C G S...Institute. वय थय क लए अन द श 1. इस प तक म क ल 150 न ह, जनम ननलखत प च भ ग श मल ह : Part – I : Child

C G S Time Allowed : 2.30 Hours Maximum Marks : 150

�नधा��रत समय : 2.30 घ�टे अ�धकतम अकं : 150

Read the following instructions carefully before you begin to answer the questions. This booklet contains questions in English as well as in Hindi.

��न� के उ�तर देने से पहले �न�न�ल�खत अनुदेश� को �यान से पढ़ ल�। इस पुि�तका म� ��न अ�ंेजी तथा �हदं� दोन� म� �दए गए ह�।

Our Centers : GTB Nagar, Saket, Mukherjee Nagar, Uttam Nagar, Nirman Vihar,

Tronica City, Varanasi, Jaipur

Contact No – 9711414783, 7290027962

Website : www.cgscoaching.com ; Email : [email protected]

Test ID No.

04 ®

INSTRUCTION TO STUDENTS

1. This Booklet contains 150 questions in all comprising the following five parts: Part – I : Child Development (30 Questions) Part – II : Math & Science (60 Questions) Part – IV : Language I (30 Questions) Part – V : Language II (30 Questions)

2. In questions, set bilingually in English and Hindi, in case of discrepancy, the English version will prevail.

3. All questions are compulsory and carry equal marks.

4. The paper carries no negative marking. 5. You have the OMR-Sheet in the end of the

Booklet. You must complete the details of Date, Name, Batch, Student ID and Test ID carefully, otherwise your OMR-Sheet will not be evaluated and you will be awarded ‘Zero’ mark.

6. Answer must be shown by completely filling the corresponding ovals on the OMR-Sheet against the relevant question number by Black/Blue Ball-Point Pen only.

7. The OMR-Sheet must be handed over to the concerned person before leaving the Institute premise.

8. Answer the questions as quickly and as carefully as you can. Some questions may be difficult and others easy. Do not spend too much time on any question.

9. No rough work is to be done on OMR-Sheet. 10. Students are advised not to use mobile phones /

any other wireless communication devices during Test Hours in their own interest.

11. ‘Student ID Card’ is mandatory ID proof for appearing in any of the Mock Test provided by the Institute.

�व�या�थ�य� के �लए अनुदेश

1. इस पुि�तका म� कुल 150 ��न ह�, िजनम� �न�न�ल�खत पांच भाग

शा�मल ह� :

Part – I : Child Development (30 Questions) Part – II : Math & Science (60 Questions) Part – IV : Language I (30 Questions) Part – V : Language II (30 Questions)

2. अं�ेजी और �हदं� भाषा म� तैयार �कये गए ��वभाषी ��न� म�

कोई �वसगं�त होन े क� ि�थ�त म� अं�ेजी �ववरण मा�य

होगा।

3. सभी ��न अ�नवाय� ह� तथा सबके अंक समान ह�।

4. ��न प� म� नकारा�मक अंकन नह� होगा।

5. ��न पुि�तका के अंत म� OMR-�प� सं�लन है। OMR-�प�

�यानपूव�क �दनांक, अपना नाम, बैच, छा� आईडी तथा टे�ट

सं�या अव�य �लख�, अ�यथा आपके OMR-�प� को जांचा

नह�ं जायगेा और 'शू�य' अंक �दया जायगेा।

6. OMR-�प� म� सभी उ�तर ��न सं�या के सामने �दए गय े

स�बं�धत अंडाकार खान� को केवल काले /नीले बॉल-पॉइंट

पेन से परू� तरह भर�।

7. सं�थान प�रसर छोड़न े से पहले �व�याथ� को OMR-�प�

संब�ंधत �यि�त के हवाले करनी होगी ।

8. ��न� के उ�तर िजतनी ज�द� हो सके तथा �यानपूव�क द�।

कुछ ��न आसान तथा कुछ क�ठन ह�। �कसी एक ��न पर

बहुत अ�धक समय न लगाएँ।

9. कोई रफ़ काय� OMR-�प� पर नह�ं करना है।

10. �व�या�थ�य� को उनके अपने �हत म� सलाह द� जाती है �क

मोबाइल फ़ोन / �कसी अ�य बेतार संचार साधन का पर��ा

अव�ध म� इ�तमेाल न कर�।

11. ‘छा� आईडी काड�' सं�थान �वारा आयोिजत �कसी भी मॉक

टे�ट म� होने के �लए अ�नवाय� पहचान प� है ।

CTET – II M/Sc

H.O.: 136, Kingsway Camp, (Near GTB Nagar Metro Gate 3), Mall Road, Delhi–09Centers at :- GTB Nagar, Mukherjee Nagar, Saket, Uttam Nagar, Nirman Vihar, Tronica City, Jaipur, Varanasi

Website : www.cgscoaching.com, Email id : [email protected] 9711414783, 7290027962, 011-41548649

1

funsZ'k % lcls mfpr fodYi pqudj fuEufyf[krç'uksa ds mÙkj nhft,&

1- ^f[kykSuksa dh vk;q* dgk tkrk gS1) iwoZ ckY;koLFkk dks2) mÙkj ckY;koLFkk dks3) 'kS'kokoLFkk dks4) buesa ls lHkhA

2- fuEu esa ls dkSu&lh iwoZ ckY;koLFkk dh fo'ks"krkugha gS\1) ny @ lewg esa jgus dh voLFkk2) vuqdj.k djus dh voLFkk3) ç'u djus dh voLFkk4) [ksyus dh voLFkk

3- mÙkj ckY;koLFkk esa ckyd HkkSfrd oLrqvksa ds fdlvko';d rRo esa ifjorZu le>us yxrs gSa\1) æO;eku2) æO;eku vkSj la[;k3) la[;k4) æO;eku] la[;k vkSj {ks=kA

4- fodkl dk vFkZ gS1) ifjorZuksa dh mÙkjksÙkj Üka`[kyk2) vfHkçsj.kk ds iQyLo:i gksus okys ifjorZuksa

dh mÙkjksÙkj Üka`[kyk3) vfHkçsj.kk ,oa vuqHko ds iQyLo:i gksus okys

ifjorZuksa dh mÙkjksÙkj Üka`[kyk4) ifjiDork ,oa vuqHko ds iQyLo:i gksus okys

ifjorZuksa dh Üka`[kykA5- fodkl ds lUnHkZ esa fuEu esa ls dkSu&lk dFku

lR; ugha gS\1) fodkl dh çR;sd voLFkk ds vius [krjs gSa2) fodkl mdlkus @ c



2

4) fodkl dh çR;sd voLFkk dh viuh fo'ks"krk,¡gksrh gSaA

6- fuEu esa ls dkSu&lk fodklkRed dk;Z mÙkj ckY;koLFkkds mi;qDr ugha gS\1) lkekU; [ksyksa ds fy;s vko';d 'kkjhfjd

dq'kyrk,¡ lh[kuk2) iq#"kksfpr ;k fL=k;ksfpr lkekftd Hkwfedkvksa

dks çkIr djuk3) oS;fDrd vkRefuHkZjrk çkIr djuk4) vius gemez ckydksa ds lkFk jguk lh[kukA

7- lkekU; ifjiDou ls igys çf'kf{kr djuk çk;%1) lkekU; dkS'kyksa ds fu"iknu ds lanHkZ esa cgqr

ykHkdkjh gksrk gS2) dqy feyk dj gkfudkjd gksrk gS3) nh?kZdkfyd n`f"V ls ykHkdkjh gksrk gS4) ykHkdkjh gks ;k gkfudkjd] ;g bl ij fuHkZj

djrk gS fd çf'k{k.k esa fdl çdkj dh fofèkdk ç;ksx fd;k x;k gSA

8- ik¡p o"kZ dk jktw viuh f[kM+dh ds ckgj rwiQku dksns[krk gSA fctyh tedrh gS vkSj dM+dus dhvkokt vkrh gSA jktw 'kksj lqu dj mNyrk gSAckj&ckj ;g ?kVuk gksrh gSA fiQj dqN nsj 'kkfUr dsi'pkr~ fctyh dM+drh gSA jktw fctyh dh xtZuklqudj mNyrk gSA jktw dk mNyuk lh[kus ds fdlfl¼kar dk mnkgj.k gS\1) 'kkL=kh; vuqcUèku2) fØ;kçlwr vuqcUèku3) ç;Ru ,oa Hkwwy4) buesa ls dksbZ ughaA

9- ldkjkRed n.M dk fuEu esa ls dkSu&lk mnkgj.k gS\1) fe=kksa ds }kjk migkl2) fe=kksa ds lkFk le; cjckn djuk3) ehues[k fudkyuk can djuk4) buesa ls lHkh

10- fuEu esa ls dkSu&lk dFku vfHkçsj.kk ,d çfØ;kds lUnHkZ esa mi;qDr ugha gS\1) ;g O;fDr dks y{; dh vksj ys tkrk gS2) ;g O;fDr dh 'kkjhfjd vko';drkvksa dh

larqf"V djrk gS3) ;g euksoSKkfud vkdka{kk dks çkIr djus esa

lgk;rk djrk gS4) ;g O;fDr dks vfç; fLFkfr ls nwj j[krk gSA

11- fdlh míhiu ds fujUrj fn;s tkus ls O;ogkj esa gksusokyk vLFkk;h ifjorZu dgykrk gS1) vH;Lrrk 2) vfèkxe

changes

4) Each phase of the development has char-

acteristic behaviour.

