AglaSem Careers

PART I / 'flel I
cann DEVELOPMENT AND PEDAGOGY / SUM~ctilf1 ~ al$I~IIe4
DirectwM : An.8wer the following questions by f#1r: f.tAMa Jlffl ~ Jffr #- cf; ffrr! R.R aRtrr
selecting the most appropriate option, f4ifi?l ~ I

1. Learning disabilities in Mathematics can be 1. 'Itald ~ ~fq'lq f-l«if'4dl <f;T <3IfCf>cl"l~ ~ -a

assessed most appropriately by which of the ~ q{l8.101~ aClffqCf> alild ~ -a ~ ~
followingtests ? aCf>dl t?
(1) Achievement test (1) 3Qcllitf 1:Itt~
(2) Aptitude test (2) ~8.1q d I 4tt8.1'Of

(3) Diagnostic test ~)f-l<;1"1

f~Cf> qtj8.101

(4) Screening test (4) 'Hblf.1'1 Q{l8.101

'Edu.cation-of-all-in-schools-for-alI'could be a 2. 'a1ft ~ ~ ~CJlcl«if ~ lt1ft ~ ~18.1f'f-l""ifBf&a

tagline for which of the following? ~ -a f.Mt... ~ SI"II< ClI~ ~ aCf>dl t ?
(1) Exclusive education
(2) Cohesive education
(1)
~-
(2) eaRt>~ncl its.1T
(3) Inclusive education (A1) aq I~~n its.1T

(4) Cooperative education (4) a~ll1l"~Cf> its.1T

s. Which term is often used interchangeably 3.

with the term "motivation" ?
(1) Inspiration /1) 3~(U"
(2) Incentive (2) 3<(OCfiI((~)
(8) Emotion (3) ~

(4) Need (4) ~ICI,?qCf>dl

4. Fluency. elaboration, originality and flexibility 4. SlClliS~rnl. OIlIC§Zlf. 41~Cf>dl aitt cl4\clIQ"l
are the factors associated with _..:....._ __ ~ lIf1f aRl~d "ffiq ~ I
(1) acceleration • (1) ('<4(01
•
~ , ,.
(2) giftedness " •
~
(2) Slf(;\ff
(3) talent (3) !J1Il (
I
"
,~" ,
(4) divergent thinking (j!) ~qaf{l~ ,
.,
 AglaSem Careers
5. ____ motives deal with the need to 5. ____ ~(ul1~ 31ftfi'~ ~ egf!'fi(ul <#it
reach satisfying feeling states and to obtain ~ ~ ~ ~ ~qfffi'fi ~ ~ 3lm
personal goals. ~ <#it I Cfi) ~AilRId
31ICfllqCf>(1 W ~I
(1) Safety-oriented ~ W~-J~
(2) Effective (2) 31'1lift
(3) Affective (3) '1ICfI('q'fi
(4) Preservation-oriented ,,_, e(&lol.;;;s~
-
6. Which of the following skills is associated with 6. ~ it -a ~-m q,'~I~ e~III('qCfl ~ ~

emotional intelligence ? ~iOCI~d t?

(1) Empathising ti) ~q Iftfi' t-rr
(2) Memorising (2) ~ CfI(OII

(3) Motor processing (3) IliaCfl Sljf;qol

(4) Envisaging (4) RI:q I( 'fi(0I1

7. Gifted students may be asked to spend more 7. Slia'lI~lId'I ~1&llfYf~ Cfi) -a ~ ~

time on questions dealing with q( ~ ~qq ~ ~ ~ ~ ~ ~Cfldl t I

(1) analysing (1) Rlllaqol

(2) re.membering (2) f't(OI

(3) understanding (3) ~q$l

(4) creating (..() ffi

Which one of the following is a factor that 8. ~""1fitflsfd.q -a ~..:m CflI(CfI 31f£l lq l Cfi)
affects learning positively? ~CflI(I('q<t>SlCflI(-a 3I'IIRld <t><dlt ?

(1) Pressure from parents (1) lffifT-furT <#it am -a ~ilICf

(2) Fear of failure (2) 31¥lof ~ -;;rR "<t>T mJ

(3) Competition with peers (3) ~~qlfd~ -a Slia<ilfi'ldl

(4) Meaningful association (,.() 31~~141"""
9. The inner force that stimulates and compels a 9. ~ aiit1i{Cfi ~ ~ silffil~d AglaSem
Cfi(dl ~ Careers3ftt
behavioural response and provides specific oqCl~I(q(Cfi S1fdl);(l1 ~ ~ iIltlt Cfi(dl t ~ '3"a
direction to that response is S1fdl);ql <iiT fCI~11!~ 3qii'l~ Cfi(it11 t, __
(1) Commitment ~I
(2) Motive (ll "' <i:d 1
Cl'<'I"1

(3) Perseverance (2) ~

(4) Emotion (3) aiGlClelQ

(i) ~

10. Difficulty in recalling sequence of letters in

words and frequent loss of visual memory is 10. ~ 1) 3laro ~ Sf;ll q;l ~ if Cfif'a.l1f q;y 3lj1liC
associated with Cfi("I1~ aiCfie( 'i1~ ~ q;y ~ _

(1) Dyspraxia -a elO4lf-tld ~ I

(1) ~(OSllFcmQl
(2) Dyslexia
~) ~~FcmQI
(3) Dyscalculia
(3) ~f4;('j>ffP.1I
(4) Dysgraphia (4) ~f'..llfChQI

11. Teachers who work

Assessment
under School Based 11. ~m~~ fCI~Iii'lQ 31Imfut ailCifiii'l"l ~ 3id·fd
Cfil<f ~ ~
(1) feel a sense of ownership for the system (1) O(lCl~ ~ ~ f'CClfllfCl ~ \llCl"l1 ~ -«
(2) are overburdened as they need to take (2) "3;:r tR 3lftIq:; Cfil<f 'CifiT ~ ~ t, <fflff4;
frequent tests in addition to Monday tests :r-% m'lClI( ~ q-ft~ • 3lCfie( q-ft~
(3) need to assign project, work in each ~~~
subject to individual students (3) ~ SI{'ilCfi mri <iiT 1I~ Cifi fcNq if
(4) observe students minutely on a daily qf{41'11"11
~ t-rr 4'$d I t
basis to assess their values and attitudes
(4) ~ ~ ~ 3tR 3l~<fRl<if "CifiT
3l1Cfiii'l"l q:;8 ~ ~ iI~1"11 3"1CfiI ~~
3lCl<:11Cfi"l
~ ~
12. Ria does not agree with Rishabh about setting
up a class picnic. She thinks that the rules can
be revised to suit the majority. This kind of
12. ft?n Cf;&lT ftlCfif.iCfi (flJ em ~ ~ -a e~qd ~
t I~ m:qifl t ~ ",§>qd ~ aij~ 1RR ~ ~
peer disagreement, according to Piaget, refers f.i(lGi 'CifiT ~ fcI;m -;;rr eCfit11 t I ~ e!!qld'l
to fClilu, NQI~ ~ 3lje 1(, f.i"'lfflftld .q -a f4;eil
(1) Morality of cooperation ~t?
(1) e~4111~ ~fdCfidl
(2) Heteronomous morality
(2) fClqqjll ~fdCifidl
(3) Cognitive immaturity
.(3) ~~I"IkqCfi 3lQI'ttlCfClt11
(4) Reaction (4) Slfdl);QI
13. "How do grades differ from marks ?" 13. '~alci;T ~ ~ 3m'T ~ ?" AglaSem Careers

This question belongs to which of the following ~ w.J fu;T It ~ ~ Slifil( ~ m~el4lrtt
classes of questions ?
(@dl t?
(1) Problem-solving
(1) e'l~I-e'lltU"l
(2) Divergent
(2) ~qeltl
(3) Analytic (~~l(~'IOlk'lifi
(4) Open-ended •
(4) -g<ffl..3'ffi

14. Which one of the following is a form of 14. ~ It ~ .m-m R4'l'f cnr ~ "Cfi1 ~~6<l
Sternberg's Triarchic Theory of Intelligence ? f{.t"i d cnr 't!;Cfi ~ t ?
(1) Mathematical Intelligence (1) IlfGl(ft<l~
•

(2) Practical Intelligence (2) OlIICI{!Ii{ifi~

(3) Experimental InteUigence (3) SlI4)f?Jifi

~

(4) ResourcefullntelUgence (~ eeltl"l'{!'f ~

•

15. Which of the following stages are involved 15.

Cf!f 'd"Cfi ~ ~ ~ .,
't!;Cfi "CfiR' q ~ ~

when infants "THINK" with their eyes, ears "e"t"ld"~, m f.%""IfaftsrdIt ~ .m-m~ ~lIfqcl

and hands? ~~?

(1) Formal operational stage (1) 31l@ ei};<lk'lifi ~

(2) Concrete operational stage (2) ~ ei};<llt"lifi ~

(3) Pre-operational stage (3) ~-ei};<llt"lifi ~

(4) Sensory motor stage ~)~~",f.%d 'lI'Iifi ~

ClI$ln~ It, ~ ftl"id ~ifile ~ f.%"""faf&dIt ~

.m-~~~~IST~~ ?

(1) \!1'Illft
(1) Linguistic
(2) el'llf-;jifi
(2) Social
(3) ei~fdifi
(3) Cultural
. (~ ~~ifi
(4) Biological
17. AglaSem Careers
Girl students 17. ~I::CI~
(1) possess more linguistic and musical (1) "I1~!fi ~ a'ftd Elkl~tft alfQ'6 I('Iqdl~
abilities «9(ft~
(2) learn questions on Mathematics well but (2) 'lfOld ~ Elqlcl ~ ~ {ft(Slcfl ~ cl~ ~
face difficulty only when they are asked (!'if '613"'11$3lrcft ~ ~ ~ ~ ot ~
to reason them out ~ it ~ "lIin ~
(3) are as good in Mathematics as boys of (~ ~ ~ ~ cl4",1 <#i\ ~ 'lfOld it 3l"<4l
their age ~

(4) perform less competently in spatial (4) ~ ~ ~ cl4",1 <#i\ !Xcl"'ll it ("iI1f.lCfl
concepts than boys of their age 3lqQI(Olian it q:;q :r~'cldl'l?f f.lS:U(}f ~
~

18. According to the theory of social learning of

~ .~'i!1 ~ Ellqlru,Cfl 3lfQ'Iq ft"id ~
Albert Bandura, which one of the following is 18.
true? 3ljElI( f.ti:f it ~ ~-m lI'tI ~ ?
(1) Cognitive development is independent of
(1) e~I"'II('qCfl I<lCfl'ElEllq,,,,,,Cfl1<l'6'El -a t4d::c
social development. tl
(2) Play is essential and should be given
(2) ~ 3lf.lq14 t ~ ~ 1il(Jlcl4 it
SlI~~'M I ~ ;;rr;ft TlIJtIt I
priority in school.
CZ) "ifiiif ~ {ft(Sl~ ~ ~ SI!a~UI (qT~f8'I)
Modelling is a principal way for children
(3)
to learn.
'I(Cfi' ~ dft<til t I
(4) 3l"'l~$I' aCfil ~ 'Cf>1 jCflElI"'l~ ElCfldl
(4) An unresolved crisis can harm a child.
tl
19. When children learn a concept and use it, 19. ~ ~ 11;<ti 3lq"'I(UII 'Cfl1 (ft(Sld ~ ~ aElCfl'
practice helps in reducing the errors ~ ~ ~, m 3lUlIEl ~ ~ <tit ~ 'Cfl'cft
committed by them. This idea was given by ~ 'Cfl1 "Cfill ~ it ~ <ti(dl t I ~ IilTlI<
(1) Lev Vygotsky ___ ~~~TJm I

(2) E.L. Thorndike (1) Bq ql$'~R4l

(3) Jean Piaget

~) l.~.~I;fsl$!fi
(3) ;,fH fq41~
(4) J.B. Watson
(4) ~:.n.qllEl"'l
20. Concept maps are most likely to increase 20. ft"id f.a ~ ~ "'Ictl"'l 3lqQI(Olian
understanding of new concepts by <tit Elq$l ~ ~ I
(1) increasing ability to organize information i'l) ~ WI ~ ~.q"'l13l1'Cfl1 oqq~d ~ <tit
logically «J'4dt 'Cfl1 ~
(2) transferring knowledge between content (2) ~-~ ~ cft;:f ~ ~ flIIt"'lid(IJ1
areas (3) 1il~12 Iilq(OI ~ ((CflBldl~ ~
(3) focusing attention on specific detail (4) 3lUi4"'1 ~ ~ ~l('IfOlCfl ~-~ .<#it
(4) prioritizing academic content for study 3l1~~Cfldl il7l' ~
21. Deductive reasoning involves 21. if lIlIftI<'I
f.fll"l"lIi"iCf> 114>011 t~ AglaSem Careers

(I) methods including inquiry learning and

(1) 3{-<I'IOlq(Cf> ~(lI"I1 3'ft< ~: (l)",q(Cf>
heuristics EI""lrtft q4dtli

(2) reasoning from general to particular X2) ElI"II"4 ~ ~~II! c#i'I am d4>oll
(3) reasoning from particular to general
(3) Pcl~11!~ ElI"II"4 c#i'I am d4>oll
(4) "$"I' q;r EI~4 f.I"Ijol 3fR 3"1f.t"ljol
(4) active construction and reconstruction of
knowledge
22. l:!.Cf' fu~~ ~q;r'lf t~ ~ q;) \tCf>:I<Md I
q~111t, ~ ~ ';''''''11 41"11111
t ~ ~ JlII~
22. A teacher collects and reads the work of the
lfIO c#i'I 3{lcFI4Cf>11I31lq;) ~ ~
q;) ~1~111Y1<if ~
class, then plans and a<ijusts the next lesson
~ EI"II';'l'Jid Cf>(I11 1 ~ t q;( ~
to meet student needs. HelShe is doing
~I
(I) Assessment at learning (1) ~(lI~ ~ ~ 311Cf><'I"I
(2) Assessment of learning (2) ~(lI~ q;r 3{1Cf>cl"l
(3) Assessment as learning (3) {'ft(ll~~ ~ if 311Cf><'I"I
(4) Assessment for learning (4) {'ft(ll~~ ~ 311Cf><'I"I

