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A, , (2), , PART – I /, –I, CHILD DEVELOPMENT AND PEDAGOGY /, , Directions : Answer the following questions, , P-I, , (Q. Nos. 1 to 30) by selecting the correct/most, , : (. 1 30) , / :, , 1., , 1., , appropriate options., , 2., , 3., , 4., , 5., , The most critical period of acquisition, and development of language is, (1) pre-natal period., (2) early childhood., (3) middle childhood., (4) adolescence., Which of the following is a stage of, moral development proposed by, Lawrence Kohlberg ?, (1) Latency Stage, (2) The social contract orientation, (3) Concrete operational stage, (4) Industry vs. Inferiority stage, , During classroom discussions, a, teacher often pays more attention to, boys than girls. This is an example of, (1) Gender bias., (2) Gender identity., (3) Gender relevance., (4) Gender constancy., Which of the following is an effective, strategy to reduce children’s gender, stereotyping, and, gender-role, conformity ?, (1) Discussion about gender bias, (2) Emphasizing gender-specific roles, (3) Gender-segregated play groups, (4) Gender-segregated seating, arrangement, , Which of the following theorists while, viewing children as active seekers of, knowledge emphasized the influence, of social and cultural contents on their, thinking ?, (1) John B. Watson, (2) Lev Vygotsky, (3) Jean Piaget, (4) Lawrence Kohlberg, , 2., , 3., , 4., , 5., , , ?, (1) , (2) , (3) , (4) , , ?, (1) , (2) , (3) , (4) , :, , ?, (1) , (2) , (3) , (4) , -, , ?, (1) - , (2) - , (3) - , (4) - , , , , ?, (1) . , (2) , (3) , (4)
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P-I, 6., , While working on a jig-saw puzzle, 5, years old Najma says to herself,, “Where is the blue piece ? No, not this, one, darker one that would go here, and make this shoe”., , (3), , 6., , This kind of talk is referred to by, Vygotsky as, (1), , private speech., , (3), , scaffolding., , (2), (4), 7., , (1), , reinforcement., , (3), , modelling., , (4), , (2), (3), (4), , scaffolding., , Hypothetico-deduction, propositional thought, , (3), , Conditioning, , Reinforcement, , , ‘ ’ , ?, , (3), , Make-believe play; irreversibility, of thought, , Observational learning, , , , , ?, (1) , (2) , (3) , (4) (), , (2), , Deferred imitation; object, permanence, , Schemas, , - 5 , , “ ? ,, , , ” , , ?, (1) , (2) , (3) (), (4) , , (1), , Conservation; class inclusion, , (1), , (4), , 8., , reasoning;, , Which of the following is a Piagetian, construct in the context of cognitive, development of children ?, (2), , 7., , conditioning., , Which of the following behaviours, characterize the ‘concrete operational, stage’ as proposed by Jean Piaget ?, (1), , 9., , egocentric speech., , Giving cues to children and offering, support as and when needed is an, example of, (2), , 8., , talk aloud., , A, , (4), 9., , - ; , , ; , ; , ; , , , , ?, (1) , (2) , (3) , (4)
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A, , 10., , Primary, , should be, (1), (2), , 11., , of, , Assessment, , and, , confusions, , concepts., , about, , marking pass or fail in the report, , only., , (2), , Intelligence can be accurately, measured and determined by using, standardized tests., , (4), , Intelligence is multi-dimensional, , (3), , a single trait., , (4), , and a set of complex abilities., always, , thinks, , of, , multiple, , solutions to a problem many of which, are, , original, , solutions., , (1), , creative thinker., , Ruhi, , displaying characteristics of a/an, convergent thinker., rigid thinker., , egocentric thinker., , is, , 12., , , , , , , , , , , ?, (1), , determined at the time of birth, , Intelligence is a unitary factor and, , (4), , 11., , Intelligence is a fixed ability, , (3), , (3), , (4), , cards., , about intelligence is correct ?, , (2), , (3), , score., , Which of the following statements, , Ruhi, , , ?, (2), , related, , (4), , P-I, , (1), , understanding children’s clarity, , labelling students as per their, , (2), , 10., , assigning rank to students., , (3), , (1), , 12., , objective, , (4), , , , , , , , , - , , , , , , ?, (1), (2), (3), (4), , , , , -
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P-I, 13., , In a situation of less participation of, students belonging to a deprived, group in teaching – learning process, a, teacher should, (1), (2), (3), (4), , 14., , 15., , lower her expectations from such, students., , reflect on her own teaching and, find ways to improve student’s, involvement., , should not prepare, , (3), , should actively prepare, , should discourage the preparation, of, , (1), , attention deficit disorders., , (3), , inability to read fluently., , (4), , engaging in repetitive locomotor, actions., , (1), , the behaviouristic principles., , (3), , a, rights-based, perspective., , (4), , 15., , divergent thinking; fluency in, reading., , The concept of ‘Inclusive Education’, as advocated in the Right to Education, Act, 2009 is based on, (2), , 14., , should occasionally prepare, , The primary characteristic of children, with ‘dyslexia’ includes, (2), , 16., , accept this situation as it is., , (1), (4), , 13., , ask the children to withdraw from, school., , In an inclusive classroom, a teacher, _________ Individualized Education, Plans., (2), , (5), , a sympathetic attitude towards, disabled., humanistic, , mainstreaming of the disabled by, offering them primarily vocational, education., , 16., , A, , - , , , ?, (1) , , (2) , , , (3) , , (4) , , , , , , (1) , (2) - , (3) , (4) , , ‘’ , ?, (1) - , (2) ; , (3) , (4) -, , , 2009 , ‘ ’ , ?, (1) , (2) , , (3) - , (4) : , ,
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A, , 17., , In, , constructivist, , framework,, , learning is primarily, (1), , based on rote-memorization., , (3), , acquired through conditioning., , (2), (4), , 18., , the, , focused on the process of meaningmaking., , theories’, , that, , children, , construct about various phenomenon, (1), , should be ignored by the teacher., , (3), , should be ‘replaced’ by correct, , (4), , 17., , centered around reinforcement., , ‘Naive, , (2), , (6), , 18., , should be punished by the teacher., one, , through, , should, , be, , memorization., , repetitive, , challenged, , by, , presenting counter evidence and, examples., , 19., , Child-centered pedagogy promotes, (1), (2), (3), (4), , 20., , exclusive reliance on text books., giving, , primacy, , experiences., , to, , children’s, , (1), , , , (2), , , , (3), , , , (4), , , , , ‘ ’ , ?, (1) , , (2) , (3) - , ‘’ , (4) , , , ?, (1), (3), (4), , labelling and categorization of, students base on ability., , each other., (1), , completely separate from, , (3), , inter-woven with, , (4), , , , , (2), , rote memorisation., , Emotions and cognition are _________, , (2), , 19., , P-I, , independent of, not related to, , 20., , , , , , , , _____ , (1), (2), (3), (4), , , , ,
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P-I, 21., , Which of the following statements, about learning is correct from a, constructivist perspective ?, (1), (2), (3), (4), , 22., , (2), (3), (4), , Learning is, behaviours, association., , (2), (3), (4), , (2), (3), , Learning is the process of, construction of knowledge by, active engagement., , (4), , 22., , is an effective way to encourage, conceptual change., leads to confusion in the minds of, students., , causes gaps in their understanding, of concepts., , focuses on procedural knowledge, rather, than, conceptual, understanding., , decreases extrinsic motivation., increases intrinsic motivation., , would encourage children to focus, on, mastery, rather, than, performance goals., decreases, children’s, natural, interest and curiosity involved in, learning., , , ?, , , , conditioning of, by, repetitive, , clear, , A, , (1), , of, , Repeatedly asking children to engage, in learning activities either to avoid, punishment or to gain a reward, (1), , 21., , Learning is the process of rote, memorization., , Presenting students with, examples and non-examples, (1), , 23., , Learning is the process, reproduction and recall., , (7), , 23., , , , , , , , -, ?, (1) , , , (2) , , (3) , , (4) , / , , , , ?, (1), (2), (3), , (4), , , , , , , ,
