PHP J GQ Hub

CTET 2023
Question Paper
paper i set E (english hindi)
This content is not created or owned by Info Edge (India) Limited

Main Test Booklet No.
_w»` narjm nwpñVH$m g§»`m This Booklet contains 64 printed pages.
MAK-23-II Main Test Booklet Code
_w»` narjm nwpñVH$m H$moS>
PAPER II / àíZ-nÌ II
E
Bg nwpñVH$m _| 64 _w{ÐV n¥ð> h¢ &
MAIN TEST BOOKLET / _w»` narjm nwpñVH$m
Do not open this Test Booklet until you are asked to do so.
Bg narjm nwpñVH$m H$mo V~ VH$ Z Imob| O~ VH$ H$hm Z OmE &
Read carefully the Instructions on the Back Cover of this Test Booklet.
Bg narjm nwpñVH$m Ho$ {nN>bo AmdaU na {XE JE {ZX}em| H$mo Ü`mZ go n‹T>| &
INSTRUCTIONS FOR CANDIDATES narjm{W©`m| Ho$ {bE {ZX}e
1. The OMR Answer Sheet is inside this Test Booklet. When 1. OMR CÎma nÌ Bg narjm nwpñVH$m Ho$ AÝXa aIm h¡ & O~ AmnH$mo
you are directed to open the Test Booklet, take out the narjm nwpñVH$m ImobZo H$mo H$hm OmE, Vmo CÎma nÌ {ZH$mb H$a n¥ð>-1 Ed§
Answer Sheet and fill in the particulars on Side-1 and
Side-2 carefully with blue / black ball point pen only. n¥ð>-2 na Ü`mZ go Ho$db Zrbo / H$mbo ~m°b nm°B§Q> noZ go {ddaU â| &
2. The test is of 2½ hours duration and consists of 2. narjm H$s Ad{Y 2½ K§Q>o h¡ Ed§ narjm _| 150 àíZ h¢ & H$moB©
150 questions. There is no negative marking. G$UmË_H$ A§H$Z Zht h¡ &
3. Use Blue / Black Ball Point Pen only for writing
particulars on this page / marking responses in the Answer
3. Bg n¥ð> na {ddaU A§{H$V H$aZo Ed§ CÎma nÌ na {ZemZ bJmZo Ho$ {bE
Sheet. Ho$db Zrbo / H$mbo ~m°b nm°B§Q> noZ H$m à`moJ H$a| &
4. The CODE for this Booklet is E. Make sure that the CODE 4. Bg nwpñVH$m H$m H$moS> E h¡ & `h gw{ZpíMV H$a b| {H$ Bg nwpñVH$m H$m
printed on Side-2 of the Answer Sheet is the same as that H$moS>, CÎma nÌ Ho$ n¥ð>-2 na N>no H$moS> go {_bVm h¡ & `h ^r gw{ZpíMV
on this Booklet. Also ensure that your Test Booklet No. and
Answer Sheet No. are the same. In case of discrepancy, the H$a b| {H$ narjm nwpñVH$m g§»`m Am¡a CÎma nÌ g§»`m {_bVo h¢ & AJa
candidate should immediately report the matter to the `h {^Þ hm| Vmo narjmWu Xÿgar narjm nwpñVH$m Am¡a CÎma nÌ boZo Ho$ {bE
Invigilator for replacement of both the Test Booklet and the {ZarjH$ H$mo VwaÝV AdJV H$amE± &
Answer Sheet.
5. This Test Booklet has five Parts, I, II, III, IV and V,
5. Bg narjm nwpñVH$m _| nm±M ^mJ I, II, III, IV Am¡a V h¢, {OZ_|
consisting of 150 Objective Type Questions and each carries 150 dñVw{Zð> àíZ h¢, VWm àËòH$ 1 A§H$ H$m h¡ :
1 mark : ^mJ I : ~mb {dH$mg d {ejmemñÌ (àíZ g§. 1 – 30)
Part I : Child Development and Pedagogy (Q. Nos. 1 – 30) ^mJ II : J{UV d {dkmZ (àíZ g§. 31 – 90)
Part II : Mathematics and Science (Q. Nos. 31 – 90) ^mJ III : gm‘m{OH$ AÜ¶¶Z / gm‘m{OH$ {dkmZ (àíZ g§. 31 –90)
Part III : Social Studies / Social Science (Q. Nos. 31 – 90) ^mJ IV : ^mfm I – (A§J«oµOr / {hÝXr) (àíZ g§. 91 – 120)
Part IV : Language I – (English/Hindi) (Q. Nos. 91 – 120) ^mJ V : ^mfm II – (A§J«oµOr / {hÝXr) (àíZ g§. 121 – 150)
Part V : Language II – (English/Hindi) (Q. Nos. 121 – 150)
6. Candidates have to do questions 31 to 90 EITHER from
6. narjm{W©¶m| H$mo àíZ 31 go 90 ¶m Vmo ^mJ II (J{UV d {dkmZ) ¶m
Part II (Mathematics and Science) OR from Part III (Social ^mJ III (gm‘m{OH$ AÜ¶¶Z/gm‘m{OH$ {dkmZ) go H$aZo h¢ O¡gm {H$
Studies / Social Science) as filled by the candidates in their narjm{W©`m| Zo AnZo Am°ZbmBZ AmdoXZ nÌ _| âm h¡ &
online application form.
7. Part IV contains 30 questions for Language I and Part V 7. ^mJ IV _| ^mfm I Ho$ {bE 30 àíZ Am¡a ^mJ V _| ^mfm II Ho$ {bE
contains 30 questions for Language II. In this Test Booklet, 30 àíZ {XE JE h¢ & Bg narjm nwpñVH$m _| Ho$db A§J«oµOr d {hÝXr ^mfm
only questions pertaining to English and Hindi language go gå~pÝYV àíZ {XE JE h¢ & `{X ^mfm I Am¡a/`m ^mfm II _| AmnHo$
have been given. In case the language(s) you have opted
for as Language I and/or Language II is a language Ûmam MwZr JB© ^mfm(E±) A§J«oµOr `m {hÝXr Ho$ Abmdm h¡/h¢, Vmo H¥$n`m
other than English or Hindi, please ask for a E H$moS> dmbr Cg ^mfm dmbr n[a{eï> (^mfm) narjm nwpñVH$m _m±J
Supplement (Language) Test Booklet of E Code that
contains questions on that language. The languages br{OE & {OZ ^mfmAm| Ho$ àíZm| Ho$ CÎma Amn Xo aho h¢ dh AmdoXZ nÌ
being answered must tally with the languages opted _| MwZr JB© ^mfmAm| go Adí` _ob ImZr Mm{hE & ^mfmAm| H$m
for in your Application Form. No change in languages
is allowed. n[adV©Z AZw_Ý` Zht h¡ &
8. Candidates are required to attempt questions in 8. narjmWu ^mfm II (^mJ V) Ho$ {bE, ^mfm gyMr go Eogr ^mfm MwZ|
Language II (Part V) in a language other than the one
chosen as Language I (Part IV) from the list of
Omo CZHo$ Ûmam ^mfm I (^mJ IV) _| MwZr JB© ^mfm go {^Þ hmo &
languages. 9. a\$ H$m`© narjm nwpñVH$m _| Bg à`moOZ Ho$ {bE Xr JB© Imbr OJh na hr
9. Rough work should be done only in the space provided in the H$a| &
Test Booklet for the same.
10. g^r CÎma Ho$db OMR CÎma nÌ na hr A§{H$V H$a| & AnZo CÎma
10. The answers are to be recorded on the OMR Answer Sheet
only. Mark your responses carefully. No whitener is allowed Ü`mZnyd©H$ A§{H$V H$a| & CÎma ~XbZo hoVw ídoV a§OH$ H$m à`moJ {Z{fÕ h¡ &
for changing answers. 11. `{X A§J«oµOr Am¡a {hÝXr g§ñH$aU Ho$ àíZm|/CÎmam| _| H$moB© {dg§J{V hmo, Vmo
11. In case of any discrepancy in the English and Hindi versions
of questions/answers, English version will be taken as final. A§J«oµOr g§ñH$aU A§{V_ _mZm OmEJm &
Name of the Candidate (in Capital Letters) : _________________________________________________________

narjmWu H$m Zm_ (~‹S>o Ajam| _|) :
Roll Number (AZwH«$_m§H$) : in figures (A§H$m| _|) _________________________________________________________
: in words (eãXm| _|) _________________________________________________________
Centre of Examination (in Capital Letters) : _________________________________________________________
narjm Ho$ÝÐ (~‹S>o Ajam| _|) :
Candidate’s Signature : _____________________ Invigilator’s Signature : ________________________________
narjmWu Ho$ hñVmja : {ZarjH$ Ho$ hñVmja :
Facsimile signature stamp of Centre Superintendent _________________________________________________
P-II/E (2)
PART I / ^mJ I
CHILD DEVELOPMENT AND PEDAGOGY / ~mb {dH$mg d {ejmemñÌ
Directions : Answer the following questions by {ZX}e : {ZåZ{b{IV àíZm| Ho$ CÎma XoZo Ho$ {bE ghr / g~go
selecting the correct/ most appropriate option. C{MV {dH$ën Mw{ZE &
1. Which of the following questions promotes 1. {ZåZ{b{IV ‘| go H$m¡Z-gm àíZ ~ƒm| Ho$
critical and creative thinking in children ? g‘mbmoMZmË‘H$ d aMZmË‘H$ qMVZ H$mo ~‹T>mdm XoVm h¡ ?
(1) Which can be the best way to save water (1) nmZr Ho$ ~Mmd Ho$ {bE g~go AÀN>m VarH$m
and why ? H$m¡Z-gm hmo gH$Vm h¡ Am¡a ³¶m| ?
(2) Where does water come from in your (2) AmnHo$ eha ‘| nmZr H$hm± go AmVm h¡ ?
city ? (3) AmnHo$ Xoe ‘| Hw$b {H$VZo amÁ¶ Am¡a {H$VZr
(3) How many states and how many capitals amOYm{Z`m± h¢ ?
are there in your country ? (4) AmnHo$ Xoe H$m Zm‘ d ‘mZ{MÌ na BgH$s
(4) What is the name of your country and its ^m¡Jmo{bH$ pñW{V ³¶m h¡ ?
geographical location on the map ? 2. g‘mbmoMZmË‘H$ qMVZ ‘| à‘mU H$s ³¶m ^y{‘H$m hmoVr
2. What is the role of evidence in critical h¡ ?
thinking ? (1) à‘mU H$m Vm{H©$H$ Am¡a gw{Z¶mo{OV ê$n go
(1) Evidence should be evaluated in a logical ‘yë¶m§H$Z {H$¶m OmZm Mm{hE &
and systematic way. (2) à‘mU H$mo {~Zm {díbofU Ho$ ñdrH$ma {H$¶m OmZm
(2) Evidence should be accepted without Mm{hE &
analysis. (3) g‘mbmoMZmË‘H$ qMVZ Ho$ {bE à‘mU Aàmg§{JH$
(3) Evidence is irrelevant to critical thinking. hmoVm h¡ &
(4) Evidence should be ignored in favour of (4) ì¶{º$JV am¶ Ho$ nj ‘| à‘mU H$s Cnojm H$s
personal opinion. OmZr Mm{hE &
3. What does inclusive education entail ? 3. g‘mdoer {ejm ‘| ³¶m em{‘b h¡ ?
(1) Standard curriculum for all learners (1) g^r {ejm{W©¶m| Ho$ {bE ‘mZH$ nmR>çM¶m©
(2) Segregation and categorisation of (2) {dÚm{W©`m| H$m CZH$s ¶mo½¶VmAm| Ho$ AmYma na
students on the basis of their abilities n¥WŠH$aU d dJuH$aU H$aZm
(3) Provisioning of only vocational education (3) {deof Amdí¶H$Vm dmbo {ejm{W©¶m| H$mo Ho$db
to learners with special needs ì¶mdgm{¶H$ {ejm H$m àmdYmZ
(4) Flexibility in the curriculum as a result of (4) ì¶{º$JV A§Vam| H$s nhMmZ Ho$ n[aUm‘ñdê$n
recognition of individual differences nmR>çM¶m© ‘| bMrbmnZ
4. निम्िनिनित कथिों को पऩिए तथा सही निकल्प का
4. Read the following statements and choose the चयि कीन ए :
correct option : A{^H$WZ (A) :
Assertion (A) : ~ƒm| ‘| g§kmZmË‘H$ {dH$mg na ^mfm Ho$ à^md na OrZ
Jean Piaget and Lev Vygotsky differ in their {n¶mµOo Am¡a bod dm¶JmoËñH$s Ho$ ÑpîQ>H$moU ‘| {^ÞVm
perspective on the influence of language on
cognitive development in children.
h¡ &
Reason (R) :
H$maU (R) :
In discovery learning, teacher provides ImoO A{YJ_ _|, {ejH$ Adga àXmZ H$aVm h¡ Am¡a
opportunities and students derive information {dÚmWu ñd`§ OmZH$mar àmßV H$aZo Ho$ {bE CÝ_wI hmoVo
for themselves. h¢ &
(1) (A) is true, but (R) is false. (1) (A) सही है, परन्तु (R) ग़ित है ।
(2) Both (A) and (R) are true, but (R) is not (2) (A) और (R) दोिों सही हैं, परन्तु (R), (A) की
the correct explanation of (A). सही व्याख्या नहीं है ।
(3) Both (A) and (R) are false. (3) (A) और (R) दोिों ग़ित हैं ।
(4) Both (A) and (R) are true and (R) is the (4) (A) और (R) दोिों सही हैं तथा (R), (A) की सही
correct explanation of (A). व्याख्या है ।
(3) P-II/E
5. Which of the following set correctly mentions 5. {ZåZ{b{IV ‘| go H$m¡Z-gm g‘yh CZ {d{eîQ>VmAm| H$m
the characteristics on which students who are ghr T>§J go C„oI H$aVm h¡ Omo à{V^membr {dÚm{W©¶m|
gifted typically differ from other students in Am¡a H$jm ‘| AÝ¶ {dÚm{W©¶m| Ho$ ~rM Am‘Vm¡a na {^Þ
the class ? hmoVo h¢ ?
A. Advanced depth of understanding A. g‘P H$s AJ«dVu JhZVm
B. Fast pace of learning
B. grIZo H$s VoµO J{V
C. Higher dependence on others for
understanding
C. g_P Ho$ {bE Xÿgam| na A{YH$ {Z^©aVm
D. emar[aH$ {dH$mg H$s VoµO J{V
D. Rapid physical development
Choose the correct option :
ghr {dH$ën H$m M`Z H$s{OE :
(1) A, B Am¡a C
(1) A, B and C
(2) B Am¡a C
(2) B and C
(3) B, C Am¡a D
(3) B, C and D
(4) A Am¡a B
(4) A and B
6. Which of the following statements is correct in 6. ldU ~m{YVm Ho$ g§X^© ‘| {ZåZ{b{IV ‘| go H$m¡Z-gm
the context of hearing impairment ? H$WZ ghr h¡ ?
(1) Hearing impairment can affect a child’s (1) ldU ~m{YVm ~ƒo Ho$ à^mdr T>§J go g§dmX H$aZo
ability to communicate effectively. H$s j‘Vm H$mo à^m{dV H$a gH$Vr h¡ &
(2) All children with hearing impairment (2) g^r ldU ~m{YVm dmbo ~ƒm| H$mo g§dmX H$aZo
need to use ‘sign language’ to Ho$ {bE ‘gm§Ho${VH$ ^mfm/gmBZ b¢½doO’ H$m
communicate. Cn¶moJ H$aZo H$s Amdí¶H$Vm hmoVr h¡ &
(3) Hearing impairment of a child can be (3) ~ƒo Ho$ nmg VoµO AmdmµO| H$aHo$ ~ÀMo H$s gwZZo
reliably tested by making loud noises
near the child. H$s Aj‘Vm (ldU ~m{YVm) H$m {dídgZr¶ Vm¡a
(4) Hearing impairment is always due to a
na narjU {H$¶m Om gH$Vm h¡ &
physical problem with the ear. (4) ldU ~m{YVm h‘oem H$mZ H$s {H$gr emar[aH$
g‘ñ¶m Ho$ H$maU hmoVr h¡ &
7. In the context of inclusion, curriculum
7. g‘mdoeZ Ho$ g§X^© ‘|, nmR>çM¶m© grIZo H$s AnojmE±
learning expectations are the same in ______ ,
_______ ‘| g‘mZ h¢, O~{H$ _______ ‘|, do {^Þ h¢ &
while in ________, they are different.
(1) g§dY©Z; J{VdÕ©Z
(1) enrichment; acceleration
(2) modification; accommodation (2) g§emoYZ; g_m`moOZ
(3) acceleration; enrichment (3) J{VdÕ©Z; g§dY©Z

(4) accommodation; modification (4) g_m`moOZ; g§emoYZ
8. g§aMZmdmXr {gÕm§VH$mam| Ho$ AZwgma, {ZåZ{b{IV ‘| go
8. According to constructivist theorists, which of
H$m¡Z-gm H$WZ ghr Zht hmoJm ?
the following statements would not be
correct ? (1) kmZ ì¶{º$naH$ h¡ &
(1) Knowledge is subjective. (2) {ejmWu AnZo gm‘m{OH$ Am¡a gm§ñH¥${VH$ g§X^©
(2) Learners construct knowledge in their ‘| kmZ H$s aMZm H$aVo h¢ &
social and cultural context.
(3) à^mdr A{YJ‘ gw{ZpíMV H$aZo Ho$ {bE
(3) Learners need to be extrinsically {ejm{W©¶m| H$mo ~mhar ê$n go ào[aV H$aZo H$s
motivated to ensure effective learning.
Amdí¶H$Vm h¡ &
(4) Knowledge is pluralistic and multiple.
(4) kmZ ~hþbdmXr Am¡a ~hþ{dY h¡ &
P-II/E (4)
9. Which of the following is an example of 9. {ZåZ{b{IV ‘| go H$m¡Z-gm Am§V[aH$ A{^àoaUm H$m
intrinsic motivation ?
CXmhaU h¡ ?
(1) Completing the project to impress the (1) {ejH$ H$mo à^m{dV H$aZo Ho$ {bE n[a¶moOZm H$mo
teacher
nyam H$aZm
(2) Playing a musical instrument for
personal enjoyment (2) ì¶{º$JV AmZ§X Ho$ {bE EH$ dmÚ ¶§Ì ~OmZm
(3) Studying to avoid being scolded (3) S>m±Q> go ~MZo Ho$ {bE n‹T>mB© H$aZm
(4) Participating in a competition for the (4) nwañH$ma am{e Ho$ {bE EH$ à{V¶mo{JVm ‘| ^mJ
prize money boZm
10. Read the following statements and choose the
correct option :
चयि कीन ए :
Assertion (A) : A{^H$WZ (A) :
Teachers should work hard to break down {ejH$m| H$mo {dÚm{W©`m| ‘| {deof OmVr¶ g‘yhm| Ho$ ~mao
students’ stereotypes of particular ethnic ‘| ê${‹T>dm{XVm H$mo Vmo‹S>Zo Ho$ {bE H$‹S>r ‘ohZV H$aZr
groups. Mm{hE &
Reason (R) :
H$maU (R) :
A key educational objective is to enable
students to engage in critical self-reflection. {ejm H$m EH$ à_wI CÔoí` {dÚm{W©`m| H$mo
(1) (A) is true, but (R) is false.
g_mbmoMZmË_H$ AmË_-qMVZ Ho$ {bE àmoËgm{hV H$aZm
(2) Both (A) and (R) are true, but (R) is not
h¡ &
the correct explanation of (A). (1) (A) सही है, परन्तु (R) ग़ित है ।
(3) Both (A) and (R) are false. (2) (A) और (R) दोिों सही हैं, परन्तु (R), (A) की
(4) Both (A) and (R) are true and (R) is the सही व्याख्या नहीं है ।
correct explanation of (A). (3) (A) और (R) दोिों ग़ित हैं ।
(4) (A) और (R) दोिों सही हैं तथा (R), (A) की सही
11. What is the difference between mastery goals व्याख्या है ।
and performance goals ?
(1) Mastery goals are focused on avoiding 11. ‘hmaV ({ZnwUVm) bú¶ Am¡a àXe©Z bú¶ ‘| ³¶m A§Va
failure, while performance goals are h¡ ?
focused on gaining approval and
(1) ‘hmaV bú¶ {d’$bVm go ~MZo na H|${ÐV hmoVo h¢,
recognition from others.
O~{H$ àXe©Z bú¶ Xÿgam| go AZw‘moXZ Am¡a
(2) Mastery goals are focused on improving
one’s own skills and understanding of a
‘mÝ¶Vm àmßV H$aZo na H|${ÐV hmoVo h¢ &
task, while performance goals are focused (2) ‘hmaV bú¶ AnZo H$m¡eb Am¡a H$m¶© H$s g‘P
on achieving a high grade or receiving _| gwYma H$aZo na H|${ÐV hmoVo h¢, O~{H$ àXe©Z
external rewards. bú¶ Cƒ J«oS> àmßV H$aZo ¶m ~mhar nwañH$ma
(3) Mastery goals are focused on gaining àmßV H$aZo na H|${ÐV hmoVo h¢ &
approval from others, while performance (3) ‘hmaV bú¶ Xÿgam| go AZw‘moXZ àmßV H$aZo na
goals are focused on avoiding failure. H|${ÐV hmoVo h¢, O~{H$ àXe©Z bú¶ {d’$bVm go
(4) Mastery goals are focused on achieving a ~MZo na H|${ÐV hmoVo h¢ &
certain level of performance for (4) ‘hmaV bú¶ ‘| Xÿgam| Ho$ gmW à{VñnYm© H$aZo Ho$
competing with others, while {bE EH$ {ZpíMV ñVa Ho$ àXe©Z H$mo àmßV H$aZo
performance goals are focused on
improving one’s own skills and
na Ü¶mZ H|${ÐV {H$¶m OmVm h¡, O~{H$ àXe©Z
understanding of a task. bú¶ ‘| IwX Ho$ H$m¡eb Am¡a H$m¶© H$s g‘P ‘|
gwYma H$aZo na Ü¶mZ H|${ÐV {H$¶m OmVm h¡ &
(5) P-II/E
12. Sibling relationships : 12. ^mB©-~hZ Ho$ [aíVo/[aíVm| :
(1) are different than relationships with (1) ‘mVm-{nVm Am¡a gm{W¶m| Ho$ gmW g§~§Ym| go {^Þ
parents and peers and play an important hmoVo h¢ Am¡a ~më`mdñWm ‘| g‘mOrH$aU ‘|
role in socialization throughout ‘hÎdnyU© ^y{‘H$m {Z^mVo h¢ &
childhood. (2) ‘mVm-{nVm Am¡a gm{W¶m| Ho$ gmW g§~Y
§ m| Ho$ g‘mZ
(2) are similar to relationships with parents h¢ Am¡a ~më`mdñWm ‘| g‘mOrH$aU ‘| ‘hÎdnyU©
and peers and play an important role in ^y{‘H$m {Z^mVo h¢ &
socialization throughout childhood. (3) Ho$db àma§{^H$ ~më`mdñWm ‘| hr ‘hÎdnyU©
(3) play an important role only during early ^y{‘H$m {Z^mVo h¢ &
childhood. (4) H$s g‘mOrH$aU ‘| A{YH$ ^y{‘H$m Zht h¡ &
(4) do not have much role in socialization.
13. Read the following statements and choose the 13. निम्िनिनित कथिों को पऩिए तथा सही निकल्प का
correct option : चयि कीन ए :
Considerable variations exist in
~ƒm| Ho$ ~rM {dH$mgmË‘H$ Xam| ‘| H$m’$s {^ÞVmE± ‘m¡OyX
developmental rates among children.
hmoVr h¢ &
Reason (R) :
Developmental differences are an inevitable
H$maU (R) :
result of complex interaction of genetic and
{dH$mgmË‘H$ A§Va, AmZwd§{eH$ Am¡a AZw^dmË‘H$
experiential variations. {d{dYVmAm| H$s O{Q>b A§V:{H«$¶m H$m EH$ A{Zdm¶©
n[aUm‘ h¢ &
(1) (A) सही है, परन्तु (R) ग़ित है ।
the correct explanation of (A). (2) (A) और (R) दोिों सही हैं, परन्तु (R), (A) की
(3) Both (A) and (R) are false.
सही व्याख्या नहीं है ।
(3) (A) और (R) दोिों ग़ित हैं ।
(4) Both (A) and (R) are true and (R) is the
correct explanation of (A). (4) (A) और (R) दोिों सही हैं तथा (R), (A) की सही
व्याख्या है ।
14. Which principle of development is illustrated
in the following statement ?
“Children who are deprived of a conducive
14. {ZåZ{b{IV H$WZ ‘| {dH$mg Ho$ {H$g {gÕm§V H$mo
environment for learning language in their
Xem©¶m J¶m h¡ ?
early years have some difficulty in picking “Omo ~ƒo AnZo ewéAmVr dfm] ‘| ^mfm grIZo Ho$ {bE
language later in life.” AZwHy$b dmVmdaU go d§{MV ahVo h¢, CÝh| ~mX Ho$ OrdZ
(1) Development of language is totally ‘| ^mfm MwZZo ‘| Wmo‹S>r H${R>ZmB© hmoVr h¡ &”
dependent on genetics.
(1) ^mfm H$m {dH$mg nyar Vah AmZwd§{eH$s na {Z^©a
(2) Language and cognition are complexly h¡ &
interrelated.
(2) ^mfm Am¡a AZw^y{V O{Q>b ê$n go nañna g§~§{YV
(3) Development is disorderly and
h¢ &
unpredictable.
(3) {dH$mg Aì¶dpñWV Am¡a AàË¶m{eV hmoVm h¡ &
(4) There is a sensitive period of language
development. (4) ^mfm Ho$ {dH$mg H$m EH$ g§doXZerb H$mb h¡ &
P-II/E (6)
15. Students struggling with ‘dyslexia’ can be 15. dh {dÚmWu Omo ‘nR>Z-d¡H$ë¶’ go OyP aho h¢, H$mo n‹T>Zm
taught to read : {gIm¶m Om gH$Vm h¡ :
(1) by encouraging them to study in multiple (1) CÝh| H$B© {dH$f©Um| ‘| AÜ¶¶Z H$aZo Ho$ {bE
distractions.
àmoËgm{hV H$aHo$ &
(2) by providing higher grade level reading
(2) Cƒ J«oS> ñVa Ho$ nR>Z J«§W àXmZ H$aHo$ &
texts.
(3) gwYmamË‘H$ nR>Z gw{ZpíMV H$aZo Ho$ {bE g™V
(3) through use of strict punishment to
ensure corrective reading. X§S> Ho$ Cn¶moJ Ho$ ‘mÜ¶‘ go &
(4) through systemic phonological training. (4) àUmbrJV ÜdÝ¶mË‘H$ à{ejU Ho$ ‘mÜ¶‘ go &
16. ‘~moY-AmYm[aV {ejU’ H$m A§V{Z©{hV {gÕm§V ¶h