23. Gender discrimination in a classroom 23. ~-<n1If if ~ (~) ~

(1) is done more by the male teachers than (1) "I~<'II 'fu~ c#i'I ~1\TT"Ff fu~ ~ ~
their female counterparts 31~Cf> ~ ;;mn t
(2) does not affect the performance of the (2) ~1~lffl<if ~ f.I"410 q;)~ ~ Cf><dl t
students ~ ~1~lffl<if ~ !51e1~(lI Sl41ffi 311!1C11
f.I"410
(3) may lead to diminished effort or q;r Cf>1(01OR ElCf>d
1 t
performance of the students (4) "Ff ftl~f1IY1<if ~ ~-3~(lI Sl41ffi 3flm
(4) may lead to enhanced efTort or R"410 q;r Cf>1(01 OR ElCf>dl t
performance of the male students
24. ~EI~ m~ ~ q~~ol q;r f.I"Ifol ~ ?
24. Who developed the first intelligence test? (1) 00 R~i1lf
(1) Robert Sternberg (2) gPcls ~:tcl(
(2) David Wechsler E3) \tt"%s fiR
(3) Alfred Binet (4) illHf \tSCIt fIfl4~"1
(4) Charles Edward Spearman
25. ~_(il'1ol ~ClI<: f.I£<ffdf{gd if ~ ~~ ElRI~d
26. The nature-nurture debate refers to ~?
(1) environment and upbringing (1) ClII1IC1(OI~ ql<'l"l-~

(2) genetics and environment ~ 3!ljCli~l4il ~ ClII1IC1(OI

.
(3) behaviour and environment (3) CRlCli!lI('t!;CI' ClldICl(OI
(4) environment and biology (4) ClldICl(OI~ ~-Pcl:jll"l
 AglaSem Careers
26. Phonological awareness refers to the ability to 26. tqf.t-e"'"'~tft "I1'1~Cfldl f.tqRif{gd .q ~ ~
(1) master the rules of grammar
8;ll«IT -a ~ t?
(1) cxtICfl(OI~ f.tll.n .q ~&1~
(2) reflect and manipulate the sound
structure ¢ ~ ~(il"11 lR Rtra"1 Cfl("11q ~ ~-~
Cfl("11
(3) speak fluently and accurately
(3) ~-~ q tlI051ClIl! 011(.'1"11
(4) know. understand and write
(4) "'1"1"11,e4$1"11q RiISl"11

27. Human development is

27. 414C1~Cflle ~ 1
(1) both quantitative and qualitative
Vi) 41'jjk4Cfl 3fu: jOllr4Cfl $if
(2) quantitative
(Z) 41'jjk4Cfl
(3) qualitative (3) jOllr4Cfl
(4) unmeasurable to a certain extent (4) ~ ~ (fCfl 3'l'lIQ;fill

28. Cognitive development is supported by 28. e~l"1"4Cfl ~Cflle f.rq -q ~ fit>eih ~ eqf?hl
(1) focussing more on individual activities in ~t?
comparison to collaboration (1) e!;!ql1llr'lCfl ~ ~a:n ~4Rf;Cfl ~ lR
(2) conducting relevant and well-designed 31ftrCfl ~ ~ Cfl('i1
tests as frequently as possible (2) !Jid"11 ~ "i;!) 3d;fi • -a e1lil alR
(3) presenting activities that reinforce gf.tql~iI wa:nan <fiT 3'l141"''i Cfl("I1
traditional methods (3) ~ ~ CfiT 5lt3i1 Cfl("11-",) QI(qftCfi

(4) providing a rich and varied environment Q"fil4i "Cfll ~ GI"1Id1~

(4} ~ ~ 3fr< ~~tlill'fi CllilICI(OI 3Q(.'1$tl

29. Which one of the following is an example of Cfl041

learning style?
(1) Tactual
29. f.Tq -q -a ~-m tftlSl~ <¬ IIM <fiT ~ 3';1I!(01

(2) Visual
t?
(1) m-e"'"'~tft
(3) Accrual
(2) ~
(4) Factual
(3) e!l~ol

(t/J dl!4k4Cfl
30. Which of the following is a passive agency of
socialization?
30. f.Tq -q -a ~-m e41'iftCfl(OI<¬ IIf.tf*4 ~ t?
(1) Public library (1) e 1J",f.ICfl gfi1Cfll(.'14
(2) Health club
V2) ~ if(1<i
(3) Family (3) qi'tClI(
(4) Eco club (4) t<f;T if(1<!
I• PART n / \Oi1'1 II AglaSem Careers

MATHEMATICS / 'lfOld
Directions : Answer the following questions by fiI#t: {.p;;f#tft§a JTRf <I> 3'fr( # fi fffq RIlR Jfilrt
selectingthe most appropriate option. ~q;?I ~ I
81. "I1"11l1
'" • t'l104I;:.tft 'Ifa ~fq<rt "I~'t'<I'l"f ~
81. Mental Math activities are important because if41fc1; ~ ~""Iff1lQd ~ -a ~ ~ ~ 31Clt'l(
they provide a chance to Jq~~ "'<Idl ! :
(1) develop their speed with accuracy for (1) qlt",~"1 ~ qft:Y~1 ~ mYf J"IoA TTfa" Cf>1
calculations and help to improve ~ afr< qt\~ -ij ~ ~&qIC;"I -ij wm
performance in examinations em ~ It<;<; <6<"1I
(2) develop mental computation procedures ~ "I1'11l1", ~'IOI"fI t'l104I;:.tftSlQ;'lIm '<6T ~"'lt'I
as the students try to identify the if41fc1; ~I ~ Ivff ~ TTfa" -a ~(§tf1311 ~
relationship between numbers for fast qlt",~"1 ~ ~ t'l104I~til<fit q~,<U"l~ <fit
calculations cit~I~1 ~ ~
(3) master procedures learnt in class using (3) ~-qlll~'<6T Jqlfl'l 'lfi@ ~ ~ ~
paper-pencil Slfsl;'1I311Cf>1 ~Ei~~ ~3"ld I mR "'('II
(4) master algorithms learnt and practice (4) "'~'1 ~ (~~~) ~ ~Ei~-ij e-~grrmOIr;:n
more number of problems in less time mR <6('11 afR q;q" t'I"I<I -ij 31fq", ~(§!II ~
t'I"IBnm '<6T ~'Qllt'l /ifi("I1
82. A child mentally calculated (27 + 38) as 65. 32. ~ ilii41 "I1'11l1<6~ -a(27 + 38) q;) 65 ~ ~ -ij
When he was asked to explain his method of ql\<6ff1d "'<dl t I ;;ror ~ '<I)ty em ~ ~ ~
addition, he responded that 38 is near to 40 so ~ om ~ O<il(§!ll em ~ ~ ~ 1f<n -M ~
(27 + 40) is 67, then I removed 2 to get 66. Slfafsh<ll ~ ~ ~ ~ fcf; 38, 40 ~ '1....<tl'" t, .
This strategy of addition is ~t'lff111>(27 + 40), 67 ~, m~ em ~
66 q;) mR
! (1) Incrementing ~ 2tlGT~ I

