers

(4) it makes parents very angry

150. All-round development of a child implies

(1) harmonious development of physical, emotional and mental · faculties

(2)' specialized training to make the learner a 'Jack of all Trades'

(3) following the natural stages of child development

( 4) providing vocational education for the learner to function in any work environment

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1

I

Candidates should answer questions from the following Part only if they have .. ·opted for HINDI as LANGUAGE -II.

Wa,1r~ Rl01iFC1f~t1 cqpr ~ >r.Rf ~ d"d\

m~~~· ~ rctcn~ tR.T ~ m ~ ·

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~ afu: fufc;fR C!iT *f¥::f ~ 'B fr WI ~ I

~Gffi~~~~fc{j~~faRT~~

Chl~Chl~~~~~I~Qll

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(3) ~ ~ .q ~ ~ ~ cnl ;ncr -B tft~?l

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-B ~-~ ~ ~ ~ ~ ~ i am: ~~~~% I~~~-~~~

~ ~~ ~ ~ ~ q;) ~-~ ~ m .q

WffiT ~

~~ctr q;fw% ~ F-HI,~ctl ~ C!iT ya.;r c:@~l(1 Cfldt i I 123. ------"'--· . I -~~, '( (1) '11fCRT3TI

~ ~ 7:ffi ~ m ~ ~ fCfi ~ ctT ~ <2> ~'Jl'ilf'"lctldl {iHI,~Cfl ~ q;) 6'l1f8 ~ ffi1J: ~ 'IR1f ~ ~ (3) fll1if-il<tldl

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3ilR ~ 311R ~ .q '%n wmt 3Th: 311H ~ (2) {~ CfiT ~ fu';irr

cn1 ~ ~ ~ or ow-C'!W ~ ~ C!iT ~ <3> ~ ~ Bif(f .q -B Rcti(1cti< -3ffiiT ~ - ~ m'U (4) ~

>rrfirn Ch1 ~ ~ q;) ~ m ~ -B 12s. ~ ctT <'"Hif'"l<tl ~ q;) ·~ ~ fuQ: ~ 6Rill ~~ ~ -B ~ ~ qyffi ~ (1) t.R CfiT "frT<T "ffTllR ~ ~ tn ~ ~ ~ ";flq, ' ~ ~~ fum;IT, ";fl1T a:rrR Cf<n-Cf<IT -;:@ ~ ?1 B ~ -B I

c2> 3ij44Pn ~ ~ ~ ~ ~ % (3) "frT<T '{GT-~ "ffTllR ~ tn ~ . (4) ~ ~ m CfiT ~q;:uf{q; ~ tn ~

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126. '3lillc1 ~ Tffi:rr C171R' CfiT 3121 ~ ( 1) ~ cnl ~~ ,~~ (2) ~ cn1 ~ Cl1T ~ ug;:rr (3) ~ -q ~ ~ ' it ~ cn1 ~ Cfi\riT

. (4) ~ it 6fft if ·~ .

127. '

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128. ~ ~ ~ CfiT __ ~ ~ m Wf ~ I (1) ~ (2) <l~q'il (3) ~ (4) mor

F.rzyr : -rmm cit ~ f.:IBR1Rsta m (Jr. "fl. 129 -f1 135) if m-~ fcrcnc;q ~I

~ 'llt ~ Cl1T ~ cn1 ~ cn1 ~ -~ ~ lffi'IT-filill m <:IT ~ - ~ ~ ~ ~ it m2l-~ 3l~ lf)(1 ('11 am f.Rmr 'llt ~

~ ~ ~ ~ m ~ tRG ~~ \ffi ~ ~-"IDI

~ q;'lft-qj'lffi ~ ~ enG ~ ~ tt ~ ~ ~ ~ ~ ~<~<1'11 ~ en\ ~ ~ fcti w:R~~wB~m~~iffl~~arnRT ~ {1-m~ ~iiffiR ctt~ ~ ~ ~ ~&~{1

129. ~ Cl1T <fiR-m ~ mrr.r Cfi"{ffl · ~ ?

130.