16. The underlying principle of
‘understanding-based teaching’ is the belief
{dídmg h¡ {H$ :
that : (1) {ejm{W©¶m| H$s j‘VmE± Am¡a Amdí¶H$VmE± {d{dY
(1) learners’ abilities and needs are diverse h¢ {OÝh| ‘mZH$ {ZX}em| na Ü¶mZ H|${ÐV {H$E {~Zm
which cannot be catered to without nyam Zht {H$¶m Om gH$Vm h¡ &
focusing on standard instructions.
(2) {ejmWu {ZpîH«$¶ àmßVH$Vm© h¢ Am¡a {ejH$ Ho$
(2) learners are passive recipients and the nmg ‘ghr’ kmZ h¡ &
teacher has the ‘right’ knowledge.
(3) Eogm H$aZo Ho$ {bE EH$ gw{dYmOZH$ dmVmdaU
(3) learners can construct knowledge when àXmZ {H$E OmZo na {ejmWu kmZ H$m {Z‘m©U H$a
provided with a facilitative environment
to do so.
gH$Vo h¢ &
(4) {ejmWu H$‘ OmZVo h¢ Am¡a {ejU ‘| {dÚm{W©`m|
(4) learners know little and teaching involves
transmission of facts to students. Ho$ {bE VÏ¶m| H$m àgmaU em{‘b h¡ &
17. O{Q>b g‘ñ¶mAm| go OyP aho A‘Z Ho$ g‘ñ¶m-g‘mYmZ
17. How can a teacher help Aman who is H$m¡eb {dH${gV H$aZo ‘| EH$ {ejH$ {H$g àH$ma ‘XX
struggling with complex problems develop
problem-solving skills ?
H$a gH$Vm h¡ ?
(1) Cgo ‘§WZ H$aZo Am¡a {dMma CËnÞ H$aZo Ho$ {bE
(1) Encourage him to brainstorm and
generate ideas àmoËgm{hV H$aHo$
(2) Cggo H$hH$a {H$ dh g‘ñ¶m H$mo gwbPmZm N>mo‹S>
(2) Tell him to give up on the problem
Xo
(3) Discourage him from experimenting and
taking risks (3) Cgo à¶moJ H$aZo Am¡a Omo{I‘ boZo go hVmoËgm{hV
H$aHo$
(4) Provide him with the answers
(4) Cgo CÎma àXmZ H$aHo$
18. A conducive classroom environment for
learning in middle classes centres around
_________. 18. ‘mÜ¶{‘H$ H$jmAm| ‘| A{YJ‘ Ho$ {bE EH$ AZwHy$b
(1) fear of punishment and embarrassment
H$jm H$m dmVmdaU __________ na H|${ÐV hmoVm h¡ &
(1) gµOm Am¡a e{‘ªXJr Ho$ S>a
(2) co-operative learning
(2) ghH$mar A{YJ_
(3) competitive ethos
(3) à{VñnYu bmoH$mMma
(4) conditioning and reinforcement
(4) AZw~§YZ Am¡a nwZ~©bZ
(7) P-II/E
19. Lev Vygotsky believed that development : 19. bod dm¶JmoËñH$s H$m ‘mZZm Wm {H$ {dH$mg :
(1) is discontinuous in nature. (1) àH¥${V ‘| Ag§VV h¡ &
(2) is an unfolding of genetic programming. (2) AmZwd§{eH$ àmoJ«mq‘J H$m Iwbmgm h¡ &
(3) results directly from maturation. (3) grYo n[anŠdVm Ho$ n[aUm‘ go hmoVm h¡ &
(4) results directly from social interaction. (4) grYo gm‘m{OH$ g§nH©$ Ho$ n[aUm‘ go hmoVm h¡ &
20. {n¶mµOo Ho$ AZwgma, JwUmË‘H$ ê$n go Mma {d{^Þ
20. According to Piaget, the four qualitatively AdñWmE± :
different stages : (1) Xþ{Z¶m H$s {d{^Þ g§ñH¥${V¶m| ‘| ì¶mnH$ ê$n go
(1) vary vastly across the various cultures in {^Þ hmoVr h¢ &
the world.
(2) CXmhaU XoH$a g_PmVr h¢ {H$ ~ƒm| H$m ‘Z bKw
(2) illustrate that children’s minds are d¶ñH$ ‘Z hmoVm h¡ &
miniature adult minds.
(3) ~ƒm| Ho$ OoZo{Q>H$ H$moS> na {Z^©a hmoVr h¢ &
(3) are dependent upon the genetic codes of
(4) ~ƒm| Ho$ {dH$mg Ho$ gmd©^m¡{‘H$ n¡Q>Zm] H$m
the children.
à{V{Z{YËd H$aVr h¢ &
(4) represent universal patterns of
development of children.
21. {ZåZ{b{IV ‘| go H$m¡Z-gr {n¶mµOo Ho$ g§kmZmË‘H$
21. Which of the following is a limitation of
{dH$mg Ho$ {gÕm§V H$s gr_m h¡ ?
Piaget’s theory of cognitive development ? (1) dh g§kmZmË‘H$ {dH$mg ‘| ^mfm H$s ^y{‘H$m na
(1) It overemphasizes the role of language in AË¶{YH$ ~b XoVm h¡ &
cognitive development. (2) dh g§kmZmË‘H$ {dH$mg ‘| ì¶{º$JV {^ÞVmAm|
(2) It does not account for individual H$mo Ü¶mZ ‘| Zht aIVm h¡ &
differences in cognitive development. (3) dh g§kmZmË‘H$ {dH$mg ‘| O¡{dH$ H$maH$m| H$s
(3) It does not account for the role of ^y{‘H$m H$mo Ü¶mZ ‘| Zht aIVm h¡ &
biological factors in cognitive (4) dh g§kmZmË‘H$ {dH$mg na g§ñH¥${V Am¡a
development.
gm‘m{OH$ H$maH$m| Ho$ à^md H$mo Ü¶mZ ‘| Zht
(4) It does not account for the influence of aIVm h¡ &
culture and social factors on cognitive
development.
चयि कीन ए :
22. Read the following statements and choose the A{^H$WZ (A) :
correct option : àËòH$ df© bVm, Omo {H$ H$jm VII H$s {e{jH$m h¡,
Assertion (A) : CZHo$ joÌm| _| H¡$[a¶a na MMm© H$aZo Ho$ {bE EH$ ‘{hbm
Every year Lata, a Class VII teacher invites a J{UV àmoµ\o$ga Am¡a EH$ nwéf Zg© H$mo AnZr H$jm ‘|
female maths professor and a male nurse to
her class to discuss careers in these fields.
Am‘§{ÌV H$aVr h¡ &
Reason (R) : H$maU (R) :
Gender differences are innate and not b¢{JH$ (O|S>a) A§Va OÝ‘OmV h¢ Am¡a g‘mO Ho$ ‘mÜ¶‘
acquired through society. go A{YJ«{hV Zht h¢ &
(1) (A) is true, but (R) is false. (1) (A) सही है, परन्तु (R) ग़ित है ।
(2) Both (A) and (R) are true, but (R) is not (2) (A) और (R) दोिों सही हैं, परन्तु (R), (A) की
the correct explanation of (A). सही व्याख्या नहीं है ।
(3) Both (A) and (R) are false. (3) (A) और (R) दोिों ग़ित हैं ।
(4) Both (A) and (R) are true and (R) is the (4) (A) और (R) दोिों सही हैं तथा (R), (A) की सही
correct explanation of (A). व्याख्या है ।
P-II/E (8)
23. In a progressive classroom, the students : 23. EH$ àJ{Verb H$jm ‘|, {dÚmWu :
A. do not ask many questions. A. A{YH$ àíZ Zht nyN>Vo h¢ &
B. ask questions to the teacher. B. {ejH$ go àíZ nyN>Vo h¢ &
C. ask questions to each other. C. EH$-Xÿgao go àíZ nyN>Vo h¢ &
D. ask themselves questions. D. ñd¶§ go àíZ nyN>Vo h¢ &
Choose the correct option : ghr {dH$ën H$m M`Z H$s{OE :
(1) B and D (1) B Am¡a D
(2) B and C (2) B Am¡a C
(3) B, C and D (3) B, C Am¡a D
(4) A (4) A
24. Expectations associated with being male or

24. nwq„J ¶m ñÌrqbJ hmoZo go Ow‹S>r AnojmAm| H$mo
female are referred to as __________ and these ________ H$hm OmVm h¡ Am¡a BÝh| __________ grIm
are learned ___________ . OmVm h¡ &
(1) gender roles; throughout childhood and (1) O|S>a ^y{‘H$mE±; ~më¶mdñWm H$s g^r
into adulthood AdñWmAm| go boH$a d¶ñH$Vm ‘| ^r
(2) gender constancy; initially during (2) O|S>a pñWaVm; àma§^ ‘| {H$emoamdñWm Ho$ Xm¡amZ
adolescence (3) O|S>a ê${‹T>dm{XVm; Ho$db ‘Ü¶ ~më¶mdñWm Ho$
(3) gender stereotypes; only during middle Xm¡amZ
childhood (4) O|S>a nydm©J«h; ‘w»¶ ê$n go àma§{^H$ ~më¶mdñWm
(4) gender bias; mainly during early Ho$ Xm¡amZ
childhood 25. ~w{Õ Ho$ g§X^© ‘| {ZåZ{b{IV ‘| go H$m¡Z-gm ÑpîQ>H$moU
25. Which of the following views about {ejm{W©¶m| Ho$ ~rM {d{dYVm Ho$ gå‘mZnyU© {dMma H$m
intelligence supports the respectful g‘W©Z H$aVm h¡ ?
consideration of diversity among learners ? (1) ~w{Õ dmVmdaUr¶ H$maH$m| go à^m{dV Zht hmoVr
(1) Intelligence is not influenced by h¡ &
environmental factors.
(2) ~w{Õ AmZwd§{eH$ H$maH$m| go à^m{dV Zht hmoVr
(2) Intelligence is not influenced by genetic
factors. h¡ &
(3) IQ tests are the only measure of (3) ~w{Õ H$mo ‘mnZo Ho$ {bE ~w{Õ-bpãY narjU hr
intelligence. EH$‘mÌ gmYZ h¢ &
(4) Intelligence is multidimensional and can (4) ~w{Õ ~hþAm¶m‘r h¡ Am¡a g‘¶ Ho$ gmW ~Xb
change over time. gH$Vr h¡ &
26. Who among the following critiqued the concept 26. {ZåZ{b{IV ‘| go {H$gZo ‘gm‘mÝ¶’ ~w{Õ H$s AdYmaUm
of ‘general’ intelligence and proposed an H$s AmbmoMZm H$s Am¡a ~w{Õ H$m EH$ d¡H$pënH$ {gÕm§V
alternative theory of intelligence ? àñVm{dV {H$¶m ?
(1) Jean Piaget (1) OrZ {n¶mµOo
(2) Howard Gardner (2) hm°dS>© JmS>©Za
(3) Lev Vygotsky (3) bod dm¶JmoËñH$s
(4) Charles Spearman (4) Mmëg© ñnr¶a‘¡Z
27. Lawrence Kohlberg’s theory has been 27. bm°a|g H$moh²b~J© Ho$ {gÕm§V H$s AmbmoMZm H¡$ab
critiqued by Carol Gilligan for : {J{bJZ Ûmam :
(1) ignoring gender differences in moral (1) Z¡{VH$ VH©$ ‘| b¢{JH$ {^ÞVmAm| H$s Cnojm H$aZo
reasoning. Ho$ {bE H$s JB© h¡ &
(2) not applying quantitative methods of
(2) {díbofU Ho$ ‘mÌmË‘H$ VarH$m| H$mo bmJy Zht H$aZo
analysis.
(3) presenting a stage-theory of moral
Ho$ {bE H$s JB© h¡ &
(3) Z¡{VH$ {dH$mg H$m EH$ MaU-{gÕm§V àñVwV H$aZo
development.
(4) collecting data by means of real-life
Ho$ {bE H$s JB© h¡ &
(4) dmñV{dH$-OrdZ H$s pñW{V¶m| Ho$ ‘mÜ¶‘ go VÏ¶m|
situations.
H$mo EH$Ì H$aZo Ho$ {bE H$s JB© h¡ &
(9) P-II/E
28. A teacher wants to help her students develop 28. EH$ {e{jH$m AnZo {dÚm{W©`m| H$mo A{Yg§kmZmË‘H$
metacognitive skills. Which of the following H$m¡eb {dH${gV H$aZo ‘| ‘XX H$aZm MmhVr h¡ &
strategies would be most effective ? {ZåZ{b{IV ‘| go H$m¡Z-gr aUZr{V g~go à^mdr hmoJr ?
(1) Providing frequent grades and feedback (1) {dÚm{W©`m| H$mo A{^ào[aV H$aZo Ho$ {bE bJmVma
to motivate students J«oS> Am¡a à{VnwpîQ> àXmZ H$aZm
(2) Encouraging students to reflect on their (2) {dÚm{W©¶m| H$mo àmoËgm{hV H$aZm {H$ do ñd¶§ AnZo
own learning and evaluate their progress
A{YJ‘ na qMVZ H$a| Am¡a AnZr àJ{V H$m
(3) Assigning texts to students to memorize
‘yë¶m§H$Z H$a|
and encouraging them to repeat
information from the textbook (3) {dÚm{W©`m| H$mo `mX H$aZo Ho$ {bE nmR> gm¢nZm
(4) Providing students with detailed and

Am¡a CÝh| nmR>çnwñVH$ go OmZH$mar XmohamZo Ho$
prescriptive instructions for all learning {bE àmoËgm{hV H$aZm
tasks (4) {dÚm{W©`m| H$mo g^r grIZo Ho$ H$m¶m] Ho$ {bE
{dñV¥V Am¡a {ZX}emË‘H$ {ZX}e àXmZ H$aZm
29. Read the following statements and choose the 29. निम्िनिनित कथिों को पऩिए तथा सही निकल्प का
correct option : चयि कीन ए :
Assertion (A) :
A{^H$WZ (A) :
Teachers should ask students to identify their
{ejH$m| H$mo g§H$ënZm H$mo ‘µO~yV H$aZo Ho$ {bE
own examples and non-examples of the
{dÚm{W©`m| H$mo AnZo ñd¶§ Ho$ g§H$ënZm Ho$ CXmhaUm| Am¡a
concept for strengthening the concept.
µJ¡a-CXmhaUm| H$s nhMmZ H$aZo Ho$ {bE H$hZm Mm{hE &
Reason (R) :
H$maU (R) :
Thinking of examples leads to strengthening
CXmhaUm| Ho$ ~mao ‘| gmoMZo go g§H$ënZm H$mo ‘µO~yV
of the concept while non-examples tend to
{H$¶m OmVm h¡ O~{H$ µJ¡a-CXmhaU {dÚm{W©`m| H$mo ^«{‘V
confuse the students.
H$aVo h¢ &
(1) (A) सही है, परन्तु (R) ग़ित है ।
the correct explanation of (A).
(2) (A) और (R) दोिों सही हैं, परन्तु (R), (A) की
सही व्याख्या नहीं है ।
(3) Both (A) and (R) are false.
(3) (A) और (R) दोिों ग़ित हैं ।
(4) (A) और (R) दोिों सही हैं तथा (R), (A) की सही
correct explanation of (A).
व्याख्या है ।
30 General principles of learning suggest that 30. A{YJ‘ Ho$ gm‘mÝ¶ {gÕm§V ~VmVo h¢ {H$ {dÚmWu ~ohVa
students learn better if a teacher : ê$n go grIVo h¢ ¶{X {ejH$ :
(1) first introduces the concept in its (1) nhbo AdYmaUm H$mo CgHo$ àVrH$mË‘H$ ê$n ‘|
symbolic form and then moves to its àñVwV H$a| Am¡a {’$a CgHo$ ^m¡{VH$ ê$n na
physical form. AmE± &
(2) first discusses what is not known to the (2) nhbo Cg na MMm© H$a| {OgHo$ ~mao ‘| {dÚmWu
student and then comes to what the H$mo Zht nVm h¡ Am¡a {’$a Cg na AmE± Omo
student already knows. {dÚmWu nhbo go OmZVo h¢ &
(3) first introduces the concept overall and (3) nhbo AdYmaUm H$m g§nyU© ê$n go n[aM¶ X| Am¡a
then moves on to the intricacies of it. {’$a CgH$s ~mar{H$¶m| na AmE± &
(4) first discusses the concepts in terms of (4) nhbo VH©$ Am¡a H$maU Ho$ g§X^© ‘| AdYmaUmAm|
logic and reason and then grants na MMm© H$a| Am¡a {’$a {dMmam| H$mo gË¶m{nV H$aZo
opportunity to verify the ideas.
H$m Adga X| &
P-II/E ( 10 )
Candidates have to do questions 31 to 90 narjm{W©`m| H$mo àíZ 31 go 90 `m Vmo ^mJ II (J{UV d
EITHER from Part II (Mathematics and
Science) OR from Part III (Social Studies/
{dkmZ) `m ^mJ III (gm_m{OH$ AÜ``Z / gm_m{OH$
Social Science). {dkmZ) go H$aZo h¢ &
PART II / ^mJ II
MATHEMATICS AND SCIENCE / J{UV d {dkmZ
Directions : Answer the following questions by {ZX}e : {ZåZ{b{IV àíZm| Ho$ CÎma XoZo Ho$ {bE ghr& g~go
selecting the correct/most appropriate option. Cn`wº$ {dH$ën Mw{ZE &
31. A teacher in her class discusses various
examples from daily life situations like a
31. EH$ {e{jH$m AnZr H$jm ‘| X¡{ZH$ OrdZ H$s
railway line crossing several other lines, a n[apñW{V¶m| ‘| go {d{^Þ CXmhaUm| H$s MMm© H$aVr h¡,
road crossing two or more roads, alphabets O¡go H$B© AÝ¶ nQ>[a¶m| H$mo nma H$aVr hþE EH$ aob nQ>ar,
like ‘H’, ‘Z’, etc. Xmo AWdm A{YH$ g‹S>H$m| H$mo nma H$aVr hþB© EH$ g‹S>H$,
Which of the following concept(s) can be A§J«oµOr dU©‘mbm O¡go ‘H’, ‘Z’, BË¶m{X &
introduced through these examples ?
{ZåZ{b{IV ‘| go {H$g/{H$Z AdYmaUm/AdYmaUmAm|
A. Line segment
H$m n[aM¶ BZ CXmhaUm| Ûmam {X¶m Om gH$Vm h¡ ?
B. Transversal A. aoImI§S>
C. Parallel lines B. {V¶©H$ N>oXr aoIm
D. Right angles C. g_m§Va aoImE±
Choose the correct option : D. g‘H$moU
(1) B and C ghr {dH$ën H$m M`Z H$s{OE :

(2) Only A (1) B Am¡a C
(3) A and D (2) Ho$db A
(4) Only B (3) A Am¡a D
(4) Ho$db B
32. Which among the following is the most
appropriate way to teach mathematics ? 32. {ZåZ{b{IV ‘| go H$m¡Z-gm J{UV {ejU H$m gdm©{YH$
(1) Find the gaps in learning and address Cn¶wº$ VarH$m h¡ ?
them only (1) A{YJ‘ ‘| ah JB© H${‘¶m| H$mo kmV H$a Ho$db
(2) Find the low performers and make them CÝh| hr g§~mo{YV H$aZm
sit in the front row of the class (2) Aën àXe©Z H$aZo dmbm| H$s nhMmZ H$a CÝh|
(3) Teach every student with the same H$jm H$s A{J«‘ n§{º$ ‘| ~¡R>mZm
approach (3) EH$ O¡go CnmJ‘ Ûmam àË¶oH$ {dÚmWu H$mo n‹T>mZm
(4) Motivate the learners to develop their (4) A{YJ‘H$Vm©Am| H$mo CZH$s {dÚ‘mZ j‘VmAm| H$mo
existing capabilities {dH${gV H$aZo Ho$ {bE àmoËgm{hV H$aZm
SPACE FOR ROUGH WORK / aµ\$ H$m`© Ho$ {bE OJh
( 11 ) P-II/E
33. Which of the following is true for Continuous 33. {Za§Va Am¡a ì¶mnH$ ‘yë¶m§H$Z (CCE) Ho$ {bE
and Comprehensive Evaluation (CCE) ? {ZåZ{b{IV ‘| go ³¶m ghr h¡ ?
(1) In CCE, assessment process includes (1) {Za§Va Am¡a ì¶mnH$ ‘yë¶m§H$Z ‘|, AmH$bZ à{H«$¶m
assessment of previous knowledge, ‘| nyd© kmZ, g‘PZo Ho$ ñVa Am¡a A{YJ‘ à{H«$¶m
understanding level and learning process. H$m AmH$bZ gpå‘{bV hmoZm Mm{hE &
(2) For CCE, teachers feel that each one of (2) {Za§Va Am¡a ì¶mnH$ ‘yë¶m§H$Z Ho$ {bE, {ejH$
them has to give some home assignment ‘hgyg H$aVo h¢ {H$ CZ‘| go ha EH$ H$mo ~ƒm| Ho$
every day to assess children’s learning. A{YJ‘ H$m AmH$bZ H$aZo Ho$ {bE à{V{XZ Hw$N>
(3) CCE is all about converting marks into J¥h-H$m¶© XoZm Mm{hE &
grades.
(3) {Za§Va Am¡a ì¶mnH$ ‘yë¶m§H$Z Ho$db A§H$m| H$mo
(4) In CCE, there is more testing and less J«oS> ‘| n[ad{V©V H$aZo Ho$ ~mao ‘| h¡ &
teaching.
(4) {Za§Va Am¡a ì¶mnH$ ‘yë¶m§H$Z ‘|, Om±M/narjU
34. Which of the following is/are essential features A{YH$ h¡ Am¡a {ejU H$‘ h¡ &
of a concept map in mathematics ? 34. {ZåZ{b{IV ‘| go H$m¡Z-gr J{UV ‘| EH$ AdYmaUm
A. It represents a conceptual analysis of a ‘mZ{MÌ H$s Amdí¶H$ {deofVm/E± h¡/h¢ ?
concept using contributory sub-concepts. A. ¶h A§eXm¶r Cn-AdYmaUmAm| H$m Cn¶moJ H$aHo$
B. They are directional, with arrows EH$ AdYmaUm Ho$ d¡Mm[aH$ {díbofU H$mo
showing which concepts are prerequisite {Zê${nV H$aVm h¡ &
for which others. B. ¶o g§Ho$V {M•m| Ho$ gmW {XemË‘H$ h¢ Am¡a Xem©Vo
C. They cannot be used for diagnostic h¢ {H$ H$m¡Z-gr AdYmaUmE± {H$gHo$ {bE
purposes to identify difficulties in nyd©-Ano{jV h¢ &
learning a particular concept. C. EH$ {d{eîQ> AdYmaUm Ho$ grIZo ‘| ah JB© H$‘r
D. They cannot be used frequently as they H$mo nhMmZZo Ho$ {bE BZH$m Cn¶moJ Z¡Xm{ZH$
are very time consuming. à¶moOZm| Ho$ {bE Zht {H$¶m Om gH$Vm &
Choose the correct option : D. BÝh| ~ma§~ma Cn¶moJ Zht {H$¶m Om gH$Vm ³¶m|{H$
(1) B and D ¶h ~hþV g‘¶ ì¶` H$aVo h¢ &
(2) Only C
(1) B Am¡a D
(3) C and D
(2) Ho$db C
(4) A and B
(3) C Am¡a D
35. Which of the following is not true about (4) A Am¡a B
nature of mathematics ? 35. J{UV H$s àH¥${V Ho$ ~mao _| {ZåZ{b{IV ‘| go ³¶m ghr
(1) Mathematics at school level requires
Zht h¡ ?
special aptitude in learners. (1) ñHy$br ñVa na J{UV ‘| {ejm{W©¶m| ‘| {d{eîQ>
(2) Primary concepts in mathematics are A{^d¥{Îm Amdí¶H$ hmoVr h¡ &
abstract in nature. (2) J{UV ‘| àmW{‘H$ AdYmaUmE± àH¥${V ‘| A‘yV©
(3) Mathematics is based on deductive
hmoVr h¢ &
reasoning. (3) J{UV {ZJ‘ZmË‘H$ {ddoMZ na AmYm[aV h¡ &
(4) J{UV CZ A{YH$m§e {df¶m| H$s VwbZm ‘| ~hþV
(4) Mathematics is much more abstract and
hierarchic than most of the other subjects A{YH$ A‘yV© Am¡a nXmZwH«${‘V h¡ Omo ~ƒo Cgr
which children learn at the same age. C‘« ‘| grIVo h¢ &
P-II/E ( 12 )
36. Which of the following statements are 36. J{UV H$s H$jm ‘| ‘‘VH©$-{dVH©$’’ Ho$ g§~§Y ‘|
appropriate regarding “Argumentation” in a
mathematics classroom ?
{ZåZ{b{IV ‘| go H$m¡Z-go H$WZ Cn¶wº$ h¢ ?
A. It can be understood as a line of A. Bgo VH©$ H$s EH$ n§{º$ Ho$ ê$n ‘| g‘Pm Om
reasoning that intends to show or explain gH$Vm h¡ Omo ¶h {XImZo ¶m g‘PmZo H$m BamXm
why a mathematical result is true. aIVm h¡ {H$ J{UVr¶ n[aUm‘ gË¶ ³¶m| h¡ &
B. It is always helpful in mathematics in the B. ¶h AÝ¶ AZw^dOÝ¶ {df¶m| H$s Vah hr h‘oem
same manner as in other empirical J{UV ‘| ‘XXJma hmoVm h¡ &
disciplines.
C. ¶h J{UV {ejm ‘| ñdV:emoY ÑpîQ>H$moU H$m ^r
C. It can also be a part of the heuristic
approach in mathematics education.
EH$ {hñgm hmo gH$Vm h¡ &
D. àma§{^H$ H$jm Ho$ {dÚm{W©`m| Ho$ {bE ¶h H$‘
D. It is less useful for elementary grade
students as its assessment will be Cn¶moJr h¡ ³¶m|{H$ BgH$m ‘yë¶m§H$Z H${R>Z hmoJm &
difficult. ghr {dH$ën H$m M`Z H$s{OE :
Choose the correct option : (1) A Am¡a C
(1) A and C (2) B Am¡a C
(2) B and C (3) A Am¡a B
(3) A and B
(4) A Am¡a D
(4) A and D
37. Which of the following statements is not
37. {ZåZ{b{IV ‘| go H$m¡Z-gm H$WZ J{UV H$s
correct with regard to a mathematics
textbook ?
nmR>ç-nwñVH$ Ho$ g§~Y§ ‘| ghr Zht h¡ ?
(1) Examples in a mathematics textbook (1) J{UV H$s nmR>ç-nwñVH$ Ho$ CXmhaU {dÚm{W©¶m| Ho$
should be related to daily life of the X¡{ZH$ OrdZ go gå~pÝYV hmoZo Mm{hE &
students. (2) EH$ J{UV H$s nmR>ç-nwñVH$ ‘| Ho$db hb {H$E
(2) A mathematics textbook should have hþE CXmhaU hmoZo Mm{hE &
solved examples only. (3) J{UV H$s nmR>ç-nwñVH$ ~hþV ‘moQ>r ¶m ^mar Zht
(3) A textbook of mathematics should not be hmoZr Mm{hE &
very thick or heavy. (4) {dÚm{W©¶m| H$mo Aä¶mg XoZo Ho$ {bE J{UV H$s
(4) A mathematics textbook should have
varied exercises to give practice to
nmR>ç-nwñVH$ ‘| {d{^Þ àíZmd{b¶m± hmoZr
students. Mm{hE &
38. A conjecture in mathematics is : 38. J{UV ‘| EH$ H$ÝOo³Ma :
(1) not important at all as it does not help in (1) {~ëHw$b ^r ‘hÎdnyU© Zht h¡ ³¶m|{H$ ¶h J{UVr¶
developing mathematical understanding. g‘P {dH${gV H$aZo ‘| ‘XX Zht H$aVm h¡ &
(2) a proposition or conclusion that has been (2) EH$ à{Vk{ßV ¶m {ZîH$f© h¡ Omo {gÕ hmo MwH$m
proved. hmo &
(3) important for students of secondary level (3) Ho$db ‘mÜ¶{‘H$ ñVa Ho$ {dÚm{W©¶m| Ho$ {bE
only.
‘hÎdnyU© h¡ &
(4) a proposition or conclusion that is
(4) EH$ à{Vk{ßV ¶m {ZîH$f© h¡ Omo {~Zm à‘mU Ho$
assumed to be true on a tentative basis
without proof. EH$ AñWm¶r AmYma na gË¶ ‘mZm OmVm h¡ &
( 13 ) P-II/E
39. The statement “1 less than or 1 more than a 39. H$WZ : ‘‘6 Ho$ JwUO go 1 H$‘ ¶m 1 A{YH$ A^mÁ¶
multiple of 6 are prime numbers” is an
g§»¶mE± h¢,’’ EH$ __________ H$m CXmhaU h¡ &
example of :
(1) gm‘mÝ¶rH$aU
(1) Generalisation
(2) à‘o¶
(2) Theorem
(3) H$ÝOoŠMa
(3) Conjecture
(4) A{^J¥hrV
(4) Axiom
40. J{UV H$s EH$ {e{jH$m AnZo {dÚm{W©¶m| Ho$ g‘j
40. A mathematics teacher posed the following
problems to her students :
{ZåZ{b{IV g‘ñ¶mE± aIVr h¡ :
A. {g‘aV VrZ ‘hrZo Ho$ {H$am¶o Ho$ ê$n ‘|
A. Simrat pays < 60,000 as rent for three
< 60,000 XoVr h¡ & `{X ha ‘hrZo H$m {H$am¶m
months. How much will she have to pay
for a whole year if the rent per month g‘mZ aho Vmo nyao df© Ho$ {bE Cgo {H$VZm {H$am¶m
remains same ? XoZm hmoJm ?
B. Cost of three dozen bananas is < 45. B. VrZ XO©Z Ho$bm| H$s H$s‘V < 45 h¡ & n[aH$bZ
Calculate the number of bananas that H$s{OE {H$ < 12·50 ‘| {H$VZo Ho$bo IarXo Om
can be purchased for < 12·50. gH$Vo h¢ &
C. Joey and Jenny are going to school. Joey C. OmoB© Am¡a O¡Zr ñHy$b Om aho h¢ & OmoB©, O¡Zr go
started walking before Jenny. When Joey nhbo MbZm ewê$ H$aVm h¡ & O~ OmoB© Vrgao
was at the third block, Jenny was at the
first block. If both are walking with the
ãbm°H$ na Wm, V~ O¡Zr nhbo ãbm°H$ na Wr &
same speed, then where would Jenny be `{X XmoZm| H$s MbZo H$s J{V ~am~a h¡, Vmo O~
if Joey is at the ninth block ? OmoB© Zm¡d| ãbm°H$ na hmoJm V~ O¡Zr H$hm± hmoJr ?
Which of the following is correct with respect Cn`w©º$ VrZ àíZm| Ho$ g§X^© _| {ZåZ{b{IV ‘| go
to the above three questions ? H$m¡Z-gm ghr h¡ ?
(1) Only A is based on unitary method. (1) Ho$db A EH$mË‘H$ {d{Y na AmYm[aV h¡ &
(2) B and C are daily life problems based on (2) B Am¡a C EH$mË‘H$ {d{Y na AmYm[aV X¡{ZH$
unitary method. OrdZ H$s g‘ñ¶mE± h¢ &
(3) A and C are daily life problems based on (3) A Am¡a C EH$mË‘H$ {d{Y na AmYm[aV X¡{ZH$
(4) A and B are daily life problems based on (4) A Am¡a B EH$mË‘H$ {d{Y na AmYm[aV X¡{ZH$
P-II/E ( 14 )
41. The area of a rectangle whose sides are 41. {H$gr Am¶V H$m joÌ’$b, {OgH$s ^wOmE± 176 cm Am¡a
176 cm and 56 cm is equal to the area of a 56 cm h¢, EH$ d¥Îm Ho$ joÌ’$b Ho$ ~am~a h¡ & d¥Îm H$s
circle. What is the circumference (in cm) of the n[a{Y (cm ‘|) ³¶m h¡ ? ( = 22 br{OE)
22 7
circle ? (Take  = ) (1) 396
7 (2) 352
(1) 396 (3) 440
(2) 352 (4) 308
(3) 440
(4) 308 42. {d‘mAm| 40 cm  36 cm  x cm dmbo EH$ R>mog KZm^
42. The cost of painting the surface of a solid Ho$ n¥îR> H$mo < 20 à{V 100 cm2 H$s Xa go n|Q> H$amZo
cuboid of dimensions 40 cm × 36 cm × x cm at H$s bmJV < 1,032 h¡ & x H$m ‘mZ ³¶m h¡ ?
< 20 per 100 cm2 is < 1,032. What is the value (1) 20
of x ? (2) 15
(1) 20 (3) 24
(2) 15 (4) 12
(3) 24
(4) 12
43. PQRS EH$ MVw^w©O h¡, {Og‘| PQ = PS Am¡a
43. PQRS is a quadrilateral in which PQ = PS and
RQ = RS h¡ & Bg MVw^w©O Ho$ ~mao ‘| {ZåZ{b{IV ‘| go
RQ = RS. Which of the following statements is H$m¡Z-gm H$WZ gË¶ h¡ ?
true about this quadrilateral ? (1) BgHo$ {dH$U© ~am~a h¢ &
(1) Its diagonals are equal. (2) BgHo$ {dH$U© nañna b§~ h¢ &
(2) Its diagonals are perpendicular to each (3) àË¶oH$ {dH$U© àË¶oH$ erf© na H$moU H$mo
other. g‘{Û^m{OV H$aVm h¡ &
(3) Each diagonal bisects the angle at each
vertex. (4) BgHo$ {dH$U© nañna g‘{Û^m{OV H$aVo h¢ &
(4) Its diagonals bisect each other. 44. ABCD EH$ g‘MVw^©wO h¡, {Og‘|  ADB = 25° h¡ &
44. ABCD is a rhombus in which  ADB = 25.
V~, (2  BAD −  ABC) H$m ‘mZ h¡ :
Then, the value of (2  BAD –  ABC) is :
(1) 230°
(1) 230
(2) 240°
(2) 240
(3) 210°
(3) 210 (4) 260°
(4) 260
45. What is the mean of the mode, median and
45. ZrMo {XE JE Am±H$‹S>m| Ho$ ~hþbH$, ‘mÜ`H$ Am¡a n[aga
range of the data given below ?
H$m ‘mÜ¶ ³¶m h¡ ?
17, 8, 11, 13, 9, 14, 10, 11, 16, 23, 15, 7 17, 8, 11, 13, 9, 14, 10, 11, 16, 23, 15, 7
(1) 13 (1) 13
(2) 12·5 (2) 12·5
(3) 13·5 (3) 13·5
(4) 12 (4) 12
( 15 ) P-II/E
46. If x = 198  550 and y = 3 99  3 363, then 46. ¶{X x = 198  550 Am¡a y = 3 99  3 363 h¡,
1 1
 is equal to :
x y Vmo 1  1 ~am~a h¡ :
x y
(1) 0·01 (1) 0·01
(2) 0·03 (2) 0·03
(3) 0·33 (3) 0·33
(4) 0·1 (4) 0·1
47. If p = (12·34 × 1010) – (5·67 × 109), then p is 47. ¶{X p = (12·34  1010) – (5·67  109) h¡, Vmo p H$mo
expressed in standard form as :
‘mZH$ ê$n ‘| {ZåZ Ûmam ì¶º$ {H$¶m OmVm h¡ :
(1) 1·1773 × 1011
(1) 1·1773  1011
(2) 1·1773 × 1010
(2) 1·1773  1010
(3) 1·773 × 1011
(3) 1·773  1011
(4) 1·773 × 1010
(4) 1·773  1010
–1
 1
48. By which number should  –  be multiplied –1
 4  1
48. {H$g g§»¶m go –  H$mo JwUm {H$¶m OmE Vm{H$
so that the product is the reciprocal of  4
–1
 7
–1  7
–  ?
JwUZ’$b –  H$m ì`wËH«$‘ hmo ?
 4  4
7 7
(1) (1)
16 16
16 16
(2) (2)
7 7
16 16
(3) – (3) –
7 7
7 7
(4) – (4) –
16 16
49. If 313632 = p2 × q5 × r4, where p, q and r are 49. ¶{X 313632 = p2  q5  r4 h¡, Ohm± p, q VWm r
prime numbers, then what is the value of A^mÁ¶ g§»¶mE± h¢, Vmo (p + q – 2r) H$m ‘mZ ³¶m h¡ ?
(p + q – 2r) ? (1) 8
(1) 8 (2) 7
(2) 7
(3) 9
(3) 9
(4) 6 (4) 6

