This Booklet contains 86 printed pages. AK141 test Bootset no. we yf Hl s6 aa gut ‘utiar gferer Fem PAPER—I : MAIN TEST BOOKLET Test Booklet Code sea-aa—a : yea aete gfereat ‘after gfe era Do not open this Test Booklet until you are asked to do so, evden year at aa as a GRE wa a et 3 ATE Read carefully the Instructions on thecBack Cover of this Test Booklet. ae atten fer Reset star we faq me Aiba a ara a wad Instructions for Candidates: — * wdhentéfat & fere freer: * 1. The OMR Answer Shes a inside this Test Booklet. When | 4, «ourt-wy ya ten frm eran oe an Answer Shect and fin the parteuars on aide and gfe wet ae ay geen Frere Yt ee Side-2 carefully with blue/black ballpoint pen only. ye2. ae ary Beer he are aerate A ee fee a ceca eaten an REE a2 aon ln a 2% on. sat ay wa Ext cin 9 usa or fh 3. Use Blue/Black Ballpoint Pen only for writing particulars on this page/marking responses inthe | 9, ga yam fra afta wl wa set rari am? fore Answer Sheet aa he fomre aeraige Ba ar set ‘4. The CODE for this Booklet is L. Make sure that the CODE printed on Side-2'of the Answer Sheet is the same 4. we gfe ar da Lt og gf a at fe gf a ‘at on this Bose Alo eure shat your Test = eys-2 0 beh ka a fia " 1 + Booklet No. and Anewer Sheet No. are the sani In cage wea fe ete oer deen shoes wom hea fi sear of discrepancy, the candidate’ should immediately Te fen «the matter to he lvigtor for replacement of Both he faa Bo war ot en gf a ena OH & Fe ‘Test Booklet and the Answer Sheet Rites a yaa ML S. This Test Booklet has Five Pars Uy ll, IV and Y, Test Be Five Parte, tlh WV and vs |g) gq ater gferer & te at, u,v ste v &, fr SERIRPY GEAg® beets ee Giesone and'each |S TE Setr am Er ae 1 ae ‘Child Development and Pedagogy (Q. Nos. 1-30) am- : aa fara aft fire-ma (9 Ho 1-30) Eavtonmental Studie {G. Nes: 2:30) seu Gree 21-20) FORAY canguoget enghch/fingy- (Senos 94130) sm: sei see (FAs 61-90) Part-V :Language-Il (English/Hindi) (Q- Nos. 121-150) wm-ty : ur=t (afi/fiett): (reve, 91-120) 6, Part contains 30 questions for Language and Part-V wmey sare (@aRH/feR) GRTHe 121-180) Eostalns 30" guesses for Language in this ost SCOR only estions penaiaing Sngish and minal | 6. ‘Mier S mmr iy so ne sh my 8 wre fe vee been genta case the language) you 30 mes free we nti fener a are safe woe tor an Laaguage-iand/or Languages fe saa a feqmg BL af weer fh see aes Innguage other than English or dh, pleas sak for ¢ Ih chinese Toc 'Bootiet ‘that centainn quesGous ea, Gat are gf err) ae eo sere 4/8, oh eT Eanguage The languages being stnwefed ust tally Ba wen are he gfe in rel Hoe TTA 3 with the languages opted for in. your Application weal Ba fra Bee Bay area wa yA Geist Fem. i Sra er or eke |. Candidates are 20 Siapt_ qidetions in ; 7 Farey te ‘Tin a language other then the one | 7. wtarelf wrr-v (wrer-n) fee, eran eA ae are gE ‘chosen as Language-I (in PartlV) from the list of ‘ahs gre everday) Hyer 8 ew Ianguages. 8 Rough work should be done only inthe spe provided in] 8. wpm wer en en haa ee rc are at 9. The anowera are to be recorded on. te: OMR. Answer ‘ 9, wh am art omR sa Ft ifr A aA re in slowed tor chalging wlewers- nay net cerned if aac bg tae ne Fa the eet Booklet for the same 2 Name of the Candidate (in Capitals) : settee are (ae ert) Roll Number (in figures) sgerig (sit 8) {in words) (wet) Centre of Examination (in Capitals) : ao atten 3 (a8 sie #) Candidate's Signature Invigilator’s Signature vate 5 eter fates Beer Facsimile signature stamp of Centre SuperintendentPART—I / am—1 CHILD DEVELOPMENT AND PEDAGOGY /. are fara oft fet-sra Directions : Answer the following questions by selecting the most appropriate option. 1 In the progressive model of @ducation as implemented by CBSE, socialization of children is done in such a way so as to expect them to (2) give up time-consuming social habits and learn how to score good grades (2) be an active participant in the group work and learn social skills (3) prepare themselves to conform to the rules and regulations of society without questioning (4) accept what they are offered by the school irrespective of their social background Which of the following is based on Vygotsky's sociocultural theory? (1) Operant, conditioning (2) Reciprocal teaching (3) Culture-neutral cognitive devel- opment (4) Insight learning ‘A teacher says to her claés, “As individual assignments are designed to help individual students learn more effectively, all students should complete assignments’ prescribed without any assistance.” She is referring to which of the following stages of Kohilberg’s’ moral development? (Q) Conventional stage 4 —law and order (2) Post-conventiorial stage 5 social contract (3) Pre-conventional stage 1 —punishment avoidance (4) Pre-conventional stage 2 individualism and exchange fide : Prater weit} am 28 eq ame fra Rrerea fc 1, %o Mo fito-ato (CBSE) arr sia my smfeefiea fran & sft a ae aT aarsterea fara wer @ fie sar @, see amar ton wat 8 fi (1) 3 era ae ae are annie aredt/ weft ar cam at cer dtd fe fe wer ort Atal ws mn aa & (score good grades) (2) 3 wate art 3 afka unter a Frafe at car annfies tere ad 3) 3 ft wa ze mm & Frmi-fafiant an agua a & fare ‘tar @ as (4) Peet of ware A amnie: geyf aa Rota ae wa chan at te frenert ert wer fen stat & 2. freefefar Fa shea aie & annie aiepfers fire w snenfta 87 (1) aber age (2) erence fare (3) depfa-fte darren Rare (4) sragfegt sift 3. um fifa oh wat a aed @, “Coit war % ser ari (assignments) #1 ‘Finer ger wane Foren en & fe wee faerefh cafes soraareh én a tara, sre ahh Frere fen Peal oar Bt wireen 3 se werd pi ti” ae stent fee Aft ‘Frese ae A site tds 3 ah 8? (1) sites eo 4— arg ste sree 2) Tatars ser Sanne deer (3) isterantes ser 1—aus attache (4) a-strentes se 2 : —tafiraen ait fare4. 