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I, , (2), , P-I, , PART – I /, –I, CHILD DEVELOPMENT AND PEDAGOGY /, Directions : Answer the following questions, (Q. Nos. 1 to 30) by selecting the correct/most, appropriate options., ,  :   (.  1  30)  ,    /    :, , 1., , 1., ,         ,         ,, “     ;  ,   ”     –, (1)      , (2)     ,  , (3)       , (4)       , , 2., ,     –, (1)      ,   , (2)      ,  , (3)        ,   , (4)      ,      , , 3., ,    ,    , ,      ,   –‘, , ’   ,         , ,     –, (1) ,    , /  , (2)    / ,    , (3)   /  ,  , (4)       , , 2., , 3., , After getting hurt during a play, activity, Rohan started crying. Seeing, this, his father responded, “Don’t, behave like girls, boys don’t cry”. This, statement by the father, (1), , reflects gender stereotype., , (2), , challenges gender stereotype., , (3), , reduces gender bias., , (4), , promotes gender equality., , In a progressive classroom, (1), , a teacher should follow fixed, curriculum., , (2), , the emphasis should be, competition among students., , (3), , ample opportunities should be, provided for construction of, knowledge., , (4), , students should be labelled on the, basis of their academic scores., , on, , After observing that students are, struggling to proceed further on an, ongoing activity, a teacher decides to, provide cues and hints in form of, what, why, how. According to Lev, Vygotsky’s theory, this strategy of, teacher will, (1), , demotivate the children to learn., , (2), , act as a scaffold for learning., , (3), , cause withdrawal tendency among, students., , (4), , be meaningless in process of, learning.

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P-I, 4., , (3), , I, , context of socialization of children ?, ,         ,      ?, , (1), , (1), ,     ,      ,     , , (2), ,     ,      ,    , , (3), ,     ,      ,    , , (4), ,   - ,      , , Which of the following is correct in the, School, , is, , a, , 4., , secondary, , socialization agent and family is a, primary socialization agent., (2), , School is a primary socialization, agent and peers are secondary, socialization agents., , (3), , Peers are primary socialization, agents and family is a secondary, socialization agent., , (4), , Family and mass-media both are, secondary socialization agents., , 5., , Theory, , of, , multiple, , intelligence, , 5., , emphasizes that, (1), , Intelligence Quotient (IQ) can be, measured only by objective tests., , (2), , Intelligence in one domain ensures, , -       –, (1), , -   ,       , , (2), ,    ,  ,       , , (3), ,      , , (4), ,     ,    , , intelligence in all other domains., (3), , There, , are, , several, , forms, , of, , intelligences., (4), , There, , are, , no, , individual, , differences in intelligence., , 6., , According to Lawrence Kohlberg’s, theory, “Performing an act and doing, something because others approves, it”, represents _________ stage of, morality., , 6., ,      , “,    ,   ,   ”,    _____,     , (1), , -, , Conventional, , (2), , , , (3), , Post-conventional, , (3), , -, , (4), , Formal conventional, , (4), ,  , , (1), , Pre-conventional, , (2)

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I, 7., , 8., , 9., , 10., , (4), Lev, Vygotsky’s, social-cultural, perspective of learning emphasizes, importance of _________ in the, learning process., (1), , Cultural tools, , (2), , Attribution, , (3), , Motivation, , (4), , Equilibration, , In his theory of cognitive development,, Jean, Piaget, explains, cognitive, structures in terms of _________., (1), , Psychological tools, , (2), , Stimulus-response association, , (3), , Zone of proximal development, , (4), , Schemas, , Pre-operational stage in Jean Piaget’s, theory of cognitive development, characterizes _________., (1), , Development of abstract thinking, , (2), , Centration in thought, , (3), , Hypothetico deductive thinking, , (4), , Ability to conserve and seriate, objects., , Which of the following statement is, correct in context of development ?, (1), , Development has the same rate of, growth across cultures for, everyone., , (2), , Development occurs only through, learning that takes place in school., , (3), , Development occurs only during, the period of childhood., , (4), , Development, dimensional., , is, , multi-, , P-I, 7., ,    -, ,    _____  ,     , (1)  , (2) , (3) , (4) , , 8., ,      ,  ,    _____,       , (1) ,   , (2) - , , (3)    , (4) /, , , 9., ,       , ,      ,      ?, (1)    , (2) /  , (3) - , (4)       , , , 10., ,          ,   ?, (1)   ,    ,      , (2)      ,      , (3)      ,   , (4)     

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P-I, 11., , 12., , 13., , 14., , (5), Sequence of development among, children from birth to adolescence is, (1), , sensory, concrete, abstract., , (2), , abstract, sensory, concrete., , (3), , concrete, abstract, sensory., , (4), , abstract, concrete, sensory., , Individual differences in a progressive, classroom should be treated as, (1), , a hindrance to the process of learning., , (2), , a failure on the part of teacher., , (3), , criteria for making ability-based, groups., , (4), , important, for, planning, teaching-learning process., , (1), , performance oriented goals., , (2), , undifferentiated instructions, , (3), , segregation of students based on, their social identity., , (4), , providing opportunities aiming at, maximizing potential of individual, children., , According to Right of Persons with, Disabilities Act (2016), which of the, following term is appropriate to use ?, Retarded student, , (2), , Handicapped student, , (3), , Student with physical disability, , (4), , Student with crippled body, , 11., , 12., , of, , In an Inclusive classroom emphasis, should be on, , (1), , I, , 13., , 14., ,       ,      ?, (1), ,  , , , , (2), , ,  , , , (3), , , ,  , , (4), , , ,  , ,      ,       ?, (1), ,      , , (2), ,      , , (3), , -   ,  , , (4), , -   ,    , ,    ,  , , _____, ,   , , (1), , - , , (2), , / , , (3), ,       , , , (4), ,       ,     , ,    (2016) , ,       ,   ?, (1)  , (2)  , (3)      , (4)      

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I, 15., , 16., , 17., , 18., , (6), In order to address the needs of, students who are facing learning, difficulties, a teacher should NOT, (1), , use multiple audio-visual aids., , (2), , use constructive, approaches., , pedagogical, , (3), , do individualized, planning., , educational, , (4), , practice rigid structures, pedagogy and assessment., , Low comprehension, , (2), , Divergent thinking, , (3), , Hyperactivity, , (4), , Inattentiveness, , In order to address learners from, diverse backgrounds, a teacher should, (1), , avoid talking about aspects related, to diversity., , (2), , draw examples, settings., , (3), , use standardized assessment for, all., , (4), , use statements that strengthen, negative stereotypes., , Problem-solving, facilitated by, , from, , abilities, , 15., ,       ,     ,   ,     ?, (1) -    , (2)    ,  , (3)     , (4)     ,    , , 16., ,       ,  ?, (1)  /, (2)  , (3) , (4) , , 17., ,     ,   ,    –, (1)  ,      ,  , (2)       , (3)      ,    , (4)       ,    ,   , , 18., , -    ,      ?, (1)      ,  , (2)       ,     , (3)       , (4)        , , for, , _________ is the primary identifying, feature of creativity., (1), , P-I, , diverse, , can, , (1), , focusing on drill and practice., , (2), , encouraging fixed process, solving the problems., , (3), , encouraging use of analogies., , (4), , generating fear among students., , be, , of

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P-I, 19., , 20., , 21., , 22., , (7), Motivation to learn can be sustained, by, (1), , punishing the child., , (2), , focusing, goals., , (3), , giving very easy tasks to children., , (4), , focusing on rote-memorisation., , on, , I, 19., ,       ,     ?, (1)     , (2) -   ,  , (3)     ,  , (4)       , , 20., ,  _____, (1)     ,    , (2)      ,   , (3)       ,     , (4)    -  ,     , , 21., ,    -  ,      ?, (1) -    , (2)    ,  , (3)     , (4) /  , , 22., ,   ,    ,        , , , (1)       ,     , (2)   , -,      , (3)       ,        ,   , (4)       ,  , , mastery-oriented, , Shame _________, (1), , has no relation to cognition., , (2), , can have negative impact on, cognition., , (3), , is very effective to motivate the, children to learn., , (4), , should be generated frequently in, teaching-learning process., , Which of the following is most, effective mode of teaching-learning ?, (1), , Rote memorization of content, , (2), , Exploration, of, between concepts, , (3), , Observation without analysis, , (4), , Imitation and repetition, , relationships, , A teacher should analyse the various, errors made by students on a given, task because, (1), , she can decide degree, punishment accordingly., , (2), , understanding of errors are, meaningful in the teachinglearning process., , (3), , she can segregate those who made, more errors in comparison to, others., , (4), , learning is solely, correction of errors., , based, , of, , on