(2) Direct modelling

'<I)ty em <fit 'lffl ~ t I
0) ~~~<61(<6
.(3) Regrouping (2) SlflI~ SIfa(i\q 01 ,
(4) Compensating (3) g'le'l~<6(ol
(4) Slfa<6l~
38. Geo-Board is an effective tool to teach 83. ~-oM (Geo-Board) fQ4; ~1~OI '<6T ~
(1) concepts of symmetry 'SI1'Ilcfteltl"l t ?
(2) basic geometrical concepts like rays, lines
and angles
(3) geometrical shapes and their properties
~
=
(1) t'I"If?tfa <fit 31qtlI(O"~
;dl<l 31=Cl'"'tlrml(O""IIm
~ fiRUi,
(4) difference between 2D and 3D shapes (3) ""llf?tdl<l ~ afr< J'I" ~~"dl~
(4) m:~1011afr< ~ 3lltfa<il ~ 31"'d( ="'<="11
34. A child of primary class is not able to S4. Sll'ilf'lq; Cfi8;IT 'fiT ~ i1'<il1 e&ll, AglaSem Careers
ei§t><11~,
differentiate between number, operation ~tfll~ ~ ~ ~ ~ atR ~Ifqd ~ Cfil:
symbols, coins and clock hands. This indicates 'IffifI t I ~ O&J #'Rr t fct; ~
q;(d I ~ q;1
that the child has problem regarding f.l"",fclflsld ~ -« ~ >r~~ ell~1 t .?
(1) Language processing (1) 'IlTtfT SlSf)llol
(2) Auditory memory (2) "'Clol ~
~ Working memory .£3) Sli§t><tl~
,(4) Visual processing (4) ~ SlSf)'lOI
35. A teacher in Class III distributed the following 35. ~ ~18;fq; q;8;f1 III ~ f.l"",~flsId q;rif 'fiT f.ltd(U1
cards and asked the children to match- the q;(dl t ~ ifiiit q;) elll't 3ilffaJi'i 'fiT ftt81't
same shapes.
~~~ q;~dl t I

CD ~

[Q} ~

@) 2]J
@ ~

Objective of this game is to

~~'fiT~t
(1) develop the concept of similarity and
n) elll"ldl 3i'tt eClf'le'ldl ~ 31CltI1(U1l
congruency
fclq;ft:td <4>("1
I
(2) make the classroom environment
(2) Cfi8;IT-<68:f ~ ClldICl(UI q;) 0<t«1 3m:
engaging and joyful 311"1<;<;I<1q;i1"11"1I
,
(3) help children to recognize same shapes in (3) PclfTl::. 3ifTlPcl.....lm ~ elll'! 3ilffaJi'i ~
different orientations q~'CII"I ~ ~ if'iiif ~.ll'<;<; <4>("11
(4) enhance eye-hand coordination (4) .-~ ~ ell;q<t ~ if~I"I1
 36. A tank contains 240 litres (L) 128 millilitres 86. ~ icIit .q 240 ~ ittM'h::ftc:(AglaSem
(L) 128 (mL) ~Careers
(mL) of milk, which can be tilled completely in t ~e..,) 16~, -;;0 ~ ~ el,'III {lfIIl'} ~ t, .q
I 16 jars of the same size. How much milk will ~ 1ffi ~ e<tidl t ,~ 22 ~ -ij Pct;a"l' ~
be their in 22 such jars? ~?

! (1) 382 L650 mL (1) 332 L650 mL

I 111) SSOL 176 mL ~ SSOL 176 mL

(3) 331 L760mL
(S) SSl L760mL
(4) 381 L 176 mL
(4) 331 L 176 mL

87. Which of the following is not correct? 87. ~ .q -Q ~-m ~ :rtf t ?

23 {it) 23
(l1 - =2·30 - =2'80
100 100
(2) 1 rom is one-tenth of 1 em (2) 1 iltCift41c:(, 1 ijll41c:( q;y ~ t
'(S) 1 kg 12 grams c 1,012 kg (3) 1 fl\;ct'i!ll'l 12 JnJf = 1·012 ~~!llq
(4) -10metre 10 em = 1010 em (4) 10 ~ 10 ijll41c:< = 1010 ijll41c:(
88. The sum of the positive factors 0£210 is 88. 210 ~ tI"Ili"I<ti !lo1"la61 q;y 4)illRl t
(1) 366
(1) 366
00 576 ~)576
(3) 575 (3) 575
(4) 573 (4) 573

39. What number should be subtracted from the 39. 1109 x 505
!l"1"I1f>1:'1 .q -Q <ti\"I.lft fll§lll tmf ~
product 1109 x 505 80 as to get 505050 ?
~ 505050 m'R ~ ?
(I) 59496
(1) 59495
(2) 49495
(2) 49495
(3) 55005 (3) 55005
~ 54995 (A) 54995
•
 1 AglaSem Careers
40. Gorang worked 4 2 hours on Monday, 40. , .
'tltli
::..
-1
'
'HJ4qi{ .....:.
<t>1
4 _1 ..::+'
tiC 4'1(?lql(.....:.
<t>1
-, 2 '
190 minutes on Tuesday, from 5 : 20 a.m. to 190 fIr-R:. ~ q,i 5 : 20 a.m. ~ 9 : 10 a.m.
9: 10 a.m. on Wednesday, and 220 minutes on 11<fi. ;ofn lfiSliq I( q,i 220 ftRc: <wi f.l;m I ~
Friday. He is paid ~ 42 per hour. How much ~ <RT q;Tlf ~ ~ ~ 42 fllcta ~ I ~ W4ql(
did he earn from Monday to Friday? ~ ~ ~ql( I1<fi ~ I ?
f<f;(l"11<t>41101
-
(-1) ~ 637 rl) ~ 637
(2) ~ 560 (2) ~ 560
(3) ~ 580 (3) ~ 580
(4) ~ 540 (4) ~ 540

41. 10 ones + 10 tens + 10thousands equals 41. 10 ~ + 10~ + 10 (:\111( GI((GI( t

(1) 11011 (1) 11011
(2) 11100 (2) 11100
(3) 101010 (3) 101010
(4) 10110 W 10110

42. The difference of the place value and the face 42. 353621) 5 ~ ~ tfR om ~ 3if<f;(l ll"R 11
value of 5 in 35362 is
3lcn: ~
(1) 5005
(I) 5005
(2) 0 (2) 0
(3) 495 (3) 495
y} 4995 t4l- 4995

43. Number of degrees In four and two-third 43. "IR;ofn G1-~ {'l4Cftl\1i'i 1) fuf?l41 <#iT ~(§lI1~
right-angles is
(1) 400 (1) 400
(2) 310 (2) 310
(3) 420 ro) 420
(4) 330 (4) 330
 Procedural fluency in Mathematics implies «. 'I fOld if AglaSem
SlSfi"ol ~kllo:tft SlqII$'l,vfdI Cf;T ~ Careers
~
knowledge of rules. formulae or algorithms f.l~til, ~ ~ <R1"1Rlftl41',*,8"1 'lfOld em ~
and implementing them with accuracy and ~ ~ qft:!f.Gdl, (.'1'<f1tZ1q"l
~ f.lgoldl t m'lI
flexibility and efficiency.
3"1'*'1fsf;~I«4lR '*'81 I
Flexibility in Mathematics refers to
'lfOld if 8ift81q"l <t\ 3fu m
(1) ability to solve problems with accuracy,
writing all steps
<1><dl I t
(2) ability to solve different types of problems
(1) qft~'dl t m!f ~qt4l~ ...... ~q~l"I ~
from the same topic
~ ~ ~(urt...,y f8EJ~ <t\ 41'lldl
(3) ability to solve problems from arithmetic (2) 'R RI~~
a'''"1 51<1><01 S1,*,I(~ ~14t4I3lT em

and geometry with BAmeefficiency ~qltll'l ~ <t\ 41'Zldl

~) ability to solve a particular kind of (3) a14l"1f.lgoldl t '{flif ajCfillfOld afR ;rqlfllfa
problem wring more than one approach <#it ~qt4l3tT Cf;T "qltll"l ~ ~ 41'4dl
v6 lI:'*' 'R ~ftI'*' 3Ql'Itil em m~ ~lI:'*'
46. Proficiency in Mathematical language in &I~ SI,*,I( <#it e'lt41 Cf;T eqltll"f ~ <t\
classroom can be enhanced by presenting the 41'4dl
problems in the following sequence :
(1) Language of Mathematical problem 46. <m1-~ if l]fOll'fi~ ~ if f.lgoldl If>1 f.lCl~l&d
solving -+ Matbematized situation Sf;li if ~qt4l~ ...,y SI~fa ~ ~ ~ 1141~1';iff
language -+ Symbolic language -+ eCfidI t:
Everyday language (1) IlfGltfizt eqt41 ~ <#it 'I{NT -+
~2) Everyday language -+ Mathematized IlfOll'fiztlf)(OI~fd 'I{NT -+ TrSl::flI'fi"",*,T.lrq""l
'I{NT
situation language -+ Language of .... u;>tqd ~ ~
Mathematical problem solving .... ~~ u'!lI'Id <#it ~ .... ~fd
'lfOll'fizt<1><OJ
Symbolic language
'I{NT ....'lfOltfi~ eqt41 e'lltll"f <t\ "I~I -+
(3) Symbolic language -+ Language of S1ift,*"rq.., 'I{NT
Mathematical problem solving
(3) S1ift,*,lrqifl mtn .... IlfOldlzt eqt41 t:lq~I"f
Mathematized situation language -+
Everyday language <t\ 'fro -+ 'lfOldl«t<1><OI~fa mtn -+
u:;JI'Id <t\ mtn
(4) Everyday language -+ Language of
Mathematical problem solving -+ (4) U:;JIqd ~ mtn -+ llfOlift«t eqt41 ~'I'tll"f
Mathematized situation language .... <t\ ~ -+ ',~dl«t<1><o, ~fa mtn -+
Symbolic language rq '*' mtn
S1dl,*,1
 AglaSem Careers
46. Possible indicator pertaining to visual memory 46. ~a.mff ~ 'Ifilldtll f.\"4I~'" 3i<lOq", ~:
barrier hampering with learner's lITlI ekfPtl(l ~ ~ 3l<lUq CfiT e1!I~(I
mathematical performance is e<t;(lCfi~

(1) difficulty in handling small (1) ~ qft"lll:'l;fl ~ lITlI OIl<li'!1(~ if Cfira""$

manipulations (2) 'Ifill(l el4lrtfi tft:llT ~ eql(OI -ij 3iti'l'lI(11
(2) difficulty in retaining mathematical facts a:it< aqll iI'<fR if Cfira""t
and difficulty in telling time ],8) ~(§lI1 m "<til 51ti'1'l~ -ij Cfira""t
(3) difficulty in using a number line (4) ~ ~ -ij "0,,,,, ~ -ij CfiI3"lI{
(4) difficulty to count on within a sequence
47. 'IlTJT ~ 3l<ltll{01l ~ ~ ~, ~ ~1WCfi
47. After teaching the concept of division, a
~-~ -ij "Ifilldtll ~' CfiT f.\qfol ~ ~ 3ft\
teacher created a 'Mathematical Wall' in the
~~If?l41 -<tiT 48 tk1 -ij ~ ~ Cfill:'lm -ij mTT
classroom and asked the students to write any
two division facts in the assigned columns
ekfrtf\ -<t>Tt c:T ~ f8(Sf4 ~ ~ ~ ~ :
within 48 hours: 'Ifilldtll ~
MATH WALL
.
3ifif;(I ~
tlift(ll -..'tift
Ankit Ankur Babita Bobby 25 +5 = 5 0+6=0
25+5=5 0+6=0 "5ffl1 gel" ~ ~

Pragya Dhruv Sohan Harsh

~
~(ll wftI:1 ~

Rahul Smita Sunil Tushar

~ "ra~RI -ij ~1~Cfi ~ ei!llI(l1 ~

This activity can-help the teacher to flCfidt t 1
(1) keep the record of number of facts learnt (1) ~1~1f?l41 ~ ~ ~ ~ ~ e(§lll CfiT
by the students I{Cfiii ~
(2) make the classroom environment noise
free
(2) 'tf«!_'!Ui q;lffi-Cfi~<11(11<1(01 -..m
(3) 3lTR) c:T ~ ~ ~ ftl~I~41 -<tiT ~
(3) engage the students for next two days in
'Ifilldtll ~ -ij &If<! ~
some mathematical work
(4) give opportunity of expression to every (~ 51~Cfi~ -<tiT ~ ~ 3ft\ '%-~-a
child and to learn from each other 8l(Sf4 ~ 3l<le( ~ .
48. The product of remainders of 19009 + 11 and 48. 19OQ9+ 11 3fR 9090 + 11 -« "3ITRAglaSem
iltlq;ffiCareers
'if»

9090 + 11 is !l"1"lq;~ t
(1) 12 (1) 12
(2) 4 ~ 4
(3) 5 (3) 5
(4) 8 (4) 8

49. The sum of the greatest 4-digit number and 49. ~~ ~ ~ ~ e(§lll 3fR 3-~ ~
the smallest g-digit number is ~ ~ e(§!ll 'if» 4111q;~t
(1) 10999
(1) 10999
(2) 7000
(2) 7000
(3) 9899
(3) 9899
(4) 10099
Yf) 10099

50. Difference of (smallest common multiple of

4, 5 and 6) and (smallest common multiple of SO. (4, 5 3fR 6 'if» lfiffi m mcf !J"1;;j) ~
5,6 and 9) is (5,6 3fR 9 q;y lfiffi m mcf !lUI;;j) q;y atR ~
(1) 60 (1) 60
(2) 30 ~) 30
(3) 45 (3) 45
(4) 48 (4) 48

51. Twenty-six and twenty-six hundredths is

51_ 0&flff 3fn: 0&flff ~ldiCf;en) ~ ;;jldl t
written as
(1) 2·626
(1) 2'626
(2) 2626
(2) 2626
f$) 26·26
(3) 26'26
(4) 262·6
(4) 262'6
52. Perimeters of a rectangle and a square are 52. ~ 3l1~d3ln: ~ cpf ~ qft"J1q "(Io(AglaSem
f I cpfCareers
q;r
equal. Perimeter of the square is 96 em and qftqlq 96 etltft2( t ~ 3l14d ~ ~.cpf ~
breadth of the rectangle is 4 em less than the ~ ~ 4 atltfte< ~ t I 'd1f amm ~ afl5lCf>8
side of the square. Then two times the area
(cpf atl412( 'ij) q;r ~ ~~ .(1 .. ( t ?
(in square em) of the rectangle is
(1) 1120 ~ 1120

(2) 560 (2) 560

(3) 960 (3) 960
(4) 1040 (4) 1040
•
53. A water tank is 11 m long. 10 m wide and 9 m 58. 'CfT;ft ~ ~ icfi\ 11 lftG< &.fi, 10 lftG< ~ afR
high. It is filled with water to a level of 6 m. 9 lftG< ~ t I~ 6 lftG< ~ ~ ~ 'CfT;ft
What part of the tank is empty ? ~ TJ'lIT t I icIit q;r f4id:oJ1 1fI1T IS Icl'l t?
(1) 2 (1) 2
3 a
(2) .!. (2) 1
4 4

(3) .!. un 1
3 S
1 •
(4) 1 (4) 6
6
55. Children at primary stage are able to classify 55. 1II1~ftICfifd( ~ ~ <{t ~ 3iltl~~) '<:fitAglaSem
3'1$1 Careers

the given shapes based on their appearance. ~@Iqco ~ ~ ~ ql!f<!id ~ ~ ~ ~ I ~

According to Van Hiele levels of geometry, ~1~(1~ 3ijBl( ~ \TlIlftI<fl~ ~ 'tj"(

they are at ~I
(1) Formal deduction stage (1) ~q'CllftCfi f.i'It1'1 f(1(
(2) Visualization stage (2) "l 1'1~<fl fiI::col f(1(
(3) Analytic stage (3) ~l?~t:tOIl('''lCfi fd(
(4) Informal deduction stage ~) ~~q~IRCfi f.illt1"f f(1(

56. In Class 3, a teacher asked the students to add 56. q)~ 3 it, ~~ ~ q;) 4562 ~ 728
4562 and 728. A student responded to the ~ mrr ~ ~ fffi!: Cfi~dl ~ I ~ ~~ 1IIl?'1
~
question as follows: 3't1( it ~ lIICfiI(~ lII~fsfi~1 <fl{dl ~ :

4562 4562
+ 728 +728
11842 11842

The response reflects that the child lacks the ~ 51Rtfsfi~1~ ~ltlkfl ~ ~ ~ it __ it
cpft ~ I
(1) Concept of order property of addition
(2) Skill of addition (1) <Wr~~~cta~
(3) Concept of place value (2) mrr ~ Cf>~llJcl

(4) Skill of addition by regrouping ~ ~ l;ft~ 41'1 cf;'t 3lC!'tU(OIl