6. Fourteen-year-old Devika is attempting to develop a sense of herself as a'separate, self-governing individual. She is developing (1) hatred for rules (2) autonomy (3) teenage arrogance (4) maturity In context of progressive education, which of the following statements is true according to John Dewey? (1) There should not be a place for democracy in a classroom (2) Students should be able to solve social problems themselves (3) Curiosity doesnot belong to the inherent nature of students rather it is to be cultivated (4) Students should be observed and not heard in the classroom A disorder related to language comprehension is . (1) apraxia (2) dyslexia . (3) aspeechxia (4) aphasia Following are the critical views about the ‘Theory of Multiple Intelligences’, except (1) it is not research-based (2) different intelligences demand different methods for different students (3) gifted students usually excel in’ a single domain = (4) it lacks of empirical support 4. l4-affa @faer. am-aa A ge, Tarifa satis A seat a feed act 1 ware a SL ae Preaftra ax we (1) Prat & sft gon (2), Farrer (3) Preikrecrene ornare (4) afer 8. woftatte fen & aealt frafattan Ha aaa aaa aia wa & organ ayia 87 (1) mat Hyena ar aid eae adi eer afee, (2) Penflat at ei @ anf aensit a grant Hwan gar arte, (9) Pearen Reenter Hatten adi & afi yaar wnyeiada For afey ’ (4) war Renfthat ar Roar eon arte, ae gen are 6. W-aaates 8 wag faa e (Q) serara (apraxia) (2) WeA-tHe (dyslexia) (3) arg-aaG. a1 (aspeechxia) (4) Tua (aphasia) 7. fefafer 4 a eae onder ges ‘ag-afe fra’ (Theory of Multiple Inteiligences) & aria 7H 2? (1) ae sitereea ae (2) ibe afta raf. rent & fer ffir vate A at aac (9) starch Perel wt ew aa a A set fateen wea aa (4) Fear aE crquarcrs omen ae @ (PTO.10. 1-L ‘Theory of Multiple . Intelligences’ cannot be-legitimized as it (1) is not possible to measure different intelligences as there are no specific tests (2) does not place equal importance on all seven intelligences (3) is based only on sound empirical studies done by Abraham Maslow throughout his. life (4) is not compatible with general intelligence ‘g’, which is most important ‘The individual differences of students in a classroom are (1) disadvantageous as teachers need to control a diverse classroom (2) detrimental as they lead to student-student conflicts (3) inexpedient as they reduce the speed of the curriculum transaction to the level of the slowest student (4) advantageous as they lead teacher to explore a wider pool of cognitive structures School-based “assessment was introduced sto (1) decentralize the power of Boards of school education in the country . (2) ensure the holistic development of all the students (3) motivate teachers to punctili- ously record all the’ activities of students for better. interpreta- tion of their progress (4) encourage schools to excel by comipeting with ‘the other schools in their.area 10, ‘agg Rear’ Aaa a we ot wea, (1) fre vite 3 soma A fix ae (different intelligences) #1 90% ara tlt (2) ae wh ara ated A ama Were Ei ame (3) ae Fat orem feat ste Wes aparers sree a orerita 2 (4) 7 waite aera ama afe ‘g’ & aaES (Gera) Ae aa H faenfat & Gates fate (1) Bored et 8, ite sean a ate aa at fifa aa A arreeaat & (2) wien st, ait aa Ranke a TER Fe Te BE @) sade 4, vi% 2 aie a frat eee erat earn Ft aft a am aa & (4) coved %, aif 2 frend A wares acai a ah a meme a waa at & frerera-srenita serert ree Re TET aT af (1) Ue 4 faerert ter dts, (Boards) afte ar festa far oT aH Q) wh Reiki & ap ae a ‘fifeaa firm sn aa (3) Prerhit 38, A Ree faa H ge ft aa sate ve ais a eet (1) Prenat & a1 (2) Parareft 3% are (Steere) at (9), Rarer ft gar A (4) Rrerelf are et A as aA 1-L ‘SPACE FOR ROUGH WORK / tard % fore ae [ PTO.39. Which of the following activities is | 39. #8 Rar var ata-m farmers Fa I meant to enhance problem-solving wail A anenait et eat ae A Gee FT abilities of students of Class III? afte & fre 8? (1) A crossword puzzle containing clues for all key terms learnt (1) #8 ai-weeht feet da mm wi qe like even number, odd number, vd 38 wr den, fier den, ana composite number, prime aon, ae den a & war number, etc. (gam) fea ne & (2) A group project : How the students of primary wing shall (2) AE ame utes: satis sensi be distributed equally in four % eat Ro wr wi a se ai houses (house system of school) (eget A ae set) 3 fee ger so that every house has talented Ne oe pel students from sports, arts, pars Fat ary afk wt wea A aa, cultural and academic wen, wieght ote Ae fare activities? & ofterenctt ora Bi? (3) Conduct an interclass quiz in ‘e , the class on ‘numbers and (3) %ar F ‘wen oft ware’ fara x operations’ ~ rare efi afeetfin aaetfid ar (4) A worksheet -. containing problems on four _ basic (4) FG ardeas fret ane ye were ae operations like—Find 25 x 34, wren $—ara Fife 25 x 34, 451 + 11, ete. 451 + 11 on Age 40. The recommended key concept in the unit of ‘multiplication’ in | go, an ut # a’ A ee toga ae Class Ill is 7 (Q) multiplication of 2-digit number eee cee () Q-skfta wen a A-side den a (2) properties of multiplication— sc order property and group Property (2) re oregon yo he aye (3) word problem based on multiplication (3) or saree erage (4) multiplication of 3-digit numbers . by 10 : (4) ta-sista dena a 10 8 ne SPACE FOR ROUGH WORK / w arf % fem are 1-L 1441. 42. 43. From the unit of ‘fraction’, teacher asked the students to list any five fractions, This question refers to a) (2) (3) (4) In higher level of thinking analytical thinking spatial thinking lower level of thinking an exercise, the question was—Measure the lengths of the line segments Pe———+*Q and Re—-S. The child answered— length of AB = 5 cm length of AB = 3 cm This refers to i) (2) (3) 4) conceptual error procedural error error due to habit of naming line segment as AB reading error A teacher distributed newspaper in Class V and asked the students to read the cricket scores of Indian team in latest imatch. Then she asked them to draw bar graph of the scores. The teacher is trying to (1) help the students to make connections between mathe- matical concepts and real life teach them through project approach make the class joyful communicating (2) 8) and (4) enhance reasoning power of the students 41. 