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I, 23., , 24., , 25., , 26., , 27., , (8), It is difficult for children to learn, when, (1), , information is presented, disconnected chunks., , (2), , they are intrinsically motivated., , (3), , learning is socially contextualized., , (4), , content is represented through, multiple ways., , high arousal, high fear., , (2), , low arousal, high fear., , (3), , moderate arousal, no fear., , (4), , no arousal, no fear., , Constructivist view of learning, suggests that children ________, construction of their own knowledge., (1), , have no role to play in, , (2), , are solely dependent on adults for, , (3), , play an active role in, , (4), , are solely dependent on textbooks, in, , Which of the following belief is good, for learning ?, (1), , Ability is improvable., , (2), , Ability is fixed., , (3), , Efforts don’t make any difference., , (4), , Failure is uncontrollable., , Conceptual understanding among, students is likely to improve in the, settings which emphasise on, (1), , competitions., , (2), , textbook-centric pedagogy., , (3), , frequent examinations., , (4), , inquiry and dialogue., , 23., ,       ,  –, (1)  -    ,  , (2)       , (3)      , (4) -     ,   , , 24., ,        ?, (1)  ,  , (2)  ,  , (3)  ,   , (4)   ,   , , 25., ,       ,       –, (1)       , (2)        ,  , (3)      , (4)     -  ,   , , 26., ,       - ,   ?, (1)    , (2)    , (3)       , (4)    , , 27., ,    - ,  ,      ,   ?, (1)   , (2) -- , (3)  , (4)   , , in, , Best state of learning is, (1), , P-I

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P-I, 28., , 29., , (9), During a task, Saina is talking to, , I, 28., ,    ,      , , herself about ways she can proceed on, ,          , , the task. According to Lev Vygotsky’s, ,        /, , ideas on language and thought; this, ,        ,  , , kind of ‘private speech’ is a sign of, ,  ‘ ’    ?, , (1), , Cognitive immaturity., , (1), ,  , , (2), , Self-regulation., , (2), , : , , (3), , Ego-centricism., , (3), , -, , (4), , Psychological disorder., , (4), ,   , , Evaluation practices should aim at, , 29., , (1), , labelling of students., , (2), , segregation of students for ability-, ,       –, (1), ,     , , (2), , -   ,    , , (3), ,    ,     , , (4), , -  - ,       , , based groups., (3), , identifying students’ needs and, requirements., , (4), , identification of high-achievers for, prize distribution., , 30., , Individual differences in development, , 30., ,       , , of children can be attributed to, ,        ?, , (1), , heredity only., , (1), ,    , , (2), , environment only., , (2), ,   , , (3), , neither heredity nor environment., , (3), ,      , , (4), , interplay, , (4), ,  ,  , , of, , environment., , heredity, , and, , , , 

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I, , (10), PART – II /, – II, MATHEMATICS /, , P-I, , Directions : Answer the following questions by, selecting the correct/most appropriate options., ,  :       ,  /    :, , 31., , 31., , 32., , 33., , In how many ways, 48 small squares, of 1 cm  1 cm can be arranged so, that the resulting area is 48 cm2 ?, (1) 6, (2) 4, (3) 5, (4) 2, In school assembly, students of a class, are standing in a line. Ruhi is 19th, from both ends. How many students, are present in that class ?, (1) 38, (2) 37, (3) 36, (4) 40, Asmita reaches school for a meeting, 15 minutes before 8.30 am. She, reached half an hour earlier than her, colleague who is 40 minutes late for, meeting. What is the scheduled time, of the meeting ?, (1) 8.15 am, (2) 9.10 am, (3) 8.45 am, (4) 8.05 am, ,  48    ,        ,,    48 cm2  ?, , 1 cm  1 cm, , (1), (2), (3), (4), 32., ,         ,           19,         ,   ?, (1), (2), (3), (4), , 33., , SPACE FOR ROUGH WORK /, , 6, 4, 5, 2, , 38, 37, 36, 40, ,      8.30 am  15,         ,   ,      40,         ,    ?, (1), , 8.15 am, , (2), , 9.10 am, , (3), , 8.45 am, , (4), , 8.05 am

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P-I, 34., , 35., , (11), A number is larger than half of 100. It, is more than 6 tens and less than 8, tens. The sum of its digits is 9. The, tens digit is the double of the ones, digit. What is the number ?, , I, 34., ,   100       , 6     8     ,     9      ,            ?, , (1), , 72, , (1), , 72, , (2), , 63, , (3), , 54, , (2), (3), , 63, 54, , (4), , 81, , (4), , 81, , The rates of various stationery items, are given below :, A packet of crayons, , -, , ` 15.50, , A packet of pencils, , -, , ` 14.00, , A packet of sketch, pens, , -, , One scissors, , 35., ,   (-)  ,      ,    , , -, , ` 15.50, ,    , , -, , ` 14.00, , ` 22.50, ,     , , -, , ` 22.50, , -, , ` 17.00, ,  , , -, , ` 17.00, , One eraser, , -, , ` 2.00, ,  , , -, , ` 2.00, , One sheet of glazed, paper, , -, , ` 2.50, , A pack of decorative, stickers, ,    ,  (), -, , ` 2.50, , -, , ` 5.00, , Sohail buys one packet of crayons,, two packets of pencils, one packet of, sketch pens, one scissors, 5 sheets of, glazed papers and one pack of, decorative stickers. How much would, he be required to pay ?, (1), , ` 98.00, , (2), , ` 86.50, , (3), , ` 100.50, , (4), , ` 102.00, ,     , , ,     ,   , ,   ,  ,   , 5        ,      ?, (1), (2), (3), (4), , SPACE FOR ROUGH WORK /, , ` 5.00, , ` 98.00, ` 86.50, ` 100.50, ` 102.00

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I, 36., , (12), A train starts from Patna on 30th May,, , P-I, 36., , 2020 at 23:40 hours and reaches, Mumbai on 1st June, 2020 at 5:15, hours. What is the total travel time of, train ?, , 37., ,     30 , 2020  23:40,       1 , 2020 , 5:15         ,     ?, (1), , 28  20 , , (2), , 29  35 , , (1), , 28 hours 20 minutes, , (2), , 29 hours 35 minutes, , (3), , 29 hours 15 minutes, , (3), , 29  15 , , (4), , 28 hours 25 minutes, , (4), , 28  25 , , In a five digit number, the digit at the, , 37., , hundreds place is three-fourth of the, digit at ten thousands place and the, digit at tens place is two-third of the, digit at hundreds place. The digit at, tens place is square of the smallest, prime number and the digit at, thousands place is the largest single, digit prime number. If the digit at unit, ,         ,                ,    -      ,        ,        ,         ,        , ,   , , place is the largest single digit odd, number, then the number is, , (1), , 87649, , (1), , 87649, , (2), , 49327, , (2), , 49327, , (3), , 83419, , (3), , 83419, , (4), , 42937, , (4), , 42937, SPACE FOR ROUGH WORK /

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P-I, 38., , (13), What should be subtracted from the, , I, 38., , sum of 8008, 8088 and 8808 to obtain, , 17863, ,   , , 8008, 8088, , , , 8808, ,        ?, , 17863 ?, , 39., , (1), , 6121, , (2), , 6131, , 7041, , (3), , 7041, , 7141, , (4), , 7141, , (1), , 6121, , (2), , 6131, , (3), (4), , A bucket of 16 litres capacity is filled, , 39., , 16, ,        , , to the brim with water. Water from, ,           , , this bucket is to be transferred into, , -         , , smaller utensils. A mug filled to, capacity has to be dipped 50 times to, ,      (Mug) , , 50, , , , completely transfer the water in the, ,   -   , , bucket into the utensils. What is the, ,          ?, , capacity of the mug ?, , (1), , 225 mL, , (2), , 250 mL, , 275 mL, , (3), , 275 mL, , 320 mL, , (4), , 320 mL, , (1), , 225 mL, , (2), , 250 mL, , (3), (4), , SPACE FOR ROUGH WORK /