6. Which of the following development tasks is

not appropriate to the late childhood?

1) Learning physical skills necessary for

ordinary games

2) Achieving a masculine or feminine so-

cial role

3) Achieving personal independence

4) Learning to get along with age-mates.

7. Training in advance of normal maturation is

generally

1) highly beneficial with respect to perfor-

mance of the common skills

2) harmful from an overall point of view

3) beneficial from a long range point of view

4) beneficial or harmful depending on the

method used in training.

8. Five year old Raju is watching a storm from

his window. A huge bolt of lightning is fol-

lowed by a tremendous thunderclap and Raju

jumps at the noise. This happens several more

times. There is a brief lull and another light-

ning bolt. Raju jumps in response to bolt.

Jumping of Raju is an example of learning

theory of

1) Classical conditioning

2) Operant conditioning

3) Trial and Error

4) None of these.

9. Which of the following is an example of posi-

tive punishment?

1) Redicule by friends

2) Loss of time with friends

3) Cease nagging

4) All of these

10. Which of the following statements is not ap-

propriate to motivation as a process?

1) It causes a person to move towards a

goal

2) It satisfies the person's biological needs

3) It helps in achieving a psychological am-

bition

4) It keeps away from an unpleasant situa-

tion.

11. The temporary change in behaviour due to

continuous exposure to stimuli is called

1) Habituation 2) Learning



3

3) vLFkk;h vfèkxe 4) vfHkçsj.kk12- fo|kfFkZ;ksa dh vfHko`fÙk;ksa esa ifjorZu ds fy, fuEu

esa ls fdlh fofèk dk ç;ksx vè;kid dks ughadjuk pkfg,\1) ncko ls fdlh ckr ;k fopkj ds fy, jkth

djukA2) fdlh fopkj dks nksgjkuk vFkok n`



4

1) cky vijkèk2) detksjksa dks Mjkus okyk3) HkxksM+kiu 4) Lokyhurk

19- fu%'kDr ckydksa dh f'k{kk ds fy, çkoèkku fd;ktk ldrk gS1) lekosf'kr f'k{kk }kjk2) eq[; èkkjk esa Mkydj3) lekdyu }kjk4) buesa ls dksbZ ughaA

20- fuEu esa ls dkSu&lh ekufld eanrk dh fo'ks"krkugha gS\1) cqf¼ yfCèk dk 25 ls 70 ds eè; gksuk2) èkheh xfr ls lh[kuk ,oa nSfud thou dh

fØ;kvksa dks u dj ikuk3) okrkoj.k ds lkFk vuqdwyu esa dfBukbZ4) vUroSZfDrd lEcUèkksa dk detksj gksukA

21- fo|kfFkZ;ksa ds vPNs ekufld LokLF; dks cuk;sj[kus ds fy, fuEu esa ls dkSu&lk rjhdk vfèkdegRoiw.kZ gS\1) lg'kSf{kd fØ;kvksa dk çkoèkku2) vfHkO;fDr dh Lora=krk3) #fp;ksa dh fHkUurk4) vè;kid dh Hkwfedk ,oa fo|ky;h okrkoj.kA

22- ^detksj oxZ ds ckyd* ls rkRi;Z gS1) ,sls vfHkHkkodksa ds ckyd ls ftudh okf"kZd

vk; de gS2) ,sls vfHkHkkodksa ds ckyd ls tks oafpr oxZ esa

vkrs gSa3) ,sls vfHkHkkodksa ds ckyd ls tks xjhch js[kk

ls uhps dh lhek esa vkrs gSa4) ,sls vfHkHkkodksa ds ckydksa ls tks ljdkj }kjk

fuèkkZfjr U;wure lhek dh okf"kZd vk; dhlhek ls uhps ds oxZ esa vkrs gSaA

23- f'k{kk dk vfèkdkj vfèkfu;e] 2009 esa fufnZ"Vfd;k x;k gS fd d{kk&1 ls d{kk&5 rd ;fnços'k fn;s x;s fo|kfFkZ;ksa dh la[;k nks lkS lsvfèkd gS] rks fo|kFkhZ&vè;kid vko';d vuqikrgksxk1) rhl 2) pkyhl3) iSarkyhl 4) ipkl

24- fØ;kRed vuqlUèkku ds lEcUèk esa fuEu esa lsdkSu&lk dFku lgh ugha gS\1) ;g vè;kidksa ,oa f'k{kk O;olk; ls tqM+s yksxksa

ds }kjk fd;k tkrk gS2) ;g fdlh fof'k"V leL;k ds lekèkku ds fy,

1) Delinquency 2) Bullying nature

3) Truancy 4) Autism

19. A provision for education for the children with

disabilities can be done through

1) Inclusive education

2) Mainstreaming

3) Integration

4) None of these

20. Which of the following is not a characteristic

of mental retaredation?

1) I.Q. between 25 to 70

2) Learning in a slow pace and unable to do

the activities of daily routine

3) Poor adaptation with the environment

4) Poor interpersonal relations

21. Which of the following is more important for

keeping the good mental health of students?

1) Provision for curricular activities

2) Freedom of expression

3) Variety of interests

4) Teacher's role and school environment

22. 'Child belonging to weaker section' means

1) A child belonging to such parents whose

annual income is low

2) A child belonging to such parents who

come under the disadvantaged group

3) A child belonging to such parents who

come under the category of below pov-

erty line

4) A child belonging to such parents whose

annual income is lower than the minimum

limit specified by the appropriate govern-

ment.

23. The Right to Education Act, 2009 specifies

that if the number of children admitted for

first class to fifth class is above two hundred

then the pupil-teacher ratio required is

1) thirty 2) forty

3) forty-five 4) fifty

24. Which of the following statements is incor-

rect about action research?

1) It is conducted by teachers and educa-

tional professionals

2) It is conducted to solve a specific prob-



5

fd;k tkrk gS3) O;kid Lrj ij fu.kZ; ysus ds fy, lwpuk

ladYu dk dk;Z blesa fd;k tkrk gSA4) LFkkuh; Lrj ij jkstejkZ dh leL;kvksa ds

lekèkku ds fy;s fØ;kRed vuqlaèkku fd;ktkrk gSA

25- fuEufyf[kr esa ls dkSu&lk fufgrkFkZ fi;kts dslaKkukRed fodkl ds fl¼kar ls ugha fudkyk tkldrk\1) cPpksa dh vfèkxeukRed rRijrk ds çfr

laosnu'khyrk2) O;fDrd Hksnksa dh LohÑfr3) [kkstiw.kZ vfèkxe4) 'kkfCnd f'k{k.k dh vko';drk

26- 14&o"khZ; nsfodk vius vki esa i`Fkd~] Lofu;af=krO;fDr dh Hkkouk dks fodflr djus dk ç;kl djjgh gSA og fodflr dj jgh gS1) fu;eksa ds çfr ?k`.kk2) Lok;Ùkrk3) fd'kksjkoLFkkRed vD[kM+iu4) ifjiDork

27- fo|ky; vkèkkfjr vkdyu1) f'k{kk&cksMZ dh tokcnsgh de dj nsrk gS2) lkoZHkkSfed jk"Vªh; ekudksa dh çkfIr esa ckèkk

mRiUu djrk gS3) ifjfpr okrkoj.k esa vfèkd lh[kus esa lHkh

f'k{kkfFkZ;ksa dh enn djrk gS4) f'k{kkfFkZ;ksa vkSj f'k{kdksa dks vxaHkhj vkSj ykijokg

cukrk gSA28- çfrHkk'kyh f'k{kkFkhZ --------- gSA

1) vfHklkjh fpard 2) vilkjh fpard3) cfgeqZ[kh 4) cgqr ifjJeh

29- fuEufyf[kr dks fuf'pr Øe es O;ofLFkr djsa&A. iwoZ fØ;kRed pj.kB. vkSipkfjd fØ;kRed pj.kC. ewrZ fØ;kRed pj.kD. KkuusfUnz; voLFkk1) A B C D2) B C D A3) D A C B

4) B A C D

30- fuEufyf[kr esa ls dkSu lw{e xfrd dkS'ky dkmnkgj.k gS\1) ys[ku 2) p



6

Directions: Answer the following questions

by selecting the most appropriate option.

