CTET Solved Question Papers NOVEMBER 2012exam.rsnotes.in/CTET/old papers/CTET_2012NOV_LEVEL 2ans... · 2015-05-20 · 3. Use Blue I Black ... how would you plan to improve the overall

I

.

I

Test Booklet No. JBC-12A lftt~~~ This bookie~ contains .64 pages. pAPER 11 / ~ _ W 11 Test Booklet Code

~ ~ # 64 "T8" ~ I MAIN TEST BOOKLET I~ lftt~ ~ lftt~ ~ ~ Do not open this Test Booklet until you are asked to do so.

·····:r ·t ·t ·t (::.; ·····:! r:::: ~ ~8.lf !JWtctii q;) OGf oq; ":f ·~ \ifGf oq; CfiWT ":f ~ I X .• :::.. .. •. .. .. .• .. . •.•. •• ::.' ........ I Read carefully the Instructions on the Back Cover of this Test Booklet.

~ ~8.lf gf~q;l ~ ~ ~ tR ~ ~ 'Ch) ~ ~ -qf. I

INSTRUCTIONS FOR CANDIDATES

1. The OMR Answer Sheet is inside this Test Booklet. When you are directed to open the Test Booklet, take out the Answer Sheet and fill in the particulars on Side-1 and Side-2 carefully with blue/black ball point pen only.

2. The test is of 1 i hours duration and consists of 150 questions. There is no negative marking.

3. Use Blue I Black Ball Point Pen only for writing particulars on this page I marking responses in the Answer Sheet.

4. The CODE for this Booklet is X. Make sure that the CODE printed on Side-2 of the Answer Sheet is the same as that on this booklet. Also ensure that your Test Booklet No. and Answer Sheet No. are the same. In case of discrepancy, the candidate should immediately report the matter .to the In vigil a tor for replacement of both the Test Booklet and the Answer Sheet.

5. This Test Booklet has five Parts, I, II, III, IV and V, consisting of 150 Objective Type Questions, each carrying 1 mark : Part I : Child Development and Pedagogy (Q. 1 to Q. 30) Part II : Mathematics and Science (Q. 31 to Q. 90) Part III: Social Studies I Social Science (Q. 31 to Q. 90) Part IV : Language I- (English/Hindi) (Q. 91 to Q. 120) Part V : Language II- (English/Hindi) (Q. 121 to Q. 150)

6. Candidates have to do questions 31 to 90 EITHER from Part II (Mathematics and Science) OR from Part III (Social Studies/Social Science).

7. Part IV contains 30 questions for ·Language I and Part V contains 30 questions for Language II. In this test booklet, only questions pertaining to English and Hindi language have been given. In case the languagels you have opted for as Language I and/or Language II is a language other than English or Hindi, please ask for a Test Booklet that contains questions on that language. The languages .being answered must tally with the languages opted for in your Application Form.

8. Candidates are required to attempt questions in Part V (Language II) in a language other than the one chosen as Language I (in Part IV) from the list of languages.

9. Rough wor~ should be done only in the space provided in the Test Booklet for the same.

10. The answers are to be recorded on the OMR Answer Sheet only. Mark your responses carefully. No whitener is allowed for changing answers.

Name of the Candidate (in Capitals) : _ ~ q;r 1111 (~ ~ 11 ) : Roll Number (3'1jffll'licn) : in figures (am #) _

rm¢5qr ~ ~ f.lffl 1. OMR ~ ~ ~ • ~ ~ ~ @I ~ I \iJOf ~·~~q;)q;m~, eft~~ f.:rc!;rc;r ~ 1l'O -1 ~ 1l10-2 1R ~ ~ m -;fl~/~ -affi;r ~ iR" ~ fcfcRuT ~ I

2 .• <lit ~ 1 i tfZ ~ ~ •11 150 ~ ~ I ~ ~OIIrl'lCfi 3fcn;:r ;r@ ~ I

3. ~ ~ 1R fcfcRuT a:ffcf;rr ~ ~ ~ ~ 1R f.mR wWt ~ fulJ: ~ ~1m am-r ~ Q-;r GfiT m "Cfi{ 1

4. ~~GfiT~~X. ~ tiR~fl ~~fcn~~ GfiT ~. ~ ~ ~ ll'0-2 1R ~ ~ ~ fiR;rm ~ I~ '1ft tiR~i!('f ~ ~ FcP • ~ ~ am ~ ~ ~ ~~ 1311R~~~m~~~~am ~ ~ ~ ~ fulJ: ~ q;) ~ 31Cf1TO ~ I

5. ~ • ~ 11 ~ \ll1T I, II, III, IV am V t ~ 150 C4*1f-ite >w.1 ~. ;;IT ~ 1 3tcf; GfiT ~ : \ll1T I : Offi1 fc!cl;rn Cf ~ (Jr. 1 it Jr. 30) \ll1T II : 'TfflrKf Cf fcmR (Jr. 31 it Jr. 90) \ll1T III : fH&:\11\iiCfi ~lfll&:\11\iiCfi fcmR (Jr. 31 it Jr. 90) \ll1T IV : 'lWIT I- (~I~) (Jr. 91 it Jr. 120) \ll1T V : 'lWIT II-(~ I~) (Jf.12l'itJr. 150)

6. ~ q;) ~ 31 ~ 90 liT eft \ll1T II ('Tff!rKf Cf ~) liT \ll1T III (fll&:tiMCfi ~lfii&:!IMCfi fcmR) ~ ~ ~ I

7. \ll1T IV 11 'lWIT I ~ fulJ: 30 ~ am \ll1T V 11 'lWIT II ~ fulJ: 3o~~~~ ~~•~11m~cr~ 'lWIT ~ ~ ~ ~ ~ ~ I ~ 'JlT1fT I alR/liT 'JlT1fT II ~ ~ {Rl ~ -rrt 'JlT1fT(~ ~liT fRt ~ 3Wim t nT ~ ~ 'JlT1fT crn-ft -q-{f~ ~ llftT ~ I fiR 'JlT1fTaif ~ ~ ~ ~ atTtJ ~ ~ f ?.f6 ~ tr,r ~ ~ TJt ~ "« ~ ~ -m;ft ~ I

8. lftt~'qJTTV ('JlT1fTII) ~~ 'JlT1fT~"«-Q:m 'JlT1fT~ ~ ~ {Rl 'JlT1fT I ( 'qJ1f IV) ~ ¥ TJt 'JlT1fT "« fmr ~ I

9. \1:fi ~ • ~ # ~ ~ ~ fulJ: ~ ~ ~ ~ 1R ~ "Cfi{ I

10. ~ ~ m OMR ~ ~ 1R ~ ~ "Cfi{ I 3i1H ~ U!H'ictc:n ~ "Cfi{ 1 ~ ~ ~ m m CfiT m ~~I

; in words (~ #) ----------------------Centre of Examination (in Capitals) : .

~~(~~#): Candidate's Signature : . ~~~:

_ Invigilator's Signature

~~~ Facsimile signature stamp of Centre Superintendent ------------------------------------

CTET, RTET, HTET, UPTET, MPTET, PSTET, HPTET, Study Material, CTET Solved Sample Papers, Old Question Papers

Download NDA, CDS, SSC, HCS, PCS, Bank PO, Clerical Sanik School, NMMS, NTSE Study Material from www.rsnotes.in

www.rsno

tes.in

X ( 2 )

PART I I mtll CHILD DEVELOPMENT AND PEDAGOGY/~ ~Cfilti crfir~wma

Directions : Answer the following questions by ~ : f.IA/M&d ·JTR1 -q, '3'ff< # -q, ffrt! m ~ selecting the most appropriate option. ~ ~ 1

1.

2.

3.

4.

Ideal 'Waiting Time' for getting response from 1.

students should be proportional to

(1) time taken by the students for answering questions from previous lessons

(2) relevance of the question in the real life

(3) time allotted to specific topic in the curriculum

( 4) difficulty level of the question

Suppose you are the Chairperson of a Board of School Education, how would you plan to improve the overall quality of education in the schools under your jurisdiction ? This type of question is an example of

(1) lower order convergent

(2) lower order divergent

(3) higher order convergent

( 4) higher order divergent

Assessment learning by

learning influences reinforcing the

between assessment and instruction.

(1) of; difference

(2) of; variance

(3) for; connections

(4) for; difference

For an intrinsically motivated student,

(1) the level of motivation is lower than an extrinsically motivated student · ·

(2) there is no need of formal education

(3) rewards are not at all required .. ·

( 4) external rewards ,are not enough to keep him/her motivated

2.

3.

4.

~ ~ SIRt Gfi;q I "SI'l'R ~ Cfi} ~ '"sffilan ~' ~~~-ij~~ I

itrOO -qro1 ~ ~ OfiT "3ffi: ~ ~ -&rn . {1.) C\"1 11;"1 ~

fcrolf~~fW:nTJ(ff~ (2) Cillf('lfc!Cfi ~ -ij ~ ~ Sll'8fTICfidl

(3) 41~-q;qf -ij ~ ~ ~ ~ ~ ~

(4) ~ OfiT Cfifu"ll{ "f(1"{

liR ~ 3lfCJ Rl~m.14 wan~~ ~~ t 3lfCJ 31tR ~-~ ~ ~ 31H ~ fcl~lt.141 ~ wan ~ ~ ~ "CfiT ~ ~ ~ Cf4T -~ ~ ? ~ )[CfiR OfiT ~ ____ Ofil~ d~I~(OI ~I

(1) f.\1::;{~ ~ (2) f.\1::;{ ~ 31tmT{t

(3) ~~~ (4) ~ ~ 31tmT{t

~ ~' ~ 3fu: ~ ~ efi:q . ____ ~ ~"jCfi(UI ~

~q;)~~~l (1) Ofil; ~

(2) Ofil; ~ {3) ~~;~ (4) ~~; ~

~ ~ ~ ~ fcroT2ff .'..!) OfiT ~ ~ ~ ~ fcroT2ff ~ ~ -ij

~-"f('l"{ q;lf ~ ~ (2) ~ ~ 3ftq:qlf'<Cfi wan ~ 3'11Cii~4Cfidl ~

~ (3) ~ ~ ~ ~ ~~(.1 ~ 3'11Cii~4CfiC11 ~~

(4) ~ ~ ~ ~ ~ ~ q;)

~~~~~~~

---

5



www.rsno

tes.in

5.

6.

( 3 )

The word 'Comprehensive' in the scheme of 5. Continuous and Comprehensive Evaluation is supported by the following except

(1) J.P. Guilford's theory of structure of intellect

(2) L.L. Thu:rstone's theory of primary mental abilities

(3) Theory of multiple intelligence

( 4) Theory of information processing

How teachers and students gender in the classroom, it ____ the learning environment.

(1) adapt; perturbs

(2) define; vitiates

(3) interpret; does not affect

( 4) construct; impacts

6.

X

~ 3fu: ~ 1_('41Cfl"f cfiT ~ ~ ~· ~ ~ ~ Plq~f{g(j ~ wu ~fcn<n~~ I

. H) ~:tfi. fll~ilJ "CfiT ~-~ "CfiT ~

(2) ~.~. ~ "CfiT m~ 'il"fmCfl ~* "Cfllftr.&io -

(3) ~ ftr.&io ( 4) ~ >rsfil1UT ftr.&io

"Cfla.:rT-"Cfla.l ~ rna.1ctl 3fu: ~ ~ >rcJiR ~ CfiT ~ t ~ ~ ~ ClldlcHOI

r::_) ~qj(1i{(1; CfiT ~'q CRcn ~

(2) ~; q;) "Cflll >MTCft GRRJT ~

(3) C>ql&llfild; l:R ~ >MTq ""f"@ ~

( 4) f.lfifu; l:R >MTq ~ ~

7. Achievement motivation is 7. ~~~

8.

(1) 'willingness to accept success and failure , equally

(2) tendency to act impulsively

(3) the tendency to persist at challenging tasks

( 4) the tendency to avoid failure 8.