P-II/E ( 16 )
50. Marks obtained by Sunita in her pre-board 50. gwZrVm Ûmam àr-~moS>© narjm ‘| àmßVm§H$ ZrMo {XE JE h¢ :
examination are as follows : {df` A§H$
Subject Marks
A§J«oµOr 72
English 72
Hindi 84 qhXr 84
Mathematics 96 J{UV 96
Science 80 {dkmZ 80
Social Science 68
gm_m{OH$ {dkmZ 68
If a pie chart is constructed for the above data,
then what will be the angle of the sector ¶{X Cn`w©º$ Am±H$‹S>m| H$m EH$ nmB© MmQ>© ~Zm¶m OmVm h¡,
representing marks obtained by Sunita in Vmo gwZrVm Ûmam J{UV ‘| àmßV A§H$m| H$mo Xem©Zo dmbo
Mathematics ? {ÌÁ¶I§S> H$m H$moU {H$VZm hmoJm ?
(1) 75·6 (1) 75·6
(2) 72 (2) 72
(3) 86·4 (3) 86·4
(4) 64·8 (4) 64·8
51. The volume of a right circular cylinder of
51. {H$gr b§~-d¥Îmr¶ ~obZ H$s b§~mB© 1·2 ‘rQ>a h¡ Am¡a
length 1·2 metres is 4620 cm3. What is the
curved surface area (in cm2) of the cylinder ?
BgH$m Am¶VZ 4620 cm3 h¡ & ~obZ H$m dH«$ n¥îR>r`>
(Take  =
22
) joÌ’$b (cm2 ‘|) ³¶m h¡ ? ( = 22 br{OE)
7 7
(1) 2640 (1) 2640
(2) 2200 (2) 2200
(3) 2860 (3) 2860
(4) 1980 (4) 1980
52. If F, V and E are respectively the number of 52. ¶{X F, V Am¡a E H«$‘e: {H$gr {Ì^wOmH$ma {àµÁ_ Ho$
faces, vertices and edges of a triangular prism, ’$bH$m|, erfm] Am¡a {H$Zmam| H$s g§»¶mE± h¢, Vmo
then which of the following statements is {ZåZ{b{IV ‘| go H$m¡Z-gm H$WZ gË¶ h¡ ?
true ? (1) 4F + 2V – 3E = 6
(1) 4F + 2V – 3E = 6
(2) 2F + 3V – 2E = 10
(2) 2F + 3V – 2E = 10
(3) 2F + 4V – 3E = 8
(3) 2F + 4V – 3E = 8
(4) 3F + 2V – 2E = 11 (4) 3F + 2V – 2E = 11

( 17 ) P-II/E
53. P is a point on line AB and PQ is a ray such 53. aoIm AB na EH$ q~Xþ P pñWV h¡ VWm PQ EH$ {H$aU
that  QPA = 7x and  QPB = 5x. Then, the Bg àH$ma h¡ {H$  QPA = 7x Am¡a  QPB = 5x h¡ &
value of (8x – 10) is : V~, (8x − 10) H$m ‘mZ h¡ :
(1) 118 (1) 118
(2) 110 (2) 110
(3) 140 (3) 140
(4) 102 (4) 102
54. S is a point on side PQ of a triangle PQR such 54. {H$gr {Ì^wO PQR H$s ^wOm PQ na S EH$ q~Xþ Bg
that RS = PS = QS. If  QPR = 15, then the àH$ma pñWV h¡ {H$ RS = PS = QS h¡ & ¶{X
value of (2  PQR –  PRQ) is :  QPR = 15 h¡, Vmo (2  PQR −  PRQ) H$m ‘mZ
(1) 50 h¡ :
(2) 60 (1) 50
(3) 45 (2) 60
(4) 75 (3) 45
55. When a shopkeeper sells item A for < 384, (4) 75
then there is a loss of 20% and when he sells 55. O~ EH$ XþH$mZXma dñVw A H$mo < 384 na ~oMVm h¡, Vmo
item B for < 400, then there is a profit of 25%. Cgo 20% H$s hm{Z hmoVr h¡ Am¡a O~ dh dñVw B H$mo
What is the profit/loss percent, if he sells both < 400 na ~oMVm h¡, Vmo Cgo 25% H$m bm^ àmßV hmoVm
items for a total of < 852 ? h¡ & ¶{X dh XmoZm| dñVwAm| H$mo Hw$b {‘bmH$a < 852
(1) Profit, 6·5% na ~oMo, Vmo CgH$m bm^/hm{Z à{VeV Š`m hmoJm ?
(2) Loss, 5% (1) bm^, 6·5%
(3) Loss, 7% (2) hm{Z, 5%
(4) Profit, 7·5% (3) hm{Z, 7%
56. A sum of < 12,000 amounts to < 15,972 at a
(4) bm^, 7·5%
1
certain rate percent per annum in 1 years,
2 56. < 12,000 H$s EH$ am{e {H$gr {ZpíMV à{VeV dm{f©H$
when the interest is compounded half-yearly. ã¶mO Xa na 1 1 df© ‘| < 15,972 hmo OmVr h¡, O~
What will be the amount of the same sum in 2
ã¶mO AY©dm{f©H$ g§¶mo{OV hmoVm h¡ & dhr am{e CVZo hr
same time and with the same rate, if interest
is compounded annually ? g‘¶ ‘| Cgr ã¶mO Xa go {H$VZr hmo OmEJr, ¶{X ã¶mO
(1) < 15,840 dm{f©H$ g§¶mo{OV hmoVm h¡ ?
(1) < 15,840
(2) < 15,420
(2) < 15,420
(3) < 15,950
(3) < 15,950
(4) < 14,520
(4) < 14,520
P-II/E ( 18 )
57. If 5x2 – 8y – 20x + 2xy = (x + a) (bx + 2y), 57. ¶{X 5x2 – 8y – 20x + 2xy = (x + a) (bx + 2y) h¡,
then the value of (a – b) is : Vmo (a – b) H$m ‘mZ h¡ :
(1) 9
(1) 9
(2) –1
(2) −1
(3) –9
(3) −9
(4) 1
(4) 1
58. If A = x2 (1 – 3y2), B = x (xy2 – 2x) and
58. ¶{X A = x2 (1 – 3y2), B = x (xy2 – 2x) Am¡a
C = 3y (y – 4x2y), then
C = 3y (y – 4x2y) h¡, Vmo
A + B – C = px2 + qx2y2 + ry2.
What is the value of (5p + q – r) ? A + B – C = px2 + qx2y2 + ry2 h¡ &
(1) 12 (5p + q – r) H$m ‘mZ ³¶m h¡ ?
(2) 10 (1) 12
(3) 18 (2) 10
(4) 8 (3) 18
(4) 8
59. Which of the following are divisible by 2, 3 and
11 ?
59. {ZåZ{b{IV ‘| go H$m¡Z-go 2, 3 Am¡a 11 go {d^mÁ¶ h¢ ?
A. 8448 A. 8448
B. 9812 B. 9812
C. 9126 C. 9126
D. 9636 D. 9636
(1) A and B (1) A Am¡a B
(2) B and D (2) B Am¡a D
(3) A and D
(3) A Am¡a D
(4) A and C
(4) A Am¡a C
60. The solution of the equation
(x  1) – (2x  4) 1 (x  1) – (2x  4) 1
 is also the solution of 60. g‘rH$aU  H$m hb, {ZåZ
3 – 5x 23 3 – 5x 23
the equation : g‘rH$aU H$m ^r hb h¡ :

(1) 5 (2x + 1) = 3 (x + 1) (1) 5 (2x + 1) = 3 (x + 1)
(2) 3 (2x + 3) = 2 (x + 3) (2) 3 (2x + 3) = 2 (x + 3)
(3) 3 (2x + 3) = 5 (x + 1) (3) 3 (2x + 3) = 5 (x + 1)
(4) 2 (2x – 3) = 3 (x + 1) (4) 2 (2x – 3) = 3 (x + 1)
( 19 ) P-II/E
61. Read the statements given below and choose 61. {ZåZ{b{IV H$WZm| H$mo n{‹T>E VWm ghr {dH$ën H$m
the correct option : M¶Z H$s{OE :>
Stomach produces hydrochloric acid that helps Am‘me¶ hmBS´>mo³bmo[aH$ Aåb CËnÞ H$aVm h¡ Omo
in breakdown of food. ^moOZ Ho$ ^§OZ ‘| ghm¶Vm H$aVm h¡ &
Reason (R) : VH©$ (R) :
Digestive juices need an acidic medium to act. nmMH$ agm| H$mo {H«$¶m H$aZo Ho$ {bE Aåbr¶ ‘mÜ¶‘ H$s
(1) (A) is true, but (R) is false. Amdí¶H$Vm hmoVr h¡ &
(2) Both (A) and (R) are true, but (R) is (1) (A) ghr h¡, naÝVw (R) µJbV h¡ &
not the correct explanation of (A). (2) (A) Am¡a (R) XmoZm| ghr h¢, naÝVw (R), (A) H$s
(3) (A) is false, but (R) is true. ghr ì¶m»¶m Zht h¡ &
(4) Both (A) and (R) are true and (R) is the (3) (A) µJbV h¡, naÝVw (R) ghr h¡¡ &
correct explanation of (A). (4) (A) Am¡a (R) XmoZm| ghr h¢ VWm (R), (A) H$s ghr
62. What does the term ‘nitrogen fixation’ mean ?
ì¶m»¶m h¡¡ &
(1) Conversion of nitrogen compounds into 62. ‘ZmBQ´>moOZ ¶m¡{JH$sH$aU’ eãX H$m ³¶m AW© h¡ ?
gaseous nitrogen (1) ZmBQ´>moOZ ¶m¡{JH$m| H$m J¡gr¶ ZmBQ´>moOZ ‘|
(2) Conversion of ammonia into nitrates by ê$nm§VaU
the bacteria present in soil (2) ‘¥Xm ‘| CnpñWV ({dÚ_mZ) OrdmUwAm| Ûmam
(3) Release of nitrogen present in dead A‘mo{Z¶m H$m ZmBQ´>oQ> ‘| ê$nm§VaU
organic matter back into soil (3) ‘¥V O¡d nXmW© ‘| CnpñWV ({dÚ‘mZ) ZmBQ´>moOZ
(4) Conversion of atmospheric nitrogen to a H$m dmng ‘¥Xm ‘| A{^‘wº$ H$aZm (dmng N>mo‹SZm)
more usable form for living organisms (4) Or{dV àm{U¶m| Ho$ {bE A{YH$ à¶moJbm¶H$
(à¶moÁ¶) ê$n hoVw dm¶w‘§S>br¶ ZmBQ´>moOZ H$m
63. At which of the following positions does a ê$nm§VaU
spring have the least potential energy ? 63. {ZåZ{b{IV ‘| go {H$g AdpñW{V ‘| pñà¨J ‘| Ý¶yZV‘
(1) The spring is neither compressed nor (H$‘-go-H$‘) pñW{VO D$Om© hmoVr h¡ ?
pulled out and is lying on the ground. (1) pñà¨J H$mo Z Vmo g§nr{S>V {H$¶m J¶m h¡ Am¡a Z hr
(2) The spring is compressed to the minimum ItMm J¶m h¡ VWm dh ^y{‘ na n‹S>m hþAm h¡ &
and is lying on the ground. (2) pñà¨J H$mo Ý¶yZV‘ VH$ g§nr{S>V {H$¶m (X~m¶m)
(3) The spring is compressed to the minimum OmVm h¡ VWm dh ^y{‘ na n‹S>m hþAm h¡ &
and is placed at a height. (3) pñà¨J H$mo Ý`yZV_ VH$ g§nr{S>V {H$¶m OmVm h¡
(4) The spring is pulled out to the maximum VWm dh D±$MmB© na aIm J`m h¡ >&
and is placed at a height. (4) >pñà¨J H$mo A{YH$V‘ VH$ ItMm OmVm h¡ VWm Cgo
64. Identify the set comprising cold blooded D±$MmB© na aIm J¶m h¡ &
organisms. 64. Cg g‘wƒ¶ H$s nhMmZ H$s{OE {Og‘| A{Z¶VVmnr
(1) Lizard, Parrot, Dolphin Ordm| H$mo g‘m{dîQ> {H$¶m J¶m h¡ &
(2) Pigeon, Humans, Lizard (1) {N>nH$br, VmoVm, S>m°pë’$Z
(3) Snake, Frog, Cockroach (2) H$~yVa, ‘mZd, {N>nH$br
(4) Whale, Frog, Earthworm (3) gn©, ‘§oT>H$, H$m°H$amoM
(4) ôb, ‘|T>H$, H|$MwAm
65. Which of the following pairs of units are used 65. {ZåZ{b{IV ‘| go H$m¡Z-go ‘mÌH$m| Ho$ ¶w½‘ H$m g‘mZ
for measuring the same physical quantity ?
^m¡{VH$ am{e H$mo ‘mnZo Ho$ {bE à¶moJ {H$¶m OmVm h¡ ?
(1) kg m/s2, Nm
(1) kg m/s2, Nm
(2) kg m2/s2, Ws (2) kg m2/s2, Ws
(3) kg m/s2, Ws (3) kg m/s2, Ws
(4) kg m2/s2, J/s (4) kg m2/s2, J/s
P-II/E ( 20 )
66. Read the following paragraph and choose the 66. {ZåZ{b{IV AZwÀN>Xo H$mo n{‹T>E VWm Cg eãX g_yh
option with the set of words which would fill dmbo {dH$ën H$m M¶Z H$s{OE Omo {H$ ghr àH$ma go
the blanks correctly in the given order.
{XE JE H«$‘ ‘| [aº$ ñWmZm| H$mo âo & > >
During fertilisation, the sperm cell from the
{ZfoMZ Ho$ g‘¶ {nVm Ho$ ewH«$mUw Am¡a ‘mVm Ho$ A§S>mUw
father and the egg cell of the mother fuse to
g§b{¶V hmoH$a W ~ZmVo h¢ Omo {H$ ~ma§~ma
form a W which divides repeatedly to {d^m{OV hmoH$a H$mo{eH$mAm| Ho$ Jmobo ‘| ~Xb OmVm h¡ &
give rise to a ball of cells. The cells begin H$mo{eH$mE± {d{^Þ A§Jm| Am¡a D$VH$m| ‘| n[ad{Y©V hmoZo
to develop into different organs and tissues. bJVr h¢ & Bg {dH${gV hmoVr g§aMZm H$mo
This developing structure called X gets X H$hVo h¢ Omo {H$ Y H$s Xrdma ‘|
embedded in the wall of Y . The stage amo{nV hmo OmVm h¡ & X H$s dh AdñWm {Og‘|
of X in which all body parts can be g^r emar[aH$ ^mJm| H$s nhMmZ hmo gHo$ dh Z
identified is called Z . H$hbmVm h¡ &
W, X, Y, Z respectively are : W, X, Y, Z H«$‘e: h¢ :
(1) zygote, foetus, uterus, embryo (1) ¶w½‘ZO, J^©, J^m©e¶, ^«yU
(2) zygote, embryo, uterus, foetus (2) ¶w½‘ZO, ^«yU, J^m©e¶, J^©
(3) embryo, zygote, fallopian tube, foetus (3) ^«yU, ¶w½‘ZO, qS>~dm{hZr Z{bH$m (A§S>dm{hZr),
(4) zygote, foetus, fallopian tube, embryo J^©
(4) ¶w½‘ZO, J^©, qS>~dm{hZr Z{bH$m (A§S>dm{hZr),
67. Which of the following reactions are not ^«yU
feasible ?
67. {ZåZ{b{IV A{^{H«$`mAm| ‘| go H$m¡Z-gr g§^d
(1) PbSO4 + Fe
Zht h¡ ?
(2) Al + CuSO4
(1) PbSO4 + Fe
(3) Zn + CaSO4
(2) Al + CuSO4
(4) Mg + ZnSO4
(3) Zn + CaSO4
(4) Mg + ZnSO4
68. Which of the following graphs are straight
lines ? 68. {ZåZ{b{IV ‘o§ go H$m¡Z-go J«mµ’$ grYr aoImE± (G$Ow
A. Distance – time graph of a body at rest aoImE±) h¢ ?
B. Velocity – time graph of a body moving A. {dam‘ AdñWm ‘| qnS>/dñVw H$m Xÿar – g‘¶ J«mµ’$
with uniform acceleration B. EH$g‘mZ ËdaU Ho$ gmW J{V_mZ qnS>/dñVw H$m
C. Distance – time graph of a body moving
doJ – g‘¶ J«mµ’$
with uniform acceleration
C. EH$g‘mZ ËdaU Ho$ gmW J{V_mZ qnS>/dñVw H$m
Xÿar – g‘¶ J«mµ’$
D. Velocity – time graph of a body at rest
D. {dam‘ AdñWm ‘| qnS>/dñVw H$m doJ – g‘¶ J«mµ’$
(1) A, B and D (1) A, B Am¡a D
(2) A, B and C (2) A, B Am¡a C
(3) C and D (3) C Am¡a D
( 21 ) P-II/E
69. Densities of four liquids A, B, C and D are 69. Mma Ðdm| A, B, C Am¡a D Ho$ KZËd ZrMo {XE JE h¢ :
given below : Ðd A B C D
Liquid A B C D
KZËd ({H$J«m/‘r3)$ 785 820 924 1020
Density (kg/m3) 785 820 924 1020
Bg gyMZm Ho$ AmYma na, {ZåZ{b{IV ‘| go ghr H$WZ
Based on this information, identify the correct H$s nhMmZ H$s{OE :
statement from the following :
(1) EH$ {~å~ Omo Ðd C ‘| V¡aVm h¡ dh Ðd A ‘| V¡a
(1) An object that floats in liquid C may or ^r gH$Vm h¡ Am¡a Zht ^r &
may not float in liquid A. (2) EH$ {~å~ Omo Ðd A ‘| V¡aVm h¡ dh Ðd B ‘| V¡a
(2) An object that floats in liquid A may or ^r gH$Vm h¡ Am¡a Zht ^r &
may not float in liquid B. (3) EH$ {~å~ Omo Ðd B ‘| V¡aVm h¡ dh {ZpíMV ê$n
(3) An object that floats in liquid B surely go Ðd A ‘| ^r V¡aoJm &
floats in liquid A. (4) EH$ {~å~ Omo Ðd C ‘| V¡aVm h¡ dh {ZpíMV ê$n
(4) An object that floats in liquid C surely go Ðd B ‘| ^r V¡aoJm &
floats in liquid B.
70. {ZåZ{b{IV H$WZm| H$mo n{‹T>E VWm ghr {dH$ën H$m
70. Read the following statements and choose the M¶Z H$s{OE :
correct option :
Assertion (A) :
A{^H$WZ (A) :
Electric current is a vector quantity.
{dÚwV Ymam EH$ g{Xe am{e h¡ &
Electric current is a quantity having {dÚwV Ymam dh am{e h¡ {OgHo$ nmg n[a‘mU Ho$
magnitude as well as direction. gmW-gmW {Xem ^r h¡ &
(1) (A) ghr h¡, naÝVw (R) µJbV h¡ &
(2) (A) Am¡a (R) XmoZm| ghr h¢, naÝVw (R), (A) H$s
(2) Both (A) and (R) are true, but (R) is
not the correct explanation of (A).
ghr ì¶m»¶m Zht h¡ &
(3) (A) µJbV h¡, naÝVw (R) ghr h¡¡ &
(3) (A) is false, but (R) is true.
(4) (A) Am¡a (R) XmoZm| ghr h¢ VWm (R), (A) H$s ghr
ì¶m»¶m h¡¡ &
71. {ZåZ{b{IV ‘| go {H$Z H$mo{eH$m A§JH$m| ‘| ñd¶§ H$m
71. Which of the following cell organelles contain
their own DNA ?
S>rEZE A§V{d©îQ> h¡ ?
A. Plastids A. bdH$ (ßb¡pñQ>S>)
B. Mitochondria B. gyÌH${UH$m (‘mBQ>moH$m°pÝS´>¶m)
C. Nucleus C. Zm{^H$ (Ý¶yp³b¶g)
D. Vacuole D. [a{º$H$m
P-II/E ( 22 )
72. Which of the following statements about the 72. {ZåZ{b{IV ‘| go H$m¡Z-gm/go H$WZ Or{dV Ordm| H$s
cells of living organisms is/are correct ?
H$mo{eH$mAm| Ho$ g§~§Y ‘| ghr h¡/h¢ ?
A. All are microscopic and cannot be seen
with a naked eye.
A. g^r gyú‘Xeu¶ (gyú‘) hmoVo h¢ VWm BÝh| Z½Z
B. All have a cell wall. Am±Im| go Zht XoIm Om gH$Vm h¡ &
C. All have a nuclear membrane. B. g^r H$s H$mo{eH$m {^{Îm hmoVr h¡ &
D. All have a cell membrane. C. g^r H$s Ho$ÝÐH$s¶ {P„r hmoVr h¡ &
Choose the correct option : D. g^r H$s H$mo{eH$m {P„r hmoVr h¡ &
(1) Only D
(2) A and D
(1) Ho$db D
(3) B and C
(2) A Am¡a D
(4) Only A
(3) B Am¡a C
73. Select the set that correctly matches the type (4) Ho$db A
of waste given in Column A with the
approximate time taken by it to decompose 73. Cg g‘wƒ¶ H$m M¶Z H$s{OE Omo H$m°b‘ A ‘| {XE JE
which is given in Column B. An{eîQ> (H$Mao) Ho$ àH$ma H$m H$m°b‘ B ‘| {XE JE
Column A Column B BgHo$ Ûmam AnKQ>Z ‘| bJZo dmbo bJ^J g‘¶ Ho$ gmW
a. Plastic bottle i. 2 – 5 months
ghr àH$ma go gw‘o{bV hmo &
b. Silk scarf ii. 1 – 2 weeks
H$m°b_ A H$m°b_ B
a. ßbmpñQ>H$ H$s ~moVb i. 2 – 5 ‘mh
c. Cotton shirt iii. 10 – 30 days
b. aoím_r ê$_mb (ñH$m\©$$) ii. 1 – 2 gámh
d. Banana peel iv. 4 years
c. gyVr H$_rµO (eQ>©) iii. 10 – 30 {XZ
e. Paper v. Several years
d. Ho$bo H$m {N>bH$m iv. 4 df©
(1) a–iv, b–v, c–iii, d–i, e-ii e. H$mJµO v. AZoH$ df©
(2) a–v, b–iv, c–i, d–ii, e-iii ghr {dH$ën H$m M`Z H$s{OE :
(3) a–iv, b–v, c–ii, d–i, e-iii (1) a–iv, b–v, c–iii, d–i, e-ii
(4) a–v, b–i, c–ii, d–iii, e-iv (2) a–v, b–iv, c–i, d–ii, e-iii
(3) a–iv, b–v, c–ii, d–i, e-iii
74. A feather of mass 15 g is dropped from a (4) a–v, b–i, c–ii, d–iii, e-iv
height. It is found to fall with a constant
velocity. What is the net force acting on it ? 74. EH$ D±$MmB© go 15 J«m‘ Ðì`_mZ H$m n§I N>mo‹S>m OmVm
(1) Zero h¡ & ¶h nm¶m OmVm h¡ {H$ dh EH$g‘mZ doJ go {Ja ahm
(2) 1·47 N h¡ & Cg na H$m‘ H$aZo dmbm ZoQ> ~b {H$VZm h¡ ?
(3) 14·7 N (1) eyÝ¶
(4) 147 N (2) 1·47 N
(3) 14·7 N
75. An ion X3+ is obtained from an element X
(4) 147 N
(atomic mass 27 and atomic number 13). The
number of protons, electrons and neutrons in 75. X3+ Am`Z VÎd X (na‘mUw-Ðì`_mZ 27 Am¡a na‘mUw
X3+ is respectively : H«$‘m§H$ 13) go àmßV hþAm h¡ & X3+ ‘| àmoQ>m°Zm|,
Bbo³Q´>m°Zm| Am¡a Ý¶yQ´>m°Zm| H$s g§»¶m H«$‘e: h¡ :
(1) 14, 13 and 10
(1) 14, 13 Am¡a 10
(2) 10, 13 and 14 (2) 10, 13 Am¡a 14
(3) 13, 13 and 10 (3) 13, 13 Am¡a 10
(4) 13, 10 and 14 (4) 13, 10 Am¡a 14
( 23 ) P-II/E
76. Identify the set comprising plants that 76. Cg g‘wƒ¶ H$s nhMmZ H$s{OE Omo {ÛqbJr nwînm|
produce bisexual flowers : (\y$bm|) H$mo CËnÞ H$aZo dmbo nmXnm| go ~Zm h¡ :
(1) Cucumber, Papaya, Rose (1) Iram, nnrVm, Jwbm~
(2) gagm|, Jwbm~, {nQy>{Z¶m
(2) Mustard, Rose, Petunia (3) ‘³H$m, Iram, {nQy>{Z¶m
(3) Corn, Cucumber, Petunia (4) ‘³H$m, nnrVm, gagm|
(4) Corn, Papaya, Mustard 77. µJbV H$WZ H$s nhMmZ H$s{OE :
77. Identify the incorrect statement : (1) Xþ‘Q>r ‘¥Xm H$s Anojm {MH$Zr ‘¥Xm A{YH$
(1) Clayey soil is better aerated than loamy gwdm{VV hmoVr h¡ &
soil. (2) Xþ_Q>r ‘¥Xm H$s VwbZm ‘| {MH$Zr ‘¥Xm A{YH$ Cd©a
(2) Clayey soil is more fertile as compared to hmoVr h¡ &
loamy soil. (3) Xþ‘Q>r ‘¥Xm H$s Anojm {MH$Zr ‘¥Xm H$s Ob YmaU
(3) Water retention capacity of clayey soil is j‘Vm ~ohVa hmoVr h¡ &
better than that of loamy soil. (4) {MH$Zr ‘¥Xm Ho$ H$Um| H$m Am‘mn Xþ‘Q>r ‘¥Xm Ho$
(4) The particle size of clayey soil is much H$Um| Ho$ Am‘mn Ho$ AnojmH¥$V ~hþV N>moQ>m
smaller than that of loamy soil. (gyú‘) hmoVm h¡ &
78. Which of the following substances are present
on the rubbing surface of a matchbox ?
78. {ZåZ{b{IV ‘| go H$m¡Z-go nXmW© ‘m{Mg Ho$ {ZKf©U n¥îR>
na {dÚ‘mZ hmoVo h¢ ?
(1) Glass powder and red phosphorus
(1) H$m±M H$m MyU© Am¡a bmb µ\$m°ñµ\$moag
(2) White phosphorus and glass powder
(2) ídoV µ\$m°ñµ\$moag Am¡a H$m±M H$m MyU©
(3) Red phosphorus and magnesium
(3) bmb µ\$m°ñµ\$moag Am¡a ‘¡½Zr{e¶‘
(4) Potassium and white phosphorus (4) nmoQ>¡{e¶‘ Am¡a ídoV µ\$m°ñµ\$moag
79. A and B secrete their hormones 79. A Am¡a B AnZo hm°‘m}Z V~ òm{dV H$aVo
when they receive orders from gland C . h¢ O~ CÝh| J«§{W C go AmXoe àmßV hmoVm h¡ &
Which of the following can A, B and C
respectively be ?
{ZåZ{b{IV ‘| go H$m¡Z-gm H«$‘e: A, B Am¡a C hmo
gH$Vm h¡ ?
(1) Pancreas, Adrenal glands, Thyroid
(1) A½Ý`me¶, A{Yd¥ŠH$ (Eo{S´>Zb) J«§{W¶m±, WmBam°BS>
(2) Thyroid, Adrenal glands, Pituitary
(2) WmBam°BS>, A{Yd¥ŠH$ (Eo{S´>Zb) J«§{W¶m±, nr¶yf
(3) Testes, Ovaries, Thyroid
(3) d¥fU, A§S>me¶, WmBam°BS>
(4) Pituitary, Pancreas, Thyroid
(4) nr¶yf, A½Ý`mím¶, WmBam°BS>
80. The image formed by a pinhole camera is real. 80. gyMr{N>Ð H¡$‘ao Ûmam {Z{‘©V à{V{~å~ dmñV{dH$ hmoVm
Which of the following statements offers a h¡ & {ZåZ{b{IV ‘| go H$m¡Z-gm H$WZ Bg VÏ¶ H$s
suitable explanation for this fact ? Cn¶wº$ ì¶m»¶m àXmZ H$aVm h¡ ?
(1) Light diffracts on entering a small (1) àH$me N>moQ>o go ‘wI (N>X o ) ‘| àdoe H$aZo na
opening.
{dd{V©V hmo OmVm h¡ &
(2) Light travels in a straight line. (2) àH$me grYr aoIm ‘| J‘Z H$aVm h¡ &
(3) Light is a form of energy. (3) àH$me D$Om© H$m EH$ ñdê$n (ê$n) h¡ &
(4) Light changes its path when it travels (4) àH$me O~ EH$ ‘mÜ¶‘ go Xÿgao ‘| J‘Z H$aVm h¡
from one medium to another.
V~ dh AnZm nW n[ad{V©V H$aVm h¡ &
P-II/E ( 24 )
81. Identify the open-ended question from among 81. {ZåZ{b{IV ‘| go _wº$moÎma àíZ H$s nhMmZ H$s{OE :
the following : (1) ‘mZd gobwbmog H$mo ³¶m| Zht nMm gH$Vo h¢ ?
(1) Why can humans not digest cellulose ? (2) gobwbmog {H$ggo ~Zm hmoVm h¡ ?
(2) What is cellulose made of ? (3) ³¶m hmoJm `{X ‘mZd gobwbmog H$mo nMm gH|$ ?
(3) What would happen if humans could (4) nm±M Eogo Ordm| Ho$ Zm‘ ~VmBE Omo {H$ gobwbmog
digest cellulose ? H$mo nMm gH$Vo h¢ &
(4) Name any five organisms that can digest 82. {ZåZ{b{IV ‘| go H$m¡Z-gm/go ñHy$bm| ‘| dV©‘mZ ‘| nmbZ
cellulose. hmoZo dmbr nmR>çM`m© g§~§Yr J{V{d{Y¶m| Ho$ g§~Y§ ‘|
82. Which of the following is/are true about the
ghr h¡/h¢ ?
curricular practice currently being followed in A. àma§{^H$ H$jmAm| ‘| {dkmZ Am¡a J{UV H$mo
schools ? EH$sH¥$V ê$n go ‘{dkmZ Ed§ àm¡Úmo{JH$s’ H$s Vah
A. Science and Mathematics are being n‹T>m¶m OmVm h¡ &>
taught integratedly as ‘Science and B. ‘mÜ¶{‘H$ H$jmAm| ‘| ^m¡{VH$s, agm¶Z-{dkmZ
Technology’ in elementary classes. Ed§ Ord-{dkmZ H$mo EH$sH¥$V ê$n go ‘{dkmZ’ H$s
B. Physics, Chemistry and Biology are being Vah n‹T>m¶m OmVm h¡ &
taught integratedly as ‘Science’ in
secondary classes.
C. àmW{‘H$ H$jmAm| ‘| {dkmZ Am¡a gm‘m{OH$
C. Science and Social Science are being
{dkmZ H$mo EH$sH¥$V ê$n go ‘B©drEg’ H$s Vah
taught integratedly as ‘EVS’ in primary n‹T>m¶m OmVm h¡ &
classes. ghr {dH$ën H$m M`Z H$s{OE :
Choose the correct option : (1) B Am¡a C
(1) B and C (2) A Am¡a B
(2) A and B (3) Ho$db C
(3) Only C (4) Ho$db B
(4) Only B 83. {dÚm{W©¶m| Ho$ EH$ g‘yh H$mo EH$ Eogr J{V{d{Y ‘|
83. A group of students is engaged in an activity
g§b½Z {H$¶m J¶m h¡ {Og‘| do ~rH$a ‘| gm‘mÝ¶ Zb Ho$
in which they are measuring the boiling nmZr H$m ³dWZ Vmn‘mZ (ŠdWZm§H$) ‘mn aho h¢ &
temperature of ordinary tap water in a beaker. {ZåZ{b{IV ‘| go H$m¡Z-gm Bg H$m¶© na CÝh| Am±H$Zo H$m
Which of the following is not a suitable Cn¶wº$ g§Ho$VH$ Zht h¡ ?
indicator to assess them on this task ? (1) W‘m©‘rQ>a Ho$ AënV_m§H$ (Ý¶yZV‘ JUZm) na
(1) Pay due attention to the least count of the Ü¶mZ XoZm
thermometer (2) ¶h gw{ZpíMV H$aZm {H$ W‘m©‘rQ>a ~rH$a H$s
(2) Ensure that the thermometer does not Xrdmam| H$mo Ny>E Zht
touch the walls of the beaker (3) ŠdWZm§H$ H$mo 100C ‘mnZm
(3) Measure the boiling temperature as (4) W‘m©‘rQ>a H$mo bQ>H$mZo Ho$ {bE ñQ>¢S> H$m à¶moJ
100C
(4) Use a stand to suspend the thermometer
84. {ZåZ{b{IV ‘| go {H$gH$mo ñHy$br {dkmZ
nmR>çM`m© ‘| gm‘m{OH$-d¡km{ZH$ ‘m‘bm| (O¡go OrE‘
84. Which of the following cannot be considered ^moOZ) H$mo gpå‘{bV H$aZo Ho$ {bE EH$ ‘mÝ¶ (d¡Y)
as a valid reason for including socio-scientific
issues (such as the GM food) in the school
H$maU Ho$ ê$n ‘| em{_b Zht {H$¶m Om gH$Vm h¡ ?
science curricula ? (1) VH©$-{dVH©$$ H$m¡ebm| H$mo {dH${gV H$aZm
(1) Develops argumentation skills (2) {dkmZ H$s àH¥${V Ho$ g§~§Y ‘| g_P ~ZmZo ‘|
(2) Helpful in cultivating understanding ghm¶H$ h¡
about nature of science (3) gmú¶-AmYm[aV VH©$ ‘| g§b½Z ahZo H$s j‘Vm H$mo
(3) Develops the capacity to engage in {dH${gV H$aZm
evidence-based reasoning
(4) EH$ {ZpíMV {dÚm-{deof Ho$ ê$n ‘| {dkmZ H$s
(4) Helpful in appreciating science as a
definitive discipline AZwe§gm H$aZo ‘| ghm¶H$ h¡
( 25 ) P-II/E
85. After teaching the chapter ‘Respiration in 85. H$jm VII ‘| ‘Ordm| ‘| ídgZ’ nmR> n‹T>mZo Ho$ níMmV²,
Organisms’ in Class VII, a teacher performs {e{jH$m AnZo {dÚm{W©¶m| Ho$ gmW {ZåZ{b{IV
the following activity with her students. They J{V{d{Y H$aVr h¡ & do VrZ naIZ{b¶m± boVo h¢ VWm
take three test tubes and fill 3/4th of each with
àË¶oH$ Ho$ 3/4 (VrZ-Mm¡WmB©) H$mo Ob go â XoVo h¢ &
water. The test tubes are labelled as A, B and
naIZ{b¶m| H$mo A, B Ed§ C Ho$ ê$n _| A§{H$V H$aVo
C. They put a snail in test tube A, a water
plant in test tube B and in C they keep snail
h¢ & do naIZbr A ‘| Km|Km S>mb XoVo h¢, naIZbr B
and plant both. The teacher then asks the
‘| Ob nmXn Am¡a C ‘| do Km|Km Am¡a nmXn XmoZm| aI
students which test tube would have the XoVo h¢ & {e{jH$m V~ {dÚm{W©`m| go nyN>Vr h¡ {H$ {H$g
highest concentration of CO2. Which process naIZbr ‘| CO2 H$m CƒV‘ gm§ÐU hmoJm & Bg ‘m‘bo
skill is the teacher emphasising in this case ? ‘| {e{jH$m {H$g à{H«$¶m H$m¡eb na ~b Xo ahr h¡ ?
(1) Predicting (1) nydm©Zw_mZ
(2) Estimating (2) AZw‘mZ bJmZo
(3) Measuring (3) ‘mnZ
(4) Question raising (4) àíZ CR>mZo
86. Which of the following is not correct in respect

