Professional Documents
Culture Documents
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PAPER I I
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~ ~ # 48 ~ ~ I MAIN TEST BOOKLET I~ lRT~ ~
This booklet contains 48 pages.
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6. 'ql7T lV # 'l1!m I ~ ffm: 30 ~ alR
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am
mor
f.:!fTR; ~ .I
mm
(at<if #) - - - - - - - - - - - - - - - - - - - - - - -
:in words(~#)---------------------
Centre of Examination (in Capitals) : - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - ,
~ (~ 3ThJU if ) :
(2)
PART I
mlll
(1)
(2)
(3)
(2)
(4)
(3)
R41ll!('111!>"' ,'8TTIJOI~I""4~('1:
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#~
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. ~ ~ >fcnR <t ~311 il
~~
(4)
~ il ~ ~-~ ~ ~
\ii"T(ft ~
~~fch4"'i
\ii"T(ft ~
~ :H ~
~ ~ \ill
'was', 'nuclear'
dysmorphemia
(2)
dyslexia
(3)
(1)
l'sfli1<ilmlll
(4)
dyslexemia
(2)
~~Fcffilll
(3)
(4)
fu@WBM41
Pre-Processing
D.
Categorisation
D,C,B,A
(2)
C, D, B, A
(3)
B, D, C, A
(4)
C, A, D, B
(2)
independent of teachers
(3)
introvert in nature
(4)
~, ~ 'saw'
3fu:
'unclear'# ~ ~ en\
'\iiqfMJf' ~
~ ~ ~ ~
ftr.&ffi # Rklktfuld
Cfl.
Slfdf$tl41 f$tl<Qj<=q<Qo:j
(Sf.
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il m:d"
3fu:
~~:
Response execution
C.
~ \ii"T(ft ~ \ill ~
Pdif il ~ ~ ~
~I
# ~
<t ~ # ~ ~ # ~
(1)
B.
'#; ~ ~ 3firrr
.4+~;t
~1~'1-~t.fl
A.
4.
(1)
a.
1.
~-~
~UftCfi{Oj
~ ~ CfiT ~ Sfitf ~
4.
(1)
Cf)
(2)
Cf)
(3)
Cf)
(4)
"Srfu~~
(1)
(2)
(3)
(4)
31tH f.tutm # ~m ~ ~
rn~ il ~ ~ ~
~.q~~~
~ 3i1Cl~4Cfi(113lf "Cfi) ~~
"tfffi
11f
(3)
5.
Partial reinforcement
(1)
(2)
6.
than
is less effective
reinforcement
than
continuous
( 4)
~g""llli(:'H
(2)
~ g""l4(1""l ~ ~~ ~ >lmcft ~ ~
~ g""l4(1""l ~ ~~ Cf)ll >lmcft ~ ~
(3)
(1)
continuous
(4)
Cfif.t
~ wnr~ ~
dysgraphia
(1)
fu;p;n flnlll
(2)
dysthymia
(2)
(3)
dyscalculia
(3)
fu~~Ffilfl
dyslexia
(4)
(2)
(3)
(4)
8.
is more effective
reinforcement
(3)
(4)
7.
5.
feeling of self~actualization
7.
8.
Hopping
(2)
Running
(3)
Writing
(4)
Climbing
Cf)f~~~~
(1)
~~~~~~mq
(2)
~~m-a~
(3)
~~~~
(4)
3ikl1fBR<;: ~ mq
it
;wmm ~ m:a S\ ~ mq
~~?
9.
(1)
(2)
(3)
fu"&;rr
(4)
q, ~l ct4)) ~ ~ CfiT
f.tfWn2f ~
(1)
9.
(2)
(3)
(4)
(2)
fcrnmf <it
Olfhhlld ~
it 01
~
(3)
OlfRliT
enG ~ ~ ~
(4)
~ ~ ~ ~
~t;ll!dl ~ Cf)8T
~To{~~
<it
w-rrn ~~~-a~
~~~~-~~
Cf)ll ~ ~
.~~~ -a
(4)
E
10.
11.
12.
13.
14.
10.
(1)
syntax
(1)
(2)
morpheme
(2)
(3)
phoneme
(3)
(4)
pragmatics
(4)
~ctct!>!<:i)llfcl~H .(~li~Rcm)
(2)
14
(3)
15
(4)
12
perfectly
(2)
16-~ ~ ~-~ w~
CflfT ~; ~ Jil"'rncn
correlated 12.
(1)
(2)
14
(3)
15
(4)
12
~-~ '81Jilr:ll(f: _ _ _ _ ~
highly
(2)
'3'tr.r
(3)
moderately
(3)
ll~
(4)
least
( 4)
Cf)lJ
following
"B ~~
f.:Jt;qi~"'"B ~ ~ ~ I
(1)
# 75 3lCf) mH
____
Cfli
~
~I
11.
optimizes 13.
-"B-CfilJ
~ ~ ~
(1)
Extrinsic factor
( 1)
GlTW "ChlTcfi
(2)
(2)
3i'8'fi<:1(fl
(3)
(3)
~ ~ <rr'~ ~~ q;-r ~
(4)
(2)
(3)
(4)
-B ffi ~ ~ ~
Cfi"G
~
(4)
~~cit mH Cfi"G
# ~Rhll(f.
f.lJ04iR-Ifuict ~ tn ~ f8qp;r
cit ~ ~ -B m:go fcf;<rr ~
~~
(1)
~~
(2)
"fclforq
'
-B
~ q;-r ~
fcf;<rr ~
~~
(3)
-B ~ "'!'@ ~
(4)
~ mfil1UT ~*
~~~
q;-r
~~~~~~~
WJT'tlR ~ ~ fcf;<rr \ifffiT ~
(5)
15.
16.
17.
18.
(2)
(3)
(4)
~mcHT ~ ?
f.:r1 -crftcm: qrt ~ cRt ~PJT ~
f1141Ri1Cfl-3llf~ -crftcm: CJTffi ~ 3lf~
~>rrn~
(2)
~~~"it~ >rrn ~
(3) ~ f1141Ri1Cfl-3llf~ -crftcm: ~ ~ cRt
~PJT f.:r1 -crftcm: CJTffi ~ ~ ~
>rrn~
(4)
f1141Dtct~-3llf~ "f(R ~-~men cnt
>rmfcm """l"tf ~
(2)
strengths of students
(3)
needs of students
(4)
mistakes of students
wu
(1)
~ssessment
(1)
~
~ -q "it ~ en)
f1141Ri1Cfl-3llf~ ~ "it ~ -crftcm:
~
iW:fr \lffiiT ~ 3ltt ~ cnT ~ H~ "Cfftcm: WU I
~ Cfft ~ ~~~-~~~-q
f.l~R-tf@o -q "it <Fn 3'1Cl1:1ifcho ~ cRt ~
ll;Cflf141""1
16.
~~
(1)
~cRt~-~
(2)
fcrmf$ft cRt ~
(3)
~cRt 3'11Cl~4Cfldl~
fcrmf$ft cRt ~
mrm fGIE~I~ll ~ ftr~ -q f.l~R1R9o
~3it -q "it ~ ~ Gf<91CI1 ~ ?
( 4)
An empowering school will promote which of
the
following
qualities the most in its 17.. ~
teachers?