In Science practicals, boys generally take control of apparatus and ask girls to record data or wash utensils. This tendency reflects that

(1) stereotyping of masculine and feminine roles takes place in schools also

(2) boys can handle equipments more efficiently as they are naturally endowed for doing such things

(3) girls being delicate prefer such less ene;.rgy consuming tasks

( 4) girls are excellent observers and record data flawlessly

(1) *ilfi~<11 CJ ~*ilfi~dl q;) m ~ -a fci'ICfiR~ cfiT ~

(2) W-IT fcrqR, \l1fi;Cill'ifl ~ "CfiFf Cfi8 cfiT .~ (3) s-ftci'llff "CfiFf ~ ~ sl ~ cfiT ~ (4) ~*ilfitldl -a~ cfiT ~

"fcmR ~ ~ ~' *il'il<=lld: ~ JqCf){Oj'i "CfiT

~ ~~~~~ 3fu: ~~Rn41-a ~ q;) ftCfl'i't Cfi8 ~ ~ q;) ~ ~ ~ ~ ~ ~~~~~~fcf;

(1) ~ 3fu: Bfi cfiT ~~Cilo.<; ~ fcl•ww~ ~ ~Weft~

(2) ~ JqCf){Oj'i q;) ~ ~~~~dl B ~'ijffi ~ ~' ~ ~ ~ >rcJm: ~ ~ q;) Cfi8 ~ 511tfuct~ ~-a "*i"~ ~ ~

(3) ~~fch;qj ~ ~ ~ CfiRUT ~ CfiTlf "CfiGT

~ Cfi«ft ~ ~ ~ cfiT @ffi "Cflll Weft ~ (4) ~~fch;qj ~ii<1tl"f ~CI~ictl"fctl<1f Weft ~ 3fu:

W-IT ~ ~ ~ ~ "CfiT ftCfl'i't weft ~ .



www.rsno

tes.in

X ( 4 )

9. Group project activity as prescribed by CBSE 9. is a powerful means

(1) of relieving the stress caused due to routine teaching

(2) to promote the concept of unity in diversity

(3) offacilitating social participation

( 4) of alleviating the burden of teachers

10. Raven's progressive matrices test is an 10• example of test. (1) non-group IQ (2) personality (3) verbal IQ (4) culture-free IQ

11. Which of the following principles is not involved in lesson planning ?

(1) Rigidity of planning

(2) Knowledge of pupils

(3) Clarity of objectives

(4) Knowledge ofteaching

12. The word 'Compulsory' in the 'Right to Free and Compulsory Education 2009' means,

13.

(1) Central Government will ensure admission, attendance and completion of elementary education

(2) appropriate governments will ensure admission, attendance and completion of elementary education

(3) parents are compulsorily forced to send their children to school to avoid punitive action

(4) compulsory education will be imparted through continuous testing

What mean?

does 'Self-regulation of learners'

(1) Rules and regulations made by the student body

(2) Creating regulations for student behavj,pur

(3) Self-discipline and control

( 4) Ability to monitor their own learning

11.

12.

13.

"BT.«fi.~.t ~ 5FR11~d ~-4ft4l\i1"11 ~ ____ CfiT ~ mTffi mtR ~ I

(1) ~ ~ ~~ -a ~ ~ (R1C[ q;) ~ Cfi8

(2) ~ ~ ~ cfiT ~Cfl('"q"ll CfiT "!>Rffi-~ Cfi8

(3) ("111li~Cfl "wn~;lll:dl CfiT ~ GR"R C4) ~~ ~ ~ q;) ~ Cfi8

m CfiT 5il~ffiq ~~rn'#l "tftl~ "tftl~ CfiT 3i;l~<ul ~ I

(1) 31-~ ~-~tricn (2) C4RtifCI

<3) lflm~-~ (4) ~-~~-~

Pi'""IR1~d ~ -a ~-m ~ 1:110-~ ~ ~~-~?

/1) ~ cfiT W9ID (2) ~anf~ CfiT ~ (3) ~cfil~ (4) ~~ CfiT ~

'f.r:~ ~ 31f.rcwf ~~ CfiT ~ 2009' ~ '31f.rcwi' ~ CfiT 31~ ~ (1) ~ mq;n: ~' 34~ 31tt ~

~~ cfiT ~ q;) §f.l~d ~ (2) ~ mcfiR ~' ~ 31tt ~

~~ cfiT ~ CfiT §f.l~d m (3) ~;oslr1l<:fl ~ -a ~ ~ ~ 31tR ~ CfiT

Rlt~l(.14 ~ ~ ~ ~ '4\ ~ ~ -a ~ "ST~TPTGIT ~

c 4) 31f.rcwf ~~ mrn "tfft~_ ~ ~ -a >rGR cfil~

'~ CfiT ~-~' Cfil/:tfGIT ~ ~ ?

(1) ~ ~ ~ ~ ~ ~ ~ ~

(2) ~ ~ ~ ~ ~ ~f.l44l CfiT

f.:mfuT CfWJT

(3) ~-3ij~ll("l"l 31tt ~ ,4) 31tR ~ CfiT "f<ilT ~~ Cfi8 cfiT ~

1~

11

1~

1~

1



www.rsno

tes.in

I I

( 5 )

14. The sentence 'Madam drives a bicycle' is 14.

15.

16.

17.

{1) semantically as well as syntactically correct

(2) semantically as well as syntactically incorrect

(3) correct syntactically but semantically incorrect

(4) correct semantically but syntactically incorrect

Scaffolding in the context of learning theories refers to

(1) temporary support in learning by adults

(2) ascertaining the causes of mistakes done by students

(3) simulation teaching

( 4) . recapitulation of previous learning

The news of 'a woman selling her child to obtain food' may be understood best on the basis of

(1) Psychosocial theory

(2) Theory of reinforced contingencies

(3) Psychoanalytical theory

( 4) Theory of hierarchical needs

Classification of students in different groups

15.

16.

on the basis of their IQ tends to ___ _

their 17• their self-esteem and academic performance.

(1) decrease; decrease

(2) decrease; has no effect on

(3) increase; decrease

(4) increase;increase

X

'~~W?ft'!'~

(1) 312f-fcmR ~ ~-~ -zyrr <fiT ~ -a ~t

(2) 312f-fcmR ~ ~-~ -zyrr ~ .. ~-a ~t

(3) ~-~ <fiT ~~ -a ~ t ~ ~-fcrnR <fiT~ -a~ t

,4) 312f-fcrnR <fiT ~ -a ~ t ~ cn<F-f-

~cfil~-a~.t

~ .:::.... ~ .:::.... ~+ ~ '.4-...:\~· ' ~1(9-1 en '~o&ml en ~C\'1 '1 %'"iii0"-Sll

___ <fiT 3ffi ~ ~ t I

(1) ~~~~~~

,(2) fcmrf~ ~ <fiT Tf{ ~~~Rt4\ ~ CfiRUIT COT

1:ffiT "WTRT

(3) 3'1j~Rla m~

(4) ~~<fiT 3)''HI~~

~~~ ~>Trn'Cfi8~~ ~~en) ~ ~ I' ~ ~ en) ~ 3lf<qR

'tf\~~~~~tl (1 1 14.:iJf11141~Cfi ~

(2) g<iii{R-\('1 3iiCfi{fqCfidl3'11 COT~

(3) 141"'1f~!?~ISIOII("4Cfi ~

(4) qc;ljst>f'!Cfi 3'lle-1!?4Cfidl3'11 COT~

~-~ ~ 3lf'qR 'tR ~ ~# fcrolf~ COT c:pffCfi{OI ~ "fer-~ cnT t 3fu: ~ ~~ R&llg:f en) t I

( 1) t:R:RfT ; t:R:RfT

(2) t:R:RfT ; >rmfcffl ~ cn«<T

(3) GJmT . t:ICJClT . '' .

18. The 'Lab Schools' advocated by John Dewey were examples of

{1) Public Schools 18. \iiH ~ ~ ~ ~ ~{11~4' ~ ~ ~

(1) OO'Cfi Rl'lll~4 (2) Common Schools

(3) Factory Schools '

( 4) Progressive Schools

(2) mlWlT Rl'lll~4

(3) ~ Rl'lll~4

(4) SlliRt~n~ Rl'lll?14



www.rsno

tes.in

X

19.

( 6 )

Children in primary schools follow which of 19. the following stages as proposed by Lawrence Kohlberg?

a. Obedience and Punishment Orientation

b. Individualism and Exchange

c. Good Interpersonal Relationships

d. Social Contract and Individual Rights

(1) band a

(2) band d

(3) a and d

(4) aandc

~ Cfll~i:'!G1Jf ~ wu Slf<ilfcfo f.:lqfB:ff&a ~ .q -a >IT~ fcf<aiC14l ~ ~ f4;;{ ~ CfiT

~~~?

a.

b.

c.

d.

(1) b 3fu: a

(2) b 3fu: p.

(3) a 3fu: d

(4) a 3fu: c 20. A student says, "My mother ringed Principal

mam last night." As a teacher your response should be

(1) It should not be ringed, it should rather be rang.

20. ~ fcro'r~ ~ t "Y8CfiT ~ 3lTll7 ~ " I ~ rn~ ~ ~ ~ 3lNcfa :s~RI&41 ~ ~

(2) Why don't you listen carefully ? As I told you earlier, it should be rang, _not ringed.

(3) Oh really, your mother rang up Principal ma'am last night. Did she seek an appointment with her ?

( 4) Dear child, you are not using the correct form of verb.

21. The following are features of anecdotal record except

(1) it is a factual report with enough detail

(2) it is subjective evidence of behaviour and therefore does not provide feedback for scholastic area

(3) _!,tis an accurate description of events

( 4) it describes personal development or social interactions of a child

(l-) 'cRT 3WrT ~' e#iT ~ ~ ~ ~ ~'

~~I

(2) ;mq~mlff~~~ I

(3) ~'~~~~J

(4) ~' ;mqm'T~~~~ I

21. ~ 3«'fTCrT f.:lq fBi ful(i ~fcfiTO

~ e#iT fcf~~dl~ ~ I

(1) ~~~-a~ "d24k-A<fi SIRI~~"' ~

(2) ~ ~ CfiT 04RhR3 m~ ~ 3fu: ~ ~ ~~ ~ ~ fuQ: ~ (<tls~Cfi) ~tl ~ CfiUCIT

(3) ~ ~* CfiT m'T quf;r ~

',4) ~ ~ ~ 04RflJI(1 fcrCfim 31~ ~lt:IIPfCfi 3lcf :fsom* q;) qfUla Cfi«lT ~



www.rsno

tes.in

I~

~'

( 7 )

22. Knowledge of will be most 22.

X

~ ~-qlf ~ fcrolf~ *r q)lffi ~ ~ ~~m~~~ Cf)l~ ~'ii!l~~f~ I

significant for a teacher dealing with a class comprising students of mixed age groups.

(1) occupation of their parents

(2) socio-economic background

(3) cultural background

( 4) developmental stages

23. Gifted students

(1) realize their full potential without any help

(2) perform exceptionally well in any field important to human beings

(3) are generally physically weak and not good at social interaction

( 4) generally do not like their teachers

24. Systematic presentation of concepts may be ·related with which of the following principles of development ?

(1) Development leads to growth

(2) Development proceeds from heteronomy to autonomy

(3) Students develop at different rates

(4) Development is relatively orderly

25. Classrooms after the implementation of RTE Act 2009 are

(1) unaffected, as RTE does not affect the average age of a class in a school

(2) gender-wise more homogeneous

(3) age-wise more homogeneous

( 4) age-wise more heterogeneous

(1) ~ ~ Cf)l O!lClftl4

f2) ftl'ii~Cf>-~ ~.

(3) ftifit~Rict> ~

(4) I'Clct>lfti("JiCf) ~;ffi

23. ~~

24.

()) fijr-rr ~ *r fti!ll4dl ~ ~ w:r~ Cf)l ~ mm~~

(2) 11RCJ ~ ~ 'ii!l~~f ~ ~ ~ ~ ~: ~ f.l~l~ ~ ~

(3) ftl'i1"'4d: :tnt)f{ct> ~ ~ ~ ~ ~ ~ ftl'ii~Cf) 3Ta:~ -ij ·~ ~ ~

(4) ftl'i1"'4d= ~ma:rirrit~~~

~Cf)~011;ffi *r ~ ~ mm ~ f.lq~ft]a ~·~ ~ ~ ~ ~ ~ ~?