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I, 40., , 41., , (14), , P-I, , A taxi meter shows charges of ` 50 for, the first two kilometres of journey and, ` 16 for every subsequent kilometre, travelled. Manju pays ` 258 as fare to, travel from her house to the railway, station. How far is the railway station, from her home ?, (1) 12 km, (2) 13 km, (3) 15 km, (4) 18 km, , 40., , The following table shows marks, obtained out of 100 by Maria and, Shehnaz in five subjects :, , 41., , English, , Maria, 74, , Shehnaz, 81, , Maths, , 88, , 78, , Social Science, , 65, , 77, , Hindi, , 73, , 72, ,      2   ,   ` 50       ,       ` 16  ,           ,     ` 258     ,        ?, (1), (2), (3), (4), , 90, 82, Science, Based on the table above identify the, correct statement from among the, following :, (1) Maria has scored more marks than, Shehnaz in all the subjects except, the languages., (2) Maria has scored more marks than, Shehnaz in only two subjects., (3) Shehnaz’s aggregate marks in, Maths and Science are more than, Maria’s aggregate marks in these, subjects., (4) The aggregate marks of Maria and, Shehnaz are equal., SPACE FOR ROUGH WORK /, , 12 km, 13 km, 15 km, 18 km, ,      , 100          , , , 74, 81, ,  , 88, 78, , 65, 77,  , 73, 72, , 90, 82, ,        ,       :, (1)   ,   ,       ,   , (2)        ,      , (3)       ,       ,     , (4)      ,   

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P-I, , (15), , I, , 42., , Which of the following is a desirable, teaching-learning practice in the, context of Mathematics ?, (1) Open ended questions should be, avoided to prevent confusion., (2) Intuitive, understanding, of, concepts should be encouraged., (3) Open book tests should be, avoided., (4) Students should be told to follow, the prescribed steps of solving, problems., , 42., ,   –   ,        ?, (1)        , ( )     , (2)     ,    , (3)       , (4)      ,        ,   , , 43., , Following are some questions posed, by the teacher in the mathematics, classroom :, A., What is the area of the rectangle, whose one side is 5 cm and, perimeter is 30 cm ?, B., Find a set of numbers whose, median is 4., C., List all prime numbers between, , 43., ,       ,      :, A.,      , ,   5 cm   30 cm  ?, B.,      ,   4  , C., 0-8     ,    , D.,       ,   ,   , (1) A  B       C  D,      , (2) A, B  C       D,      , (3) A       B, C  D,      , (4) A  C       B , D      , , 0-8., D., , (1), , (2), (3), (4), , Tell me anything mathematical, information you know about, rectangles., A & B are closed ended questions, and C & D are open ended, questions., A, B & C are closed ended and D, is open ended question., A is closed ended and B, C & D, are open ended questions., A & C are closed ended and B &, D are open ended questions., SPACE FOR ROUGH WORK /

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I, 44., , (16), Which of the following is least likely, to, , impact, , teaching-learning, , P-I, 44., , in, ,   -    ,        ?, , mathematics ?, (1), , Enhanced quality of feedback, , (2), , Using results of assessment to, , (1), ,      , , (2), ,       ,    , , modify teaching, (3), , Knowing, assessment, , ways, , in, , affected, , (3), , which, the, , Providing complete solutions to, , Rohit realises that square is both a, , , , , , , ,    , (4), , students’ wrong answers., , 45., , , ,      , , confidence of learners., (4), , , , 45., , rhombus and a rectangle. He is at, what stage of Van Hiele’s visual, thinking ?, ,         , ,        ,   ,        ,         ?, , (1), , Level 0 (Recognition), , (1), ,  0 (), , (2), , Level 1 (Analysis), , (2), ,  1 (), , (3), , Level 2 (Relationships), , (3), ,  2 ( ), , (4), , Level 3 (Deduction), , (4), ,  3 (), , SPACE FOR ROUGH WORK /

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P-I, 46., , (17), “The sum of any two whole numbers, , I, 46., , is a whole number.”, ,       , ,    ”, , This property of whole numbers is, ,        , , referred to as, , 47., , “, ,     , , (1), , closure property, , (2), , (1), ,  , , commutative property, , (2), ,  , , (3), , associative property, , (3), ,  , , (4), , distributive property, , (4), ,  , , Which of the following statements, regarding, , mathematics, , 47., , teaching-, , learning is incorrect ?, (1), ,   –   ,          ?, (1), , Mathematical learning is a social, ,      , , process involving dialogue., (2), , Culture and context has no role in, constructing, , (2), , mathematical, , Mathematical knowledge can be, , (3), ,     , , created in primary class students, ,      , , through observation of pattern and, ,       , , generalisations., (4), ,       ,       , , knowledge., (3), ,     , ,  , , Argumentation and negotiation, play an important role in creating, mathematical knowledge., SPACE FOR ROUGH WORK /, , (4), ,        ,      

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I, 48., , 49., , (18), Which of the following statements, is/are, true, regarding teaching, ‘Numbers’ at primary level ?, A., , Intuitive, understanding, of, numbers should be encouraged., , B., , Writing numbers should be, taught in sequence., , C., , Writing, of, numbers, as, Numerals, should, preceed, counting., , P-I, 48., ,    ‘’    ,         ?, A., ,     ,     , , B., ,      ,  , , C., ,      ,      , , D., ,     ,    , , (1), , A  B, , (2), , B  C, , D., , Order irrelevance of numbers, should be encouraged., , (1), , A and B, , (2), , B and C, , (3), , A and D, , (3), , A  D, , (4), , C and D, , (4), , C  D, , Which of the following is the most, important aspect of teaching of, mathematics at primary level ?, (1), , Making mathematics part, children’s life experiences., , (2), , Developing rigour in calculations., , (3), , Preparing for higher education, and employment., , (4), , Promoting and, technology., , preparing, , 49., , of, , for, , SPACE FOR ROUGH WORK /, ,       ,       ,   ?, (1)        ,   , (2)      , (3)       ,  , (4)      ,  

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P-I, 50., , 51., , 52., , (19), Which of the following activities is, most likely to develop spatial, reasoning among students ?, (1), , Identifying patterns in a numberchart, , (2), , Solving Sudoku puzzles, , (3), , Identifying tessellating figures, , (4), , Drawing bar graphs to represent, data, , Which of the following is most, suitable for teaching children the, concept of fractions ?, (1), , Abacus, , (2), , Geoboards, , (3), , Number charts, , (4), , Cuisenaire rods, , Which of the following statements is, NOT correct with regard to nature of, mathematics ?, , I, 50., ,     ,     ( , )     ,  ?, (1)        , (2)      , (3)     , (4)       ,   , , 51., ,        ,        ?, (1) , (2) , (3)  , (4)  , , 52., ,         ,       ?, , (1), , Argumentation skill is important, in construction of mathematical, knowledge., , (1), ,       ,   , , (2), , Mathematical, concepts, hierarchical in nature., , are, , (2), ,     ,  , , (3), , Primary level mathematics is, concrete and does not require, abstraction., , (3), ,       ,      , , (4), , Mathematics, uses, special, vocabulary to communicate ideas, precisely., , (4), ,        ,       , , SPACE FOR ROUGH WORK /

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I, 53., , (20), In which of the following statements,, , P-I, 53., ,        , , number ‘three’ is used in ordinal sense ?, ,       ?, , (1), , (1), , I live on the third floor of this, building., ,  , , (2), , This house has three rooms., , (3), , All, , (4), , (2), ,       , , members., , (3), ,        , , This box contains many sets of, , (4), ,        , , groups, , have, , three, , team, , three pencils., , 54., ,  , , Identify the correct statement., (1), , 54., , If two figures have same area,, ,     :, (1), , If, , two, , figures, , have, , same, , (2), , The units of perimeter and area, , (3), ,      ,   , , are same., (4), ,       ,,      , , perimeter, their areas are equal., (3), ,       ,,      , , their perimeters are equal., (2), ,        , , The shape of figure determines, the perimeter., SPACE FOR ROUGH WORK /, , (4), ,      ,     

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P-I, 55., , 56., , (21), Identify the correct statement with, respect, to, the, mathematics, curriculum., (1), , The foundation of algebraic, thinking can be laid at primary, level., , (2), , The concept of fractions should be, introduced only at upper primary, level., , (3), , The concept of negative numbers, should be introduced at primary, level for better understanding., , (4), , The concept of area-measurement, should be introduced only at, upper primary level., , Identify the correct statement with, regard to introducing the concept of, triangles at primary level., (1), , Definition of a triangle should be, provided first., , (2), , Children should only be exposed, to equilateral triangles to avoid, confusion., , (3), , Children should be exposed to, triangles of all types but exposure, to other figures should be avoided., , (4), , Children should be exposed to, triangles of all types and also to, other figures., , I, 55., , 56., , SPACE FOR ROUGH WORK /, ,        ,  , (1), ,     ,       , , (2), ,      ,       , , (3), ,       ,     ,      , , (4), , -    ,      ,  , ,       ,        ,  , (1)       ,   , (2)        ,       , (3)       ,      ,      , (4)        ,     ,  