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A, , 24., , Which of the following practices, promote meaningful learning ?, (i), , (ii), , (iii), (iv), , 25., , By delivering a lecture, , (3), , By repetitive mechanical drill, , 26., , (2), (3), (4), , offering materialistic rewards for, every small tasks., , emphasizing only on procedural, knowledge., dismissing, and, ‘incorrect answers’., , (ii), (iii), , (ii), (iii), (iv), , , ?, , (3), (4), , 26., , , , (i), (ii), (iii), , (2), , By providing opportunities for, exploration and discussion, , , , (3), , (1), , By organizing competitive events, , A primary school teacher can, encourage children to become effective, problem solvers by, (1), , 25., , , , (i), (ii), , (4), , (ii), (iii), (iv), , , , (1), (2), , (1), , (4), , (iv), , (ii), (iii), , How, can, teachers, facilitate, understanding of complex concepts in, children ?, (2), , (iii), , Constant comparative evaluation, , (i), (ii), (iii), , , ?, (ii), , Continuous and comprehensive, evaluation, , (3), , P-I, , (i), , Co-operative learning environment, , (i), (ii), , (4), , 24., , Corporal punishment, , (1), (2), , (8), , , , , - , , , , , - , ?, (1), (2), , penalizing, , (3), , encouraging children to make, intuitive guesses and then, brainstorming on the same., , (4), , , , /, , ‘ ’ , , , ,
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P-I, 27., , In which of the following periods does, physical growth and development, occur at a rapid pace ?, (1), , Infancy and early childhood, , (3), , Middle childhood and adolescence, , (2), , (4), 28., , (2), (3), (4), , (2), (3), (4), , (2), (3), (4), , (3), (4), 28., , (2), , Development is influenced by, both heredity and environment., , (3), , Development is universal and, cultural contents do not influence, it., , (4), , 29., , the genetic code received by the, individuals from birth parents., , (4), , the complex interplay between the, heredity and the environment., , School and media, , Media and neighbourhood, , (1), , (3), , the environmental influences., , 30., , , , , , , , , , , , , , , , , , , ?, , (2), , the inborn characteristics., , , , , ?, (1), , Development is modifiable., , Family and media, , , ?, (2), , Development is lifelong., , Family and neighbourhood, , A, , (1), , Adolescence and adulthood, , Which of the following are examples, of secondary socializing agency ?, (1), , 27., , middle, , The primary cause of individual, variations is, (1), , 30., , and, , Which of the following is NOT a, principle of development ?, (1), , 29., , Early childhood, childhood, , (9), , - , (), , , , , , , ?, (1), (2), (3), (4), , -, , , -
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A, , (10), , P-I, , PART – II /, – II, MATHEMATICS /, , Directions : Answer the following questions by, selecting the correct/most appropriate options., , : , / :, , 31., , 31., , Three brands of pens A, B and C are, , available in packets of 10, 12 and 24, , , , respectively. If a shopkeeper wants to, , 24, , C, , : 10, 12, , , , buy equal number of pens of each, , , , of packets of each brand, he should, , , , , brand, what is the minimum number, buy ?, (1), , A = 10, B = 12, C = 5, , (3), , A = 10, B = 5, C = 12, , (2), (4), 32., , A, B , , ?, , A = 5, B = 12, C = 10, , into 4 equal squares. What is the area, , (2), (3), (4), , (3), , A = 10, B = 5, C = 12, , (4), 32., , of each small square ?, (1), , A = 10, B = 12, C = 5, , (2), , A = 12, B = 10, C = 5, , The side of a square is 4 cm. It is cut, , (1), , 4 cm2, 1 cm2, , SPACE FOR ROUGH WORK /, , 4 cm, , , , 4 , , ?, (1), , 4 cm2, , (3), , 16 cm2, , (4), , 8 cm2, , A = 12, B = 10, C = 5, , , , (2), , 16 cm2, , A = 5, B = 12, C = 10, , 1 cm2, 8 cm2
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P-I, 33., , Which of the following statements is, not correct ?, (1), (2), (3), (4), , 34., , numbers, , are, , There are infinitely many prime, numbers., , A prime number has only two, factors., , There are only four single digit, prime numbers., , (1), , 10, , (3), , 604, , (4), , A, , , ?, (1) , , (2) , , (3) , , (4) , , 1 10 ( ) , , :, (1), , 10, , (3), , 604, , (2), , 2520, , (4), , (1), , 18 and 7 respectively, , (3), , 15 and 10 respectively, , (4), , 34., , 100, , Ayesha has only ` 5 and ` 10 coins, with her. If the total number of coins, she has is 25 and the amount of money, with her is ` 160, then the number of, ` 5 and ` 10 coins with her are, (2), , 33., , odd, , A number that is divisible by all the, numbers from 1 to 10 (both inclusive) is, (2), , 35., , All prime, numbers., , (11), , 35., , 10 and 15 respectively, 20 and 5 respectively, , SPACE FOR ROUGH WORK /, , 100, 2520, , ` 5 ` 10 , 25, ` 160 , ` 5 , ` 10 :, (1) : 18 7, (2) : 10 15, (3) : 15 10, (4) : 20 5
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A, , 36., , 37., , (12), , Evaluate :, , 36., , :, , 17.5 3 – 21 7 – 3 12.5, , 17.5 3 – 21 7 – 3 12.5, , (1), , 52.5, , (1), , 52.5, , (2), , 12, , (2), , 12, , (3), , 120, , (3), , 120, , (4), , 50, , (4), , 50, , One-sixth of the trees in a garden are, , neem trees. Half of the trees are, , 37., , Ashoka trees and the remaining are, eucalyptus trees. If the number of, neem, , trees, , is, , five,, , how, , many, , eucalyptus trees are there in the, garden ?, (1), , 5, , (2), , 10, , (3), , 15, , (4), , 20, , SPACE FOR ROUGH WORK /, , P-I, , , 5, , ?, (1), , 5, , (2), , 10, , (3), , 15, , (4), , 20
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P-I, 38., , A train leaves Delhi on 29th August,, , 2019 at 16 : 30 hours and reaches its, , (13), , 38., , 16 : 30, , destination on 31 August at 08 : 45, st, , , , (1), , 36 hours 15 minutes, , (1), , 36 15 , , (2), , 38 hours 45 minutes, , (2), , 38 45 , , (3), , 39 hours 45 minutes, , (3), , 39 45 , , (4), , 40 hours 15 minutes, , (4), , 40 15 , , been arranged in decreasing order ?, (1), (2), , ,, , 2019, , , , , , journey is, , In which of the following, lengths have, , 29, , 31 08 : 45 , , hours. The total travel time of the, , 39., , , , A, , 39., , 8500 mm, 800 cm 8 mm, 80 dm, 8 cm, 8 m, , 80 dm 8 cm, 8500 mm, 8 m,, 800 cm 8 mm, , , ?, (1), , 8500 mm, 800 cm 8 mm, 80 dm, , (2), , 80 dm 8 cm, 8500 mm, 8 m,, , 8 cm, 8 m, , 800 cm 8 mm, , (3), , 8 m, 80 dm 8 cm, 8500 mm,, , (3), , 8 m, 80 dm 8 cm, 8500 mm,, , (4), , 8500 mm, 80 dm 8 cm, 800 cm, , (4), , 8500 mm, 80 dm 8 cm, 800 cm, , 800 cm 8 mm, 8 mm, 8 m, , SPACE FOR ROUGH WORK /, , 800 cm 8 mm, 8 mm, 8 m
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A, , 40., , A 180 cm long wire is formed into a, rectangle. If the width of this, rectangle is 30 cm, what is its length ?, (1) 45 cm, (2), , 60 cm, , (4), , 120 cm, , (3), , 41., , 42., , (3), , group them with those who have, done it correctly, , D., , to break the monotony of numbers, , (3), (4), , 90 cm, , 120 cm, , ‘’ , , A. - , B. , C. , D. , (1) A C, (2) A D, (3) A B, (4) B C, , to make subject easy and interesting, A&C, , A&D, A&B, B&C, , (3), , 60 cm, , 42., , to promote spatial thinking, , to promote proportional reasoning, , (2), , 45 cm, , II 44 , , 404 , ?, (1) , (2) , , (3) , , , (4) , , tell them to find out correct, answer, , B., , (1), , (1), , 41., , explain principle of exchange, using concrete material, , The main purpose of introducing, ‘mapping’, in, the, primary, Mathematics curriculum is/are, C., , 180 cm , 30 cm ,, ?, , (4), , correct their answer in their copies, , A., , P-I, , (2), , (1), , (4), , 40., , 90 cm, , When asked to write 44, some, students of grade II wrote it as 404. As, a teacher, how will you address this ?, (2), , (14), , SPACE FOR ROUGH WORK /