~1) mm ~ qf{onq'(OCI(C\q ~ ~ ~

(2) mro fc!IS!Ji\JIIcft4dl ~ fCII4*1dl cfr 3ffi 3WR~~

(3) fcrowff ~ c:U "Y\ fclct>~ a ~ ~

(4) mm"f~N~~~~~~

25. mlffi Cf)l ~ ~ 2oo9 ~ fsh41~4"1 ~ ~ q)lffi-q)~

(1) ~ ~, ~ rnlffi Cf)l ~ fcl{ll(.14 -ij q)lffi eft ~ ~ q;) ~ ~ Cfi«<T

(2) ~ ~ ~ ~ ft'i\Jiki'l4 ~

(3) ~ ~ ~ ~ ft'i\J11Jl4 J <'4) ~ ~ ~ ~ fc!IS!Ji\JIId'l4 ~



www.rsno

tes.in

X

26.

27.

28.

29.

30.

( 8 )

Child-centred education was advocated by 26; which of the following thinkers ?

(1) Eric Erickson

(2) Charles Darwin

(3) B.F. Skinner

( 4) John Dewey

Acceleration with reference to gifted children 27. means

(1) promoting such students to next higher grade by skipping the present grade

(2) accelerating the process of assessment

(3) accelerating the transaction of scholastic activities

( 4) speeding up the transaction of co-scholastic activities

While teaching a single parent child, a teacher should

(1) provide stable and consistent environment

(2) overlook this fact and treat such a child at par with other children

(3) treat such a child differently

(4) assign lesser home assignments to such a child

28.

Which of the following is the most appropriate 29.

activity for gifted students ?

(1) Write a report on a school match recently held

(2) Write an original play on given concepts

(3) Solve· exercises given at the end of five chapters at one go

( 4) Teach their class on Teachers Day

Which one of the following could be an end stage of a child possessing bodily-kinesthetic 30. intelligence?

(1) Surgeon

(2) Poet

(3) Orator

( 4) Political leader

~-~ WPdl <:fiT w:J*r f.l'"""!~fula .q. ~ ~ ~:q Rcti ~ fcnc:rr 11m ?

(1) ~ ~O:ctia"l \2) ~~ (3) ifi.~. ~ (4) ~~ ..

~ ~ if; ~ -ij ~ (Acceleration)

<:fiT~~ (1) ~ fcmrf${1, en) ~ ~ en) ~ ~ ~ ~ .q. >ffira cg;rr

(2) ~cfit~q;r~~ (3) t~ ~if;~ .q. ~ CfiBT

(4\ ~-t~ ~if;~ cfit llfcr ~ ~

~ ~Ciffi~CfiT~~ro~ en)

(1) @R ~ ~ 6fldlcHUI ~ ~

~ (2) ~ ({~ en) ~ CfiBT ~ 3fu: ~

~if;~ ~~if; W1R ~ CfiBT

~ (3) ~ >fCfiR if; ~ if; ~ itrn .>fCfiR ~ ~

Cfit-TI~ (4) ~.~en) Cfill ~t-IT~

~ fcmrf${1 if; ~ f.l'"""l~fuid .q. ~ ~-~~~~~? (1) ~ ~ ~ -ij ~ ~ itcf <:fiT Slfu~c;;t ~

(2} ~ ~ <8 ctirl"lr3ll if; 3lT'QR ~ ~ "'l1CCfi

~ (3) ~ tn01 if; 3To .q. ~ ~ ~ en) ~ ~ .q. ~ Cf)8T

c 4) roa;rq; ~ ~ cn~m CfiT ~

:mt10:cti-~ ~ ~ Ciffi ~ cfit ~ ~ f.l'"""!~fula .q. ~ ~-~ m ~ ~ ? (1) ~ Rl~ct:~Cfl (2) Cfifcr (3) crrqq:;

(4) (1\li~Rtcti ~,



www.rsno

tes.in

(9) X

Candidates have to do questions 31 to 90 WT~ q;f J/Trf 31 'R" 90 CIT nT 'JTT1T II ('Tf'fUm Cl EITHER from Part II (Mathematics and fifrffr;r) CIT 'JTT1T III (Ritii!J:Iq; 3Tt:C/"lR/" ..,,':,-n Science) OR from Part III (Social Studies/ fifrffr;r) 'R" q;r;1 f 1 Social Science).

PART.II I cq-m II

MATHEMATICS AND SCIENCE j1'ffiJrff q ~~ 1'1. ,

Directions : Answer the following questions by ~ : f.!/t;tff:tf&d JT#f it Yff< # it ~ ~ 3'Rrrf selecting the most appropriate option. ~ ~ 1

31.

32.

Present NCERT text-books on Mathematics 31. are written keeping in mind the recommendations of

(1) Syllabus prescribed by CBSE in 2006

(2} Syllabus prescribed by State Board in

2006

(3) National Curriculum Framework 2005

(4) National Policy on Education 1986

"How does a square form a parallelogram ? 32.

Explain."

The students are asked to write the answer to above question. The objective of the teacher is ·

(1) exposing the students to open-ended questions

(2) improving the writing skills of the students

(3) giVmg an opportunity to students to think and reflect

(4) making the classroom more interactive·

llfUTo ~ ~ 10."~.t31R.tt. ~-~ ~ ~m <fiT~ .q ~

(1) 2006 .q "BT:Gfi.~.t ~ SI'Rllfclo %~4Sfl'i

f2) 2006 .q ~ Gitt ~ SI'Rllfclo YIC}4Sfl'i

(3) ~,qi6._4'CI4f ~ ~ 2005

(4) ~ ftrarr ~ 1986

'~ e.rf ~ >ICfiR ~ ~'il"'id( ~~ ~ ? ~

~I" fcrmf~ <fiT ~ m CfiT ~ ~ ~ ~ ~ Tf4T I ftra:rcfi CfiT ~ ~

(4) Cf;Pdf <fiT ~ 3Tif:fsti4k~Cfl (~) ~

SPACE FOR ROUGH WORK I~~~~~



www.rsno

tes.in

r '.

X

33.

34.

35.

( 10)

A lesson plan on unit of Mensuration includes 33. one of the instructional objectives as follows : "Learners will be able to understand the application of Mathematics." This instructional objective is (1) appropriate, as one must be able to apply

the knowledge gained (2) inappropriate, as the objective is vague

and ill-defined (3) appropriate, as all units of Mathematics

aim at this only ( 4) appropriate, as unit on 'Mensuration' has

lots of application in day-to-day life

In Class VII, a teacher taught the 'properties 34. of all types of quadrilaterals'. In the class test that followed after the unit, the teacher asked the problems on construction of quadrilateral. No one in the class was able to perform in the test. The reason may be ( 1) the teacher is not able to create the

interest of the students In this unit (2) the students were not serious about the

class-test and had not prepared well (3) - all students of the class are dull

(4) there is a gap between instructions given in class and the assessment conducted

The sum of two positive numbers is 63. If one number x is double the other, then the equation is

(1) x-63 --=2

X

(2) _x_=2 63-x

(3) _x_=2 x-63

(4) 63-x --=2

X

35.

~ ~ ~ ~ 3W-llfur 1116-~ ~ ~ ~ 3i~~Hk4Cf> ~ ~ >rCf>R ~ ''ro~~ 7lfUTO ~ ~cit~~ 1" ~ 3i~~l•li('4Cf) ~ (1) ~ t ~ ~ cit ~ mH ~ CfiT

~-em~~~~ (2) ~t ~~ ~t ~"@Uif ~~~t

(3) ~ t ~ 1TfURf ~ wft ~ CfiT

~~t (/1) ~ t, ~ ,~, ~ 3TimfuJ ~ ~~~~~~.~

"Cf>~ VII CfiT ~ fu~ 'B1fi >TCf)T{ ~ ~ ~ f4i)q(11~' ~ t I ~ ~ ~ ~ "Cf>~--qt~ ~ fu~ ~ CfiT ·wnur ~ ~ ~ e4flll~ ~ ~ I "Cf>~ lt ~ "ct>W ~ -qta,:IT it f.t&IIG-1 ~ Cfi\ -qrffi I ~ ~ "Cf>ROT ~ ~ t (1) fft~~~-q~~~~iRT ~

(2) . ·~ "Cf>~--qt~ ~ >Tfij ~ ~ ~ ~ ~~~~~~~~

(3) "Cf>~ ~ wft ~ ~~ll!H 1"@ ~ (,4) "Cf)~ -q ~1ft!: ~ ~ ~ 1ft!: ~

it~t ,-G) ~ ~3it CfiT 4JJilflii1 63 t I ~ ~ ~ ~ ~ x, ~ ~ <4i'r--~ m, OGJ WfiCf>{OI t (1)

x-63 --=2

X

(2) _x_=2 63-x

,...(3) _x_=2 x-63

(4) 63-x --=2

X

SPACE FOR ROUGH WORK I~ "CfiTtf ~ ~ ~

31



www.rsno

tes.in

( 11) X

36. 3 x 105 + 4 x 103 + 7 x 102 + 5 is equal to

(1) 304705 (2) 347500 (3) 3004705 (4) 3475 X 1010

36. 3 X 105· + 4 X 10? + 7 X 102 + 5 ~ ~ (1) 304705 (2) 347500 (3) 3004705 (A-) 3475 X lQlO

37. Sum of mean and median of the numbers 37 • ~311 5·02, 5·1-8, 5·12, 5·007 3ln: 5·(}18 ~ m~ 3ln: mr~ Cf)f 4"'1Jilf)~ ~ 5·02, 5·18, 5·12, 5·007 and 5·018 is

(1) 10·71 (2) 10·89 (3) 10·089 (4) 10·73

(1) 10·71 (2) 10·89 (3) 10·089 (4) 10·73

38. The number of lines of symmetry of the figure 38. ~it ~lifllRI "WT?TI ~ ~ ~ is

~ (1) 4 (2) 6 (3) 1 (4) 3

39. Expressed as a percent 0·33 + 0·11 is

(1) 30

(2) 300

(3)

(4)

1

300

1

3

40. Two squares have sides x em and (2x + 1) em, respectively. The sum of their perimeters is .100 em. Area (in cm2) ofthe bigger square is

(1) 225

(2) 289 (3) 64

(4) 81

(1) 4 (2) 6 (3) 1 (4) 3

39. 0·33 + 0·11 col ~ ~ ~ it ~ q;f.t ~ >Trn~~

40.

(1) 30

(2) 300

(3) 1

300

(_4.) 1 3

~ cpiT ~ :rmt ~: x Wfi (f~ (2x + 1) Wfi ~ I~ -qftmqT CflT 4"'Pilf)~ 100 Wfi ~ I~ it ~ ~ Cf)f ~ (M-2 it) ~ (1) 225 \2-: 289 (3) 64 (4) 81

SPACE FOR ROUGH WORK I~ cnr<:f ~ ~ ~

,.



www.rsno

tes.in

( 12) X

41. Sum of HCF and LCM of 4, 20 and 28 is (1) 140

41. ~311 4, 20 3fu: 28 ~ lf."{1. (HCF) o~ ~."{1. . . .. . - ~

(2) 144 (3) 74

(4) 136

42. Which of the numbers - 20, - ~, _! 10 is 4 2' 42.

greater than its square ?

(1) 10

(2) -20

(3)

(4)

1

2

3

4

43. Which of the following fractions 3 4 31 9 7

8 ' 5' 40 ' 20 ' 10

is greater than _! and less than ~ ? 2 4

(1)

(2)

(3)

(4)

4

5

7 10

31 40

9

20

44. If a3 = 1 + 7, 33 == 1 + 7 + b, 43 = 1 + 7 + c, then the value of a + b + c is

(1) 77

(2) 110

(3) 58

(4) 75

43.

44.

(LCM) CfiT 4l114li::1 ~ J) 140 (2) 144 (3) 74 (4) 136

(1) 10

(2) -20

(3) 1 -2

(4) 3 4

f.ll:;r fmTI 3 4 31 9 7 8 ' 5 ' 40 ' 20 ' 10

-q -a ~-ut ilrn .! -a ~ ~ ~ -a -mil ~ ? 2 ... t- 4.