31. The area of a triangle with base x units is

equal to the area of a square with side x units.

Then the altitude of the triangle is

1) 2x units 2) 3x units

3) x/2 units 4) x units

32. The factorization of 25–p2–q2–2pq is

1) 5 p q 5 p q

2) 5 p q 5 p q

3) 5 p q 5 p q

4) 5 p q 5 p q

33. Which is greatest among 331

%2

, 4

15 and

0.35?

4)4

151) 0.35

2) Can't be 3)1

33 %2

compared

34. Teachers, while discussing problem solving

as an approach to eaching of mathematics,

articulated four views. Which of the follow-

ing views does not justify the real meaning of

this approach?

1) 'I think it is better to connect problem-

solving with genral mathematics class'

2) 'I think there is no correlation between

problem-solving and mathematical rea-

soning.'

3) 'I think questions on problem-solving

should be made from situations based on

real life

4) 'I think many questions found in the math-

ematics textbook can be used for prob-

lem-solving.'

funsZ'k% fuEufyf[kr ç'uksa ds mÙkj nsus ds fy,

lcls mfpr fodYi pqfu,A

31- vkèkkj x bdkbZ ds lkFk f=kHkqt dk {ks=kiQy Hkqtk x

bdkbZ ds lkFk oxZ ds {ks=kiQy ds cjkcj gSA rks

f=kHkqt dk 'kh"kZyac gksxk

1) 2x bdkbZ 2) 3x bdkbZ

3) x/2 bdkbZ 4) x bdkbZ

32- 25–p3–q2—2pq dk xq.ku[k.M gS

1) 5 p q 5 p q

2) 5 p q 5 p q

3) 5 p q 5 p q

4) 5 p q 5 p q

33-1 4

33 %;2 5

rFkk 0-35 esa lcls cM+k dkSu&lk gS\

1) 0.35

2) rqyuk ugha dh tk ldrh

3)1

33 %2

4)4

15

34- xf.kr i



7

35- ,d oxkZdkj dkxt ABCD dks tc mlds fod.kZ

AC dks ?kw.kZu v{k ekudj ?kqek;k tkrk gS] rks fuEuesa ls dkSu&lh Bksl vkÑfr cusxh\

1) csyu 2) leyac prqHkqZt3) 'kadq 4) rdqZ (fLiaMy)

36- fn, x, jSf[kd lehdj.k I, II rFkk III esa ls ,df'k{kkFkhZ III dks chth; :i esa gy ugha dj ik;kAf'k{kkFkhZ ftls le> ugha ik;k og dfBukbZ&Pks=k ;ggks ldrk gS

4x 6y 12

2x 6y 8

I

5x 4y 8

9x 4y 10

II

6x 2y 1

4x 3y 1

III

1) lehdj.kksa dks xzkiQ fofèk ds }kjk gy fd;ktkuk pkfg,

2) III esa fn, x, nksuksa lehdj.k mfpr la[;kvksals xq.ku djus ij ifjofrZr fd, tk ldrs gSaA

3) nks lehdj.kksa dks gy djus ds fy, mudks ;ksxO;odyu (?kVkuk) fd;k tk ldrk gS

4) çfrLFkkiu fofèk }kjk nks lehdj.kksa dks gyfd;k tk ldrk gS

37- ?kkrkad dk dk;Z djrs gq, ,d f'k{kkFkhZ dh uksV&cqdesa tks dk;Z ns[kk x;k] og bl çdkj Fkk%43 × 42 = 45

64 × 64 × = 68

73 × 37 = 2110

f'k{kkFkhZ dks ;g le> ugha vk;k fd ----- dSls fd;ktkrk gSA1) leku vkèkkj okyh la[;kvksa dh xq.ku2) vyx vkèkkj okyh la[;kvksa dk xq.ku3) ?kkrkadksa dk ;ksx

35. A square sheet ABCD when rotated on its

diagonal AC as its axis of rotation sweeps a

1) cylinder 2) trapezium3) cone 4) spindle

36. Given linear equations I, II and III, a learneris not able to solve III algebraically. The mostlikely area of difficulty is that the learner hasnot understood

4x 6y 12

2x 6y 8

I

5x 4y 8

9x 4y 10

II

6x 2y 1

4x 3y 1

III

1) the method of solving euqations using

graphs

2) that both the equations in III can be al-

tered by multiplying with suitable num-

bers

3) that two equations can be added or sub-

tracted to solve them

4) that two equations can be solved by

method of substitution

37. When doing exponents, the work observed

in a learner's notebook was as follows

3 2 54 4 4 4 4 86 6 6 3 7 107 3 21

The learner has not understood how to1) multiply numbers with same base2) multiply numbers with different bases3) add exponents



8

4) ?kkrkadksa dk ;ksx vkSj xq.ku38- fo|kFkhZ xf.krh; leL;kvksa dks gy djrs le;

xyfr;k¡ djrs gSa] D;ksafd1) mudk lkekftd&vkfFkZd Lrj muds fu"iknu

dks çHkkfor djrk gS2) os vFkZ&fuekZ.k ds vius ç;kl esa ladYiukvksa

dk oSdfYid fuoZpu djrs gSa3) os i;kZIr vH;kl ugha djrs4) os ,d ls vfèkd ikB~;&iqLrdsa ugha i



9

1) 8 2) 123) 5 4) 10

45- ^rhu [kjhnus ij ,d eqÝrA* ;gka nh xbZ NwV dkçfr'kr D;k gS\1) 20» 2) 28-56»3) 33-33» 4) 25»

46- ^C* ij lkbfdy pykus okyk ^B* dh rjiQlkbfdy pyk jgk gSA A vkSj B nksuksa ds lekUrjkyhvkus ls igys mls C ls fdruh nwj rd lkbfdypykuh gksxh\

1) 6 fdeh 2) 5 fdeh3) 4 fdeh 4) 3 fdeh

47- d{kk&IV f'kf{kdk çR;sd cPps dks ,d lsaVhehVjfxzM isij vkSj dSaph nsrh gSA og muls pkgrh gS fdos crk,a fd f}&vk;keh vkÑfr;ksa dks f=k&vk;kehoLrqvksa ds :i esa dSls eksM+k tk ldrk gSA fo|kFkhZfuEufyf[kr esa ls dkSu&lk ladYiuk [kkst jgs gSa\1) ik'k (Nets) 2) n'keyo3) ?kw.kZu 4) ijkorZu

48- ;fn ,d oxkZdkj dkxt dh nks vklUu Hkqtkvksa dksØe'k% 20» vkSj 40» ?kVk fn;k tk,] rks u;k{ks=kiQy fdrus çfr'kr ?kV tk,xk\1) 52% 2) 60%3) 48% 4) 50%

49- ;fn 547.527

x0.0082

gS] rks 547527

82 dk eku Kkr

dhft,

1) 100x 2)x

100

3)x

104) 10x

50- leckgq f=kHkqt dh Hkqtk vkSj m¡QpkbZ dk vuqikr gS

1) 2 : 3 2) 3 : 23) 2 :1 4) 1:1

51- fn, x, fp= k e s a ] PS SQ SR vk S j

SPQ 54º x dk eki Kkr dhft,A

1) 8 2) 12

3) 5 4) 10

45. 'Buy three, get one free.' What is the per-

centage of discount being offered here?

1) 20% 2) 28.56%

3) 33.33% 4) 25%46. A cyclist at 'C' is cycling towards 'B'. How

far will he have to cycle from C before he isequidistant from both A and B?

1) 6 km 2) 5 km

3) 4 km 4) 3 km

47. A teacher in grade-VI provided each child

with a centimetre grid paper and a pair of

scissors. She wanted them to explore how

two dimensional shapes can be folded into

three-dimensional objects. Which of the fol-

lowing concepts are the students exploring?

1) Nets 2) Decimals

3) Rotation 4) Reflection

48. If two adjacent sides of a square paper are

decreased by 20% and 40% respectively, by

what percentage does the new area de-

crease?