(4) ~'1«"l~Cfi{OI ~ ~ <Wr~ Cf>llll(1

57. Manipulative models, static pictures, written

symbols, spoken and written language, real 57. ~-q(@ 51~41'1, ~ m, R1f{sd 51dl<fl,~I{gCfi
world situations or contexts are five ways to ~ R1f{sd ~It:tl, qlf(1i4Cfi ~~I( ~ ~
represent ~~ql ~ q;) ~ ~ qi~m ~I
(1) Mathematical vocabulary (1) 'IfUld)~ltllSiC:.-\iSI(
(2) 'Mathematical thinking and ideas {2) lifilld)~~ ~ i4~I(
(3) Geometrical proof (3) \TlIlft1cft~ 51"l101
(4) Mathematics curriculum (4) 'Ifilld ~ qJCffi~~f
68. Which of the following problems from 58. <fi1flT IV ~ qldil-gfaifi ~ ~ 11tAglaSem
f.\~I{jd
Careers
the textbook of Cl88S IV refers to
"mul\,~~\\nary\)rob\em' '!
eqfl'll;m .q -a ~~ ~-3ij!!lle41C"tifi eqt'4I'

(1) To draw a line of symmetry in a given

~ am. (\~ ~~ t ?
geometrical figure. (1) ~ ~ ~ ='iqmflfq~l1lftlll
• it ~ e~
m llf;q·n I
(2) Draw the flag of India and identify the
number of lines of symmetry in the flag.
(2) ~ ~ m Cfil 3iibil ""11$1{~ lit .q
. eqfqfa m31l <t'I ril§!ll <t'I q~I"1 4>l~11. I
(3) Draw the mirror image of a given figure.
(3) ~ ~ • <t'I ~ ~ (5Ifa~ ....) Cfil
(4) How many lines of symmetry are there in 31fui .. "11~1{I
a given figure ? W) ~ ~ • .q ~d;ft eqfqfa ~ ~ ?
59. As per NCF 2005, teaching of numbers and 59. ~ qldil;qllf <fIT ~<R(SII 2005 ~ 3i~je""l(,
operations on them, measurement of )II¥I fq ifi ~ 1:R ri(§l.(f31l 3ft\ 3"1 tR ri fi>1I1311
,
quantities, etc. at primary level caters to the lffiIT;m Cfil qIQ"1,~ Cfil ftl'1ij1IT
(1) aim of teaching important mathematics ~) ql!'{q'ff il~ld ~IIflOI ~ ~ <til l@ <Mdl
(2) narrow aim of teaching mathematics
t
(3) higher aim of teaching mathematics (2) il~ld ~llflol ~ ti4>lof ~ <til l@ <Mdl ~
(4) aim to mathematise the child's thought (3) ilrald ftl'1ij1IT ~ '3Vii ~ <til l@ <Mdl t
process (4) ~ <t'I ~d"1 )lfi>1I1~ il~ldlllifi(01 ~ ~
80. The following grid is drawn on a square <til l@ ifi\<ll ~
paper: 80. f.\"I:;f m qiljifif( ifil~f')iltR uft~1 ~ t:

• • • •
• • • •
• • • •
Th H T 0 Th H T 0 Th H T 0 Th B T 0

This representation reflects ~ f.l~qol fcMI4>l ~ ""(dl ? m t

(1) mathematical game (1) il~ldlll ~

(2) position of numbers on abacus (2) 111"1 1:R ril§!l131l <t'I

d1(1(3i~~<t>e=) ~ fa
(3) concept of place value .($) ~ l;fill lfR <t'I 3lCM(1IIT
(4) equivalence of tena and ones (4) ~ 3ft\ ~ <t'I gtRIdl
 AglaSem Careers
PART ill / mTT III
ENVIRONMENTAL STUDIES / qqia(ol ~
Directions : Answer the folloluing questions by ~: R4frlf¬ JJaJr.R1 ~ ~ # <1> ffrr! HatR 3!fJrl
selecting the most appropriate option. fiI<fj('q jf.ir[ I
61. After teaching the lesson on animals, Sheetal 61. -;;;ftq.~3lI tR 3l)t.frfti'l Wc3 <til ~ ~ 'iiI're., !lftdct
arranged a visit of her Class IV students to q;~ IV ~ ~~rum ~ fu{( Rt~lIlm: ~ 'j;Tq1II
the zoo. This would help the students to q;J 3114!\il"i q;\<ft ~ I ~ it ftTp,~
(1) develop sensitisatlon about how to ~ ~ ~ I
domesticate animals (1) ~-~3lI <til
qlctCl ~ "'' i III I \ilTt1. ~
(2) develop skills of animal protection ma- e~C;"i~ftctdl f'aCfimd <fiG
(3) have a change in the daiJy time-table -;;;ftq_~...m.iIl!J ~ Cfi"~I~ ~ f4Cfilfl
routine (2) -'~ """
(M co-relate classroom learning to real-life (3) ~ ~:mftuft<liT '<I<If it "1C;<i1ICl
situations (~ q;~:CfiPifl<r ~ <til ClIBlf'aCfi ;;ftCl"i <liT
q~fdqj ~ m?l "'10i?~
62. Shalini wants to introduce the topic on
'Nutrition' to ber Class V students. She should 62. ~1I~;ft ~ V ~ rn~ q;J '41'101' tR 31ltlli'td
(L) ask the students to open their tiffin -a
STCfi(Ol qf<f..:rd CfiO"i1'Cl1(:dl t I~
boxes, see the contents, followed by her U> rn~1I fV.1qj -a Cfi~"il iUl%tt fci; ~ :wR -;wH
explanation fZf4>"i iiliCfH ~. ~ 'dffi q;J 31Clct\Cfi"1
(2) draw the diagram of the digestive system q;'t 3itt ~ 'iiI're. ~ Olll(§<ll Cfi<4'l'Cllltl1,
on the black-board
(2) 'ill IIIq i! tR q I'Cl"i if:! 'CfiT 31fu:g '" "11"11'" IIttt
(3) give examples of different foods rich in
(3) cj) '1Cfi 'dffi l\ ~ fcrl1:rn IICfi({ ~ ~\il"i ~
nutrients
3C;h\!(OI~ "'11%11,
.(4) use chart showing difTerent kinds of foods
(4) f411l~ lICfiI( ~ ~ <til llC;~ld <fiG crre
~ 'CfiT :lIlIl'( Cfi("li •
63. Read the following paragraph written by a
student about his house in a village: 63. ~ ~ lTlIT ~«(!:IIY;~ ~ lJ'Tq ~ 'ltCfi m:t :r
"1 have come from a village. It rains heavily at ;wH m: ~ ~"1Iit ~(ij I ~ :
our place. Hence our houses are made almost
10 to 12 feet (3 to 3'5 metres) above the
''it lJ'Tq l\ ~ tI~ lJ'Tq it 31~ItICfi qqf

ground. They are made on bamboo pillars. The

~ t I ~flR111, ~ tR tmft -a ('fIlWI 10 -a
12 ~ (3 -a 3'5 Ifm:) ~ oR -e::rn ~ I ~ Il,!!\(!
inner sides of our houses are also made of
wood."
orm ~ ri tR ","I III I ;;mn ~ I ~ m: ~ -a \ft
ctCfi~ ~ oR ~ ~ I"
This village must be in
<r(l lJ'Tq ~ 'Cl1!%Q,
'-l) Uuarakhand (1) 3'(1<1@0:gif
(2) Andhra Pradesh (2) aW~it
lS) Assam -'tT) ~ij
(4) Tamil Nadu (4) dfll<i1 ~ it
64. In which of the following parte of our country 64. 1...it~~~~.1W.~..W\.q~~~ AglaSem Careers

do people grow eatables such a.e tapioca end ~ ~;ml.fll am "IIIl4€l <tiT "ffil'l 3fIR tR ~
coconut in their courtyards and they find food 31"1"1 .q ~ ~ , am ~ ~ tR 13R 'I.fIT fCCl~
prepared using these to be very tasty ? 0f!0' 31"'01 €l'ldl t ?
(Jr1~
£1) Kerala
(2) Andhra Pradesh ~2) amr~
(3) 31eq
(3) Assam
(4) Goa (4) -rOO
.q ~ ~
65.
neck backwards to a large extent?
,
Which one of the following birds can rotate its
65.
"*
f.l""1~fQd

(1)
qf(1q1
<tiT -qn} ~ g-qT ~<MI
q;lll€l
t?
1.fI1<fil~ ~ 31q;ft

(1) Koel
(2) ~
(2) Mynah
(3) Owl
f,6) 3Rt.
(4) ~3lT
(4) Crow

66. ~ ~ if, ~ 1.fI1~I\illR ~ ~ ~ ~~.

66. In Braille script, ~ws of raised dots are made , I~ ~ 311t41ft:a~ ~
on a thick paper. This script is based on
(1) 10~3I1 q{
(1) 10points
(2) 4 ~3I1 q{
(2) 4 points
(8) 6 points
~ 6~3I1q{
(4) 8 ~3I1 q{
~4) 8 points
67. f.I1:::! if -a ~~ q<lfCl(OI ~ ~~1 if ~li'iIifi
67. Which one of the following is not a suitable 311C6€l"1'I.fIT ~~d 'I.fIT'4 ;r(f ~ ?
Formative Assessment task in EVS ? ~
fi) Discuss disadvantages of water pollution ti) ~ S1~UI ~ 611441 ~ 1I'it if ~ I.fI('1I
(2) Explain the definitions of important (2) 'flO if ~ l'If q~'ff :f1~14Cift ~ qft1j 1'1I
terms given in the lesson cti't 6lIIt§III CM'11
~) Perform the given practical activity and (3) ~ ~ S1~'''('qC6 fi;lIl<ficllti'i <tiT 1@ ~"II
record your observations am 3fIR 31C1mC6'1<tiT ~ wI
(4) Draw labelled diagram of given (4) ~ ~ S141'IJi'iIC6 S11~ ~ RtIiC6'1 crm
experimental set-up ~ 41"11"11

68. Out of the followjng, the most effective way to 68. C6~1 V ~ ftr~lfYf41 if fJt~I~1 JJIll'd ~ 'I.fIT f.!rJ::I'
arouse curiosityin Class V students is to .q -a ~ S1'1Icf1dtlC61 t
(1) ask probing end imaginative
,
questions m ~ JJf:qq(C6 am ~"Ilq«fi '5R'1' '{&it
(2) provide more hands-on experiences (2) 3ffqC6 I!Rlq(C6 ~j'lCl 51<:1"1
WI
(3) give them more practice in written work (3) f8fQd 'I.fIT'4 if ~ 31ftjC6 31\Ol1I~t-n
~) conduct frequent unit tests (4) 31C6~( ~ lRT~ 'I.fIT 31141JJ"I <6("11
69. Harpreet wants to suggest to her students as 69. ~(Sft\1 ~ ~mlll
~~ ~$IIC1~ AglaSem
'<I1l!ift Careers
,
to how an individual can contribute in the fcf; Q4iCl(01 mlllVl ~ ~ ~ 51Cf;I('I!;Cf; csqRt;
best possible way towards environmental m~ ~\il~d ~ ~ 3N-{l ~'I~I"I ~ SCf;\11
protection. Her best suggestion would be
(1) get the engine of personal vehicle checked
t I JOlCf;1 m~ ~$Ilq ~ tlCf;\11 t
(1) ~ csqRt;lld ql~Ol ~ t;R c¬ tt~A""4~Ift""d~
regularly
(2) use public transport system for travelling (~ 3lR -~ ~ ~ til cf;" f.'ICf; el\1 =i1 'fiT 'lflITrr
(3) do not keep a personal vehicle like car, Cf;(OlI
scooter, etc (3) CbR, {O<f(!(, ~ ~ csqRfilld ClI(tOl';f W
(4) avoid frequent travel outside the home
(4) m: ~ 0Tm ~Cf;e( 3lR--;;rR ~ ",'<lOll
70. Rashmi was taught the following steps (not in
sequence) to be followed while preparing a
70. ~ ~ ~ fu@141 ~ t 1FIffi
f.f; ~ Wi-~
~ ~ ~ (jf;q it ~ ~) 'fiT 3ij'l1~:1"1Cbl :
question paper : .
i. Writing the questions I. Wi if1@11
ii. Preparing the design 11. ('\WslI~"" 1$1 ~ Cf;("iI
III. Editing the question paper iii. Wi-'q'lf 'fiT eQI~Ol Cf;(11
IV. Preparing the blueprint
IV. ~~ ~ Cf;(11
The correct sequence of steps to be followed is
~~lcl1 ~ -;;rR ~ ~ 'fiT ~ ~ ~..m
(1) i, ii, iv, iii
(2) iv, ii, i, iii
t?
(1) i, ii, iv, iii
.~) ii, iv, i, iii
(2) iv, ii, i, iii
(4) iv, i, ii, ill
.liS) ii, iv, i, iii
71. Which one of the following statements is (4) iv, i, ii, iii
correct about elephants ?
(1) Elephants sleep for 8 to 10 hours in a
7l. t;lfVllll ~ fct'l4 -ij
t?
*'~ TJ'41 ~.1Il Cf;tl1 ~
day.
(2) Elephants like to lake too much rest (1) ~ ft-r it 8 ~ 10 lR ma t I
because of their heavy bodies . (2) ~ 3N-{l ~I"lIRlCf; m< ~ ~ "'1(01 ~
.)3) A three-month-old baby elephant m Cf;(11qe4; ~ ~ I
generally weighs about 2 quintals.
prJ ${ ~ ~ ~ ~ ~ 'fiT m< ellll"4d:
(4) An adult elephant can eat even more
than 2 quintals of leaves and twigs in one 'cl"N71 2 ~lcl ~ t I
day. (4) q4t<fj ~ t{Cfi ft-r -q 2 f.t<ilcl ~ \ft 3l'RlCf;

72. A train started from Gandbidham on

tffi ~ $uft<flliT eCf;dl t I

16th July, 2014 at 05:15 hours and reached 72. ~ {cl11l41 11ftftmq ~
16 ~, 2014 ~
Nagercoil on 18th July, 2014 at 04:45 hours. '3frn: 05:15 ~ R~11 O)$Cf;{ 18~, 2014 ~
The distance covered by the train is 2649 Ion. '3frn: 04:45 ~ "i1'1(Cfi'i$cl R~11 lR ~ t I
The average speed of the train, in kmlhr, is
~cl'lI41 ~ ~ 'l1i ~ 2649 ~ t I l'e
nearly
~cl'lI41 c¬ tt3fItrn "<Il'cl, fc9ft~ it. 'cl"N71 t
(1) 54
(1) 54
(2) 57 -'!) 57
ffl) 56 (3) 56
(4) 55 (4) 55
73. Select the correct statements about the 73. '{j"f~' C!1If ~ orR .q ~ 'fI~;fl q;)~ : Careers
AglaSem
'Khejadi' tree :
a. ~ C!1If ~d: 'tfilfdl;ft~ it qprr ~
a. This tree is mainly found in desert areas.
tl
b. It grows without much water. b. ~ ~ ~ ~ 311C1~<l<tldl
~ ~ I
c. It is a shady tree and children like to play c. ~ 01<l1~1('<lIIf ~tI" t 01<l1 it ~
in its shade. {jc:1"l1~ ~ ~ I
d. It stores water in its trunk and people d. ~ ,{'fill <tI<dl t
3I'IR ~ it ~ ~ 'c:1ltT
use thin pipes to drink. this water.
~qm'~~~q;)lfta~ I
(1) a, b and d
(l-l a, b am:d
X2) a, b and c (2) a,b~c
(3) b, c and d (3) b.c~d
(4) a, c and d (4) a.c~d

74. Which is the best period for the people of 74. ~ ~ ~m ~ful{ 'ITl<Rill qlc:1"l ~
Bihar state to start bee-keeping ? em ~ ~ 31~ 31C11t1
~.~ ~ t?
(1) 31if{ii1( ~ ~ .. (
(1) October to December
(2) ..,"lCItl ~ ll'F'f
(2) January to March
Ul) .~~
(3) April to June
(4) ~ ~ ~d""'(
~) July to September
75. '~ ~ $ ~ful{ ii1"fcil "'l' ~ itt ~'II(I ;;fiCl"l
75. Asking the question "How will our life get fcf;a lI'f1l( lI'1l~d ~ ?" ~ m q;) ~ ~
affected if there were no electricity for a ~t
month 1"aims at
(1) assessing the students on their general 'fI<"I1
awareness
(~. tI~d dtl~ ~ ii1'J1{'fi<fiT ~ em ~ ~
~) sensitizing the students on using ~1~II~ql q;) e~~"l:tftc:11I"l1"l1
electricity judiciously