(1) 4 -5 -

(2) 7

10

(3) 31 40

(4) 9 20

~ a3 = 1 + 7 s 33 = 1 + 7 + b, 43 = 1 + 7 + c

m, m a+b+cCfiTlfR~ (1) 77

(2) 110 (3) 58

f-t/ 75

SPACE FOR ROUGH WORK I "{'Q; cnnf ~ ~ ~

:y



www.rsno

tes.in

?

(~) X

45. In the figure, ABC is a triangle. Measure of 45. ~ .q, ABC "'Q;Cfi ~ ~ I L ABD cfiT lfi'q,

L ABD, in degrees, is ~ .q, ~ A A

Blol::::.......l..-~----~c Bt..::::::.......l.-..~------>.c (1) 72 (1) 72 {2) 80 (2) 80 (3) 57 (3) 57 (4) 61 '4') 61

46. A cube has a volume 125 cm3. Area of its one face is

(1) 25 cm2

(2) 30 cm2

(3) 5 cm2

(4) 20 cm2

47. d PQR and d TQR are on the same base QR

46. M" ~ q;r ~ 125 Wft3 ~ I ~ "'Q;Cfi ~ Cf)f ~~ ' --

(1) 25 Wft2

(2) 30Wft2

(2,) 5 Wft2

(4) 20Wft2

and on the same side of QR. If PQ = TR and 47. PR = TQ, then which of the following is

d PQR ~ d TQR "'Q;Cfi ft 3ll'Q"R QR "tR o2IT QR

~ "'Q;Cfi ft 3TR ~ ~ ~ I ~ PQ = TR o2IT correct?

{1) d PQR::: d RQT

{2) d PQR ::: d QTR

(3) d PQR::: d TQR

( 4) d PQR ::: d TRQ

48. In 2010, the population of a 30 · 3 million. This number is same as (1) 3030000 {2) 30030000 (3) 30300000 (4) 303000000

city is

PR = TQ m, "ffi f.n:;J .q ~ ~-m~ ~? (1) d PQR::: d RQT

(2) d PQR ::: d QTR

(3) d PQR::: d TQR

f4-) d PQR::: d TRQ

48. 2010 .q, M" ~ cfiT \iH~~I 3Q·3:lllR1~"l ~ I

~ ~ f.n:;{ ~ iRTGR ~ (1) (2) (3)

3030000 30030000 30300000

~ 4.} 3030000()0

SPACE FOR ROUGH WORK I~ Cfi1<f '* ~ ~



www.rsno

tes.in

r --X

49.

50.

51.

52.

(14)

Sum of two numbers is 32. If one of them is 49. - 36, then the other number is

(1) -68

(2) 68

(3) -4

(4) 4

~ ~3Tf CfiT <:illllfi~ 32 ~ I ~ it~~ ~-36~, ol~~~

tl) -68

- ,;-2) 68

(3) -4

(4) 4

A factor common x2- 3x- 10 is

to x2 + 7x + 10 and 50. x2 + 7x + 10 .a:fR x2 - 3x - 10 CfiT ~ ~

~oH@:S ~ (1) X+2

(2) x-2

(3) x-5

(4) X+5

210- 1 is divisible by

(1) 4

(2) 10

(3) 2,

(4) 3

Identify the open-ended problem.

(1) Parikshit makes a cuboid of dimension 5 em, 2 em,· 5 em. How many such cuboids are required to form a cube ?

(2) Find the cube-root of 512 using prime factorisation method.

(3) Find the cube of 10.

( 4) Write any 5 numbers whose cub~ is more than 64.

~1) x+2 (2) x-2

(3) x-5

(4) x+5

51. 210- 1 f.:n::;r it ~ ~

(1) 4

(2) 10

(3) 2

(4) 3

(1'--, ' ~ fcrrrr3ll 5 Wft, 2 Wft, 5 W:ft CfiT

~ t8N GHm ~ I ~ tR cnl Gf.l"R' ~ ~ -Q:B ~ tHl'TI cfa 3'11Ci~4"h(11 m7ft?

(2) ~ ~UH@:S'i ~ CfiT wWr ~ ~ 512 CfiT ~ mq ~

(3) 10~ tR cnl mcf ~I

(4) ~ 11fq ~ ~ ~ tR 64 it 3'1f'q<.f; ~ I.

SPACE FOR ROUGH WORK /Wi'Cfiltf~~~

1'·:



www.rsno

tes.in

( 15 ) X

53. Read the following question : 53. PlklR1Rsio ~en)~ :

54.

X+ 1 3 Solve--=-

2x +3 8

Which cognitive skill of Bloom's Taxonomy is emphasized in this question ?

(1) Application

(2) Analysis

(3) Knowledge

( 4) Comprehension

"The organisers of an essay completion decide

that a winner gets a prize of ~ 100 and a 54.

participant who does riot win gets a prize of

~ 25. The total prize money distributed is

~ 3,000. Find the number of winners, if the

total number of participants is 63."

Apart from checking the· mathematical

concept, what values can a teacher inculcate through this question amongst students, during the discussions ?

(1) Competency of writing a good essay is important

(2) Writing of thoughts on social issues can be developed as a regular habit and the opportunities to make your thoughts public can be availed through participation in essay competition

(3) Winning is more important than participation

( 4) Participation is more important

(1) ~ (2) ~~~flU I

(3) ~

(4) ~q

'~ SIRilllfllol ~ ~llll\ilc:o1 ~ ~ f.tm ~ fcf; ~ en) ~ 100 Cf1T ~ fl1Wrr 3ft\ '\ill >ffifmrft \ifuf ~ ~ ~ ~ 25 Cf1T ~ mWrr I ~ ~ ufu _'\ill fcrafuf ~ .yt ~ ~ 3,ooo~ ~~~~~~sst m ~311 ~ ~ :ffi(f ~ I" J I fO I dl4 fi Cfl(i'q •11 ~ \if'tq ~ 31ffiCIT, fuarcn

~~m2i~~SP:~~~~ ~ fcf;;t ~ en) ~Cfl~d ~ ~ ~ ?

(1) ~ f.l'iiq ~ ~ ~ !j~~l{?f ~

~~ ~ I!J INlCfl ~ "tR fcrqrU cnT ~ Cf1T fcfCflm ~~~~-q~'\ill~~ ~ f.l'iiq SIRill"'lfllol -q ~~J~<::If{ol ~ liT'afll

~ 31111 ~ fcrqrU en) ~:ocl'\il PI Cfl Cfi'G ~ 31cfm en) 'l:ft '5lffi ~ ~ ~

(3) ~ ~IJft<;:lf{dl ~ ~ !J~~l{?f ~

(4) ~~J~(!Oif{dl ~ !j~~l{?f ~

SPACE FOR ROUGH WORK I~ Cfi1lf ~ ~ ~



www.rsno

tes.in

X ( 16)

55. A teacher asked his/her students to complete 55. v:cfi "fu~ ~ ~ lW: BCfliA"ll ~ "CfiT ~

56.

the following concept map : Cfif.t ~ ~ ~ fcmlf~ "it·~~ :

With this activity in class, the teacher is using concept map (1) to conduct formative assessment and to

get insight on how much students have learnt

(2) to enhance spatial ability of the learner so that she/he can see the complete unit as a whole

(3) to catch the attention of each student ( 4) to provide different kinds of learning

material

The area of a rectangle is A cm2 and length is 56. l em. Its perimeter (in em) is

(1) A

2l +-l

(2) 2l + 2A l

(3) 2l + 2A

(4) A

2l+-2l

q)~ -q ~ ~ ~ ~ "it -fuarq; tiCfi~A"ll

4 H fil" CfiT -sFirT Cfl{ wr ~ (1) {<'%·4Cfl ~ ~ 3fu: ~ ~ m

Cfif.t ~ ~ -Rn·fcrmf~ ~ ~ ~ (2) -m~~ ~ "f~ ~ "CfiT ~ ~ ~~~~~-Cf))~-q~~

(3) ~ fcrm2ff ~ ~ -Cfll ~ ~ ~ (t) ~ >!COR~ ~ WlBfi ~tl ~

~~-

~ 3W«f CfiT ~ A Wft2 ~ 3fu: ~ ~ l Wft ~ I~ -crfttntl. (Wfi -q) ~

(1, A 2l+-

l

(2) 2l + 2A l

(3) 2l +2A

A (4) 2l+-

2l

SPACE FOR ROUGH WORK I~ <nT'lf ~ ~ ~



www.rsno

tes.in

(17)

57. If the circumference of a circle is 3 em, then its 57. area, in cm2, is

9n (1) -4

3n (2)

2

(3) 9

4n

(4) 4 9n

58. A car goes one kilometer at 30 km per hour 5 and then goes another kilometer at 40 km per hour. The average speed (in km/hour) of the car for 2 km is

(1) 33~ 7

(2) 33~ 7

(3) 35

(4) 34~ 7

8.

X

~~¥<fil~3Wfitm~

~' Wfi2 if, ~

(1) 9n -4

(2) 3n 2

(3) 9

4n

(4) 4

9n

~ CflR: ~ Rh~·i'p:f)c:( <fiT ~ 30 fc;o:fi >lfcf t.RJ <fiT ~ -a 3fu: ~ ~ 311@ Rh~:-1'il:fiC:{ <fiT ~ 40 M >lfcf t.0 <fiT ~ -a ~ ~ 1 2 M ~

~ CflR: ~ ~ ~ (MJtR:r if) ~

(1)

f-2)

(3)

(4)

33~ 7

33~ 7

35

34~ 7

SPACE FOR ROUGH WORK I~~~~~ . . .... - .



www.rsno

tes.in

r X

59.

60.

(18)

Portfolio of Mathematics students can have 59.

(1) record of assignments, worksheets, maths lab activity record, write-up of any mathematics model, mathematical posters and cards, any new type of problem attempted or generalisations made, etc.

(2) record of all class tests, unit tests conducted during the formative and summative assessment

(3) record of his photographs, drawing and art work

( 4) record of classwork and homework notebooks

It is observed that to a problem like 'Show 60. th;1t the sum of any two odd numbers is an even number', most of the students replied by quoting one example, say, 5 + 7 =12. Students answered this question inappropriately as

(1) students have not understood that in Mathematics 'any' is used to indicate generalisations and hence are not able to answer correctly

(2) · students have attained the formal operational stage as proposed by Piaget

(3) students firmly believe that if a statement is true for one set of numbers, it is always true and hence have developed strong strategy for making generalisations

(4) students have not learnt the logical proof for the statement in the class

W ~ fcrnlf~ ~ ci1ilfilR1~1 -q ___ _ -m~~~ (1 :- ~ ~ ~ ftcfi'it' Cfllll4::tCfl, llfUTo

Sl~lJI~IIi?ll <fiT ~ ~ ~' ~ \ft JrfUrd14 ~ "tR W-3i1l', ~ ~ 3fu: Cfi"$, M m ~ )ICf)R ~ ~ ~ ~ ~ 1FfT ~ ~l'"ll~iCfl(OI MTTm,~

(2) ~ CfiP.TI 11frP.nm, ~ 11frP.nm ~ ftcfi'it \ill ¥\4k'"lCfl 3fu: ~l%:·JOICf) ~ ~ ~ 3i r<!ll N:t a ~ "J"TQ;

(3) ~ ~141Riii, ~ 3fu: Cfiffi ~ ~ ~

(4) CfiP.TI-~ 3fu: ~-~<fiT~~~

~ ~ TTm ~ fcn ~ )ICf)R <fiT ~ ~ ~ fcn ~ c::T ~ ~m CfiT ~~ll'"hi?l Wl ~ men ~, ~ "3"ffi: ~ "¥\Cf -q ~~ fcro"T~ ~ 3t;IE'l(UI ~ ~ t ~ fcn,

5 + 7 = 12. fcrnlf~ ~ ~ ~ CfiT "3"ffi: ~ ~' ~ (1) . fcrnlf~ CfiT ~ ~ -q ~ 3WIT fcf; w .

