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49. The points A and B represent, numbers on a number line as shown, below :, 25000, , A, , B, , 39000, , 49., , {~›Xw$ A Am°a B ZrMo {XImB© JB© Zß~a aoIm na, gߪ`mAm| H$m ‡{V{Z{YÀd H$aVo h°ß :, , 25000, , A, , 39000, , B, , 61000, , 61000, , {~›Xw$, , The distance between the points, A and B is—, , A, , Am°a B Ho$ ~rM H$s Xyar h°—, , (1) 29000, , BH$mB`m±, , (2) 84000, , BH$mB`m±, , (1) 29000 units, , (2) 84000 units, (3) 22, , (3) 22 units, , (4) 22000, , (4) 22000 units, , 50. How many packets of, can be made from 3, , 1, kg sugar, 16, , 50. 3, , 1, kg of sugar?, 4, , 1, kg, 4, , BH$mB`m±, , MrZr go, , ~ZmE Om gH$Vo h¢?, (1) 52, , (1) 52, , (2) 48, , (2) 48, , (3) 12, , (3) 12, , (4) 64, , (4) 64, , P-I/I, , BH$mB`m±, , SPACE FOR ROUGH WORK /, , 20, , aµ\$ H$m`© Ho$ {bE OJh, , 1, kg, 16, , MrZr Ho$ {H$VZo n°Ho$Q

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53. Which one of the following is the, 7 ×1 ´ 3 × 85, best approximation of, ?, 9 × 09, , 53., , {ZÂZ{b{IV _| go, , 7´3, 9, , (1), , 7´3, 9, , (2), , 7´ 4, 9, , (2), , 7´ 4, 9, , (3), , 7´ 4, 10, , (3), , 7´ 4, 10, , (4), , 7´3, 10, , (4), , 7´3, 10, , 54., , `{X {J´S> _| EH$ N>moQ>m dJ© 4 dJ© BH$mB`m| H$m h°,, Vmo {J´S> na ~ZmE JE Am`V H$m n[a_mn ä`m h°?, , (1) 32, , (1) 32 units, , BH$mB`m±, , BH$mB`m±, , (2) 8 units, , (2) 8, , (3) 24 units, , (3) 24, , BH$mB`m±, , (4) 12 units, , (4) 12, , BH$mB`m±, , P-I/I, , SPACE FOR ROUGH WORK /, , 22, , H$m g~go A¿N>m, , AZw_mZ H$m°Z-gm h°?, , (1), , 54. If one small square in the grid is, of area 4 sq. units, what is the, perimeter of the rectangle drawn on, the grid?, , 7 ×1 ´ 3 × 85, 9 × 09, , aµ\$ H$m`© Ho$ {bE OJh

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55. A child scored 75 marks in each of, five subjects. What is the median, marks obtained by the child?, (1) 75, (2) 375, (3) 15, (4) 70, , 55., , 56. Which one of the following can be, folded to form the given solid?, , 56., , EH$ ~Éo Zo nm±M {df`m| _| go ‡À`oH$ _| 75 AßH$, ‡m· {H$Eü& ~Éo ¤mam ‡m· AßH$m| H$s _mp‹`H$m, ä`m h°?, (1) 75, (3) 15, , (2) 375, (4) 70, , {XE JE R>mog H$mo {ZÂZ _| go {H$gH$mo _moãS> H$a, ~Zm`m Om gH$Vm h°?, , (1), , (2), , (1), , (2), , (3), , (4), , (3), , (4), , 57. If Red part in the following pie chart, is 40, what is White part?, , 57., , `{X {ZÂZmß{H$V nmB© MmQ>© _| bmb ^mJ, g\o$X ^mJ ä`m h°?, , Yellow, Blue, , 1, 8, , White, 1, 8, , (1) 5, (3) 12, , P-I/I, , 40, , h°, Vmo, , nrbm, , 1, 4, , Zrbm 1, 8, , Red, , g\o$X, , 1, 2, , 1, 8, , (2) 10, (4) 20, , (1) 5, (3) 12, , SPACE FOR ROUGH WORK /, , 23, , 1, 4, , bmb, 1, 2, , (2) 10, (4) 20, , aµ\$ H$m`© Ho$ {bE OJh, , [ P.T.O.