(1)
Memory
(1)
(2)
Disciplined nature
'(2)
3ij~lli'ed ~
(3)
Competitive aptitude
(3)
~~~
(4)
Tendency to experiment
Cfi8 cRt
"4lRCfil, it 1TfUra cRt ~ ~' ~ "it ~
w-1 ~ ~ I ~ "it ~ "3TR ~ fm:;R "lR ~
. ( 4)
in
an
(2)
(3)
(4)
18
"qft&lUf
g{a~"it~w-:J~~ ~~~~
~ ~ fcn ~ "3TR ~ -q ~~WI~ o1 ~
~ w-1 ~ ~ cnT ~ ~ I "4lRCfiT cRl ~
~~~~fcn~
(1)
(2)
(3)
( 4)
3~$lrt'{?f ~
-q
"""~"@
~~'
~ ov:r -B ~= ~ ~ tcn
~
~~~~~"""l"tf~
~ ~ ~ >ffir ~ t:rGro
~
~ q;y 1:[~ ~ -ft?lrT ~3it -q
~f%~ot;dl en) Gf<91CI1 ~ ' ~
m'QCfil
-rrt
(6)
19.
20.
(2)
metacognition of their
behaviours by teachers
(3)
(4)
gender-biased
(2)
(3)
(4)
Sensitization
(3)
Segregation
(4)
Involvement of parents
(2)
(3)
(4)
-q ~ ~ ~ ~ ~ ~ q;)
:si'lct"ll~d ~ CfiT Pi'""'lRif@d -q ~ ~-m ottcnT
fclw~~
~~~?
(1) ~ q;) ~
Cfi8 ~ ~ "5ffir ~
I!
(2)
3i1CIIal~ fcl~~~~ ~
(3)
(4)
22.
22.
~ ~ .3lQUt:J ~ ~
CfiT ~ ~
tiT
Capacity building
ffi
Cf){CfRl
(1)
iWr ~ ~
it~~
(1) ~ 51Rt41f?ldl ~ ~ ~'$1"Ch4i ~ ~~
~ ~ CfiT ~ Cfi8T
(2) m~ ~ ~ iWr-11~ OlfcH;HJ CfiT
~
(3) ~ ~ ~ -m~ q;) WlR ~ if
(4)
21.
21.
-q
~CfiVTI
fcl~l~~
(1)
~-'tl~o&.,
(2)
e~.~"l~ft~ GRRT
(3)
~~
(4)
~~~
~-~a.lfilrq; l$!1
-q
l$!1
-q
fcfiB
31llW l:R ~ ~ ~ ~ ?
(1)
CfifT ~
(2)
(3)
. (4)
~ ~ ~ ~ ~ ~ WI ~ >ffir ~
Rl<f>m d CfifT ~
~ a~Rh<f> ~an q;) ~ CfifT ~
~ ~~~~~ltd ~ ~ ~ 51Rt~Cf>
~ ~ ~ cfiT ~ CfifT ~
(7)
23.
exclusion; students
(2)
(3)
inclusion; students
(4)
inclusion; parents
24.
24.
fcrolf~ ~
~~
(2)
(3)
fcrolf~; f!J:II~:\tH
(4)
~; f!J:II~:\tH
25.
(3)
(4)
R8R1R9a .q
-a
f!J:II~:\tH
(1)
fcrolf~
~ ~
..q
>rRr
~ ~-~ ~ ~
'"ilqB~Jn ~Chma ~ ~ ~
~mq.n Weft~
11TO-~ ~ ~ ~
~ ~''l'<=~"IJiq'"l ~ ~
(3)
(4)
.q ~ ~ ~ ~ 3iiC:H4Chdl t -a
ma:rcf>l ~ ~ ~ ~ ~ ~mq.n Weft
~
(1)
1@zy~~~ I
(2)
providing endless
creative thinking
(3)
(4)
Wal ~
m8.1<fi
for
.q rna:rcf>l q:;)
.q
opportunities
q;r ~
~~~f<f;
~ ~
Pi8R1R9a
(1)
(2)
~~~~~~
~t"l'"lkJ:ICh ~ ~ ~ ~ 3lCim
~'qcgR
(3)
~ fefm~ m
<f)\~
26.
fira:rcf>l;
W1Mt
~W-n~ I
q;r
fcrolf~; iSI~ISCfl{UI
(2)
~ ~
(1)
(2)
4liilR1lll
-a ~ CfiT4 ~ ~ ~
m-m ~
qft'{?Tdl
~ ~~ ~
~m~~~~~ ~~~G~~
(1)
Mastery orientation
C1)
~go;qa1 ~
(2)
Performance-approach orientation
C2)
R141~'"i-'3tf~Tfll ~
(3)
Performance-avoidance orientation
C3)
Rt41~'"l-~ ~
(4)
Work-avoidance orientation
(4)
Cfir4-~ ~
~~~~t mtrrn~~
27.
(8 )
In order to instil a positive environment in a 27.
primary class, a teacher should
(1)
(2)
(3)
(4)
28.
(1)
My neighbourhood
(2)
My school
(3)
My family
( 4)
My best friend
30.
(4)
28
(1)
CJR4T cn~IR~i ~ ~
~ fcl'11(:1~
(2)
(3)
(3)
( 4)
(4)
(2)
~tr ~
~
~
~CflRic.-1icn ~
11ftcm
( 4) ~ fW:J fir:;r
~ ~ e#it' ~ CJR4T ~ ~
R'""'R1fula ~ -B ~-m ~ ~ ~ ?
(3)
(1)
3lT'QT{
(1)
~-~ ~ ~ ~1ii'Jifi!Rt ~
"'R~~~~e#it~tft
~
29.
29.
f.:rfifu Cfi8 ~
~ ~ mPJCfl rit
(1) ~~~'liT ~ Cfi\on ~
(2) fcf~ ~ Cfi\on ~ 3fu ~ ~ ~
~m~~PifNa~~
(3)
mPJCfi rit
~ ~
~ gtJ ~ ~ ~trTBT
mPJCfl cna.n-cna.l
wfT
eiit
~rit~trl'G~~~"dl~~
CfifT ~ fcJ; ma.l'li-ma.n eiit ~ ~
~
~ mPJCfl rit ~ ~ 1R ~ ~
~ ~~ q1~9f)1i ~ ~
mm
t.n
mm
Pi'""'R1fula
-B
~-"Bt
~'liT~~~?
(1) wwn cn2H ~ ~
fcl:flttal
wwn-~
3iaf.ff%a
-B
~~
(2)
(3)
(3)
wwn~~~
~ ~ >rTH cn8 'liT ~11il'"4d: ~ ~
( 4)
(4)
wwn ~ ~ ~~
(2)
Wen~
~~
1R
3Timftr
(9)
pART II
cq'TlT
MATHEMATICS
II
/ll'fUrn
32.
33.
34.
(2)
220
(3)
200'2
(4)
2020
31.
2424 ~ 2 ~ ~
(1)
(2)
220
(3)
2002
(4)
2020
CfiT
(1)
960
(1)
960
(2)
720
(2)
720
(3)
1440
(3)
1440
(4)
480
(4)
480
33.
(12
3fu:
jOHCfl~ 140
264
(1)
264
(2)
274
(2)
274
(3)
278
(3)
278
(4)
364
(4)
364
115
216
(2)
216
(3)
217
(3)
217
(4)
223
(4)
223
(10
101 ~ ~ ~ ~
'fflft
-mcf ~)
-m ?
~ 100 ~
(1)
(2)
tfiT{ ~ ~
3fu:
15
~ -met ~) ~ ~
. 14414 >ITH
34.
<11
l1Rl CfiT ~ ~
16 CfiT ~
(1)
ftRffi "fcn
E
35.
36.
37.
38.