86. nmR>ç-nwñVH$m| ‘| ‘{dñVm[aV A{YJ‘’ Ho$ ^mJ Ho$ ê$n ‘|
of the activities suggested as part of ‘Extended àñVm{dV J{V{d{Y¶m| Ho$ g§~Y§ ‘| {ZåZ{b{IV ‘| go
learning’ in textbooks ? H$m¡Z-gm ghr Zht h¡ ?
(1) These are an important value-addition to (1) ¶o ~ƒm| Ho$ kmZ Ed§ H$m¡eb Ho$ a§JnQ>b Ho$ {bE
children’s repertoire of knowledge and ‘hÎdnyU© ‘yë¶-g§dY©Z h¢ &
skills.
(2) ¶o {dÚm{W©¶m| Ho$ ‘yë¶m§H$Z H$m ‘hÎdnyU© AmYma
(2) These form an important basis of
~ZVr h¢ &
students’ evaluation.
(3) BZ‘| go Hw$N> ‘| {dÚm{W©¶m| Ûmam {d{^Þ àH$ma H$s
(3) Some of these require students to collect
information of various kinds and draw
gyMZm EH$Ì H$aZo H$s Am¡a ñd¶§ {ZîH$f© {ZH$mbZo
conclusions on their own. H$s Amdí`H$Vm hmoVr h¡ &
(4) Some of these enhance children’s (4) BZ‘| go Hw$N> ~¥hV² ê$n go {deofkm|, {ejH$m| Ed§
interaction with experts, teachers and g‘mO Ho$ gmW ~ƒm| H$s A§V:{H«$¶m H$mo ~‹T>mVr
society at large. h¢¡ >&
87. Which of the following is/are ordinarily not
87. {dkmZ nmR>çM`m© H$s ‘{df¶-dñVw d¡YVm’ Ho$ g§X^©
implied in the context of ‘Content validity’ of
‘| {ZåZ{b{IV ‘| go H$m¡Z-gm/go gm‘mÝ¶V: n[ab{jV
Science curriculum ?
Zht hmoVm/Vo h¡/h¢ ?
A. The content is updated. A. gm‘J«r AÚVZ h¡ &
B. The concepts are accurately represented. B. AdYmaUmE± ¶WmW©V: {Zê${nV h¢ &
C. The concepts are trivialised for some C. Hw$N> {ejm{W©¶m| Ho$ {bE AdYmaUmAm| H$mo VwÀN>
learners. ~Zm¶m J¶m h¡ &
(1) Only B (1) Ho$db B
(4) Only A (4) Ho$db A
P-II/E ( 26 )
88. Which of the following can be considered as 88. {ZåZ{b{IV ‘| go {H$go Q>r‘ (Xb) {ejU Ho$ {bE
the most suitable rationale for team teaching ? g~go Cn¶wº$ VH$m©Yma Ho$ ê$n ‘| em{_b {H$`m Om
(1) It is an effective strategy for large sized gH$Vm h¡ ?
classes. (1) ¶h ~¥hV² Am‘mn dmbr H$jmAm| Ho$ {bE EH$
(2) It benefits the students with diverse à^mdr aUZr{V h¡ &
expertise. (2) ¶h {d{dY gw{dkVm dmbo {dÚm{W©¶m| H$mo bm^
(3) It makes the task of assessment easier. nhþ±MmVm h¡ &
(4) It is helpful in increasing student (3) ¶h AmH$bZ Ho$ H$m¶© H$mo Am¡a gab ~ZmVm h¡ &
participation. (4) ¶h {dÚm{W©¶m| H$s ^mJrXmar _| d¥{Õ H$aZo ‘|
ghm¶H$ h¡ &
89. Which of the following would be the most
suitable activity to introduce the concept of 89. {ZåZ{b{IV ‘| go H$jm VII Ho$ {dÚm{W©`m| ‘| Jmobr¶
image formation in spherical mirrors in Xn©Um| ‘| à{V{~å~ aMZm H$s AdYmaUm H$mo àñVwV H$aZo
Class VII students ? Ho$ {bE g~go Cn¶wº$ J{V{d{Y H$m¡Z-gr hmoJr ?
(1) Students are asked to observe their
(1) {dÚm{W©¶m| H$mo EH$ g‘Vb Xn©U ‘| {d{^Þ
images at various positions in a plane
AdpñW{V¶m| ‘| AnZo à{V{~å~m| H$m AdbmoH$Z
mirror.
H$aZo Ho$ {bE H$hm OmVm h¡ &
(2) Students are asked to play with shiny,
steel spoons and observe their images in (2) {dÚm{W©¶m| H$mo M‘H$sbo ñQ>rb Må‘M Ho$ gmW
it. IobZo VWm Cg‘| AnZo à{V{~å~m| H$m AdbmoH$Z
(3) Students are explained the laws of H$aZo Ho$ {bE H$hm J¶m h¡ &
reflection. (3) {dÚm{W©¶m| H$mo namdV©Z Ho$ {Z¶‘ ñnîQ> {H$E OmVo
(4) Students are explained the process of h¢ &
drawing ray diagrams in curved mirrors.
(4) {dÚm{W©¶m| H$mo dH«$ Xn©Um| ‘| {H$aU AmaoI Ho$
90. Which of the following is not implied by the
AmaoIU H$s à{H«$¶m ñnîQ> H$s OmVr h¡ &
statement ‘Good science education is true to
90. {ZåZ{b{IV ‘| go H$m¡Z-gm Bg H$WZ go n[ab{jV
the child, true to life and true to the Zht hmoVm {H$ ‘AÀN>r {dkmZ {ejm ~ƒo Ho$ AZwHy$b,
discipline’ ? OrdZ Ho$ AZwHy$b Am¡a {dÚm-{deof (AZwemgZ) Ho$
(1) Science education should help the AZwHy$b h¡’ ?
students acquire the processes of science. (1) {dkmZ {ejm H$mo {dkmZ g§~§Yr à{H«$¶mAm| H$mo
(2) Science education should build a link A{O©V H$aZo ‘| {dÚm{W©¶m| H$s ghm¶Vm H$aZr
between the child and his/her Mm{hE &
(2) {dkmZ {ejm H$mo ~ƒo Am¡a CgHo$ Amg-nmg Ho$
environment.
dmVmdaU Ho$ ~rM EH$ H$‹S>r ~ZmZr Mm{hE> &
(3) Science education should train the
(3) {dkmZ {ejm H$mo {dÚm{W©¶m| H$mo ñHy$b ‘|
students to remain disciplined in school.
AZwem{gV ahZo Ho$ {bE à{e{jV H$aZm Mm{hE &
(4) Science classroom practices should be (4) {dkmZ H$jm H$m¶© {dH$mgmË‘H$ ê$n go Cn¶wº$
developmentally appropriate. hmoZo Mm{hE &
( 27 ) P-II/E
Candidates have to do questions 31 to 90 narjm{W©`m| H$mo àíZ 31 go 90 `m Vmo ^mJ II (J{UV d
EITHER from Part II (Mathematics and
Science) OR from Part III (Social
{dkmZ) `m ^mJ III (gm_m{OH$ AÜ``Z / gm_m{OH$
Studies/Social Science). {dkmZ) go H$aZo h¢ &
PART III / ^mJ III
SOCIAL STUDIES / SOCIAL SCIENCE (gm_m{OH$ AÜ``Z / gm_m{OH$ {dkmZ)
Directions : Answer the following questions by {ZX}e : {ZåZ{b{IV àíZm| Ho$ CÎma XoZo Ho$ {bE ghr /g~go
selecting the correct/most appropriate option. C{MV {dH$ën Mw{ZE &
31. Consider the following assessment question :
31. {ZåZ{b{IV _yë`m§H$Z g§~Y § r àíZ na {dMma H$s{OE :
‘What are the ways in which people can
participate in a democracy ?’ Following are ‘bmoH$V§Ì _| bmoJ {H$Z-{H$Z VarH$m| go ^mJrXmar H$a
some answers that you get from students. gH$Vo h¢ ?’ {dÚm{W©`m| Ûmam {XE Hw$N> CÎmam| H$mo ZrMo
Which answer reflects the student’s {X`m J`m h¡ &
understanding of the question and his/her H$m¡Z-gm CÎma {dÚmWu Ho$ àíZ H$mo g_PZo Am¡a EH$
ability to give a comprehensive ‘to-the-point’ g_mdoer ‘{df`mZwHy$b’ CÎma XoZo H$s j_Vm H$m àXe©Z
answer ? H$aVm h¡ ?
(1) ‘Some key elements that influence the (1) ‘bmoH$Vm§{ÌH$ gaH$ma Ho$ g§MmbZ H$mo à^m{dV
working of a democratic government H$aZo dmbo Hw$N> _w»` VÎd h¢ — OZ ^mJrXmar,
are — people’s participation, resolution of
conflict and commitment to equality and
g§Kf© H$m g_mYmZ Am¡a g_mZVm d Ý`m` Ho$ à{V
justice.’ à{V~ÕVm &’
(2) ‘Voting, dharna, rallies, social (2) ‘_VXmZ, YaZm, a¡br, gm_m{OH$ Am§XmobZ &’
movements.’ (3) ‘MwZmd _| _VXmZ Ûmam &’
(3) ‘By voting in elections.’ (4) ‘bmoH$V§Ì _|, bmoJ MwZmd _| _VXmZ Ûmam ^mJrXmar
(4) ‘In a democracy, people participate by H$aVo h¢ & g^r gaH$ma| EH$ {ZYm©[aV g_` Ho$
voting in elections. All governments are
elected for fixed periods. In India this
{bE MwZr OmVr h¢ & ^maV _| `h Ad{Y nm±M df©
period is five years.’ H$s h¡ &’
32. Consider the following assessment question : 32. {ZåZ{b{IV _yë`m§H$Z g§~§Yr àíZ na {dMma H$s{OE :
‘What is the difference between weekly ‘gmßVm{hH$ ~mµOma Am¡a em°qnJ _m°b _| Š`m A§Va h¡ ?’
markets and shopping malls ?’ {dÚm{W©`m| Ûmam {bIo Hw$N> CÎma ZrMo {XE JE h¢ : {H$g
Below are some answers written by students. CÎma _| {dÚmWu AnZr VwbZm/A§Va H$a nmZo H$s j_Vm
In which answer does the student fail to
display ability of comparing/contrasting ?
H$m àXe©Z H$aZo _| Ag\$b {XIVm h¡ ?
(1) ‘gmßVm{hH$ ~mµOma _| {~H$Zo dmbo gm_mZ gñVr
(1) ‘The products sold in weekly markets
could be bought at cheap rates whereas
Xam| na IarXo Om gH$Vo h¢ O~{H$ em°qnJ _m°b _|
only a few people can afford products sold {~H$Zo dmbo gm_mZ H$mo Ho$db Hw$N> bmoJ hr dhZ
in shopping malls.’ H$a gH$Vo h¢ &’
(2) ‘Weekly markets do not have permanent (2) ‘gmßVm{hH$ ~mµOma _| ñWm`r XþH$mZo§ Zht hmoVr h¢
shops whereas the shops in shopping O~{H$ em°qnJ _m°b _o§ XþH$mZo§ b§~o g_` VH$
malls are built to last.’ ahVr h¢ &’
(3) ‘Weekly markets run in both rural and (3) ‘gmßVm{hH$ ~mµOma J«m_rU d ehar XmoZm| joÌm| _|
urban areas whereas a shopping mall is bJVo h¢ O~{H$ em°qnJ _m°b àm`: ehar joÌm| _|
usually seen in urban areas.’
hmoVo h¢ &’
(4) ‘Weekly markets are markets which are
(4) ‘gmßVm{hH$ ~mµOma d¡go ~mµOma hmoVo h¢ Omo gßVmh
held on a specific day of the week
whereas shopping malls are Ho$ {H$gr {ZpíMV {XZ bJVo h¢ O~{H$ em°qnJ
multi-storeyed buildings with shops on _m°b ~hþ_§{µObm B_maV| hmoVr h¢ {OZ_| {^Þ
different floors.’ _§{µObm| na XþH$mZ| hmoVr h¢ &’
P-II/E ( 28 )
33. Some students of Class VI question that if the 33. H$jm VI Ho$ Hw$N> {dÚmWr© àíZ H$aVo h¢ {H$ `{X n¥Ïdr
Earth is not flat, then how are maps showing gnmQ> Zht h¡, Vmo _mZ{MÌ H¡$go g~ Hw$N> gnmQ> {XImVo
everything as flat ? h¢ ?
What will be the best way to address this Bg àíZ H$mo g§~mo{YV H$aZo H$m gd©loîR> _mJ© Š`m
question ? hmoJm ?
(1) Showing animatedly how maps and (1) gOrdVm Ho$ gmW `h {XImZm {H$ H¡$go _mZ{MÌ
globes resemble our Earth Am¡a ½bmo~, h_mar n¥Ïdr go {_bVo-OwbVo h¢
(2) Showing the maps to the students (2) {dÚm{W©`m| H$mo _mZ{MÌ {XImZm
(3) Ask them to find out the reason
(3) CÝh| ñd`§ hr H$maU nVm H$aZo Ho$ {bE H$hZm
themselves
(4) Showing the globe to the students (4) {dÚm{W©`m| H$mo ½bmo~ {XImZm
Assertion (A) : gm_m{OH$ {dkmZ H$m H$bm Ho$ gmW nañna Ñ‹T> g§~Y§
Social Science has a strong correlation with h¡ &
Arts. VH©$ (R) :
Reason (R) : {MÌH$bmE±, _y{V©H$bmE±, àmJ¡{Vhm{gH$ {eënH¥${V`m±,
Paintings, sculptures, prehistoric artifacts, BË`m{X gm_m{OH$ {dkmZ H$s H$B© emImAm| Ho$
etc. represent proof of many domains of Social gmú`/à_mU H$mo {Zê${nV H$aVo h¢ &
Sciences.
ì`m»`m h¡ &
(2) (A) µJbV h¡¡, naÝVw (R) ghr h¡ &
the correct explanation of (A).
ghr ì`m»`m Zht h¡ &
35. {ZåZ{b{IV H$WZm| H$mo n{‹T>E Am¡a ghr {dH$ën H$m
correct option : M`Z H$s{OE :
Statement A : H$WZ A :
The nature of Social Science is evidence-based, gm_m{OH$ {dkmZ H$s àH¥${V gmú`-AmYm[aV,
empirical and verifiable. AmZw^{dH$ Am¡a gË`mnZr` h¡ &
Statement B : H$WZ B :
Its study often leads to multiple BgH$m AÜ``Z àm`: EH$b KQ>Zm Ho$ ~hþb ì`m»`mZ
interpretations of a single event. H$s Amoa bo OmVm h¡ &
(1) A is true, but B is false. (1) A ghr h¡, naÝVw B µJbV h¡ &
(2) Both A and B are false. (2) A Am¡a B XmoZm| J µ bV h¢ &
(3) A is false, but B is true. (3) A µJbV h¡¡, naÝVw B ghr h¡> &
(4) Both A and B are true. (4) A Am¡a B XmoZm| ghr h¢ &
36. Rosy drew a picture of a woman as a nurse