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P-I, 43., , Which of the following topics are not, , part of primary school Mathematics, , (15), , 43., , 44., , Tessellation, , (2), , Symmetry, , (3), , Patterns, , (4), , Ratio, , Which, , ( ) 2005 , , , , curriculum as per NCF 2005 ?, (1), , A, , ?, (1), (2), (3), (4), , of, , the, , following, , resources/TLM can be used by the, , 44., , teacher to show that two rectangles of, , different dimensions can have same, area without using formula ?, A., , Scale, , B., , Graph paper, , C., , Thread, , D., , Tiles, , (1), , only B, , (2), , B&D, , (3), , only C, , (4), , A&D, , , , , , ,, / , , , , :, A., B., , C., D., , (1), , , , , , , B, , (2), , B D, , (4), , A D, , (3), SPACE FOR ROUGH WORK /, , (), , C
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A, , 45., , Which of the following could be, contributing, factor, to, underachievement in mathematics ?, (1), , Gender, , (3), , Nature of Mathematics, , (2), (4), 46., , 47., , Innate ability of person, , (1), , using LCM method, , (3), , using Dienes blocks, , (4), , (2), (3), (4), , 46., , using paper strips, , using number chart, , Which of the following is the most, important aspect of making lesson, plan while teaching Mathematics to, primary school children ?, (1), , 45., , Socio-cultural backbroud, , Which of the following is the most, 1, appropriate strategy to explain that, 4, 1, is less than ?, 3, (2), , (16), , 47., , following the sequence of text, book., presenting mathematical concepts, in structured manner., providing, opportunities, to, students to allow construction of, concepts., writing activities and questions for, reference., , SPACE FOR ROUGH WORK /, , P-I, , , ?, (1) , (2) - , (3) , (4) , 1 1, , 4, 3 ,, , ?, (1) , (2) , (3) (Dienes blocks) , , (4) , , , , ?, (1) - , , (2) , , (3) , , (4) ,
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P-I, 48., , Which of the following can NOT be, , considered a feature of a constructivist, , (17), , 48., , (2), , (3), , (4), , (1), , in learning Mathematics is given, due attention., , The teacher acknowledges that, , (2), , students may construct multiple, from, , interaction., , a, , the, , assessment., , primary, , means, , Connections, , (3), , of, , between, , (4), , Mathematics and other curricular, , Which of the following statements is, , in agreement with the constructionist, , Mathematics is about learning, , (2), , Mathematicians are required to, , (3), , Mathematics is entirely objective., , (4), , 49., , facts., , discover the ‘truths’., , Visualisation, , is, , an, , aspect of Mathematics., , , , , , , - , , , , , , view of Mathematics ?, (1), , , , , , areas are highlighted., 49., , , , , , given, , Objective type test items are used, as, , , , ?, , The role of language and dialogue, , understandings, , , , () , , Mathematics classroom ?, (1), , A, , important, , SPACE FOR ROUGH WORK /, , , ( ) , ?, (1), (2), (3), (4), , , , , , ,
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A, , 50., , (18), , Which of the following activities is, , best suited for the development of, , 50., , spatial understanding among children ?, (1), (2), (3), (4), , 51., , Drawing the top view of a bottle, , Representing, number line, , numbers, , on, , , , ?, (1), , Locating cities on a map, , Noting the time of moon rise, , P-I, , (2), (3), , a, , (4), , 51., , Which of the following is NOT true with, , respect to the learning of Mathematics ?, , Ability to perform and excel in, , (1), , (2), , Teachers’ beliefs about learners, , (2), , (3), , (4), , have powerful impact on learning, outcomes., , Students’ socio-economic background, impacts, , their, , Mathematics., , performance, , in, , School’s language of instruction, can impact a child’s performance, in Mathematics., , SPACE FOR ROUGH WORK /, , , , , , , , , ?, , (1), , Mathematics is innate., , , , (3), , (4), , , , , , , -, , , , ,
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P-I, 52., , Identify the type of the following word, , problem :, , (19), , A, 52., , , , “I have 6 pencils. Manish has two, , more than me. How many pencils does, , 53., , , , 6 , , Manish have ?”, , ?, , (1), , Comparison addition, , (1), , , , (2), , Comparison subtraction, , (2), , , , (3), , Takeaway addition, , (4), , Takeaway subtraction, , (3), , , , (4), , , , Which of the following is NOT true of, , the, , Hindu-Arabic, , numeration ?, (1), , system, , of, , 53., , The position of a digit in a, number dictates its value., , (2), , It is additive in nature., , (3), , It follows the base 2 system., , (4), , It is multiplicative in nature., SPACE FOR ROUGH WORK /, , - - , ?, (1), , , , , (2), , , , (3), , 2 , , , (4), ,
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A, , 54., , Identify a desirable practice for, , teaching Geometry at primary level ?, (1), , (2), , (3), , (4), , 54., , Geometry at primary level should, basic shapes., , The teacher should begin by, shapes and showing examples., , (3), , Children should be given ample, to, , develop, , an, , intuitive understanding of space., , (4), , Developing extensive geometric, vocabulary, , need, , not, , be, , an, , Which of the following is an indicator, , of mathematical reasoning ?, , , , , (2), , giving clear definitions of simple, , opportunities, , P-I, , (1), , be limited to recognition of simple, , objective at primary level., , 55., , (20), , 55., , Ability to provide definitions of, , (1), , (2), , Ability to provide a justification, , (2), , (3), , Ability to calculate efficiently., , (3), , (4), , for a mathematical procedure., , Ability to, , recall, , the, , correct, , formulae in different situations., , SPACE FOR ROUGH WORK /, , , , , , , , , , , , , ?, , (1), , mathematical concepts., , , , , , (4), , , , , , , ,
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P-I, 56., , The price list of vegetables in a super, , market is given as follows :, Item, , Quantity, , Price (`), , Tomato, , 1 kg, , 40, , Potato, , 2 kg, , 25, , Carrot, , 250 g, , Bottlegourd, , (21), , A, 56., , , :, , , , (` ), , , , 1 kg, , 40, , 20, , , , 2 kg, , 25, , 1 kg, , 10, , , , 250 g, , 20, , Chillies, , 100 g, , 10, , , , 1 kg, , 10, , Lemon, , 4 pieces, , 10, , , , 100 g, , 10, , , , 4 , , 10, , Sanjay buys, , 1, kg tomatoes, 1 kg, 2, , 1, potatoes,, kg carrot, 250 g chillies, 2, and 6 lemons. He gives a note of ` 200, , to the bill clerk at the counter. How, , , , 1, , 250 g, , , , 6, , , , ` 200 , , much money will he get back ?, , ?, , (1), , ` 112.50, , (2), , ` 87.50, , (1), , ` 112.50, , (3), , ` 86.50, , (2), , ` 87.50, , (4), , ` 97.50, , (3), , ` 86.50, , (4), , ` 97.50, , SPACE FOR ROUGH WORK /, , 1, , 2 kg , 1 kg , 2 kg ,
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A, , 57., , , , , , I am a 2 digit number., , (22), , The digit in tens place and the, digit in units place are, consecutive prime numbers., , 57., , The parking rates of car in a railway, station parking are depicted as follows :, (a) Upto 2 hrs, – ` 50, (b) More than 2 hrs, and upto 5 hrs, –, (c) After 5 hrs, , –, , (d) More than 8 hrs, and upto 12 hrs, –, (e) More than 12 hrs, and upto 24 hrs, –, , , , , The sum of digits is multiple of, 3 and 4., The number is, (1) 57, (2) 23, (3) 35, (4) 13, , 58., , , , P-I, , , , , 3 4 , , :, (1), , 57, , (3), , 35, , (2), (4), 58., , ` 75, , ` 10 per extra, hour upto 8 hrs., ` 150, ` 250, , Rajeev parks his car at 7.00 a.m. and, comes back to pick it up at 4.30 p.m., on the same day. How much money, does he have to pay ?, (1) ` 135, (2) ` 150, (3) ` 130, (4) ` 100, SPACE FOR ROUGH WORK /, , 23, 13, , , :, (a) 2 , – ` 50, (b) 2 , 5 , – ` 75, (c) 5 , – 8 , , ` 10, (d) 8 , 12 , – ` 150, (e) 12 , 24 , – ` 250, 7.00 a.m. , , , , 4.30 p.m. , ?, (1), (2), (3), (4), , ` 135, ` 150, ` 130, ` 100
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P-I, 59., , Which of the following is at third, , place when the numbers are arranged, , (23), , 59., , , ?, , in ascending order ?, , 7.07, 7.70, 7.707, 7.007, 0.77, , 7.07, 7.70, 7.707, 7.007, 0.77, , 60., , A, , (1), , 7.70, , (1), , 7.70, , (2), , 7.007, , (2), , 7.007, , (3), , 7.07, , (4), , 7.707, , (3), , 7.07, , (4), , 7.707, , In a five digit number, the digit, , at ten’s place is 8, digit at units place, , 60., , is one-fourth of the digit at ten’s place,, the digit at thousands place is 0,, digit at hundreds place is twice that of, units, , place, , and, , the, , digit, , at, , ten thousands place is thrice the, digit at unit’s place. What is the, number ?, (1), , 64082, , (2), , 64028, , (3), , 46028, , (4), , 60482, , SPACE FOR ROUGH WORK /, , , , 8, , -, , 0, , , ?, (1), , 64082, , (2), , 64028, , (3), , 46028, , (4), , 60482