( 10)
Number of hours and minutes from 6 : 14 a.m. 35.
to 8 : 02 p.m. on the same day is
(1)
(2)
(3)
(4)
1
.
2
How many - are there in - ?
36.
fcnm ~
(1)
(2)
12
tR 3fu:
16 ~
(3)
13
tR 3fu:
48 ~
(4)
14
tR 3fu:
16 ~
(1)
(2)
(3)
(3)
(4)
(4)
(2)
(3)
(4)
tR 3fu:
~ -ij fcmR
(2)
8 : 02 p.m. <fCfl
'<tt ~ t
(1)
"it
(1)
6 : 14 a.m.
.! ~
(2)
(3)
(4)
(1)
1~
(2)
"Q,Cfi
fl.r.:R
121012 ~ 12
(1)
12
t:iif o2IT
"it
~~
-q"\
001
= t!'
(1)
1 paisa =
(2)
(3)
1 millimetre = 01 centimetre
(3)
(4)
(4)
3 ~ 30
= 18
001
3fu: 3lf'qf ~
fi!clltfiC:{ =
01
= 18
ifi)4)c:{
filcll("llco{
= 330
fil("lld'rc:{
. ( 11)
39.
(2)
(3)
(4)
~2n ~
41.
42.
(1)
(2)
(3)
(4)
(1)
I!' 90
(2)
I!' 105
(2)
I!' 105
(3)
I!' 112
(3)
I!' 112
(4)
I!' 120
(4)
I!' 120
41.
300
(3)
400
(4)
500
2 times
(2)
3 times
(3)
4 times
(4)
5 times
ctt
Jf0: ~ qffi ~ ~ ~ ~ ~ ~
~ 5o
(Oiih:fk<
-m,
(l) 3i1Cf~~c:n ~
<liT
~~~
(1)
200
(2)
300
400
500
(3)
(4)
10
~~~~~~~~~~
~ I ~~ ~
~~<fiT~~~~ ~~(ft;{~mro
<fiT ~ CFf[ ~ ?
I!' 90
200
mrT
3fR
(1)
(1)
~ ~-~ mrT ~ ~ ~
~ 1~ ~ ~ ~ 'i:llcnc'lc: ~ ~ mrT ~
40.
40.
12
~ 'i:llcnc'lc: ~
42.
2~
(2)
3 ~
(3)
4 ~
(4)
5~
(12)
E
43.
44.
45.
12
(2)
13
(3)
15
(4)
17
crm ~
12
(2)
13
(3)
15
(4)
17
(1)
390
(1)
390
(2)
395
(2)
395
(3)
400
(3)
400
(4)
405
(4)
405
3fu: "Q;Cf}-~
~q<f>lol
#~~~~
#, ~ qrf ~ ~ 1 "Wfi ~
mr~ cnr ~' CfTi "Wfi #, ~
J
f.f.-
f--
'--
'9
(1)
(1)
(2)
(2)
(3)
Hr
(3)
10
(4) . 11
(4)
11
1 014ifcna
( 13)
46.
= 1 + 3 etc.
~ I ~ ~ ~ ~ futfltflk4Cfl ~ 11\
she?
%?
=2
(1)
Quantifying phase
(2)
Partitioning phase
(3)
Factoring phase
+ 2 or 4
~-~
(4)
(4)
Operating phase
47.
47.
~ ~ "Cfl@ %?
(1)
(1)
(2)
(3)
~ ~
%~
it
~ ~ ~ ~ ~ Rl'kltftd ~
~~~-it~%
<4>
Teacher should teach the concept of place
value when the children are able to write
numbers correctly
-it
~ ~it~%~"f~lfR~
'fi1TS1
(3)
(4)
~ "Cf)PJT
~
(2)
40082
-m~
q:;r
lfR
~ ~ ~ ~;it
fuw.rr~~
(lGf
Cfi't
~ ~
'5JCJ)R
E
48.
(14)
cn&Tl III
Step I :
-:q(ll{ 1
-q
~ q:;f.t ~ ~ fir~
f.I8R1fula
ciT
~ "CfiT
~Cflll%:
~ ~ ~
cfi'l ~ ~ m2T
~~"Cfilm~ 1
-:q(ll{
~ ft~
(1)
(2)
(3)
(4)
49.
---7
from algorithm
operation
---7
---7
operation
system concept
system concept
---7
algorithm
"Cfi\
---7
---7
---7
qf{CfiC"H-
~-'I:'!Cfie'<H'
---7
qf{Cfi(1"'1-
~2TT-'8 Cfi(Yq"'' I
(2)
~
~
~
(3)
qf):CfiC"H-~
'
---7
---7
---7
---7
~-'l:'fCfi(Y\4"'1 I
---7
qf{CfiC""H-~
---7
---7
(4)
~-'l:'fCfi(Y\4"'11
---7
~
49.
24 ~01"'14)<:1 >ml
"lWn ?"
~~
This question
(1)
(1)
-q fir~ - - -
(1)
m %~
pn-~ ClTffi
~"3TR~
~-~ ClTffi m
%~
~ ~
-e
~ ~
(2)
suggests
general
problem-solving
strategy to the child so that he/she can
answer correctly
(3)
(4)
mmnt~~~"3TR~~
31ftH:i~HirJiC'fl ~
~ q:;f.t -q ~ cfa
(3)
(4)
~-q"3m~
ciT
~ ~-~
-e
'l:'f~ll!dl
CfllT%
(OHtf<t4l cnl
(15)
50.
Cfi~
~ ~ ~
51.
.!.
cake pieces
3
are there in half a cake?". Thq reason is
(1)
students' language development is poor
(2) problem is of higher difficulty level for
Class V
(3) operations on fractions are taught
without contextualisation and language
support
(4) students are not able to understand the
mathematical equivalence of the two 51.
problems
Hamida always allow her students to observe
the number pattern and to form conjectures on
their own in order to enhance their
mathem~yical
abilities. She wrote the
followini:.. problems on board and asked the
studen~s to write the answers :
21 +7 =
21 + 07 =
021 + 007 =
0021 + 0007 =
Through the set of questions she wants the
students to observe that
(1) as one factor is divided by 10 and the
other is multiplied by 10, the product
remains same
(2) as one divisor is decreased by 10 and the
other is increased by power of 10, the
product remains same
(3) if both the divisor and the dividend are
increased or decreased by power of 10,
the quotient remains the same
(4) if both the divisor and the dividend are
decreased by power of 10, the quotient is
also decreased by the power of 10
2l,
en) ~ ~ ~
~~2lfefi"3llil~"il~
1
3
~~
. ~ ?" ~ CfiT\UT ~
fuwf~ CfiT ~-~ ~ ~ ~
wwn Cf>~ v ~ ~ sa=.r ~ ~ cl ~
~ ~ ~fst><!ll~ W;n -B;~ 3fu: ~
(1)
(2)
(3)
~~~~
fcror2ft' ~ ~ ww:rr311 cl ~ ~
( 4)
cn)~~~-;r@~
~ ~ fuwf~
cnf.t
cl
~ ~ ~ ~ ~-51RI~4l
tft ~
~ ~311 en)
Cfif.i 3fu:
qft:<fiC"NI ~
I ~ ~ ~ Pfq~f@d f!Af41~ ~ ~
w-TI
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(2)
~ cl 10
(3)
mr ~
~ ~ ~
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~ ~
cl 10 ~ ~ ~
cl tmf ~ ~ ~
~~
3fu: ~ ~ 10
~ <n'tRTQ; ~ ~'
~
(4)
~ ~
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tRd"T~
cfr
cl
3fu:
cfr
tmf ~
~ tmH ~
afR ~ ~ 10 cl
t cfr ~ ~ 10 cl
tmf ~
tmf ~
52.