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58. Observe the following solid shape :, , 58., , {ZÂZmß{H$V R>mog AmH$ma H$m {ZarjU H$s{OE, , {ZÂZ _| go H$m°Z-gm {XE JE R>mog H$s D$nar gVh, H$m —Ì` h°?, , Which one of the following is the top, view of the given solid?, (1), , (2), , (1), , (2), , (3), , (4), , (3), , (4), , 59. Which one of the following costs, more?, I., , 200 packets of R 250 each, , II., , 20 dozens of R 250 each item, , :, , 59., , {ZÂZ{b{IV _| go {H$gH$s bmJV A{YH$ h°?, I., , R 250, , ‡À`oH$ n°Ho$Q dmbo>, , II., , R 250, , ‡À`oH$ dÒVw Ho$, , 200, , 20, , n°Ho$Q>, , XO©Z, , (1) I, (1) I, (2) II, , (2) II, , (3) I, , (3) Both I and II are equal, , (4), , (4) Cannot be calculated, 60. The sum of 1 - 1 + 1 - 1 + 1 - 1L to, even number of terms is—, , Am°a II XmoZm| ~am~a h¢, , JUZm Zht H$s Om gH$Vr h°, , 60. 1 - 1 + 1 - 1 + 1 - 1L, `moJ h°—, , ey›`, , (1) zero, , (1), , (2) -1, , (2) -1, , (3) +1, , (3) +1, , (4) 2, , (4) 2, , P-I/I, , SPACE FOR ROUGH WORK /, , 24, , aµ\$ H$m`© Ho$ {bE OJh, , H$m g_ gߪ`H$ nXm| VH$

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PART—IV, Language—I, ENGLISH, IMPORTANT : Candidates should attempt questions from Part—IV (Q. Nos., 91 to 120), if they have opted for ENGLISH as Language—I only., Directions : Read the passage carefully, and answer the questions that follow, (Q. Nos. 91 to 99) by selecting the, correct/most appropriate options., When it comes to structures that are, both majestic and well-fortified, the classic, European castle is the pinnacle of design., Across, the, ages, castles, changed,, developed, and eventually fell out of use,, but they still command the fascination of, our culture., Castles were originally built in England by, Norman invaders in 1066. As William the, Conqueror advanced through England,, he fortified key positions to secure the land, he had taken. Castles also served as bases, of operation for offensive attacks. Troops, were summoned to, organized around, and, deployed from castles. In this way castles, served both offensive and defensive roles, in military operations., , to attacks by fire. Wooden castles were, gradually replaced by stone, which, greatly increased the strength of these, fortifications; however, being made from, stone did not make these castles entirely, fireproof. Attackers could hurl flaming, objects into the castle through the windows, or ignite the wooden doors., The demise of castles can ultimately, be attributed to gunpowder. During the, 15th century, artillery became powerful, enough to break through stone walls. This, greatly undermined the military role of, castles. Castles were then replaced by, artillery forts that had no role in civil, administration, and country houses that, were indefensible. Though castles no longer, serve their original purposes, remaining, castles receive millions of visitors each, year from those who wish to experience, these majestic vestiges of a time long, passed., , Not limited to military purposes, castles, also served as offices from which the lord, would administer control over his fiefdom., They would address disputes, handle, business, feast, and enjoy festivities., In this way castles served as important, social centres in medieval England. Castles, also served as symbols of power., The first castles constructed in England, were made from earth and timber., Those who constructed them took, advantage of natural features, such as, hills and rivers, to increase defenses., Since these castles were constructed, from wood, they were highly susceptible, , P-I/I, , 35, , 91. Which one of the following is not, a function of castles as expressed, in the passage?, (1) Castles served both offensive, and, defensive, purposes, militarily., (2) Castles served as symbols of, power., (3) Castles were important social, centres in medieval England., (4) Castles were the places where, knights would keep their best, horses., [ P.T.O.