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A, , (24), , P-I, , PART – III /, – III, ENVIRONMENTAL STUDIES /, , Directions : Answer the following questions by, selecting the correct/most appropriate options., , : , / :, , 61., , 61., , A person boarded an express train on, 29th November, 2019 at Surat, (Gujarat) for Nagarcoil (Kerala). The, train departed from Surat at 19:45, hours and reached Nagarcoil at 11:45, hours on 1st December, 2019. If the, distance between Surat and Nagarcoil, by train route is nearly 2120 km, the, average speed of the train during this, journey was, (1), (2), , 60 km/h, , (4), , 45 km/h, , (3), 62., , Bachhendri Pal, , (4), , Karnam Malleshwari, , (3), , (1), , 64., , Carrot, Turmeric, Ginger, , (4), , Carrot, Beetroot, Radish, , Sweet Potato, Radish, Turmeric, , Desert Oak is a tree which is found in, (1), , Abu Dhabi, , (2), , Australia, , (4), , the desert of UAE, , (3), , 63., , Beetroot, Potato, Ginger, , (2), (3), , 62., , Suryamani, , Which one of the following is a group, of roots ?, , desert of Rajasthan, , 132.5 km/h, , (3), , 53 km/h, , (4), , Sunita Williams, , (2), , (1), (2), , 53 km/h, , Which one of the following is a weight, lifter of international fame ?, (1), , 63., , 132.5 km/h, , 29 , 2019 , () () , 19.45 , 1 , 2019 11.45 , , - 2120 km , , –, , 64., , 60 km/h, 45 km/h, , , ?, (1) , (2) , (3) , , (4) , ?, (1) , , , (2) , , , (3) , , , (4) , , , ‘ ’ , , , (1) - , (2) , (3) , (4) ,
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P-I, 65., , Consider the following statements, about Nepenthese, a plant which hunts., A., B., C., D., , (25), , 65., , This plant is found in Australia,, Indonesia and Meghalaya in India., , It has a pitcher-like shape and, the mouth is covered by a leaf., It can trap and eat only small, insects., , It emits a pleasant sound to, attract small insects which get, trapped and cannot get out., , The correct statements are, , (1), (2), , A and C only, , (4), , A, B and C, , (3), , 66., , B and D only, , In which one of the following states of, India is Dandi seashore located where, Mahatma Gandhi did his famous, march before independence ?, (1), (2), (3), (4), , 67., , A and B only, , Andhra Pradesh, , Karnataka, , Maharashtra, Gujarat, , High fever with shiver which can be, treated with the bark of Cinchona tree, is, (1), , typhoid, , (2), , malaria, , (4), , dengue, , (3), , 66., , chikungunya, , 67., , A, , , , , :, A., , , , B., , , C., - , , D., - , , , , –, (1) A B, (2) A C, (3) B D, (4) A, B C, , , ?, (1), , , , (2), , , , (3), , , , (4), , , , ( ) , , , –, (1) , (2) , (3) , (4)
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A, , 68., , A doctor is located at X and his, hospital is located at Y. There is no, straight lane from the doctor’s house, to the hospital. So, the doctor first, goes to A which is 600 m due east of, X, then goes to B which is 450 m due, south of A, then to C which is 120 m, due west of B and finally reaches the, hospital at Y which is 90 m due north, of C. With respect to the hospital the, correct direction of the doctors house is, (1) north-east, (2) north-west, (3) south-east, (4) south-west, , 69., , “Cheraw” is the dance form of the, people of, (1) Jharkhand, (2) Mizoram, (3) Manipur, (4) Meghalaya, , 70., , Neighbouring states of Tamil Nadu are, (1) Andhra Pradesh, Odisha, Karnataka, (2) Kerala, Andhra Pradesh, Maharashtra, (3) Karnataka, Chhattisgarh, Kerala, (4) Andhra Pradesh, Kerala, Karnataka, , 71., , Which one of the following should, NOT be the objective of teaching EVS, at primary level as per NCF-2005 ?, (1) To nurture the curiosity and, creativity of the child particularly, in relation to the natural, environment., (2) To engage the child in exploratory, and hands on activities to acquire, basic cognitive and psychomotor, skills, through, observation,, classification, inference, etc., (3) To train children to locate and, comprehend relationships between, the natural, social and cultural, environment., (4) To develop precise quantitative, skills among children through, understanding of environmental, issues., , (26), , 68., , 69., , 70., , 71., , P-I, , X , Y , , A X , 600 m , B , A 450 m , , C B , 120 m Y , C , 90 m , ?, (1) -, (2) -, (3) -, (4) -, ‘’ ?, (1) , (2) , (3) , (4) , –, (1) , , , (2) , , , (3) , , , (4) , , , NCF-2005 , , ?, (1) , , , (2) , , , , , , , (3) , , , , (4) ,
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P-I, 72., , EVS for classes-III to V is a subject, area which integrates –, (1), (2), , (3), (4), , 73., , (2), , (3), , (4), , 74., , (2), (3), (4), , (3), , the concepts and issues of Science, and Environmental education., , (4), , 73., , EVS is a subject taught from, classes I to V., , For classes I and II, EVS is taught, through, language, and, Mathematics., , For classes II, III and IV, issues, and concerns of EVS are taught, through, language, and, Mathematics., For classes I and II, concerns and, issues of EVS are taught through, Science and Social science., , EVS, is, information., , learnt, , EVS is child centred., , EVS is teacher centred., , through, , III V , , , (2), , the concepts and issues of Social, science and Science., , EVS is learnt through rote., , A, , (1), , the concepts and issues of Science,, Social studies and Environmental, education., , Children get lot of space to learn EVS, through exploration. This indicates, that, (1), , 72., , the concepts and issues of Science., , Which of the following is true w.r.t., EVS ?, (1), , (27), , 74., , , , , , , , , , , , ?, (1) I , V , (2) I II , , , , (3) II, III IV , , , (4) I II , , - , , , , , , (1) , , (2) , , (3) - , (4)
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A, , 75., , Which of the following is a subtheme, , under the theme suggested in the EVS, , (28), , 75., , syllabus ?, (1), , 76., , (4), , Things we make and do, , (3), , Animals, , (4), , Which of the following is a desirable, practice for an EVS teacher ?, , (2), , 77., , (2), , Food, , (1), , Addressing, , 76., , multicultural, , Encouraging children to provide, , (2), , important information related to, the concepts of EVS., , Linear arrangement of six themes, , (4), , Relying only in textbooks., , (3), , of EVS., , Which, , of, , the, , following, , (4), is/are, , important in constructing knowledge, in EVS by the children ?, , Active participation of children., , 77., , , , , ?, , , ?, (1), , dimensions of diverse classrooms., , (3), , A., , , ?, (1), , Family and Friends, , (2), (3), , P-I, , , , , , , , , - , , , ?, A., B., , , , , B., , Community members of children, , D., , Description and definition given, , D., , (1), , A, B and C, , (1), , A, B C, , (3), , A, C and D, , (3), , A, C D, , C., , (2), (4), , Text books of EVS, , in the textbook of EVS, , A and C only, C only, , C., , (2), (4), , -, - , , A C, C
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P-I, 78., , Children can be effectively engaged in, EVS learning through, , (29), , 78., , A., , Narratives, , B., , Stories, , C., , Effective, , explanation, , of, , D., , Effective, , demonstration, , and, , concepts by the teacher, , (2), , A and B only, , (3), , C and D only, , (4), , A, B and C, , Objective/s of EVS teacher who, , encourages his/her children to observe, animals and make pictures on their, own is/are to, A., , Develop creativity of children, , B., , Develop observation and design, skills of children, children, , , , B., , , , C., , , , D., , , , , A, C, D, , Develop, , A., , , , explanation of concepts by the, , (1), , C., , , , , teacher, , 79., , A, , aesthetic, , (1), , A only, , (2), , A and C only, , (3), , B only, , (4), , A, B and C, , 79., , (1), , A, C, D, , (2), , A B, , (3), , C D, , (4), , A, B C, , , , , A., , , , B., , , , , sense, , of, , C., , , , , (1), , A, , (2), , A C, , (3), , B, , (4), , A, B C