53.
(16)
was
shown
broken
ruler
53.
~ CflT
fucnB'
~~~ ~
2iT ~ ~ 14tfu!Cfi ~ ~
llfiJrn CflT ~ fu~ ~ ~
~#fucl"rn~
(1) "Cfi8:ll
-q
mt . !:;f('14i{'iik1chl
(manipulatives) ~ Sl"i'flllMC11-~
CflT >r<WT ~
(2) ~tt@;Cfi qftl!l\il"il ~ ~tt@;Cfi ~ CflT
>rWT~
(3)
~ ~ CflT >rWT ~
(4) ~ ~if"Cfi~Cflfm~
col
s.;m
/~~l~~~~~~~
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dOT(fT
~ ~ ~ lR
-Mr ~~ ~~~
5 -Mr ~ f.mT;r col ~
Cfi@~ ~~~
(1) ~ ~ ~ ~ ~ lR 5 -Mr ~
(2)
(3)
(4)
f.mr::r
col~~~~
lRffi ~ ~ ~ ~ f.rnR col ~ WI
~;r~ 0 ~ 5~~-q~~~*
~~~~col
lRffi ~ ~ ~ {GT S,3TI ~ ~ '3B 2 ~
~ "Cfi8T ~ 2iT 3:{tt 7 col ~ "Cfi8T
2iT '\ill ~ Cli'3flll ~ ~
~ ~ ' ~ ~ ~ ("iCfi("tf"if ~ ~
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~~~~~~~ 1Br21~1~
20
(fCI1
~* col
mt.t ~ ~ CfiQT m ~
~~~-qro;~~~~~-qro; I~
(1)
(2)
( 3)
(4)
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~ ~ fua:n2ff ~
~ fua:n2ff ~
col &lfffiJf(1 ~ ~ 3'11CI!?4Cfi(11 ~
( 17)
55.
56.
..
57.
E
Cf>P;TI IV
if
3fn: 00 ~ ~~~d1~
1:fTO ~ ~
~~mTr
c1) oo 3fn: hsmsi:s if ~ Cf>\ ~ t ~
~Cf)\~t~~~~~
~~~~~VcmfT~
(2)
(3)
~ if 00 ~ ~ ~ ~ mq
~
00 Cf)l ;m:r ~ VcmfT ~
~ ~ -~ Wfi 3fn: ~ if WTm ~
mq~~ 3fn:~~ ~: ~3TI~
~Cf)\~~
~ 3fn: hsmsi:s if ~ Cf>\ VcmiT ~
3fn:~~Cf)\~~
Wfi 3fn:
c1)
oo,
Cf>P;TI
if
rof~
fcrmf$fl
~ ~ >ICfiR ~
~~~~m~~~~.
~ ~3TI Cf)l wiTrr' CfiluiT Cf)l wiTrr' -~
Cf)l
wWT~I
rof~Cf>T~~
(1)
~ ~3TI ~ ~
if fcrolf$fi ct
~Cf)81
(2)
(3)
(4)
~ 11fUt~ ~ ~ ~ ~ if
fcrmf$fl ct ~ i:;l~ d I Cf>8T
fftft ~3TI ~ ~ ~ if fcrmf~
ct ~i51~dl Cf)8T
~3TI ~ 3lTmfuf -:qg:flr ct ~
W1PIT3it ~ ~ m if ~ ct
. ~i51~dl
Cf)8T
~ ~ "3?~ ~
CfiluiT
~ -q~ ~
~Cf>B~~Cf>Wf~~ ~~~~
~ t CfiluiT ~ mtffi ~ ~ ~ ~ ~ fcf;
"3?~ ~ cn)ur ~ ~ I
~~if,~~~ fcftm ~ ~ fcror~
(1)
'Cilt:ftCfl{OI ~ ~ ~ ~
(2)
fGI~~~OikliCfl ~ ~ ~
(3)
3Hlq::qlft:Cfl
(4)
f.:rn:R ~ ~ ~
f.:rn:R ~ ~ ~
E
58.
59.
(18)
(2)
knowledge of algorithm
(3)
( 4)
(1)
Cf~,
(2)
~~~~
(3)
~3fu:~~~
(4)
"9 ~ (lCf)
f.'iwif,
"Chf.t
~:ftHk~Ch Wffif
3fu: ~
cfiT ~
CfiT
~ ~ ~ ~ (C;4k~Ch ~
Qui~
(2)
Role play
(3)
Crossword
(3) . cpf_~
(4)
Survey-based Project
(4)
~~~
(1)
60.
60.
(2)
(3)
(4)
(1)
Sr!?-1i'dl
(2.)
~ ~ (Th-f 'cB)
~~-~ qf{;4l\iHI
~ ~ WflT "Chl$
-ij ~ ~ ~ WflT
m-ru
wr.t
~-~ ~
q;r
-q ~ cfiT
~ "Chft ~ 3fu: ~ CfCi; ~ 'Ch8 ~
~ ~ si'l r'81 I% a "Chft ~
(2)
(3)
cfiT
~
(4)
"Chft
( 19)
I 4c:tfct(Ul
3f~~
61.
~ ~
(1)
January to March
(2)
April to June
~~~
(1) ~-B~
(3)
July to September
C2)
(4)
October to December
(3)
63.
64.
-B ~
CfiT4
(1)
(2)
Paraffin wax
(2)
(3)
Grease
(3)
"lfffi
(4)
Coal
(4)
Arunachal Pradesh
(2)
Meghalaya
(3)
(4)
llTI1
wm:
(1)
3HiUff"t:l<:1 ~
(2)
~-q
Assam
(3)
m:m-q
Orissa
(4)
~-q
10; 200
(2)
06; 250
(3)
06; 200
(4)
10; 250
~ tH ~
~-B~
~-B~
~GR"B~
-m~-it3BIT-BM~:
(1)
3firrr
~ ~ I ll~-~ ~ ~ CfiT ~
~ ~ ll~-~ ~ ~ ~ ~ CfiT
(4)
62.
1l'fcrT -q
it 3"ff( # it ffrr[
-q
~ Y!iltfl'if ~ ~
m'tffiUT
~~~Tflf~~(f~~mtmUT~
~q:;l~~
WTCfT ~ I
(1)
10; 200
(2)
06; 250
(3)
06; 200
(4)
10; 250
tJUCTCfiT~
65.
66.
( 20)
(2)
helping specially
learning
abled
children
(4)
~ ~
'B
(3)
(4)
66.
~ .-ij ~
~'B
f.l8 R1 fuid -q -B
A.
~~<RT'B~~cfil~~
B.
~. ~ -ij ~ ~ "'1'@
l:f?~, ~ 3fu: ~
C.
c.
D.
Wooden floors
D.~~~
(1)
A, B, C
(1)
A, B, C
(2)
B, C, D
(2)
B, C, D
(3)
C, D, A
(3)
C, D, A
(4)
A, B, D
(4)
A, B, D
fertile
(2)
barren
(3)
(4)
-qq:;r ~31T ~ ~~
~ ~ 'B ~ criT ~ ~ ~ ~
H:~ ~ q;&mt ~ 'B
B.
(1)
cnr
Pcl~l2dl~ ~ :
Cfi8-B
67.