1) 52% 2) 60%

3) 48% 4) 50%

49. Find the value of 547527

82 if

547.527x

0.0082

1) 100x 2)x

100

3)x

104) 10x

50. The ratio of the side and height of an equilat-eral triangle is

1) 2 : 3 2) 3 : 2

3) 2 : 1 4) 1 : 151. In the given figure, PS = SQ = SR and

SPQ 54º . Find the measure of x .



10

1) 108º 2) 36º3) 54º 4) 72º

52- 57-12» dh rqY; fHkUu gS (yxHkx)

1)357

6252)

347

625

3)349

6254)

359

625

53- 2x 13, 2x 11, 2x 9, 2x 7 Øekxr gS1) fo"ke la[;k,¡ 2) çkÑr la[;k,¡3) vHkkT; la[;k,¡ 4) le la[;k,¡

54- vehuk ekfpl dh rhfy;ksa ls [ksy jgh gS vkSj gj

pj.k ij ,d tksM+rh gS%

L dh la[;k 1 2 3 ...ekfpl dh rhfy;ksa dh la[;k 2 4 6 ----bl fLFkfr esa nksuksa cPpksa ds ckjs esa vkidk voyksduD;k dgrk gS\1) vehuk vkSj vIiw nksuksa lekU;hdj.k rd igq¡pus

dh dksf'k'k dj jgs gSa2) vehuk djds lh[k jgh gS vIiw 'kk;n iSVuZ dks

fcYdqy Hkh ugha ns[k ik,3) vehuk dsoy [ksy jgh gS vIiw xf.kr dj jgk

gS4) lkekU;hdj.k rd igq¡pus ds fy, vehuk dks

cgqr lkjh ekfpl dh rhfy;k¡ pkfg,] tcfdvIiw ;g cgqr rsth ls djsxk

55- fdlh yksgs dh ,d NM+ dks iqu%



11

4) ewy yackbZ dh 1

16 xquk

56- 2 3 2 3 dk eku gS

1) 2 2 2) 2 3

3) 6 4) 6

57-4 1 3

16 8 8

6 2 4

7 9 2

mi;qZDr ,d fo|kFkhZ ds dk;Z dks n'kkZrk gSA ;fn

;g =kqfV&iSVuZ fujarj tkjh jgrk gS] rks 5 2

11 7 ds

fy, fo|kFkhZ dk mÙkj gksxk

1)3

72)

2

18

3)7

184)

3

4

58- {ks=kfefr i



12

3)3

54)

2

7

61- xzhu&gkml çHkko ftlls ok;qeaMyh; rkieku c



13

oLrqvksa ds laosx ds ckjs esa fuEu esa ls dkSu&lkdFku lgh gS\1) nksuksa oLrqvksa esa cjkcj laosx gksxk2) nks oLrqvksa ds laosx dh rqyuk djuk laHko ugha

gS3) gYdh oLrq esa vfèkd laosx gksxk4) Hkkjh oLrq esa vfèkd laosx gksxk

68- ,d MkWDVj vfr&vEyrk dk mipkj djus gsrq ,dnokbZ nsrk gSA bl nokbZ esa eq[; la?kVd (ingredi-ent) gS1) CaCO

32) Na

2CO

3

3) Al(OH)3

4) MgCl2

69- euq"; dk v¡xwBk ckdh vaxqfy;ksa ds vis{kk vfèkdLora=krk ls xfr djrk gS] D;ksafd buesa mifLFkrgksrh gS1) fgat lafèk 2) lSMy lafèk3) èkqjkxz lafèk 4) XykbfMax lafèk

70- Vh-th-Vh- (foKku) ds in ds fy, pkj çR;kf'k;ksadks ¶ou dkVus ds ifj.kke¸ ij ,d&,d ikB;kstuk cukus ds fy, dgk x;kA fuEufyf[kr esa lsdkSu&lh ikB ;kstuk oSKkfud mikxe çnf'kZr djrhgS\1) ,sls fØ;kdyki lfEefyr djrh gS ftUgsa cPpslewgksa esa dj ldsa vkSj ikojIokbaV çLrqfr djdsfu"d"kZ fudkysa2) lEçR;; fo|kfFkZ;ksa dks le>kus ds fy, ICTds ç;ksx dh ckr djrh gS3) ou dkVus ds ifj.kkeksa dks foLrkj ls le>krhgS4) bl lEçR;; dks le>kus gsrq vusd çdkj dsmnkgj.k çLrqr djrh gS

71- xf.kr vkSj foKku vkSyfEi;SM lapkfyr djus dkeq[; mís'; gS1) O;kolkf;d ijh{kkvksa esa fo|kfFkZ;ksa dks mPpvad çkIr djus esa legk;rk djuk2) muds fo|kfFkZ;ksa ds ifj.kkeksa ij fo|ky;ksa dkvkdyu djuk3) l`tukRedrk vkSj ç;ksxhdj.k dks çksRlkfgrdjds fo"k; esa fuiq.krk dks c



14

1) ds dkj.k lw{ethoh dksf'kdkvksa dk vkdkjcny tkrk gS

2) [kk|&inkFkks± ls ikuh fudky nsrs gSa3) lw{ethoh dksf'kdkvksa dk æO;daqpu djrs gSa4) ds dkj.k lw{ethoh dksf'kdk,¡ iQV tkrh gSa

73- ewy xksi (root cap) ugha ik;k tkrk gS1) leksn`fHkn~ (ehtksiQkbV) esa2) yo.ke`nksn~fHkn~ (gSyksiQkbV) esa3) e#LFkyh; ikSèkksa (e#n~fHkn~) esa4) tyh; ikSèkksa (tyksn~fHkn~) esa

74- vfèkdre f'k{kk cksMZ us i'kqvksa ds foPNsnu ijçfrcaèk yxk;k gS] D;ksafd1) i'kqvksa ds çfr Øwjrk dks jksdus ds fy,

fo|kfFkZ;ksa dks laosnu'khy djus dh vko';drkgS

2) os u,s jksx iSQyk ldrs gSa3) i'kq foPNsnu ds fy, vc miyCèk ugha gS4) i'kqvksa dks çkIr djuk eg¡xk lkSnk gks x;k gS

75- ikSèkksa dh pkyuh&ufydk dksf'kdkvksa vkSj Lruèkkfj;ksadh yky jDr dksf'kdkvksa dh lajpuk esa ,d fo'ks"klekurk gS1) dksf'kdk fHkfÙk dh vuqifLFkfr2) gheksXyksfcu dh mifLFkfr3) dsUæd dh vuqifLFkfr4) gfjryod dh vuqifLFkfr

76- lYÝ;wfjd vey dks ruq cukus ds fy, vEy dksikuh esa Mkyus dh lykg nh tkrh gS] D;ksafd1) vEy dks ruq cukus dh çfØ;k vR;fèkd

mQ"ek{ksih gS2) vey dks ruq cukus dh çfØ;k vR;fèkd

mQ"ek'kks"kh gS3) vEy dk ikuh dh vksj xgjk vkd"kZ.k gS4) vEy dk¡p ds crZu dks rksM+ ldrk gS

77- foKku dh d{kk esa fo|kfFkZ;ksa esa 'kksèk dk;Z lslacafèkr n{krkvksa dk fodkl djus gsrq dk;Z dkpquko djrs gq, ,d f'k{kd ikB dk pquko djsxk1) ftls og lksprh gS fd fo|kfFkZ;ksa ds fy,

egRoiw.kZ gS2) tks fo|kfFkZ;ksa ds nSfud thou ls lacafèkr

leL;k gks vkSj ml d{kk ds ikB~;Øe dk HkkxHkh gks

3) ikB~;Øe esa nh xbZ ikB~;lkexzh esa ls ftls ,dfuèkkZfjr le; esa iwjk djuk gS

4) ftls d{kk ds vfèkdrj fo|kFkhZ ilan djsa

1) cause change in the shape of microbial

cells

2) remove water from food

3) plasmolyse the microbial cells

4) cause rupturing of microbial cells

73. Root cap is absent in

1) Mesophytes 2) Halophytes

3) Xerophytes 4) Hydrophytes

74. Most Boards of Education have banned the

dissection of animals because

1) there is a need to sensitise students to

prevention of cruelty to animals

2) they may spread new diseases

3) animals are no longer available for dis-

section

4) procuring animals has become an expen-

sive proposition

75. A common characteristic feature of plant

sieve-tube cells and mammalian erythrocytes

is

1) absence of cell wall

2) presence of haemoglobin

3) absence of nucleus

4) absence of chloroplast

76. While diluting sulphuric acid, it is recom-

mended that the acid should be added to

water because

1) dilution of acid is highly exothermic

2) dilution of acid is highly endothermic

3) acid has strong affinity for water

4) acid may break the glass container

77. While selecting a performance task to help

students develop research oriented skills in a

Science class, a teacher may pick up a topic

1) which she thinks is important for the stu-

dents

2) related to a problem faced by students in

their day-to-day functioning and which

is a part of the concepts to be covered

for this class

3) from the content given in the syllabus

which must be completed in time

4) which majority of the students in a class

find interesting



15

78- ,d foKku f'k{kd d{kk&VI ds fo|kfFkZ;ksa dks¶gok ds xq.k¸ iuk

4) fo|kfFkZ;ksa dks Hkwfedk djus dk vkns'k nsukvkSj mudh viuh le> ds vuqlkj dk;Zdjokuk