36. amoµOr Zo EH$ _{hbm H$m Zg© Ho$ ê$n _| VWm nwéf H$m
and a man as an engineer. On asking the A{^`§Vm Ho$ ê$n _| {MÌ ~Zm`m & BgHo nrN>o H$m H$maU
reason behind it, she replied, ‘women make nyN>Zo na, CgZo CÎma {X`m, ‘_{hbmE± AÀN>r Zg© hmoVr
better nurses because they are more patient h¢ Š`m|{H$ do A{YH$ Y¡`©dmZ Am¡a gm¡å` hmoVr h¢, O~{H$
and gentle, whereas science requires a {dkmZ _| VH$ZrH$s {X_mJ H$s Amdí`H$Vm hmoVr h¡ Am¡a
technical mind and women are not capable of
dealing with technical things’.
_{hbmE± VH$ZrH$s dñVwAmo§ H$m à`moJ H$aZo _| gj_ Zht
What does Rosy’s statement reflect ?
hmoVr h¢ &
(1) Gender constancy amoµOr H$m H$WZ Š`m namd{V©V H$aVm h¡ ?
(2) Gender stereotype (1) O|S>a pñWaVm
(3) Gender typing (2) O|S>a ê${‹T>~Õ YmaUm
(4) Gender discrimination (3) O|S>a dJuH$aU H$aZm
(4) O|S>a ôX^md
( 29 ) P-II/E
37. To familiarise students about election 37. {dÚm{W©`m| H$mo ^maV H$s MwZmd à{H«$`m Ho$ ~mao _|
procedure in India, which one of the following gwn[a{MV H$amZo Ho$ {bE, {ZåZ{b{IV _| go H$m¡Z-gr
would be the best pedagogical method ?
{ejmemñÌr` {d{Y loîR> hmoJr ?
(1) Asking students to conduct survey in (1) {dÚm{W©`m| H$mo CZHo$ n‹S>mog _| MwZmd g§~§Yr gd}
their neighbourhood about election H$aZo Ho$ {bE H$hZm
(2) Organizing an election in the class for (2) H$jm _| H$jm à{V{Z{Y`m| Ho$ {bE MwZmd H$m
class representatives Am`moOZ H$aZm
(3) Screening a documentary on a local (3) ñWmZr` MwZmd na d¥Îm{MÌ Xem©Zm
election (4) {H$gr {deofk H$mo ì`m»`mZ Ho$ {bE Am_§{ÌV
(4) Inviting an expert for a lecture H$aZm
38. The best possible practice for sensitizing 38. Am{Xdm{g`m| Am¡a Mbdmgr newMm[a`m| (Madmhm|) Ho$
students towards the life of tribals and
nomadic pastoralists would be :
OrdZ Ho$ à{V {dÚm{W©`m| H$mo g§doXZerb ~ZmZo hoVw loîR>
g§^mì` Aä`mg hmoJm :
(1) screening a movie or documentary on (1) ~H$admbm| na Mb{MÌ AWdm d¥Îm{MÌ {XImZm &
Bakarwals. (2) ì`m»`mZ Ed§ go{_Zma &
(2) lecture and seminar. (3) Am{Xdm{g`m| Am¡a Mbdmgr newMm[a`m| (Madmhm|)
(3) a group discussion on tribes and nomadic na gm_y{hH$ MMm© &
pastoralists. (4) nmR>çnwñVH$ nR>Z &
(4) textbook reading. 39. {dÚm{W©`m| Ûmam Ob Ho$ BñVo_mb na gm_y{hH$ MMm©
39. While students are engaged in a group H$aVo g_` {ejH$ H$mo í`m_nÅ H$m BñVo_mb
discussion on uses of water, a teacher should {ZåZ{b{IV _| go {H$g Vah H$aZm Mm{hE ?
use the blackboard in which of the following (1) g§H$ënZmAm|, {df`-dñVwAm| Am¡a _wÔm| Ho$ AmYma
manner ? na à{V{H«$`mAm| H$mo ì`dpñWV H$aZm &
(1) Arranging responses around concepts,
(2) do {dÚmWu Omo H$jm _| hmoZhma _mZo OmVo h¢
themes and issues.
(2) Noting responses of students who are
CZH$s à{V{H«$`m H$mo {bI boZm &
considered bright in the class. (3) {dÚm{W©`m| H$s ~mVm| H$mo gwZZm bo{H$Z CZH$m
(3) Listen to the students but not necessary A{^boIZ Amdí`H$ Zht h¡ &
to record. (4) MMm© _| H$hr JB© ha ~mV H$mo A{^bo{IV
(4) Recording every word said in the H$aZm &
discussion. 40. ‘Amnam{YH$ Ý`m` àUmbr’ H$m nmR> IË_ hmoZo na, EH$
40. A teacher takes students of upper primary
classes to the District Court, after finishing
{ejH$ Cƒ àmW{_H$ H$jmAm| Ho$ {dÚm{W©`m| H$mo {Obm
the lesson on ‘Criminal Justice System’. Which
Ý`m`mb` bo OmVm h¡ & `h AdbmoH$Z {ZåZ{b{IV _|
of the following objectives is/are most go H$m¡Z-gm/go CÔoí` nyam H$aVm/Vo h¡/h¢ ?
appropriate for the visit ? A. Ý`m`mb`m| Ho$ àH$m`© H$m AZw^d H$aZm VWm
A. To provide experience of the functioning dH$sbm|, Ý`m`mYrem| Am¡a H$_©Mm[a`m| H$s
of courts and interact with lawyers, ^y{_H$mAm| na ~mVMrV H$aZm &
judges and staff on the roles they play. B. Ý`m` nmZo _| AmZo dmbr MwZm¡{V`m| H$mo {XImZm
B. To show the challenges of seeking justice VWm ì`dñWm Ho$ ~mao _| ^` n¡Xm H$aZm &
and create awe of the system.
C. {d{^Þ _wH$X_m| _| \±$go bmoJm| H$s naoem{Z`m| H$mo
C. To scare students by showing difficulties
faced by those implicated in various cases
{XImH$a {dÚm{W©`m| H$mo S>amZm Am¡a CÝh| H$mZyZ
and encourage law keeping. _mZZo Ho$ {bE àmoËgm{hV H$aZm &
(1) Only C (1) Ho$db C
(2) Only B (2) Ho$db B
(4) Only A (4) Ho$db A
P-II/E ( 30 )
41. Which of the following are the prevailing 41. {ZåZ{b{IV _| go H$m¡Z-gr gm_m{OH$ {dkmZ Ho$ g§X^© _|
misconceptions about Social Science ? ^«m§V-YmaUmE± h¢ ?
A. It is a non-utilitarian subject. A. `h EH$ µJ¡a-Cn`moJr {df` h¡ &
B. Natural Sciences are superior to the B. àmH¥${VH$ {dkmZ, gm_m{OH$ {dkmZ go loîR> h¢ &
Social Sciences.
C. `h A{Vím` ‘VÏ`m|’ H$mo aQ>Zo na nwañH¥$V H$aVm
C. It rewards memorisation of superfluous
‘facts’.
h¡ &
D. gm_m{OH$ {dkmZ _| {deofkVm àmßV {dÚm{W©`m|
D. The only job option open to students
specialising in the Social Sciences is in Ho$ Zm¡H$ar Ho$ {dH$ën Ho$db AH$mX_r
academics. ({ejm{dXm|) _| hr h¢ &
(3) A, B, C and D (3) A, B, C Am¡a D
(4) A, C and D (4) A, C Am¡a D
42. Which of the following concepts (A to D) 42. CîU H${Q>~§Y H$s g§H$ënZm H$mo g_PZo Ho$ {bE EH$
should a child have prior knowledge about to ~ƒo H$mo {ZåZ{b{IV g§H$ënZmAm| (A go D) _| go
understand the concept of the Torrid Zone ? {H$ZH$s àmW{_H$ OmZH$mar hmoZr Mm{hE ?
A. Longitudes A. Xoem§Va
B. Globe B. ½bmo~
C. Insolation C. AmVnZ
D. Latitudes D. Ajm§e
43. Read the following statements and choose the 43. {ZåZ{b{IV H$WZm| H$mo n{‹T>E VWm ghr {dH$ën H$m
correct option : M¶Z H$s{OE :
The change in nomenclature, from Civics to ZmJ[aH$ emñÌ go amOZr{VH$ {dkmZ Zm_mdbr _|
Political Science was to bring back the focus n[adV©Z, g_H$mbrZ ^maV Ho$ _m_bm| Ho$ à{V Ü`mZ
towards issues of contemporary India. dmng bmZo Ho$ {bE Wm &
‘Civics’ appeared in the Indian school {~«{Q>e amO Ho$ à{V ^maVr`m| _| ~‹T>Vr A{ZîR>m H$s
curriculum during Colonial period against the
background of increasing disloyalty among
n¥îR>^y{_ _| Am¡n{Zdo{eH$ H$mb Ho$ g_` ^maVr` ñHy$b
Indians towards the British Raj. nmR>çM`m© _| ‘ZmJ[aH$ emñÌ’ Am`m Wm &
not the correct explanation of (A). ghr ì¶m»¶m Zht h¡ &
(3) (A) is false, but (R) is true. (3) (A) µJbV h¡, naÝVw (R) ghr h¡¡ &
(4) Both (A) and (R) are true and (R) is the (4) (A) Am¡a (R) XmoZm| ghr h¢ VWm (R), (A) H$s ghr
correct explanation of (A). ì¶m»¶m h¡¡ &
( 31 ) P-II/E
44. Which of the following activities would help 44. {ZåZ{b{IV _| go H$m¡Z-gr J{V{d{Y(`m±) ~ƒm| _|
children to critically think about women’s g_mO _| _{hbmAm| Ho$ H$m_ H$mo boH$a AmbmoMZmË_H$
work in society ?
gmoM {dH${gV H$aZo _| _XX H$aVr h¡/h¢ ?
A. Asking students to write slogans
emphasizing the importance of equality A. {dÚm{W©`m| H$mo _{hbmAm| d nwéfm| _| ~am~ar Ho$
between men and women. _hÎd na ~b XoVo hþE Zmao {bIZo Ho$ {bE H$hZm &
B. Asking students to observe how much B. {dÚm{W©`m| H$mo ò {ZarjU H$aZo Ho$ {bE H$hZm
leisure time men and women have {H$ _{hbmAm| Am¡a nwéfm| H$mo AbJ-AbJ
respectively and to think about why that
is so.
{H$VZm µ\w$agV H$m g_` {_bVm h¡ Am¡a BgHo$
C. Showing them data regarding how many ~mao _| {dMma H$aZm {H$ Eogm Š`m| h¡ &
girl students get to attend schools and C. {dÚm{W©`m| H$mo N>mÌmAm| Ho$ {dÚmb`m| _| CnpñW{V
asking them to talk about the impact that g§~Y§ r Am±H$‹S>m| H$mo {XImZm Am¡a BgH$m CZHo$
might have on their job opportunities. Zm¡H$ar nmZo Ho$ Adgam| na n‹S>Zo dmbo à^mdm| Ho$
~mao _| MMm© H$aZo Ho$ {bE H$hZm &
(1) A and B
(2) Only C (1) A Am¡a B
(3) B and C (2) Ho$db C
(4) Only A (3) B Am¡a C
45. While taking a class on the topic of (4) Ho$db A
‘Government’, which of the following questions 45. ‘emgZ ì`dñWm’ Ho$ {df` na H$jm boVo g_`,
can you pose to students to encourage both {dÚm{W©`m| _| gm_m{OH$ OmJê$H$Vm Am¡a AmbmoMZmË_H$
social awareness and critical thinking skills in
them ? {dMma H$m¡eb XmoZm| {dH${gV H$aZo Ho$ {bE {ZåZ{b{IV
(1) ‘List out three differences between a
_| go {H$g àíZ H$mo nyN>m Om gH$Vm h¡ ?
monarchy and a democratic government.’ (1) ‘amOV§Ì Am¡a bmoH$Vm§{ÌH$ gaH$ma Ho$ ~rM Ho$
(2) ‘What are the features of a democratic
VrZ A§Va gyMr~Õ H$s{OE &’
(2) ‘bmoH$Vm§{ÌH$ gaH$ma H$s Š`m {d{eîQ>VmE± hmoVr
government ?’
h¢ ?’
(3) ‘We saw how the pandemic had
disproportionately placed the burden of (3) ‘h_Zo XoIm {H$ _hm_mar Ho$ Xm¡amZ ñdmñÏ`
healthcare on doctors and frontline ì`dñWm H$m ~moP {M{H$ËgH$m| Am¡a AJwAm
workers. Do you think any protest ñdmñÏ`H${_©`m| na {df_ ê$n go µÁ`mXm n‹S>m &
organized by them demanding better Š`m AmnHo$ {dMma _| ~ohVa godm eVm] H$s _m±J
working conditions from the government H$mo boH$a gaH$ma Ho$ g_j CZH$m àXe©Z H$aZm
is justified ? Support your answer with OmÒ h¡ ? AnZo CÎma H$m g_W©Z H$maU g{hV
reasons.’ H$s{OE &’
(4) ‘You have been noticing for quite some (4) ‘AmnZo `h XoIm h¡ {H$ dfm© G$Vw _| O~
time that the area near your house gets
flooded every time it rains during the
^r ~m[ae hmoVr h¡, AmnHo$ Ka Ho$ Amg-nmg
monsoon season. You and your Ob-O_md hmo OmVm h¡ & Amn AnZo n‹S>mo{g`m| Ho$
neighbours decide that something has to gmW {_bH$a Bg g_ñ`m H$m g_mYmZ {ZH$mbZo
be done regarding this issue. Which level H$m \¡$gbm H$aVo h¢ & ñWmZr`, amÁ` `m Ho$ÝÐ _|
of government – Local, State or Central, go {H$g ñVa H$s emgZ ì`dñWm Ho$ nmg Amn
would you approach if you have such a {eH$m`V H$a|Jo ?’
grievance ?’
46. A teacher writes expected learning objectives 46. EH$ {e{jH$m AnZr nmR> `moOZm Ho$ {bE Ano{jV
for her lesson plan as : ‘Students will be able A{YJ_ CÔoí` Bg àH$ma {bIVr h¡ : ‘{dÚmWu
to compare a weekly market with a shopping gmßVm{hH$ ~mµOma H$s VwbZm em°qnJ H$m°åßboŠg Ho$ gmW
complex’. This objective will require students H$aZo _| gj_ hm|Jo’ & Bg CÔoí` Ho$ {bE {dÚm{W©`m| H$mo
to demonstrate their :
AnZm _______ àX{e©V H$aZo H$s Amdí`H$Vm hmoJr &
(1) Application (1) AZwà`moJ
(2) Understanding (2) g_P (~moY)
(3) Analysis (3) {díbofU
(4) Knowledge (4) kmZ
P-II/E ( 32 )
47. Which of the following assessment questions is 47. {dÚm{W©`m| H$s ^maVr` g§KdmX H$s g_P d gamhZm H$s
the most appropriate to test students’ Om±M Ho$ {bE {ZåZ{b{IV _| go H$m¡Z-gm _yë`m§H$Z àíZ
understanding and appreciation of Indian
federalism ? gdm©{YH$ Cn`wº$ h¡ ?
(1) Write a brief note on the three organs of (1) amÁ` Ho$ VrZ A§Jm| — {dYm{`H$m, H$m`©nm{bH$m
the state — the legislature, the executive Am¡a Ý`m`nm{bH$m na g§{já {ddaU {b{IE &
and the judiciary. (2) emgZ ì`dñWm Ho$ VrZ ñVa H$m¡Z-go h¢ ? CZHo$
(2) What are the three levels of the H$m`© Š`m h¢ ?
government ? What are their functions ? (3) AmnHo$ {dMma _| Š`m hmoVm `{X h_mar amÁ` Am¡a
(3) What do you think might happen if we ñWmZr` emgZ ì`dñWm Zht hmoVt Am¡a
did not have any state and local g^r \¡$gbo Ho$ÝÐ go {bE OmVo ?
governments and all decisions were made (4) g§KdmX H$mo n[a^m{fV H$s{OE &
at the Centre ? 48. _yë`m§H$Z g§~Y§ r {ZåZ{b{IV àíZ na {dMma H$s{OE :
(4) Define federalism. ‘EH$ bmoH$Vm§{ÌH$ Xoe H$mo g§{dYmZ H$s µOê$aV Š`m| hmoVr
48. Consider the following assessment question :
‘Why does a democratic country need a
h¡ ?’
constitution ?’ {ZåZ{b{IV _| go H$m¡Z-gm CÎma Xem©Vm h¡ {H$ {dÚmWu
Which of the following answers given by your Zo àíZ H$mo g_Pm Zht h¡ ?
students indicate a lack of understanding of (1) {dÚmWu C : g§{dYmZ `h gw{ZpíMV H$aVm h¡ {H$
the question ? H$moB© à~b g_yh Aeº$ g_yhm| na AnZr
(1) Student C : A constitution ensures that a e{º$ H$m à`moJ Z H$ao &
dominant group does not use its power (2) {dÚmWu B : g§{dYmZ h_| EH$ {Z`_mdbr XoVm h¡
against less powerful groups.
(2) Student B : A constitution gives us a set
{OgHo$ AmYma na EH$ Xoe H$m emgZ {H$`m OmVm h¡ &
of rules on the basis of which a country is (3) {dÚmWu D : g§{dYmZ _| do {Z`_ g_m{dîQ> h¢ Omo
to be governed. gw{ZpíMV H$aVo h¢ {H$ Aëng§»`H$ Cg {H$gr ^r
(3) Student D : A constitution usually MrµO go d{O©V Z hm| Omo ~hþg§»`H$m| H$mo {ZË`
contains rules that ensure that minorities CnbãY h¢ &
are not excluded from anything that is
(4) {dÚmWu A : g§{dYmZ CZ {Z`_m| H$mo noe H$aVm h¡
routinely available to the majority.
(4) Student A : A constitution lays down Omo h_mao amOZr{VH$ ZoVmAm| Ûmam gÎmm
rules that guard against the misuse of Ho$ Xþén`moJ go ajm H$aVo h¢ &
authority by our political leaders. 49. {ZåZ{b{IV H$WZm| H$mo n{‹T>E VWm ghr {dH$ën H$m
Assertion (A) : {dÚm{W©`m| H$mo {MÌm| Ho$ Ûmam Xþ{Z`m Ho$ AbJ-AbJ
A scrapbook is an effective way of making joÌm| H$s {^Þ-{^Þ àH$ma H$s dZñn{V`m| Ho$ ~mao _|
students learn about the different types of g_PmZo hoVw H$VaZ a{OñQ>a (ñH«¡$n~wH$) EH$ H$maJa
vegetation present in various regions of the VarH$m h¡ &
world through pictures. H$maU (R) :
Reason (R) : EH$ H$VaZ a{OñQ>a (ñH«¡$n~wH$) H$m _yë`m§H$Z Cg_|
A scrapbook must be assessed only by the cost BñVo_mb {d{^Þ gm_{J«`m| Ho$ _yë` Ho$ AmYma na hr
of different materials used in it. {H$`m OmZm Mm{hE &
(1) (A) is true, but (R) is false. (1) (A) ghr h¡, naÝVw (R) µJbV h¡ &
not the correct explanation of (A). (2) (A) Am¡a (R) XmoZm| ghr h¢, naÝVw (R), (A) H$s
(3) (A) is false, but (R) is true. ghr ì¶m»¶m Zht h¡ &
(4) Both (A) and (R) are true and (R) is the (3) (A) µJbV h¡, naÝVw (R) ghr h¡¡ &
correct explanation of (A). (4) (A) Am¡a (R) XmoZm| ghr h¢ VWm (R), (A) H$s ghr
50. What kinds of questions can students be asked ì¶m»¶m h¡¡ &
in order to test their factual knowledge ? 50. {dÚm{W©`m| Ho$ VÏ`mË_H$ kmZ H$s Om±M Ho$ {bE {H$g
(1) Knowledge of terminologies Vah Ho$ àíZ nyN>o Om gH$Vo h¢ ?
(2) Knowledge of classifications and (1) nm[a^m{fH$ eãXmdbr H$m kmZ
categories (2) dJuH$aUm| Am¡a lo{U`m| H$m kmZ
(3) Strategic knowledge (3) aUZr{VH$ kmZ
(4) Knowledge of subject-specific skills (4) {df`-{deof H$m¡eb H$m kmZ
( 33 ) P-II/E
51. If Greenwich Meridian Time is 12 noon, then 51. `{X J«r{ZM `må`moÎma g_` Xmonha Ho$ 12 ~Oo H$m h¡, Vmo
what will be the time at 45 East longitude ? 45 nyd© Xoem§Va na Š`m g_` hmoJm ?
(1) 9 a.m.
(1) 9 ~Oo nydm©•
(2) 3 p.m.
(3) 10 a.m. (2) 3 ~Oo Anam•
(4) 2 p.m. (3) 10 ~Oo nydm©•
52. Sea caves are formed in coastal areas. Select (4) 2 ~Oo Anam•
the suitable reason for formation of sea caves :
(1) Erosion and deposition by waves
52. VQ>r` joÌm| _| g_wÐr Jw\$mE± ~ZVr h¢ & g_wÐr Jw\$mAm| Ho$
(2) Wind erosion {Z_m©U Ho$ {bE Cn`wº$ H$maU H$m M`Z H$s{OE :
(3) Man made activity (1) Va§Jm| Ûmam AnaXZ Ed§ {ZjonU
(4) Falling of rocks (2) ndZ AnaXZ
53. Natural vegetation varies from place to place. (3) _mZd {Z{_©V J{V{d{Y
Why do evergreen trees grow near equatorial (4) e¡bm| H$m {JaZm
region ?
Choose the appropriate reason from the
53. ñWmZ n[adV©Z go àmH¥${VH$ dZñn{V _| ^r n[adV©Z
following : hmoVm h¡ & gXm~hma d¥j, ^y_Ü`dVu àXoe Ho$ g_rn hr
(1) Moderate temperature and moderate Š`m| CJVo h¢ ?
rainfall {ZåZ{b{IV _| go Cn`wº$ H$maU H$m M`Z H$s{OE :
(2) Heavy rainfall and high temperature (1) _Ü` Vmn_mZ Am¡a _Ü` dfm©
(3) Low rainfall and high temperature
(2) ^mar dfm© Am¡a Cƒ Vmn_mZ
(4) Moderate rainfall and low temperature
(3) {ZåZ dfm© Am¡a Cƒ Vmn_mZ
54. Consider the following statements about
(4) _Ü` dfm© Am¡a {ZåZ Vmn_mZ
latitudes. Which of the following is correct ?
1 54. Ajm§em| Ho$ ~mao _| {ZåZ{b{IV H$WZm| na {dMma
(1) Arctic Circle is at 23 north of the
2 H$s{OE & {ZåZ{b{IV _| go H$m¡Z-gm ghr h¡ ?
equator. 1
(2) Tropic of Capricorn passes through (1) CÎma-Yw«dr` d¥Îm {dfwdV aoIm Ho$ 23 CÎma _|
2
southern hemisphere. pñWV h¡ &
1 (2) _H$a aoIm X{jUr JmobmY© go hmoH$a JwµOaVr h¡ &
(3) Antarctic Circle is at 23 south of the
2 1
equator. (3) X{jU-Yw«dr` d¥Îm {dfwdV aoIm Ho$ 23 X{jU
2
(4) Tropic of Cancer passes through southern _| pñWV h¡ &
hemisphere. (4) H$H©$ aoIm X{jUr JmobmY© go hmoH$a JwµOaVr h¡ &
55. An imaginary line drawn on a globe to divide 55. ½bmo~ H$mo Xmo ~am~a ^mJm| _| ~m±Q>Zo Ho$ {bE ItMr JB©
it into two equal parts is known as the H$mën{ZH$ aoIm H$mo __________ H$hm OmVm h¡ &
___________. (1) {dfwdV aoIm
(1) Equator (2) _H$a aoIm
(2) Tropic of Capricorn
(3) CÎma-Y«wdr` d¥Îm
(3) Arctic Circle
(4) Tropic of Cancer (4) H$H©$ aoIm
56. Choose the correct statements about the globe 56. {ZåZ{b{IV _| go ½bmo~ Ho$ ~mao _| ghr H$WZm| H$m M`Z
from the following : H$s{OE :
A. Longitudes and latitudes are drawn on A. ½bmo~ na Ajm§e Am¡a Xoem§Va ItMo JE h¢ &
the globe. B. `h AnZo Aj na PwH$s hþB© AdñWm _| h¡ &
B. It is tilting on its axis. C. `h n¥Ïdr H$m dmñV{dH$ à{Vê$n h¡ &
C. It is a true model of the Earth.
D. `h A§S>mH$ma AmH¥${V _| h¡ &
D. It is oval in shape.
P-II/E ( 34 )
57. Stratosphere has ideal conditions for flying 57. g_Vmn_§S>b H$s n[apñW{V`m± hdmB© OhmµO C‹S>mZo Ho$
aeroplanes. Choose the correct reason :
{bE AmXe© hmoVr h¢ & ghr H$maU H$m M`Z H$s{OE :
(1) High air pressure (1) Cƒ dm`w Xm~
(2) Low air pressure (2) {ZåZ dm`w Xm~
(3) Free from clouds and related weather (3) ~mXbm| Ed§ _m¡g_ g§~Y§ r KQ>ZmAm| go _wº$ hmoZm
phenomena
(4) Am±Yr dmbr n[apñW{V`m± (VoµO ndZ)
(4) Windy conditions
58. {ZåZ{b{IV `wJbm| H$m ghr {_bmZ H$s{OE :
58. Match the following pairs correctly : H$m°b_ I H$m°b_ II
Column I Column II A. AmoµOmoZ naV I. jmo^_§S>b
A. Ozone layer I. Troposphere B. ao{S>`mo àofU II. ~{h_ªS>b
B. Radio transmission II. Exosphere C. _m¡g_ g§~Y § r KQ>ZmE± III. g_Vmn_§S>b
C. Weather phenomenon III. Stratosphere D. nVbr dm`w IV. ~mø dm`w_§S>b
D. Thin air IV. Thermosphere
Choose the correct option : (1) A-II, B-III, C-IV, D-I
(1) A-II, B-III, C-IV, D-I (2) A-I, B-II, C-III, D-IV
(2) A-I, B-II, C-III, D-IV (3) A-IV, B-I, C-II, D-III
(3) A-IV, B-I, C-II, D-III (4) A-III, B-IV, C-I, D-II
(4) A-III, B-IV, C-I, D-II 59. Jë\$ ñQ´>r_, J_© _hmgmJar` ObYmam h¡ Š`m|{H$ ò
59. Gulf Stream is a warm ocean current because _________ &
it ________. (1) Yw«dm| go ^y_ÜàoIm H$s Amoa MbVr h¡
(1) moves from poles to equator (2) A§V^m£_ (^y{_ Ho$ ZrMo) go J_© hmoVr h¡
(2) gets heated from underground (3) J_© nmZr Ho$ PaZm| (òmoVm|) Ûmam J_© hmoVr h¡
(3) gets heated by hot springs (4) ^y_ÜàoIm Ho$ {ZH$Q> CËnÞ hmoVr h¡
(4) originates near the equator
60. Match the following pairs :
60. {ZåZ{b{IV `wJbm| H$m {_bmZ H$s{OE :
H¥${f Ho$ àH$ma joÌ/àXoe
Types of Farming Areas/Regions
A. ñWmZm§Var H¥${f I. AY©-ewîH$ Am¡a ewîH$
A. Shifting I. Semi-arid and
cultivation arid regions àXoe
B. Commercial II. Thickly populated B. dm{UpÁ`H$ II. gKZ OZg§»`m dmbo joÌ
grain farming areas AZmO H¥${f
C. Intensive III. Thickly forested C. JhZ {Zdm©h H¥${f III. gKZ dZ dmbo joÌ
subsistence areas
agriculture D. Mbdmgr newMmaU IV. erVmoîU Kmg Ho$ _¡XmZ
D. Nomadic IV. Temperate ghr {dH$ën H$m M`Z H$s{OE :
herding Grasslands (1) A-I, B-II, C-IV, D-III
Choose the correct option : (2) A-III, B-IV, C-II, D-I
(1) A-I, B-II, C-IV, D-III
(2) A-III, B-IV, C-II, D-I (3) A-II, B-III, C-I, D-IV
(3) A-II, B-III, C-I, D-IV (4) A-IV, B-I, C-III, D-II
(4) A-IV, B-I, C-III, D-II
61. Choose the false statement from the following 61. {ZåZ{b{IV H$WZm| _| go ‘D$Om© g§gmYZm|’ na AgË`
statements on ‘Energy Resources’. H$WZ H$m M`Z H$s{OE &
(1) Biogas causes greenhouse effect. (1) ~m`moJ¡g, J«rZhmCg à^md H$m H$maU hmoVr h¡ &
(2) Solar energy is renewable energy. (2) gm¡a D$Om© ZdrH$aUr` D$Om© h¡ &
(3) Tidal energy is exhaustible. (3) Ádmar` D$Om© g_mß` hmoVr h¡ &
(4) Wind energy is non-polluting. (4) ndZ D$Om© àXÿfU-_wº$ hmoVr h¡ &
( 35 ) P-II/E
62. Which of the following means of transport is 62. {ZåZ{b{IV _| go `mVm`mV H$m H$m¡Z-gm gmYZ A{YH$
cheapest for carrying heavy and bulky goods Xÿar _| ^mar Ed§ ~‹S>o AmH$ma dmbo gm_mZm| H$mo T>moZo Ho$
over long distances ?
{bE g~go gñVm h¡ ?
(1) Waterways (1) Ob_mJ©
(2) Railways
(2) aob_mJ©
(3) Airways
(3) dm`w_mJ©
(4) Roadways
(4) g‹S>H$_mJ©
63. Suggest the type of resources we should use 63. AnZo n`m©daU H$mo ~MmZo Ho$ {bE {Og àH$ma Ho$
more, in order to save our environment.
g§gmYZm| H$m h_| A{YH$ Cn`moJ H$aZm Mm{hE, dh
(1) Non-renewable resources
gwPmBE &
(2) Renewable resources
(1) AZdrH$aUr` g§gmYZm|
(3) Human made resources (2) ZdrH$aUr` g§gmYZm|
(4) Abiotic resources (3) _mZd {Z{_©V g§gmYZm|
64. During a class activity, the teacher asked (4) AO¡d g§gmYZm|
students to select dolls which identified closely 64. EH$ H$jm J{V{d{Y Ho$ g_`, {ejH$ Zo {dÚm{W©`m| go
with Adivasis. Most of the students picked up Am{Xdm{g`m| O¡gr {XIZo dmbr Jw{‹S>`m H$m M`Z H$aZo
dolls wearing colourful clothes, head gear and Ho$ {bE H$hm & A{YH$m§e {dÚm{W©`m|§ Zo a§J-{~a§Jo H$n‹S>o
in dancing postures. What does this behaviour
demonstrate ?
nhZo hþB©, {ga na _wHw$Q> bJmE Am¡a Z¥Ë` _wÐm dmbr
(1) Discrimination Jw{‹S>`m± CR>m bt & `h ì`dhma Š`m {XImVm h¡ ?
(2) Stereotype (1) ôX^md
(3) Progressiveness (2) ê${‹T>dmX
(4) Prejudice (3) àJ{VerbVm
(4) nydm©J«h
65. Being prejudiced towards someone implies :
A. To judge them negatively.
65. {H$gr Ho$ à{V nydm©J«hr hmoZo H$m AW© h¡ :
B. To consider them superior.
A. CÝh| ZH$mamË_H$ ê$n go XoIZm &
C. To disrespect those who are different. B. CÝh| CÎm_ (loîR>) _mZZm &
D. To discriminate against members of a C. Omo bmoJ {^Þ h¢ CZH$m AZmXa H$aZm &
group. D. g_yh Ho$ gXñ`m| Ho$ {déÕ ôX^md H$aZm &
(3) A, B, C and D (3) A, B, C Am¡a D
Federal system fulfils the needs and demands g§Kr` ì`dñWm, ^maV _| gm§ñH¥${VH$ {d{dYVmAm| H$s
of the cultural diversities in India. Amdí`H$VmAm| VWm _m±Jm| H$m nmbZ H$aVr h¡ &
Reason (R) :
It establishes multiple levels of governance in
VH©$ (R) :
the country.
`h Xoe _| A{êmgZ Ho$ ~hþ{bV MaU (ñVa) ñWm{nV
H$aVr h¡ &
(4) Both (A) and (R) are true and (R) is the (4) (A) Am¡a (R) XmoZm| ghr h¢ VWm (R), (A) H$s ghr
P-II/E ( 36 )
67. Which of the following incidents are identified 67. {ZåZ{b{IV _| go {H$Z KQ>ZmAm| H$s nhMmZ ‘AZwgy{MV
as violative of ‘The Scheduled Castes and the Om{V Am¡a AZwgy{MV OZOm{V (AË`mMma amoH$Wm_)
Scheduled Tribes (Prevention of Atrocities) A{Y{Z`_, 1989 Ho$ Cëb§KZ Ho$ ê$n _| H$s JB©’ ?
Act, 1989’ ? A. ‘D±$Mr Om{V’ Ho$ bmoJm| Ûmam AZwgy{MV Om{V Ho$
A. Violence by ‘upper caste’ people against bmoJm| Ho$ {déÕ qhgm &
Scheduled Caste people. B. AZwgy{MV Om{V g_wXm` Ho$ gXñ` H$mo
B. Forcing a member of a Scheduled Caste Amn{ÎmOZH$ nXmW© ImZo Ho$ {bE ~mÜ` H$aZm &
community to eat obnoxious substance.
C. µJ¡a-Am{Xdmgr bH$‹S>r ì`mnm[a`m| H$mo OZOmVr`
C. Allowing non-tribal timber merchants to
exploit tribal land.
^y{_ Ho$ XmohZ H$s AZw_{V XoZm &
D. AZwgy{MV Om{V g_wXm` Ho$ gXñ` go {ddmh
D. Marrying a member of Scheduled Caste
community.
H$aZm &
(3) A, B, C and D (3) A, B, C Am¡a D
68. “The Mid-day meal scheme has helped reduce 68. ‘‘_Ü`m• ^moOZ `moOZm Zo {dÚm{W©`m| _| Om{VJV nydm©J«hm|
caste prejudices among students and promoted H$mo H$_ H$aZo _| ghm`Vm H$s h¡ VWm gm_m{OH$ Ý`m`
social justice.” Explain the statement by H$mo ~‹T>mdm {X`m h¡ &’’ ghr {dH$ën Ho$ M`Z Ûmam H$WZ
choosing the correct option. H$mo g_PmBE &
A. Children of all castes eat together. A. g^r Om{V`m| Ho$ ~ƒo gmW-gmW ImVo h¢ &
B. In many places, Dalit women are B. H$B© ñWmZm| _|, X{bV _{hbmAm| H$mo ImZm nH$mZo
employed to cook meals. Ho$ {bE aIm J`m h¡ &
C. Enrolment of poor children in schools has C. ñHy$bm| _| µJar~ ~ƒm| H$m àdoe boZm H$B© JwZm
increased many times. ~‹T> J`m h¡ &
D. ñHy$b N>mo‹S>Zo H$s Xam| _| H$_r AmB© h¡ &
D. Reduced the dropout rates in schools.
Options :
{dH$ën :
(1) A, B Am¡a D
(1) A, B and D
(2) A, C Am¡a D
(2) A, C and D
(3) A, B, C Am¡a D
(3) A, B, C and D (4) A, B Am¡a C
(4) A, B and C 69. {ZåZ{b{IV _| go H$m¡Z-go àmdYmZ ^maVr` Ý`m{`H$
69. Which among the following provisions ensures ì`dñWm H$s ñdV§ÌVm gw{ZpíMV H$aVo h¢ ?
independence of Indian Judicial system ?
A. The legislature is not involved in the
A. Ý`m`mYrem| H$s {Z`w{º$ H$s à{H«$`m _| {dYm{`H$m
process of appointment of judges em{_b Zht hmoVr h¡
B. Fixed tenure of judges B. Ý`m`mYrem| H$m {ZpíMV H$m`©H$mb
C. Parliament cannot discuss the conduct of C. Ý`m`mYrem| Ho$ AmMaU H$s g§gX MMm© Zht H$a
judges gH$Vr h¡
D. The President administers the oath to the D. gdm}ƒ Ý`m`mb` Ho$ _w»` Ý`m`mYre H$mo enW
Chief Justice of Supreme Court amîQ´>n{V {XbmVo h¢
(3) A, B, C and D (3) A, B, C Am¡a D
( 37 ) P-II/E
70. The work performed by a homemaker goes 70. Am°{\$g OmZo dmbr _{hbm {Ogo doVZ Ed§ gå_mZ
unnoticed and unpaid as compared to the {_bVm h¡ Ûmam {Zînm{XV Am°{\$g g§~Y§ r H$m_ H$s VwbZm
official work performed by an office going lady _| Kaoby _{hbm Ûmam {Zînm{XV H$m_ AZXoIm VWm
who gets salary and respect. Examine the
possible reason behind this :
AXÎm OmVm h¡ & BgHo$ nrN>o Ho$ g§^mì` H$maU H$s Om±M
(1) Overvaluation of official work H$s{OE :
(2) Less time taken for household work (1) H$m`m©b`r H$m_ H$m A{V_yë`Z
(3) Patriarchal set-up of Indian society (2) Kaoby H$m_ Ho$ {bE H$_ g_` bJZm
(4) Devaluation of household work (3) ^maVr` g_mO H$s {nV¥H$ ì`dñWm
71. The Supreme Court has interpreted Right to (4) Kaoby H$m_ H$m Ad_yë`Z
food, Right to privacy and Right to
pollution-free water and air under the ambit
71. ^maVr` ZmJ[aH$m| H$mo AZwXÎm {H$g _m¡{bH$ A{YH$ma H$s
of which Fundamental Right granted to n[a{Y Ho$ A§VJ©V gdm}ƒ Ý`m`mb` Zo ^moOZ Ho$
Indian citizens ? A{YH$ma, {ZOVm Ho$ A{YH$ma VWm àXÿfU-_wº$ Ob Ed§
(1) Article 19 dm`w Ho$ A{YH$ma H$s ì`m»`m H$s h¡ ?
(2) Article 21 (1) AZwÀN>X o 19
72. “Indian secularism is different from (4) AZwÀN>X o 20
secularism practised in the USA.” Identify the 72. “^maVr` Y_©{ZanojVm, A_o[aH$s Y_©{ZanojVm go {^Þ
correct options from below which identify the h¡ &” XmoZm| Ho$ ~rM Ho$ ôXm| H$s nhMmZ H$aZo dmbo ghr
differences between the two. {dH$ënm| H$s {ZåZ{b{IV _| go nhMmZ H$s{OE &
A. In USA, neither the state nor religion can A. A_o[aH$m _|, amÁ` Am¡a Y_© _| go H$moB© ^r
interfere in each other’s matters.
B. In the Indian Constitution, there is a
EH$-Xÿgao Ho$ _m_bm| _| hñVjon Zht H$a gH$Vm h¡ &
provision for Protection of Minority
B. ^maVr` g§{dYmZ _| Aëng§»`H$m| Ho$ A{YH$mam|
Rights. H$s gwajm H$m àmdYmZ h¡ &
C. Both USA and India maintain strict C. A_o[aH$m Am¡a ^maV XmoZm| hr amÁ` Ho$ _m_bm|
separation between state affairs and Am¡a Ym{_©H$ _m_bm| _| ñnîQ> n¥WŠH$sH$aU ~ZmE
religious affairs. aIVo h¢ &
D. In USA, state can allow religious reforms, D. A_o[aH$m _|, ^maV Ho$ {dnarV, amÁ` Ym{_©H$
unlike India. gwYmam| H$s AZw_{V Xo gH$Vm h¡ &
(2) A and C (2) A Am¡a C
73. The term “All persons are equal before the 73. “g^r ì`{º$ H$mZyZ H$s ÑpîQ> _| g_mZ h¢” dmŠ` H$m
law” means : AW© h¡ :
A. that all the citizens regardless of their A. g^r ZmJ[aH$m| H$mo AnZo gm_m{OH$-Am{W©H$ ñVa
socio-economic status have to obey the Ho$ AZnoj g_mZ H$mZyZ H$m nmbZ H$aZm hmoJm &
same law. B. H$mZyZ H$s ÑpîQ> _|, {H$gr ^r ì`{º$ Ho$ gmW
B. no person can be discriminated against,
in the eyes of the law, on the grounds of
CgHo$ Zñb/dU©, Y_©, Om{V AWdm O|S>a Ho$
race/colour, religion, caste or gender. AmYma na ôX^md Zht {H$`m Om gH$Vm h¡ &
C. inequalities cease to exist. C. Ag_mZVmE± g_mßV hmo JBª &
D. it ensures fair opportunities and a life of D. `h g_ñV ZmJ[aH$m| Ho$ {bE {Zînj Adga VWm
dignity for all the citizens. Jm¡ad_` OrdZ gw{ZpíMV H$aVm h¡ &
(3) A, B, C and D (3) A, B, C Am¡a D
P-II/E ( 38 )
74. Which of the following pairs are correctly 74. {ZåZ{b{IV _| go H$m¡Z-go `w½_ ghr gw_o{bV h¢ ?
matched ? I II
I II H$m_ amoµOJma Ho$ àH$ma
Work Forms of Employment A. amO{_ñÌr – {Xhm‹S>r _µOXÿa
A. Mason – Daily wage labourers
B. Kaoby H$m_Jma – A{Z`{_V _µOXÿa
B. Domestic worker – Casual workers
C. Vegetable vendor – Self-employed C. gãµOr {dH«o$Vm – ñdamoµOJma
D. Supervisor in – Businesspersons D. XþH$mZ _| gwnadmBµOa – ì`dgm`r
a shop
75. The cities have witnessed increasing 75. J«m_rU joÌm| go ehar joÌm| _| ~‹T>Vo àdgZ Ho$
rural-urban migration which has resulted in n[aUm_ñdê$n, eham| _| Am¡Úmo{JH$ ñWbm| Ho$ {ZH$Q>
growth of slum areas near the industrial sites. ñb_ joÌm| _| d¥{Õ XoIr JB© h¡ & Bg àH$ma Ho$ àdgZ
The reasons for this type of migration are : Ho$ H$maU h¢ :
A. Deterioration in living standards in A. ehar joÌm| _| OrdZ Ho$ ñVa _| AYmoJ{V
urban areas B. J«m_rU H$m_Jma ~mµOma _| {dKQ>Z
B. Disruption of rural labour market C. KQ>r hþB© H¥${f CËnmXH$Vm
C. Decreased agricultural productivity D. J«m_rU joÌm| _| ~‹T>r hþB© Hw$eb H$m`©~b H$s
D. Increased skilled workforce in rural areas g§»`m
(3) A, B, C and D (3) A, B, C Am¡a D
76. Which among the following services can be 76. {ZåZ{b{IV _| go {H$Z godmAm| H$mo ‘gmd©O{ZH$ godmAm|’
included in the ‘Public Services’ ? _| gpå_{bV {H$`m Om gH$Vm h¡ ?
A. Police Services A. nw{bg godmE±
B. Judicial Services B. Ý`m{`H$ godmE±
C. Educational Services C. e¡{jH$ godmE±
D. Construction Services D. {Z_m©U godmE±
(3) A, B, C and D (3) A, B, C Am¡a D
( 39 ) P-II/E
77. The Ilbert Bill was opposed in 1883 because : 77. 1883 _| Bë~Q>© {~b Ho$ bmJy H$aZo na {damoY hþAm
A. Indians opposed the Bill as it gave a free Š`m|{H$ :
hand to the British government to have A. ^maVr`m| Zo BgH$m {damoY {H$`m Š`m|{H$ Bg {~b
trials of Indians without evidence.
Zo {~«{Q>e gaH$ma H$mo {~Zm g~yV Ho$ ^maVr`m| na
B. Britishers opposed the Bill as Indians
could take up trial of British or European
_wµH$X_m MbmZo H$s Ny>Q> Xo Xr Wr &
people. B. A§J«oµOm| Zo Bg {~b H$m {damoY {H$`m Š`m|{H$ A~
C. the Bill sought equality between British ^maVr` ^r {~«{Q>e `m `yamonr` ì`{º$`m| na
and Indian judges. _wµH$X_m Mbm gH$Vo Wo &
D. the Bill was racist towards Indian people. C. {~b Zo A§J«oµO Am¡a ^maVr` Ý`m`mYrem| Ho$ ~rM
Choose the correct option : g_mZVm ñWm{nV H$aZo H$m à`mg {H$`m &
(1) Only C D. {~b ^maVr` bmoJm| Ho$ à{V ZñbdmXr ZµO[a`m
(2) B and C aIVm Wm &
(3) Only D ghr {dH$ën H$m M`Z H$s{OE :
(4) A and D (1) Ho$db C
(2) B Am¡a C
78. Consider the following statements with
(3) Ho$db D
reference to post-independence India :
(4) A Am¡a D
Assertion (A) : 78. ñdV§Ì ^maV Ho$ g§~§Y _| {ZåZ{b{IV H$WZm| na {dMma
Despite constitutional recognition of equality H$s{OE :
before law, some Indians are more equal than
others.
H$WZ (A) :
h_mam g§{dYmZ H$mZyZ H$s ZµOa _| g~H$mo ~am~a _mZVm
Reason (R) :
h¡, bo{H$Z Agb qµOXJr _| Hw$N> ^maVr` Am¡am| Ho$
The ideals set out in the Indian Constitution
have not yet been fulfilled.
_wH$m~bo µÁ`mXm ~am~a h¢ &
H$maU (R) :
Choose the correct option : ^maVr` g§{dYmZ _| V` {H$E JE AmXem] H$mo h_ A^r
(1) Both (A) and (R) are true and (R) is the VH$ gmH$ma Zht H$a nmE h¢ &
correct reason for (A). ghr {dH$ën H$m M`Z H$s{OE :
(2) (A) is false, but (R) is true. (1) (A) Am¡a (R) XmoZm| ghr h¢ Am¡a (R), (A) H$m ghr
H$maU h¡ &
the correct reason for (A). (2) (A) µJbV h¡, naÝVw (R) ghr h¡ &
(3) (A) Am¡a (R) XmoZm| ghr h¢, naÝVw (R), (A) H$m
ghr H$maU Zht h¡ &
79. Below are two statements A and B in the (4) (A) ghr h¡, naÝVw (R) µJbV h¡ &
context of Khilafat Movement. 79. ZrMo Xmo H$WZ A Am¡a B, {˜bm\$V Am§XmobZ Ho$ g§X^©
A. In 1920, the British imposed a harsh _| h¢ &
treaty on the Turkish Sultan (Khalifa). A. 1920 _|, A§J«oµOm| Zo VwH$s© Ho$ gwëVmZ (Ibrµ\$m)
B. Indian Muslims were keen that the na ~hþV g™V g§{Y Wmon Xr Wr &
Khalifa was not allowed to retain control B. ^maVr` _wgb_mZ MmhVo Wo {H$ nwamZo AmoQ>m_o Z
over Muslim sacred places in the gm_«mÁ` _| pñWV n{dÌ _wpñb_ ñWmZm| na
erstwhile Ottoman empire.
Ibrµ\$m H$m {Z`§ÌU Zht hmoZm Mm{hE Wm &
(1) A is true, but B is false.
(1) A ghr h¡, naÝVw B µJbV h¡ &
(2) Both A and B are false.
(2) A Am¡a B XmoZm| µJbV h¢ &
(3) A is false, but B is true.
(3) A µJbV h¡, naÝVw B ghr h¡ &
(4) Both A and B are true. (4) A Am¡a B XmoZm| ghr h¢ &
P-II/E ( 40 )
As the indigo trade grew, commercial agents O¡go-O¡go Zrb H$m ì`mnma ~‹T>m, ì`mdgm{`H$ à{V{Z{Y
and officials of the Company began investing VWm H$ånZr Ho$ H$_©Mmar ^r Zrb CËnmXZ _| {Zdoe
in indigo production. H$aZo bJo &
Reason (R) :
H$maU (R) :
Attracted by the prospect of high profits,
Bg_| hmoZo dmbo A{YH$ bm^ go AmH${f©V hmoH$a, ~hþV
numerous Scotsmen and Englishmen came to go bmoJ ñH$m°Q>b¢S> Am¡a B§½b¢S> go ^maV AmE Am¡a
India and became planters. ~mµJmZ-_m{bH$ ~Z JE &
(1) (A) is true, but (R) is false. (1) (A) ghr h¡, naÝVw (R) µJbV h¡ &
(2) Both (A) and (R) are true, but (R) is (2) (A) Am¡a (R) XmoZm| ghr h¢, naÝVw (R), (A) H$s
81. {ZåZ{b{IV _| go H$m¡Z-go H$WZ ~wÕ Ho$ CnXoem| Ho$
81. Which of the following statements are true g§~Y§ _| ghr h¢ ?
about Buddha’s teachings ? A. h_mao H$îQ> Am¡a XþI h_mao {nN>bo OÝ_m| Ho$
A. Our sufferings and unhappiness are a n[aUm_ h¢ &
result of our past births.
B. Our sufferings and unhappiness are a B. h_mao H$îQ> Am¡a XþI h_mar bmbgmAm| Am¡a
result of our cravings and desires. BÀN>mAm| H$s dOh go h¢ &
C. All believers had to accept and follow the C. EH$ Iwehmb OrdZ Ho$ {bE ~wÕ Ho$ g^r
teachings of Buddha for a happy life. AZw`m{``m| H$mo CZHo$ CnXoem| H$mo _mZZm Am¡a
Choose the correct option : nmbZ H$aZm Amdí`H$ Wm &
(1) B and C
(2) A and C
(3) A, B and C (1) B Am¡a C
(4) A and B (2) A Am¡a C
(3) A, B Am¡a C
82. The increased demand for Indian textiles in (4) A Am¡a B
European markets in the sixteenth and 82. gmobhdt Am¡a gÌhdt eVmpãX`m| _| `yamonr` ~mµOmam| _|
seventeenth centuries led to the following ^maVr` H$n‹S>m| H$s _m±J _| VoµOr AmZo go ^maV Ho$
changes for Indian weavers : ~wZH$am| _| {ZåZ{b{IV n[adV©Z AmE :
A. Expanding crafts of spinning, bleaching A. A{YH$m{YH$ bmoJm| Zo H$VmB©, YwbmB© Am¡a a§JmB©
and dyeing
H$m Y§Ym AnZm {b`m
B. Increased independence in working of
craftspersons
B. {eënH$mam| Ho$ H$m_H$mO _| ñdV§ÌVm _| ~‹T>moVar
C. Variety in designs and increased
C. {S>µOmBZm| _| ~hþbVm Am¡a {eënH$mam| H$s
creativity of craftspersons H$bmË_H$Vm _| ~‹T>moVar
D. Working on a new system of advance D. EO|Q>m| go nhbo hr noeJr boH$a H$m_ H$aZo H$s ZB©
payments from agents àUmbr
(1) A and D (1) A Am¡a D
( 41 ) P-II/E
83. Jyotirao Phule’s book of 1873 on the dismal 83. ‘{ZåZ’ Om{V`m| H$s XþX©em na Á`mo{Vamd \y$bo H$s 1873
conditions of ‘lower’ castes was dedicated to :
_| AmB© {H$Vm~ g_{n©V h¡ :
(1) Nationalists of anti-colonial movement of (1) ^maV Ho$ Cn{ZdoedmX-{damoYr Am§XmobZ Ho$
India. amîQ´>dm{X`m| H$mo &
(2) Bhakti singers. (2) ^{º$ Jm`H$m| H$mo &
(3) Anti-slavery activists of American Civil (3) A_o[aH$s J¥h `wÕ _| Xmg àWm H$m {damoY H$aZo
War. dmbo H$m`©H$Vm©Am| H$mo &
(4) Brahmo Samaj reformers. (4) ~«÷mo g_mO gwYmaH$m| H$mo &
84. Consider the following statements : 84. {ZåZ{b{IV H$WZm| na {dMma H$s{OE :
A. By the second half of the nineteenth A. CÞrgdt gXr Ho$ Xÿgao AY© VH$, µJ¡a-~«m÷U
century, people from within the Om{V`m| Ho$ ^rVa go ^r bmoJ OmVr` ôX^md Ho$
non-Brahmin castes began organising {Ibm\$ AmdmµO CR>mZo bJo Am¡a gm_m{OH$
movements against caste discrimination g_mZVm Am¡a Ý`m` H$s _m±J H$aVo hþE Am§XmobZm|
and demanded social equality and justice. H$s ewéAmV H$s &
B. The Satnami Movement in Central India B. _Ü` ^maV _| gVZm_r Am§XmobZ H$s ewéAmV
was founded by Ghasidas who worked KmgrXmg Zo H$s, {OÝhm|Zo M_‹S>o H$m H$m_ H$aZo
among the leather workers and organised dmbm| Ho$ ~rM H$m_ {H$`m Ed§ CZH$mo g§J{R>V
a movement to improve their social {H$`m Am¡a CZH$s gm_m{OH$ pñW{V _| gwYma Ho$
status. {bE Am§XmobZ {H$`m &
(1) A ghr h¡, naÝVw B µJbV h¡ &
(1) A is true, but B is false.
(2) A Am¡a B XmoZm| ghr h¢, naÝVw B, A H$m CXmhaU
(2) Both A and B are true, but B is not an
example of A.
Zht h¡ &
(3) A Am¡a B XmoZm| µJbV h¢ &
(3) Both A and B are false.
(4) A Am¡a B XmoZm| ghr h¢ Am¡a B, A H$m CXmhaU
(4) Both A and B are true and B is an
example of A. h¡ &
85. Who among the following reinterpreted verses