(3) assessing the students on sources of
(3) fiI'JI{'fi ~ mat ~ .m it ~llIfllYfql <fiT
31I'f1c:1"l
'fI("l1
electricity
(4) ~11If1~ql ~ 'fIt"'l"llq('fI 3ft< ~d"lq('fI
(4) promoting imaginative and thinking
",,':tlffi <fiT ~'fIlti 'fI<"I1
skills of students
76. 3N-ft
31i'Cfc:1 ~ V it
q<liCl(OI31U1<l"l~ ~
76. Aancbal frequently asks probing and it 31'f1t1( ~ ~.q~dlc:1 CI'ffi ~ <tIt"'l"llq«tl
imaginative questions in her Class V EVS m l@'ift t I ~ ~ ~ lI'f1J< ~ <fiT
class. By doing so, she aims at improving ~ wm <tI(41 t I
(1) speaking skills (1) .i'lc:1~tI .. ~tfl",,':tlffi it
(2) observation skills (2) 31Cli:11
'fI"l "'" ~Iffi it
(3) emotional skills (3) e~IIIf'l'fl ",,':tlcti it
t;4) thinking skills (~ ~d"l ""':tlffi it
77. The section on 'Survey and Write' in some 77. ~8ill V cf;t 4<11C1(01
31U1<1"1cf;t qICffi.~Cfi 'if; 'Q,ifi
AglaSem Careers
chapters of EVS textbook for Class V
primarily aims at
'4lO 'it ~~ ~ ~(!J"I' -q( ~ 'WI <tiT ~

improving practical skiUs of students

~t
it wm
(l)
(1) ~IJalfMi ~ OllIClf!II\:Cfi ""l(I~ "*II
(2) assessing the students on their general
(2) ~IJaIf¥l<il c#i'r elqlr<l "'1"ICfiI6 <tiT 31ICfifl"l
awareness
iM"Il
A) providing opportunity to students to C% ~IJaI~<rt q;l 31C1e( 3qflill Cfi(I"I1 fcf; ~
explore and learn
~"<fiT~~tftti
(4.) helping the students to learn basic (4) Pctqq c#i'r 31(l:1It1@ 31C1t1I(1lIl~ "<fiT at(!J~ it
concepts of the subject ~IJalfMi c#i'r ~ Cfi("I1

78. After having taught the lesson 'What if it 78. 'Cfi&l1 V t ~IJamf<rt q;l ~ ~ eqlR ~ ~
finishes' to Class V students, Sheela
administered a test to know the level of '4lO ~ ~ ~ ~ftfll SlCfi<01~ 1fR 'it ftrlftll\f<rt
understanding of students about the topic. To c#i'r eq$l ~ lm t ont 'it ;;n;R t ~ ~ q61ft01
her surprise, she observed that large number SI~lIred ~ ~ I ~ ~ "I1"ICfi< 311ll"l4 ~ t
of students had not understood the related fcf; ~ ~ el§lll 'it ~IJaII!ff e ... f.'tlCl 31C1t1I(1l11
concepts. This could be mainly due to the
reason that q;l ~ e"$1 ~ I ~eCfiI ~ CfiI(1l1~ eCfidl t
(J,) ~IJaI~<rt q;l Cffl SlCfi<IIIO'<lCfi"'I"8l ~
. {X) students did not find the topic interesting
(2) she did not use the correct methodology
(2) ~ SlCfi<01"<fiT ~ t ~~~ <tiT
to teach the topic ~~fcI;m~
(3) the cognitive level of students was not (3) ~IJalffl<rt <tiT ne""'011"'H""'I('Iln:Cfi:r
lm 31'<i{J1~ ~
good (4) .~ SlCfi(1l1qlCffi·gt<lCfi it ~lIfq~ ~ .....R
(4) the topic was not suitable for inclusion in ~~~
the textbook
79. ~1Il «{lft0l c#i'r 31C1t1I(1l11~ 1IR 'it ftt~l~ ...,
79. Gunjan organises the following activities on e~G-t~flfI 'iR'R ~ ~ ~ f4'"1f8f&d
different, days to sensitise students to the
concept of conservation of trees :
&<11CRII<il <tiT 311.0'" "I Cfi{(fi t:
<ii. ~~Cfi ~IJaII!ff "<fiT le 'iffif t ~ snl'Ell~d
a. Encouraging every student to adopt a Cfi("I1 fcf; ~ ~~ '!Ift "<fiT 31q"ll~ ~
tree and look after it
a~4il~&'1If1 ~
,b. Organizing a debate on forest 'l9. CR.:flOOOI lR ~.PctClI~ SlidzOfi'ldl <tiT
conservation
311.0'" "I Cfi("I1
c. Organizing 8 poster-making competition n. ~ lR 311t1lita <ilR{.f4q\OI e ... ~
on trees Slid.ofi'ldl <tiT 311.0"1"1Cfi{"I1
d. Showing children storage of logs of wood 'Q • ~ Ja1 NM q;l <Rt clCfi{4<il t \isl{ R'& 1"11
Which one of the above activities will be least
effective in achieving the desired objective? Clifi}a
'it ~
*
~.-atm
"<fiT mR .m 'it '3ilR ~
q;q 1I'11<.fl~ ?
TTf Ilid~~<rt

,(1) d
Ll1 'Q
(2) a
(2) <ii
(3) b (3) W
(4) c (4) Tf
80. While teaching- the topic 00 'Our 80.
friend - Birds' ro Class III students, Nalini
<fi&n Til "*
ft~~<it ~ ~ - q&f\'
AglaSemSI<6(t11
Careers
qi;ld WFl 1W.;ft ;fr.) ~ II~ ~ (f;T 'lflI'trJ <6(dl
followed the following methodologies :
a. Showing a documentary (ibn on birds.
t:
<1>. ~<i1 ttl: ~Im~'f"!-"Rr:I ~I:jl I
b. Using II chart having pictures of different
birds and explaining hriefly.
lS . fu'R:rn qfu<ii <f,) (1t<ftu qffi <rri (f;T wm
<6t"ll .~ ~~ -q 31<6f quf.! <6{"I1 I
c. Taking the students to the nearby park
and asking them to observe the birds TJ. fu~l <it
d-l'iI'llf~ em t<fR ~ ~
1:;;tc{l'lli * 1Wi; if ~ ~
*~ <6!i41 I
$:

Nalini
carefully.
I::;
learning in order to
using different approaches of
'<fi1 Sltj) II <R tti ~
*
":ffc:r.ft f.tm 5141"l1 fFw. ~@~
?
"* fcri\rn 3Ql'I.o
(1) promote reasoning skills in the students (11 rn~~
i'i d*~1 Rt; <Ill fuq;m <6{"I1
(2) follow her lesson plan (2) 3N-ft lIT3.4'Nj;U Cfi1 QI<.'f1<f>("ll
(il) meet different, requirements of learners ~ Gl~G{~ fu~~
qffi <fiT ~
having multiple intelligences 3{lq~<l<6dl<sil <1>1 "W <6{'11
(4) impress other teachers and parents (4) ~ rn~l am ~ <t>1 ~
<6("11
81. Which one of the following teaching strategies
will be more ...Ifcctive for 1113xinlUIU 81.
'mf :it ~ ~ ~' ll<6(OI "* fu~ i'i fu~
involvement of students ill teaching th., topic
of'Galne::; we play' ?
cf;) ~ 'lWft~lfti'll "* ~ f.Iq i'i tl ~-lft
fu~-~ 3lfuq; Sl'ltl<fl ~ .?
(1) Ask the students to watch sports
lJ ) ful\lTf2!<i'i~ ~c:fIfu;rR 1:R ~ ~ l4f·tfI
programmes on television and prepare a
<614Sf>.o q;) m afu 3fl 1:R ~
simple project on the sume
(O(1£(1;:q qp.zii;;j"ll CIi14 er.:rR ~ futt <6~"I1
en TRk~ the students to the play-field and
rna ke them play di ff",rcll t games on (2) ro~ ~ ~ in ~ ii ~ ~ ~
different days ~ ~.31WI f?;.fi ii 31WI-~ ~
fui<.'fHI
(3) Make play-cards of different games and
show it to students (1) ~
fu~
l§m * ~-Cfilt
q;) ~@HI
Gl::jHI am ~
(4) Ask the students to learn the names of
different indoor and outdoor games (#- ~~ <it mm 3fu ~ ~ ~ qffi
~ ~ "* "IT£( ~ q;8 *~ <6~"I1
82. Select the correct statement
Everest:
about Mount
82. 413'" Q,C«fC
IJ )
* m't ii lI'tI
<I{,( fifOiifi'l <Ill \WI ~ ~
ifi21-l ~
W~ ~
:
<4iI
(1) It is a part of' Tibet and the height. of its
peak is 9850 m, ~ 9850 lfu:< t I
(2) It is a part of Janunu and Kashmir and (2) lf~~ ~ <6~r:ftt '<fi1 ~ ~ ~ ~
the height of its peak is 8900 m. ~ cf;) ~ 8900 lfu:< ~ I
(3) It is a part of Nepal and the height of its .(3) <I{,( ~ <fir \WI %~ ~ ~ <tt
peak is $900 m. J;:q I~ 89001fR:{ I t
(.4') It is a part of India and the height of its (4) lffl 'mil <Ill 1Wl t .:mt ~ .ntl <4iI ~
peak is 9850 111. 9850 tfR\ t I
83. Bronze is a mixture of two metals. These two 83. • (~) c:1 mgait q;r fTf'!lVT t I~ c:1AglaSem
~ ~ Careers
metals are
(1) ~~f.1<1q ~ ftf
(1) Aluminium and Tin
(2) ~~~(fWn)
,,(2) Copper and Zinc
fS) ~ ~1?:::!
.1:5) Copper and Tin
(4) ~ ~ ~ (311<1("1)
(4) Copper and Iron

84. '~iTlt'dl;ft a1)q;" 11,CI> ~ q;r ;:mt t ~flcti) ~ '3l'!

84. "Desert Oak" is a tree whose roots go deep into ~ oq; "1~"1 il $r( umfl ~ -;;ror (fq; f<t; -qr;ft
the ground till they reach water. The depth of (fq; ':! ~ ~ I ~~ cfit ~ ctt~ ~ ~
these roots is nearly 30 times the height of the ~ ~ <t't WTWT 30 ~ ~ t I «<5 ~ ~
tree. This tree is found in tfml "11111 ? t
(1) Russia (1) ~

.(21 Rajasthan
(2) (1"1f1q1"1
(3) Abu Dhabi
(3) 3lTiltmft
(4) AustraJia
(1) 3lTf{~<l1

86. Some birds can see four times as far as we can 85. ~ 1l~ ~ l!~"11 il "ffi ~ ~ ~ (fq;

see. These birds are ~ flCfid ~ I ~ q~ ~

(1) Doves,Crows,Peacocks (1) Cfitan,lIR

9>IMI1I,

(2) Crows,Kites, Nightingales (2) ~an,~, ~~~~

(3) Eagles, Pigeons.Parrots (3) ~, Cfi\(l<, mm
t4) Kites, Eagles, Vultures (AI) ~,~,~

86. -a
f.1"'"i~f@11 il ~.m'ln~~Cfi 'f(R q( q<lfq(OI
86. Which ooe of the followingis not an objective 31U1<1"1~ fu831'l q;r ~ ;rtf t ?
ofteaching of EVSat primary stage?
(1) Gfiiij q,l ~ f.lCfi~l1q qft~lIl -a qfl:'<I<I-sm:r
(1) Children must be encouraged to explore ~ ~ ~ 31Cl)(lI ~ Cfi("I1•
their immediate environment
(2) ~.q;~ il ~ mi:f 31fitrrq q,l ~EJI~li~
(2) Learning in the classroom must be linked
illi!( cfit ~ ~ <lm ~
to tbe life outside the school
(3-) fu~ q;l\lT.~ il ~ 3ljlllle"l q,l
M Teachers must ens_ureperfect discipline
yf.l~11 <it
in the classroom
(4) Gfiiij q,l m ~ ~~ 3lClllll 3lf1l~ftl1
(4) Children must be encouraged to ask
Cfi(':!I '<II~
questions
87. The abbreviation EVS stands for AglaSem Careers

./(1) Environmental Studies YI'> I1;ICl11I(;illl:'1 Rtt""

(2) Environmental Skills (2) \!;1Cl11I(;:j'j<:o1:'1
H4;("'8
(3) Environmental Science v •
(3) l!;'ICllll(;:q<:o1:'1el~e
(4) Environmental Sources
(4) e'lB""
\!;1Cllll(;:j'j<:01:'1

88. With respect to the location of Delhi on the 88. 'Iff((! ~ IlHNil 11 Ri."dl c#i\ ~fd ~ ~Pd
map of India, the capital of Himachal Pradesh ~ql"'l:'1 ~ ~ {I;;ftll;ft (~IIlI:'1I) am l!t:lI 'S$T
(Shimla) and the capital of Madhya Pradesh <fit ~ (~qll:1) Sfiq~,:~ ~ Ri."dl ~
(Bhopal) are located respectively in its
(1) ~-~ am '3ffi:-q~1l 11

89. Cf>1f sTCfCO( ~ ~ q;f '&R ~ ~ ~ C;ClI~lIi

89. A doctor prescribed some medicines to a
fd@(11 t am m'lI tt ~, 3liClI:'1I am ~ qt\C;1(
patient and also suggested him to eat jaggery,
amla and more green leafy vegetables. This
er.>:Jt4T ~ '&R '(l;T tl$HCl trr t I~ ~ ~
WI ~ _ ~ ",,!tit ?
patient must be suffering from
)1) ~;ftfi111'
. (1) Anaemia
(2) ~~t(
(2) Fever
(3) Typhoid (3) fi1111~ ~Ell(

(4) Malaria (4) ll~n<U

90. I4qfdfuI(1 ~ 11 <) -;m '{l"C@ q;) ~ f;,jeq

90. Select from the following a group that
@HI qCfiI~ ~ ~ (Wi) ~ ~ ~ :
comprises of methods of cooking food:

(1)
fl) iiCfiCfi(, <1I:'1Cfi(,'!_-iCfi(
Baking, Frying, Roasting
~
(2) Boiling, Kneading, Roasting (2) 3ilII:1Cfi(, "ltTcf>\, \flCfi(

(3) Baking, Boiling, Rolling (3) iiCfiCfi(, 3GfII:1Cfi(, ilctif;(

.
(4) Frying, Soaking, Roasting (4) (1I:'1Cfi(,~l'nCfi(, 'i,-iCfi(
,
 •
AglaSem Careers

Candidates should answer questions

from the following Part only if they
have opted for ENGLISH as
LANGUAGE - I.

-crtl~~ Rl4R1f@d ttlll ~ ~ ~ df1{

(f;q~ (ltfi ~ ~ dr~l~\:f,q, - I Cf)l

f4Ch<"G 3i~\j{) ~ mI
 AglaSem Careers
PART IV
LANGUAGE I
ENGLISH
Directions : Ansluer the following questioll:; by 95, Teachers can rernediate for the student with
selecting the most appropriate option. language learning difficulty by
(1) conduct extra classes for the student to
91. '1'0 achieve communicative competence.
'catch up' with others
learners need to be competent in four aspects :
(2) focusing on individual progress with
linguistic, sociolinguistic. discourse, and
individualized instruction
strategic competences. Here, 'linguistic
(3) providing notes that are summarized and
competence' concerns students'
simplified
(1) content organization and use of
vocabulary (4) initially, giving information as reading
(2) use of syntax, loxis and structures only. no writing
(3) expression of meaninz of what they
communicale ... . 96, Language is taught by beginning with simple
(4) use of formats and stylistic devices sentences instead of the initial sounds and
blends. This implies that
92, The second language classroom is a confluence
(1) grammar is an important basis of
of varied languages, Teachers should give
communication
their students
(2) communication is based 0(1 complete
(J) comfortable envtronments to develop
requisite skills sentences