42. 43. ‘fra’ Al garg fers 3 ort 8 fad ots fea A eet aoe fee eT ae we Ha aT e () ea ae A (2) Sxctaorers ata (3). SiPinta /areareta eta a (4) aha & fe eR at fret sere fg 1, Pe———+Q aa Re——-S ta wel Ft cant fee aa tan fea AB rang = 5 Bf AB &t eratg = 3 Hf ae Ha seme (1) deers gfe a (2) arifafieg ge at (3) tar avs a aM AB fra A ore a aren gz at @) AA RA fafian 3 war v A arena Pratt ae oot a wad ae % Aq 9 ea da facnieal % Gre & ear A et & fee aa) HE aT SH wei a ST ae oe ahaa & fee seri-ae Fare var me ah (1) Beit A, areas steer st afar deena & da mar ore Hi, | Terr Fe A (2) sRedtart sams aero a Aen 23 a (3) we Ft ore a oftteraste waa (4) oral At anf een a GR HOA 1-L SPACE FOR ROUGH WORK / T #rf % fe ame 15 P.O,44. ‘The following word problem was given to a child of Class IV : Mumbai has 336 bus stops. Delhi has 127 more bus stops than Mumbai. How many bus stops are there in all, in Delhi? ‘The child’s response to the above problem is recorded as— 336_|Mumbai 336_| “127 Delhi Total busststops in Delhi are 336 + 127 = 463, The teacher shall report about his performance as (1) the child can find the answer correctly but his expression is poor (2) the child is good at visualizing and analyzing, and his problem- solving ability is appreciable (3) the child has not adopted the right procedure. He needs to Practice more (4) the child is not able to write all steps required properly 44. aa IV % fed om @ frafefad regan a mg: ure 4 336 aa wiv 81 Pedi Fad a 127 wa win ofies 8) gt A pe Raat aa wie 8? ‘ora 3 sath areN ar Sat Fa va fora : | 336, | wat | 336 127] Re Ret 4 ga 336 + 127 = 463 aa win Freres ga wir & seats & fares if an feats am? Q) oe wa oR wa He aH eT waht aifttoatts fipe @ Q) oa wen a aed oh saa farden za Horan 8 am ae EM ea BA he sie 8 (3) or 3 wet Beanies ae sear 3a afte snare Ft onan & (4) oo wh snare sui a feet A ater agi vam SPACE FOR ROUGH WORK / T arf & fey ame 1646. A student was asked to read the following numbers : 306, 408, 4008, 4010 He read as follows : Thirty six, forty eight, four hundred eight, forty ten ‘The reason for error i reading is that (1) the student does not like Maths class and finds the class boring (2) the student has understood the concept of place value but does not know how to use it (3) the student is not fit for study of Maths (4) the student is not able to understand the concept of place value and feels comfortable using two-digit numbers only The parameter(s) of assessment for ‘time’ for Clags IV shall be (1) reading time on analogous clock only . (2) reading time on digital and analogous clock, concept of half past, quarter past, quarter to, am., p.m., relation between minutes and seconds (3) reading time on digital clock, concept of a.m. and p.m. only (4) reading time on digital clock only 45. fix om a 4a a nd dena a wel & fee ser aT 306, 408, 4008, 4010 we Fe BER TT: ata &:, Sette a, aM Bt sre, Tete 7a eh gt am aor 8 Q) oe # aft A sar seat ae cert it men gars (wears) ered (2) oa 3 eaten Adasen at ae a oeq sae ged aE TA (3) Bra are aT seat FA fee wage re” (4) oa ents a A deer a a wage 8 ott aa aaa aside Heonait aga TER aA 46. em iv % fee ae & qe H/s raat en/e (1) ae wgT ae ee BAA TAT (2) sifted afte aga aah we BHA TET, aren aver firs, Steg gwar sift, dat wa =, am, pm. # aaem, fire sit tare ii wear (3) Sa sift agi HAA TEA, a.m, att p.m. 8 rer (4) Bae sida wet ara eT 1-L SPACE FOR ROUGH WORK / t# #ri % fem ome 17 | PTO.47. 48. 49. Tall shape of _ Mathematics’ mentioned in NCF, 2005 refers to Q) (2) (3) 4) solving challenging problems creating Maths game providing hands-on experience building of one concept on other Consider the following 5+3-? ‘The open-ended question corres- ponding to the above close-ended question is (1) Find the sum of 5 and 3. (2) What shall be added to 5 to get 8? (3) Give any two numbers whose sum is 8. (4) What is the sum of 5 and 3? Farhan went to school library and found that 100 books kept in story section are spoiled. 20 books are missing. 219 are kept in shelf and 132 were issued to students. How many storybooks were there in the library? Teacher can teach the following value through this question (1) Helping others (2) Sharing books with others (3) Taking good care of books (4) Sense of cooperation 47. 48. 49. ae canal A eaten, 2008 4 sigan “af Bt eat arg wae a (1) @tdiypt arenst a ze Fer (2) nfira 3 Beit a ga (3) wefeg agua we FET (4) we dren & qed deer AT freafettaa 1 fran aif: 5+3=? ee dias wea rT age EH-e e em a) @ 5 ait 3 ar an are Fifa) 8 an shar sn arfee aris 8 oe wn i ta. Sent sae Are sr Be 5 ott 3 am aa a aim? 3) (4) ‘oer 9 flere & gerne i a we wan fe merit aga F ct 100 yerk ae Qo 21 20 yet a fet aT wa @1 219 yer sre Foe ze 132 gerat a sail a wet & fore em 81 yesrarera ge feet wert A wee i? fires ga wet are Prfafiea fire yer rg eB? a att fer (1) se A aera ae Q) a. arr geval ft ander ea (3) yet A ast tev ee (4) -weeiin oft aaereftcren SPACE FOR ROUGH WORK / T% #ri & fem ae 1850. 51. 52. 53, ‘The: product of the place values of 5 and 6 in 70560 is (2) 300 (2) 3000 {3) 30000 (4) 30 When 3010301 is divided by 43, the quotient is (1) 70707 (2) 70007 (3) 7077 (4) 7007 What should be subtracted from the product 3001 x 101 to get 300311? (QQ) 2790 (2) 2090 (3) 2970 (4) 270 (Smallest common multiple of 36 and 60) + (Biggest common factor of 18 and 45) is equal to (a) 20 (2) 30 (3) 40 (4) 100: 50. 70560 4 5 sit 6 & earty art a wrest (1) 300 (2) 3600 (3) 30000 (4) 30 51. 3010301 4 43 8 Hm ae H HITE & (1) 70707 (2) 70007 (3) 7077 (4) 7007 82. WMT 3001 x 10) 44 aa ween are fare % 300311 wm BI? (1) 2790 (2) 2090 (3) 2970 (4) 270 53. (36 at 60 m1 ead dia ad a) + (18 att 45 a1 waa ag arf yaa) ARR Bt (1) 20° (2) “30. (3) 40 (4) 10 1-L SPACE FOR ROUGH WORK / t #r % fem we | PTO,84. (10 tens +-11 hundreds +12 ofiés) | 84. (10 aage+ 11 dast-+ 12 Speakér 3": Uinili..1 am fot sure,... During the assessment of students’ speaking skills, mark(s) would be deducted”turing | this “exchange for (1) none of them (2) the second “Speaker (3) both of. them (4) the first-speaker 105.