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I, 57., , (22), In a division sum, the divisor is 5, , P-I, 57., ,      ,  ,          , , times the quotient and twice the, , 5, , remainder. If the remainder is 5, what, ,  5 ,     ?, , is the number ?, , 58., , (1), , 52, , (2), , 15, , (3), , 25, , (4), , 48, , The sum of five consecutive numbers, , 58., , is 20. What is the sum of first three, , (1), , 52, , (2), , 15, , (3), , 25, , (4), , 48, ,      20   ,        ?, , consecutive numbers ?, (1), , (1), , 5, , (2), , 9, , (3), , 11, , (4), , 12, , 5, , (2), , 9, , (3), , 11, , (4), , 12, SPACE FOR ROUGH WORK /

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P-I, 59., , (23), A wire in the form of a square, , I, 59., , encloses an area of 144 cm2. How, ,           , , much area is enclosed if the same wire, ,     , , is bent in the form of a rectangle of, , (1), , 124 cm2, , (1), , 124 cm2, , (2), , 48 cm2, , (2), , 48 cm2, , (3), , 128 cm2, , (3), , 128 cm2, , (4), , 96 cm2, , (4), , 96 cm2, , Amongst the following fractions, the, , 60., , largest and second largest fractions,, ,    :  :, 5,3,1,2,3, 6 4 2 3 5, , 5,3,1,2,3, 6 4 2 3 5, 5, 3, and, 6, 4, , (2), , 5, 3, and, 6, 5, , (3), , 3, 2, and, 5, 3, , (4), , 3, 1, and, 4, 2, , , , ,        , , respectively are, , (1), , 16 cm, ,     ?, , length 16 cm ?, , 60., ,       144 cm2  , , SPACE FOR ROUGH WORK /, , (1), , 5, 3,  4, 6, , (2), , 5, 3,  5, 6, , (3), , 3, 2,  3, 5, , (4), , 3, 1,  2, 4

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I, , (24), , P-I, , PART – III /, – III, ENVIRONMENTAL STUDIES /, Directions : Answer the following questions by, selecting the correct/most appropriate options., ,  :       , /    :, , 61., , 61., ,         ,     ?, (1) , (2)   , (3) , (4) , , 62., ,       , ()    ?, (1)     , (2)   , (3)   , (4)    , , 63., ,       ,        ?, (1)   , (2)    , (3) .     , (4)  .  , , 64., ,         ,     :, A.,     , B.,    , C.,   /   , D.,       ,       :, (1)  A  B, (2)  C  D, (3) B, C  D, (4) A, C  D, , 62., , 63., , 64., , Which one of the following is NOT a, Union Territory of India ?, (1), , Laddakh, , (2), , Jammu & Kashmir, , (3), , Manipur, , (4), , Chandigarh, , Which among the following produce, crude oil (Petroleum) ?, (1), , Bombay High and West Bengal, , (2), , Assam and Odisha, , (3), , Gujarat and Tamil Nadu, , (4), , Bihar and Bombay High, , The Constitution of our country was, prepared under the leadership of, (1), , Mohandas Karamchand Gandhi, , (2), , Sardar Vallabh Bhai Patel, , (3), , Dr. Bhim, Ambedkar, , (4), , Sarvapalli Dr. Radha Krishnan, , Rao, , Baba, , Saheb, , Consider the following functions for, plants :, A., , To give support to the plant, , B., , To provide humus, , C., , To store food, , D., , To absorb water and minerals, , The functions of roots are, (1), , A and B only, , (2), , C and D only, , (3), , B, C and D, , (4), , A, C and D

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P-I, 65., , (25), Pochampalli is a town of Southern, , I, 65., ,        ,      ,    ,   ,   ,        ,      ?, , State of India which is famous for its, beautifully designed bright-coloured, Pochampalli sarees and for the special, kind of weave which is also called, Pochampalli. This town is now a part, of, , 66., , (1), , Karnataka, , (2), , Kerala, , (3), , Telangana, , (4), , Tamil Nadu, , (1), , , , (2), , , , (3), ,  , , (4), , , , in iron., ,         ,        ,     , , (1), , Jaggery, Amla, Tomato, , (1), , , , , , (2), , Amla, Spinach, Jaggery, , (2), , , , , , (3), , Amla, Cabbage, Tomato, , (3), , , , , , (4), , Cabbage, Amla, Spinach, , (4), , , , , , Select from the following a group of, , 66., , eatables each member of which is rich, , 67., ,       , , Select from the following a group of, , 67., ,        , , far as we can see., ,        ,        ,   , , (1), , Doves, Crows, Peacocks, , (1), , , , , , (2), , Eagles, Pigeons, Parrots, , (2), , , , , , (3), , Crows, Kites, Nightingales, , (3), , , , , , (4), , Eagles, Kites, Vultures, , (4), , , , , , birds each member of which is able to, see distinctly the object four times as

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I, 68., , (26), In which one of the following states, , P-I, 68., , most villagers construct their wooden, ,        , , houses 3 to 3.5 m above the ground on, ,      3  3.5   , , strong bamboo pillars with sloping, ,    ?, , roofs ?, , 69., , (1), , , , (2), , , , Assam, , (3), , , , Odisha, , (4), , , , (1), , Rajasthan, , (2), , Laddakh, , (3), (4), , With respect to the location of Delhi, , 69., ,         , , on the map of India the directions of, ,  (  )  , , the locations of Gandhinagar (Capital, , (  )   : , , of Gujarat) and Patna (Capital of, , 70., ,         , , Bihar) respective are, , (1), , -  -, , (1), , south-east and south-west, , (2), , -  -, , (2), , south-west and south-east, , (3), , -  -, , (3), , north-east and south-west, , (4), , south-west and north-east, , (4), , -  -, , Which one of the following did, , 70., ,         , , experiments with pea plants and, ,          , , found that pea plant has some traits, ,          , , which come in pairs - such as rough or, smooth, tall or short, yellow or green, etc. ?, ,     ,   ,  , , , (1), , . .. , , Gregor Johann Mendel, , (2), ,   , , (3), , George Mestral, , (3), ,  , , (4), , Charles Darwin, , (4), ,  , , (1), , Dr. M.S. Swaminathan, , (2)

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P-I, 71., , 72., , 73., , (27), Which of the following is one of the six, themes suggested in the EVS syllabus, as per NCF 2005 ?, (1), , Material, , (2), , Natural Resources, , (3), , Things we make and do, , (4), , How things work, , What should be avoided in anecdotal, records ?, , I, 71., ,       2005 ,       ,      ?, (1) , (2)  , (3)         , (4)      , , 72., ,       ,  ?, , a., , Identifying mainly problematic, situations, , a., ,      ,   , , b., , Making, judgement, , statements, , of, , b., ,      , , c., , Identifying, weaknesses, , strengths, , and, , c., ,     ,  , , d., , Identifying child’s areas of, interests and relationships, etc., , d., ,       ,   , , (1), , a and b, , (1), , a  b, , (2), , c and d, , (2), , c  d, , (3), , a, b and c, , (3), , a, b  c, , (4), , a, c and d, , (4), , a, c  d, , How will you plan for an integrated, EVS classroom ?, , 73., ,        ,   ?, , (1), , Combine two or more subject, areas into one lesson., , (1), ,         ,  , , (2), , Separate all the subjects into a, different plans., , (2), , (3), , Arrange separate teachers for, science and social science., ,      ,   , , (3), , (4), , Arrange, separate, teacher, specializing in environmental, science, ,      ,      , , (4), ,     ,     

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I, 74., , 75., , 76., , (28), Puneet gave his class V learners an, outline of human body and asked, them to draw the digestive system, before teaching chapter on food., Puneet wanted to, (1), , test if learners, labelled diagrams., , could, , make, , (2), , elicit learners’, digestion., , ideas, , about, , (3), , identify learners, drawing skills., , (4), , evaluate learners on the process of, digestion., , with, , P-I, 74., ,     5    ,         ,          ,   , (1)     ,     , (2)       ,    , (3)      ,   , (4)      ,   , , 75., ,       ,      ?, (1)       ,     , (2)       ,       ,    , (3)       ,  , (4)       ,        , , 76., ,       ,       ,        ,        ,  ?, (1)      ,  , (2)       ,  , (3)       ,    , (4)        ,      , , good, , Which of the following is not correct, with respect to formative assessment ?, (1), , It is to be reported in every, quarter of report card., , (2), , It helps the teacher in taking, timely action for enhancing, learning., , (3), , It is to monitor student’s progress., , (4), , Any information on learning of, child can help in formative, assessment., , Smita wanted to sensitize her learners, about, gender, disparity, and, stereotypes related to work. What, should Smita choose to do in her class, from the following suggestions ?, (1), , Present students with stereotypical, models., , (2), , Show flashcards of different kinds, of work., , (3), , Ask only boys to sweep the, classroom daily., , (4), , Invite a student’s mother to class, who is an auto driver.