(1) ~ Cl1T ~ ~ ~ ~ ~ ~ (2) ~ Cl1T m ~ ~ tit ~ ~ (3) iffl ~ ~ ~ w ~ q;@ ~ m tW:r ~~~mm~~

(4) ~ Cl1T ~ ~ ~ Of.lTliT ~

~ ~ fcHr 1J&l ~ cn1 am; cn't ~ ~ ? (1) ~ ~ d"W ~ ~ ~ ~ (2) ~ cn1 ~ ~ ~ ~ fcti<:rT ~

(3) ~ ~ 3lfCf ~ ~ ~ CfiTll ~ c 4) mtt ~an Cl1T ~

mw ~ 1 ~ ~ ~ BCm1 ~ ~ rcn 3lTfuR ~ 131. ~. Cl1T ~ ~ ~ m ~ 'cpft' ~ ~ ~<FIT~~? ~cp;IT~~? ~ ~ ~ -m ~ ~ rcn ~ ClTC1T cnr ~ ~ cn1 !l;lllill3lf ?:IT ~'* lR ~ Cfll1

mw~ 1 ~Gffilit<fm-;r@~wr~~ :m~. ~~am~~~~ it 31T'l:ffi lR ~ WI { I

~~it~ 1llO Cl1T ~ ~ (~, "ffimt <:IT fin\~ it) it~~ miD { iffl ~ ~ ~ ~ I ~ 1ffi1 ~ \l!HilliU ~ -m it ~ Cl1) 132. t.1T - { I ~ it ~ 'l~H'lll£l ~ 'l1 t.1T -{? ~~WTCIT~fcfi~~GJR~ ~~; ~~~~~~;~~ it G~Tt ~ rn ~ Cl1T ~ Cfi8# ~ ~;

(1) ~ q1~l!~li ~ ~ -m ;jj'ffif ~ (2) ~ ";{ ~ ~ fB1J:. ~ 31T'l:ffi ~ ~~

(3) Cll'fcfi ~ ~ ~ 'llt 'cpft' · C~"TB ~ ~ ~

(4) ~ ~ ~ ~ ~ ~ Rmftr cn8 if ~ Cfi"{ffl ~

~ if ~ ~ fcti<:rT Tf<lT ~ fcti (1) ~ -mt ~ ~ ~ ~ ~ ~ (2) ~~~ ~~ (3) ~ ~-~ if ~ mm ~ (4) ~~~~~~

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( I ) 3ifllfl<1("11

(~) ~

( :1) ~3TI (4) l;f!TIIT3TI

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·~ ftwul' it ~ am: 'CiliT4Cfi 'iifll icti'i ~ ftiQ: f.l'"""lf~ful("j it -B ~-m rn'I:TCfl 4~~crof ~ ?

( 1) fufum t.Rt!m (2) :!&1 Wmtr cit ~ ~ -B ft;ng.rr

C3) ~ ~ "1R.CCi cnr ~ c 4) 1iffi cnr ' ~-~ fffisRT 134. '31TftR ~ ~ C!<lT ~ ~ ? J qrq:<t Chl

<rR ~ Chl ~ Cfi'Cflf-~ ~ ~ fu"&T ~ ill CfiCflf WIT . 139. uf1Rt ~ I~J col iliYICfl<'t ~ ~ I ~ ( 1) ~ ~ Cf<lT ~ ~ 31lfuR ? rnfuq;r ~ ~ it 3W1 CFIT ~. ? (2) ~ ~ ~ Cf<lT ~ 31lfuR ? (1) uf1Rt col B4~1~~ fCfi ~ ili41Cfl<1 ~~ (3) 31TftR ~ ~ ~ C!<lT ~ ? ~ ~ (4) 31TftR ~ ~ <FIT ~ ~ ? (2) ~ Cfia,lT col ~ fCfi ~ col ili41Cfl<1

135. '~ ~ it ~ ~ ~ I' CfiCflf it ~@ifcfl(i 'l:jl ~ \jf[(lT ~ - -~ cnr wWr ~ ~ s31T ~ ? (3) ~ ~ fCfi 31R ~ ~ cnr m

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f.{zyr : r:tt«1R1f&ct m ~ 3fT( # ~ ffrT!: 'fTiiW ~ ~~/

136. ~ ~ it m <=rrffi ~ (1) ~-m <h1 3ifllfl<1("11 <h1 3ffi: ~ w ~ (2) ~~Chl~~~~~ (3) -m1 ~ ~~ ~ >Jfu CficR ~ ~ ~

(4) ~~ fiTa3Cfi 41~ll~11 31Ift!: Chl 3ifllfl<1("113lf ~ 141.