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92. Which one of the following best, describes, the, main, idea, in, Paragraph 2?, (1) It describes how and why, William the Conqueror took, control of England., (2) It explains why castles were, first built in England and the, military purposes they served., (3) It shows how Norman lords were, often scared and frequently, retreated., (4) It details all of the purposes that, English castles served., 93. The original castles were first made, from earth and timber because—, (1) it takes a lot more time and, energy to build a stone castle, (2) it did not occur to people to, build castles out of stone, (3) people did not realize how weak, wooden castles would be against, fire, (4) wooden castles were prettier, than dirty stone castles, 94. Wooden castles were converted to, stone castles as—, (1) wooden castles take a long time, to build, (2) wooden castles are uncomfortable, (3) stone castles offer better defense, (4) stone castles stay cooler in the, summer, 95. Which one of the following best, explains how gunpowder was the, nemesis of traditional castles?, (1) Wars were fought with guns and, hiding in castles was no longer, necessary., (2) Artillery, forts, with, large, cannons became more stylish, than traditional castles., (3) Defending castles grew difficult,, since attackers could just shoot, castle defenders., (4) Cannons were able to knock, down stone walls, so castles, offered little protection., , P-I/I, , 36, , 96. Which one of the following titles, would best describe the content of, this passage?, (1) William the Conqueror : Bringing, Castles to England, (2) Defending the Castle : Technologies Used to Defend Medieval, Castles, (3) A Short History of Castles :, The Rise and Fall of Castles, in England, (4) Fancy Living : Learning about, Castles, Palaces and Fortresses, 97. Which one of the following is an, opinion?, (1) Stone is more resistant to fire, than wood., (2) William the Conqueror built the, first castles in England., (3) It is unfortunate that castles, no longer serve their original, purposes., (4) Castles were used as offices, of administration during the, Middle Ages., 98. Choose a word from the given, options which means almost the, same as the word ‘vestiges’ used in, the passage., (1) Reminder, (2) Outskirts, (3) Farrago, (4) Creation, 99. Choose a word which serves as the, antonym of the word ‘pinnacle’., (1) Nadir, (2) Crest, (3) Apex, (4) Steeple

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Directions : Read the extract given, below and answer the questions that, follow (Q. Nos. 100 to 105) by selecting, the correct/most appropriate options., , 102. The mother of ‘the Little Black Boy’, says God put people on earth—, (1) to learn to endure his love, (2) to work off their sins, , My mother bore me in the southern wild,, And I am black, but O ! my soul is white;, , (3) to prepare them for future trials, , White as an angel is the English child :, But I am black as if bereav’d of light., , (4) to learn how to, another as equals, , treat, , one, , My mother taught me underneath a tree, And sitting down before the heat of day,, She took me on her lap and kissed me,, , 103. The mother of ‘the Little Black Boy’, says his dark skin and face are—, , And pointing to the east began to say., , (1) a blessing, , Look on the rising sun : there God, does live, , (2) a veil, , And gives his light, and gives his, heat away., , (3) a curse, , And flowers and trees and beasts and, (4) a cloud, , men receive, Comfort in morning joy in the noonday., And we are put on earth a little space,, , 104. The phrase ‘like a shady grove’ is—, , That we may learn to bear the beams, (1) a metaphor, , of love,, And these black bodies and this, sun-burnt face, Is but a cloud, and like a shady grove., , (2) a simile, (3) an example of alliteration, , 100. ‘The Little Black Boy’ was born in—, , (4) a personification, , (1) the desert wastes, (2) the servants’ house, 105. Through the phrase ‘as if bereav’d, of light’, the poet hints at—, , (3) the southern wild, (4) the east coast, 101. ‘The Little Black Boy’ wished that, he could be—, , (1) low self-esteem of the child, (2) lack of hope for the future, , (1) educated, (2) older, , (3) colour of the boy, , (3) free, (4) All of the above, , (4) white, , P-I/I, , 37, , [ P.T.O.