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P-I, 77., , 78., , (29), Smayan of class V usually does not do, his given class work. The best, measure to address the situation could, be to, (1), , talk to him to find his difficulty, and adjust class work accordingly., , (2), , make another child help complete, his class work., , (3), , talk to parents and counsel them., , (4), , give him alternative and simpler, home work., , Muskan organized a debate on the, topic ‘Use of diesel vehicles in, transportation should be prohibited’., What is the purpose of organizing this, debate by Muskan in classroom ?, (1), , (2), , (3), , (4), , 79., , I, 77., , 78., , She wants to sensitize students on, the need to ban diesel vehicles, completely in transportation., It would help in knowing, student’s views and correcting, them., She wants to sensitise students on, advantages of using modern, vehicles., It helps students in appreciating, multiple perspectives on this, issue., , Mapping skills in EVS help develop, (1), , the skill of drawing landscapes, , (2), , the skill of, calculating, , (3), , recording skill, , (4), , understanding of relative position, of places, , predicting, , and, , 79., ,  V      ,           ,        , (1), ,      ,      ,       , , (2), ,        ,       , , (3), , -      ,  , , (4), ,       , ,   “    ,    ”   , -      ,       - ,      ?, (1), ,        ,      ,        , , (2), ,        ,      , , (3), ,       ,         , , (4), ,        ,        , ,    , (1)      ,   , (2)      ,    , (3)       , (4)       ,    

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I, 80., , (30), The integrated nature of EVS helps to, (1), , P-I, 80., ,      , (1)       ,       , (2)       ,   ,    , (3)      ,      ,    , (4)       ,  , , 81., ,        ,       ?, (1) , (2)    , (3)    , (4)  , , 82., ,        ,   -   ,    5    -,         ,      ?, a.,       ,       , b.,     ,       ,   , c.,     1000 ,      ,       , d.,       ,       ,  , , reduce the curriculum load and, introduce specific topics., , (2), , reduce curriculum load and help, children to learn meaningfully., , (3), , follow child-centered approach, and introduce larger number of, concepts., , (4), , learn, , from, , information, , and, , description provided., 81., , Which of the following is NOT a, broad indicator of EVS assessment ?, , 82., , (1), , Co-operation, , (2), , Concern for justice, , (3), , Concern for equality, , (4), , Concept mapping, , There is a paragraph in class V EVS, textbook, , based, , on, , Al-Biruni’s, , observation of construction of ponds, in India some thousand years ago., What would be the purpose of, including this paragraph ?, a., , It helps learners to identify, sources of history., , b., , It helps learners to improve, their recording of observations., , c., , It helps learners to appreciate, technology present, , in India, , some 1000 years back., d., , It helps learners to appreciate, the role of evidence in history., , (1), , a, b, c, , (2), , a, c, d, , (3), , only a & d, , (4), , only a & c, , (1), (2), (3), (4), , a, b, c, a, c, d,  a  d,  a  c

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P-I, 83., , (31), With over fifty students in her class,, , I, 83., , Vani wants to engage them in an, activity which involves maximum, number of senses to enhance learning., Which of the following activities will, be suitable for this purpose ?, ,         ,        , ,       ,           ,        ?, (1), ,       ,      , , skills., , (2), ,      , , (2), , encouraging group discussion., , (3), , (3), , using smart classroom for relevant, ,  -         , , (4), ,        ,   , , (1), , inviting resource persons from, community to demonstrate their, , a-v material., (4), , organizing field trip to a nearby, place., , 84., , Why does Iqra encourage her learners, , 84., , to read newspaper and magazines in, EVS ?, (1), , These are entertaining resources, available., , (2), , These help learners to engage, ,      , -      ,      ?, (1), ,      , , (2), ,       ,      , , (3), ,      ,    , , (4), ,       , , with the real world., (3), , These help learners to become, independent., , (4), , These, , help, , learners, , become, , competitive., 85., , Questioning as a strategy in teachinglearning of EVS is used for, , 85., , -      ,       , , (1), , Maintaining discipline, , (1), ,      , , (2), , Drawing attention, , (2), ,    , , (3), , Promoting adherence to rules, , (3), ,        , , (4), , Arousing curiosity in classroom, , (4), , -      

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I, 86., , 87., , (32), In which one of the following states, , P-I, 86., ,          , , the meaning of “Torang” is jungle ?, ,   –  ?, , (1), , Assam, , (1), , , , (2), , Odisha, , (2), , , , (3), , Mizoram, , (3), , , , (4), , Jharkhand, , (4), , , ,  , , X, , school is located at Y. Although your, , , ,      , , school is just opposite but you cannot, ,        , , go straight because of the busy, ,         , , highway in between. So, you first go, ,         125 m , , 125 m due south, then cross a 100 m, ,  ,    , , long subway which is due east and, ,           , , finally reach your school at Y which is, , 125 m, , 125 m due north. With respect to, ,   Y     X   , , school at Y your house at X is, ,    ?, , Your house is located at X and your, , 87., , Y, ,  , ,     , , Y, , 100 m, ,  , ,    , , (1), , 125 m due south, , (1), , 125 m  , , (2), , 100 m due east, , (2), , 100 m  , , (3), , 100 m due west, , (3), , 100 m  , , (4), , 125 m due north, , (4), , 125 m  

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P-I, 88., , (33), , I, , average speed of the train was nearly, ,       ,  4 , 2020     ,     22.30   ,   6 , 2020  04:30 ,        ,   1145 km   ,  ,       ?, , (1), , 36.5 km/h, , (1), , 36.5 km/h, , (2), , 38.5 km/h, , (2), , 38.5 km/h, , (3), , 40.5 km/h, , (3), , 40.5 km/h, , (4), , 42.5 km/h, , (4), , 42.5 km/h, , A boy boarded a train on 4th June,, , 88., , 2020 at Nagarcoil for Madgaon. The, train departed at 22:30 hours from, Nagarcoil and reached Madgaon at, 04:30 hours on 6th June, 2020. If the, distance covered by the train during, this time interval is 1145 km, the, , 89., , Which one of the following statements, , 89., , is NOT true for the honeybees and, beehives ?, (1), ,       ,         ?, (1), ,         ,    , , (2), ,      ,    , , (3), ,       ,    , , (4), ,       ,  , , Every beehive has one queen bee, that lays eggs., , (2), , Male bees are very important for, the hives., , (3), , Most of the bees in the hive are, worker bees., , (4), , There are only a few males in the, hive., , 90., , Today we cannot think of food, without chillies. These were brought, to our country by traders coming, from, (1), , Afghanistan, , (2), , England, , (3), , South America, , (4), , South Africa, , 90., ,         ,          ,  , (1), ,  , , (2), ,  , , (3), ,   , , (4), ,   

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I, , (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., , Each drop represents a little bit of, creation and of life itself. When the, monsoon brings to northern India the, first rains of summer, the parched earth, opens its pores and quenches its thirst, with a hiss of ecstasy. After baking in, the sun for the last few months, the land, looks cracked, dusty and tired. Now,, almost overnight, new grass springs up,, there is renewal everywhere, and the, damp earth releases a fragrance sweeter, than any devised by man., , 2., , Water brings joy to earth, grass, leafbud, blossom, insect, bird, animal and, the pounding heart of man. Small, children run out of their homes to romp, naked in the rain. Buffaloes, which have, spent the summer listlessly around lakes, gone dry, now plunge into a heaven of, muddy water. Soon the lakes and rivers, will overflow with the monsoon’s, generosity. Trekking in the Himalayan, foothills, I recently walked for, kilometres, without, encountering, habitation. I was just scolding myself, for not having brought along a waterbottle, when I came across a patch of, green on a rock face. I parted a curtain of, tender maiden hair fern and discovered a, tiny spring issuing from the rock-nectar, for the thirsty traveller., , 3., , I stayed there for hours, watching the, water descend, drop by drop, into a tiny, casement in the rocks. Each drop, reflected creation. That same spring, I, later discovered, joined other springs to, form a swift, tumbling stream, which, went cascading down the hill into other, streams until, in the plains, it became, part of a river. And that river flowed into, another mightier river that kilometres, later emptied into the ocean. Be like, water, taught Laotzu, philosopher and, founder of Taoism. Soft and limpid, it, finds its way through, over or under any, obstacle. It does not quarrel; it simply, moves on., , 91., , Children respond to the first rains of, summer by, , 92., , (1), , giving shouts of joy., , (2), , floating paper boats in water., , (3), , running and playing in the rain., , (4), , singing songs., , The tiny spring issuing from the rock, is hidden by, (1), , thick moss., , (2), , maiden hair fern., , (3), , bushes and creepers., , (4), , tall grass.