67.
mf ~ ~ ~ ~ ~
in
(3)
(RiUJ
'B ~mil~
~ ~ ~ ct't ~ ~-~
mrBf ~ ~ Cfi8 'B ~
(~) ~ \ifRft ~
(1)
Tch
(2)
~~\ifRft~
(3)
M~~~~~ ~ \ifRft
~
(4)
~~~~~\ifRft~
( 21)
68.
69.
70.
71.
ll~
(1)
(1)
~ %R
(2)
(2)
3llir ~ TTCfT ~ ~ ~
(3)
(3)
~-~
(4)
(4)
-qm ~ -:qfCffi ~ ~ ~
(1)
(2)
(3)
(4)
~ ~*w} ~ ~
it ~ ~-"irT
cnl ~~~it?:
RklR1R9o it it -irTI
q)T
~~ ~
(1)
~.~~
(2)
~. ~<h""I~R~I, ~~
(3)
~~.~<h""ljR~I
(4)
~.~.~~
Rklfdf@o
(1)
~:
(2)
(1)
~. 1]"1(p' ~ "irT
(3)
(2)
(3)
~ l'j~
(4)
(4)
~ l'j~
71.
A.
it~~:
\ifT
it it
q)T'
q)T
Ct?"'lfdl!~ ~ ~ ~~
CflT
1]"1(p (f~ ~
"irT q)T ~
-ffiql~~it~~~ I
A.
~~it~T.TR~~~-Wtr~
"\ifffi ~
B.
C.
B.
C.
D.
D.
(1)
A, B andD
(1)
A, B Cf D
(2)
B, CandD
(2)
B, C Cf D
(3)
C, D and A
(3)
C, D Cf A
(4)
B, A and C
(4)
B, A Cf C
-Wtr ~ ~ it ~ ~
( 22)
72.
s.
Station
No. Name
Surat
1615.
1620
530
Valsad
1723
1725
598
Bhiwandi 21;10
Road
2120
772
Madgaon
745
1509
735
73.
74.
-;:flit
(1)
(2)
(3)
(4)
ll>"R""~B ~ ~
lll1f
~ ~ ~-~
CflT ~ ~ ~ 1p:ff ~ :
Sf;J1 ~q)f
~q)f
'B1Tlf
q)f
'B1Tlf
(~)
1615
1620
530
1723
1725
598
fu<:m
Us
2110
2120
772
"'
lWTfC{
735
745
1509
979M; 15 ~ 15 ~
(2)
979M; 15 ~ 20 ~
(3)
1509 M; 15 ~ 25 ~
(4)
15o9M; 15 ~ 3o ~
(1)
3l4'>liiR'Rll"l
(2)
csillffl~:?l
(3)
3~fih'R1H
(4)
(~) ~ ~
Afghanistan
(2)
Bangladesh
(3)
Uzbekistan
(4)
Oman
~I
(1)
Bronze is an clement
(2)
(3)
(4)
Bronze is
platinum
an
alloy
~ ~
-il, ~ ~ Jflff0$1
-q mill cfttr -q fct><n 1p:ff ~' ~ Cfl28
of copper
and
C1)
cnfuT~mq~
(2)
(3)
(4)
w
w
~ (~) (f~
~a~ ~fl"lli
cfiT ilr~mg ~
cfiT
( 23)
75.
:fR fu;t!: ~ ~ :
A.
B.
B.
C.
c.
D.
D.
(1)
A, Band C
(2)
cl ~ ~ ~ ~ -B ~ fu;t!:t
~-B~~~~~~~
~ ll ~ ~' ~ ftrfucpr ~ "Cfi~ it fu;t!: \ill
WflR<l~3fR~~~~~
~ "CfiRUT #mf 11ffi ~ I
Wf~'!R~~ 3fu:~~~~~
"CfiRUT ~ -qffi ~ I
~~m ~ ~ ~ coW ~ ~ ~ "CfiRUT
tt~trrn~~~ I
~ ~ "CfiRUT
Wf M llkt~ft(1 ~ on)
~~~~
tt
tt
~~~~
A,BCf C
B, C and D
(1)
(2)
(3)
C, D and A
(3)
C,DCf A
(4)
D,AandB
(4)
D,AdB
76.
B,CCf D
~ ~ ~ it ~ "Cfi~ it ~ ~ -B <fi;r
~ ~ 3ilcF?4Cfidl ~ ~ I ~ ~ ~11lftCfi
"3"ffi co~ it ~
"Cfi<T ~ ?
(1)
CCE
( 1)
(2)
Inclusive education
(2)
fl"'~~ft -m~
(3)
Peer education
(3)
fi'ICf4fCfi -m~
(4)
Compensatory learning
(4)
Slkt~Cfi ~
(2)
(3)
(4)
m21 ~ ~ 1
~~~f.!'Rit-B~~
77.
77.
fiCfi&-4""11
A.
76.
~~~it~~~~ ftrfucpr ~ ~
fii'!!%Cfi ~ it
~ "Cfi\ \tt ~ ?
wu ~
(1)
'lt'l{\ll""l
(2)
~-~~
(3)
srRt4lfllol
(4)
fii'IINlCfi~~~it~
~~
78.
79.
so.
81.
( 24)
(2)
(3)
(4)
~ ~ fci~IC14 if ~ ~ ~ cnT ~
~TFIT2ff ~~~~~~m~
~ WIT 2fT I ~ ~ ~ Cht.J-m ~
~~%?
( 1)
~ &OicH"llli'i ~
CflVIT
(2)
m~~ ~ ~ ~\iHk'"ICfi
mum
~oq
Cf)ffiT
>l'fu:& CflVIT
( 3)
(4)
~CfiT~CflVIT
cnT ;rrq
if ~ >MTCFt m~-~-~ ~ %~
m~ ~ ~ ~ CfiT ~ ~ "CfRYft ~
~Cfii:"Y'"II ~ ~ ~ if ~ CfifT % I ~
q;a:n
~if~~%
~I
(1)
(2)
individual differences
(1)
(3)
learner autonomy
(2)
~G!RhCfi ~~
(4)
reinforcement
(3)
ma:n2ff'-fCliGI'dal
(4)
S'"lcsf~H
cnT B$Bklr'Q
q;)~
~ ~Hid{UI
~ 51~llllr'"ICfi ~ ~
s:u:
~ cnT
(1)
imitation
if ~m ~% 1 ~ ~ ~'iHir4Cfi
ma:n2ff lTRT \iiTciT %1~ ~ _ _ __
~ ~ ~Cfii:"Y'"II~ CfiT ~% I
(2)
convergent thinking
(1)
(2)
~~
(3)
~~
(4)
~ ~
'"li:S
ll
(3)
divergent thinking
(4)
modelling
f.lt;qiC:'"I q;a:n
- - - ~ ~ ~ ~ ~ q;) 3lfcf)R
~ "CilB C:lld Iq{Uftll "CfiTtCfiT if f.l '""'"! fC1 f@ d ~
(1)
physique
(1)
(2)
culture
(2)
(3)
quality of education
(3)
ma:nct;l~
(4)
quality of nutrition
(4)
ctlfuCfidl ct;l
~~I
( 25)
82.
inter-relationships
(2)
individual differences
(3)
general to specific
~~1ll6cit~~~ Wft~ ~
~ ~ ~ ~"iRTfif11 (4ffd&:fl ~) ~ ~
~ 1ll6 cit w:rwft ~ I ~
~
WCfllflk4<:fl ~ cfit ~ ~ Cfi<1 ~ 1
(1)
;ffir:~
(2)
~l!Rt>Cfl ~m
(3) --~-B~cfit ~
( 4) - continuity
83.