“ ‘athat described as. * + (1) critical (2) comprehengion (3) sympathetic ue (4) active 106. “Children desérve'nioSt‘6f the credit for the language that they acquire.” This observation implies that in modern classrooms "+ (1) students pursue 'théir own lines of enquiry (2) students need not 12 classes (3) students may choose L2 on their own (4) the, teacher ‘establishes learnings 5. ay student recommends the reading of “the. latest best seller} saying is--Very,, interesting. You listen, ,trying. to make.out whether the student's observation is sincere or not.” This type of listening can be attend the task"and supports or facilitates 36 107. ‘Types of ‘text media’ are 108. 109, ay (2) 8) (4) audio discs and tapes illustrations and diagrams motion pictures documentaries and digital e-books, e-jotirnals Which of the following resources will help to‘break down communication barriers .afid enable children to study and learn in both L1 and L2? a, (2) (3) (4) Multilingual Multimedia More textual Communicative Students learning a language often lack confidence due pronunciation rules. when language's speaking ‘unique One way to to the overcome this problem is a) (2) 8) (4) children reading aloud in class using game-like activities which require verbal interactions in the classroom conducting special _ speech therapy with a counsellor correcting errors whenever they happen110. 111. The contemporary target language classroom is a confluence of varied languages and language abilities. Teachers should restructure their Practices by exposing students to (1) summaries and simplified versions of the learning materials, e.g., stories, grammar notes, etc. (2) worksheets with a variety of tasks which cover the syllabus, and students give their responses in class under teacher's guidance (3) appropriate challenges - based on the syllabus, in a secure environment, opportunities for all students to explore ideas and gain mastery (4) adequate self-explanatory notes, either prepared by teacher or from material writers For students to gain language skills from textbooks, the textbook learning should (2) correlate with assessment and achievement (2) lead to using the textbook sparingly (3) expose them to more literary reading (4) become more cost-effective compared to technologically supported courses 37 112. 113. 114, While teaching hearing impaired students in an inclusive class, it is necessary for teachers to (1); make sure that they are including signs and nonverbal signals to strengthen any communication (2) conduct regular a special class for such students (3) be in constant touch with the parents of such students (4) use cue cards to’ signal the teaching content While translatiig a subject and using the translation in the mainstream curriculum, the benefit is (1) promoting national identity (2) enriching linguistic copability and appreciation (3) enabling teachers who are not competent in the mainstream language to take classes. (4) standardizing cultural identity Some criteria for the selection of language items should involve (1) enough worksheets for practice (2) everyday vocabulary and sentences (3) their learnability, coverage and teachability (4) a focus on language rules | PTO.Directions : Read the given poem and answer the questions (Q. Nos. 115 to 120) that follow by selecting the most appropriate option. Sprinkle, squish between’my toes, The smell of ocean to my hose. I can feel each grain of said, It falls from air into my hazid. ‘The shells | find along the shore, Picked up by birds that fly and soar. They sparkle like:the ocean’s waves, And carry sand from all the lakes. I walk : That’s where my feet leave prints to be. 1 walk all the way to the end of the land, ‘The land that holds this beautiful sand. —Morgan Swain 115, The poem's central theme is (Q) a factual description of nature (2) sharing experiences with nature (3) a recollection of a visit (4) an introspection by the writer 116. Here, “to the end of the land” refers to the (1) sealine (2) land (3) sky (4) horizon 117. Here, “That's where my feet leave prints to be” means that the writer (1) knows that everything is temporary (2) relives past visits (3) expects to forget the'experience (4) hopes to remember his visit 118. The phrase in the poem that conveys the same meaning as “along the tip of the sea” is (1) “each grain of sand” (2) ‘end of the land” (3) “air into my hand” “like the ocean’s waves” 119. The poetic device used in the line “They sparkle like the ocean's waves” is a/an (1) hyperbole “(2) exaggeration (3) simile (4) allegory 120. A word that can replace ‘squish’ is (1) crush 2) hold (3) scrunch (4) trample— Candidates should answer questions from the following Part only if they have opted ‘for HINDI as LanGuaGE—I.” citereft afta wa seat % aR aaa wit tafe weit oT —1 at Pree Feat gar ah - am—IV ea fifa. Aa Ream rein, a eR eae aha faeca a1 a Fifi (wo Ho 91 8 99) = fre 6 Sher oreo (SFT aaa) A ar aren gett, eel A aaa aad are are saat fe aren &, fee 8 Arar ora A EI get Swe sear ar sega A Fre At fadtean 81 ae fren ote are a Paarl vf afi ah fires ort ort & aaa eed at ow sae fain & wy A mg wor 8; SE Te sath ar ae ore aR a ea Re a1 on, Bieta cram a afte oat A ata, rere & fare a 3 ae ore ares a ters afer aw otter fe Fa at aaa Satta we ob ora ae a oot ae a ar Ger 8 (Pe mitten a aafeara se si PRR ®) ate 2 on ot we aie a soft he or Bf res 3 fr wt I 91. fier A Sera saeco fire a Pa eT A vega aac 27 fog A of d aaa ve sari mt aa & (a) (2) fren a % oa-24 A afer t (3) fan aa or fiat at ferferat wat (4) Bre overt an Ba-Ba ahen t 1-L 2 a1 92. vain % san or anf fra anata a vai sa Td? (1) fern arta & (2) reat # ara Gata @ (3). Frere pha: rte wet & (4) 3 sah & 93. wa main & agar Pret A afer wert BA & fare saftared ad & (1) Phere A aafeate (2) Pree an ee arrarA St (3) ora Te sar eT (4) writ a aad & re sey 94, main % age ais A ere A ferdteran a1 8? (0) fer ae a sree (2) fave ‘Ae’ & she wa “Ae! e (3) sreal Rear ata setts then & 39 (4) vem rani a ator aftend [ PTO.95. 