~~ I

137. ~ '("1Gf ~ ~ afu: >MTCft ~ -B Bhsft ~ ~~

(1) ~ ~ f.:r<n1 ~ ~ ~· (2) ~-~ CficR ~ ~ ~ (3) ~-m <h1 ~ ~ ~ m (4) ~ cn1 ~-~ it m'I:TCfl--B-m'I:TCfl '4lif

CfiT ~ m

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~ if 'qfl!IT-~ Chl 8J4"("1T \i1 ~\il I ("1 Wft ~ I 31("1':

c 1) 'qfl!IT-fmToT cnr 'CfilCf ~ fCfi<:rr \3fRT ~

(2) 'qfl!IT-fmToT cnr 'CfilCf 'ER '41: m ~ ~ ~

(3) ~ ~ 8J4"("1T cnr ~ m ~ ~ ~ ~ ftrnTQ: ~ ~

(4) ~ cit wr-s: ~ ~· ~ ~ \3fRT ~

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p ( 62)

mm_ ~ ~ 6li{ # Cf>t.:r-m C!i2R" ~ ~ ? 142. "11'11 ctli~IC'11 146. f.11041r(.Ytr@ct # ~ "Cflt.:r-m ~ CflT 3'tf.:lc:u4?t: m<R "qQ.f fcnlrr \ilRT ~ ~ ? ( 1) 'ITr'IT ~ ~ m ~ ~ ~ m- m-&

~~

(2) 'ITr'IT ~ ~ ~ ~~ ~

(3) 'ITr'IT ~ ~ # ~ m ~-~ 4Q~~f ~

(1) ~

(2) ~2lf

(3) ~~

(4) ~

(4) 'l1fl!IT ~ l@" ~ ~ ~ # ~ ~ 147. ~. ~ m 4Q~~r ~ .

~-Cffij CfiT ~ ~

TTA-r -ri-m 'R ~ ~ f.:rllfoT ~ ~ 143. '110\1 Vl'(l

( 1) ~ cnl ~ ~ cnl <W<:rm CfiT ~imr~

(2) ~-~ ~ # am:!RT ~ ~ , (3) ~-~ ~ m ~ ~ ~ ~

~-~~#fcfllrr~~

(4) ~ cnl ~' Wl<l 0!1~ ~ ~ ~

144. 'ITr'IT cn1 ~-~ # ctlCflln(jl. C!iT m ~

(1) ~ cnT ~ ~ ~ (2) . ~ CfiT Rqfu- CfiBT ~

(3) 'l1l«1 <hl ~i~roCfl Fc1~1t~ctlan ~ ~ "QR n~Cfl@~

(4) ~ cnT 'Wfrn' ft:R9R ~ ¥.1' ~

145. ~ qit 31~1~\11 CfiT fcrcfirn <fiG ~ ~ ~ ~ ~

148.

149.

c 1) "qQ.f cn1 ~ am 31f.Jcrr<f w t (2) 3l~ cnT ~ # ~ 'Cfl«fT t (3) ~ ~an ~ m ~ ~ t (4) "qQ.f CfiT ~ ~ ~ ~

~ am ct1<il ffilql CfiT m CflBT

(1) Cll_ICfl{UI CfiT ~ ~~ ~

(2) ~ '~WIT-~ CfiT oo- ¥J~tqtuf ~ ~

(3) ~ ~ cnT ~ ~ ~

c 4) ~ 71U T.lliT ~ aTJw <:fiT trn:rr ~

'!Tr'IT-~ ~ ~ # "Cflt.:r-m qj~ Wt ':fit' ~ ?

. (1) 'IWIT-filzyrr # ~ ~ ~ ~ ~~~

c2) 'lWlT cn1 f.ll!4Gl•s: ~ "Cfll ~ Ol!fcfi{UT

~ ~ ~ m \ifRT \liT ~ ~

(3) ~ ~ ~ >rfu ~~ cnoR ~ ;fflY 3l1RRT ~

(4) -~ ~ ~ # ~ m f.r<:rm CfiT f.:rllfoT ~ ~ . .

(1) ~ cnT ~~ \iff.H ~ ~ ~ ~ 150. '1Tr'ff-fua.1ur CfiT f.lqfol'".fll'd ~ ~ Gffi1 'R Gffi ~ ~~~

(2) ~ C!iT m~ >rcflR cn1 fqr:p:J-mll1ft (1) ~ C!iT ~ f.rGp:J ~ ~ ~ ~cnu{~ (2) ~<tt~~~~~~ -

(3) ~ cnT ¥ lTfu ~ ~ ~ ~ -~ ~ fcfllrr ~ (3) ClliCfl<OI ~ f.r<:r>r · ~ m ~ 'llm-m

CfiT ~ 3lTm\ ~ (4) ~ cnT ~-~ ~ ~ ~ 1m! ~~ ( 4) ~ # OlJTt{f ~ ~ CfiT 6iClctlCfl'1

~ -~ ~ m m f.r<:r>r ~ ~ ~

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SPACE FOR 'ROUGH1 WORK . . . 'i .

,;i{tl) ~ ~; :fffe- Jf1n:;

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READ CAREFULLY THE FOLLOWING INSTRUCTIONS :

l. Out of the four alternatives for each question, only one circle for the correct answer is to be darkened completely with Blue/Black Ball Point Pen on Side-2 of the OMR Answer Sheet. The answer once marked is not liable to be changed.