-q ~' CfiT m ~l'"li~"ICf)(UI ~ 3ffi ~ ~~~M~~3fu:~~~ "3"ffi: ~ ~ ~

(2) ~ ~ ~ ~ Slf(ll~d 3il4'CII~Ch ~fst>4r ("JOjCf) ~ >ITH Cfi( m ~

(~ fcrnlf~ CfiT ~ ¥. Fwml ~ fcn ~ ~ Cfi~ ~m~~~~~~t -m ~ Wml ~ ~ 3fu: ~ ~l'"ll~iCfl(OI ~ <fiT ¥. ~ ~Cfli"Ba Cfi( m ~

(4) fcfwf~ ~ CfiP.TI -q Cfi~ ~ ~ ~ >l11flJT ~ ~ ~

SPACE FOR ROUGH WORK I~ cnTlf ~ ~ ~



www.rsno

tes.in

(19) X

61. Study the following statements about villi :

A. They are finger-like projections.

B. They have very thin walls.

C. They have small pores through which food can pass easily.

D. They have a network of thin and small blood vessels close to the surface.

The statements which enable the villi to

absorb digested food are

(1) C, D and A

(2) D, A and B

(3) A, Band C

(4) B, C and D

62. Of the following activities in a Science class, the one with least educational value is

63.

(1) Discussing a scientific principle

(2) Drawing a design

(3) Constructing a model

( 4) Reading about a simple experiment

Which of the following statements are true

61. ~ it ~~ it P11='"1 R=tful e1 en~ CflT 31~

~:

A. it~ it m ~ml "Sft ~N'"II~ ~ ~ I

B.~~~~~~~

c. ~·~~~~~:mm;ft~ ~~~I

D. ~ ~a:tl ~'q\ ~3it CflT \iffi1 ~ wen ~ \ill ~ ~ it Blfiq Wm ~ I

~ en) ~ ~ en) 31q~fl~d enG it ~ ~.~en~~

(1) C,DCfA

(2) D,·A Cf B

(3) A, BCf C

(4) B, ccr D

62. ~ cfiT en&TI it RklRifu!CJ ~ it ~ ~ ~ Cfill trrarcfi ~ ~ ?

(1) ~:t!IR"h ~ cfiT -:q.qf ~

(2) ~~

!3) ~ CflT f.fqfur CfWTI

(4) ~mit~it~

about photosynthesis ? 63. RklRifu!CJ it "it ~-~ en~ ~-~~Jl151o1 it ~~it~~? A. In this process solar energy is converted

into chemical energy.

B. In photosynthesis C02 and H20 are

used.

C. In photosynthesis C02 is released and

0 2 is consumed.

D. In photosynthesis 0 2 is released and

carbon monoxide is consumed.

(1) C and D

(2) A and D

(3) A ~m.d B

(4) BandC

A.

B.

C.

D.

(1)

(2)

(3)

{4)

~~it~~ {1~14R"h '3Wif it qf{qfctCJ ~ ~ I

~-~!?JIISIOI it C02 (f2lJ H20 CflT ~ ~ \ifRff ~ I

~-~!?JIISIOI it C02 Pfi ~ ~ (f2lJ 0 2

~~~I ~-~~JIISIOI it 0 2 :lUi ~ ~ (f2lJ ~ 4l·il<rui$S '3tf~ ~ ~ I

CCfD

ACfD

ACfB

BCfC



www.rsno

tes.in

X ( 20)

64. The correct sequence of the complex processes 64. ~ ~ '11T'CR it ~ ~ ~3lf Cf;l ~

65.

66.

involved in the digestion of food is Sfi11 % (1) Ingestion ~ digestion ~ assimilation ~

absorption ~ egestion

(2) Ingestion ~ assimilation .~ absorption ~ digestion ~ egestion

(3) Ingestion ~ absorption ~ digestion ~ assimilation ~ cgestion

( 4) Ingestion ~ digestion ~ absorption ~ assimilation ~ egestion

In a mixed ability class with students in different stages of cognitive development, 65.

which one of the following strategies will be most suitable ?

(1) Planning individual instruction for gifted students

(2) Taking an average of the IQ scores of students and planning teaching accordingly

(3) Using hands-on activities involving concrete objects for simplification of abstract concepts

(4) Regrouping the clas& into four groups as per the four stages of cognitive development proposed by Piaget

Which of the following techniques is not recommended for the Science teachers to use in response to the complexity of learning ?

(1) Use manipulative materials for explaining the subtle processes

(2) Plan the level of instruction slightly above the level of individual students but well within the level of the class

(3) While introducing a complex concept, ask only open-ended questions to stimulate thinking of students

( 4) Take a pre-test to find out previous knowledge of students

66.

'.l) ~ ----7 '11T'CR ----7 fCjjJftCfl{OI ----7

3'1 or :tfl ~ u I ----7 f.l tSCfl I ~Fl.

(2) ~ ----7 fCiiJ~Cfl{21 ----7 3ior~fl~OI ----7

'11T'CR ----7 RISCfi I tH

(3) ~ ----7 3iorltft~OI ----7 WCR ----7

fCiiJ~Cf){OJ ----7 RISCfiiB"'l

c 4) ~ ----7 '11T'CR ----7 3i or:tn ~~ ----7

fCI i J ~ Cf){O I ----7 RISCfi R"H ,_.---

f.ll""'lk!fu4o it ir ~-~ fcrftf ~ fliT~ ~ ~ CfiP31, ~ fcrm~ B~HJ("4Cf) fcrcf;rn ~

~~itt ~~~~mlft?

(1) ~~~~~-~ (3lWT ir -m~) tfiT ~

(2) fcrolf~ ~ ~-~qfq,l- Cf;l ~ f.lCfl 1 ~ Cf){ ~ 3'ljB'R rnPJUT tfiT ~

C3) ~ ~3TI Cfl1 ~ ~ m~ ir cfit \ifR ~ ~ ~ 31t@ BCfl("q"'ll3li Cf;l

B{<{!Cf){OI

(4) ~ ~ ~ ~ B~Hk4Cfl ~ ~ -:em: ~ ~ ~ Cf)P3"f Cf;l -:em: ~ it F: OfJffq:;{OJ

~ cfiT \ilfl~dl cfit :srfdfsnlfl ~ ~ it f.ll""'lk!fulo it ir ~-~ fcrftf ~ ~ cfit ~ ~ -m~. Cfl1 :rtf~ \iff.fT ~ ?

(1) '(<9 ~3lf Cfll ~ %g ~-SI'ill~d ~Cf;l~

(2) -m~ "f(R Cfl1 3lWT-3lWT fcrmf~ ~ "f(R

ir ~ ~ ~ Cf)P3"[ ~ ~cfil~~ ~ug;rr

~.:s> ~ BCfl(Yq"'ll3li Cfl1 m ~ ~, ~ ~ ~ Cfl1 5ilt=BI~d m ~ ~ ~ ~ "3ffi: ~ ~ Cf;l ~

C4) ~ ~ ~ ~ Cf;l -qor WTR %g ~--qtT~ "ff.rr



www.rsno

tes.in

( 21)

67. For the conservation of forests, a successful 67. strategy is essential. This strategy should involve

68.

69.

(1) protection of consumers

(2) protection of animals at highest trophic level, i.e., top carnivores, as they depend directly on herbivores .

(3) comprehensive programme for the protection of all the physical and biological components of forests

( 4) protection of herbivores

The project method of teaching is best associated with the philosophy of

(1} Robert Hutchins

(2) B.F. Skinner

(3) Max Rafferty

(4) John Dewey

68.

Lesson planning in Life Sciences should be 69• guided primarily by the consideration of

( 1) th~ curriculum goals and learning outcomes

(2) providing pupils with work

(3) meeting the needs of the average child in the class

( 4) satisfying parents

70. A teacher is conducting a demonstration to 70. motivate students, but the demonstration does riot result in the expected outcome. The teacher is best advised to

(1} find out and explain the cause of failure of the demonstration by involving students

(2) send a note to the Science co-ordinator, asking him/her to come to the room

(3} withhold the demonstration and do it again

(4) tell the class that the demonstration faile<i-"and ask them to help/determine the reason

X

cHf ~ m~ ~ ~ ~ ~ Cfll4oflRt 3'11C:H4Cfl

~ I ~ Cfll4oflRt -q ~ ~ ~ (1) ~3'11 Cf)f ~.

c2; ~ l:fTrft ~ ~ \i[gm, 31~ ~ ~ . ~" ~..::::. ~ ..... 10llfllf51{ltl, Cf)f ~' ~llct> q ~11Cfllf51f.(ltl

1R 'B't~ 'Am: ~ ~ (3) q.ff ~ ~ ~ ~ ~ ~ ~ m~ ~ ~ ~ Cfli4St>IOl

(4) ~11Cfll151ft4"i Cf)f ~

rn~~~~ ~~~

m~~m~-B~t

(1) ~~

(2, ~.~.~

(3) item~

(4) \ii'R~

~ ~ -q ~-~ cit~ -q ~~~~"B~~~I /1:-~ 41dii'CI4T ~ ~~.3fu ~ qftolllil

(2) ~ cit "CflFf ~'q ~

(3) Cfi8:TT ~ ~ ~ ~ 3'11Cl!t4Cfldl3'11 en)~ 'Cfl"G

(4) ~ cit~'Cfl"G

mn~ cit ~ 'Cfl"G ~ ~ rn~ f.re;ID__ Cf)f ~ Cfi«JT ~ ~ ~ Cf)f ~

1ffiurm ;r@ 31T tmrr rn~ ~ ~ ~m

~~ (1) ~ ~ ~ ~ Cf)\ ~ ~

3'1'84><:1 d I Cf)f CfiRUT '4CfT 'WTRTCf ~ fiiOl $11 "ll

(2) fcfw;J f110J;=q'4<:.f) ~ 1ffif ~ -;:flc m ~ ~ Cfi~ -q 3lR ~ ~ CfiW lFn ~

(3) ~ cit UCfi;rr ~ ~ ~ CfiBl

(4) Cfia:n cit GffiRT fcfl ~ ~ -m lFn

~ ~ CfiRUT f.tm 'Cfl"G 1 ~ 'Cfl"G ~~~-



www.rsno

tes.in

X

71.

72.

73.

( 22)

Porters who carry heavy luggage always have 71.

a long piece of cloth with them. Before

carrying the load· on their heads they fold the

cloth in the shape of a round disc and place it

on their heads. By doing ~his they

(1) decrease the thrust of the luggage

(2) save their heads from possible injury

(3) increase the area of contact of the load of luggage with their head

( 4) decrease the force exerted by the load of luggage on the head

Before playing a sitar, a sitarist always 7 2. adjusts the tension of the string of the sitar and tries to pluck it suitably. By doing so the sitarist adjusts the

(l) intensity of sound

(2) pitch of the string of sitar

(3) loudness of sound produced by sitar string

(4) amplitude of vibration

When upper-grade children do research work,

the major problem the teacher has to contend

with is

(1) gaining the co-operation of the public library

(2) discouraging children from copying verbatim from books and encyclopedias and guiding them effectively

(3( finding: appropriate materials

( 4) scheduling time in school library on internet

73.

mfr ~ ~ 'CI1B "¥fi $ ~ ~ lffi1 't%

~~COT~~~ I ~fu\l:R~ cnT ~ ~ ~ ~ ~ ~ cnT ~ ~ cfiT ~#~en\~ ftR 1:R ~ m "3B 1:R

~~~~~~~

(1) ~ COT ~ trlT ~ ~

(2) 'Bmfcm -:ciTe: ~ ~ 1m Cfil ~ CO\ ~

~

(3) ~ 1m ~ ~ ~ ~-1$ <it ~ ~ ~

-4, ~ fB1: 1:R ~ wu ~ Gf(1 q;) 'qlT ~

~

fucm: ~ ~ ~ ~ fucm: ~ $ ~ fmm: cfiT irft ~ ('RTCf cnT ft4 lili~Pid ~ ~ ~ ~ ~ )I'CfiT{ ~ ~ Cfl8 COT ~ ~ ~ I ~ ~ fucm: ~ ft4 1~ Pta Cfl«fT ~

(1) ~cfil~

(2) fucm: cfiT irft CflT ~

:s-: fficm: cfiT irtT wu ~ ~ cfiT ~

~ '3'ttiCR CfiPdl ~ ~ mcq CflT<:i ~ t m -m~ CfiT ~ ~ ~ ~ ~ t$rr ~' ~ ~

(1) ~ S'R1tfllc:-t4 Cfil ~ >rm 'tflBT

(2) ~ cn1 ~ ~ fcl~Cich\~n ~ s00 -~ ~ ~: ~ ~ irCfl;n 'C!,cl >Mfcfi ~ ~ 1 T-FfiT q Jlk~fOJ 'CflBT

(3) ~mlUfi-~

( 4) ~ 1:R fcl<a I c:-1~ Sf<! CfllW~ # ~ Cfil

~..:fltfl{O) ~



www.rsno

tes.in

( 23)

74. The part of alimentary canal which receives 74. bile juice from the liver and stores it in gall bladder is

(1) Small intestine

(2) Pancreas

(3) Stomach

( 4) Oesophagus

X

~ ~ "fiT ~ Cflt.J-m 'lWT ~ \ill ~ ~ ftffi m ~ m ~ fqfj 1~1!1 -q ~ Cfl«rT ~ ?