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Directions, :, Answer, the, following, questions (Q. Nos. 106 to 120) by selecting, the correct/most appropriate options., 106. Iconic mode of learning is based on, the system of using—, , 110. Flower and Hayes regarded which, one of the following skills as, ‘problem-creating and solving skill’ ?, (1) Listening, (2) Speaking, , (1) a variety of activities, , (3) Reading, , (2) symbols, (3) images and diagrams, , (4) Writing, , (4) different types of graph, 107. While reading for comprehension,, we understand that some pairs are, examples of homograph. Which one, of the following is a homograph?, (1) warm/tepid [being neither too, hot nor too cold], (2) lead [metal]/lead [give direction], , 111. Find out the function word from, the following., (1) And, (2) Champion, (3) Handsome, , (3) lead [give direction]/dead [mortal], (4) Seizing, , (4) mail [post]/male [gender], 108. A ‘sight word’ is a vocabulary item—, , 112. What do you mean by ‘review’ ?, , (1) that, needs, proper, visual, understanding of the context, , (1) Guess, , (2) that is to be learnt by heart, (3) that the reader recognizes and, finds meaningful on sight, without a complicated analysis, (4) that helps, effectiveness, style, , in, of, , judging the, the author’s, , 109. Which one of the following methods, is suggested for teaching grammar, at primary level?, (1) Deductive method, , (2) Evaluation, (3) Critical evaluation, (4) Assessment, , 113. Content words are called—, (1) functors, (2) grammatical words, , (2) Textbook method, (3) lexical words, , (3) Inductive method, (4) Translation method, , P-I/I, , (4) empty words, , 38

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114. ‘Cloze’ means—, , 118. According to the observation in the, National Curriculum Framework, (NCF)–2005, English is a _____, language in India., , (1) finishing, (2) missing part, , (1) second, (3) close, (2) foreign, , (4) assessing, , (3) first, 115. The last stage of writing is—, , (4) global, , (1) controlled writing, (2) guided writing, , 119. Read the exchange :, Teacher : Shall we go out to the, garden and find out the, names of those flowers, near the corridor?, , (3) free writing, (4) advanced writing, , Student : Yes, yes, yeah., 116. The, procedure, method is—, , of, , alphabetic, , Teacher : Yes, Ma’am, please., Here, the teacher—, , (1) letters—words—phrases, —sentences, , (1) relates language function with, politeness, , (2) words—phrases—sentences, —paragraph, , (2) makes a polite suggestion to, start reading, , (3) letters—words—sentences, —paragraph, , (3) confirms the student’s request, , (4) letters—words—phrases, —paragraph, , (4) offers an alternative language, activity, , 117. “You ask, what has my government, done for you? I can answer in two, words a lot !”, , 120. Which one of the following helps, in learning the second language, without using the printed text?, , The question put up here is—, (1) Natural approach, (1) rhetorical, (2) Language immersion, , (2) stylized, (3) a prompt, , (3) Grammar-translation method, , (4) explanatory, , (4) Situational approach, , P-I/I, , 39, , [ P.T.O.

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PART—V, Language—II, ENGLISH, IMPORTANT : Candidates should attempt questions from Part—V (Q. Nos., 121 to 150), if they have opted for ENGLISH as Language—II only., Directions : Read the passage given, below and answer the questions that, follow (Q. Nos. 121 to 129) by selecting, the correct/most appropriate options., , 121. Which one of the following is not, the whole truth according to the, passage?, (1) Man has a desire for beauty and, grace., , Man who is believed to have evolved from, apes, is a curious mixture of varied motives., He is not only the subject of needs but, is also their creator. He not only seeks to, satisfy his needs but also caters to his, desire for beauty and grace. He is eager, , (2) Necessity is, invention., , the, , mother, , of, , (3) Man desires to cut down his, needs and wants., (4) Man learns to be happy with, what he has., , to satisfy his passion for more and more, knowledge. Although in a general way,, the maxim ‘necessity is the mother of, invention’ is true, it is by no means the, whole truth. Man is something much, greater than an intelligent being using his, intellect to make newer inventions from, time to time. He has within him a spirit, which is ever exhorting him to cut down, his needs and learn to be happy with what, he has. The real purpose underlying this, maxim lies in its utility in the worldly, sense. It tells us to be up and doing,, not to be passive in our attitude to life., It asks us not to remain slaves of old, habits and ways of life. We must face, the new situations with a creative mind., Every new difficulty, every new problem,, which, , confronts, , us, , in, , life,, , can, , be, , tackled successfully with the spirit of, inventiveness., , P-I/I, , 45, , 122. What does the maxim mentioned in, the passage teach us?, (1) To be worldly in the strict sense, of the term, (2) To be slave of our needs and, wants, (3) To endeavour constantly to, create new passions and desires, (4) To be active in life and do, something to help mankind, 123. What does the spirit within man tell, him to do?, (1) To be a, motives, , mixture, , (2) To evaluate, intelligently, , the, , of, , varied, , situations, , (3) To cut down his desires and, passions, (4) To acquire more and, wealth and comforts, , more, , [ P.T.O.