79- ikuh ds vanj ok;q dk cqycqyk ----- dh rjg dk;Zdjrk gSA1) lery&mÙky ysUl2) vory niZ.k3) vory ysUl4) mÙky ysUl

80- fo|qr ;a=kksa esa csdsykbV dk ç;ksx fd;k tkrk gSD;ksafd ;g1) fo|qr dk lqpkyd gS2) fo|qr dk dqpkyd gS3) FkeksZIykfLVd gS4) m"ek dk lqpkyd gS

81- ?kjksa esa çdk'k lzksr ds :i esa LED vkSj CFL nksuksadk vkerkSj ij ç;ksx fd;k tkrk gSA fuEu esa lsdkSu&lk dFku lgh gS\1) nksuksa gh ,dleku vPNs gSa2) nksuksa esa ls dksbZ Hkh vPNk ugha gS D;ksafd nksuksa

esa fo"kSys inkFkZ gksrs gSa3) CFL csgrj (vfèkd vPNk) gS D;ksafd LED

esa fo"kSys inkFkZ gksrs gSa4) LED csgrj (vfèkd vPNk) gS D;ksafd CLF

esa fo"kSys inkFkZ gksrs gSa82- xfr ds fuEu mnkgj.kksa esa ls fdlesa r; dh xbZ nwjh

vkSj foLFkkiu ds ifjek.k cjkcj gS\1) nksyu djrk gqvk nksyd2) lw;Z ds fxnZ ?kwerh gqbZ i`Foh3) lhèkh lM+d ij pyrh gqbZ dkj4) o`Ùkkdkj iFk ij pyrh gqbZ dkj

78. A Science teacher plans group activities to

teach ‘‘Properties of Air’’ to her students of

Class-VI. Which one set of attributes would

she like to have in the students she selects as

group leaders?

1) Giving major roles to brighter students to

ensure the group finishes first

2) Assigning roles as per capability, moti-

vating and coordinating among the group

members

3) Freedom to choose roles, work at their

own pace and understanding

4) Ordering students to take roles and de-

liver in consonance with their understand-

ing

79. An air bubble inside water behaves like a

1) plano-convex lens

2) concave mirror

3) concave lens

4) convex lens

80. Bakelite is used in making electrical appli-

ances because it is a

1) good conductor of electricity

2) good insulator of electricity

3) thermoplastic

4) good conductor of heat

81. LED and CFL are very commonly used as

sources of light in homes. Which of the fol-

lowing statements is true?

1) Both are equally good

2) Neither of them is good because both con-

tain toxic materials

3) CFL is better because LED contains toxic

materials

4) LED is better because CFL contains toxic

materials

82. In which of the following cases of motion,

are the distance moved and the magnitude of

displacement equal?

1) A pendulum oscillating to and fro

2) The Earth revolving around the Sun

3) A car moving on a straight road

4) A car moving in a circular path



16

83- ^ikuh chtksa ds vadqj.k dks dSls çHkkfor djrk gS*]irk yxkus ds fy, f'k{kd us fo|kfFkZ;ksa dks lse dscht #bZ dh ijr ij fHkxksa dj dqN fnu j[kus dsfy, vkSj muesa ifjorZu ns[kus ds fy, dgkA ogdkSu&lh egÙoiw.kZ lykg nsuk Hkwy xbZ\ mudksfuEu çdkj ls j[kuk%1) cgqr lkjs chp lw[kh #bZ ij2) FkksM+s chp lwph #bZ ij3) cgqr lkjs chp xhyh #bZ ij4) FkksM+s chp xhyh #bZ ij

84- ,d f'k{kd fo|kfFkZ;ksa ¶cy oLrq dh vkÑfr dksifjofrZr dj ldrk gŞ ladYiuk dks i



17

2) D;k vki çfrfnu nksigj ds Hkkstu ds lHkhHkksT; inkFkks± dks [kkrs gSa\

3) mu HkksT; inkFkks± dh lwph cukb, ftUgsa vkidhek¡ vkidks nksigj ds Hkkstu esa ijkslrh gS

4) vkidh ek¡ fofoèkrkiw.kZ HkksT; inkFkks± okykHkkstu D;ksa nsrh gS\

87- ,d vkneh lqukj cudj ?kj&?kj tkrk gS vkSj yksxksads iqjkus Lo.kZ&vkHkw"k.kksa dh ped fiQj ykSVkus dkopu nsrk gSA ml ij fo'okl djds ,d efgykviuh lksus dh pwfM+;k¡ mls nsrh gS ftUgsa og ,d?kksy esa Mkyrk gS pwfM+;k¡ rks ped tkrh gSa ijmudk Hkkj dkiQh de gks tkrk gSA bl èkks[ksckt}kjk ç;ksx fd;k x;k ?kksy laHkor% gks ldrk gS1) lkaæ HCl vkSj lkaæ NHO

3 dk feJ.k

2) lkaæ NHO3

3) ruq HCl4) lkaæ HCl

88- tc ,d yksgs dh dhy dks dkWij lYisQV dsfoy;u esa Mqck;k tkrk gS] rks èkhjs&èkhjs dkWijlYisQV ds foy;u dk jax gYdk iM+ tkrk gS vkSjyksgs dh dhy ij ,d Hkwjs jax dh ijr te tkrhgSA ;g mnkgj.k gS1) f}&foLFkkiu vfHkfØ;k dk2) foLFkkiu vkSj jsMkWDl vfHkfØ;kvksa dk3) la;kstu vfHkfØ;k dk4) fo?kVu vfHkfØ;k dk

89- ?kko ij fiQVdjh ykxus ls jDrlzko #d tkrk gS]D;ksafd1) fiQVdjh ?kko ds vklikl rkieku dks de dj

nsrh gS2) fiQVdjh ,d çfrjksèkh gS3) fiQVdjh dk VqdM+k ?kko dks



18

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

ijh{kkFkhZ fuEufyf[kr Hkkx ds iz'uksa ds mÙkj dsoy rHkh nsa ;fn mUgksaus Hkk"kk&Idk fodYi vaxzsth pquk gksA

91. Structures in second language are better as-similated in a pedagogical practice1) through meaningful interaction with in-

teresting content2) insisting on accuracy, explicit instruction

in rules3) through repetition and practice of com-

monly used syntax4) through application of learnt structures

in discrete language items92. While writing, a student finds difficulty in

expressing his/her views clearly due to lackof vocabulary. A possible solution would bethe following1) Motivate the student to read more

storybooks and the teacher should takeinformal feedback about new words en-countered

2) Change the topic to suit the student’sability

3) Give a list of words with meanings tolearn and use

4) Conduct special classes to practice writ-ing with periodic word dications and drills

93. If a longer piece of writing is brief, complete,in the third person, without digressions andemotional overtones and logically arranged,it is a1) classified advertisement2) memorandum3) report4) newspaper article

94. Which of the following has a correct sen-tence pattern?1) He gave her a book2) He gave a book her3) He her gave a book4) He a book gave her

95. Pick out the sentence which has the mean-

ing as the following:

Part–IVLanguage–I

English

“No other animal is as brave as the tiger”

1) The tiger is a brave animal

2) The tiger is as brave as any other animal3) The tiger is the bravest of all animals4) No animal, except the tiger, is brave

96. Out of four language skills, which of the fol-lowing is/are receptive skill/skills?A. Listening B. SpeakingC. Reading D. Writing1) Only A 2) A and C3) A, B and C 4) B and D

97. Which of the following should be kept in mindwhile formulating homework policies formu-lation?1) Ineffective and mechanical drills should

be used often2) Contents of homework should not be of

a great variety3) Exercise books available in the market

should be done first4) Teachers should make good use of the

homework as a tool for evaluation andfeedback

98. Which of the following grammar teachingmethod disturbs the teaching of a textbookor composition writing at times?1) Deductive method2) Inductive method3) Inductive Deductive Method4) Incidental Method

99. Which of the following is/are essential char-acteristics of good text books are?A. The introduction at the beginning and

conclusion at the end of the chaptershould be given in the text book.