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A, , 80., , In EVS learning of crafts and arts, while working in groups, is, encouraged because, A., , B., C., D., (1), , 81., , Group learning improves social, interactions., , Group, learning, help, in, completing the syllabus of EVS, in time., A and D only, , (4), , C and D only, , B and C only, , Which of the following is/are the most, effective resource for EVS learning ?, Members of the community, , D., , Classroom, , (1), , Newspapers, D only, , (2), , C and D only, , (4), , A and B only, , (3), , A, B and C, , Which of the following principle of, learning is followed in EVS ?, (1), , Global to local, , (2), , Abstract to concrete, , (4), , Known to unknown, , (3), , 81., , Family members, , B., , C., , 82., , Group learning promotes peer, learning., , B and D only, , A., , 80., , Group learning is easier and, very effective strategy for, teachers to tackle the problem, of indiscipline of the class., , (2), (3), , (30), , Unknown to known, , 82., , P-I, , , , –, A., , , , B., , , C., , , D., , , , (1) A D, (2) B D, (3) B C, (4) C D, , ?, A., , B., , C., -, D., , (1) D, (2) C D, (3) A, B C, (4) A B, , ?, (1) , (2) , (3) , (4)
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P-I, 83., , Which of the following is NOT a tool, for Formative Assessment of learning, in EVS ?, (1), (2), (3), (4), , 84., , (2), (3), (4), , 85., , (3), (4), , Annual achievement test, , (2), (3), , (4), , 84., , (2), , Discuss “What we have learnt”, given at the end of each chapter of, EVS textbook of class V, of, , encourages her/his children to, observe the activity, , encourages his/her children to, share their experiences, , encourages her/his children to, observe, share their experiences, followed by discussion on the, activity., encourages her/his children to, answer the questions at their home, related to the activity., , 85., , , , , , , , ?, (1), , Judging the answers given by, children in terms of right or, wrong., , Qualitative, assessment, children’s learning, , , , (2), , Anecdotal records, , Use indicators for assessment, , A, , (1), , Rating scale, , A teacher of class V conducts an, activity in which she asks her children, to drop some sugar on the ground and, asks them to wait until the ants come, there. Children can be given, meaningful learning from this activity, if teacher _____., (1), , 83., , Portfolio, , Which of the following should be, avoided while assessing children in, EVS ?, (1), , (31), , , , V EVS , ‘ , ’ , , (3), , , , (4), , , , V , , , , , , –, (1) , , (2) , , (3) ,, , , (4) ,
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A, , 86., , Consider the following list :, , Tortoise, Crocodile, Crow, Duck, Fish, , (32), , 86., , Fish, , (3), , Crocodile, , (2), (4), 87., , , ?, (1) , (2) , (3) , (4) , , Crow, , Tortoise, , Column-I, , Column-II, , (City/State), , A., , Hongkong I., , B., , Kerala, , II., , C., , Kashmir, , III., , D., , Goa, , IV., V., , 87., , (Most liked food), , Boiled, tapioca, with any cury, Fish cooked in, mustard oil, , Sea fish cooked in, coconut oil, , Chholay Bhature, , The correct match of term of Column-I, with that of Column-II is :, A-V; B-II; C-III; D-IV, , (3), , A-V; B-III; C-II; D-I, , (2), (4), 88., , (1), (2), (3), (4), , Crow, , Barbet, , Mynah, , A-V; B-II; C-III; D-IV, , (3), , A-V; B-III; C-II; D-I, , (4), , A-III; B-II; C-IV; D-I, , Owl, , (1), (2), , A-V; B-I; C-II; D-III, , Which one of the following bird’s, species moves its neck back and forth, with a jerk., , - I, – II, (/) ( ), A. , I. , , B. , II. , C. , III. , , D. , IV. , V. , -I -II , –, , Cooked Snakes, , (1), , :, , , , , , , In this list which one of the following, is different from the others ?, (1), , P-I, , 88., , A-V; B-I; C-II; D-III, A-III; B-II; C-IV; D-I, , , - ?, (1), (2), (3), (4), , , , ,
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P-I, 89., , Consider the following description of, houses :, A., B., C., , 89., , In Rajasthan the villagers live in, mud houses with roofs of thorny, bushes., , In Manali (Himachal Pradesh), houses are made on bamboo, pillers, , A, , :, A., , B., C., , In Leh two floor houses are, made of stones. The ground, floor is for animals and for, storing necessary things., , ,, , , , ( ) , , , , , , The correct statement(s) is/are, , /, , (2), , B and C, , (2), , (4), , Only C, , (1), (3), , 90., , (33), , A and B, , (1), , A B, , A and C, , (3), , A C, , Consider the following statements, about elephants :, A., B., C., D., , Elephants do not rest very, much, they sleep 2 to 4 hours, only in a day., , (4), 90., , C, , , :, A., , An adult elephant can eat more, than 200 kg of leaves and twigs, in a day., , B., , In elephant herd the oldest, female, elephant, decides, everything., , D., , They love to play with mud and, water, the mud keeps their skin, cool., , B C, , C., , , , 2 4 , 200 kg , , , , , , , , , The correct statements are, , –, , (2), , B, C and D, , (2), , (4), , A, B and D, , (1), (3), , A, B and C, , C, D and A, , (1), , A, B C, , (3), , C, D A, , (4), , B, C D, , A, B D
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A, , (34), PART – IV, LANGUAGE – I, ENGLISH, , P-I, , IMPORTANT : Candidates should attempt questions from Part – IV (Q. No. 91-120),, if they have opted for ENGLISH as LANGUAGE – I only., Directions : Read the passage given below, and answer the questions, that follow, (Q. Nos. 91 to 99), by selecting the correct/, most appropriate options :, 1., , 3., , Tibetans, , describes, , the, , cutting across the formidable Himalayan, , ranges of Zanskar, the Greater Himalaya, , and the Dhauladhar. Subsequently, the, , sacred, , waters meander through the gigantic, , elephant-mouthed river or Langchen, , Kinnaur Kailash-Jorkanden Range at, , Khambab as a long and extensive river, , Reckong Peo creating the terrifying, , that rises from the ‘lake unconquerable’,, , Sutlej gorge. Then it streams into, , the Tso Maphan or Manasarovar that, , Shimla, Kullu, Mandi and Bilaspur and, , flows from the mountainous regions of, , is responsible for the rich cultivation of, , Tibet. According to this holy book, this, , grapes, apples and apricots all along its, , cold river with its sands of gold, circles, , the holy Manasarovar seven times before, 2., , taking its course to the west., , The Langchen Khambab flows down, , banks. After its confluence with the, 4., , from the red coloured mountains of the, , leaves the Himachal boundary to enter, , Tholing and Tsparang of the Gugi, , the plains of the Punjab at the Bhakra, , Kingdom. These earth forests are full of, , Dam, the second highest gravity dam, , pillars formed by rocks that collectively, , and a major point of water supply and, , appear like a forest from afar – an ‘out, , Khyunglung ruins also lies on the, , northern bank of the Sutlej river in this, , valley which was once known as the, ‘Garuda Valley”., , longest among the five rivers of Punjab., Sutlej Basin and Lower Sutlej Basin. It, , its way through the earth forests of, , and erosion by wind and water. The, , It is 1,448 km in length, making it the, , topographically divided into the Upper, , Himalayan region of Tibet, channelling, , by geological movements of the earth, , River Spiti at Khab it is known as Sutlej., , Extensively used for irrigation, it is, , Kanglung Kangri Glacier in the Trans-, , of the world’ landscape that was formed, , for about 260 km before entering, Himachal Pradesh through Shipki La, , Kangri Karchok, the Kailash Purana of, , the, , This mighty river then flows north-west, , electricity generation for the North of, 91., , India., , What makes the earth forests of, Tholing and Tsparang look amazing ?, (1) The ruins on the banks of the Sutlej., (2) Abundance of flora and fauna., (3) Cool breeze that makes people, feel drowsy., (4) Pillars, formed, by, rocks, resembling a forest.