85. {ZåZ{b{IV _| go {H$gZo Hw$amZ H$s Am`Vm| H$s
from Quran to argue for women’s education ? nwZì`m©»`m H$aHo$ H$hm {H$ _{hbmAm| H$mo ^r {ejm H$m
(1) Begum Anis Qidwai A{YH$ma {_bZm Mm{hE ?
(2) Mumtaz Ali (1) ~oJ_ AZrg {H$XdB©
(3) Hajara Beebi Ismail (2) _w_VmµO Abr
(3) hOmam ~r~r Bñ_mBb
(4) Begum Rokeya Sakhawat Hossain
(4) ~oJ_ éH¡$`m gImdV hþg¡Z
86. We know very less about tribal groups in the
medieval period because : 86. _Ü`H$mb _| OZOmVr` g_yhm| Ho$ ~mao _| h_| ~hþV H$_
(1) they did not keep written records so there
OmZH$mar h¡ Š`m|{H$ :
is less information. (1) do {b{IV XñVmdoµO Zht aIVo Wo Bg{bE CZHo$
~mao _| H$_ OmZH$mar CnbãY h¡ &
(2) they were not living in areas where
(2) do CZ BbmH$m| _| Zht ahVo Wo Ohm± _Ü`H$mbrZ
medieval rulers ventured. emgH$ JE &
(3) they came into limelight only after the (3) {~«{Q>e emgZ Ho$ ñWm{nV hmoZo Ho$ ~mX hr do
British established their rule. bmoJm| H$s ZµOa _| Am nmE &
(4) they were isolated and lived in seclusion. (4) do AbJmd _| Wo Am¡a EH$m§V _| ahVo Wo &
P-II/E ( 42 )
87. “In the register of God’s creation, since her 87. ‘‘IwXm H$s aMZm Ho$ ImVo _|, CgH$m ã`moam My±{H$ _Xm]
account did not fall under the column of men,
how did she gain from all of her excellent
H$s gyMr _| Zht AmVm, Bg{bE BVZr emZXma Iy{~`m|
qualities ?” For whom was this passage go ^r Cgo Am{Ia hm{gb Š`m hþAm ?’’ `h boIm§e
written in the thirteenth century ? Voahdt eVmãXr _| {H$gHo$ {bE {bIm J`m Wm ?
(1) Didda (1) {XÔm
(2) Raziyya (2) a{µO`m
(3) Gautami (3) Jm¡V_r
(4) Rudramadevi (4) éÐ_mXodr
88. Which of the following statements is/are true

88. ~mahdt eVmãXr _| à`wº$ àm¡Úmo{JH$s Ho$ g§~§Y _|
about technology used in the twelfth century ? {ZåZ{b{IV _| go H$m¡Z-gm/go H$WZ ghr h¡/h¢ ?
A. Arches were constructed to transfer the A. _oham~m| H$m {Z_m©U A{YaMZm Ho$ ^ma H$mo
weight of the superstructure. ñWmZm§V[aV H$aZo Ho$ {bE {H$`m OmVm Wm &
B. The centre of the arch was called the base B. _oham~ H$m _Ü` ^mJ AmYma{ebm H$hbmVm Wm &
stone.
(1) Ho$db A
(1) Only A
(2) Z Vmo A Am¡a Z hr B
(2) Neither A nor B
(3) Ho$db B
(3) Only B
(4) A VWm B XmoZm|
(4) Both A and B
89. {ZåZ{b{IV _| go H$m¡Z-go nwamnmfmU ñWb _| MyZm-nËWa

89. In which of the following Palaeolithic sites, go ~Zo Am¡µOma {_bo Wo ?
were tools made of limestone found ?
(1) H$mopëS>hdm
(1) Koldihwa
(2) BZm_Jm±d
(2) Inamgaon
(3) ~«÷{J[a
(3) Brahmagiri
(4) Hunsgi (4) hþ±ñJr
90. Which one of the following is not true for

90. {ZåZ{b{IV _| go H$m¡Z-gm _hmOZnXm| Ho$ {Z`{_V ê$n
Mahajanapadas regarding the collection of go H$a dgybZo Ho$ g§X^© _| ghr Zht h¡ ?
regular taxes ?
(1) AmIoQ>H$m| VWm g§J«mhH$m| H$mo ^r O§Jb go àmßV
(1) Hunters and gatherers also had to dñVwE± amOm H$mo XoZr hmoVr Wt &
provide forest produce to the Raja.
(2) ì`mnma _| IarXr d ~oMr OmZo dmbr dñVwAm| na
(2) There were taxes on goods that were
bought and sold, through trade.
H$a bJm`m OmVm Wm &
1 (3) µÁ`mXmVa µ\$gbm| na H$a CnO H$m 1 (AmYm)
(3) Usually tax on crops was fixed at (half) 2
of what was produced.
2 {hñgm {ZYm©[aV hmoVm Wm &
(4) Madmhm| H$mo OmZdam| `m CZHo$ CËnmX Ho$ ê$n _|
(4) Herders were expected to pay taxes in the
form of animals and animal produce. H$a XoZm n‹S>Vm Wm &
( 43 ) P-II/E
Candidates should answer questions

from the following Part only if they
have opted for ENGLISH as
LANGUAGE  I.
narjmWu>§ {ZåZ{b{IV ^mJ Ho$ àíZm| Ho$ CÎma

Ho$db V^r X| `{X CÝhm|Zo ^mfm  I H$m
{dH$ën A§J«oµOr MwZm hmo &
P-II/E ( 44 )
PART IV
LANGUAGE I
ENGLISH
Directions : Answer the following questions by 94. Read the example of what a learner does and
selecting the correct/most appropriate option. choose the strategy that matches the example.
“If I don’t know what something means, I look
91. A teacher showed a movie with the captions to it up.”
learners in Class VI. The movie is based on
one of the chapters in the textbook. The movie (1) Consulting reference materials
with captions on will encourage : (2) Using opportunities for practice
(1) listening strategies, active viewing, and
motivating the students to use authentic (3) Confused state of mind
language material. (4) Focusing on collocations
(2) active viewing and listening.
(3) the students to watch more such movies. 95. A diagnostic test is used to assess :
(4) listening strategies by verbal clues and to (1) learners’ ability to summarise the main
appreciate the actions of actors, and to points in a text.
write a review.
(2) learners’ ability to recognise their own
92. Read the following statements and choose the language mistakes.
correct option :
(3) and rank learners in order of
Assertion (A) :
A child in his early childhood stage uses more achievement.
verbs than nouns and ignores the grammar (4) learners’ strong and weak points in
rules.
language.
Reason (R) :
They lack vocabulary range.
96. A proficiency test always assesses :
(1) the level of language that learners have
reached.
(3) (A) is false, but (R) is true. (2) the language that students have been
taught.
correct explanation of (A). (3) the multisensory learning experiences.
93. A child shares her language classroom (4) the language of daily conversation.
experiences with her mother and says that
sometimes we cover our eyes and the teacher
asks us to pick an object out of a bag. Then we 97. A teacher divided learners into groups, and
have to try to describe it. It’s a really good way asked them to do a quiz about ‘elephants’
to learn. before reading a story about them. The
objective of the teacher is to :
This comment shows the child’s preference of
learning. Identify her preference. (1) generate interest in a topic.
(1) I remember language well when I move. (2) give peer feedback.
(2) I remember language well when I hear it.
(3) write a text review.
(3) I remember language well when I copy it.
(4) I remember language well when I see it. (4) test their memory.
( 45 ) P-II/E
98. In a language classroom, a student is 102. To assess whether students have understood
disturbing the class. To handle this disruptive how to use the narrative skill, a teacher
student, the teacher should : should ask students to :
(1) first talk to the children to offer remedies. (1) share an incident when they were
surprised.
(2) address the diligent students.
(2) circle the verbs and adjectives in the text.
(3) depend on the parents to offer remedies.
(3) correct the mistakes in the use of
(4) report the behaviour of the student to the describing words.
school authority. (4) read a story and answer
comprehension-based questions.
99. When students “brainstorm ideas, organise,
draft, edit and revise their work,” which skill
103. A teacher of Class VII is facilitating the
does this process reflect ?
reading of books other than the prescribed
(1) Reading skill textbooks. She is promoting their :
(2) Speaking skill (1) Intensive reading
(3) Writing skill (2) Shared reading
(3) Extensive reading
(4) Listening skill
(4) Guided reading
104. The principal asked the language teacher to
correct option :
select the textbooks and other resources for
Assertion (A) :
the new session. While selecting them, which
Reading and writing skills help in critical
one of the following is not relevant ?
thinking at the primary level.
(1) Adaptability of the books and resources
Reason (R) :
(2) Learning needs and languages known to
Critical thinking is a sub-skill of reading and
writing. children
(3) Level of the students
not the correct explanation of (A). (4) Conceptual complexity and density of
material
correct explanation of (A). 105. The teacher developed the criteria to monitor
(3) (A) is false, but (R) is true. the use of language materials by learners.
Which criteria are most important and helpful
in monitoring the use of material ?
101. Language skills are best learnt : (1) Present, prepare and practice the
material
(1) with the help of challenging and
mechanical language drills. (2) Usability, repetition and production of
(2) if the teacher focuses on one skill at a utterances
time. (3) Observation, feedback sessions and
(3) if they are dealt with in an integrated written reports
manner. (4) Checklist, assumptions and learning
(4) only through written tests and outcomes
assignments.
P-II/E ( 46 )
Directions : Read the extract given below and 110. Identify the poetic devices in Line 1 and
answer the questions (Q. Nos. 106 to 111) that follow Line 10.
by selecting the correct/most appropriate option. (1) anaphora, metaphor
(2) personification, simile
1 Love came to Flora asking for a flower
(3) metaphor, simile
That would of flowers be undisputed queen,
(4) alliteration, simile
The lily and the rose, long, long had been
Rivals for that high honor. Bards of power
5 Had sung their claims. ‘The rose can never 111. Complete the word analogy :
tower delicious : inviting :: strife : ?
Like the pale lily with her Juno mien’ – (1) conflict
‘But is the lily lovelier ?’ Thus between (2) melody
Flower-factions rang the strife in Psyche’s (3) adventure
bower. (4) discussion
‘Give me a flower delicious as the rose Directions : Read the passage given below and
10 And stately as the lily in her pride’ –
answer the questions (Q. Nos. 112 to 120) that follow
‘But of what colour ?’ – ‘Rose-red’, Love first
by selecting the correct/most appropriate option.
chose,
Then prayed, ‘No, lily-white – or, both provide;’ 1 A majority of people think that their dream
And Flora gave the lotus, ‘rose-red’ dyed, job is too hard to achieve, too competitive and
And ‘lily-white’, the queenliest flower that believe that it is all a matter of luck. All this is true
blows. actually, but why should that stop anyone from
106. Which of the following attributes is not trying to get the job they really want ? A really
associated with the lily ?
(1) The colour red determined person will always succeed and, in many
(2) Stateliness ways, will need other people to give up trying so
(3) The colour pale white that he can succeed.
(4) Loveliness
2 Many job seekers feel limited by the choices
they made at college. They may think that because
correct option :
Assertion (A) : they studied marketing, all they can ever do is work
The poets did not declare the lily as the queen in marketing. All the evidence shows that, in fact,
of flowers. employers are less interested in acquired knowledge
Reason (R) : than the ability to think and learn. It is also very
The lily was pale coloured. difficult to predict the needs of society. For example,
(1) (A) is true, but (R) is not the only reason if a person chose to study dentistry because there
for it.
was a lack of dentists when he was in high school,
(2) (A) is not true, (R) is partially true.
(3) Both (A) and (R) are true. that may not be the case when he graduates. The
(4) Both (A) and (R) are not true. needs of employers and the economy can change
108. Psyche’s garden echoed with the sounds of a very quickly, and often unexpectedly.
dispute between the supporters of :
(1) Love and bards of power. 3 Of course, if it is a very tough time
(2) the lotus and the rose. economically, it is hard to find employment straight
(3) all the 3 flowers – rose, lotus and lily. after university, but it is by no means impossible. It
(4) the lily and the rose. might take several months longer to find a job after
109. Identify the rhyme scheme in lines 1 – 4. graduating, but there is work out there. A really key
(1) abab piece of advice is never to get downhearted by
(2) aabb rejection because there will probably be a lot you
(3) abba can do to achieve your dream job, whatever it is. You
(4) abcb
( 47 ) P-II/E
must never give up. Be prepared to work hard and 116. Identify the underlined words (parts of speech)
for long hours without necessarily climbing up the in the following sentence :
career ladder. There is a lot to be said for learning A majority of people think that their dream
your trade from the bottom up. At the start, there job is too hard to achieve.
will probably be little money, but it will be worth it (1) noun, adjective
in the end. The best jobs are not supposed to be (2) adjective, noun
easy — that is what makes them challenging. And if (3) adverb, noun
you like a challenge, just keep your head down and (4) noun, adverb
go for it.
117. Job seekers feel limited by the choices they
112. Read the following sentences :
made at college.
A. Determined people succeed occasionally.
The underlined phrase means :
B. Few people believe that getting their
(1) to feel dejected
dream job is a matter of luck.
C. A majority of the people think that dream (2) to feel constrained
jobs are highly competitive. (3) to feel limitless
(1) B and C are incorrect, A is correct. (4) to feel confused
(2) A and B are incorrect, C is correct.
(3) A and B are correct, C is incorrect. 118. Read the following statements and choose the
(4) A and C are incorrect, B is correct. correct option :
Assertion (A) :
113. Why is it not easy to predict the needs of
society ? It is quite easy to get a job immediately after
graduating from a university.
(1) Job seekers don’t take appropriate career
Reason (R) :
decisions.
The economic scenario regarding job
(2) Employers only seek graduates who are generation is difficult.
knowledgeable. (1) (A) does not justify (R).
(3) The needs of the employers and economy (2) Both (A) and (R) are incorrect.
are changing at a fast pace. (3) (A) is incorrect, but (R) is correct.
(4) Because there is a lack of dentists in the (4) Both (A) and (R) are correct.
society.
119. ‘Learning the trade from the bottom up’
114. A job seeker who likes challenges should keep means :
his head down. This means he should ______.
(1) from the lowest to the highest in
(1) walk away in anger hierarchy.
(2) bow down his head (2) trading places with others.
(3) avoid troublesome situations (3) from your colleagues.
(4) confront challenging situations (4) inter-departmental learning.
115. What advice does the writer not give 120. Complete the word analogy :
employment seekers in para 3 ? expectedly : unexpectedly :: rejection : ?
(1) To be dejected by rejection (1) eviction
(2) To be prepared for long hours of work (2) probation
(3) To never give up the search for a dream (3) dejection
job (4) selection
(4) To be patient in the search for a job
P-II/E ( 48 )

have opted for HINDI as
LANGUAGE  I.