2. The candidates should ensure that the Answer Sheet is not folded. Do not make any stray marks on the Answer Sheet. Do not write your Roll No. anywhere else except in the specified space in the Answer Sheet.

3. Handle the Test Booklet and Answer Sheet with care, as under no circumstances (except for discrepancy in Test Booklet Code or Number and Answer Sheet Code or Number), another set will be provided.

4. The candidates will write the corr.ect Test"Booklet Code and Number as given in the Test Booklet I Answer Sheet in the Attendance Sheet.

5. ' Candidates are not allowed to carry any textual material, printed or written, bits of papers, pager, mobile phone, electronic device or any other material except the Admit Card inside ·the examination halVroom.

6. Each candidate must show on demand his I her Admission Card to the Invigilator.

7. No candidate, without special permission of the Superintendent or Invigilator, should leave ,his I her seat.

8. The candidates should not leave the Examination Hall without handing over their Answer Sheet to the Invigilator on duty and sign the Attendance Sheet twice. Cases where a candidate has not signed the Attendance Sheet a second time will be deemed not to have handed over the Answer Sheet and dealt with as an unfair means case.

9. Use of Electronic I Manual Calculator is prohibited.

10. The candidates are governed by all Rules and Regulations of the Board with regard to their conduct in the Examination Hall. All cases of

1 unfair means will be dealt with as per Rules and Regulations of the Board.

11. ~o part of the Test Booklet and Answer Sheet shall be detached under any circumstances.

12. On completion of the test, the candidate must hand over the Answer Sheet to the Invigilator in the Room I Hall. The candidates are allowed to take away this Test Booklet with them.

f.t¥:1 f<'1 r&\1 f.IW ~ ~ -qf :

1. ~~~ffiQ:~~Tm:~ ~~~3"fll:~ ~ OMR am "CBf ~ "T5"-2 '1\ ~ "Q;Cii ~ cnT ~ ~ "Cl"W ~~~ -affi;r ~ t.:r ~ 'l1l: 1 ~ ifR am 3fclio ~~~~~;ffil\iff~~ I

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3. ~ ~ v:cf am "CBf q)T ~H'{ctCfi m cnt, -M ~ ~~ <~ • ~ v:ct am~~ ~?:IT~~ N7RrT q,l ~ C!iT ~) ~ ~ ~ ~ ;ffi1' Cfi"Ulfi ~ I

4. tffiaJT ~;am "CB~"~ ~~ • ~ ~q­"ff&rr C!iT ~ ~ ~ ~ ~-"CBI" il ~I

5. tffia3T~ ~ "CfUa3T ~~~ ~ m ~ ~ ~ M m Ch1 ~ W11!ft, ~ <rr ~ «1 fC1 R?.l\'1, Cfil71iil cfit ~. ~. ~ llif.l", ~Jl~lf'"ICfi 3\lCfitOT ?:IT 1%m 3P1 m cfit W11!ft C!iT "R ~ <rr ~ ~ cfit ~ ;ffi1' ~ I

6. ~ ~ '1\ ~ ~. ~ C!iT -3l'RT m-'lili ~I

7. ~ <rr ~ q,l ~ ~ % foRT ~ 11Uri -3l'RT~~~ I

8. ~ f.fAA C!iT :wRT am "CBr ~ foRT v:ct ~-~ ~ ¥ffi ~ ~ foRT ~ tffia3T ~ ;ffi1' ~ I * M tffian~ ~ ~ ifR ~-"CB~" 'R ~ -=®' ~m~llRT~~ ~am-q;f~~~ ~ ~~"@:Hq)T~l1RT~ I

9. ~Jl~IRCfi 1 ~«iillfl."lct qf{Cfi(.1Cfi q)T ~ ~ ~ 1

10. ·-~ ~ 31FRUT % ffiQ: ~"Gilt % ~ f.:r1l:IT 11,Ct ~~~~~~~%~ ·~Cfif ~ Gilt % f.:r1l:IT v:cf ~ % ~ m.rr I

11. M ~ ~ tffia.IT ~ 3!R am "CBr q)T cfiW 'lWT 3ffi1T . ~~~ I\

12. W8;ll ~ ~ tiT, wa;nv;if Cfi"a;t 1 ~ ~ l1 ~ ~ "Q;f Cfi"8;l-f.rtta;T"Cfi" «fiT ~ m ~ ., rm{(IT'if 31rR 'RTf/ "Pf rffl8;1T ~ lliT ~ iifT ~ t· I

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