(1) ~

(2) 3'(JMQI~I'!L

r!f, ~

(4) ~ ~

75. PtiOOi R1 ful<1 -q ~ ~ -qro -q ~ "ffilfR f.fwJ 75. Out of the following, in which lesson is a ~ ~ ~ ~ 3fu: ~ ~ ~ ~ ~ ~ ?

general rule explained first and after that examples are illustrated ?

(1) Cognitive lesson

(2) Skilllesson

(3) Deductive lesson

( 4) Inductive lesson

76. The crop nutrients available in fertilizers are

(1) nitrogen, phosphorus and iron

(2) nitrogen, sodium and potassium

(3) nitrogen, potassium and iron

(2) ~-qro

0) '"il~~l\:il'"l, 9'>Tf$l{~ 3fu: ~

(2) '"il~~"l\:il'"i, ~l~ll4 3fu: q"j~~lll4

(3) '"il~~l\:il'"l, 41~~1!14 3fu: ~

(4) '"il~i)\:il'"l, 9'>Tf':f>~{~ 3fu: 41~~1!!4

(4) nitrogen, phosphorus and potassium 77. fcfflR -q %5il~lli-~ ~ ~ -q RIOOiR-fful<l -q ~ Cflt.J-m ~ ~ ~ ?

77. Which one of the following is most appropriate (1) ~ ~ 'IDf ~ ~ ~ CfilCf ~ "fiT about curriculum planning in Science ? fcrc:Rur tfi ~ (1) It gives details of each unit of work for

each term

(2) It is done to plan the specific learning objectives of each lesson to build upon prior learning

(3) It is done to map the scientific topics studied in each term

( 4) It is done to combine the scientific study with work in other subject areas

!'2-) ~ 3lf'tlllll 1R Hfifu cn8 ~ ~ ~ -qro

~ ~ 3'lftrm ~ cfiT ~.~ ~ ~cfil~~ -

(3) ~ 'IDf -q ~ ~ cnB ~~IRCfl ~ cit-Rmcn8~~~~~

(4) ~~IRtti 31~ cit ~ ~-~ ~ CfilCf ~m~~~~cfil~~



www.rsno

tes.in

X

78.

79.

80.

81.

82.

( 24)

After physical exercise we sometimes get 78. muscle cramps. This results due to

(1) conversion of pyruvate to alcohol

(2) non-conversion of glucose to pyruvate

(3) non-conversion of glucose to lactic acid

(4) conversion of pyruvate to lactic acid

An object of mass 5 kg is sliding on a smooth frictionless horizontal surface with a constant 79. velocity of 10 metres per second. The force required to keep the object moving with the same velocity is

(1) 250 newtons

(2) 500 newtons

(3) 0 newton

(4) 50 newtons

Select from the following a set having correct 80· combination of organs that do not carry out any digestive function.

(1) Oesophagus, Buccal cavity, large intestine

(2) Small intestine, large intestine, rectum

(3) Oesophagus, Buccal cavity, rectum 81.

( 4) Oesophagus, large intestine, rectum

Select the correct sequence of parts in the human alimentary canal.

(1) Mouth ~ oesophagus ~ stomach ~ large intestine ~ small intestine

(2) Mouth ~ stomach ~ oesophagus ~ large intestine ~ small intestine

(3) Mouth ~ oesophagus ~ stomach ~ small intestine ~ large intestine

( 4) Mouth ~ stomach ~ oesophagus ~ small intestine ~ large intestine

A tightly structured lesson of Physics if taught with little flexibility is least conducive to the learning of the student who

(1). has an IQ of 85

(2) has anJQ of 125

(3) is hyperactive

(4) is culturally disadvantaged

82.

~ ~ ~ ~-~ ~ ~ -q W1 ... ~ (f&cnq ~ m \ifffl) ~ 1 ~ CfiRUT ~ (1) qr$~~~ q)f ~~~~ -q qf{C'.lRhi ~ (2) ~ q)f qr$~~~ -q qf{qffia ~ ~ r~, ~ q)f. ~Fcfcct> ~ -q qf{qfcto ~

~ (4) ~ q)f ~ ~ -q qf{qfdd ~

5 kg J;;Oll4H q)f ~ ~ M ~ ~~or<f%a ~ ~ 1:R 10 ~ >Tfij ~ ~ f.:!<:ra ~ ~ ~®~ ~~~··cit~~~TTfum~

~ 3i ICl~liCf) ~ ~ ,q,) 250~

(2) 500~

(3) 0~

rl) 5o~

f.lqfBI{ga -q ~ l:ITCR ~ ~ mm ~ ~ ~ ~ q;) ~"it~ l:ITCR ~ ~ ~ (1) ~' :!& ~' ~ . . (2) ~' ~' 4~PM

(l· ~' :!& ~' 4~1:tlll (4) ~' ~' 4~1:tlll "l"1RCr ~ ~ ;:m;:r ~ ~ mm ~ ~ Sf)q Cf)T

~~I

(1) ~-7~-7~-7~ ~ ~

(2) :!& -7 ~ -7 ~ -7 ~ -7 • c •

~

~\ ~ .~ ~ -7 31J"T1W.l -7 ~ ~ ~

(4) ~ ~ ~ -7~ -7 ~ ~ . '

~

~~~~~~l:fTO<it~ ~ ~-.:n~qOj ~ ~ ~ ~ ~ m ~ ~ ~~ ~~~~~~~~ fl) ~~-~85~. (2) ~ ~-~ 125 ~ (3) "it J<~Rtfsnllp?ft~ ~ (4) "it ~if"tlRtct> ~ 'B ~-~

·'



www.rsno

tes.in

83.

( 25)

Which of the following is a heterogeneous 83. mixture? (1) Stainless steel (2) Iodised table salt (3) Air filled in a balloon (4) Brass

84. Geothermal energy is an alternative source of energy. For this energy, the most feasible 84•

regions are those that

85.

(1) have thermal power plants

(2) are over hot spots in the crust

(3) are near the coastal regions

( 4) have coal mines

Select from the following the reaction(s) that is/are possible : 85.

A. Al2(SO 4)3 (aq) + Cu (s) ~

B. F~SO 4 (aq) + Zn (s) ~

C. CuS04 (aq) +Fe (s) ~

D. Al2(S04)3 (aq) + Zn (s) -~

(1) A and D

(2) Band C

(3) A and B

(4) A

86. Some dinosaurs had feathers although they could not fly, but birds have feathers that help them to fly. In the context of evolution this 86. means that

(1) there is no evolutionary connection between reptiles and birds

(2) feathers are homologous structures in both the organisms

(3) rept~les have evolved from the birds

( 4) birds have evolved from reptiles

PP••iR1R9d -q if ~-m ~t:t~ilft -m~ ~ ?

.r1) R"i·#t<Ei "RlB

(2)

(3) ~-q ml~

(4) ~ (~)

X

~-"3Wff ~ ~CflP:!Cfl "3Wff-~ ~ I ~ "3Wff ill ~ f!Ciff'qq; B~ ~ ~ ~

(1) ~~~-wa~

(2) \il) ~ -q "dl:(f ~ill~~

( ::l\ \il) ~ ~ ill f.'icnG ~

(4) ~~~~-~

Pll"""IR1R9d ~~ -q if ~~ ~ \ilT B~~~:

A. Al2(S04)3 (aq) + Cu (s) ~

B. FeS04 (aq) + Zn (s) ~

C. CuS04 (aq) +Fe (s) ~

D. A12(S04)3 (aq) + Zn (s) ~

r1) A Cf D

(2) B cr c (3) A Cf B

(4) A

¥9 :SI4""11~lD ill 'q"{ ~, ~ ~ ~ ~ -qffi ~, ~~ill 'q"{ ~ ~ \il) ~ -q ~ ~ ~ ~ I fcrcnm ill ~ -q ~ 3121 ~ ~ fcn (1) ~ ~ ~ ill ~ ~ ~Cf)l~"l4

~'q~~

1},1 ~tt~-q'q"{~ WT~

(3) ~ q;r fcrcnm ~if S,31l ~

(4) ~ q;r ~~if S,31l ~



www.rsno

tes.in

X

87.

88.

89.

90.

( 26)

If you are asked to project the image of a 87. well-lit painting on the wall, which one of the following optical devices would you select for this purpose ? (1) Concave lens

(2) Convex lens (3) Plane mirror

(4) Convex mirror

A magnet is rolled in a mixture of iron filings and sulphur powder. It is observed that (1) only the iron filings get attracted equally

to both poles of the magnet

(2) iron filings get attracted to both poles and sulphur clings in the middle of the magnet

(3) iron filings get attracted to the N-pole and sulphur to the S-pole of the magnet

(4) iron filings get attracted to the S-pole and sulphur to theN-pole of the magnet

In the following table, the readings of an odometer at different times of a journey are given·

Time (AM) Odometer

reading (km)

8·00 6640

8·30 6658

9·00 6676

9·30 6694

10·00 6712

The speed of the vehicle in metres per second is

(1) 20

(2) 36

(3) 10

(4) 18

Select from the following a set of three metals which are found in free state.

(1).. Copper, gold, iron

(2) Silver, gold, platinum

(3) Aluminium, copper, silver

(4) Gold, iron, silver

88.

89.

90.

~ ~ M ~-mfu SJCfll~la ~ ~ SJRiMlkl <it zym 11{ "Sl~ cnB ~ ~ ~ ~' m ~ ~ ~ ~ ~ f.il=lR1f€ta SJcnl~04 ~it~~~? (1) ~$ (~) ~$ (3) ~~ (4) ~~ M ~ <it ~ "tR "d2ll ~ ~ ~ firJWJT it ~ TfliT I 9&1Uf ~ l:R ~ -q-rm 1FIT

~ (1) ~ ~ tR tt W1R ~ ~ ~ ~

-zyn wfic€t ~ ~~~ (2) ~ "tR -zyn wiT ~ ~ ~ ~ "d2ll

~~~~it~~~ (3) ~ tR ~ ~ '3W-w:r "d2ll ~

~-cgqc€t ~ ~~~ '.t) ~ tR ~ ~ ~-w:r d2ll ~

'3W-cgq c€t ~ ~ ~ ~ ~ ~ it M "4m ~ fc@rn Wfll1 l:R

3ililJOftc{ ~ 41diliCfl ~ ~ ~ :

~(AM) an s 'pft c{ q;r

41~iCfl (km)

8·00 6640

8·30 6658

9·00 6676

9·30 6694

10·00 6712

"CI'Wf c€t 110: ~ ~ it ~ ~ i

(1) 20 '2, 36 (3) 10 (4) 18

f.i8R1ftila it ~ tR mgm ~ ~ ~ q,l ~ it ~ ~ it 111{ 7ifRfi ~ I

(1) 'Cfl'ii:R, ~' ~ ' (2) ~' ~' ~R'"i4 ,ra-, ~ljf?lf.l44, 'Cfl'ii:R, ~ (~) (4) ~ ('BRT), ~' ~

r,

-~ l j

~

~ 'J

.! ~



www.rsno

tes.in

~

~

~

1R

·j. .,__ v

( 27) X

Candidates have to do questions 31 to 90 WT~ cnT Jf.R 31 '# 90 err nT 'I1TTT II ('TffiJrn Cl

EITHER from Part II (Mathematics and Fc/:ffT;r) err 'J1T1T III (Rll/I!Jicn 3/t<JGR' I Ht"'t/~ctJ Science) OR from Part III (Social Fc/:ffT;r) '# m f I Studies/Social Science).

pART III I 'mlT III

SOCIAL STUDIES I SOCIAL SCIENCE (fii"'I~Cfi -3t~~ I fii"'IP1Cfi ~~1'1)

Directions : Answer the following questions by ~ : RAtef&rt JrRT it; Yff( ~ it; ffrTf ~ 3Rrrf selecting the most appropriate option. fcrc1::K;q ~ 1

31. The system of tax became most prominent in 31. ~ CfiR if ~ >r2ll CflT ~ ~ 2lT ? the period of

(1) "1~1\ll"''qC:: (1) Mahajanapadas

(2) :!B (2) Guptas

(3) ~~'R«n (3) Harappan Civilization (4) ~CfiR (4) Vedic Age

32. The movement of the Earth around the Sun is 32. ~~ wu ~ ~ ~ ~ ~ <@ ~ \ilTclT ~ known as (1) Cfl~.~

(1) Orbital plane (2) >rcMr~ (2) Circle of illumination (3) ~ (3) Rotation (4) qf{SfilOJUI

(4) Revolution 33. ~if ~ ~ ~ ~lf%1?i!Cfl ~ CflT ~~ ~

~ . 33. Which of the following literary heritage of

- '(~ ~) 11m \iff~ 'BlfTq to.:rr·? India means 'approaching and sitting near'?