B. There should be both practice and textexercise at the end of the chapter.

C. The binding should be proper and strong.D. No difficult words and new words are

given in good text book.



19

1) A and B 2) A and C3) A, B and C 4) All of these

100. Which perspective will bridge the gap be-

tween “English as subjct” and “English as

medium”.

1) Language as curriculum

2) Big Books for young learners3) Higher-order linguistic skills in native lan-

guage4) Only authentic materials in text-books.

101. Teaching aids such as Charts, Maps, Picturesand Drawings should be used by teachers astheyA. prepare students mentallyB. motivate for further preparationC. are not expensive1) Only A 2) A and B3) B and C 4) All of these

102. A learner's competence in English will im-prove when she/he receives ..... of learningexperience that is appropriate.1) a slightly easier, lower level2) an equal level3) a slightly higher level4) a range of levels

103. ‘Use stress and rhythmic patterns and into-nation patterns of the language’ and ‘use vo-cabulary appropriately’ are the micro-skillsinvolved in which of the following?1) Speaking 2) Writing

3) Reading 4) Listening

104. “Schools need to become centres that pre-pare children for life and ensure that all chil-dren, especially the differently abled, childrenform marginalised sections, and the childrenin difficult circumstances can get the maxi-mum benefit of this critical area of educa-tion”– This observation found in the NationalCurriculum Framework 2005 is related to–1) Gender equality2) Critical pedagogy3) Inclusive Education4) Constructivist learning

105. Remedial teachers should observe the follow-ing when dealing with the behaviour prob-lems of pupils1) should always pay attention to their

misbehaviour2) always observe the performance of

pupil’s in class and their behaviour ingroups

3) give positive reinforcement to pupils’ good

behaviour4) refer the cases to student guidance Of-

ficers/Teachers for follow-up actionDirections (106-19): Read each of the fol-lowing passages and answer the questionsgiven below it by selecting the most appro-priate option.

PassageAs heat disease continues to be the numberone killer in the United States, researchershave become increasingly interested in iden-tifying the potential risk factors that triggerheart attacks. High-fat diets and life in thefast lane have long been known to contributeto the high incidence of heart failure. Butaccording to new studies, the list of risk fac-tors may be significantly longer and quite sur-prising. Heart failure, e.g., appears to haveseasonal and temporal patterns. A higher per-centage of heart attacks occurs in coldweather and more people experience heartfailure on Monday than on any other day ofthe week. In addition, people are more sus-ceptible to heart attacks in the first few hoursafter waking. Cardiologists first observed thismorning phenomenon in the mid-1980 andhave since discovered a number of possiblecauses. An early-morning rise in blood pres-sure, heart rate and concentration of heartstimulating hormones, plus a reduction of bloodflow to the heart, may all contribute to thehigher incidence of heart attacks between thehours of 8.00 am and 10.00 am, In other stud-ies, both birthday and bachelorhood have beenimplicated as risk factors. Statistics reveal thatheart attach rate increases sgnificantly forboth females and males in the few daysimmediaterly preceding and following theirbirthdays. And unmarried men are more atrisk for heart attacks than their married coun-terparts. Though, stress is thought to be linkedin some way to all of the aforementioned riskfactors, intense research continues in the hopeof future comprehending why and how heartfailure is triggered.

106. What does the passage mainly discuss?1) Cardiology2) Diet and stress as factors in heart attacks3) Seasonal and temporal patterns of heartattacks4) Risk factors in heart attacks

107. The word ‘potential’ could best by replacedby which of the following?



20

1) Harmful 2) Possible3) Unknown 4) Primary

108. according to the passage, which of the fol-lowing is not a posdssible cause of many heartattacks?1) Decreased blood flow to the heart2) Increased blood pressure3) Lower heart rate4) Increase in hormones

109. Which of the following is cited as a possiblerisk factor?1) Getting married2) Rainy weather3) Eating fatty foods4) Driving fast

110. As used in the passage, which of the follow-ing could best replace the word ‘reveal’?1) Observe 2) Show3) Explain 4) Mean

111. Which of the following does the passage in-fer?1) We now fully understand how the risk

factors trigger heart attacks2) We do not fully understand how the risk

factors trigger heart attacks3) We have not identified risk factors asso-

ciated with heart attacks4) We have recently begun to study how

risk factors work112. Choose the word opposite in meaning to the

word ‘intense’ as used in the passage.1) casual 2) significant3) serious 4) necessary

113. Pick out a word from the passage, whichmeans ‘very likely to be influenced or af-fected’.1) triggered 2) stimulating3) susceptible 4) temporal

114. The passage is most likely to be1) a report 2) an article3) a letter 4) an itinerary

Passage IIShe lives in a garretUp a haunted stair,

And even when she’s frightenedThere’s nobody to care.

She cooks so small a dinnerShe dines on the smell,And even if she’s hungryThere’s nobody to tell.

She sweeps her musty lodgingAs the dawn steals near,And even when she’s cryingThere’s nobody to hear.

I haven’t seen my neighbourSince a long time ago,And even if she’s deadThere’s nobody to know.

115. The line ‘She dines on the smell’ means1) here food is stale2) she eats very little3) she dislikes the smell of her food4) she dislikes the food

116. Who is ‘she’ in the poem?1) A miserly woman2) A hungry woman3) A woman who lives next door4) A woman who lives in an old age home

117. The woman cooks a small dinner because1) she has no food to cook2) she is alone3) she is stingy4) she dislikes food

118. The attitude of the speaker is1) indifferent 2) uncaring3) sympathetic 4) pitiable

119. The purpose of the poem is to tell us that1) no one cares for lonely people2) the speaker’s neighbour is dead3) the speaker’s neighbour is hungry4) the woman was treated dadly

120. The woman described in the poem is1) brave 2) helpless3) sad and lonely 4) disappointed



21

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

ijh{kkFkhZ fuEufyf[kr Hkkx ds iz'uksa ds mÙkj dsoy rHkh nsa ;fn mUgksaus Hkk"kk&Idk fodYi fgUnh pquk gksA

funsZ'k (91&99)% uhps fn, x, x|ka'k dks ik;k gS\1) fo'ys"k.k djuk 2) HkO; vkn'kZ j[kuk3) yksd&laxzg djuk 4) deZ djuk

96- ûdkjkRed* dk foykse 'kCn gS1) vudkjkRed 2) ldkjkRed3) vuudkjkRed 4) vldkjkRed

97- ¶os rks gj {k.k vkidh gkfu o ßkl djus ij ghrqys gSaA¸ okD; esa ôs* loZuke fdlds fy, vk;kgS\1) eupyh Hkkoukvksa ds fy,2) vga&çsfjr ço`fÙk;ksa ds fy,3) LokFkZ&çsfjr ço`fÙk;ksa ds fy,4) ilan&ukilan ds fy,

98- fdl 'kCn esa ûk* milxZ dk ç;ksx ugha fd;k tkldrk gS\1) dkfcy 2) gkftj3) ilan 4) okfdiQ

99- ^fo'ys"k.k* dk foykse gS1) la'ys"k.k 2) vfo'ys"k.k3) laf'y"V 4) la{ksi.kfunsZ'k (100 ls 114)% uhps nh xbZ dkO;&iafDr;ksadks ih jk[k lqxcqxk mBh]feV~Vh lksus dk rkt igu bBykrh gS_nks jkg] le; ds jFk dk ?k?kZj&ukn lquks



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flagklu [kkyh djks fd turk vkrh gSAturk] gk¡] feV~Vh dh vcksèk ewjrsa ogh]tkM+s&ikys dh dld lnk lgus okyhtc vax&vax esa yxs lk¡i gksa pwl jgs]rc Hkh u dHkh ew¡g [kksy nnZ dgus okyhA

100- dkO; esa fdl turk dh vksj ladsr fd;k x;k gS\1) ftls cksèk gS2) ftls lk¡i dkVrs gSa3) tks [ksrksa&[kfygkuksa] dkj[kkuksa esa dke djrh gS4) tks jFk pykrh gS