96. 97. 98. 1-L ST se AR ag oT af saat} — qe ane ara ret wer (1) -3aR Bat (2) seied A om 3) Fafa Ae TS (4), rr ot ora ee eae “fararer’ weg & aay aren fate & (1) Rare (2) Faeareraren (3) frag (4) Ragrerstter faa wee 4 2 sect ar sein gon 8? (1) area (2) wre (3) Baer (4) rarer sega veier A “Rava” we a orf 8 () aaa Q) ar (3) ay (4) Frege a oftirs fez aot 81” tein ee sag Fre =e a ee Fre rT 97 (1) enfin (2) sfersfera (3) staffer (4) sferrt 40 Aide: aad afta Feed a1 sar afer (wo do 1008 114): ~ 100. 101. 102. wert, wf, fat ok west & ae B ma (1) Feet apat ar orsts ci & (2) Fae orf abafta an Bara aa # (3) seh atepfte mite & gst & (4) Fae writer om a & wets eK aa at erm fad ar ‘waieh tea @ (1) geret-etatfeat a ar wre aca (2) seri-sfamsit a dee Ft gee @ Rare aot (3) a sae} a wa A ahaa a ‘frara er (4) seh at a get weer siRieaas we 4 gram Hi fare ae fet (1) &ee sft aie & 2) w affard geen @, fra set oe ‘fen are (3) WH me A area & (4) art aif wien t103. 104, 108. 1-L wat ‘we’ & a3 on — Ga sam ateraret At ort 3 oneal a aa frre smd #1 Q) a-aRar, wet (2) w-aRaR, oRae (3) e-aReR, dedi (4) *-RAR, ato ato wan ‘on’ sik ‘a! & gear ara § aed ar iy —- 2 @ sik fat — & fore a Q) 34, er (2) sang, wo (3) wee-TeETs, Aaa (4) sat-a, seer wa a ata safe em fet ‘areror ar sea el 8? (1) Fa sagan og ara wet sare eH Q) frend a ei Aafia a ream sara (8) FHA A am ott aE A aT Hear ard ge 38 eae Bat (4) Gilad adi at si a ait Seo 41 106. 107. rer atte & es ater Ba wea? ne (1) tar stare ora wea 1A e (2) arm % woth ahaa ae RRA ‘Fecart srr Wr 8 (3) arer-aterer Ua gat Aeara Ta & «) petal sere 8 a aa wn —, —— tt ann @1 () WA, ate, hed 2) A, fore, BET (3) aha, mequaiasstsha ges (4) 3A, fre, aaa [ P09,109, 110. . Bad sensi Hae fief ante gee safe ragd am, afte arora 813A ve Hafod Wd U1 Se ae EAT a wafta 8 (1) Sea-oree (2) afe-efe (3) feeder FETS Ft (4) Sentra areiieeht & frat we onan sen — maa fg ae feat rar 81 (1) after eet (2) aart gl * *T (8) ari dl fotitsheets) (4) re sra Bear Bama &, aa: (2) 38 wusit at shart ant fren & fore oar & (3) 3 4 maga # aA mA arnstt & ez, are eh aaftard (4) St att armait oft rad fires 3 fer srftard & : 42 112. 113, 114, ee 8 matte ee a e-arrer ‘walfires afer ater @ (1) fete A ota et wear (2) ai D Reat ot wer qed & sae 2a (3) wea a a ereart (4) wai a yet ox Bear =, ahem wet at A ams at adh area am? (1) apf 3 fra om eee? (2) eA AeA A aa aa va oe (3) a il emf ahh A se fea a ai afte aa? (4) Sasa arm ar am fare 87 a ro mafia: en a ae & fee ae-ariter _ HB A oT BB ae? (1) et cent (2) am fawa-aeq (3) ofa Rea (4)s BerarAder: Ha a8 read A aga aa 3a fred a1 aan Fife (go Go 115 3 120) : Gi gat wa sh glen a ae al ania, S28 3A ari FH 2a wea oh ait, a tah faa oh site wRreg a a7 ak, iia aah Sf deft cad arr igh 115, sn A die & orga ater Pw ve Hohe? (1) St enters, are otk Pia & (2) Sh dae weet Hata wa (3) St sore tren’ & : (4) St eee are wt Arend & 116, afta A af Aah a athe? (1) iver a she arch (2) 3A ssi ware a3 are (3) gaffer 8 te (4) wera site ae aT 43 117. 118. 119, 120. S888 waa Rem Br (1) 8 wea ome er 2) sa Se 8 eee Hk ae me a waa aot E (3) erfe ce (4) wat a omifa eer “am! area ar vata & Q) art (2) uw (3) sive (4) Prem a cut “a ge nt fel Ho 8 am a ged A ary AE Re, (2) fh aR te rae ek (2) gen & ah Ret (9) art wera & aA (4) Pere aaa & ao ‘eet te! wt oma fa) smite (2) dei are sen i. (9) ear he eacreat Bt (4) sift ar PTO.Candidates should —_ answer questions from the following Part only if, they have opted for ENGLISH as LAnauace—m. udtenet Preaferaa ar a meat a am dae wit & ate seit ar—n ar fret Hat gar at PART—V : Language—II ENGLISH Directions : Read the given passage and answer the questions (Q? Nos*121 to 129) that follow by selecting the most appropriate option. “Get well soon!” Shanta said, handing Partha a yellow balloon, She was his third visitor. That's because she was his class teacher's daughter, and her mother made her visit him. The other two, Rahul and Syed, weren't really his friends, although they often ganged up with him against other kids to take away their lunch pocket money. Partha knew’ he wouldn't have long to live. He could feel it, deep inside. Seeing his aunty crying after talking with the doctor confirmed it: His time had come. He didn’t tell his visitors, though. They would either pity him, or be happy to get rid of him. Once Shanta left, he ripped a page off from his notebook and wrote— “Dear God, I know I messed up and nobody likes me. Please give me a second chance. T can show you what a good friend I can be.” He drew a map showing the way from the School to the hospital, walked. shakily to the window, and let the balloon fly away, The balloon was heading straight to a telephone pole, but a gentle breeze blew it away just in time. It crossed the park and disappeared out of view. ‘The next day, a boy he had never met before came to visit him. “I find balloon,” he said. “You are lonely >” He just nodded, too startled to talk. “I lonely too. My family come from Afghanistan and I no speak English good.” He smiled. “I bring gift to you.” He handed him a small bag of fruits. “I pray for friend, and God give me friend.” Normally, he would have made fun of his broken English and his long, baggy brown kurta, but he knew better. He smiled and offered him the first otange. 121. One student the reader understands did not really want to meet Partha, that is (1) Shanta (2) Syed (3) Rahul carrying his message towards God. 1-L (4) the Afghan boy 44122. 123. 