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124. Which of the following statements, is/are true in the context of the, passage?, I., , Man should be passive in his, attitude to life., , II., , Spirit of inventiveness may not, stand in good stead in solving, every new problem., , III. Man has a passion for more, and more knowledge., (1) Only I, (2) Only I and II, , 127. Which, one, of, the, following, statements is not true as per the, passage?, (1) Spirit of inventiveness will stand, in good stead., (2) Man is the subject of various, wants., (3) Man creates new needs because, they are sometimes good or, beautiful., (4) Man’s inner spirit tells him to be, on the look out for newer and, higher wants., , (3) Only III, (4) Only II and III, , 125. Which one of the following is similar, in meaning to the word ‘maxim’, as used in the passage?, , 128. Choose the word which is opposite, in meaning to the word ‘seeks’ as, used in the passage., , (1) Principle, , (1) Deplores, , (2) Direction, , (2) Avoids, , (3) Value, , (3) Vanishes, , (4) Observation, (4) Approaches, 126. Which one of the following is not, the characteristic of man as per, the passage?, (1) Man has, motives., , many, , needs, , and, (1) Urging, , (2) Man creates many needs for, himself., (3) Man seeks to satisfy his needs., , (2) Supporting, (3) Demanding, , (4) Man desires to have more and, more comforts and money., , P-I/I, , 129. Which one of the following is similar, in meaning to the word ‘exhorting’, as used in the passage?, , 46, , (4) Clarifying

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Directions : Read the passage given, below and answer the questions that, follow (Q. Nos. 130 to 135) by selecting, the correct/most appropriate options., Did you know that there is a fiber that is, as flexible and lightweight as nylon yet, five times stronger than steel? Did you, know that this fabric is resistant to, temperatures higher than 500 degrees, Fahrenheit? Did you know that a woman, invented this fiber? This miraculous fabric, is called Kevlar and it is used to make, everything from body armor to musical, instruments., The year was 1964. There were gasoline, shortages due to conflict in the Middle, East. A Polish-American chemist named, Stephanie Louise Kwolek was working for, DuPont, an American chemical company., She and her group were trying to make, a lightweight, yet durable fiber to be used, in tires. Lighter tires would allow vehicles, to get better gas mileage, but the tires had, to be strong enough to resist the wear and, tear of the road. They had been working, on the problem for some time and had little, success, until Kwolek had a breakthrough., , Kevlar is a remarkable fabric known for its, strength and durability. Since its invention, it has found its way into a wide variety, of products. Kevlar is used in sporting, equipment like bike tires, bowstrings and, tennis racquets. It is used in musical, instruments like drumheads, reeds and, speaker cones. And it is used in protective, gear like motorcycle safety jackets, gloves, and shoes. However, Kevlar is best known, for its ability to stop bullets., Richard Armellino created the first Kevlar, bulletproof vest in 1975. It contained, 15 layers of Kevlar, which could stop, handgun and shotgun bullets. The vest, also had a steel plate over the heart,, which made the vest strong enough to stop, rifle rounds. Vests like Armellino’s were, quickly picked up by police forces and, it is estimated that by 1990, half of all, police officers in America wore bulletproof, vests daily. By 2006, there were over 2000, documented, police, vest, ‘saves’,, or, instances where officers were protected, from deadly wounds by wearing bulletproof, vests., , Kwolek and her group were synthesizing, or creating fibers to test. During one of, the steps in the process, Kwolek created, a milky white solution by mixing two, chemicals that were often used in the, process. This solution was usually thrown, away, but Kwolek convinced one of the, technicians to help her test it. They were, amazed to discover that the fabric that, Kwolek had created was not only more, durable than nylon, it was more durable, than steel. Kwolek had invented Kevlar., , P-I/I, , 47, , 130. Which one of the following is not, a product that has been made, with Kevlar?, (1) Tennis racquets, (2) Bungee jumping cords, (3) Brake pads, (4) Body armor, 131. For, which, of, the, following, characteristics is Kevlar known?, (1) Heat resistant, (2) Strength, (3) Durability, (4) All of the above, [ P.T.O.