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P-I, 93., , (35), To become part of a river, a tiny drop, has to, , 94., , (1), , have a lot of strength., , (2), , depend on external forces., , (3), , suffer a lot., , (4), , merge its identity., , I, 97., , contains an error ?, He knew, that he will, (a), (b), on his promise, ., (d), , Which of the following words is most, similar in meaning to the word, ‘pounding’ as used in para 2 of the, passage ?, , 95., , (1), , shaking, , (2), , benumbing, , (3), , palpitating, , (4), , sinking, , 98., , most opposite in meaning to the word, ‘descend’ (para 3) as used in the, passage ?, , 96., , flow, , (2), , ascend, , (3), , hover, , (4), , zoom, , Which part of speech is the underlined, word in the following sentence ?, , (1), , (a), , (2), , (b), , (3), , (c), , (4), , (d), , go back, (c), , Which of the following statements is, not true ?, , Which one of the following words is, , (1), , Which part of the following sentence, , (1), , There is renewal everywhere., , (2), , New grasses spring up., , (3), , The sweltering heat comes to an, end., , (4), , The damp earth releases a sweet, fragrance., , 99., , The earth does not look _______, before the onset of the monsoon., , Almost overnight new grass spring up., , (1), , cracked, , (1), , Preposition, , (2), , brown, , (2), , Pronoun, , (3), , Adjective, , (3), , dusty, , (4), , Adverb, , (4), , tired

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I, Directions : Read the poem given below and, answer the questions that follow (Q., Nos. 100 to 105) by selecting the, correct/most appropriate options :, I think that I shall never see, A poem lovely as a tree., A tree whose hungry mouth is prest, Against the earth’s sweet flowing breast;, A tree that looks at God all day,, And lifts her leafy arms to pray;, , (36), , P-I, 102. Which of the following statements is, not true in the context of the poem ?, (1), , The tree welcomes the snow on its, bosom., , (2), , The tree symbolizes strength and, stability., , (3), , The tree allows birds to build their, nests in it., , (4), , It lives closely with rain., , A tree that may in Summer wear, A nest of robins in her hair;, 103. Name the figure of speech used in, Upon whose bosom snow has lain;, Who intimately lives with rain., Poems are made by fools like me,, But only God can make a tree., 100. The tree presses its mouth against the, , lines 3 and 4., (1), , Simile, , (2), , Personification, , (3), , Metonymy, , (4), , Alliteration, , sweet earth’s flowing breast to, (1), , express its gratitude to it., , 104. Identify and name the figure of speech, used in ‘Poems are made by fools like, , (2), , draw sustenance from it., , me’., , (3), , draw inspiration from it., , (1), , Metaphor, , (4), , express its love for it., , (2), , Personification, , (3), , Simile, , (4), , Hyperbole, , 101. The tree prays to God by, (1), , swinging its branches., , (2), , lifting her arms., , (3), , producing fruit and flowers., , (4), , providing shade to travellers., , 105. The word, ‘mouth’ in line 3 refers to, the ________ of the tree., (1), , crown, , (2), , branches, , (3), , trunk, , (4), , roots

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P-I, Directions : Answer the following questions, by selecting the most appropriate, options., 106. A, , language, , teacher, , firstly,, , asks, , students to introduce themselves to, each other in the class. Then she asks, , (37), , I, 109. In a language class students are, memorizing the dialogues through, drill and practice and the teacher is, correcting, mistakes, , their, , pronunciation,, , immediately., , teacher is following the, , other. This activity will help them to, , (1), , Direct method, , (2), , Natural method, , (3), , Audiolingual method, , (4), , CLT method, , (1), , BICS, , (2), , CALP, , (3), , PPPP, , (4), , ELT, , 107. Literature should be included in, language classroom because, (1), , (2), , corrects an error directly after the, student has made the error., , (2), , points out the error in general and, lets the student try to correct, himself first., , (3), , ignores the error as it may hamper, their learning., , (4), , asks other students to help him as, peer tutoring is must in schools., , it develops moral values among, the learners., , (4), , (1), , it gives exposure to different, grammatical forms and structures., , (3), , 110. The oral errors of the students can be, best corrected if the teacher, , it helps learners to be budding, writers., , it, , exposes them to, , are, , practising the dialogues in chorus. The, , them to introduce their friend to each, increase, , They, , different, , genres, culture and social issues., , 108. A teacher makes her learners respond, to her actions and speech only by, bodily movements. What is this known, as ?, , 111. As a pair activity the teacher gives her, learners almost the same pictures and, asks them to find the difference, between the two students, ask each, other questions to discover how the two, pictures are different. This can be a, , (1), , Total Physical Response, , (1), , grammar activity, , (2), , Task Based Language Teaching, , (2), , speaking activity, , (3), , Communicative Approach, , (3), , cloze based activity, , (4), , Play-way method, , (4), , crosswords activity

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I, 112. A student of class IV is having some, problem in writing. She may have, (1) dyslexia, (2) dysgraphia, (3) dysphasia, (4) dyscalculia, 113. It specifies the rules which govern the, arrangement of words into phrases,, clauses and sentences., (1) Discourse, (2) Semantics, (3) Syntax, (4) Cohesion, 114. A teacher of class VI has labelled the, classroom objects such as blackboard,, door, window, fan, table, chair etc. in, different languages (Hindi, English,, Urdu, Sanskrit etc). Here the, classroom as a whole, (1) is learning through grammar, translation method., (2) is creating a language confusion in, students., (3) is focusing on three language, formula., (4) is a rich resource for promoting, multilingualism., 115. The assessment process not only, assesses students’ learning but also, assesses teacher’s teaching process., This statement is, (1) fully wrong, (2) fully right, (3) partially right, (4) baseless, 116. The language which is learnt from, environment without any explicit, teaching is, (1) First language, (2) Second language, (3) Third language, (4) School language, , (38), , P-I, 117. A teacher is facing the problem of, students’ poor spelling. She listed the, probable causes for it and then, decided to frame some steps to, overcome it. This whole process is, (1), , Problem solving, , (2), , Improving spelling, , (3), , Action research, , (4), , Applied research, , 118. Reading picture book means, (1), , exposing learners to different, styles of drawing., , (2), , to help learners to understand and, analyse the pictures., , (3), , to help learners to draw neat and, colourful pictures., , (4), , that children love pictures and it, will be a fun loving class., , 119. Before starting a new chapter from a, textbook, a teacher should at first, focus on ________., (1), , the background setting of story, its, history etc., , (2), , the work profile of the poet/writer., , (3), , relating the story with the, previous experiences of learners., , (4), , the grammatical structures in the, chapter and difficult words., , 120. Teacher asks learners to read aloud in, the English class. This way of reading, will, (1), , enable learners to develop reading, skill with understanding., , (2), , enable learners to read with, correct pronunciation using the, punctuation marks., , (3), , enable a learner to be a fast reader., , (4), , help the teacher to complete the, syllabus within the stipulated, time.

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P-I, , (39),  – IV, , I, ,  – I, ,  :   – IV .. 91  120)           – I ,     ,  –        , , 91., ,  (91  99 )   ,      ,        ,  ,          , ,        ,  ?, (1), ,   , , (2), ,   , , (3), ,   , , (4), ,   , ,        ,     ,     , , 92., ,    , , , ,  ,         ,, ,       ,    ?, (1), ,       , , (2), ,          , ,     , , (3), ,     , , ,          , , (4), ,     , ,      -     ,            , , 93., , ,        ,           ,            , ,  - ,  –, (1), ,    , , (2), ,       , , (3), ,     , , (4), ,        ,  , ,            , ,         ,           , , 94., , , , ,    ,    ?, ,        ,   , , (1), ,    , ,            , , (2), ,    , ,          ,  , , (3), ,      , ,       , , (4), ,   -  

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I, 95., , 96., , (40), ,      ?, (1), , , , (2), , , , (3), , , , (4), , , ,    –,   _____     ,   , , 97., , (1), , , , (2), , , , (3), , , , (4), , , , ‘-’    –, (1), , , , (2), , , , (3), , , , (4), , , , P-I, ,        (, 100  105 )     ,   ,      ,    ,     ,      -  ,,     , ,  ,,    ,     ,      -,,      ,,  -      ,    ,    ,,    ,    ,    ,     , , 100., 98., , 99., ,       ?, ,   -     ,    ,  –, , (1), , , , (1), ,       , , (2), , , , (2), ,       , , (3), , , , (3), ,       , , (4), , , , (4), ,       , ,        ?, , 101. ‘     ’     –, , (1), ,  , , (1), ,       , , (2), ,  , , (2), ,       , , (3), ,  , , (3), ,       , , (4), ,  , , (4), ,      