(4)
(2)
(3)
( 4)
intense competition
~.-w~lllk4Cfl
(2)
3ttt ~-Tffti:rr
~ ~ fcrcfim
(3)
~it~
(4)
(1)
( 1) heating
85.
f.:l{a{al
~~
S1RI4lfTiar
m2i~~~(1)
wR
(2)
(3)
reading
(4)
(2)
speaking
(3)
(4)
~:
f%:klfcff!lll
3tttwR-
4lllCI{OI 3l~
cfiT
cna;TI
~ ~ ~~3ft
(1)
Cfl\1T
(2)
(3)
make
the
interesting
lesson
enjoyable
(4)
(1)
(2)
and
it fiCfl0'10il3lf cit
3ttt ~-~ ~
~ Cfi<1 ~ I
-manr~ ii ~ ~ ~
~tffil3TI ~ ~ ~ ii
~ R:m
~it
it
fcrorf'~
3'11~<;<;1~1
cfiT
~iq;R!Cfl
~ ~ ~<filiCfl(OI
3ttt ~ ~ ii
(3)
1lT6 cit
(4)
~~~~l:R"ffi:mcfit~cit
~ 3-fR~~cfit~cit~
~it
( 26)
E
86.
87.
88:
(1)
(1)
~~"ctilwm~~
(2)
(2)
(3)
(3)
~ ~
(4)
c4)
Portfolios
(2)
Periodic tests
(3)
Home assignments
(4)
Summative assignments
>IT~
(1)
4l iq;) fB-P:il
(2)
~~~
(3)
~~
(4)
~%:10JCf)~
~ ~
(1)
641&41ofl ~ ~
(2)
Problem-solving
(2)
WR=ln-~~
(3)
Cooperative learning
(3)
~~4"'PIIri4Cfi ~
(4)
Guided enquiry
(4)
~~
q4fcHUI ~ ~
(1)
~:
(1)
(2)
~=
(2)
(3)
(4)
(3)
(4)
CfiT
ucf.b
~'""ifB-if&a
q4fCROI
"Cfi"G
fum "CfiT
t.n
~
(3)
t.n~
~~~q;)~~~
"Bt-1lH
(2)
"Cfi"G
~ ~ cfiT fcm:n:ri ~ I
CfiT ~
Cfil>RWT~ I
(1)
(1)
ti
~ CfiT ~
"f(R 11{
~~
(4)
90.
.q
88.
89.
89.
~~
(1)
roa.1cf)
t.n ~
q4fCI{OI ~
cfiT
~ q;)
~-~
(3)
(4)
1ffi5 ~ ~
.q .
.q 3i"o:~
~ .q 3R'f11-3ffi11 ~ 11{
~
~ ~
~q Cfi\RT ~ I
(1)- ~~ ~.q
(2)
.q
( 27)
>rHr
fCf Cf>~q
3"i ~'#f) ~ ~
~ ~
I
Cf)l
( 28)
PART IV
I.AIYGUAGEI
ENGLISH
Directions : Read the given passage and answer the 91.
questions that follow -rQ. No. 91 to 99) by selecting
the most appropriate option.
(2)
(3)
(4)
IS
the
(2)
(3)
(4)
The
(1)
(2)
(3)
(4)
(2)
(3)
(4)
( 29)
1
96.
''The clock face was glowing round and white."' Directions :Read the given poem and answer the
This observation is further enhanced by the questions that follow (Q. No. 100 to 105) by selecting
observation that it was like
the most appropriate option .
(1)
gold
(2)
radium
(3)
silver
(4)
ceramic
Human Nature
Is it human nature
to desire forbidden fruit,
97.
giving a detailed
expression
(2)
(3)
( 4)
meaning
of the
98.
99.
The word
'incline'. [para 2]
(1)
hum
(2)
sharp
(3)
tip
(4)
drip
C.J. Grant
obsess
(2)
crave
(3)
savour
(4)
illicit
(1)
(2)
thought her mother was indifferent to 101. "It becomes the predator" means
time
(1) strong emotions influence one negatively
was convinced her mother was more
(2) pursuit of happiness
attuned to the mechanical working of the
clock - not the time
(3) being cautious against outside influences
thought that her mother didn't care
(4) being strong and positive against any
about her family
threat
(3)
(4)
( 30)
(2)
tease ourselves
(3)
illicit nectar
(4)
like a carnivore
(2)
(3)
(4)
we
(2)
craving
(3)
illicit
(4)
nectar
(2)
(3)
(4)
Could you
newspaper?
possibly
pass
me
the
(1)
' (2)
(1)
smelling
(2)
flavouring
(3)
(3)
experiencing
(4)
(4)
avoiding
(1)
(2)
(3)
(4)
appropriate gestures
however
(2)
booking
(3)
principal
(4)
someone
(1)
a prompt
(1)
galloping
(2)
explanatory
(2)
running
(3)
rhetorical
(3)
riding
(4)
stylised
(4)
walking
( 31)
112. The documents have been downloaded by the 116. Speaker 1 : Where are you from ?
students.
Speaker 2 : Kashmir.
The students have downloaded the documents.
During the assessment of students' speakinglistening skills, mark/s would be deducted
The
two
given
statements
can
be
during this exchange for
differentiated by drawing students' attention
(1) the first speaker
to the
(2)
the second speaker
(3)
both
(1)
use of 'by' in the passive form
(4)
neither
(2) differences in the arrangement of words 117. While writing, one of the cohesive devices used
(3)
( 4)
IS
(1)
phrase
(2)
ellipsis
(3)
adjective
(4) preposition
113. Which pair constitutes types of 'cognitive
118. If the piece of writing is brief, complete, in the
style'?
third person, without digressions and
(1)
Individual/team work
emotional overtones and logically arranged, it
is a
(2) Project oriented/paper-pencil activity
(1) class.ificd advertisement
(2) memorandum
(3) Grammatical accuracy/fluency
(3) report
(4) Field dependence/field independence
(4) newspaper article
(2)
(3)
(4)
alan
(1)
(2)
(3)
(4)
make notes
(2)
read superficially
meaning
(3)
(4)
for
the
(1)
(2)
with
revisions
to
meet
current
developmental policies of the Central
Government
(3)
(4)
general
abstract
indirect
concrete
vicarious
( 32)
RkiR1fuAa mrr
~.
~ ~
dtfi ~ ~ dr~l~ ~ - I
~Cf)~q ~~w,
Cf>T
...
( 33)
'ql1'f
IV
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'
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( 38)
PARTV
LANGUAGE II
ENGLISH
Directions : Read the passage given below and
answer the questions that follow (Q. No. 121 to 129)
by selecting the most appropriate option.
1,
2.
3.
( 39)
(1)
(2)
(3)
( 4)
(2)
(3)
( 4)
(2)
(3)
( 4)
getting married
(2)
(3)
( 4)
(2)
(3)
2.
(2)
lift
(2)
isolation
(3)
plant
(3)
indebtedness
(4)
rub
(4)
quicksand
-------
funding
- - - - - - - - - - - - - - - - - - - - - - - - - - - -
( 40)
131. According to this report, 'achievement gaps' Directions : Answer the following questions by
can be closed by
selecting the most appropriate option.