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132. Which one of the following caused, the search for a fabric like Kevlar?, (1) A shortage, supply, , in, , the, , Directions, :, Answer, the, following, questions (Q. Nos. 136 to 150) by selecting, the correct/most appropriate options., , gasoline, 136. The study of meaning in a language, is known as—, , (2) A desire to protect police officers, (3) The need to replace asbestos, , (1) syntax, , (4) The want of, instruments, , (2) semantics, , better, , musical, , (3) morphology, 133. A vest made of 15 layers of Kevlar, with no steel plates could stop all, but which of the following rounds?, (1) Handgun rounds, , (4) linguistics, , 137. The teacher tells a story about, animals. Children make animal, noises every time they hear the, name of the animal. It is—, , (2) Shotgun pellets, (3) Rifle rounds, , (1) total physical response, , (4) It could stop all of the above, , 134. How much stronger is Kevlar than, steel?, , (2) communicative language, teaching, , (1) Half as strong, , (3) grammar translation, , (2) As strong, , (4) reading approach, , (3) Five times as strong, (4) 200 times as strong, , 135. What product was Kwolek trying to, improve when she invented Kevlar?, , 138. Any of a wide variety of exercises,, activities or devices used in the, language classroom for realizing, lesson objectives is known as—, (1) method, , (1) Tires, (2) technique, , (2) Milk, (3) Brake pads, , (3) syllabus, , (4) Armor, , (4) approach, , P-I/I, , 48

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139. A test which is administered at, the end of a language course for, remedial teaching is—, , 142. Which one of the following methods, of teaching cannot be used interchangeably with each other?, (1) Reference method, , (1) diagnostic test, , (2) Incidental method, (2) placement test, , (3) Direct method, , (3) achievement test, , (4) Correlative method, , (4) memory test, , 143. Which, one, of, the, statements is true?, , 140. The, practice, of, grammatical, structures in a controlled manner, can be done by—, (1) correcting, wrong, sentences, produced by learners, , (1) All formative tasks are meant, for assessment., (2) Assignments need to be given, as, classwork, followed, by, homework everyday to provide, variety and practice., (3) Formative assessment, to be, effective, must be conducted, only after teaching a lesson., , (2) gap-filling grammar exercises, (3) writing paragraphs and essays, (4) explaining the use of particular, structures, , 141. “In the backyard, the dog barked, and howled at the cat” is an, example of—, (1) simple sentence, , (4) While all formative tasks are, meant for improving teachinglearning, some are used for, assessment too., , 144. Mother tongue influence can be, effectively, minimized, in, the, classroom by—, (1) using the mother tongue more, often, (2) giving, examples, mother tongue, , (2) sentence fragment, , from, , the, , (3) giving a lot of exposure in the, target language, , (3) complex sentence, , (4) giving inputs from the target, language in a simple, graded, manner, , (4) complex compound sentence, , P-I/I, , following, , 49, , [ P.T.O.

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145. Which one of the following sentences, is a result of error arising out of, translation from our language to, another?, (1) The, teacher, examination., , is, , 148. A listening stimulus—, (1) presents input to separate, groups of students who gather, again to share it, , giving, (2) is, listening, to, a, commentary to review it, , (2) The students are giving their, examination., , good, , (3) My joy knew no bounds., , (3) enables students to discuss, a set of criteria that they, prioritize to complete and, present a task, , (4) Are you going by the train?, , (4) presents an information gap, activity such as giving directions, , 146. Reading skill, best by—, , can, , be, , developed, , (1) writing answers to questions, on text, (2) focusing on the use of words, from context in the text, (3) doing vocabulary exercises, (4) doing quizzes and playing word, games, , 149. If a language teacher has taught, a topic in the class and no student, asks questions in her class, then, may be—, (1) students, attention, , are, , not, , (2) she had, teacher, , been, , an, , paying, , excellent, , (3) whatever was taught was, beyond the comprehension of, the students, (4) all the students are at a higher, level of learning, , 147. Who would be the implementer of, education?, , 150. The founder of Structural Grammar, was—, , (1) Teacher, (1) Newfield, (2) Education Department, , (2) Chapman, , (3) Student, , (3) Chomsky, , (4) Curriculum, , (4) Fries, , P-I/I, , 50