(2) adequate self-explanatory notes (3) pronunciation has no place in language
(3) summaries and simplified versions of acquisition
texts (4) grammar and pronunciation have equal
(4) worksheets with a variety of tasks while place in language teaching
covering the syllabus
97. Teachers can demystify abstract grammatical
93. The teacher's cues for activities arc given in
terminology so that students can write
the first language, in a second language class,
through the
This exploits the communicative
(1) frequent feedback on only grammatical
potential of a given structure.
errors
(1) structural technique
(2) sandwich approach (2) explicit teaching of certain structures
(3) communicative approach (3) separating of spoken and written forms of
(4) bilingual technique language
(4) linking of spoken language with writing
94. Examples of "Creative Reading" projects lor
assessmen tare 98, The teaching of reading by associating
(J) reading lor meaning characters or b1'f'OUPS of characters with sounds
(2) reference work done in the library for is the method,
more information on the theme (1) whole-language
(3) surfing the internet for related (2) morphemic
information
(3) direct
(4) dramatization, role-play and re-writing
from a different point of view (4) phonic
 99. Some parents of students with learning lOS. Vocabulary in the target language AglaSem
should Careers
be
difficulties may have unrealistic expectations kept under control, i.e., graded. This can be
from their children. The teacher can support
done by
such students by
(1) making a clear reference to the learning (1) students read a prescribed book and take
objectives a vocabulary quiz

(2) persuading them to liaise with other such (2) teachers providing a short list of words
students that are commonly used

(3) explaining to the parents about the (3) students learning and practising in the
child's characteristics and abilities context of real situations
(4) providing instructions for dealing with (4) students write/speak using a graded list
the students at home of new words

100. How can teachers respond to or 'correct'

students' writing in ways that are effective? 104. Develop a resource box for Class I. Teacher
(1) Locating patterns of error and suggesting gives 3 instructions to each student
improvement regarding which items are to be put in it.
[e.g. : puppets, pieces of coloured fabric,
(2) Correcting every error in the essay
brushes, stencils, colour pencils, small toys,
(3) Writing detailed comments in the margin etc.l. Student follows instructions. The activity
(4) Offering encouraging and summary is
remarks (J) listening to a speech which
.
18
semi-scripted
101.· supply 'comprehensible input' in low
anxiety situations" is the basis of language (2) listening with concentration for specific
acquisition. An example would be information needed for a task
(1) students receive feedback for error (3) stage in a listening session when a
correction regularly listener completes a task
(2) teacher-directed learning in the (4) listening to natural conversation between
classroom teacher and student
(3) collaboration of students in learning
situations 105. Which activity best supports the practice of
speaking skills?
(4) home-work designed to use parents'
support (1) Students tell their version of a story
based on some hints, and apply it to a
102. Educators use YouTube to teach visual problem-solving situation
learners with videos, podcasts for auditory
learners and interactive games for (2) Students independently research a topic
tactile learners in a language class. Here, and present a formal report
multi-media caters to individual
• (3) Teacher's giving purposeful dictation by
(1) learning disabilities
integrating it with a spoken activity
I (2) linguistic differences
(4) lndividually, students read a case-study
(3) learning styles
! and draft a response
! (4) authentic second language
 AglaSem Careers
Directions : Read the pussage given below and 106. The floating village is famous for its
answer tilt! qu.estions thut (Q. No. 106 to / ]4)
[0110/11 (1) suffering of the locals
oy se]t!{;ti,ngtlw mos! appropriate option:
(2) Black River
In this floating village in Brazil, there is only (3) craze for sports
one way to travel. Students go to school by (4) annual flooding:
boat. Locals go to worship by boat. Taxis arrive by
boat. Even the soccer a 107. The wooden goal posts had nets that are
field IS often
during floods.
boat. There are three homemade fields on land. but
(1) misused
they arc submerged now in the annual
(2) floating around
flooding of the Black River. If the wooden goal posts
(3) used as nels
had nets, they would 00 useful this time of year only
(4) useless
for catching fish. So, young players and adults
improvise. They play soccer at a community centre
108. "The passing boats sometimes knocked down
that has a roof but no walls, They play on the dock power lines" suggests that the
of a restaurant. And they play on a parked ferry, a (1) electric poles had fallen
few wearing life jackets 1,0 cushion their fall. The (2) rescue boats arc careless
high-water mark in the Rio Negro this year was the (3) water was charged
fifth highest Itt more than a century of (4) the flood levels were high
measurements.
109. A word that can best replace the word
A.~scientists study the impact of deforestation 'improvise' is
on the Amazon basin, and the cooling and (1) devise
warming of the Pacific Ocean, extreme patterns (2) contrive
observed over' the lost 25 or 30 years raise an (3) share
important unanswered question: "Are these trends (4) plan
human-induced climate change, or can we explain
this with natural variability T' 110. In this paragraph. 'to cushion' means to
Villagers said that passing boats sometimes (1) abate

knocked down power lines during periods of (2) separate

exceptionally hiJ.!hwater. And while (he soccer fields (3) protect

,LTe usually available for about half (4) pad

the year, the land has recently been dry enough for
111. Identify the correct statement.
ooly four or five months of play. "We don't have a
Flooding has over a period of time.
place for the children to play: said de Sousa, a shop
(1) been decreasing
owner. "They are stuck in the houses, bored." The
(2) remained the same
most adventurous, though. will find a game
(3) been increasing
somewhere.
(4) been unpredictable
112. Pick out the false statement. 115. "... servile emissaries" means AglaSem Careers

(1) The community centre is the only space (1) messengers of peace
for playing. (2) risky behaviour
(2) The lines remain in place during the
(3) humble messengers
floods.
(3) The residents enjoy football the most. (4) those who protect

(4) The goal posts and nets are useless

116. "More quaint and subtle ways to kill;
during the floods.
A smile or kiss, as he will use the art,"
113. The antonym of the word 'exceptionally' is
- tells the reader that the speaker
(1) easily
(2) extraordinary (I) distrusts human nature

(3) generally (2) believes in human goodness

(4) markedly (3) is afraid of his enemies
114. "... will find a game somewhere" suggests that (4) hates wars
(1) higb grounds are reserved for the popular
game 117. "... the cunning skill" - refers to
(2) people will play football in the water (1) hidden threat
(3) football is lost during the floods (2) a weapon of war
(4) the Black River is DO threat to a game of (3) skilful soldier
football
(4) a manipulative king
Directions: Read the poem given below and answer
Ihe questions that follow (Q. No. 115 to J 20) by 118. u ... mingle wi.th forgotten ashes" means
selectingthe most appropriate option.
(1) hidden dangers
THE LAST CONQUEROR (2) dead persons
Victorious men of earth, no more (3) fires on the battlefield
Proclaim how wide your empires are; (4) threats to life
Though you bind-in every shore
And your triumphs reach as far 119. Here, 'subtle' means
As night or day, (1) sullen
Yet you, proud monarchs, must obey (2) stupid
And mingle with forgotten ashes, when
(3) hidden
Death calls ye to the crowd of common men.
(4) suggestive

Devouring Famine, Plague, and War, 120. "And your triumphs reach as far
Each able to undo mankind, As night or day,"
Death's servile emissaries are; - The poetic device found in these words is a
Nor to these alone confined,
(1) formula
,i He hath at will
More quaint and subtle ways to kill; (2) pathetic fallacy
A smile or kiss, as he will use the art, (3) metaphor
Shall have the cunning skill to break a heart. (4) simile
 AglaSem Careers
..

.. .
Candidates should answer questions
.
from the following Part only if they
have opted for HINDI as
LANGUAGE -. I. -
+ • :

~~ f4JO;tRif@d ~IJI ~ ~ ~ 3ti( ,,

~qcl (ftft ~ ~ d~~~:

cqltCl - I 1fiT
fcI
~€fi(Yq
.~ r
~~ ~
-:ri- .
~I I
, . \

, •

• r• . ·.. ..
,, ;

. . . ... •
~

. ..
·
. ••
. ,
. .r ,
I
.
, k:,
 AglaSem Careers
'iOj1~1 IV
'iOjlttl I
ff.:<ft
~ : <Ii[c}dl <1>7 q~<Ii< f.lAfftf(gd w.;ff (JI.-8. 91 # 92. '~'"*II'1 ~ "WIT ~(ll'!Il!II' q;r t{Tq ~

96) -q RatH 3Rirl fcI<lif4 ~ I (1) ~'"*IH ~ ~ q'{ ~ WTT

\ifGI~m {!l) ~,"*,I"I ~ (I(ffl ~ "WIT

$'"*11"1 (3) ~,"*,I'"l ~ ~ ~"WIT

tRi'ft q'{ ~ \ij'la (4) $'"*11'1~ ~ ~ "WIT

,

\ij'I~ "tI"lcH:, ~

~ eat~ ~ 3(1(1
(1) ~-~~>ffir
$'"*'1"1

~~ WI \ij'la
(2) $'"*'I"l1 ~ ma
m
\ij'I('ft "tl'"lq(, ~

$'"*1l'"l
tJ)
(4) .~~>ffi'r
;,i'Ia ~

~ "WIT ~(ll'!Il!1I 94. <f>Ri (II ~ 310 -q Cf<!T &j'll fcf;m '1m ~ ?

3lGf ~ ~ ;,i'la, (1) ~,"*,I;:j'j~ \ij'la 3'11'11~ ~ ~ t

(2) ~ ~ ~'"*II'il ~ ma '"l1~el9il ctt
~ f4;fft ~ m~ ~) $'"*II"l1 -q 3lGf ~elf.lll(1 llil"l1 "l'!l ~ ~
~ "CR<fi '"ll~'"*'Igil (4) $'"*1I"l1 ~ ~ _,j,Ia ctt (l"{i1 ~ '31l 3lTQ, ~

~ ~ ~ Ci('"lld'l~ "t'll'!
95. '3lGf ~ ~ \ij'Ia' Cfi1 t{Tq ~ ftn
m3lGf
(1) 3lGf _,j'Icl'i -q ~ ;r@ ~
~'"*II"l1~ ~ ~ WI ~
(2) 3lGf _,j'la ~ "IR <:1111~;r@ ~
(3) 3lGf \ij'la ~ ~ WI
U) 3lGf \ij'I<:1 el11H ~ WI
 AglaSem Careers
~ : 1f'JI1~7 Cfi] 9($cn < {?;J;;JfHf&fI Jl7;il" (!l. ti. 97 if 100. ,
]0.5) ,J Piilif 3R1i1 ~<n?l~ I (.ll 'ffi'(1 ~ Cf>I w:rr1 <1>("'11

(2) ~ ~ iR1i?t; B ~ ~ ~
2f1')1R 'ift. '1.f<IT f8@d (Olqll q16<n ~Iqi?t; #RR it
lJl ~ (fi.f; ~ GITa ~
~~?
(4) mfulll WU BU~I ;;r[Q,
~, ;s(OI ~ f8@dl t ~~ it ~ ~ t I ~
(1<l 1 -i. ~
=<I>{r-rTd <t<n <1>(=11
~ I~~ ~ '(j(l <I>{d1 ~ I 101. 11(1')11<.:wR H@"l ci\ ~ q;81il 'Q\ ~ ~ ?
'" ~ 0

<rro ~ ;w:r;fi <I>~;:ft ~ ~ I tfrOCfi <1->1 (Ol14~ {@<I>{ (Il Tro ~ ~ uft ~ <l1 ::rcff
f8@~ '<liT ~ qd(1ii1 ~ ~ I ~ 4t\ii:l'{_U( ii1RI II .(Jl ~ ifTi1 tll6C1i (f<I> q~:q~ ~ m~
qt;~(1<I>(dI ~,~ ~ <I>~Ri?t;~I"'I.... 3l'Cr-ft ii1RI cit q laCli (:~) erg &jIll 'If{ ~ it ~ ~ ~m ~
(ICfi '1:qI"'lI .... :mi 3W!; <n'1R~R .... ~ ~ ~
(4) ern troT mrn ~ m® ~ % m ~
H@"l q,1 ~ <I>«ltl li\ {@dl ~. I lft~l1l B ~ #r ~
<l>Ra] ~ in ~ cit 1.1<1>(~ mildl ~Cl~ll t I fu"4ll
1ft ~ ~, irft ii1RI mt1 ~ <n ~ I :mq ~ m?l ~ (1) '<FIl <nil"'ll ~