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P-I, 92., , Langchen Khambab is a boon for the, North of India because :, (1), (2), (3), (4), , 93., , A., , it is a major source of water, supply and power generation., , in this matter, ., (d), , the prosperity of the whole of, India depends on it., , Langchen, Khambab, is, responsible for rich cultivation, of various types of fruits in the, Himachal Pradesh., , A is true, B is false., , (3), , Both A and B are true., , (4), , terrifying, , (3), , formidable, , (2), (4), , pure, , (3), , unholy, , (4), , noble, , moral, , (d), (c), , Which part of speech is the underlined, word in the following sentence :, me., (1), , Adjective, , (3), , Preposition, , (2), (4), 98., , Pronoun, , (1), , Langchen Khambab river, , (3), , Lake Rakshatal, , (4), 99., , Adverb, , ‘Lake unconquerable’ refers to :, (2), , huge, , (1), , (3), , (b), , I don’t know why he is so hostile to, , high, , Which one of the following words is, the most opposite in meaning to the, word ‘sacred’ as used in the passage, (Para 1) ?, (2), , 97., , Both A and B are false., , (1), , (a), , (4), , B is true, A is false., , Which one of the following words is, most similar in meaning to the word, ‘gigantic’ as used in the passage (Para, 4) ?, , (1), (2), , it abounds in aquatic animals., , Kangri Karchok is a holy book, of the Tibetans., , Which part of the following sentence, contains an error ?, I am not in best position to advise you, (a), (b), (c), , it brings along with it mountain, soil and minerals., , (1), (2), , 95., , 96., , Read the following sentences :, B., , 94., , (35), , Lake Manasarovar, The Sutlej river, , According to Kangri Karchok,, Langchen Khambab does not/is not, (1), , have sands of gold., , (3), , flow very gently through the hills., , (2), (4), , circle the Manasarovar seven times., a cold river., , A
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A, Directions : Read the extract given below, and answer the questions that follow, , (36), , P-I, 101. Which of the following statements is, not true ?, , (Q. Nos. 100 to 105) by selecting the, , The military discipline teaches the, soldiers :, , Light Brigade, , (2), , correct/most appropriate options :, , By Alfred Tennyson, , Half a league, half a league,, Half a league onward,, , All in the valley of Death, Rode the six hundred., , “Forward the Light Brigade !, , Charge for the guns !” he said., Into the valley of Death, Rode the six hundred., , Forward, the Light Brigade!”, Was there a man dismay’d ?, Not tho’ the soldier knew, Some one had blunder’d., , Theirs not to make reply,, , Theirs not to reason why,, Theirs but to do and die., Into the valley of Death, Rode the six hundred., , 100. The expression ‘the valley of death’, refers to :, (1), , the place where the dead soldiers, , (2), , the impending death of soldiers., , (3), , the house of death., , (4), , a nightmarish place., , are lying buried., , (1), , to do and die., , (3), , to act tactfully in the battlefield., , (4), , to obey their commander’s order., not to ask any question., , 102. Which of the following adjectives does, not apply to the soldiers ?, (1), , courageous, , (3), , patriotic, , (2), (4), , disciplined, , impractical, , 103. Name the figure of speech used in ‘the, Valley of Death’., (1), , Metaphor, , (3), , Synecdoche, , (2), (4), , Simile, , Metonymy, , 104. Which literary device is used in the, expression, ‘to do and die’ ?, (1), , Assonance, , (3), , Simile, , (2), (4), , Alliteration, Personification, , 105. In the first stanza of the extract, the, soldiers are :, (1), (2), (3), (4), , talking to each other about their, personal problems., , waiting for their commander’s, order., thinking about the result of the, war., seen riding fast to the enemy, territory.
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P-I, 106. In the multilingual classroom learners, can interact _____., (1), (2), (3), (4), , in the medium of instruction, followed by the school., , in their own language and can be a, mix of words from more than one, language., only in the language prescribed in, three-language formula., , in the language with which the, teacher is familiar., , 107. Diagnostic tests are administered to, _____., (1), (2), (3), (4), , find out deficiencies of the, students with a view to planning, remedies., , assess the suitability of a, candidate, for, a, specific, programme., test the language proficiency of, students for providing them jobs., judge the students’ capabilities., , 108. Structural approach, importance to _____., (1), , speech and reading, , (3), , speech only, , (2), (4), , gives, , more, , reading only, , 109. Which among the following does not, come under meaning based activities ?, Interacting with the text., , (3), , Reading the text and, narrating the same to peers., , (2), (4), , Using previous knowledge., , 110. _____ comprehension is the skill of, reading a piece of text closely or, intensely for the purpose of extracting, specific information from the text., (1), , Inferential, , (3), , Local, , (2), (4), , then, , Reading out every word aloud and, translating it., , Global, , Transactional, , 111. It is a type of writing in which the, teacher provides the situation and, helps the class to prepare it. The, teacher, continuously, provides, feedback, direction and expansion of, ideas to the learners., (1), , Controlled writing, , (3), , Free writing, , (2), (4), , Guided writing, , Product writing, , 112. A teacher asked the students of class, V to read the text thoroughly. Then, she asked them to answer the, questions with reference to the context, (RTC). In this process she is, encouraging students for _____., (1), , skimming, , (3), , intensive reading, , (2), , reading and writing, , (1), , (37), , (4), , scanning, , extensive reading, , 113. The term ‘Comprehensible input’ is, associated with _____., (1), , Lev Vygotsky, , (3), , Noam Chomsky, , (2), (4), , Stephen Krashan, James Asher, , A
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A, 114. Which one of the following is not a sub, skill of reading ?, (1) Connecting, (2) Predicting, (3) Synthesizing, (4) Transcripting, 115. Which one of the following is least, important in enhancing speaking skill, of children ?, (1) Listening patiently to children’s, talk., (2) Giving them an opportunity to, express their feelings and ideas., (3) Asking closed ended questions., (4) Organizing discussions on a given, topic., 116. At primary level literature is helpful, in developing language of learners as :, (1) it encourages the learners to, complete the worksheets based on, it., (2) it is an authentic material covering, various genres., (3) it, develops, teachers’, interpretative, creative and critical, abilities., (4) it is a good basis for the only, expansion of vocabulary., 117. A teacher prepares a worksheet and, removes every seventh word from the, text. Then she asks the learners to, read the text after that they were, asked to complete the worksheet with, missing word. The task given on the, worksheet is a, (1) speaking task, (2) writing task, (3) cloze test, (4) open test, , (38), , P-I, 118. ‘Language is arbitrary’ means that, _____, (1), , (2), (3), , (4), , something is determined by, judgement and for a specific, reason., it is based on a valid reason and, not on chance., , there is a strong relation between, the words of a language and their, meaning., there is no inherent relation, between the words of a language, and their meaning., , 119. The teacher observed that Pravin, could not write a paragraph on her, own even after brainstorming the, topic. However, she was able to write, it under adult or peer guidance. This, guidance is called _____., (1), , Team teaching, , (3), , Scaffolding, , (2), (4), , Counselling, , Socialization, , 120. The purpose of textual exercise is not, to, (1), , develop creativity among learners., , (3), , memorise the answers to the, questions., , (2), , (4), , provide opportunity to express, themselves., , give exposure, learning., , to, , language
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P-I, , (39), – IV, , A, , – I, , , : – IV .. 91 120) – I , , – , (91 99 ) , , , , , ‘ ’ , , , , , , , , , -- , - , , - , - - , :, “ , , - , - -- - , - , , , , ,, – , , , -, , - , ,, , , , -- , , , , , - , ”, 91., , 92., , , ?, (1), , , , (2), , , , (3), , , , (4), , , , , , , , (1), , , , (2), , , , (3), , , , (4), ,
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A, , 93., , 94., , 95., , 96., , (40), , - , (1), , , , (2), , , , (3), , , , (4), , , , P-I, 97., , , , ‘’ , (1), , , , (2), , , , (3), , , , (4), , , , ____ , (1), , , , (2), , , , (3), , , , (4), , , , 98., , , , ?, (1), , , , (2), , , , (3), , , , (4), , , , ‘ , ’ , (1), , , , (2), , , , (3), , , , (4), , , , , , 99., , (1), , , , (2), , : , , (3), , , , (4), , , , , ?, (1), , , , (2), , , , (3), , , , (4), ,