124, 1-L Partha felt lonely because — visited him when he was at the hospital. (1) his class teacher {2) only Syed and Rahul from his class (3) he had no friends at school, ‘so no-one (4) Shanta A synonym for the word ‘startled’ in the passage is (2) surprised e stunned (3) avoided (4) composed ‘An antonym for the word ‘shakily’ in the passage is (1) unsure (2) unsteadily (3) firmly (4) rickety 45 125. 126. 127. Partha’s feeling of loneliness soon turned to . (1) irritation (2) sympathy (3) self-pity (4) anger Partha would not go back to school to meet his schoolmates and teachers because | (1) his parents wanted to change his school (2) he did not have long to live (3) he hated his-school ‘as he had no. friends (4) his doctors did not let him. ‘The message in the passage is (1) Joneliness is inevitable (2) about faith in God (3) all actions have consequences (4) friendship is rare [ PTO.128. The change: in’ Partha’s attitude is evident when he (1) accepted the fruits from a stranger, although he disliked oranges (2) refrained from poking fun at the Afghan boy and-shared the fruits (3) was unmoved.even when his aunt was crying (4) sent a letter to God written on a balloon 129. A phrase that can replace the words ‘ganged up’ is (Q) joined in opposition. (2) formed a group ee tut (3) supported together (4) became friends Directions : Answer the following questions (Q, Nos. 130 to 144) by selecting the mést appropriate option. a 130..‘While’ -" «evaluating _students’ responses for? .t.a'. reading comprehension, marks may be deducted for —— errors. (1) gramniatical (2) syntactical (3) content (4) spelling ., 181. A text that requires students to scan in order to understand'and analyze the writer’s message and purpose could be (1) an encyclopedic extract (2) @ newspaper headline (3) a set dfinsétictions to assemble a device (4) apoem : .- + 46 132. 133, 134, While drafting a notice, students ‘may be instructed to’ use language. (). direct (2) intrigue (3) descriptive (4) elaborate For evaluating a poster designed as @ part of a competition, which of the following criteria would be the most appropriate for the judges? (1) Relevant content, style and word limit (2) Use of quotations, style and visual appeal (3) Creativity, relevant content and visual appeal (4) Creativity, fonts and visual appeal m Leamers lack confidence to speak in the target language in class where the main language of conversation is the local vernacular. This challenge can be met by (1) allowing students to speak about whatever they can, irrespective of the grammatical errors, enhance their vocabulary and gradually make corrections allowing students to watch English films as motivation, practice a drill consisting of useful sentences and vocabulary’ with regular correction of grammatical errors (2) (3) insisting on students’ using only the target language irrespective of the grammatical errors, enhance their vocabulary, with regular feedback on their performance (4) instructing them to speak slowly and self-correct. grammatical errors, enhance their vocabulary with a list of useful words138. 136. 137. 1-L In order to drive home the point that listening skills matter, students should be (2) exposed to popular English films and reviewing them. (2) taken to the language lab once a week for practice and feedback allowed to listen to CD’s of poetry read aloud by well- known voice-artistes (3) (4) reminded that _ listening-skill practices relate to real life Learning a new language after puberty leads to — of a foreign language. (1) difficulty in acquisition (2) norraal acquisition (3) greater mastery (4) loss of mastery An activity that requires a class to design and present a PowerPoint on the importance of water conservation in a target language is a — activity. (1) multidisciplinary 2) science project (3) group (4) language practice 47 138. 139. 140. To enable students to distinguish between academic and spoken forms of a target language in a bilingual class, they should be encouraged to (1) speak in the target language (2) read more books: written in the target language write more . in the language @) target (4) watch more related bilingual films Providing learning support to pupils who lag far, behind their counterparts in school performance includes 7 (1) giving more activities for language practice (2) providing extra notes and coaching (3) allowing them to complete assignments without time limits (4) initially adapting —_school curricula. and ~_ teaching strategies Enriching the curriculum —_ for learners who are gifted and talented (1) give them leadership. roles in class activities increase ,. complexity of curriculum = for — them to experience a wider variety of language and opportunities for creativity (2) (3) promote them to a higher class so ‘that they are exposed to a more difficult syllabus (4) introduce a foreign lenguage [ PTO.141. Identify the false assumption. Language course-books prescribed for students should provide (1) detailed teachers suggested sequence of teaching procedures balanced information organized units experiences lesson-plans for (2) (3) Presentation of, 4) of learning 142. Students who do not have the opportunities to use the target language outside the classroom, demonstrate much lower levels of language competency. This can be overcome by (Q) conducting tests periodically to motivate them to learn giving them a set of commonly used sentences and vocabulary which they are expected to use setting separate tasks which are easier, with more time to ‘complete them engaging them in specific language-focused tasks which are indirectly monitored by their group leaders (2) (3) (4) 143. A foreign/non-mother tongue language teacher often faces the problem of a class full of reluctant, unmotivated learners. This can be helped by (1) using methods and strategies to motivate and make learning more challenging in the class taking the help of an academic counsellor who will address the class identifying the students who are ‘unmotivated’ and taking @ special class for them encouraging