Ho$db V^r X| `{X CÝhm|Zo ^mfm  I H$m
{dH$ën qhXr MwZm hmo &
( 49 ) P-II/E
^mJ IV
^mfm I
qhXr
{ZX}e : ZrMo {XE JE àíZm| Ho$ {bE ghr/g~go Cn`wº$ 93. EH$ ~m{bH$m$ AnZr ^mfm H$jm H$m AZw^d ‘m± Ho$ gmW
{dH$ën Mw{ZE & gmPm H$aVr h¡ Am¡a H$hVr h¡ {H$ H$^r-H$^r h‘ AnZr
91. EH$ AÜ¶mnH$ Zo H$jm VI Ho$ {ejm{W©¶m| H$mo H¡$ßeZ Am±I| ~§X H$aVo h¢ Am¡a h‘| AÜ`m{nH$m AnZo ~ñVo _| go
(erf©H$m|) Ho$ gmW EH$ {’$ë‘ {XIm¶r & ¶h {’$ë‘ H$moB© ^r dñVw {ZH$mbZo Ho$ {bE H$hVr h¢ & {’$a h‘| Cg
nmR>ç-nwñVH$ Ho$ EH$ AÜ¶m¶ na AmYm[aV Wr & H¡$ßeZ dñVw Ho$ ~mao ‘| ~VmZm hmoVm h¡ & ¶h grIZo H$m ~hþV
Ho$ gmW {XIm¶r Om ahr {’$ë‘ {H$g ~mV Ho$ {bE AÀN>m VarH$m h¡ &
àmoËgm{hV H$aoJr ? ~ƒo H$s ¶h {Q>ßnUr A{YJ‘ Ho$ ~mao ‘| ~ƒo H$s
àmW{‘H$Vm H$s Amoa g§Ho$V H$aVr h¡ & CgH$s
(1) ldU ¶w{º$¶m±, g{H«$¶ ê$n go XoIZm Am¡a
àmW{‘H$Vm H$s nhMmZ H$s{OE :
{dÚm{W©¶m| H$mo ^mfm H$s àm‘m{UH$ gm‘J«r H$m
à¶moJ H$aZo Ho$ {bE àmoËgm{hV H$aZm (1) O~ ‘¢ Hw$N> H$aVr hÿ± Vmo ^mfm à¶moJ AÀN>r Vah
(2) g{H«$¶ ê$n go XoIZm Am¡a gwZZm go ¶mX H$a boVr hÿ± &
(3) Bg Vah H$s Am¡a {’$ë‘| XoIZo Ho$ {bE {dÚm{W©¶m|
H$mo àmoËgm{hV H$aZm (2) ‘¢ O~ gwZVr hÿ± Vmo ^mfm à¶moJ AÀN>r Vah go
¶mX H$a boVr hÿ± &
(4) ‘m¡{IH$ g§Ho$Vm| Ûmam ldU ¶w{º$¶m±, nmÌm| Ho$
A{^Z¶ H$s gamhZm Am¡a g‘rjm {bIZm (3) O~ ‘¢ XoI H$a ZH$b H$aVr hÿ± Vmo ^mfm à¶moJ
A{YH$ AÀN>r Vah go ¶mX H$a boVr hÿ± &
M¶Z H$s{OE : (4) ‘¢ O~ XoIVr hÿ± Vmo ^mfm à¶moJ AÀN>r Vah go
A{^H$WZ (A) : ¶mX H$a boVr hÿ± &
AnZo àma§{^H$ ~më¶mdñWm ‘| EH$ ~ƒm g§km H$s
Anojm {H«$¶mAm| (d~©) H$m A{YH$ à¶moJ H$aVm h¡ Am¡a
ì¶mH$a{UH$ {Z¶‘m| H$s AZXoIr H$aVm h¡ &
VH©$ (R) : 94. {ejmWu ³¶m H$aVr h¡, Cg CXmhaU H$mo n‹T>| Am¡a
CZH$s eãX g§nXm ~hþV gr{‘V hmoVr h¡ & CXmhaU go ‘ob ImVr hþB© ¶w{º$ H$m M¶Z H$s{OE :
‘¶{X ‘wPo {H$gr H$m AW© g‘P ‘| Zht AmVm Vmo ‘¢
XoIZo H$m à¶mg H$aVr hÿ± &’
(1) g§X^© gm‘J«r H$s ‘XX boZm
ghr ì¶m»¶m Zht h¡ &
(2) Aä¶mg Ho$ {bE Adgam| H$m à¶moJ H$aZm
(3) ‘pñVîH$ H$s ^«{‘V pñW{V
ì¶m»¶m h¡¡ & (4) {dÝ¶mg na Ü¶mZ XoZm
P-II/E ( 50 )
95. Z¡Xm{ZH$ narjUm| H$m à¶moJ {H$gHo$ AmH$bZ Ho$ {bE 99. {dÚmWu {H$gr {dMma {~ÝXþ na ‘mZg-‘§WZ H$aVo h¢,
{H$¶m OmVm h¡ ? g§¶moOZ H$aVo h¢, àmê$nU H$aVo h¢, g§nmXZ H$aVo h¢ Am¡a
AÝVV: AnZo H$m¶© H$s nwZamd¥{Îm ^r H$aVo h¢ &
(1) nmR>ç-dñVw Ho$ ‘w»¶ q~XþAm| H$m gmam§erH$aU
H$aZo H$s ¶mo½¶Vm Bg à{H«$¶m Ûmam H$m¡Z-gm H$m¡eb à{V{~på~V hmoVm h¡ ?
(1) nR>Z H$m¡eb
(2) {ejmWu H$s AnZr ^mfm g§~§Yr Jb{V¶m| H$mo
(2) dmMZ H$m¡eb
ñd¶§ nhMmZZo H$s ¶mo½¶Vm (3) boIZ H$m¡eb
(3) {ejm{W©¶m| H$mo CnbpãY¶m| Ho$ H«$‘ ‘| loUr~Õ (4) ldU H$m¡eb
H$aZm 100. {ZåZ{b{IV H$WZm| H$mo n{‹T>E VWm ghr {dH$ën H$m
(4) {ejmWu Ho$ ^mfm Ho$ ‘O~yV Am¡a H$‘Omoa {~§Xþ M¶Z H$s{OE :
A{^H$WZ (A) :
96. {ZnwUVm narjU gX¡d {H$gH$m AmH$bZ H$aVo h¢ ? nR>Z Am¡a boIZ H$m¡eb àmW{‘H$ ñVa na
(1) ^mfm H$m dh ñVa Ohm± VH$ {dÚm{W©¶m| H$s nhþ±M g‘mbmoMZmË‘H$ qMVZ ‘| ‘XX H$aVo h¢ &
~Z J¶r h¡ VH©$ (R) :
g‘mbmoMZmË‘H$ qMVZ, nR>Z Am¡a boIZ H$m
(2) {dÚm{W©¶m| H$mo n‹T>m¶r J¶r ^mfm
Cn-H$m¡eb h¡ &
(3) ~hþg§doXr A{YJ‘ AZw^d (1) (A) Am¡a (R) XmoZm| ghr h¢ VWm (R), (A) H$s ghr
(4) X¡{ZH$ dmVm©bmn H$s ^mfm ì¶m»¶m Zht h¡¡ &
97. EH$ AÜ¶mnH$ Zo {dÚm{W©¶m| H$mo g‘yhm| ‘| {d^m{OV ghr ì¶m»¶m h¡ &
{H$¶m Am¡a hm{W¶m| na H$hmZr n‹T>Zo go nhbo CZHo$ ~mao (4) (A) ghr h¡, naÝVw (R) µJbV h¡ &
‘| Am¶mo{OV àíZmoÎmar ‘| ^mJ boZo Ho$ {bE H$hm & ¶hm±
101. ^mfm¶r H$m¡eb grIZo H$m gdm©{YH$ Cn¶wº$ VarH$m h¡ :
na AÜ¶mnH$ H$m ³¶m _ÝVì¶ h¡ ?
(1) MwZm¡VrnyU© Am¡a ¶mpÝÌH$ ^mfm {S´>bm| H$s ‘XX go
(1) Q>m°{nH$ Ho$ à{V é{M n¡Xm H$aZm
(2) EH$ g‘¶ na EH$ hr H$m¡eb na Ü¶mZ Ho$pÝÐV
(2) ghnmR>r n¥îR>nmofU H$aHo$
(3) nmR>ç-dñVw H$s g‘rjm {bIZm (3) g‘mdo{eV ¶w{º$¶m| Ho$ ‘mÜ¶‘ go
(4) Ho$db {b{IV narjm Am¡a àXÎm H$m¶m] Ûmam
(4) CZH$s ñ‘¥{V H$m narjU H$aZm
102. {dÚm{W©¶m| Zo dU©ZmË‘H$ H$m¡eb H$m à¶moJ H$aZm grIm
98. ^mfm H$s H$jm ‘| EH$ {dÚmWu AdamoY n¡Xm H$a ahm h¡ ¶m Zht, Bg ~mV H$m AmH$bZ H$aZo Ho$ {bE
h¡ & Bg {dÚmWu Ho$ gmW {H$g Vah H$m ì¶dhma {H$¶m AÜ¶mnH$ H$mo {dÚm{W©¶m| H$mo ³¶m H$aZo Ho$ {bE H$hZm
OmZm Mm{hE ? Mm{hE ?
(1) EH$ Eogr KQ>Zm gmPm H$amo O~ CÝh| ~hþV AM§^m
(1) ~ƒm| H$mo g‘mYmZ ImoOZo Ho$ {bE H$hZm
Mm{hE & hþAm hmo &
(2) nmR>ç-dñVw ‘| AmE {H«$¶m Am¡a {deofU eãXm| na
(2) CÚ‘r {dÚm{W©¶m| na Ü¶mZ XoZm Mm{hE &
Jmob Koam bJmAmo &
(3) g‘mYmZ ImoOZo Ho$ {bE A{^^mdH$m| na {Z^©a
(3) dÊm©Z H$aZo dmbo eãXm| Ho$ à¶moJ ‘| hþB© µJb{V¶m|
ahZm Mm{hE &
H$mo ghr H$amo &
(4) {dÚmb¶ àemgZ H$mo Bg {dÚmWu Ho$ ~mao ‘|
(4) H$hmZr n‹T>mo Am¡a ~moY AmYm[aV àíZm| Ho$ CÎma
~VmZm Mm{hE & Xmo &
( 51 ) P-II/E
103. H$jm VII H$s AÜ¶m{nH$m {ZYm©[aV nmR>ç-nwñVH$m| Ho$ 106. H${dVm Ho$ AZwgma AnZo ñdßZm| H$mo nyU© H$aZo Ho$ {bE
Abmdm AÝ¶ nwñVH$m| Ho$ nR>Z H$mo gwb^ H$a ahr h¡ & Amdí¶H$ h¡ :
dh {H$g Vah Ho$ nR>Z H$mo g‘wÞV H$a ahr h¡ ? (1) {ZîR>m Ed§ BÀN>m e{º$ hmoZm &
(1) JhZ (B§Q>|{gd) nR>Z
(2) AZwHy$b n[apñW{V¶m± hmoZm &
(2) gmPm nR>Z
(3) ñdßZ XoI nmZm &
(3) {dñV¥V (E³gQ>|{gd) nR>Z
(4) {ZX}{eV nR>Z (4) YZ-g§nXm H$m hmoZm &
104. àYmZ AÜ¶m{nH$m Zo ^mfm AÜ¶mnH$ H$mo ZE gÌ Ho$ 107. OrdZ ‘| gwI-XþI, Amem-{Zamem H$s pñW{V :
{bE nmR>ç-nwñVH$m| VWm AÝ¶ g§gmYZm| H$m M¶Z H$aZo (1) ‘mZd H$mo ham XoVr h¡ &
Ho$ {bE H$hm & BZH$m M¶Z H$aVo g‘¶, {ZåZ{b{IV ‘| (2) gX¡d Zht ahVr &
go EH$ àmg§{JH$ Zht h¡ :
(3) ‘mZd H$mo geº$ ~ZmVr h¡ &
(1) nwñVH$m| Am¡a g§gmYZm| H$s AZwHy$bZVm
(4) gX¡d ~Zr ahVr h¡ &
(2) ~ƒm| H$s A{YJ‘ Amdí¶H$VmE± Am¡a CÝh| AmZo
dmbr ^mfmE± 108. ‘gha’ H$m AW© h¡ :
(3) {dÚm{W©¶m| H$m ñVa (1) gw~h
(4) gm‘J«r H$s AdYmaUmË‘H$ O{Q>bVm Am¡a JhZVm (2) amV
(3) em‘
105. AÜ¶mnH$ Zo {ejm{W©¶m| Ûmam ^mfm gm‘J«r Ho$ à¶moJ H$m
(4) {Zamem
{ZarjU H$aZo Ho$ {bE ‘mZXÊS> {ZYm©[aV {H$E & gm‘J«r
Ho$ à¶moJ H$m {ZarjU H$aZo Ho$ {bE H$m¡Z-gm ‘mZXÊS> 109. H${dVm H$s H$m¡Z-gr n§{º$ ‘Zwî¶ Ho$ ‘Zmo~b H$mo ~‹T>mVr
gdm©{YH$ ê$n go ‘hÎdnyU© Am¡a ghm¶H$ h¡ ? h¡ ?
(1) gm‘J«r H$s CnbãYVm, V¡¶mar Am¡a Aä¶mg (1) Ja bú¶ Omo gmYm h¡ VyZo &
(2) Cn¶moJ, Xmohamd Am¡a A{^ì¶{º$ (2) {OÝh| gnZo AnZo nmZo h¢ &
(3) AdbmoH$Z, n¥îR>nmofU gÌ Am¡a {b{IV [anmoQ>©
(3) EH$ {XZ AmEJr AnZr gha &
(4) M¡H$ {bñQ>, nydm©Zw‘mZ Am¡a A{YJ‘ à{V’$b
(4) Mb H$íVr CR>m, gmJa ‘| CVa &
{ZX}e : {ZåZ{b{IV H${dVm H$mo n‹T>H$a nyN>o JE àíZm|
(à.g§. 106 go 111) _| ghr / g~go Cn`wº$ CÎma dmbo 110. H${dVm Ho$ ‘w»¶ ñda Ho$ ê$n ‘| H$m¡Z-gm dm³¶m§e C{MV
{dH$ën H$mo Mw{ZE & h¡ ?
(1) Omo gmYm h¡ VyZo
{OÝh| gnZo AnZo nmZo h¢
(2) gmJa ‘| CVa
~Z OmVo do Vmo XrdmZo h¢
(3) EH$ {XZ AmEJr
Ja bú` Omo gmYm h¡ VyZo
(4) h¡ amV A±Yoar
Cgo nmZo H$s H$mo{ee Vy H$a
Mb AmJo ~‹T>, Vyµ’$mZm| go Z S>a & 111. ‘{µ’$H«$’ H$m g‘mZmWu eãX h¡ :
Mb H$íVr CR>m, gmJa ‘| CVa & (1) {MVm
h¡ amV A±Yoar {µ’$H«$ h¡ ³¶m (2) MwZm¡Vr

EH$ {XZ AmEJr AnZr gha (3) qMVm
Mb H$íVr CR>m, gmJa ‘| CVa & (4) S>aZm
P-II/E ( 52 )
{ZX}e : {ZåZ{b{IV JÚm§e H$mo n‹T>H$a nyN>o JE àíZm| 114. __________ Ed§ _________ ¶moJ ^{º$ ‘mJ© H$mo geº$
(à.g§. 112 go 120) _| ghr / g~go Cn`wwº$ CÎma H$a|Jo &
dmbo {dH$ën H$mo Mw{ZE & (1) ^{º$ ¶moJ, kmZ ¶moJ
(2) H$‘© ¶moJ, ^{º$ ¶moJ
H$hVo h¢ ‘Zwî¶ Zo Zm¡ go Xg hµOma gmb nhbo ~m¡{ÕH$
(3) kmZ ¶moJ, amO ¶moJ
ÑpîQ>H$moU H$s ImoO H$s Wr & dh ^{º$ ‘mJ© Wm & ‘mZd
(4) H$‘© ¶moJ, kmZ ¶moJ
B{Vhmg Ho$ Bg Xm¡a Ho$ bmoJ g~go ~w{Õ‘mZ Wo & ‘¢Zo nhbo hr
115. JÚm§e Ho$ AmYma na H$hm Om gH$Vm h¡ {H$ ‘mZd OrdZ
H$hm h¡ {H$ AmÜ¶mpË‘H$ Xþ{Z¶m H$m ‘hÎd ~hþV A{YH$ h¡ &
‘| __________ H$m ‘hÎd gdm©{YH$ h¡ &
{’$a ^r gmnoj Xþ{Z¶m nyar Vah go ‘hÎdhrZ Zht h¡ & O~ gwXÿa (1) H$‘© ¶moJ
AVrV ‘| ‘Zwî¶m| Zo ‘hgyg {H$¶m {H$ H$‘© ¶moJ Am¡a kmZ ¶moJ (2) kmZ ¶moJ
CÝh| gƒr àJ{V àmá H$aZo ‘| ‘XX Zht H$a|Jo, Vmo CÝhm|Zo VwaV§ (3) AmÜ¶mpË‘H$Vm
^{º$ ¶moJ H$mo AnZm {b¶m & (4) ~m¡{ÕH$ Ñ{ï>H$moU
CÝhm|Zo AZw^d {H$¶m {H$ ^{º$ hr CZHo$ {bE EH$‘mÌ 116. ‘mZd OrdZ Ho$ {bE EH$‘mÌ ‘mJ© h¡ :
‘mJ© h¡ & ‘Zwî¶ AmO AnZo {dH${gV H$‘© Am¡a kmZ ¶moJ Ho$ (1) ^{º$ H$m
H$maU Am¡a ^r AmJo ~‹T> J¶m h¡ & Bg àH$ma AnZo nyd©Om| H$s (2) kmZ H$m
VwbZm ‘| dh ^{º$ Ho$ ‘mJ© na MbZo H$s Amdí¶H$Vm H$mo (3) amO H$m
A{YH$ VoµOr go ‘hgyg H$aoJm & ¶h H$‘© Am¡a kmZ ¶moJ H$m (4) H$‘© H$m
C‚db nj h¡ & ¶mZr ¶o XmoZm| ¶moJ ^{º$ ‘mJ© H$mo Am¡a ‘µO~yV 117. ‘Zwî¶ Ho$ nyd©Om| Zo {H$g MrµO H$s Amdí¶H$Vm H$mo
H$a|Jo & Zht g‘Pm Wm ?
(1) kmZ ‘mJ© H$s
(2) ^{º$ ‘mJ© H$s
(3) H$‘© ‘mJ© H$s
112. ‘Bg Xm¡a Ho$ bmoJ g~go ~w{Õ‘mZ Wo &’ dm³¶ Ho$
(4) ‘mZ{gH$ {dH$mg H$s
aoIm§{H$V A§e ‘| {H$g Xm¡a Ho$ bmoJm| H$s MMm© H$s JB©
h¡ ? 118. {deofU-{deoî¶ H$m CXmhaU h¡ :
(1) g~go ~w{Õ‘mZ
(1) ~m¡{ÕH$ ÑpîQ>H$moU ImoOZo dmbo YZr bmoJm| H$s &
(2) C‚db nj
(2) ‘mZd B{Vhmg ‘| Zm‘ XO© H$admZo dmbo bmoJm|
(3) ‘mZd B{Vhmg
H$s & (4) A{YH$ VoµOr
(3) Zm¡-Xg hµOma df© nyd© Ho$ bmoJm| H$s &
119. ‘gmnoj’ H$m {dbmo‘ eãX h¡ :
(4) ‘mZd B{Vhmg ‘| bú¶ àmá H$aZo dmbo bmoJm|
(1) {Zamnoj
H$s &
(2) Agmnoj
(3) {Zanoj
113. ^{º$ ¶moJ H$m ‘hÎd h¡ : (4) AZmnoj
(1) dmñV{dH$ àJ{V H$s àm{á ‘| 120. g‘yh go {^Þ eãX h¡ :

(1) gmb
(2) kmZ ¶moJ H$s àJ{V ‘| (2) ‘XX
(3) gmnoj Xþ{Z¶m H$s àm{á ‘| (3) VoµOr
(4) H$‘© ¶moJ H$s àJ{V ‘| (4) H$‘©

( 53 ) P-II/E

have opted for ENGLISH as
LANGUAGE  II.

Ho$db V^r X| `{X CÝhm|Zo ^mfm  II H$m
{dH$ën A§J«oµOr MwZm hmo &
P-II/E ( 54 )
PART V
LANGUAGE II
ENGLISH
Directions : Answer the following questions by 125. Which of the following supports a pre-reading
selecting the correct/most appropriate option. activity ?
121. Which one of the following is not a classroom (1) Asking learners to summarise the text
resource for learners in teaching-learning of (2) Using a prediction task
language ?
(3) Teaching grammatical structures
(1) Classroom library
(4) Using paraphrasing tasks
(2) Reading corner
(3) Classroom procedures 126. Which of the following is true about remedial
(4) Word wall teaching ?
(1) Providing support to improve
performance
correct option :
Assertion (A) : (2) Showing sympathy to backward students
A plan for individualised learning must be (3) Providing extra marks to improve
created by a language teacher. performance
Reason (R) :
(4) Giving extra attention to gifted children
There is diversity in learners in the learning
of new languages.
(1) (A) is true, but (R) is false. 127. Read the following statements and choose the
(2) Both (A) and (R) are true, but (R) is correct option :
not the correct explanation of (A). Assertion (A) :
(3) (A) is false, but (R) is true. English is an associate official language in
(4) Both (A) and (R) are true and (R) is the India.
correct explanation of (A). Reason (R) :
English is taught as a foreign language in
123. In which method does the learners’ first Indian schools.
language play a central role in teaching ?
(1) Communicative language teaching (1) (A) is true, but (R) is false.
method (2) Both (A) and (R) are true, but (R) is
(2) Grammar-Translation method not the correct explanation of (A).
(3) Task-based learning (3) (A) is false, but (R) is true.
(4) Direct method
124. Chetan’s first language was Bhojpuri. Since correct explanation of (A).
arriving in Tamil Nadu, he no longer speaks
Bhojpuri and only speaks English with the 128. Which one of the following is not a
natives. When the new second language
replaces the native language, this is an characteristic of a language ?
example of : (1) Language is symbolic.
(1) Code-mixing (2) Language is static.
(2) Subtractive bilingualism
(3) Language is social.
(3) Code-switching
(4) Language is systematic.
(4) Bilingualism
( 55 ) P-II/E
129. Read the following statements and choose the 134. Children’s informal interactions, friendships
correct option : and relationships with others in their
Assertion (A) : community are based on their use of which
Prompting students to recall previous form of language ?
knowledge is important. (1) Accommodation
Reason (R) :
(2) Assimilation
Recalling the previous knowledge helps
students connect the known knowledge to the (3) Language socialization
new knowledge.
(4) Enculturation
135. In the case of vocabulary use, grammar
provides a pathway for learners to :
(4) Both (A) and (R) are true and (R) is the (1) combine lexical items into meaningful
correct explanation of (A). and communicative expressions.
130. A teacher of Class VIII asked her learners to (2) re-tell listening inputs into oral output.
produce a leaflet about saving energy at home
(3) draft formal pieces of writing in higher
as an assignment. This task will cater to
classes.
which feature of language ?
(1) Question forms (4) speak in formal situations with greater
(2) Positive imperatives accuracy and confidence.
(3) Comparative
(4) The past tense Directions : Read the passage given below and
131. While planning a lesson, one of the objectives answer the questions (Q. Nos. 136 to 142) that follow
is to enable learners to produce typical by selecting the correct/most appropriate option.
business communication with customers. This
objective matches with one of the types of text “Let’s go! We are going to be late!” shouted
genres listed below : Glen gleefully as he tightened his schoolbag on his
(1) Report back. Three other faces broke into a smile upon
(2) Description
hearing his words. They could not wait to soak their
(3) Article
(4) Letter feet in the water and perhaps catch a small fish or
132. A teacher asked students to look at the four two, just for kicks. They were clearly not heading
musical instruments in the picture, and towards where they should be — school. The cold
discuss why they are used in different musical imposing white building became smaller and
contexts. Choose the cognitive skill that
smaller. Their little hearts grew braver by the
matches this activity :
(1) Analyzing minute. They knew exactly where to go.
(2) Composing
The canal was huge but that morning, there
(3) Reasoning
(4) Imagining was only a small lazy stream of dirty water in it.
With great gusto, Glen, the leader of the pack,
133. When monolingual speakers move from formal
to informal modes of speech within the same hoisted himself over the railings and climbed down
spoken or gestured idea, they are engaging in : the huge monsoon drain. In the process, he got
(1) Code-mixing himself very dirty, but the excitement of truancy
(2) Code-switching
was too great to be bothered by some loose buttons
(3) Dialects
(4) Sociolinguistics and tears in his shirt.
P-II/E ( 56 )
In a fraction of seconds, the other boys joined 140. Arrange these sentences as per the sequence
in which they occur in the passage :
him. Soon, screams and laughter of delight
A. Glen climbed down the huge monsoon
reverberated into the air but no one else could hear drain.
them for they had chosen a canal that was far from B. Soon, his friends joined Glen at the canal.
anyone. Glen spied many tiny fish darting to and fro C. Glen climbed over the railings with
in the murky water. They had no economical value excitement.
and were practically worthless but nevertheless, the D. The boys caught fish in the dirty water.
thrill of catching them bare-handed was priceless. (1) C  A  B  D
(2) D  C  B  A
Glen raced after an extra fat one. He plunged his
(3) B  A  D  C
hands to grab it only to have it slip between the
(4) A  C  D  B
cracks of his fingers.
141. Identify the underlined words (parts of speech)
136. How many boys had missed school to go in the sentence given below :
fishing to the canal that day ? Glen spied many tiny fish darting to and fro in
(1) Four the murky water.
(1) adverb, adjective
(2) Five
(2) verb, noun
(3) Three (3) verb, adjective
(4) Two (4) adverb, noun
137. The word ‘lazy’ in the phrase ‘a small lazy 142. Complete the word analogy :
stream of dirty water’ means : imposing : impressive :: truancy : ?
(1) foolhardiness
(1) tired
(2) absenteeism
(2) slow (3) lying
(3) lethargic (4) play-acting
(4) murky
Directions : Read the passage given below and
138. Why did the boys’ hearts grow braver by the answer the questions (Q. Nos. 143 to 150) that follow
minute ? by selecting the correct/most appropriate option.
(1) They were excited to have missed school.
Reach Out! is an organization that runs
(2) They knew exactly where they were
week-long summer camps, designed to give young
headed.
people the skills to be the leaders of the future. The
(3) They knew that their teachers couldn’t camps help to create confident young people who
find them. wish to improve not only themselves, but the world
(4) They could no longer see the school around them. Varying in age from 12 to 17, young
building. people come to attend the camps in Canada and the
USA from across the world. They spend their time
139. Where should the boys have been at that time learning leadership skills, considering and
of the day ? discussing important issues such as pollution and
(1) At home health, and helping in the local community. They
(2) At school also meet many other people who have the same
(3) Playing with friends interests and beliefs and frequently make
(4) By the canal friendships that will last a lifetime.
( 57 ) P-II/E
There is no average day at the camp and 145. To prepare themselves and get warmed up for
changes are made to the timetable, which is handed the busy day ahead, the young people :
out daily, to allow room for exciting events as they (1) get up as early as 7 a.m.
come up. However, camp members generally get up
(2) eat a heavy breakfast.
at 7:00 a.m. and, once they’ve eaten breakfast, start
their day with outdoor games to get them warmed (3) partake in some outdoor games.
up for the busy day ahead. There are workshops in (4) attend workshops.
the morning on skills such as public speaking, and
then there’s an hour for lunch at noon. For one hour 146. In the afternoon, which of the following
activities can camp members not select ?
in the afternoon, camp members have the
opportunity to select from various activities that (1) Basketball and songwriting
include dancing, yoga, basketball and song writing. (2) Yoga and public speaking
During the time at camp, there is a day known (3) Dancing and yoga
as Action Day. This is when small groups go out (4) Basketball and dancing
with an adult group leader to work with
organisations in the neighbourhood.... Reach Out! 147. The camps are justifiably named ‘Reach Out!’
because :
This can involve organisations dealing with housing,
(1) members are encouraged to collaborate
journalism, healthcare or the environment, to name with neighbourhood organizations.
just a few. Evenings are spent watching (2) young people find it exciting to reach the
documentary films or listening to guest speakers. camping site.
The aim is to encourage the young people to go out (3) they are action packed throughout the
and make the world a better place. day.
(4) young people work under group leaders.
correct option : 148. All the seven days at the camp are :
A. Reach Out! camps are week-long summer (1) planned in a way to collaborate with local
organizations.
camps that are organized all across the
(2) action days.
world.
(3) tiring and average.
B. Young people in the age group of
(4) not the same routine-wise.
12 – 17 years attend these camps.
C. These young people come to learn 149. Identify the underlined words (parts of speech)
leadership skills. in the sentence given below :
(1) B and C are correct, A is incorrect. They also meet many other people who have
the same interests and beliefs.
(2) A and C are incorrect, B is correct.
(1) adverb, noun
(3) A and B are correct, C is incorrect.
(2) adverb, adjective
(4) A, B and C are all correct. (3) conjunction, verb
144. Why do young people from all over the world (4) preposition, noun
come to these camps ?
150. Complete the word analogy :
(1) For fun and friendships
confident : shy :: average : ?
(2) To improve themselves and the world (1) similar
around them (2) below par
(3) To while away their time (3) extraordinary
(4) To improve their leadership skills only (4) understated
P-II/E ( 58 )

have opted for HINDI as
LANGUAGE  II.