101- ¶le; ds jFk dk ?k?kZj&ukn lquks¸µiafDr dkvk'k; gSµ1) vc le; cny jgk gS2) le; dk jFk c



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4) lapkj&ekè;eksa ij113- mPp çkFkfed Lrj ij ;g t:jh gS fd cPps

1) lekpkj&i=k esa Nih fdlh [kcj] ys[k ;kdgh xbZ ckr dk fufgrkFkZ le> ldsa

2) viuh ikB~;iqLrd ds lHkh ikBksa dk vH;kldj ldsa

3) Hkk"kk ds vkdyu ds fy, dh tkus okyh lHkhxfrfofèk;ksa esa leku :i ls fgLlk ysa

4) Hkk"kk dk vfrfjDr vH;kl djsa vkSj ifj;kstukdk;Zesa baVjusV dk ç;ksx djsa

114- Hkk"kk lh[kus dk vFkZ ml Hkk"kk dh ----------- lh[kukHkh gS] D;ksafd Hkk"kk fdlh Hkh -------- dk vfHkUufgLlk gksrh gSA1) ckjhdh] O;kdj.k2) fu;ec¼rk] O;kdj.k3) ,sfrgkfldrk] bfrgkl4) laLÑfr] laLÑfr

115- d{kk vkB ds cPpksa ds fy, lkfgR; dk p;u djrsle; vkids fy, D;k tkuuk lokZfèkd t:jh gS\1) cPpksa dh Hkkf"kd i`"BHkwfe2) cPpksa dh euksoSKkfud fo'ks"krk,¡ vkSj Hkk"kk&ç;ksx

dh {kerk3) cPpksa ds Hkk"kk&ç;ksx dk Lrj4) vPNs lkfgR; ds çdk'kd] ys[kd

116- ukVd] flusek] ifjppkZ] okn&fookn vkfn cPpksadh ----------- o LokHkkfod] ---------- ,oa ---------- çfrfØ;kO;Dr djus dh {kerk dk fodkl djus esa enndjrs gSaA1) ekud] lgt] çHkkoh2) ekud] çHkkoh] laLÑrfu"B3) Lora=k] ekSf[kd] fyf[kr4) Lora=k] çHkoh] laLÑrfu"B

117- gekjs vuqHkoksa dks vkdkj nsus esa Hkk"kk dh egÙoiw.kZHkwfedk gksrh gSA bldk 'kSf{kd fufgrkFkZ ;g gS fdHkk"kk dh d{kk esa1) lnSo vuqHkoksa ij ckrphr dh tk,2) vuqHkoksa dk ys[ku&dk;Z c



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Candidates should answer questions from the following Part only if theyhave opted for ENGLISH as LANGUAGE -II.

ijh{kkFkhZ fuEufyf[kr Hkkx ds iz'uksa ds mÙkj dsoy rHkh nsa ;fn mUgksaus Hkk"kk&IIdk fodYi vaxzsth pquk gksA

Directions : Answer the following questionsby selecting the most appropriate option.

121. Which perspective will bridge the gap be-

tween “English as subject” and “English as

medium”.

1) Language as curriculum

2) Big Books for young learners3) Higher-order linguistic skills in native lan-

guage4) Only authentic materials in text-books.

122. Teaching aids such as Charts, Maps, Picturesand Drawings should be used by teachers astheyA. prepare students mentallyB. motivate for further preparationC. are not expensive1) Only A 2) A and B

3) B and C 4) All of these

123. Which of the following is/are essential char-acteristics of good text books are?A. The introduction at the beginning and

conclusion at the end of the chaptershould be given in the text book.

B. There should be both practice and textexercise at the end of the chapter.

C. The binding should be proper and strong.D. No difficult words and new words are

given in good text book.1) A and B 2) A and C3) A, B and C 4) All of these

124. According to a few experts, the students whostudy grammar are very often able to solvegrammar exercise........... .1) but do not write correct speech2) but they often do spelling mistakes3) and write good speech4) but they are unable to teach grammar

125. Which of the following grammar teachingmethod disturbs the teaching of a textbook

Part–VLanguage–II

English

or composition writing at times?1) Deductive method2) Inductive method3) Inductive Deductive Method4) Incidental Method

126. Which one of the following is not a principleof helping pupils with learning difficulties?1) Teaching preparation2) Devise various learning activities3) Design meaningful learning situations

4) Teacher provides home tutions

127. Which of the following should be kept in mindwhile formulating homework policies formu-lation?1) Ineffective and mechanical drills shouldbe used often2) Contents of homework should not be ofa great variety3) Exercise books available in the marketshould be done first4) Teachers should make good use of thehomework as a tool for evaluation and feed-back

128. ‘Intelligent guessing’ must be encouraged asa valid pedagogic tool because1) It will save teacher from his responsibil-

ity of providing flexible curriculum2) Encourage children to answer in their

own words3) This way the use of text book may be

ignored4) Guessing the answers make learners in-

telligent129. Out of four language skills, which of the fol-

lowing is/are receptive skill/skills?A. Listening B. SpeakingC. Reading D. Writing1) Only A 2) A and C

3) A, B and C 4) B and D

130. A learner's competence in English will im-



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prove when she/he receives ..... of learningexperience that is appropriate.1) a slightly easier, lower level2) an equal level3) a slightly higher level4) a range of levels

131 A 'mental block' associated with English lan-guage learning is1) Dyslexia-a disability2) interest in sports and arts3) disinterest in studies in general4) lack of opportunities to use English

132. Which of the following has a correct sen-tence pattern?1) He gave her a book2) He gave a book her3) He her gave a book4) He a book gave her

133. Pick out the sentence which has the mean-

ing as the following:

“No other animal is as brave as the tiger”

1) The tiger is a brave animal

2) The tiger is as brave as any other animal3) The tiger is the bravest of all animals4) No animal, except the tiger, is brave

134. Figure of speech used in ‘Roller Coaster ofEmotions’ is1) Oxymoron 2) Personification3) Metaphor 4) Simile

135. Error Correction in students’ written work ismost effective when the teacher1) writes out the correct answers on the

board2) revises the wrong answers with them3) points out major errors using symbols and

students self-correct4) gives students more drill work till they

learn the correct responsesDirections (136-150): Read each of the fol-lowing passages and answer the questionsgiven below it by selecting the most appro-priate option.

Passage IA new appointed teacher with good academicrecords has come to take up English classesof class VII. He is sincere enough and hassound knowledge of the new trends and ap-proach of teaching English Language,whether through, functional communicativemethod or the direct method. He tries to fol-low his professional skills acquired from thehandbook or the teacher’s manual and ad-

vice from linguists. In the classroom he usesonly English as the medium of his instruction.He advises his learners to guess the mean-ings. He sincerely tries to improve the stan-dard of teaching by means of interaction. Asa man he is a sociable one and within a fewdays he becomes popular among his students.But, unfortunately, after a few days he comesto know from one of his students outside theclassroom that they could understand verylittle of what he taught. The teacher askspolitely, “Why did you not confess your prob-lem in the classroom?” The student repliesmodestly but hesitatingly, “We could not sayanything as you were not speaking our mothertongue and we cannot speak English.”

136. The teacher is a sociable one, which meanshe is1) friendly2) gets easily influenced3) does not like society4) very popular

137. As a result of his teachings the students1) were able to understand everything2) could understand only little of what was

taught3) found everything very interesting and

pleasing4) got bored and stressed

138. Modestly means1) rude2) bashful3) polite and genuine4) ashamed

139. If Hindi is our Mother Tongue, then Englishis our1) first language 2) third language3) second language 4) None of these

140. His teaching skills are aided by1) teacher’s manual2) advice from linguists3) website4) 1 and 2

141. What is his method of teaching?1) Functional communicative method2) Direct method3) 1 and 24) Descriptive and elaborate

142. Which class has he been appointed to teach?1) VII 2) VI3) IX 4) X

143. The children could not say anything because1) they could not speak English



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2) the teacher was not speaking their mothertongue

3) 1 and 24) they did not like the way the he was

teaching144. In the classroom what is that teacher’s only

medium of instruction?1) Hindi2) Regional language3) English4) All of these

Passage IIHarold, a professional man who had workedin an office for many years, had a fearfuldream. In it he found himself in a land wheresmall slug-like animals with slimy tentacleslived on people’s bodies. The people toler-ated the loathsome creatures because aftermany years they grew into elephants whichthen became the nation’s system of trans-port, carrying everyone wherever he wantedto go. Harold suddenly realized that he him-self was covered with these things, and hewoke up screaming. iN a vivid sequence ofpictures this dream dramatized for Haroldwhat he had never been able to put intowords; he was himself as letting society feedon his body in his early years so that it wouldcarry him when he retired. He later threwoff the “security bug” and took up freelancework.