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P-I, 102., , (41), ,        –, , I, ,  –        ,     :, , (1), ,  , , (2), ,  , , (3), ,  , , (1), ,  , , (4), ,  , , (2), ,  , , (3), ,  , , (4), ,  , , 106., ,     _____     , , 103. ‘’     –, (1), , , , (2), , , , (3), , , , (4), , , , 107., ,   ?, , 104. ‘’  -  –, (1), ,  + , , (2), ,  + , , (3), ,  + , , (4), ,  + , ,         , , 108., , (1), ,         , , (2), ,  -  :    , , (3), ,  -     , , (4), ,         , , -     ,      , , 105., ,        ,   -, , _____     , , , , , ,    , , (2), , , , , , (3), ,    , , (3), , , , , , (4), ,    , , (4), , , , , ,    , , (2), , , ,   _____   - , , (1), , (1), , _____,

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I, 109., , 110., , (42), ,    (1), ,       , , (2), ,  :     , , (3), , (4), , P-I, 112., , (1), , -, ,      ,  , , (2), , , ,        , , (3), ,  , , (4), ,  , ,    -   ,      –, ‘, ,        ,  ?’      ?, , 113., ,      ?, (1), (2), (3), (4), , 111., ,       ,        ,   ?, ,   , ,         ‘’,   ‘’      ,    _____    , (1), , , , (2), , -, , (3), ,  , , (4), , , ,    ,     ,    , ,        ,      ?, , 114., ,  :    ,  _____    , , (1), ,  , , (1), , , , (2), ,  , , (2), , , , (3), ,   , , (3), , , , (4), ,   , , (4), , 

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P-I, 115., , 116., , 117., , (43), ,   _____   ,      , , I, 118., ,      _____  _____ ,   , , (1), , , , (1), , , , , (2), , , , (2), , , , , (3), , , , (3), , , , , (4), , , , (4), , , , ,        ,        ?, (1), ,  , , (2), , -, , (3), , -, , (4), , -, ,    ,     , , _____, , , , 119., , 120., ,   -   ,     _____    ,  , (1), ,  , , (2), , -, , (3), ,   , , (4), ,  , ,     -  ,    ,  –, , (1), ,  , , (1), ,     , , (2), ,   , , (2), ,       , , (3), ,   , , (3), ,        , , (4), ,    , , (4), ,      

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I, , (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 :, 1., , 2., , 3., , The study of handwriting is known as, graphology and it has been practised for, hundreds of years. Professional forensic, graphologists have worked on many, court cases to use handwriting to link, suspects with crimes., Handwriting is particularly important, legally in the case of signatures and, proving whether signatures are real or, forged can be pivotal. Graphologists also, work to verify whether autographs are, real or fake., Some handwriting analysts also study, writing samples to determine personality, types and some businesses commission, this analysis before hiring new, employees. The method is even, sometimes used to help couples see if, they are compatible. According to, graphologists, there is very little you, can’t tell from a persons’ handwriting., , 4., , From psychological conditions like high, blood pressure and schizophrenia to, personality traits like dominance and, aggression : if you write by hand,, graphologists can analyse you., , 5., , Everything from the size of your letters, to how closely you space words can, reveal intricate details of your, personality. In general, the size of your, letters can reveal whether you are shy or, outgoing. Compared to a standard lined, sheet of paper, if you write with tiny, letters that do not reach the top line, you, are likely to have a timid and introverted, personality. If you write with large, letters that go over the topline, you are, likely to be the opposite : outgoing,, confident and attention seeking., , 6., , Studies suggest that people who space, words widely like freedom and, independence, whereas those choosing, to write with small spaces prefer to be, among others and do not like to be, alone., , 121. A graphologist can give accurate, information about, (1) a person’s popularity graph., (2) a person’s mental health., (3) setbacks a person is likely to face, in future., (4) a person’s chances of success., 122. A person who writes with large letters, that cross over to the top line is likely, to be, (1) outgoing., (2) introverted., (3) aggressive., (4) diffident., 123. An attention seeking, confident person, writes with, (1) tiny letters., (2) cursive letters., (3) large letters., (4) rounded letters., 124. Read the following statements :, A., , Graphology has been practised, for thousands of years., , B., , A person’s handwriting reveals, , (1), , everything about him., A is true and B is false., , (2), , A is false and B is true., , (3), , Both A and B are true., , (4), , Both A and B are false.

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P-I, 125. Which one of the following words, is similar in meaning to the word,, ‘verify’ (Para-2) as used in the, passage ?, (1), , Clarify, , (2), , Confirm, , (3), , Notify, , (4), , Discover, , (45), , I, 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., 1., , There is something we all want to do,, although few of us readily admit it : Get, rid of guests., , 2., , For nine months in the year, only my, closest friends come to see me. Then,, when temperatures start soaring in the, plains, long-lost acquaintances suddenly, remember that I exist, and people whom, I am barely able to recognize appear at, the front door, willing to have me put, them up for periods ranging from six, days to six weeks., , 3., , Occasionally, I am the master of the, situation I inform them that the cottage, is already bursting, that people are, sleeping on the floor. If the hopefuls, start looking around for signs of these, uncomfortable guests, I remark that they, have all gone out for a picnic., , 4., , The other day I received visitors who, proved to be more thick-skinned than, most. The man was a friend of a friend, of an acquaintance of mine. I had never, seen him before. But on the strength of, this distant relationship, he had brought, his family along., , 5., , I tried the usual ploy but it didn’t work., The man and his family were perfectly, willing to share the floor with any others, who might be staying with me., , 6., , So I made my next move. ‘I must warn, you about the scorpions’, I said. The, scorpion-scare is effective with most, people. But I was dealing with, professionals. The man set his son, rolling up the carpet. ‘Sometimes, centipedes fall from the ceiling’, I said, desperately., , 126. Which one of the following words is, opposite in meaning to ‘reveal’ (Para5) as used in the passage ?, (1), , Blacken, , (2), , Repeal, , (3), , Conceal, , (4), , Teal, , 127. Which part of speech is the underlined, word in the following sentence ?, Graphologists can verify whether the, autographs are real or fake ?, (1), , Adverb, , (2), , Preposition, , (3), , Pronoun, , (4), , Conjunction, , 128. Which of the following statements is, not true ?, Handwriting is used by graphologists, to, (1), , nail criminals., , (2), , verify genuineness of signatures., , (3), , help couples to determine their, suitability to each other., , (4), , predict about a person’s future, criminal tendency.

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I, 7., , 8., , 9., , (46), We were now interrupted by someone, knocking on the front door. It was the, postman with a rejected manuscript, his, arrival inspired me to greater, inventiveness., ‘I’m terribly sorry’, I said, staring hard, at a rejection slip. ‘I’m afraid I have to, leave immediately. A paper wants me to, interview the Maharishi. I hope you, won’t mind. Would you like the name of, a good hotel ?’, ‘Oh, don’t worry about us’, said the, woman expansively. ‘We’ll look after, the house while you are away.’, , 129. Which one of the following ploys does, the author not use to get rid of, unwanted guests ?, (1), , The place, scorpions., , is, , infested, , with, , (2), , Centipedes fall from the ceiling., , (3), , There is acute water scarcity., , (4), , He has already too many guests., , 130. Which of the following does not apply, to the unwelcome guests ?, , P-I, 132. Which one of the following words is, similar in meaning to the word,, ‘readily’ (Para 1) as used in the, passage ?, (1), , frankly, , (2), , easily, , (3), , efficiently, , (4), , plainly, , 133. Which one of the following words is, opposite in meaning to the word,, ‘soaring’ (Para 2) as used in the, passage ?, (1), , hovering, , (2), , exasperating, , (3), , falling, , (4), , deteriorating, , 134. Which part of the following sentence, contains an error ?, Both Raghunath as well as Ravish, (a), have given their consent, (b), (c), to the new proposal, (d), (1), , (d), , (1), , They are utterly shameless., , (2), , (a), , (2), , They want to enjoy themselves at, the author’s expense., , (3), , (c), , (4), , (b), , (3), , They are thick-skinned., , (4), , They don’t have enough money to, stay at a hotel., , 131. The postman delivered to the author, (1) a letter inviting him to interview, the Maharishi., (2) his rejected manuscript alongwith, a cheque., (3) his rejected manuscript alongwith, a rejection slip., (4) a letter commissioning him to, write a new novel., , 135. Which of the following is true ?, People who visit the author at the, onset of the summer are, (1), , his old school mates., , (2), , his closest friends and relatives., , (3), , people whom he hardly knows., , (4), , his colleagues.