(1) Aranyakas (1) ~

(2) guur (2) Pur an as

(3) JqRflC:: (3) Upanishads

~ (4) (4) Vedas

34. In India, the Munda Tribe lived in the region 34. m«f if, ~ \ll'"l\ll I Rl ~ ~ if mrn "Cfl«ft of ~ ? (1) Durg (1) ~ (2) Kullu (2) ~ (3) Chhptanagpur (3) mer~ (4) Bas tar (4) ~



www.rsno

tes.in

X ( 28)

35. When one particular image is fixed with an 35. ~ fcoB1 ~ m ~, cnl fcoB1 ~ (~) ~ individual or group, it is known as m2l ~ ~ \iffifT t ~ ~ \iffifT ~

(1) Mistreated

(2) Statue

(3) Discriminated

(4) Stereotyped

36. Article-21 of the Indian Constitution entitles

(1) Right to Life

(2) Right to Constitutional Remedies

(3) Right to Freedom of Religion

(4) Right to Equality

37. Who among the following was the founder of

'Khalsa' ?

(1) Guru Govind Singh

(2) Guru Teg Bahadur

(3) Guru N anak Dev

(4) Guru Angad Dev

(1) ~

(2) ~

(3) ~mcf

(4) ~f?9CS1~

36. ~ ·~~ ~ ~-21 CfiT ~'q ~

(1) ~~~it

· (2) -mfqmf.'rcl:; ~ ~ m~ it

(1) ~~~

(2) ~WI~

(3) ~~~

(4) ~~~

38. Who among the following Mughal rulers led 38. 'mer ~' CfiT fcrcm: ~ p.K1 ~ '2t 31Ft the idea of'Universal Peace'? ~? . .

(1) Humayun (1) s:n1

(2) Jahangir (2) ~

(3) ~-Akbar (3) ~

(4) Shahjahan., "' (4) ~llti\lliil



www.rsno

tes.in

)~

( 29) X

39. Who led the Kittoor?

Anti-British movement in 39. ~ ~ ~-fcmt:ft 3'11~~'1"'1 CflT ~ ~ fcnm?

(1) Rani Channamma

(2) Nana Phadnis

(3) Ahilyabai Holkar

(4) Rani Laxmibai

(1) u;ft~

(3) 3'1~~1~1{ ~

(4) u;ft~~

40. The place, people, things and nature that surround any living organism are called 40• ~2IT-l' ~' ~ cr ~ \jj) fcnBT ~ ~ q:,1 ~

' ~ t Cfl~C"lld ~ (1) Environment

(2) Biotic resources

(3) Lithosphere

( 4) Surrounding

41. Bodies that do not have their own heat and light,- but are lit by the light of the stars are 4 1. known as

42.

(1) Planets

(2) Celestial bodies

(3) Stars

( 4) Constellations

Out of the following, which is the most ideal 42

• layer of the atmosphere for flying aeroplanes ?

(1) Stratosphere

(2) Exosphere

(3) Troposphere

(4) Ionosphere

(1) q;qfq{UI

(4) -qftchr

ftrJs~ ~~cr>TcmT~m, ~~ <flit<filmm-B~t ~~~~

(1) ~

( 2) €1l ih?f) ll fT1us

(3) d'"R: ...

( 4) d RIIOI:SC"l

f.n:=J ii -B Cli~4:SC1 <til cnt.:r-~ '%1 ~ ~

~~~~?

(1) 'EIIO!dlqiOI:SC"l

(2) ~ II!O]IOI:SC"l

(3) ~

(4) 3i lll"iiOI:SC"l



www.rsno

tes.in

X

43.

44.

45.

( 30)

When rock fragments get compressed and 43.

hardened to form layers of rocks they are

known as

(1) Sedimentary rocks

(2) Primary rocks

(3) Igneous rocks

( 4) Metamorphic rocks

When a number of industries locate close to 44.

each other and share the benefits of their

closeness, it is referred to as

(1) Market economy

(2) Assembly line production

(3) Industrial system

(4) Industrial region

Which of the following forests do not have a 45.

distinct period of shedding leaves, and

therefore do not ever look bare ?

(1) Temperate evergreen

(2) Temperate deciduous

(3) Tropical deciduous

(4) Tropical evergreen

~ ~ fm;n ~ ~ Cf ~ ~ CflRUT

~~it~~t~~~

(1) ~~

(2) ~~

(3) ~~

(4) Cfll41r(tftd ~

~ ~-m 3lt£:i'lfi'ICfl ~ lJ.CO-~ ~ ~ ~~ ~ ~ 3fn: ~ '"l:;il~cfl ~ ~ ENt

t ~ Cflt;~ ldl ~

(1) ~3l~

(2) ~~kl({\ ~ (~4jSfl4) ~

(3) " "\ fi . 3'11 {Ill Cf) "('f?l

(4) ~l {ll fTI Cfl ~

H8 it~~-~ CR1 -cfl ~ ~ ~·~ ~~~Wen,~~~~~ ~~?

(1) ~ ~<!JCitt!R

(2) ~~

(3) 3WICflR:~~ ~

(4) 3WICflR:~~ ~C::ICitt;R

46. The highest law making body in India is the 46. m«f cf,l ~ ~ -Rmul' ~ ~ ?

(1) President (1) ~

'""lll441klCfll (2) Judiciary

(2)

(3) Parliament (3) ~

>rtl"R ~ Cf "3BCOT q~qftt;tC:: (4) Prime Minister and his Council

(4)



www.rsno

tes.in

( 31) X

47. When State does not interfere in religious 47. \ifGJ ~ m1lfcn ~311 -q M >TCflR CfiT w,a)q affairs it is called

~~-m~~t (1) sovereignty

(2) polity (1) ~

(3) arbitrary (2) ~

(4) secularism (3) ~ -v~ l'i:l Ffl

(4) ·~~ 48. Resources which are found in a region, but

have not been utilised are known as 48. "ffi:n~ \ill M atf -q ~ ~ ~' 1Wg ~

(1) Waste resources ~~~~1l<:fl, ~~~t (2) Valuable resources (1) ~~ (3) Potential resources (2) l{_C"4CIH ~~

(4) Actual resources (3) "B~--rfc:Rr ~

(4) ct I 'k1 fCl Cfl "ffi:n~ 49. The Mughal Architecture is a blending of

(1) Turkish and Afghan styles 49. ~ ctlfg~I!A fir~ t (2) Turkish and Persian styles (1) ~CJ~~Cfil (3) Arab and Indian styles (2) ~CJ~~Cfil

(4) Persian and Indian styles (3) 3Wi CJ ~ ~ CfiT

CflT (4) ~CJ~~Cfil

~ 50. The Standard Meridian of India is

(1) 82° E longitude 50. m«r ~ l1RCfi ~ t (2) 83° 30' E longitude (1) 82°~~

(3) 82° 30' E longitude (2) 83°30'~~

(4) 82° 50' E longitude (3) 82°30'~~

(4) 82°50'~~ 51. A type of farming in which higher doses of

modern inputs are used to obtain higher 51. ~~~~~~~1:11:~~ productivity is known as ~ CfiT ~ 3TI'Q"Cl; 3~1i;Cfidl >rrn Cf)~~ ·:t; (1) Shifting Agriculture ~ ~ ~ t Cf)~~l<'i'l t

(2) Subsistence Farming (1) "f~~

(2) f.rcJfu~ (3) Commercial Farming

c:tlfili~Cf) -@(ft (3) '

(4) Extensive Agriculture (4) ~~



www.rsno

tes.in

X ( 32)

52. Which ofthe following is a conventional source 52. f.n:;l if 'if q;t.:r_m 4\P1Ull(1 ~ito~ ?

53.

54.

55.

of energy?

When the subjugation of one country by

another leads to political, economic, social and cultural changes we refer to this process as

(1) Colonisation

(2) Renaissance

(3) Confederacy

(4) Mercantile

53.

East coast of North America and the sea 54.

around Japan have rich fishing grounds

A particular area from which all the voters 55.

living there choose their representative is

called a

(1) State

(1) ~-~

~ "\% ~ 1R ~ ~ ih ~ 'if U'31·flf<1Cfl,

31Tf~, fii41N=iCfl ~ flif<{'IR1Cfl ~ ~ t -m~~"CfllWl~~

(1) ~qPI~~~Cfl\01

(2) g)'i'31ll 1{01

(3) ~

(4) 0£11 q I ft:Cfl

~ ~ q:;r ~ de: q ~ ih 31ffitnB ~

~~~~

"\%~ ~~~~~~~ 3l'RT

~ ~ t Cfl!';<:11dl ~

(1) ~



www.rsno

tes.in

56.

57.

58.

59.

60.

( 33)

In the Indian freedom struggle. 'Dandi March' 56. marked the beginning of

(1) Swadeshi Movement

(2) Home Rule Movement

(3) Quit India Movement

( 4) Civil Disobedience Movement

Which one of the following is true about classical dances ?

( 1) Kathaka1i is the classical form of Kathak

(2) Kathak was recognised as a classical dance form only after Independence

(3) They are always superior to folk dances

( 4) There are eight recognised classical forms of dances

57.

Which one of the following is an erosional land 58. feature?

(1) Moraines

(2) Mushroom rocks

(3) Loess

(4) Delta

In India, the Governor of the State is

appointed by the

(1) Prime Minister

(2) Chief Justice of Supreme Court

(3) President oflndia

( 4) Parliament

59.

More than 80 percent of the population of the 60. world lives in

(1) North America and Asia

(2) Asia and Europe

(3) Asi_a arid Africa

( 4) Asia and South America

X

~ f<:4d?ldl Wm if ~ ~· q:;) ~ ~31Rf llRT ~ ~ ?

(1) ~ 3'11~~H

(2) ~ ~ 3'11~~H

(3) m«l ~ 3'11~~·H

(4) ~ 31cfflT 3'11~fl'"l

~ ~ ~ ~ if R8R1R9o if ~ ~-m cf;21-f ~ ~?

(1) Cfi~, q;~~C@~~~

(2) q;~ ~ q:;) ~ ~ ~ ~ if ~ ~ f<:4d?ldl >JTfH ~ ~ ~ ~

(3) ~ mcn ~ -B ~ m ~ t (4) ~~~31TO~~t

f.'ll:;f if~ ~-m ~ ~ ~ ~ ?

(1) ~

( 2) "ffilCfi "fuffi

(3) ~

(4) ~

m«l if, ~ ~ (I'J'4q If! cfiT ~ ~ Cfi«''T

~ ?