learners to take their own time to complete assignments ’ (2) (3) (4) LL 48 144, Language learners learn to do by doing, Which activity supports this observation? (1) Opportunities to practice as it helps with habit formation Encourage the use of their mother tongue to promote better understanding of the meaning of a prescribed text Go from concrete to abstract (2) (3) texts (4) The teacher models the writing and speaking styles which learners copy Directions : Read the given passage and answer the questions (Q. Nos. 145 to 150) that follow by selecting the most appropriate option. Our consumption of palm oil is rocketing Commitments from various governments to increase the amount of biofuels being sold are pushing this rise in demand, because they're seen as an attractive quick fix to reduce greenhouse gas emissions. India wanted 20 percent of its diesel to be bio- diesel by 2012. The irony is that these attempts to reduce the impact of climate change could actually make things worse— clearing forests and draining and burning ‘peatlands’ to grow palm oil which releases more carbon emissions than burning fossil fuels. But this phenomenal growth of the palm oil industry spells disaster for local communities, biodiversity, and climate change as palm plantations encroach further and further into forested areas where the emission of greenhouse gases is largely due to deforestation. For example, much of the current and preiicted oil palm expansion is taking place on forested‘peatlands’. Peat locks up huge amounts of carbon, so clearing ‘peatlands’ by draining and burning releases huge greenhouse gases. The Roundtable on "Sustainable Palm Oil (RSPO) had established clear ethical and ecological standards for producing palm oil. forest destruction has continued unabated. But since then, 145. The passage is about the impact of — on the environment. (1) destruction of peatlands (2) palm oil industries (3) drilling for diesel fuel (4) loss of communities 146, Peatlands are natural (1) means to suppress carbon emissions (2) causes of —_ environmental destruction (3) sources of biofuels when burnt (4) sources of diesel 147. The phrase in the passage which means ‘speedy remedy’ is (1) phenomenal growth (2) quick fix (3) current and predicted (4) draining and burning 49 148. 149, 150. The synonym of the word ‘rony’ is (1) Fespect **> (2) reality ' (3) praise (4) paradox roe The RSPO ‘was: convéhed to control destructive practices in palm oil production’ @ (2) control the buraing of peatlands (3) rehabilitate local communities force the closure of, palm oil industries (ay The passage suggests that RSPO's efforts to carry out its responsibility hasbeen 1g aye tos fp (1) mostly successfillss,, (2) mostly a faihire I F * e Se (3) No informationain#the passage (4) partly successful [ Pro,Candidates ‘should answer! questions from the following Part only if they have opted for ftereff Preaferfiaa amr a seat & am dat ait ¢ af sett om—n HINDI as LANGUAGE—n. ar freed feedt gar at am—v : ait fet fee: fe fem vein A agar aad oftre freer an war Fifi (Wo Ho 121 & 128) : har Hage sear & atte sinare A A vie age att orfift 81 ge cin ge sive A ele at aa Eh aa a ate St ware ae aga she oA, armian of, ag sre: after att oir 81 A steer Aw what A aga a aad ag oy wea 2 we Age a eae are} fe flee aren, sree 81 see wrt & off fore ne rere ar er ge AT TT a Bren 8 ae Bree A Tal TTA A AA ee oT wi vel are 8, ag feet & ot wf hg arg ae ae Feet 81 fg ge cir sven & cer 8 aad fee at sect Hom ord 81 sea sar sive % fee ar aa sane a ora 21 tai, Tait i we ea oc er so ? (1), 38 BRE (2) qed ate wfeareat A site (3) sant ft ait (4) ita te ‘das 3 Pa waa ag oy wer Re (1) were a FH efor saremen 2) Fa are BoE a eT (3) Sivan at eter a aT (4) sivate at ete a da 122. 50 123. 124, wa safes ead & wf qm, ar, vit % fava arena al sor at (1) wR ed & wR ona, eto at axgrar Fran & (2) ae Fae a ofA sas aren 2 (3) ead rift ar rete aA ea (4) 3e zea sifted aH Sr 8 “siecore an fda’ fara sit ik aaa 87 () sear, sie, qui ad wer & fae Fa ET (2) wars # et sive a weet H aeet aa (3) Wrst A sive a yR wo} & few waste cer (4) ae art fe as Foray, view, ‘suri wets RA Meer aT yer seer (Q) stern oi wera A ae eT (2) sear ait quell ag ae & fee hte aot (3) Weare & ait A Rasen aA (4) Wik qua At aren sr126. 127, 128. wa Teer 8 ‘saeH’ wr ard & (2) sare, Yoorta (2) dard, ase (3) aribm, wate (4) saa, arf ier A aga sivan @1 taifea ig af ‘Ba-a aH 8? (1) ser aR (2) after are (3) BOT are (4) Barer ae “tt sia BG AR a site SFR 81" arent fora t Q & 2) a @e (4) aie 51 Rea: waa wa Remer AAARE (wo Ho 129 & 143) : 129. 130. 131. mata et A fire A a a are — 8 Ff afte, aie eh an i ap ar aferen wad vee feat een 21 (1) sist (2) Iga (3) sea A ar " (4) feat a sare oA rar gecat Re ara aatt a silat goad, mead 8 gst ate aime sga-en @ ener a BRR BF aol @ ah stic-wieptte Pfu a alfa wet & aril a Rega snare a oft frat wot A wot A guna a matt aedl ar ada sac a Fata wee ara € fh 9 ae ae or aq (2) 3) 4) fet amet 3 aaa sree watts sft aie (1) & rae fr eee aden GAT (2) Fa aA on sigue oh aed -fera & iin oe . (3) aa 8 ag 8 aieta-anl eer (4) wait orients arte ec [ Pro.132, 133. 134, amn-marst % veftia amet aac aa ware & one 8 wa () wat at uga-fran fran # sear ‘seein et Ste (2) ae wat a oftaria: aM aa a ‘ira (3) ae areh wea-qeaa Aa a (4) wa 38 ora-ard tad & ‘ateeh & orgare wal oe ur ted A are sara at Rh ore Ret om A ati xa at . (0) fe re-set & oer me sree Ry art anfeg (2) mare Pre een faq an ae @ Seri ge ame & wre 8 ae aT a we (3) aaa stk oar omer A vie @ WRG, Fw sree ate 3 et (4) ge Aa ert A onan ae t Prefer #8 ata france dal F afta ta agi em? 0) 38 yRfie ser fe af & Ae Har 3K ome fen ae (2) weat wt araurings et & fe si srr (3) we-aft-wee ued ge af at ag a SEE aT (4) Re, dat sh gt sgt & aren STAR wea BE ASt sraa Ba 52 135. 136. 