Ho$db V^r X| `{X CÝhm|Zo ^mfm  II H$m
{dH$ën qhXr MwZm hmo &
( 59 ) P-II/E
^mJ V
^mfm II
qhXr
{ZX}e : ZrMo {XE JE àíZm| Ho$ {bE ghr / g~go Cn`wº$ 124. MoVZ H$s àW‘ ^mfm ^moOnwar h¡ & dh V{‘bZmSw> J¶m,
{dH$ën Mw{ZE & A~ dh ^moOnwar Zht ~mobVm h¡ Am¡a AnZo gm{W¶m| go
Ho$db A§J«oµOr ‘| hr ~mobVm h¡ & O~ ZB© {ÛVr¶ ^mfm
121. {ejm{W©¶m| Ho$ {bE ^mfm {ejU-A{YJ‘ Ho$ {bE àW‘ ^mfm H$m ñWmZ boVr h¡, Vmo ¶h pñW{V {H$g ~mV
H$m¡Z-gm H$jm¶r g§gmYZ Zht h¡ ? H$s ÚmoVH$ h¡ ?
(1) H$moS> {‘p³g¨J
(1) H$jm nwñVH$mb¶ (2) G$UmË‘H$ {Û^mfmdmX
(2) nR>Z H$moZm (3) H$moS> pñdqMJ
(4) {Û^mfmdmX
(3) H$jm¶r à{H«$¶mE±
(4) eãX Xrdma 125. {ZåZ{b{IV ‘| go H$m¡Z-gm nR>Z-nyd© J{V{d{Y H$mo
g‘{W©V H$aVm h¡ ?
(1) {ejmWu H$mo H$m¶© H$m gmam§erH$aU H$aZo H$mo
H$hZm
M¶Z H$s{OE :
(2) AZw‘mZ bJmZo go g§~§Yr H$m¶© H$m à¶moJ
A{^H$WZ (A) : (3) ì¶mH$a{UH$ g§aMZmAm| H$m {ejU
^mfm AÜ¶mnH$ Ûmam ì¶{º$naH$ A{YJ‘ H$s ¶moOZm (4) ^mdmZwdmX g§~§Yr H$m¶m] H$m à¶moJ
V¡¶ma H$s OmZr Mm{hE &
VH©$ (R) : 126. CnMmamË‘H$ {ejU Ho$ ~mao ‘| H$m¡Z-gm ghr h¡ ?
(1) àXe©Z/CnbpãY gwYma hoVw ‘XX XoZm
Z¶r ^mfmAm| Ho$ A{YJ‘ go {ejm{W©¶m| ‘| {d{dYVm
(2) {nN>‹S>o {dÚm{W©¶m| Ho$ gmW ghmZw^y{V Xem©Zm
hmoVr h¡ &
(3) CnbpãY ‘| gwYma hoVw A{V[aº$ A§H$ XoZm
(1) (A) ghr h¡, naÝVw (R) µJbV h¡ & (4) ‘oYmdr ~ƒm| H$mo A{V[aº$ Ü¶mZ XoZm
ghr ì¶m»¶m Zht h¡ & 127. {ZåZ{b{IV H$WZm| H$mo n{‹T>E VWm ghr {dH$ën H$m
M¶Z H$s{OE :
A{^H$WZ (A) :
(4) (A) Am¡a (R) XmoZm| ghr h¢ VWm (R), (A) H$s ghr A§J«oµOr ^maV ‘| EH$ gh-amOH$s¶ ^mfm h¡ &
ì¶m»¶m h¡¡ &
VH©$ (R) :
^maVr¶ {dÚmb¶m| ‘| A§J«oµOr H$mo {dXoer ^mfm H$s Vah
123. {H$g {d{Y ‘| {ejmWu H$s àW‘ ^mfm {ejU ‘| Ho$ÝÐr¶
^y{‘H$m {Z^mVr h¡ ? n‹T>m¶m OmVm h¡ &
(1) gåàofUmË‘H$ ^mfm {ejU {d{Y (2) (A) Am¡a (R) XmoZm| ghr h¢, naÝVw (R), (A) H$s
(2) ì¶mH$aU-AZwdmX {d{Y ghr ì¶m»¶m Zht h¡ &
(3) H$m¶©-AmYm[aV A{YJ‘ (4) (A) Am¡a (R) XmoZm| ghr h¢ VWm (R), (A) H$s ghr
(4) àË¶j (S>m¶ao³Q>) {d{Y ì¶m»¶m h¡¡ &
P-II/E ( 60 )
128. {ZåZ{b{IV ‘| go H$m¡Z-gr ^mfm H$s {deofVm Zht h¡ ? 132. EH$ AÜ¶mnH$ Zo AnZo {dÚm{W©¶m| H$mo EH$ {MÌ ‘| Mma
(1) ^mfm gm§Ho${VH$ h¡ & dmÚ ¶§Ì XoIZo Ho$ {bE H$hm, AmJo ¶h H$hm {H$ Amng
(2) ^mfm pñWa h¡ & ‘| MMm© H$amo {H$ {d{^Þ g§JrV g‘mamohm| ‘| BZH$m à¶moJ
(3) ^mfm gm‘m{OH$ h¡ & ³¶m| {H$¶m OmVm h¡ & Cg g§kmZmË‘H$ H$m¡eb H$m M¶Z
(4) ^mfm ì`dpñWV h¡ &
H$s{OE Omo Bg J{V{d{Y go ‘ob ImVm h¡ :
(1) {díbofU H$aZm
129. {ZåZ{b{IV H$WZm| H$mo n{‹T>E VWm ghr {dH$ën H$m (2) g¥{OV H$aZm
M¶Z H$s{OE :
A{^H$WZ (A) : (3) VH©$ XoZm
nhbo Ho$ kmZ Ho$ àË¶mñ‘aU Ho$ {bE {dÚm{W©¶m| H$mo (4) H$ënZm H$aZm
g§Ho$V XoZm ‘hÎdnyU© h¡ &
VH©$ (R) : 133. O~ EH$b ^mfr dº$m EH$g‘mZ ~mobo JE ¶m hmd-^md
nhbo Ho$ kmZ Ho$ àË¶mñ‘aU go {dÚm{W©¶m| H$mo OmZr JB© dmbo {dMma Ho$ ^rVa dmH²$ H$s Am¡nMm[aH$ go
^mfm go ZB© ^mfm ‘| gå~ÕVm ñWm{nV H$aZo ‘| ‘XX AZm¡nMm[aH$ pñW{V ‘| OmVo h¢, Vmo do {H$g_| g§b½Z h¢ ?
{‘bVr h¡ & (1) H$moS> {‘lU
(2) H$moS> n[adV©Z
ghr ì¶m»¶m Zht h¡ & (3) ~mo{b¶m±
(3) (A) µJbV h¡, naÝVw (R) ghr h¡¡ & (4) gm_m{OH$ ^mfm-{dkmZ
ì¶m»¶m h¡¡ & 134. ~ƒm| Ho$ AnZo g‘wXm¶ ‘| Xÿgam| Ho$ gmW AZm¡nMm[aH$
AÝV:{H«$¶mE±, {‘ÌVm Am¡a g§~§Y ~ZmZm ^mfm Ho$ {H$g
130. H$jm VIII> H$s AÜ`m{nH$m Zo AnZo {dÚm{W©¶m| H$mo
ñdê$n Ho$ à¶moJ na AmYm[aV hmoVo h¢ ?
àXÎm H$m¶© Ho$ ê$n ‘| Ka ‘| D$Om© ~MV go g§~§{YV EH$
brµ’$boQ> ~ZmZo Ho$ {bE H$hm & ¶h H$m¶© ^mfm H$s {H$g (1) AZwHy$bZ
{deofVm H$mo nmo{fV H$aoJm ? (2) AmË_gmËH$aU (Egr{_boeZ)

(1) àíZ ñdê$n
(3) ^mfm gm‘mOrH$aU
(2) gH$mamË‘H$ AmXoegyMH$
(3) VwbZmË‘H$ (4) gm§ñH¥${VH$aU (EZH$ëMaoeZ)
(4) ^yVH$mb
135. eãXmdbr Ho$ à¶moJ Ho$ g§~Y§ ‘| ì¶mH$aU {ejm{W©¶m| H$mo
131. EH$ nmR> ¶moOZm ~ZmVo g‘¶ CgH$m CÔoí¶ {ZpíMV ³¶m H$aZo H$s ÑpîQ> àXmZ H$aVm h¡ ?
{H$¶m J¶m {H$ {dÚm{W©¶m| H$mo ¶h {gIm¶m OmE {H$ (1) eãXH$moer¶ {~ÝXþ H$mo AW©nyU© Am¡a gåàofUmË‘H$
J«mhH$m| Ho$ gmW {d{eîQ> ì¶mnma g§~Y§ r gåàofU H¡$go A{^ì¶{º$ ‘| Omo‹S> nmZm
{H$¶m OmE & ¶h CÔoí¶ ZrMo Xr JB© {H$g {dYm go ‘ob (2) gwZr JB© ~mVm| H$mo ‘m¡{IH$ ê$n go H$h nmZm
ImVm h¡ ?
(1) [anmoQ>© (3) CƒVa H$jmAm| ‘| Am¡nMm[aH$ boIZ Ho$ àmê$n
(2) dU©Z V¡¶ma H$aZm

(3) AmboI (Am{Q>H © $b) (4) Am¡nMm[aH$ pñW{V¶m| ‘| d¥hÎma gQ>rH$Vm Am¡a
(4) nÌ {dídmg Ho$ gmW ~mV H$aZm
( 61 ) P-II/E
{ZX}e : {ZåZ{b{IV JÚm§e H$mo n‹T>H$a nyN>o JE àíZm| 139. àmU dm¶w H$m JhamB© Am¡a Yr‘r J{V go ~hZm
(à.g§. 136 go 142) _| ghr / g~go Cn`wº$ CÎma ___________ ‘| ghm¶Vm H$aVm h¡ &
dmbo {dH$ën H$mo Mw{ZE & (1) Aä¶mg‘wº$ hmoZo
(2) Ü¶mZ bJmZo
{XZ â h‘mam àmU Jhao go ~hZm Mm{hE & ¶{X noQ> (3) BÀN>mE± nyU© H$aZo
Ho$ ZrMo H§$X ñWmZ go àmU H$m ~hZm gw{ZpíMV H$a {b¶m OmE (4) ì¶mnma ~‹T>mZo
Vmo ¶h h‘mao ñdmñÏ¶ Ho$ {bE ~hþV AÀN>m hmoVm h¡ & bo{H$Z
140. ‘mZd-OrdZ ‘| gdm©{YH$ ‘hÎdnyU© h¡ :
A{YH$Va h‘mam àmU N>mVr go ewê$ H$aHo$ N>mQo >r gr ¶mÌm H$aHo$
(1) ¶moJ
ah OmVm h¡ & CgH$m Jhao go ~hZm Zht hmo nmVm & ¶{X h‘
(2) Ü¶mZ
{XZ ‘| O~ ^r ¶mX AmE, V^r AnZo àmU H$mo Yr‘m Am¡a Jham
(3) àmU dm¶w
âZm ewê$ H$a X| Vmo ˜wX H$mo D$Om©dmZ, àmUdmZ, e{º$dmZ
(4) Aä¶mg
Am¡a em§V ñd^md H$m AZw^d H$aZo bJ|Jo & h‘mao ^rVa Y¡¶©
Am¡a aMZmË‘H$Vm ~‹T>Zo bJoJr & ‘Z H$m VZmd g‘má hmo 141. {deofU eãX h¡ :
(1) Y¡¶©
OmEJm & ^¶, K~amhQ> go ‘w{º$ {‘b OmEJr & gmW hr ¶h
(2) ‘Z
Aä¶mg Ü¶mZ H$s JhamB¶m| ‘| bo OmZo ‘| ^r ghm¶H$ hmoJm &
(3) em§V
136. àmU __________ go ~hZm Mm{hE & (4) K~amhQ>
(1) Vrd« J{V 142. ‘gw{ZpíMV’ ‘| CngJ© Am¡a ‘yb eãX h¡ :

(2) Yr‘r J{V (1) gw{ZpíM + V
(3) ‘§X-‘§X ê$n (2) gw + {ZpíMV
(4) JhamB© (3) g + {ZpíMV

(4) gw{Z + píMV
137. D$Om©dmZ, e{º$dmZ Am¡a em§V ñd^md H$m ~ZZo Ho$ {bE
Amdí¶H$ h¡ : {ZX}e : {ZåZ{b{IV JÚm§e H$mo n‹T>H$a nyN>o JE àíZm|
(1) àmU dm¶w H$m Yr‘m Am¡a ZrMo ~hZm &
(à.g§. 143 go 150) _| ghr / g~go Cn`wwº$ CÎma
dmbo {dH$ën H$mo Mw{ZE &
(2) àmU dm¶w H$m JhamB© Am¡a Xoa VH$ ~hZm &
Vah-Vah Ho$ ~Xbmd hþE ‘erZm| Ho$ AmZo go & h‘mar
(3) àmU dm¶w H$m Yr‘m Am¡a JhamB© go ~hZm &
nr‹T>r Zo Vmo ‘erZm| H$mo B§gmZ go H§$ß¶yQ>a Ho$ hdmbo hmoVo XoIm
(4) àmU dm¶w H$m VoµO Am¡a JhamB© go ~hZm &
h¡ & n[adV©Z g¥pîQ> H$m {Z¶‘ h¡ & AmJ H$s ImoO Zo qOXJr
~Xbr Vmo n{h¶o Ho$ Am{dîH$ma Zo gä¶VmAm| H$mo OÝ‘ {X¶m &
138. ¶{X àmU dm¶w ì¶dpñWV ê$n go ~hVm h¡ Vmo ³¶m
Zht hmoJm ? A^r M¡Q> Or.nr.Q>r. Am¡a ~m°S>© O¡gr H¥${Ì‘ ~w{Õ‘Îmm/
Am{Q>©{’$eb B§Q>o{bO|g ¶m E.AmB©. AmYm[aV ßb¡Q>’$m°‘© AmE h¢
(1) ^¶ go ‘w{º$ {‘bZm &
Vmo hmhmH$ma ‘M ahm h¡ & g‘PZm BVZm h¡ {H$ Am{Q>©{’$eb
(2) aMZmË‘H$Vm H$m {dH$mg hmoZm &
B§Q>o{bO|g Am¡a øy‘Z B§Q>o{bO|g Ho$ ~rM H$m g~go ~‹S>m ’$H©$
(3) K~amhQ> ‘| d¥{Õ hmoZm & ‘mZdVm H$m h¡ & E.AmB©. AmZo dmbo dº$ ‘| Omo ^r H$aZo dmbm
(4) ‘Z H$m VZmd Xÿa hmoZm & h¡, dh AmO Ho$ B§gmZ H$s gmoM H$m à{Vq~~ hr hmoJm &
P-II/E ( 62 )
Eogr Ame§H$mE± {H$ dmBQ> H$m°ba Om°~ ¶mZr B§Or{Z¶a, 146. JÚm§e Ho$ AmYma na H$hm Om gH$Vm h¡ {H$ :
AmB©.E.Eg., S>m³° Q>a, dH$sb, {S>µOmBZa Am¡a Q>o³Zmobm°Or (1) H¥${Ì‘ ~w{Õ‘Îmm bmoJm| H$mo amoµOJma {XbdmEJr &
E³gnQ²>g© H$s Xþ{Z¶m {g‘Q>Zo dmbr h¡ & ñHy$b, H$m°boO, (2) H¥${Ì‘ ~w{Õ‘Îmm Ho$ H$maU ‘Zwî¶-OrdZ gwYa J¶m
E½µOm‘, nM}, H$moqMJ, AñnVmb, b¡~ Am¡a VH$ZrH$ go Ow‹S>o ha h¡ &
V~Ho$ na Aga n‹S>Zo dmbm h¡ & Xþ{Z¶m â ‘| H$ar~ Vrg H$amo‹S> (3) H¥${Ì‘ ~w{Õ‘Îmm ^{dî¶ ‘| ‘oYm H$mo ~‹T>mdm XoJr &
bmoJm| H$s Om°~ Bggo à^m{dV hmoZo dmbr h¡ & M¡Q> Or.nr.Q>r. (4) H¥${Ì‘ ~w{Õ‘Îmm Ho$ H$maU ‘mZdr¶ g§doXZmE±
Am¡a Bg O¡go Xÿgao E.AmB©. ßb¡Q>’$m°‘© H$s Im{g¶V ¶h h¡ {H$ à^m{dV hm|Jr &
AmnHo$ ha gdmb H$m Odm~ ¶o goH§$S²>g ‘| Xo gH$Vo h¢ & ¶wdm
147. JÚm§e Ho$ AZwgma H¥${Ì‘ ~w{Õ‘Îmm ‘| ³¶m Zht h¡ ?
{dÚm{W©¶m| Zo n‹T>mB© ‘| E.AmB©. H$s ‘XX boZr ewê$ H$a Xr h¡ &
(1) CÎma
^{dî¶ H$s qMVmAm| go Ow‹S>o g~go ~‹S>o gdmb ¶ht go n¡Xm hmoVo
(2) ‘mZdVm
ZµOa Am aho h¢ & Am{Ia ‘oYm Am¡a ‘oYm{d¶m| H$mo V¶ H$aZo
dmbo BåVohmZ A~ H¡$go hm|Jo ? ³¶m {ejH$m| H$m kmZ E.AmB©. (3) kmZ
H$m ‘wH$m~bm H$a nmEJm ? (4) VH$ZrH$
143. H¥${Ì‘ ~w{Õ‘Îmm Ho$ H$maU ___________ na ZH$mamË‘H$ 148. H¥${Ì‘ ~w{Õ‘Îmm go à^m{dV hmoZo dmbm VÎd Zht h¡ :
à^md n‹S>Vm h¡ &
(1) Zm¡H$ar
(1) ‘oYm
(2) AñnVmb
(2) VH$ZrH$
(3) M¡Q> Or.nr.Q>r.
(3) H§$ß¶yQ>a
(4) {S>µOmBZa
(4) {dH$mg
149. g‘yh go {^Þ eãX h¡ :
144. ¶wdm {dÚm{W©¶m| Zo n‹T>mB© ‘| H¥${Ì‘ ~w{Õ‘Îmm H$m gh¶moJ
boZm ewê$ {H$¶m & BgH$m H$maU Zht h¡ : (1) ‘oYm
(1) H$‘ g‘¶ ‘| A{YH$ kmZ {‘b OmVm h¡ & (2) E³gnQ²>g©
(2) ha gdmb H$m Odm~ {‘bVm h¡ & (3) M¡Q> Or.nr.Q>r.
(3) Cg‘| {ejH$ go A{YH$ g§doXZmE± h¢ & (4) E½µOm‘
(4) gdmbm| Ho$ Odm~ ~hþV OëXr {‘bVo h¢ &
150. ‘BV’ àË¶¶ H$m CXmhaU dmbm eãX h¡ :
145. JÚm§e Ho$ AZwgma {ejH$ dJ© H¥${Ì‘ ~w{Õ‘Îmm go :
(1) à^m{dV
(1) ‘mZdr¶ JwUm| ‘| {nN>‹S>m hþAm h¡ &
(2) CnpñWV
(2) à{VñnYm© A{YH$ H$a nmEJm &
(3) A{YH$ kmZr d ‘erZr h¡ &

(3) àË¶oH$
(4) à{VñnYm© Zht H$a nmEJm & (4) {ZqíMV
( 63 ) P-II/E
SPACE FOR ROUGH WORK

aµ\$ H$m`© Ho$ {bE OJh
P-II/E ( 64 )
READ THE FOLLOWING INSTRUCTIONS CAREFULLY : {ZåZ{b{IV {ZX}em| H$mo Ü`mZ go n‹T>| :
1. The manner in which the different questions are to 1. {Og àH$ma go {d{^Þ àíZm| Ho$ CÎma {XE OmZo h¢ CgH$m
be answered has been explained in the Test Booklet
which you should read carefully before actually dU©Z narjm nwpñVH$m _| {H$`m J`m h¡, {Ogo Amn àíZm| H$m
answering the questions. CÎma XoZo go nhbo Ü`mZ go n‹T> b| &
2. Out of the four alternatives for each question, only 2. àËòH$ àíZ Ho$ {bE {XE JE Mma {dH$ënm| _| go ghr CÎma
one circle for the correct answer is to be darkened Ho$ {bE OMR CÎma nÌ Ho$ n¥ð-2> na Ho$db EH$ d¥Îm H$mo
completely with Blue/Black Ball Point Pen on hr nyar Vah Zrbo/H$mbo ~m°b nm°BÝQ> noZ go â| & EH$ ~ma
Side-2 of the OMR Answer Sheet. The answer once
marked is not liable to be changed. CÎma A§{H$V H$aZo Ho$ ~mX Cgo ~Xbm Zht Om gH$Vm h¡ &
3. The candidates should ensure that the Answer Sheet 3. narjmWu gw{ZpíMV H$a| {H$ Bg CÎma nÌ H$mo _mo‹S>m Z OmE
is not folded. Do not make any stray marks on the Ed§ Cg na H$moB© AÝ` {ZemZ Z bJmE± & narjmWu AnZm
Answer Sheet. Do not write your Roll No. anywhere AZwH«$_m§H$ CÎma nÌ _| {ZYm©[aV ñWmZ Ho$ A{V[aº$ AÝ`Ì Z
else except in the specified space in the Answer {bI| &
Sheet.
4. Handle the Test Booklet and Answer Sheet with 4. narjm nwpñVH$m Ed§ CÎma nÌ H$m Ü`mZnyd©H$ à`moJ H$a|,
care, as under no circumstances (except for Š`m|{H$ {H$gr ^r n[apñW{V _| (Ho$db narjm nwpñVH$m
discrepancy in Test Booklet Code or Number and Ed§ CÎma nÌ Ho$ H$moS> `m g§»`m _| {^ÞVm H$s pñW{V H$mo
Answer Sheet Code or Number), another set will be
provided.
N>mo‹S>H$a) Xÿgar narjm nwpñVH$m CnbãY Zht H$am`r OmEJr &
5. The candidates will write the correct Test Booklet 5. narjm nwpñVH$m/CÎma nÌ _| {XE JE narjm nwpñVH$m H$moS> d
Code and Number as given in the Test g§»`m H$mo narjmWu ghr VarHo$ go CnpñW{V-nÌ _| {bI| &
Booklet/Answer Sheet in the Attendance Sheet. 6. OMR CÎma nÌ _| H$mo{S>V OmZH$mar H$mo EH$ _erZ n‹T>oJr &
6. A machine will read the coded information in the
OMR Answer Sheet. Hence, no information should be Bg{bE H$moB© ^r gyMZm AYyar Z N>mo‹S>| Am¡a `h àdoe nÌ _|
left incomplete and it should not be different from Xr JB© gyMZm go {^Þ Zht hmoZr Mm{hE &
the information given in the Admit Card. 7. narjmWu Ûmam narjm hm°b/H$j _| àdoe nÌ Ho$ {gdm` {H$gr
7. Candidates are not allowed to carry any textual àH$ma H$s nmR²>` gm_J«r, _w{ÐV `m hñV{b{IV, H$mµJµO H$s
material, printed or written, bits of papers, pager, n{M©`m±, noOa, _mo~mBb \$moZ, BboŠQ´>m°{ZH$ CnH$aU `m {H$gr
mobile phone, electronic device or any other material
except the Admit Card inside the Examination AÝ` àH$ma H$s gm_J«r H$mo bo OmZo `m Cn`moJ H$aZo H$s
Hall/Room. AZw_{V Zht h¡ &
8. Mobile phones, wireless communication devices 8. _mo~mBb \$moZ, ~oVma g§Mma `wpŠV`m± (pñdM Am°\$ AdñWm _|
(even in switched off mode) and the other banned ^r) Am¡a AÝ` à{V~§{YV dñVwE± narjm hm°b/H$j _| Zht
items should not be brought in the examination bmB© OmZr Mm{hE & Bg gyMZm H$m nmbZ Z hmoZo na Bgo
halls/rooms. Failing to comply with this instruction, narjm _| AZw{MV gmYZm| H$m à`moJ _mZm OmEJm Am¡a
will be considered as using unfair means in the
examination and action will be taken against the narjmWu Ho$ {déÕ H$m`©dmhr H$s OmEJr, narjm aÔ H$aZo
candidate including cancellation of examination. g{hV &
9. Each candidate must show on demand his / her 9. nyN>o OmZo na àËòH$ narjmWu, {ZarjH$ H$mo AnZm
Admit Card to the Invigilator. àdoe-nÌ {XImE± &
10. No candidate, without special permission of the 10. Ho$ÝÐ AYrjH$ `m {ZarjH$ H$s {deof AZw_{V Ho$ {~Zm H$moB©
Centre Superintendent or Invigilator, should leave
his / her seat. narjmWu AnZm ñWmZ Z N>mo‹S>| &
11. The candidates should not leave the Examination 11. H$m`©aV {ZarjH$ H$mo AnZm CÎma nÌ {XE {~Zm Ed§
Hall/Room without handing over their Answer Sheet CnpñW{V-nÌ na Xþ~mam hñVmja {H$E {~Zm narjmWu narjm
to the Invigilator on duty and sign the Attendance hm°b/H$j Zht N>mo‹S>|Jo & `{X {H$gr narjmWu Zo Xÿgar ~ma
Sheet twice. Cases where candidate has not signed CnpñW{V-nÌ na hñVmja Zht {H$E Vmo `h _mZm OmEJm {H$
the Attendance Sheet second time will be deemed not
to have handed over the Answer Sheet and dealt CgZo CÎma nÌ Zht bm¡Q>m`m h¡ Am¡a `h AZw{MV gmYZ H$m
with as an unfair means case. The candidates are _m_bm _mZm OmEJm & narjmWu AnZo ~mE± hmW Ho$
also required to put their left-hand THUMB A±JyR>o H$m {ZemZ CnpñW{V-nÌ _| {XE JE ñWmZ na
impression in the space provided in the Adí` bJmE± &
Attendance Sheet.
12. Use of Electronic/Manual Calculator is prohibited. 12. BboŠQ´>m°{ZH$/hñVMm{bV n[aH$bH$ H$m Cn`moJ d{O©V h¡ &
13. The candidates are governed by all Rules and 13. narjm-hm°b/H$j _| AmMaU Ho$ {bE narjmWu narjU g§ñWm
Regulations of the Examining Body with regard to Ho$ g^r {Z`_m| Ed§ {d{Z`_m| Ûmam {Z`{_V h¢ & AZw{MV
their conduct in the Examination Hall/Room. All gmYZm| Ho$ g^r _m_bm| H$m \¡$gbm narjU g§ñWm Ho$ {Z`_m|
cases of unfair means will be dealt with as per Rules
and Regulations of the Examining Body. Ed§ {d{Z`_m| Ho$ AZwgma hmoJm &
14. No part of the Test Booklet and Answer Sheet shall 14. {H$gr ^r n[apñW{V _| narjm nwpñVH$m Am¡a CÎma nÌ H$m
be detached under any circumstances. H$moB© ^mJ AbJ Z H$a| &
15. On completion of the test, the candidate must 15. narjm gånÞ hmoZo na, narjmWu H$j/hm°b N>mo‹S> Zo go nyd©
hand over the Answer Sheet to the Invigilator CÎma nÌ {ZarjH$ H$mo Adí` gm¢n X| & narjmWu AnZo
in the Room/Hall. The candidates are allowed
to take away this Test Booklet with them. gmW Bg narjm nwpñVH$m H$mo bo Om gH$Vo h¢ &

PHP J GQ Hub

Uploaded by

Copyright:

Available Formats

PHP J GQ Hub

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

PHP J GQ Hub

Uploaded by

Copyright:

Available Formats

CTET 2023

This content is not created or owned by Info Edge (India) Limited

Name of the Candidate (in Capital Letters) : _________________________________________________________

(3) acceleration; enrichment (3) J{VdÕ©Z; g§dY©Z

16. ‘~moY-AmYm[aV {ejU’ H$m A§V{Z©{hV {gÕm§V ¶h

24. Expectations associated with being male or

(4) Providing students with detailed and

(1) B and C ghr {dH$ën H$m M`Z H$s{OE :

SPACE FOR ROUGH WORK / aµ\$ H$m`© Ho$ {bE OJh

SPACE FOR ROUGH WORK / aµ\$ H$m`© Ho$ {bE OJh

the equation : g‘rH$aU H$m ^r hb h¡ :

86. Which of the following is not correct in respect

36. Rosy drew a picture of a woman as a nurse

85. Who among the following reinterpreted verses

88. Which of the following statements is/are true

89. {ZåZ{b{IV _| go H$m¡Z-go nwamnmfmU ñWb _| MyZm-nËWa

90. Which one of the following is not true for

Candidates should answer questions

narjmWu>§ {ZåZ{b{IV ^mJ Ho$ àíZm| Ho$ CÎma

(4) confront challenging situations (4) inter-departmental learning.

Candidates should answer questions

narjmWu>§ {ZåZ{b{IV ^mJ Ho$ àíZm| Ho$ CÎma

Mb H$íVr CR>m, gmJa ‘| CVa & (1) {MVm

h¡ amV A±Yoar {µ’$H«$ h¡ ³¶m (2) MwZm¡Vr

(1) dmñV{dH$ àJ{V H$s àm{á ‘| 120. g‘yh go {^Þ eãX h¡ :

(4) H$‘© ¶moJ H$s àJ{V ‘| (4) H$‘©

Candidates should answer questions

narjmWu>§ {ZåZ{b{IV ^mJ Ho$ àíZm| Ho$ CÎma

Candidates should answer questions

narjmWu>§ {ZåZ{b{IV ^mJ Ho$ àíZm| Ho$ CÎma

{deofVm H$mo nmo{fV H$aoJm ? (2) AmË_gmËH$aU (Egr{_boeZ)

(2) dU©Z V¡¶ma H$aZm

136. àmU __________ go ~hZm Mm{hE & (4) K~amhQ>

(1) Vrd« J{V 142. ‘gw{ZpíMV’ ‘| CngJ© Am¡a ‘yb eãX h¡ :

(4) JhamB© (3) g + {ZpíMV

(3) A{YH$ kmZr d ‘erZr h¡ &

SPACE FOR ROUGH WORK

You might also like

Pfad - The Proxy pFad of © 2024 Garber Painting. All rights reserved.