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P-I, Directions : Answer the following questions, by selecting the most appropriate, options., 136. Which one of the following activities, comes under CALP ?, (1) Writing book reviews, (2) Making reservations, (3) Answering calls, (4) Making an appointment for a, saloon, 137. The branch of linguistics that deals, with the explanation of the relation, between language and society is, known as _________, (1) Societal language, (2) Psycholinguistics, (3) Sociolinguistics, (4) Anthropological linguistics, 138. Formative assessment helps in, (1) assessing a teacher’s efficiency in, teaching., (2) providing qualitative feedback to, learners to improve., (3) creating an environment where, learners can compete with each, other., (4) engaging learners in meaningful, tasks and preparing them for, competitive exams., 139. Communicative language teaching, method in English lays stress on giving, opportunities, to, learners, to, participate in a purposeful talk in the, classroom as it promotes, (1) the use of mother tongue freely in, the classroom., (2) learners to encounter with real life, situations., (3) their written expression in the, classroom., (4) learners to minimize spelling and, grammatical errors., , (47), , I, 140. As, , per, , Stephen, , Krashen,, , “The, , effective language teacher is someone, who can provide input and help make, it, , _________, , in, , a, , low, , anxiety, , situation., (1), , easier, , (2), , grammatical, , (3), , comprehensible, , (4), , fluent, , 141. A teacher divides the class into groups, of five and asks them to discuss what, they would do if they were caught in, one of the following situations :, , , Their friend falls down in the, play field and is hurt….., , , , They are trapped in a building, on fire……., , , , They are stuck up in a traffic, jam……., , This activity is based on ________, (1), , Grammar translation method, , (2), , Audio lingual approach, , (3), , Communicative, Language, Teaching (CLT) Approach, , (4), , Structural Approach, , 142. The one that cannot be further, divided into smaller grammatically, meaningful components is _________, (1), , a phoneme, , (2), , a morpheme, , (3), , a diphthong, , (4), , syntax

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I, 143. Alka, a student of class III often, makes a mistake between /sh/ and /s/., As a language teacher your, interpretation will be, (1), , Alka is a careless student., , (2), , It’s due to influence of her dialect, or language., , (3), , Alka’s pronunciation is not clear, hence you will give her more, practice., , (4), , As a teacher you will ignore such, silly mistakes., , 144. A language teacher asks students to, make a butterfly with paper by, following her instructions. This, activity will help the students to, develop _________., (1) paper making skill, (2) listening comprehension, (3) paper folding skill, (4) reading comprehension, 145. A language teacher asks students to, collect flowers to make a flower scrap, book. She also asks them to write the, name of each flower in their language, and in English. This activity will help, her to promote _________., (1) a love for nature, (2) integration of subjects, (3) multilingualism, (4) language across the curriculum, 146. In which of the following the role of, the learner is that of an independent, learner ?, (1) Teaching Aid, (2) Building as a Learning Aid, (3) Teaching learning materials, (4) Integrated materials, , (48), , P-I, 147. Creating a reading corner in the, classroom helps ________, (1) children to learn and revise their, syllabus thoroughly., (2) to provide opportunities to, children, to, select, books, independently as per their interest., (3) the children but burdens the, teacher to maintain a register and, keep record of their work., (4) to share the responsibility of the, librarian as the books are issued, by the teacher., 148. Small kids at their initial stage love to, move pen and pencil in to and fro or, up and down position. This way of, writing is _________, (1) drawing, (2) scribbling, (3) invented writing, (4) zig-zag writing, 149. In a language classroom a teacher is, asking students to interact in groups, and then share their personal, response to the poem with each other., This task promotes social interaction, as advocated by _________, (1) Chomsky, (2) Piaget, (3) Skinner, (4) Lev Vygotsky, 150. In a language classroom you have, asked students to write down the, directions for reaching your home, from school. When students have, written down the directions, they will, then present their directions in pairs, to each other. This activity will help to, increase, (1) their CALP (Cognitive Academic, Language Proficiency)., (2) their, Basic, Interpersonal, Communication Skills (BICS)., (3) their directional sense which a, student often confuses., (4) the integration of language with, science.

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P-I, , (49),  – V, , I, ,  – II, ,  :   – V .. 121  150)           – II ,     ,         ( ., 121  128 )   /    ,   , , 122., ,         ,            ,         ,         ,   ,            ,           –, ,        ,          ,     ,     ,          ,           ,      ,        ,          ,       , 121., ,         ,   -, , 123., , 124., ,         ?, (1), , , , (2), , , , (3), , , , (4), , , ,        ,,  (1), ,        , , (2), ,      , , (3), ,       , , (4), ,       , ,       –, (1), , , , (2), , , , (3), ,  , , (4), , , , 125. ‘ ’  ‘’ _____   , , (1), ,  – , , (1), , , , (2), ,  , , (2), , , , (3), ,  , , (3), , , , (4), ,  , , (4), , 

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I, 126. ‘’  -  –, , 127., , 128., , (1), ,  + , , (2), , : + , , (3), , : + , , (4), ,  + , ,   -      ?, (1), ,  , , (2), , , , (3), , , , (4), , , ,   ,  , , _____, , (1), ,  , , (2), ,  , , (3), , , , (4), , , ,    , , (50), , P-I, ,  , :      ,  ,           ,    ,        ,           ,          ,           ,    ,   -  ,          ,  ,          , ,           ,          ,            ,            ,      -    ,       , 129., ,      (1) , (2) , (3) , (4) , , 130., ,         , ?, (1)  , (2)  , (3)  , (4)  , , 131., ,   -      ?, (1)  , (2)  , (3)  , (4)  , ,         ( ., 129  135 )   /    ,   :,      ,  ,          50 ,           ,          ,           ,           ,            ,            ,            

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P-I, 132., , (51), ,      –, (1), , , , (2), , , , (3), , , , (4), , , , I, ,  –        ,     :, 136., , 133. ‘:, ,      ,  ’      –, , 134., , (1), , , , (2), , , , (3), , , , (4), , , , 137., ,      –, (1), ,  – , , (2), ,  – , , (3), ,  – , , (4), ,  – , 138., , 135., ,       - ,   ?, ,        –, (1), ,  , , (2), , -, , (3), ,  , , (4), ,  , ,      -,         –, (1), ,    , , (2), ,     , , (3), ,  :, , (4), ,  , ,       - ,         (1), ,  - /  , , (1), ,      , , (2), ,     , , (2), ,      , , (3), ,     , , (3), ,      , , (4), , (4), ,       , ,     , 

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I, 139., , (52), ,     - , , P-I, 142., ,     (1), ,  -, , (2), , -    , , (3), ,    , , (4), , ,    , ,    -   , -     ?, (1), ,       ,   , , (2), ,      -,    , , (3), ,        ,   , , 140., ,  –       , , (4), ,       ,    -, , 141., ,       ,     , , (1), ,   , , (2), ,   , ,  -, , (3), ,    , , (1), ,      , , (4), ,    , , (2), , -    , , (3), ,       , , (4), ,       , , 143., ,         ,   ‘  ’    ,          ,      ,  ,   ‘’ ‘’      ,     -, , 144., ,   -    , , ,        , -       ,      : _____  ,    , , (1), ,    , , (1), , , , (2), ,     , , (2), , , , (3), ,    , , (3), , , , (4), ,    , , (4), , 

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P-I, , (53), , 145. ‘  ’  _____  , , I, 148., ,  , (1), , , , (2), , , , (3), (4), , , ,        ,   -     ?, (1), (2), , (1), , , , , (2), , , , , (3), , , , , (4), , , , , , 149., , 146., ,     _____   , _____       , , ‘ ’    , ‘, , ’    ,  , , (3), , ‘, , (4), , ‘, ,  ,      ,     _____  _____ ,        , (1), , , , , (2), , , , , (3), , , , , (4), , , , , ’     ,  , 150., , ’   , ,  , 147. ‘’ _____     , (1), ,    , , (2), ,     , , (3), ,     , , (4), ,     , ,       ,        ,           ,       ?, (1), ,         , , (2), ,    - ,    , , (3), ,     ,     , , (4), ,   – ,      

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I, , (54), SPACE FOR ROUGH WORK, , P-I

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P-I, , (55), SPACE FOR ROUGH WORK, , I

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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., , I, , 1., , 2., OMR, , 3., , 4., , 5., , 7., , 9., 10., 11., , 12., 13., , 14., 15., , 2