145. The statement that ‘he later threwoff thesecurity bug’ means that

1) Harold succeeded in overcoming theneed for security

2) Harold stopped giving much importanceto dreams

3) Harold started tolerating social victimiza-tion

4) Harold killed all the bugs troubling him146. Which one of the following phrase best helps

to bring out the precise meaning of ‘loath-some creatures’?1) Security bug and slimy tentacles2) Fearful dream and slug-like animals3) Slimy tentacles and slug-like animals4) Slug-like animals and security bug

147. In his dream, Harold found the loathsomecreatures1) in his village2) in his own house3) in a different land4) in his office

148. Harold’s dream was fearful because1) it brought him face to face with reality2) it was full of vivid pictures of snakes3) he saw huge elephants in it4) in it he saw slimy creatures feeding on

people’s bodies149. A word which can replace ‘freelance’ in the

passage is1) Salaried 2) Unpaid3) Self-employed 4) Free

150. Antonym of ‘screaming’ in the passage is1) yell 2) whisper3) shriek 4) hungry



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

ijh{kkFkhZ fuEufyf[kr Hkkx ds iz'uksa ds mÙkj dsoy rHkh nsa ;fn mUgksaus Hkk"kk&IIdk fodYi fgUnh pquk gksA

funsZ'k (121 ls 128)% uhps fn, x, x|ka'k dksius esa ;qod dh enn djus ds fy,

fd mls D;k djuk pkfg,122- ¶niZ.k esa ge nwljksa dks ugha ns[k ldrsA¸ bl okD;

dk fufgrkFkZ gS&1) niZ.k gesa Lo;a rd lhfer dj nsrk gS

Hkkx&VHkk"kk&IIfgUnh

2) niZ.k esa rks ns[kus okyk gh ns[k ldrk gS3) nwljksa dks dsoy f[kM+dh ds dk¡p ls ns[kk tk

ldrk gS4) niZ.k dk ç;ksx fcYdqy Hkh ugha djuk pkfg,

123- ¶--- viuh vk¡[kksa ij yxh pk¡nh dh ijr dks mrkjnksA¸ bl okD; dk fufgrkFkZ gSµ1) pk¡nh dh ijr gkfudkjd gS] bls gVk nsuk

pkfg,2) fu"i{k Hkko ls phtksa] O;fDr;ksa] ?kVukvksa dks

ns[kuk3) vk¡[kksa dh ns[kHkky djuk t:jh gS4) ,s'o;Z] lkèkuksa ls nwj jguk pkfg,

124- ^Lo;a dks ns[kus yxrs gks* dk fufgrkFkZ gS1) Lo;a dks fugkjuk2) gekjh lksp dk Lo&dsafær gksuk3) Lo;a ds xq.k&nks"kksa dk fo'ys"k.k djuk4) viuh&dfe;ksa dks nwj djuk

125- ^pk¡nh dk ysi* gesa D;k ugha ns[kus nsrk\1) lM+d ij vkus&tkus okys yksxksa dks2) Hkh[k ek¡xrs xjhc O;fDr dks3) thou] lalkj dh okLrfodrk dks4) thou] lalkj dh cqjkb;ksa dks

126- ^dk¡p* 'kCn ds fy, fdl fo'ks"k.k dk ç;ksx fd;kx;k gS\1) f[kM+dh 2) lkèkkj.k3) ewy inkFkZ 4) cM+k

127- ^d#.kk* 'kCn gS1) fo'ks"k.k 2) fØ;k3) çfo'ks"k.k 4) Hkkookpd laKk

128- ¶vc bl niZ.k esa ns[kdj crkvksa fd rqe D;k ns[krsgksA¸ ;g okD; gS1) ljy okD; 2) la;qDr okD;3) feJ okD; 4) foèkkuokpd okD;



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funsZ'k (129&135)% uhps fn, x, x|ka'k dksi ikrk] D;ksafdcPps dks fu;eksa ij lksp&fopkj djuk iM+rk gS]vkSj ;s lc vewrZ] lkekU;hÑr ckrsa gksrh gSaA

129- ¶---- okLro esa og ,d 'kCn Hkh ugha le> ikrk ---¸ bldk laHkkfor dkj.k D;k gS\1) cPpksa ds ikl dksbZ ltho fcac ugha gksrk2) cPps eancqf¼ gksrs gSa3) cPpksa ds ikl cgqr lhfer vuqHko gksrs gSa4) f'k{kd cPpksa dh ckr ugha lqurs

130- cPpksa dks çÑfr ds fudV j[kus dh ckr D;ksa dhxbZ gS\1) çÑfr esa 'kq¼ vkWdlhtu feyrh gS2) çÑfr dk gjk&Hkjk okrkoj.k cPpksa dks vkdf"kZr

djrk gS3) cPps viuh bafæ;ksa ds ekè;e ls fcac cukrs gSa4) cPps dks lcls T;knk fopkj çkÑfrd okrkoj.k

esa gh vkrs gSa131- dsoy 'kCnksa ds :i esa lkjk Kku nsuk

1) cky&efLr"d dks ç[kj cukrk gS2) cky&efLr"d dh çÑfr ds fo#¼ gS3) cky&efLr"d dh dksf'kdkvksa dks fodflr

djrk gS4) cky&efLr"d dh çÑfr ds vuqdwy gS

132- bl x|ka'k ds vkèkkj ij vki viuh d{kk esa D;kdjsaxs\1) cPpksa dks eSnku] ou&ckx dh lSj djk,¡xs2) cPpksa ij lh[kus dk cks> ugha Mkysaxs

3) cPpksa ds efLr"d dks ç[kj cukus ds fy,dBksj ifjJe djsaxs vkSj cPpksa ls djok,¡xs

4) ,sls vuqdwy okrkoj.k dk fuekZ.k djsaxs] tgk¡cPpksa dks bafæ; vuqHko ds volj fey ldsa

133- ¶;gha ij ml ckr dk dkj.k fNik gS] tks çkFkfed--- vkrh gSA¸ okD; esa fdl ckr dh rjiQ b'kkjkfd;k x;k gS\1) cPPs dk d{kk esa lnSo Mj ds dkj.k pqipki

cSBuk2) vè;kid dk lnSo cksyuk3) cPps }kjk vè;kid dh ckrksa dks u le> ikuk4) cPps }kjk fujUrj lksp&fopkj djuk

134- fdl 'kCn esa ̂ bad* çR;; dk ç;ksx ugha fd;k tkldrk\1) çÑfr 2) Kku3) okLro 4) cqf¼

135- ¶tc cPps dks çÑfr ls nwj j[kk tkrk gS----A¸ okD;ds js[kkafdr va'k esa dkSu&lk dkjd gS\1) drkZ dkjd 2) lEçnku dkjd3) deZ dkjd 4) viknku dkjdfunsZ'k (136&150)% lcls mfpr fodYi dkp;u dhft,%

136- mPp çkFkfed Lrj ij O;kdj.k f'k{k.k dk dkSu&lkrjhdk lokZfèkd çHkkoh gS\1) O;kdj.k ds fcanqvksa ij ,d&,d djds ppkZ

djuk2) i



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;qfDr;ksa esa ls vki fdls lcls de egÙo nsaxs\1) vkSipkfjd ,oa vukSipkfjd i=k&ys[ku2) vèkwjh dgkuh dks iwjh dj lqukuk rFkk fy[kuk3) mfpr xfr ,oa çokg ds lkFk i vkSj iwokZuqHko

ls lacaèk gksuk pkfg,4) l{ke ikBd çR;sd 'kCn ij è;ku nsrs gSa

141- ^vga&dsafær Hkk"kk* dh ladYiuk fdlds lkFk ?kfu"B:i ls tqM+h gS\1) fLduj 2) okbxksRLdh3) pkWELdh 4) fi;kts

142- okbxksRLdh ds vuqlkj Hkk"kk lh[kus] 'kCnksa ds vFkZnsus esa ------- dh Hkwfedk dks udkjk ugha tk ldrkA1) Hkk"kk&ç;ksx'kkyk 2) lkekftd var%fØ;k3) fo|ky;h le; 4) ikB~;iqLrdksa

143- ,d Hkk"kk&f'k{kd ds :i esa ikB i

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C G S...Institute. वय थय क लए अन द श 1. इस प तक म क ल 150 न ह, जनम ननलखत प च भ ग श मल ह : Part – I : Child