(1)
(2)
(3)
( 4)
investing on more reference books in the 136. 'I loved Ophelia :forty thousand brothers
library
Could not, with all their quantity of love
conducting after school special classes for
Make up my sum'.
weak students
The phrase ' ..forty thousand brothers'
getting more financial sujJ>ort from the
illustrates a figure of speech called
government
recruiting and training moral personnel
to help the special needs children
(1)
(2)
(1)
systemic
(2)
achievement
(3)
product
(4)
change
(1) . imagery
(2)
personification
(3)
hyperbole
( 4)
allegory
challenge
(2)
disability
(3)
assistive
(4)
customized
( 41)
141. According to NCF 2005, learning of English 147. The students make mistakes while playing a
aims
grammar game. The teacher should
(1)
call aside the erring student and offer
(1)
to enable knowledge acquisition through
guidance
some
literacy and its development into an
(2)
call aside the student incharge in the
instrument of abstract thought
group and instruct him/her to guide the
(2)
to subsume the languages that a child
student
acquires naturally from her/his home
(3)
quietly note down the mistakes and hold
and societal environment
a remedial class for the 'erring' students
(3)
to introduce standard sign language in
( 4)
quietly note down the mistakes and
English for children with languagediscuss them with the class after the
related impairments
activity
(4)
to provide adequate facilities at the State
level for instruction in English at the 148. What is taught is not what is learnt because
(1)
a teacher or learner can never fully
primary stage of education
master any discipline
142. 'While listening' means a stage
(2)
students pay attention during informal
(1)
when students are listening for pleasure
discussion
(2)
when students are listening to a
(3)
a teacher's socio-economic level may
recording of a natural conversation
differ widely from the students'
(3)
where the students attempt a listening
( 4)
students possess different abilities,
personalities and come from a variety of
task
backgrounds
(4)
when a listening activity is introduced
143. Student A and Student B ask and answer 149. Learners are familiar with the concept
'cy~erspace' due to their cognitive overload.
questions to complete a worksheet. This is
Therefore, learners
(1)
an information transfer activity
(1)
may end up studying more meaningful
(2)
a role play
topics in class
(3)
an information gap activity
(2)
may explore their own interests
( 4)
a controlled interview
according to their own experience,
144. Criteria of assessment is a/are
background and perspective while
(1)
guidelines with marking scheme
spending considerable time navigating
(2} question-wise distribution of marks
for content
(3)
general impression of a student's ability
(3)
usually omit studying prescribed but
important topics
( 4)
scoring key
( 4)
may be exposed to a sequential and
145. In the word 'scarce', the phonetic transcription
cohesive expository presentation
for 'a' is
150. Constructivism is a theory where students
(1)
/e/
(1)
study a variety of dissimilar samples and
(2)
/ea;
draw a well founded conclusion
(3)
/ie/
(2)
form their own understanding and
knowledge of the world, through
(4)
/ae/
experiencing things and reflecting on
146. Notes can be made using a flowchart or a webthose experiences
diagram. The study skill involved is
(3) are facilitated by the teacher arid use a
variety of media to research and create
(1) storing
their own theories
(2) summarising
(4) construct their own learning aids,
(3) retrieving
thereby gaining hands-on experience
(4) gathering
( 42)
-crttPdlm
Chq (1
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( 43)
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128)
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124.
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3
C)
(4)
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125.
(3)
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126.
(3)
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(4)
mCfiT~~t-rr
(2)
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0)
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cnt
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~~~%-ffi\iftcR~3fu~~\iff(fl% I~
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GRRT
WTRT
fcn.J ~ -q ~ ~ ~?
(1)
~. 4R1~(1
(2)
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(3)
~. 4R1~(1
ffrq.{
( 44)
w -mtl-~ t
127. ~ ~
( 3)
(4)
3ffi:
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-a
fcrm +312ft
fcrn + 3TI2ff
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(1)
~-31WT~
(2)
31WT-31WT
(3)
~~
(4)
~ 'fliP:~
12s. '~'w~t
f.p<:J!BR9a it
(1)
(2)
~~t?
(3)
~'Q;f
(1)
(4)
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131.
129
(3)
(4)
~~
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135)1/ ~3firrr~~/
132.
~~c@CFIT~~~?(1)
(2)
(3)
@R:it:!l-11 ~ ~ ~ ~
it
'lt'!ljMI ~ ~
(4)
it;
m: ~ t
~ ~ ~ ~-mffi ~
~~wart
~~-~~
~tft~tt~w~~~
~ ~ ;mf$n ~ "~ t
.+.....-.f
marco ~
~~
l1ltft ~
(2)
~ f.IAfflf&rt
-a ~-m ~ M
(1)
litter ~
~ -A-.
"i ct>l-1-"ffi ~ ~
Cfilf~ ~
(2)
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(3)
~~
(4)
~~
ilrffin
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~ it ~ w ~ ~~ ~
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129. ~ Cf)T1f.lRT fcl:;iffi ~ t?
134.
'tfi' ~ t
(1)
fsf;m_fc:Wrur
(2) ~
(3)
( 4)
fsf;m
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135. ~'~t
(1)
~if<t>Rlcti ~
(1)
(2)
(2)
fsf;m_~
(3)
'IOIIC!Cfli!Cfl
(4)
fsf;m
(3)
(4)
~~
~Hidl-6~
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-a
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~: Plt.rtf&f&d
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~~/
~?
136. ~-~
137.
'"H'!f'=l'{uf ~ ?
(1)
f.:ic: ~ ClldiCl(UI
(2)
~ 313~ ~
(3)
(4)
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1fHT' ~ ~
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if
~~m <:n2R ~
~ ~ ~ ~ ~fcrcnrn
~ ~
cnr
:rtf
if
q~:qH~, ~ f;rqfuT
(3)
4
( )
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(2)
Cfl(Yq"'li!tA~dl
(3)
~\il"llr!OiCfldl cnT
( 4)
'mln ~ fu'furn ~ it ~
cnr ~
mm
~ if ~ iRf't ~ I ~ ~
~~-"li~~~ ~~~~~
~~
(2)
(1)
141. ~
~?
(1)
cnB if~~
~ ~ ~ Cfll1 l"i~f'=l~f ~
(1)
~f~J Ifq:)lll
(2)
~~Fcffil!l
(3)
~Wlc>jlR1lll
(4)
fmR.
..
142. ~ ~~d~id ~:
(1)
~~~~~~:mol~
cit
(2)
(3)
wm ~ ~ ~
~ 3fu ~ ~ ~ ~ fcrcnm if
~~
13s.
(4)
~-~if~~
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(1)
~ -qo;{
(2)
(3)
( 4)
tft1:rr -qo;{
143. ~
1 ~ ~ lR
~ .~ ~ >lll'rn Cfi8T ~ ?
-qo;{
"4"<H
'
(1)
(2)
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(3)
31RCflR (OIJOi$lHI
(4)
1l&f
fcrm3'11 cnr ~
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139. ~~3'1~~cn8~~~~~
(1)
(2)
wu m 3'1~ ~ Cfi8T
~-m wu ~ cit 3'1~ cnr
-m~
wrRcnl~~
(3)
( 4)
144. ~-ftr~
3'ljl1R
if ~-m -mq ~ ~ it
. ~ ?
(1)
(2)
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(3)
(4)
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cf;T ~
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m
31WT Cfiff
E
145.
(~)
fliftRtcti
~ ~ en~ # 'mln-rn~ c@
cp;ff
CfiVfT ~ ?
148
t.n ~
(2)
3ffi:10lf<tflii("JO!Cfj ~ 1R ~ ~
(3)
~ iSIId,;ld ~ ~ ~~ ~
t.n
( 4)
AAtr 312f ~ ~ ~
(2)
(3)
(4)
mNCfi ~311-l:R
31Ttrlfui ~
~ c@ "JOI"RCfi 'mln-wfrl ~ ~ ~ ~
~
149.