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P-I, , (, 100 105 ) , , , (41), , 101., , (3), (4), , !, 102., , !, , (2), (3), , - , , ,, , (4), , - ,, 103., , (2), , ?, , (3), , ! ?, , ?, , (4), 104., , 100., , ‘’ , (1), , , , (2), , , , (3), , , , (4), , , , (1), (3), , ! !, , (4), 105., , () – , , – , , - , , , , , , , , , , , , , ‘’ ?, (2), , -, , () – , , ‘ ’ , ?, (1), , ?, , () – , , , ?, (1), , ! !, , ,, , (1), (2), , , !, , !, , ‘’ , , , , , , , ‘’ ! , , , (1), (2), (3), (4), , , , , , , A
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A, , – , :, 106., , (2), , 108., , 109., , , , (1), , 107., , (42), , , - , , , (3), , , , (4), , , , 110., , , , (2), , , , (3), , -, , (4), , , , (1), , : , , (2), , : , , (3), , : , , (4), , , , (1), , , , (2), , , , (3), , , , (4), , , , _____ , , (2), (3), (4), , 111., , (2), (3), (4), 112., , , , , , , , , (1), , , , , , -, - , , _____ , , (1), , - , ?, (1), , P-I, , , , , , , ‘ ’ , ?, (1), (2), (3), (4), , , , ,
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P-I, 113., , 114., , , ?, (1), , , , (2), , , , (3), , -, , (4), , , , , , _____ , (1), (2), (3), (4), , 115., , (2), (3), (4), 116., , (2), (3), (4), , 118., , , , , , , , , 119., , , , , , , , , - ,, , -, _____ , (1), , 117., , , , - , _____ _____ , (1), , (43), , , , , , , 120., , ‘, , ,, ’ , ?, (1) , , (2) , , (3) , , (4) , , , , (1) , (2) , , (3) , , (4) , , _____ , , (1) , (2) , (3) , (4) , , _____ , _____ , , (1) , -, (2) -, , (3) , , (4) , , , A
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A, , (44), PART – V, LANGUAGE – II, ENGLISH, , P-I, , IMPORTANT : Candidates should attempt questions from Part – V (Q. No. 121-150),, if they have opted for ENGLISH as LANGUAGE – II only., Directions : Read the passage given below, and answer the questions that follow (Q. No., 121 to 128) by choosing the correct/most, appropriate options :, , Freedom is one of the most important factors in, life. Man has fought politically all over the, world for freedom. Religions have promised, freedom, not in this world but in another. In the, capitalist countries, individual freedom exists, to some degree, and in the communist world it, has been denied. From ancient times, freedom, has meant a great deal to man, and there, have been its opponents, not only political, but religious through Inquisition, by, excommunication, tortures and banishments, and, the total denial of man’s search for freedom., There have been wars and counter-wars fought, for freedom. This has been the pattern of man’s, endeavours for freedom throughout history., Freedom of self-expression and freedom of, speech and thought exist in some parts of the, world, but in others it does not. Those who, have been conditioned, revolt against their, backgrounds. This reaction which takes, different forms is called ‘freedom’. The, reaction to politics is often to shun the field of, politics., One economic reaction is to form small, communities based on some ideology or under, the leadership of one person, but these soon, disintegrate. The religious reaction against, established organisations of belief is to revolt,, either by joining other religious organisations, or by following some guru or leader or by, joining some cult. Or one denies the whole, religious endeavour., , One thinks of freedom only as freedom of, movement, either physical or movements of, thought. It appears that one always seeks, freedom on the surface. Surely, this is rather a, limited freedom, involving a great deal of, conflict, wars and violence., , Inner freedom is something entirely different., It has its roots not in the idea of freedom but in, the reality of freedom. It covers all the, endeavours of man. Without inner freedom life, will always be an activity within the limited, circle of time and conflict., 121. Which methods do authorities not use, to suppress people fighting for, freedom ?, (1), , Inquisition, , (3), , Persuasion, , (2), (4), , Excommunication, Tortures, , 122. Reaction against established religion, prompts people not to :, (1), , join other religious organisations., , (3), , follow some guru., , (2), (4), , to start a new religion., join some cult., , 123. Real freedom,, author, is, , according, , (1), , economic freedom., , (3), , political freedom., , (2), (4), , inner freedom., , religious freedom., , to, , the
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P-I, 124. Read the following sentences :, A., Individual freedom does not exist, at all in capitalist countries., B., People do not have individual, freedom in communist countries., (1) A is false, B is true., (2) A is true, B is false., (3) Both A and B are true., (4) Both A and B are false., 125. Which word is most similar in, meaning to the word ‘endeavours’ as, used in the passage ? (Para 1), (1) movements, (2) attempts, (3) actions, (4) challenges, 126. Which word is the most opposite in, meaning to the word, ‘shun’ as used in, the passage ? (Para 2), (1) prefer, (2) rehabilitate, (3) welcome, (4) rejoice, 127. Which part of the following sentence, contains an error ?, There is no doubt, that hard work, (a), (b), paves the way to success., (c), (d), (1) (d), (2) (a), (3) (b), (4) (c), 128. Which of the following statements is, not true ?, (1) Man can enjoy life only in an, environment of freedom., (2) Material progress cannot be, achieved without freedom., (3) Freedom is not one of the most, important factors in life., (4) Freedom helps man evolve, morally and spiritually., , (45), , Directions : Read the passage given below, carefully and answer the questions, that follow (Q. Nos. 129 to 135) by, selecting the correct/most appropriate, options., Water is the core of life; hence water must be, central to our spiritual thinking. Water is not, only most of earth, but also most of life., Therefore water conservation must be our, deepest concern., The Himalayan mountain range is among the, highest, youngest and most fragile ecosystem, of the planet. The Himalayas have given us, some of the great river systems of the earth, including the Indus, Ganga, Brahmaputra, Nu, Salween, Yangtze and the Mekong. The, Himalayas are also called the ‘Third Pole’, for, they contain the largest mass of ice and snow, outside the earth’s polar region, the north and, south poles. There is a permanent snowline, above 5,000 metres. Some of the glaciers in the, region are the longest outside the two poles., The Himalayas serve as water towers,, providing water on a sustained basis to more, than 1,000 million people and millions of, hectares of land in South Asia. The greenery,, benevolent, climate,, highly, productive, ecosystems, food production and overall, happiness in South Asia are in fact, attributable, to the bounty of the Himalayas. They are not, only beautiful; they are life-givers. Little, wonder that they are venerated as the abode of, gods., To keep the Third Pole preserved through, assured conservation is one of the greatest, challenges, , for, , the, , contemporary, , world., , Himalayan mountains are a common but, , A
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A, fragile, , natural, , resource., , As, , mountain, , ecosystems have enormous bearing on the, , earth’s systems, their special care, regeneration, and conservation, , of their pristine resources, , would only bring more happiness, peace and, prosperity to large parts of the world. In, , Agenda 21, Chapter 13 of the United Nations,, the importance of mountains is underlined :, “mountain environments are essential to the, survival of global ecosystems.”, , The Himalayas in the state of Uttarakhand are, especially rich in water resources. This area is, , home to dozens of perennial streams and, numerous other rain-fed rivers along with, innumerable rivulets, waterfalls and ponds, etc., , 129. Which of the following has not been, mentioned in the passage ?, (1), (2), (3), (4), , The Himalayas provide us with, highly productive eco-systems., The Himalayas provide water to, more than 1000 million people., The Himalayas irrigate millions of, hectares of land., , The Himalayas form the back, bone of our tourism industry., , 130. Which of the following is false ?, (1), (2), (3), (4), , The Himalayan mountains are a, fragile resource., Climate change has little effect on, the Himalayas., , They bring prosperity to large, parts of the world., They have some of the longest, glaciers., , (46), , P-I, 131. What is not so special about the, Himalayas in the state of Uttarakhand ?, The Himalayan state has :, (1) many perennial streams., (2) huge mineral deposits., (3) many rain fed rivers., (4) numerous waterfalls and ponds., 132. Which one of the following words is, most similar in meaning to the word,, ‘bounty’ ?, (1) generosity, (2) assets, (3) sympathy, (4) abundance, 133. Which word is opposite in meaning to, the word, ‘benevolent’ ?, (1) malevolent, (2) rude, (3) untruthful, (4) indecent, 134. Which part of speech is the underlined, word in the following sentence ?, The area is home to dozens of, perennial streams., (1) Noun, (2) Adverb, (3) Adjective, (4) Pronoun, 135. In the context of the passage which of, the following is not true ?, , Water should be central to our, thinking because :, (1), , We cannot survive without water., , (3), , It is considered holy by most, religions., , (2), (4), , It is a life-line for our farmers., It is the core of life.