m?f l1:<I> 31~I(fI iii"'II~ ~ ~ I ~ ':Ii I~"1 .mi ~ (fi.f;
(2) Pc!; a i?t; fu1!, if)t! "11~
tl~:q:1l ~ illf~Q. I BIfid ~ , <iiF11 ~. <IT (~@"1 ~, <it •
.(3) '1.f<IT <I'> t! "'II ~
3l'R '(1~ (f<I> ~ 'CII!%Q., ~ cpr ~ (itl~1 m
14} ~ <1>0"'11~
~tt~1
97. "JfiiI !!fI')IH: f8@~ ~ m fu"ll1 fch(O(if; ~ ~ ? 103. ~' Cf)1 3l?i ~
11) flq "'II
(1) JOftf$lll ~
(2) ~
(2) QraCf>l ~
(3) f'};('4 or.rR cm:il * ~)

(4)
~llP.l
ml1l(1
iff m:r-rCt;

98. !!(1')11( in 3l~BI( fft@~ qffi ~ ~ it m 104. <filfid' B f<il:nqOI ~ .r.rn

H@<I> Wen ~ I $f/<I>1 3l1~1<l <rt: ~ 'Pc!; (1) filfictCll"'l

fl) H@<I> cf;I t"i4~"11~. 3lTrlHJ~ ~ -iI f.icft ~ (21 filftctl

(2) H@<I> m q,1 f/Cllqf{ ql"1iJ1 ~ ,1-5) filfto51
(31 H@CIi qla<l> ~ Jil&n <I>{<11~ (4) filfidClI(11
(4) H@q; cit 3l'Cr-ft m?l iU!%I!.
105. ~ Cf>I itm ctO~1 m iRT ~ ill!%Q. I' ClICf4 ~
Plql" ~ ~
,
(1) fI@"'I kI1 01, m
.,
.J.Z) 8 !>i "401 (2) Q:m, 01
,
(3) JOftfuql (8) 01, Cf)1

(4) q;HI (4) ii, ~

 f#1T : M ~ Tff! rrro ~ ff7r{ ~ 'ffl!t ~<Ii?{ 110. 'IfI1!Ii 31~d .m ~ AglaSem
51fs);1I1.q fChe,*,1 Careers
'It;fCI
jf.tr; I ~t?
$):'f e III "1 ..".
106. !t1~flI,*, m '!R 'IfI1!Ii-~I8301q;r ~ 'lIl; t f.f;
(1) ~ 'IfI1!Ii~ OlII,*,(OIq;) ~ ~ (2) 'IfI1!Ii·Cfi
8;1T
..".

(2) ~ 'II"''*' 'IfI1!Ii q;r SllOll '*'<"11~ ~ (3) ~.SllOll~IIHI q;r

~
(4) 41a>l-gfd,*, q;r
(3) ~ 'lro-qtl8;1T ~ $ ~ 3Tc!> ~
(# ~ ~ ~ .q 'lro ..". 'SImCft m 111. ~ elll~~ft q:;8;1T
.q 'lro-fulflCfi q;) f.f;e' ~ q;r
q:)( ~ lIiffi ~ '£.lIl"l' ((If''ll :ql~tt ?

(1) fclfcI~ 51'*'1(~ ~-~ elll!ft q;r a41011

107. mlIT ~ .m ij ClIIiI~ ~~ '!R lIiffi
31~'*'~~t ?
(1) ij
q:;8;1T cffi:ft ~ Clld! 'lro '!R
(2) ~ Ofii'it q:;J e'll"l ~ -a '1t;,*,14~
(2) 'IfI1!Ii~ 4 la>l.gfd '*' '!R (3) ~ Ofii'it q:;J e'll"l Ilfiifclrq ij ~lIfl1H ~ ~
~ sflffil~d '*'("11
M elll"1.q ~ ~ 'lro-Sl~jln '!R
(4) 4itCll< ~ cffi:ft ;;rR ~ 'lro '!R (4) ~ Ofii'it -a e41"1 ~8:1Ttt ((If''ll
112. :qT44>l ~ 31jel< <i>T-f-m q;'lI"I ~ ~ ?
108. ~ ~ 311'*'H"I ~ 51fs);1I1
(1) <l;ClH fulflCfi ..". ~osq10 "11"1~~ ~ ~
(1) Ofii'it q;) OlII,*,(OIifI(lfI"l1 '!I~tlt I

t ~ Ofii'it.q 'lro ~(lf~ ~ "1;:q"1ld ~ ~

(2) "<ITO ~ am ij ~ 31\:lll('l) ~ '11"4'1 -a ~ tl
t (3) Ofii'it ~ 'lro {ft(lf~ ~ "1;:q"1ld 83'1dl ~
,fZf {ft(lf~.ifI(lfl~ ~ ~ 1ft :qHd'l t ~I
(4) <l;ClHOfii'it ..". ~fiq10 ~ ~ ~ ~ t (4) Ofii'it ~ 'lro {ft(lf~ ~ 83'1dl~ ~ {Oftflld
~~I
109. SlI~flI,*, m '!R ~ 'lro-fu83Cfi
~t 113. 4~"I1 ~(lf~ ~ Slfs);lIl .q fChe<4>l~ eCltrq,*,
(1) Ofii'it ~ ~(d( ~&mt &.II Il t;fCI'f'Y t?
(2) qla>l-3~'*' ij ~ ~ ~ ,*,t;I;ft-,*,fcldlaTI
q;) <f;a{!4 ct><"I1

(3) Ofii'it q;') 'I""'*' 'lro ..". m '*'("11 ifI(lfI"l1

.(11)' q:)8;1T am Cfi8;1T~ ~ 0fiiIl q;) 'lro-m
~ ~ 5ilt'Ell~d ct><"11
 AglaSem Careers
114. "ifViI1 <tT fIl1!IT q;y 311Cf)~"'1~ ~ fFrl; lliffi aRId 118. fIl1!IT fft{9~.~@I~ ~ ekl·~ ~ f.l,",~ifsd ~ ~
dfl4fi1 CflIT t? ~.-et Cf)2A~ t?
~) "ifViI1 ~ qf{4)"1"'1I.q;y1:fCf){q1"'11
(1) ~ ~ ~ ql"'1Cf)fIl1!IT q;y ~ wWr ~
'(2) "ifViI1 <tT ~futd qfllffi ~
~I
(3) "ifViI1 ~ fIl1!IT.~ q;y 31qiffi Cf)"lCf){"'1
I
~ ~ f'tt~ 3lH ~ ~ ~ '1,tu41 ~ ~ ~
(4) "ifViI1 ~ f(f;dlil q~ql"'1l
~~ I

\ '.
(3) ~ f'ttct 311Cf)(~ fIl1!IT tfl@a ~ I
115. SlI~ftrCf)~ <tT qli:ffi.~Cf>l q;y f.lqfol ~ e"l~

am fcf;e ~ 'q\ ~~ I!l t2t'R ~ ?

(4) ~ 31lR qf{ql( ~ ~ fIl1!IT fft@rl ~ I

(1) Cf)i!lf.l~i 31ftlCf).~.~ ~1I1ll~m

(2) ~ 8{9Cf>1<tT ('<l"'1I~~lIfIlct m
;3) ft-<!t fIl1!IT ~ ~~t4'fi
~ ~lIfIl~ m
(4) 3q~:tlk"lCf) Wc) :tlllll~~ Yfj ~ <tT ql~I~1 ~ ~
•

(2) ~ w.rr '<lllt~

116. ~ SlIt1f ~ ~
(3) 3i~~
~ '<lllt~
(1) fIl1!IT 11 Cfill;;>O( ~ ~

(2) ~~~ (4) '3{~ '<lllt~

(3) ~I~Cf) ~ ~

(4) ~~~

V2) "ifViI1 q:;) ~ ~ 31qfj( ~

"ifViI1 q:;) Cf)i!lonft1H I
(3) ifi%I) q:;) OlIBf m tx ~ iI"'1HI
(3)

(4) ifi%I) q:;) ~ ~ tx elq!fj 3q~&tl ~ 11 (4) "ifViI1 q:;) qli:ffi·3BfCf) 'q\ 311t1Ift:d cfl~4)

ei!l~d 1 Cf){"'11
Cf)14Si>q R& 1"'1
 AglaSem Careers

Candidates should answer questions

from the following Part only if they
I have opted for ENGLISH as
LANGUAGE - II.

-W~T2ff f.ikffBif@d tlill ~ ~ ~ 3f1{

Cf;q(1 ~ ~ ~ ~ \flttl - n Cf)T
fctCf)CXf 3{~'"~ ~ I
 AglaSem Careers
PARTV
LANGUAGE II
ENGLISH
Directions : Answer. the following questions by 125. Among the four language skills, which pair
selecting the most appropriate option. constitutes the reinforcement skills?
~) Speaking and writing
121. At Class II, sharing stories, familiar
experiences, and interests, employing (2) Reading and listening
gestures where appropriate, is a sub-skill of (3) Speaking and listening
____ function.
•• (4) Reading and speaking
(1) writing .
•
(2) reading 126. The teacher and studentls discnss a topic and
(3) listening the former starts the conversation by asking a
(I) speaking question, then the studentlsJeSPOnd br giving
examples and explanations. The speaking
122'1 Selection of language items while determining assessment here is to grade how wellsiudelAts'
the second language syllabus should take into
account _ (1) respond in an appropriate toll-e an
express themselves fluently anti
<i> the frequency and range of use of the accurately
items
(2) the minimal disruption of school schedule (2) speak fluently and creatively
(3) how easy it is to learn/use the item (.3) process information and . respond
appropriately-
(4) how easy it is to teach the concept
(4) express themselves
123. Grammar gains its prominence in language
teaching, particularly in English as a foreign 127. Students of CIIlSj!IV can recognize flawed
language. Accuracy in language use can be
usage or sentence construction when the
achieved through
teacher
ei) 'iDtegrating knowledge of structures with
use and meaning (1) focuses on certain surface errors
(2) intensive practice with sentence patterns (2) tells them something is wrong
(3) grammar is taught as the basis for all (3) gives alternatives as possible corrections
fOUTlanguage skills
(4) lets them find the corrections
(4) reading more books written in the target
language
128. Second language acquisition is more effective
124. Motivation is an important factor in language when it
learning. For example, in Class VI, _ (/1) is practised in situations familiar to
may be done. students
(4) use of the mother tongue as the 'medium' (2) is used as the basis for discussing'
(2) memorization and use of necessary grammatical concepts
vocabulary
(3) involves periodic revision work by the
(3) systematic analysis and use of structures teacher and students
(4) use of visual devices and game-like
.
exercises
(4) involves mostly self-study by students,
using certain guidelines
 AglaSem Careers
129. "Some research has shown that developing
133. For English 88 a second language,
students' native language skills leads to
higher scores academically over the long term 'acquisition-poor.environment' is one where
in English." A bilingual class would be
characterized by (1) access to any learning material is
(1) the re-formulation of concepts, unavailable to students
structure-use in the native language
(2) HindilMother tongue is the lingua franca
~. the use of students' native language in
the second language class (3) English language is used only in the
(3) revision work done III the classroom
native language
(4) more guided translation ~) English is not spoken at home at all
activities,
individual/collaborative
134. According to language acquisition theory,
130. One of the sub-skills that is assessed for
when there is a lack of sufficient information
speaking would be
in the language input, there is a universal
(1) listening actively and responding to
others in small and large group situations grammar that applies to all
(2) understanding, and responding in a (1) human languages
paragraph, to literary works
<Z1 using appropriate volume, clarity and (2) coUoquiallanguages
gestures in individual or group situations
~) modern languages
(4) spelling common, frequently used words
correctly
(4) c1assicallanguagea

131. In the case of vocabulary use, grammar

provides a pathway to learners to 185. The teacher's role is shifting from "sageon the

(1) draft formal pieces of wri ting in higher stage" to "guide on the side". Technology
classes integration helps this process when
(2) apeak in formal aituations with greater
accuracy and confidence (1) assessment of students' online inputs is

(3) re-teL1listening inputs into oral output done quickly without supervision, at any
time
~) combine lexical items into meaningful
and communicative expression
(2) SYstems store more data and administer
tests individually to students
132. Slow learners fail to grasp effectively and mix
up words and structures easily. Teachers can ,~ students actively search for and explore
remediate by beginning with
answers instead of receiving standard
(1) preparing a summary of the content inputs
(2) setting drills for practice
(4) easy retrieval of large quantities of stored
(3) pairing them with 'clever' students
data is used to facilitate preparation of
~ identifying the areas of difficulty
notes
 AglaSem Careers
Directions : Read the pG.8so,gegiven. below and
136. In reading this passage, we learn that the
answer the questions that follow (Q, No. 136 to 144)
World Animal Day is an/a celebration.
by selecting the most appropriate option. (1) commemoration beld in 1931
World Animal Day had been observed on (2) monthly, on the 4th
4th October since 1931, as a way of highlighting the (3) year long
plight of endangered species. Since then, it has (# annual

become a day for remembering and paying tribute to 137. The writer points out that animals are
all animals and the people who love and respect important because they
them. It's celebrated in different ways in every 00 make us appreciate the diversity of life
country, with no regard to nationality, religion, faith (2) can replace people by being more
or political ideology. resourceful
(3) will outlive human beings in the years to
Since the official World Animal Day website come
was launched by Naturewatch Foundation, (4) can be put to work in many ways
the number of events taking place throughout the
138. The launch of the website is to
world' has increased and the trend continues. And,
(JO serve as a source of reference about
that is the aim of the World Animal Day initiative: animals
to encourage everybody to use this special day to (2) promote social networking by animal
highlight their importance in the world; celebrate lovers
animal life in all its forms; celebrate humankind's (3) provide guidelines to celebrate Animal
relationship with the animal kingdom; acknowledge Day
the diverse roles that animals play in our (4) give information about endangered
lives - from being our companions, supporting and animal species
helping us, to bringing a sense of wonder into our 139. The writer implies that animals are
lives; and acknowledge and be thankful for the way (1) often subject to mistreatment
in which animals enrich our lives. Increased (2) treated cruelly by human beings