137, sara a rT -fier aaron abe 8 (1) ae sae a1 a age a (2) WeLger & ain 2 fee me mH seat 8 eT (3) WIA ani a td 8 ger oh GH ad ara ote Ret ta (4) alone a am 8 are ac “gat oma 88 shy a ge a, fir aga ta new 8? Eel a one sare fers” fed ore 3 rare at aa ata b? (1) 92 a or ogue-die & ate saat 2a ait ae a cite wa 2) wa Brat wert eB ae art fh gar 8 anet rer H fre watt (3) eit a get oft oe aes} at F faeqa arent Sar (4) wea @ ag apet fe fed Geil & a ort & Welter ara west wt seer frat & ak ferad ama ge wat a ats Bt 81 we fora 4 afoarg at 81 seh re — a aati a1 () feenfear (2) feerapieen (3) gear (4) Pecan138. 139. 140. 1-L rein eae ae at & ype oe-Peer A walt dren 2 werd feet 8/8 (1) Go Hom 88 a ate dae five age aria (2) pearl a are fare 8 are ae fe (3) Tro Go % Uae fie GWA a Bar (4) war 3 eA ach KER eae aretta aft geter Yerma’ wh Vern’ fora & fw wra-fers % oa 4 arm ea FH? () gta a tems? we tte ae feraardt anf gare wert 3 et (2) seh ait a terms’ ree fered sik aa & BA fe fra Re aH wal A wa eR 81 3a aT Mee EE StH OS ferq Be (3) Yeas’ wee a Se eT BEE Tee feraax qian A ait area a BF (4) Terns’ wee Su ee sit Gera @ sat af ae amt a wet a wdl-wet fra we arraett mar F aaer oer & fe oT an Be? (1) afer at ard dae w Rraae aa vga ag dan Ham A oh aah ah aha He afer a-sie a aga (2) sfaar @ aafetée & gah an we watt ware fear oT a (3) aan Al ugh & fee uw a ats faftet ar oaatr Ft af vat at fafa YBa @ oqua se aT ra fia a (4) w @ aha # ota ax gid, ae wend af wit wat At ang too ame 53 LoL, Rrerera on 8 og alt & ore () ota ean ares ae (2) sre aren a ater ste aR dee, ah (3) Sree sen ae BEE at erftea eter & (4) oa eon wee aE 142, fei anf a ae ean eer afee f (1) Tefal det-frar A sie ar afta fen & (2) Tefen ox fareper om a 23-8 a que and & (3) Fai a ae waftal amar sar farara H mera are? (4) eat ah ae fra et eT 143, aa 7A weral aga 8, a 1 (1) 3 fan fare aera & wea & (2) Avena, wat Hse sa & (3) 3 ara cht & agra A waa eee (4) srr Aftes Rena Saftaria: eter & ( PTO.Arie. #8 Req ae rain A eR eae fire fey a wen sig (yo Ho 144 8 150) : fren aa wt aa & one sta a eH ie aa 8, wali ar aia orl & are aifter wa a ge 8 wad 8 ae one oi A on wah PH eS ar ama aga a Qaeet Pare & fam one & an 3% sree 81 9a gan ae Rar & PH a wa aa & cell A ot a ae 8, wh we aH 08 A yar Hh we Font Bi A aw ar aa a ad ea A ties om Haat at om Afiend ott gar gfe wT ater Boa samt REI BES a Uw wales eet ardux tae at se a xcit or rat oA serait Hae wat wad Farr eat 8 ae Hale ate wert we sre, waif ea aw A hee on aE aE at tat 8 data dar 1 144, dae 3 organ fen a orl (QQ) aR @ xa eT Q) ma (3) Fava ae siftrare am aT (4) 3 sa eT 145, aru At geet a eT 8? (1) 3a er ae 3d fH ae emt fis ‘Stat & weit A ft an aes & (2) 3a er ze 2d f& ara age fom ar arftrardt & (3) sa wae 2a Rand a a ‘gat a are sar wa & (4) Sa em ae 2d fH oS a Go ard Pig ot aaa & 1-L 54 146. 147. 148. 149. 150. aa & aga (1) Widen oH Bar GR A oneerAT sl et (2) andl om amet ite ot af aft orexea tet 8 (3) -endtice 9a weit at Stra sare 2 (4) widites 9a @ cae aE Tee mraig & sigan ar a eda ata aa sre 2 (1) 3a 38 sari we eee a fat are (2) 3a 38 endties or 8a Stet se (3) 3a seen afar vat a fra sre, (4) 9a saw pia: aftrare st fer Te ‘roar we 8 ea yer sits @ aA TET wae (Q) fee (2) eee @) tee (4) eam ‘onl! ar agen eet a) wa (2) we (3) areett (4) er * ‘Aen wea ag at @) & (2) (3) ate (4) afSPACE FOR ROUGH WORK / Tw ard & fey ame 55 [ PTO,1. 3. 1. 12. READ THE FOLLOWING INSTRUCTIONS CAREFULLY : Out of the four alternatives for each question, only one circle for the correct answer is to be darkened completely with Blue/Black Ballpoint Pen on Side-2 of the OMR Answer Sheet. The answer once marked is not liable to be changed. ‘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. 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. The candidates will write the correct Test Booklet Code and Number as given in the Test Booklet/Answer Sheet. in the Attendance Sheet, 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. Each candidate must show ‘on demand his/her Admit Card to the Invigilator.. No candidate, without special permission of the Superintendent or Invigilator, should leave his/her seat. ‘The candidates should not leave - the Examination Hall without handing over their Answer Sheet to the Invigilator on duty and sign the Attendance Sheet twice. Cases where a candidate has not signed the Attendance Sheet, a 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, Use of Electronic/Manual ‘Calculator is prohibited. ‘The candidates are governed by all Rules and Regulations of the Board with regard to their conduct in the Examination Hall. All cases of unfair means will be dealt with as per Rules and Regulations of the Board. No part of the Test Booklet and Answer Sheet shall be detached under any circumstances. ‘On completion of the test, the candidate must hand over the Anewer Sheet to the Invigilator in the Room/Hall. The candidates are allowed to take away this Test Booklet with them. 10. 11. 12, ‘freaferftan Frégr carr a ug : sea eh & rg mee Pris 8 a so ie OMR oma & gue waa we A Te FS ard aot 8 St ee a am sift wa are 3B ween Ei a Ba ‘here gia at Ph ge sea aA aha Te ese aM sea Bra a ao) heme se seg wera Ff Ruffta ea & oft seas a fed) ‘ate gfe ea seer ar eager at, aS ‘ah of oRRUER Hoar athe gta ea een wa a eT a Rare A Rat A wise) gee ete yf aver al arf are utter gfe ser & faq eater gfe ee a Wem Botan ae ae 8 eho A fer j= heel edt etait wera & Rea Pet wer auf, yfka eaters, ara fiat, tar, stare via, waagifiw seer a fe ra wee A et AS a aT seta eA aA weit 9 5 eke Ele, les saa war fear ar Fee 8 Pt rg Po a ae rea Fa 3 HE verde ter rea sen fee Ft eer a gare eae fg Fr weet ti er et AL a Fe tae get a oR ea vg era sre se Taal cere fhe ae ogee a FATT eT | tee sre} aad eer sig er Pre era & Fae ee we area md ‘Ragihts /eerenttra afters ar vein afifa Br ‘atten Bier A saree forq where ats & aah Fre ot ae ara ae $1 gra en sh Some ahd & Fe ee AP orga fret ere oti ge ote sien a ate Fema ety tan wear I, Theme wa/ete UIE a ‘sen ttre wt seagate 1 ater sre rer 1 whe gfe a at a ead Bi 1-L 56 148s—2.90