146. 'mln ~-~
cfiT ~ # 312i ~
(2)
(1)
(2)
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~
(3)
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(4)
( 1)
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(1)
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~-~
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(3)
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(4)
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~:
cp;ff
q;\<ft ~ ?
(1)
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(2)
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(3)
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( 4)
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(3)
( 4)
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cfiT ~~IC1dl
~ cfiT AA~
~~
1:IDlT
mNcti mmft
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fcrq;rn
tfl ~
cfiT
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( 47)
tcf)~~~ \i141~
' ( 48 )
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00000000
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@@@@@@
Language Attempted
Q.No.
@}
@)
<@ @
@ @
~
I @
@
@
@@
@ @
@ @
Or1ya
Pt.qabi
@
@
@
031
o32
o36
o37
o38
o39
04o
041
042
043
o14
CD@@
044
011
o18
o19
021
@ @
o23
Tamil
o24
Tedugu
@
@>
@>
@
@>
@
o26
Urdu
o35
CD@ @
022
llbetan
o33
034
o13
o2o
I
Q.No.
oo2
o15
@
@
@
Response
001
o15
I
@ @
I
@
000000
0@@@
CD@
oo3 CD@@
004 <Dill@
oo5 CD@
o06 00
oo1 CD@
oo8 0 0
oo9 CD@
o1o CD @
011 00
012 <DeY@
II
Langu age
00@000 1
025
021
o25
o29
o3o
000 045
CD0 046
CD0 047
CD0 048
CD00 049
00 oso
CD@ o51
CD @ o52
CD@ 01 o53
0 0 o54
00 055
CD@ o56
00 o57
CD@@ o58
00 o59
0@@ 06o
~ 'llllwJ ~ 1fll 'fli<Fir liP "iPftn1l 1 ~ iilht iiiToCI '"'" fill ...,.._
.;wu ll'll!""" (""" 1~1!1'11H )~ ft>\llt fl
111'11
@@@@@@
Response
G)@@@
CD@
CD0
G)@@@
Q.No.
Response
061
(j)@@@
CD0
063 CD0
064 G)@Q)@
065 CD@
066 CD 0
067 CD @
068 CD @
069 CD @
o1o CD@
062
0@0
00
CD@
CD@
00
CD@
00 011 00
00 on CD@@
CD@ o73 0 @0
CD @ o74 CD@
00 o75 CD @
CD @ o76 CD@
<D 0 on CD0
CD 0 o78 CD@
CD @@ o79 CD0
CD 0 o8o CD@
CD0 o81 CD @
00 o82 CD @
CD@ o83 CD @
CD0 o84 0 0
1)@@0 085 <D(
0 0 o86 CD@
CD@ o87 CD0
<D @0 o88 CD@
CD@ o89 CD0
CD@@ ooo CDC
"'1"1 llFI ~ mllll 3'il m
0000000
@@
Q.No.
o91
o92
o93
o94
o95
o96
o97
o98
o99
100
101
Response
4
4
000
CD<!>
000
CD0@0
CD@
CD@
CD@@
CD@
CD 0
1o9
00@@
104
105
106
107
110
111
112
113
114
115
116
111
118
119
120
Response
CD@@
CD@@
108
1o3
122
123
124
125
126
121
128
129
13o
131
132
133
134
135
136
137
138
139
0 0 14o
CD@ @ 141
CD @ 142
CD @ 143
CD 0 144
CD@ 145
CD 0 146
CD 4 147
CD@@ 148
CD@
149
00@ 150
Qlit"-4\ $
nll'll
CD@
CD 2
-----S.gnature of lnv.gllalor
4
4
CD ..
0 0
0 0
CD0
00
CD@
CD. 2
<D 2
"' :
0@.@
CD. 3
" '
00
CD@
<D@
G)@@@
CD@
CD@
000)0
CD@
0<9
<D@
0@0
<D0
0@
CD@
CD@
G)@@@
t) . ~ 111"1
Before handlllg over the~ Sheel to ltte t(IVIQilator the candidala Should check lllet Rol1 No., Language Supplement Te5t6ooklel No & Code (i L..-.g.wge I or
Language II atl&mpted Is Oltle< than English or Hlnd1) . Language attempted ( Languilge I & Language II l have been filled In and mar1<ed c:orrectly
~ --
_ :...'
000 121~!CD
ZD 0
CD @
CD @
G) @@
00@
<D0
00
102
Q.No.
---
- ------------------
Il IIII E
CD<DCDCDCDCDCD
II
@0@000
:n_r.:
Coda
I[
[CDCDCDCD
I I I [G)CD
I ll
I
I I I I I I I [] lCDCD<DCDCDCD
I
I
I
I
I
CDCD G)(D CD CD 0 CD
..
~w.f~
Language - ll Supplement
Test Booklet
No.
Code
Language - I Supplement
Test Booklet
No.
Code
Roll No.
J '
-------------
\3m 48ICI>I
~ ~ 'tn}
ftcre
FIU.JIUJ:IE FOU...O
/ANSWER SHEET
31jw"fi<P/ROLL NUMBER
DDDDDDDD
a:ram
~
em "OfT"f (~
lf)
NAME OF THE CANDIDATE (IN CAPITAL LETIERS)
,
2
arern
~ em ;wt (~
lf)
FATHER'SIHUSBANO'S NAME (IN CAPITAL LETTE RS~
fltm I
o:i./
'-7""""---:--------:------::---:-:---- - - - - - - - - - '
I
~
CJft fcmt
111"
tp
-q
TQm
f.WR
~ ~ ~1
I ';..0 e~ 0e
WR~G lil0_
WR~ @ @@G:l
WR~
~
d-"rl<
$ lrl1; 111"
m ~ -q f.mr-1 <lA $
tff'iml
4'tl1
co:'ecT
CD03_ e
5.
Pteasedonotmakeanystraymarks ontheAnswerSheet.
~ \Jffi ~ lR lJ)ttl1 if;Tl1 ifiRI 'At t I
Rough work must not be done on the Answer Sheet.
tffl
-rS ~ ~
I.
CENTRE NUMBER
\3C::I'fl'(Ot:- yeo-2
um tlftm ..:,
~ ~ ifi1rr<f>
<fi mtr.'l
~ ~
i'i f.mR
Mark your answer only in the appropriate space in the Answer Sheet
agamst the Number corresponding to the question .
(~ ~jq;ffi 1tf<;r
lA 'fl
~)
EXAMPLE HOW TO FILL AND MARK ON SIDE2 WITH BLUE/BLACK BALL POINT PEN ONL.:
..
.
OJ
:Gl
.,.
I Ol
ot
1 '-"l
... I '*
. "'
....
~ St~ ~ ~ urr" .-d <{:! ~ llT'l ~ <1 wn S-111 ~ 3ft< "' " llftr.t;l <fi ~ 2
1Wff.)&i<t> if?! ~o if>~ 3fl~ 3fl.l4'1 ~ IIFI ~I~ mf~ ~lfi1 K<' .:!11:< I
-q lTIIT ~3Tl
-wrA ~ 130TR ~ ~
<1'1
"
The candidate should check carefully thai the Test Booklet Code printed on Side-2 of the Answer Sheet is the same as printec:l on Main Test
Booio;let In case ot discrepancy. the candidate should Immediately report the matter to the lnvtgllator tor replacement of both the Main Test
Book!etand the Answer Sheet
008
~1
~?
11$:
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