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P-I, 136. A teacher wants to create a languagerich environment in her class. She, should :, (1) establish a language lab in her, class., (2) motivate parents to buy language, games and activities., (3) provide an opportunity where the, language is seen, noticed and used, by children., (4) ask students to use only English, while communicating in the class, with peers., 137. Literature for children is considered, as a/an _____ reading., (1) additional burden on, (2) authentic source of, (3) hindrance material for, (4) inspirational source of, 138. Which one of the following is not a, form of literature for children ?, (1) Picture books, (2) Thesaurus, (3) Myths and legends, (4) Tales of heroes of history, 139. Which one of the following statements, is not correct about Print Rich, Environment ?, (1) It consists of context-based, relevant material for children such, as pictures, rhymes, stories etc., (2) Once the material is pasted on, walls, it should not be removed, for the whole session., (3) Pictures / posters give children an, opportunity to talk about things,, persons and happenings., (4) Encourage children to create their, own poems, posters, stories etc., and display them in the class., , (47), , 140. A teacher gives a task of dialogue, completion to class V students. The, role of this task in language learning, will be ________, (1), , teaching of structures., , (3), , to facilitate conversation by, giving specific language practice, using formulaic expressions., , (2), , (4), , the separation of spoken and, written forms of language., , to provide frequent feedback only, on grammatical errors., , 141. Using ‘realia’ in the language class, means bringing _____., (1), , real, , (2), , real objects as teaching aids., , (3), (4), , life, , communicate., , situations, , to, , realistic objectives and targets for, the learners., , real level of child’s learning to the, knowledge of parents., , 142. The multilingual nature of the Indian, class-room must be used as a resource, so that ________., (1), , every child feels secure and, , (2), , every child learns at the same, , (3), , children, , (4), , the teacher develops language, , accepted., pace., , languages., , proficiency., , can, , learn, , many, , A
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A, 143. An English textbook for class I starts, , with pictures, poems and stories and, ends with alphabets in the end. Which, approach, , arrangement, , does, , pedagogy ?, , this, , reflect, , (1), , Eclectic approach, , (3), , Top down approach, , (2), (4), , in, , kind, , of, , language, , Bottom-up approach, Language, approach, , across, , curriculum, , 144. While checking the notebooks the, teacher observed that a child has, repeatedly made some errors in, writing such as reverse image as b – d,, m – w. The child is showing the signs, of _____., (1) learning preference, (2) learning style, (3) learning disability, (4) learning differences, 145. A teacher is telling a story with, actions and gestures to class III, students. After this she asked them to, draw pictures on the story in groups., Why do you think she asked them to, draw pictures on the story ?, (1) She wanted to assess their, colouring and drawing skills., (2) She had completed her lesson as, per her lesson plan so, she, engaged them in drawing., (3) She wanted to assess their, comprehension of the story., (4) She, wanted, to, see, the, participation of children while, drawing., , (48), , P-I, 146. Active vocabulary consists of words, which are _____., (1) used occasionally, (2) difficult to pronounce, (3) used frequently, (4) phonological and lexical, 147. The major aim of teaching poetry is, _____., (1) vocabulary development., (2) enjoyment and appreciation., (3) development of grammar., (4) making learners to became poets., 148. Morpheme is the, (1) smallest unit of a word., (2) smallest unit of meaning that, cannot be broken up., (3) unit of a word that can be broken, up into new meaning., (4) smallest unit of a phrase., 149. A teacher of class II uses learner’s, knowledge and language to build a, bridge between his mother tongue and, English language teaching. Here, learner’s language is used in teaching, English as a _____., (1) hindrance, (2) translation, (3) resource, (4) pattern, 150. BICS stands for, (1) Bilingual Integrated Content and, Syllabus, (2) Bilingual Interdependent Course, and Syllabus, (3) Basic Interrelated Communication, Strategies, (4) Basic, Interpersonal, Communicative Skills
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P-I, , (49), – V, , A, , – II, , , : – V .. 121 150) – II , , ( ., 121 128 ) , , , , , , , , , , , , , , , , , ,, , , , , , , : , , , - , , , , , 121., , 122., , 123., , 124., , , _____ , (1), (2), (3), (4), , , , , , , - _____ , (1), , , , (2), , , , (3), , , , (4), , , , _____, (1), , , , (2), , , , (3), , , , (4), , , , ‘ , , ’ , (1), (2), (3), (4), , , , ,
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A, 125., , 126., , ‘’ , ?, (1), , , , (2), , , , (3), , , , (4), , , , (50), , P-I, , ( ., 129 135 ) , :, , , - , , , ? ? , , ‘’ , , , ? , , (1), , , , , , (2), , , , , , (3), , , , , , (4), , , , , – , , 127., , 128., , ‘’ ‘’ , , , , ? , , (1), , , , (2), , , , (3), , , , (4), , , , , , , , , , , , , , , , , (1), , , , , , (2), , , , , , (3), , : , , (4), , , , , ,
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P-I, 129., , 130., , 131., , (51), , , (1), , , , (2), , , , (3), , , , (4), , , , 132., , (1), , 133., , , (1), , , , (2), , , , (3), , , , (4), , , , , (1), , , , (2), , .. , , (3), , , , (4), , , , ?, , 134., , 135., , , , , (2), , , , (3), , , , (4), , , , ‘ ’ , (1), , , , (2), , , , (3), , , , (4), , , , , ‘’ , (1), , , , (2), , , , (3), , , , (4), , , , ?, (1), , , , (2), , , , (3), , , , (4), , , , A
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A, 136., , , , ?, (1), (2), (3), (4), , 137., , (2), (3), (4), 138., , (2), (3), (4), 139., , (1), (2), (3), (4), , (3), (4), , , 141., , - , , (2), , , , , (3), (4), 142., , (2), , , , (3), , , , (4), , , , , -, , -, -, , , 143., , , , - , , - , , , ?, ?, ?, , ‘ :’ _____, , (1), , , , , , ?, (1), , , , , , , ‘’ ‘’ , - , ?, (2), , , , _____ _____ , , , P-I, , (1), , : , , , , , , ?, (1), , 140., , , , , ?, (1), , (52), , , , , , , _____ , , (1), (2), (3), (4), , :, , ,
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P-I, 144., , - , _____ , (1), (2), (3), (4), , 145., , (53), , 147., , - , , , , , , , , , - , , 148., , ?, (1), , , ?, , (2), , ?, , (3), , - , , 149., , ?, (4), , 146., , , , ‘ , , , , ’ – _____, , (1), , , , (2), , - , , (3), , - , , (4), , , , - _____, , 150., , (1), , -, , (2), , , , (3), , , , (4), , -, , , _____ _____ , (1) , , (2) , , (3) , , (4) , , , ?, (1) , , (2) , , (3) , , (4) : , , _____ _____, , , (1) , , (2) , , (3) , , (4) , , , A
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A, , (54), , SPACE FOR ROUGH WORK, , P-I
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P-I, , (55), , SPACE FOR ROUGH WORK, , A
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(56), READ THE FOLLOWING INSTRUCTIONS, CAREFULLY:, 1. The manner in which the different questions are to, be answered has been explained in the Test Booklet, which you should read carefully before actually, answering the questions., 2. Out of the four alternatives for each question, only, one circle for the correct answer is to be darkened, completely with Blue/Black Ball Point Pen on, Side-2 of the OMR Answer Sheet. The answer once, marked is not liable to be changed., 3. The candidates should ensure that the Answer Sheet, is not folded. Do not make any stray marks on the, Answer Sheet. Do not write your Roll No. anywhere, else except in the specified space in the Answer Sheet., 4. Handle the Test Booklet and Answer Sheet with care,, as under no circumstances (except for discrepancy, in Test Booklet Code or Number and Answer Sheet, Code or Number), another set will be provided., 5. The candidates will write the correct Test Booklet, Code and Number as given in the Test Booklet /, Answer Sheet in the Attendance Sheet., 6. A machine will read the coded information in the OMR, Answer Sheet. Hence, no information should be left, incomplete and it should not be different from the, information given in the Admit Card., 7. Candidates are not allowed to carry any textual, material, printed or written, bits of papers, pager,, mobile phone, electronic device or any other material, except the Admit Card inside the examination hall/, room., 8. Mobile phones, wireless communication devices, (even in switched off mode) and the other banned, items should not be brought in the examination halls/, rooms. Failing to comply with this instruction, it will, be considered as using unfair means in the, examination and action will be taken against them, including cancellation of examination., 9. Each candidate must show on demand his / her Admit, Card to the Invigilator., 10. No candidate, without special permission of the Centre, Superintendent or Invigilator, should leave his / her seat., 11. The candidates should not leave the Examination Hall/, Room without handing over their Answer Sheet to the, Invigilator on duty and sign the Attendance Sheet, twice. Cases where candidate has not signed the, Attendance Sheet second time will be deemed not to, have handed over the Answer Sheet and dealt with as, an unfair means case. The candidates are also, required to put their left hand THUMB impression in, the space provided in the Attendance Sheet., 12. Use of Electronic / Manual Calculator is prohibited., 13. The candidates are governed by all Rules and, Regulations of the Examining Body with regard to, their conduct in the Examination Hall/Room. All cases, of unfair means will be dealt with as per Rules and, Regulations of the Examining Body., 14. No part of the Test Booklet and Answer Sheet shall, be detached under any circumstances., 15. On completion of the test, the candidate must hand, over the Answer Sheet to the Invigilator in the, Hall / Room. The candidates are allowed to take, away this Test Booklet with them., , A, , 1., , 2., OMR, , 3., , 4., , 5., , 7., , 9., 10., 11., , 12., 13., , 14., 15., , 2