awareness will lead the way to improved standards «i) usually given due protection
of animal welfare throughout the world. Building (4) ignored altogether
the initiative is a way to unite the animal welfare
movement with something that everyone can join in, 140. Identify the correct statement.
whether they are part of an organization, group, or (1) The new website was started by the
writer,
as an individual. Through education, we can help
(2) Animals often pose a danger to people.
create a new culture of respect and sensitivity, to
(3) People tend to forget to celebrate Animal
make this world a fairer place for all living Day.
creatures. On the website people will find y() Animal . Day reminds us to care for other
eve.rything they need to make World Animal Day a species.
reality in their area. If we care about animals, we
shouldn't miss this special day to help make animal 141. The expression : 'a sense of wonder' means
welfare issues front page news around the globe - a (.I.) a deep understanding
vital catalyst for change. (2) a critical reaction
(3) a sympathetic attitude
(4) an emotional response
142. A closest synonym for the word 'sensitivity' as and mathematical performance stress tasks, andCareers
AglaSem
used here is provided saliva samples for measurement of cortisol,
(1) tolerance commonly referred to as the stress hormone. The
participants who received the brief mindfulness
(2) passivity
meditation training reported reduced stress
~ affection perceptions to the speech and mathematical tasks,
(4) awareness indicating that the mindfulness meditation fostered
psychological stress resilience.
143. The antonym of the word 'initiative' is
(1) advance 145. The text is a piece of writing.
(2) enterprise (1) re.flective
~ idleness (2) factual
(4) indifference (3) descriptive
(4) biographical
144. Aword in the essay that means 'impetus' is
(1) welfare 146. The writer's attitude to meditation is
(21 trend a.) supportive
~) catalyst (2) indifferent
(4) reality (3) different
Directions : Read the passage given below and (4) suspicious sometimes
cmswer the questions that follow (Q. No. 145 to 150)
by selecting the most appropriate option. 147. The writer, by referring to the experiment,
suggests that, it is
Meditating can have an almost instant effect (1) Poetry analysis is easier than solving
on reducing stress, researchers have found. They Mathematical problems
say three consecutive days of 25-minute sessions can
have a dramatic effect. Researchers studied 'mindful (2) stress that cannot be controlled
meditation' - the guiding principle is to live more 'in ~) possible for us to control stress
the moment,' spending less time going over past (4) Mathematics is 8 stresaful subject
stresses and wonying about future problems.
Techniques include moving the focus of attention 148. The 'body scan' is a reference to
around the body and observing sensations that arise
(1) a problem-solving activity
- the so-called 'body scan'. A secular practice, it is
said to help people recognise and overcome negative (2) an experiment in a lab
thoughts. For the study, the research team had .eJ) a form of meditation
66 healthy individuals aged 18 - 30 years old (4) a research experiment
participate in a three-day experiment. Some
participants went through a brief mindfulness 149. An antonym for the word 'stressful' would be
meditation training program; for 25 minutes for
(1) erasing
three consecutive days, the individuals were given
breathing exercises to help them monitor their (2) annoying
breath and pay attention to their present moment ~ calming
experiences. A second group of participants (4) challenging
completed a matched three-day cognitive training
program in which they were asked to critically 150. The word that can replace 'perception' in the
analyze poetry in an effort to enhance
text is
problem-solving skills. Following the final training
(1) trust
activity, all participants were asked to complete
stresafu1 speech and mathematical tasks in front of (21 belief
stern-faced evaluators. Each individual reported (3) attention
their stress levels in response to stressful speech (4) conceptualisation
 AglaSem Careers

Candidates should answer questions •

from the following Part only if they

have opted for HINDI as
•
LANGUAGE - II.

'tftta:rrm Rl=rik1f¬ JJct \fIJI ~ ~ ~ 3'cl{

Cftft ~ ~ ~ II q)f
CflCf(1
fclCf)("q ~ ~ mI
Cf4 lEI I -
-.
 \f1'1 V AglaSem Careers

\f1"1 II

f.nf1r: PJ'4/FtHirt ri <Ii ~ # <Ii ferr! HIIR 3f¥JH 124. ~ if ftrlffi ~

f4<ri?1 ~ I
(1) ~116lfYhif <#it 3!RlCflIRlCfl Slfd'llfi'ral ~

(2) ~ qf\oll'l ~CflH~

121. \lTI!IT {:ft(l[~ if illa'<f1a (f;T III ~ if eqfltlCfl 'l~
tft;
(1) ~ ~ ~ ~ 3 .... ,(0, (f;T 3!j<+><01 ~
~~

(2) ~ If<iif (f;T 3!'<l01 e'l<l oqlfia ~ -;;mrr t 126. ~(l["I I

(8) ~116Cf1~
,
~ - zyn ~ illa:;:fld if m -aa kD q4"11 ~ ~ el(l[1 "lIal t
(4) ~ ~~~ ~ ~ ~ \lTI!IT (f;T wWT (2) ~ <m c#i'r illa:;:fld t
CfI(.OfI{:ft(l[d~
(11) ~ <li~CfI ~:tI€1 t
(4) 3!flid "'~€1Cf>1lll€1t
122. 'm'ft 'CfIlIfI <#it • ~ ~ ~.~ 3!l<t>dl t 1

~ if 3lJtI ~ ~ ? 126. ~ <#it Slfs\;<l1if eqfRlCfl 'l~'ff t

(~ ~ ~ q:;p:f ~ ~ q4"11 {:ft(l[~ if 3e4ll ~
~ (1) ~ rrf qldil-~ (f;T 3!tf ~ <t><"I1

(2) "II~(I q;) ~ ft; ~ ~ ~ ~ -:rtl 'If4(ft t.21 qOf'lI€11 (f;T w;filCfl ~

(8) ~~~~lRT~~ (8) ~ 'Cf>1 ~ c#i'r ~1€1al

(4) ~ 'CfIti) ft; ~ qC;"I1~ 'ffi f\R 'CfIlIfI (4) qlCflif 'Cf>1 ~ <#it J~I€1dl
if qC;"I1

128. 3!lq~ ~""( ~ \lTI!IT-ftrtaVT ~ ~ if ~ q;ll 127. 'SlIv.rfqCfl~ <#it _ !Jl'Ma: \lTI!IT-ftrltlT t I' III
q~'fl t Cflv.r"l(f;T ~itdl~ ~ t ft;
(1) ~ \lTI!IT ~~" (f;T elitfll
(1) iI'C'«f q;) 'l1"lCfl ~ RlijJl{ ~

(2) \lTI!IT-~11601~ ma ftrl6'Cfl "1'1'11\<11 (f;T (2) 'if'ViI1 q;) ~€1 \lTI!IT <#it 'tt ftrl6T ~ \ifTtt

(8) '1I'1I'ld ~~tldl ~ ma e~~"I~ft€1dl ~ 'if'ViI1 ~ \lTI!IT -~Cflle I:f( ~~'It:q 1"1~ ~

~ c#i'r SI&<lI~
\lTI!IT ~ 3!ICfI¬ 11"1 (4) iI'"'ViIl 'Cf>1 3!~CfI~ ftlijJ 1"1I 3!~q 14 t
 CfiVl:t-ett
-q ciA.mAglaSem Careers
128. ~ tf1&~ ~ ~ 3I~(I ~ -q 3i<R q;y 132. ~ e\&~-fe&l~ ~ eRl~
ecfSlg& Cf;1(OI t ;rtf t?
(1) ~ 'CfiT 6ll1<t><ol
(1) ~ fiI~l~lI -q ~ 3i~d c#i\ ~ t I

(2) ~ qM~1 ~ e\{jI ~ t I

(3) ~ 31Rlfd Cfi(:tlet!'" "t!l<rr t I

.(4) ~'iilI{JlIGQq ~ tf11!J~.q ~ ~ ~ I

129. SlIVlfqCf;"fd'( q"{ 1f'iif c#i\ Sfm 'lfiT 311Cf;~:t~.q ISS. ~ ~ c#i\ ~ .q lIRT ~&d ellq ififa:11$ 'CfiT

1tln m 'Cf;lJ 3q<i).ft t? t

31jlt<l <t><i'ft I ~ ellflll f.\;ee e .. ~ t?
- .6) ;rr.ft <!il ~ ~(iJd ~ 3lq;ft ~ m:a ~ (1) 1t~f&1I1
lI"it .q II<l1:tI fl) It~r.mlll

(2) f.nl ~(iJCfi(Cf;t!I;ft, Cf;fiI<l1~(jI:t1

(3) Itf'J1fq;1II
(3) 1ffi1 ~ 3TIf .q ~ e<lll?fl q;y "'<IIi! ~(jI:t1
(4) 1t~~~~1I1
(4) fcR:ft ElC!:t1q;y qof:t Cf;(:tl
134. fiI~l~lI 31R -u ~ 1f'iif ~-qm
130. 1JllfT•..:1~11?fl't El....o:.tl .q ciA:m Cf;Vl:t -ett t 1 (1) OllICf;(ol~ ~ ell$! 't!l<ft t
(1) ~.""1(I~ ~(ljel( ~ ~, ,

~ 1JllfT-""1(I~ q(W( ~: Q.~d ~, ,

(2) OllICf;(OIc#i\ Elll$! r.~~
~~
(3) 1JllfT-lf>'1('~q(fQ( ~:~.~d ~ ~ , (3) c#i\
6lI1<t><OI ~ ell$! 't!l<ft t
(4) 1JllfT~1(I~ 'Q;Cf;-~ q"{ ~ ~ ~I~d , I Cj) OllICf;(OIc#i\ ~ Elll$! ~ 't!l<ft

-u
Ilt!(i_e
(1)
m'
131. 'Q;Cf; 1JllfT-allllCf; $ ~
?
.q 3iN

1f'iif ~ 1JllfT-q6~ait .q 3R4} a:f<f; ~HI

31q;ft ~ f;lI~C;16 135. "'l1
~
~11IICf;1f'iif q;y 1JllfT
,
3l~ qft'iilq <t><111

(2) e II 1I-41 II I 't 1ft<R 1JllfT q;y q ldilif>'! 1fI

(2) c) q 1dil-:JfdCf; .q u:;JIlld c#i\ 1JllfT <!il \'11111

1ft<R qldil.~Cfi 1fI ..,<:tl

~~
(3) ellll~1l1 ~

~) 1f'iif <!il ~ 't filfilq ~\ii'il ~ SI<i)·~~ (3) c) el~('<l ~ ftJ~ q"{ ~ ~ ,

qft'iilll .('4) c) \l1'I1'ld 'M<" q"{ 3l('<l~Cf; lfa ~ ,

 . ~: :fliT f« 7l1? '10M q;t lfi;q;( f.lCffFtf&a JWI1 188. ~ ~.q CMW(~, $e'6l '61(01t AglaSem Careers
(Jr.#. 136 11142) q HI/d JRiH f4q;(iiq ~ I (1) ~ ~ m <4i'r&lCI~I ijI(liI t
(2) ~~m~
am3Tffi~.~
~ ~ ftr9; re~i\1<4i'r11m ~ t, ~ m ~ ~
31j1fc(l 3ft< &lCll!f( -Q ~ R&I$ ~ ~ t I ami ~ $8) ~ ~ m q;) lQ' 11m -Q ~ e(l'6l( ~
t
~~ ~ ?_if~1tlil~<4i'rt I~~~
(4) ~ ~ "ffirr 1Jfq if ~ ~ f
~ ~, 311r ~ 1Jfq if 3ftt ~ ~ if ~ t I 1tlil
~ ~ if ~ ~8 ~ ~ ~ €Ii<f;'1~ ~.if , 189. JI~i"l ~ 31jel( 1Ri.I1 <4i'r
~ ~ ~~
\iIl._ ffm' ~ t ~ '111414ll1
<4i'r~ ffm' ~ t I (1)...un q;) 31ft1'6 ~ ~ qC;I'I1•

qt'CIcff qn:J ~ ~, lJ<ft, ~Iacff .q .""'1 ;;t11('11 + (2)

(3)
31itl'6~.1iT¬ ~ II
ftrl5T.&lCI~1 if -Q ~
'CII~I(
,~ ~ q;) f,l'618
ai<f;'1 3'14>1fa&~,~ 3ftt ~liI ~ <4i'r<nlllcfl 1tlil t-rr
,."i'!~t
: 'CII~I(
'"
I~ ~ ~ ~ t ? $e~l("l!) ~ t ~ lQ' .J) iI'iit1, ~1~..,1
3ft< ~ _.o&jCl~I -q( 9.IR
.~ -;;rr;rr 'CII~I(
~. ·fGtd~~ ~ •
8lrI ~ ~ 31q;fj &lCI~1 3Tffi

186. _ if SPlfd ~ t, '1IlIi"I ~ ~I( ~e'6l 5114101

t
(1) ~ ~t'lIiI if -qQj ~ ~ ~
(1) zy
(2) ~ 31"!30llfus ~ ~ •
• (2) erR
(3) ~-«I'§I ~ 1Jfq if ~ ~ ~ ~ ~ (3) ClI81

~ .~~lJlCI1if~~~~~ «) ~

137. ~ $81«>1if
'.

. (1)
. 1lta3i6 ~ ~ l:R ~ t (1) qn:J

-
-
~) ;\:..__.., ffm'~t (2)
(3) ~
'(3).~·~~~'
~)zjI'Qdl
-00 .' ~""lIlftilUT ~ ffm' "<tt t
~ : "fJ/~' q;l YiPq;< f.I~ JIR1 (JI."(i. 143 '" 145. Il'ui~1
~ 3l~1( AglaSem Careers

150) q R4IR 3fitif fc/q;?/ jf.tr[ I !X) IlfilfclftI<lTfll~(f; ~ ~

(2) IlfilfclftI CMI"IIJ~d ~ t
~ ~(ijl"ll ~I~d'l t~~3lR';)~"II('1i(f; ~11t11~lIf~ (3) ~ q:;r f.i(d~ m~ ~ ~I~l!>
~ ~ ~ ~ ~ SR1~~ Cf»~I:t1~~, 'f'ii~ (4) lifilfclftl ~ ~ ~ ~ ~ ~(ijd
3fir a)<rtl ~i?t"l iR ~ t I ~ 3l11l~~ ~ ~
~ _ aR, a1(ij~ q:;r ~d"ll ~Ij'li 1l1~i?t t ~~. 146. if'iIl ~ ~ <flIT SfNii?t t?
~ tB-~m "(f;\ ~ ~, ~ IlllR 3li! ~ ~~Ijlll (1) ~ ~ 111\411~ rl1~t73(ij~"I1
~ ~ ~(ij"ll \fi ~ Gd iR ~ t, ~ 'iIS!I ""11"1 y2) ~<§tI1~ 31l@ 3lq~I(UIl 'if;) =flqTPl$l="I1
iRT ~ ~ t I ~ 3I(f;fI~ m~d ~ ~ Offi ~ (3) ~ q:;r qi!~ flq$l"ll
IlfilfclftI (f;~"11~ (f;I$l t, ~ ~ q) fiI~i?t f.i~~(f; m, (4) e<§tll311 ~ qi!~ 'if;) flq$l"ll

~ 'tt ~ ~ ~ ~ :r ~ ~ ~ I Offi 147. 3I(f;fI("ffiTT <flIT m~d ~ ?

IlfilfclftI<ll (f;(CfI~~ ql(Iql6 -q;:ft ~ t I 31NJ ~ ~ (1) IlfilfclftI<Il iiSO ""11"1~ ~
'<Itt ~1i:1ld~ I $fI~\{ ~ i?t'ldl t ~ ~ ~ am ~ ~ .~ llfilfclftI CMI"II~ (f;I$l t
':fl!> ftR ~ m~"I1 ill~\{ I "1I1(f;, IlfilfcI~ q:;r qi!~ t lllR (3) ~ \fi lifilfclftl -a ~ ~tSld ~
~ 'if;) q) ~ 1'ffl ftltSll$\{ ~ ~ ~ 3tFft ~ I qfli?t"l,
~ ';fi{( i?t1$"1 ftltSllCM ~ antll~~ ,I $q i?t1$"1<t'\
'ifRI 1'ffl 4i)~1I. I "i!< 'ifu;r 'if;) ~ ~ ~ c61~1I. I ~ 148. ~ (f;(ql~ <t'\ ql~lqltl -q;:ft ~ t' q:;r
~ ~ t ~~ ~ ~ ~(ijd ~ I e@!ll~ ~ ~ ~ 3l1~1<It
3lTd'l ~ I ~(§<jl ~ iiSO 3l1@ tll(UIi t I ~ ~ ~ (1) lI\fi 'ffirT ~tSll~{5ftfll~(f; IlfilfclftI<lt CWII~ ~
~ ~ flq$l"ll 3l1@ GITO t I ~ ~ flq~111 ~ ~ Wi ~ ~
~ ~ '<:)' ~ q:;r <flIT qdi?til t? (2) ~ W flq<l 1l1<-'tftG m \t\ t
(3) ~ q:){1"I1 "10 q~11I q$<11 t
143. ifi<I1 ~ ~(ij~ $4) lI\fi "ffiTT ~tSll~{5ft f.i~(f; IlfilfclftI<fl \fi
q~~'l?ft? (f;(CfI~~ Wi ~ ~
(1) ~
149. '3fIJf'q;r fcI€1)q t
(2) IlfdfclRl (1) 'lfifCf1"I
.
(3) fI<§tIl !2) "$
(3) fll(f;1{
~ ~tNt
(4) Sf fIllII
144. II(Jilil ~ ~fI~ Gd iR ~ <t'\ 'ifRI <t'\ 'Ilt t ?
(1) lifilfclfu- ~ ~ 160. "i!1i?tld q:;r flql"ll~ ff -i!.
l!

(2) m~~ (1) ~~

(2) iili?td
(3) ~Ijlll ql~i?t ~
.t3) ~fd
Y') Igllljql ~ ~ al(ij~ ~
(4) flqflll