(1) )f'qR l[;ft

(2) ~ r:llllllflll ~ ~ ~

(3) m«l~~

(4) ~

~ cfiT 80 ~ 'B ~ \iH~&ll f.rem:r Cfi«fi

~

(1) ~~CJ~if

(2) ~CJ~if

(3) ~CJ~if

(4) ~q~~~if



www.rsno

tes.in

r X ( 34)

61. Best way to teach the topic 'Functions of 61. RIOOOlR-!futa it it cn't.:r-m ~ ~ ~· >JC.fi\UT q;)

62.

63.

Parliament' is through ~ Cfi1 '8c0ftl?! ~ ~ ?

(1) Conducting debates for arriving at (1) ~ 11\ ~ ~ ~ ~ ~-~ Cfi1 consensus over issues ~ ~

(2) Project work

(3) Lecture method

( 4) Story telling

Continuous and Comprehensive Evaluation

mainly focuses on

(1) education of Head, Heart and Hand

(2) promoting weaker ineligible students to higher grade

(3) continuous testing to improve the child

(4) continuous observation of the behaviour ofthe child

A 'Social Science teacher often takes an objective type formative assessment but she has a doubt about the reliability of the test developed by her. What should be done to increase the reliability of these assessments ?

(1) Try to find out what other teachers do

(2) Increase the number of questions

(3) Use standardised test

(4) Use questjons given in the booklet of exemplars published by NCERT

(2) qf{;qj\sHI ~

(3) &li&IH ~

(4) ~~

62. 'Bmf 3fR ~ I{~ICfl'"l

63.

___ 11\~tn~ I

(1)

(2)

(3)

(4)

l"lf«l&f>, ~ 3fR ~~ <€! -m~ "CR

~ ~ fcmlf~ q;) St;q ~ (~

"Cf)~) 11\ fi "Cflf.t

~ ~ ~cqn: ~ ~ ~ l:Jit~ "Cflf.t

~ ~ ~ Cfi1 'Bmf 3'1CI~'Ict>'"l "Cflf.t

<81141 ~ct> fcmR <€! ~ 3iCflffi ClfgR 13 >I"CflR

Cffi11 (C\qki4Cfl ~ ~ ~ ~ -m ~ ~ ~Cflfud l:Jit~ cfiT ~!?CI'8·f'i~dl "CR rn ~ I

~ >fCflR ~ ~ cfiT ~!?CI'8·f'i~dl q;) ~ ~ ~~~~?

c 1) ~ .'«<T ~ fcfi ~ m8.1ctl <FrT ~ ~

(2) ~<€!~~

( 3) 141 '"lcfi'l 'fld -qtt~ Cfi1 >I1WT

(4) "Q3.~.t31R.il. ~ SICfll~ld 3c!J~(OI(C'4"1 9;f«l Cf) 13'tl it ~ "l"fQ; ~ Cfi1 >I1WT "Cfl8T

64. '81141~Cfl fcmR q;) ~ q;) ~ m~ 64. Social Science should equip children with fu:f "Cfl8T ~ I

(1) the ability to think independently

(2) the ability to defend social practices

(3) Jhe ability to follow social rules about gender ,

( 4) the ability to withstand social pressure

(1) ~ ~ it ~ "Cflf.t <.€: ~

(2) '81141 ~ Cfl ell Cl ~ HJ Cfi1 GfCI1"Cf "Cflf.t cfiT ~

(3) ~~~it '81141~Cfl ~ Cfil"'W'R "Cflf.t <€!~

(4) '81141~Cfl ~ 'Cfll ~ <€! ~



www.rsno

tes.in

( 35) X

65. Which one of the following is a characteristic 65. R"'"lRifuio it "it ~-~ ~ (qJ<'fqft:Cfi)

of reciprocal learning?

(1) Teacher reciprocates by actively leading the teaching-learning process

(2) Teacher is completing ·her education while working in a school

(3) Responsibility for learning is shared between the students and the teacher

( 4) Learning proceeds by addressing the causes of forgetting ·

66. Normative dimension of Social Sciences includes which of the following dimensions ?

(1) Utility

(2) Cogency

(3) Relevancy

(4) Equality

C1) rn~ ~ ~ "it rna:lUl-~-~ 'Cfil ~ ~ ~ 1ffiXR ~-~ Cfi«Tf t

C2) fm'!\1cf>T FC!w114 it~~-~~ Wlijl cnl~~t

(3) ~ "CfiT 3ft(<;l~fCI ~ ~ -m~ --ey;n~~~~~t

( 4) ~ ~ "CfiRUIT cnT OOf'f«f ~ ~ ~ 3Umfur -men%

66. m ~ ~ R41l4Cfi~ ~ 3WWf

R"'"lRifuia ~it "it fcnB mfiRl ~ ~?

(2) 3'1Cfillild I

(3) Sll'€ifTICfiC'II

(4) ~l4HC'II

67. . The collection of weather information by using weather instruments is an example of collecting 67. 1frwfi 3qCfi(ufl ~ WU ~ ~~ ~ ~

~ 31~01!';(01%

(1) Tertiary data (1) ~~"Cfil

(2) Generic data (2) fcJQT1T(f ~ "CfiT

(3) Primary data (3) >IT~ ~"Cfil

( 4) Secondary data (4) ~ci'I4Cfi ~ "CfiT



www.rsno

tes.in

X

68.

( 36)

Parents of a first generation learner express 68. their inability to help their child in dealing with his/her educational problems during a PTA. As a teacher you should

(1) comfort them by telling that their

knowledge about their child is of utmost

importance in helping to deal with their

child

(2) ask them to provide an environment rich ·

in different types of learning materials at

home

(3) ask them to join centres established for

adult education

( 4) ask them to carefully monitor the time

their child devotes to his studies at home

69. While teaching democratic polity, a Social Sciences teacher invites an expert of Political Science from a local college to speak to her class. Before the expert could speak to her class, the teacher must share with him which of the following ?

(1) There are some students belonging to

reserved categories in the class

(2) Instructional objectives for the topic

(3) Text-book prescribed for the class

( 4) Kind of assessments that will be based

on this topic

69.

}fWf~~ ~~ ~, m~ ~ ~ (PTA) -ij ~ ~ <f;t ~ ~311 it~ -ij ~~en) ~

~ ~ , ~ m~ ~ ~ -ij 31J11

(1) ~~~~~~fcf,~~~ Gfft -ij. ~ ~ "3;1 ~ it ~ cn8 -ij

fli514dl cn8 ~ ~ ~ lOI$fCI'{?l t (2) ~ m: -q'\ ~ >rcnR <f;t ~ mlTifr it ~ ClldiCI{O( ~cq ~ ~ ~ ~·

<3> ~~m&n~~~~-ij~~ ~~.

(4) ~ ~ ~ wu m: -q'\ ~ -q'\ ~ \l'I"R ~ ~ "Cf)) t<QH'{cfCfl ~ ~ ~ ~

ctJCflaiGICfl ~ ~ ~ flrlO!rR!c:n ~ <f;t

~ ~ Cfi&TI it ~ldiftd cn8 ~ ~ ~2lRFf ~ it (1'3\·fiRI ~ ~ ~ cnt ~ Cfi{(ft t I ~ ~ f<fl ~ ~ Cfi&TI it ~~a~"1a Cfit, ~ en) f.l8R1fula -ij it ~ fll~t;r<\ ~ m~ Cfivfi ~? (1) Cfi&TI -ij ~ fcmr2ft ~ ~ "'* ~ ~ it~~

(2) ~ >fCfi(UT ~ ~ ~:0::tHklO!Cfi ~ (3) Cfi&TI ~ ~ !>lfdlfC!d ~-~ ( 4) ~ >fCfi(UT -q'\ 3lTmfuf ~ CfiT >rcnR

70. Which of the following is the most important 70. $ ~ -q'\ flllOIIR!Cfl fcfm;IT <f;t ~ <f;t feature of a book on Social Sciences at the f.l8R1fum -ij it Cf>t.:f-m ~ lOI$fCI'{?f fCI:fltildl national level ? t ? ·

(1) It should be such. so as to enable all

social groups to relate to it

(2) It should not follow any particular school

of thought specially in writing history

(3) It should not include lengthy texts as it

is difficult for children to remember

lengthy texts

( 4) It should provide information in a crisp

and systematic way to facilitate

memorisation

( 1) ~ "Q:m "i5RT ~ crrfcn "fl"lfi flllOII NlCfi ~

~m~~w~

(2) ~ ~: ~ ~ -ij, ~

~ ~ CfiT ~ ~ CflBT ~ (3) ~ ~ ~ ~-mmft ~ ~

W;ft ~ ~ ~ ~-mmft "Cf)) ~

q;8 -ij ~en) Cflf<s"ir~ "i5Rft t (4) "3it ~ 3"fu ~ ~ -ij ~ ~

Cfi\RT ~ crrfcn ~ cn8 -ij ll« ~ ~



www.rsno

tes.in

( 37) X

71. Which one of the following is the most suitable 71. ~ it "if ~-'Bt "fuPdUT ~ ~ '"1!11~4'i ~

72.

teaching aid to show proportionate size and ~ljqlfdCfl ~ Cf 3TICfiR cit ~ ~ ~ ~ shape of continents ? ~ ~ % ?

(1) Globe (1) ~

(2) Political map ofthe World

{3) Physical map of the World

( 4) Poster of the Earth

A class includes some tribal children and as a 72

• result there is an environment of cultural diversity in that class. Which of the following would be the most suitable method for the teacher to use this effectively ?

(1) Asking students to carry out action

research on topics related to their

culture and valued by them the most

(2) _Displaying tribal artifacts and costumes

(3) Asking students to tell about their tribes

and relate the information to topics

being taught

(4) Highlighting the role of freedom fighters

such as Birsa Munda during the freedom

movement

(2) ~ CflT U\ii~RtCfl JO!Hfil?l

(3) ~ CflT ~ JO!Hfil?l

( 4) "'!2:Cft CflT ~

~ "Cfl&ll it ~ ~ \il"l\iiiRt ~ ~ ttl ~ ~ (f~ ~ "CfiRUT ~ "Cfl&ll it fl i<tfRtCfl. ~

cnr ~ % I "fu~ WU ~ >ilWfi ~ "if ~:RIJ011~ ~ %g f.P""'lR1fula it "it ~-m ~ ~~~?

(1) fcm-rf~ "it ~ ~ 3fu: ~ wu ~ ~ I{~CII"l ~ fiiOlilf.!a ~3lf

"it ~ ~ "tR fsb4kJO!Cfl Wt'Q ~ ~ ~ ~

(2) ~ \il"l\ill<ft4 ~I(YtltRtJOii ~ ~ cit ~Cfivn

(3) ~ \il"l\iiiRt ~~"it~ fcp ~

~ \lt"l\i11Rt ~ GfR it ~ ~ ~ \ifR ~~~~~~

73. Which one of the following is a 'Palaeolithic site'?

(4) fCid?idl ~it~~~ fCid?idl

il"lrf.!i(i ~ ~ cit ~ CfiVff

(1) Bhimbetka

(2) Burzahom (1) 'lfl'"l~cCfll

(3) Inamgaon (2) ~

(4) Hallur (3) ~"lltJlliCI

{4) ~



www.rsno

tes.in

X ( 38)

74. The following factors form a basis for teaching 74. ifi ~ R8ktf@d ~ ~141f'i1Ch Social Science except ~ "fu~ if; 3Titm: CfiT f.:r4tur q;fct ~ I

75.

(1) to transmit information on texts

(2) to develop critical understanding of society

(3) to promote analytical skills

( 4) to promote social skills for adjusting in global world

Which one is right in reference to Social

Science at elementary level ?

(1) History - Geography - Civics - Sociology

(2) History - Geography - Economics -Sociology

(3) History- Geography- Political ScienceEconomics

( 4) History - Geography - Political Science -Sociology

76. Which one recommended Assessment ?

of the following by CBSE for

is not Formative

(1) Too frequent testing

(2) Using authentic sources of primary texts

(3) Source-based analysis

(4) Models and charts

77. A universal language of the map can be

understood by way of

(1) Alphabets

(2) Thematic maps

(3) Conventional symbols

(4) Sketch

75.

76.

77.

(1) "CfT@f-"ffiiTift ~ ~m ~ ~Hid\{d cn8

(2) m cfiT 3•11(.'i'I'CI'"lk·4Ch ~ fclq;fud cn8

(3) fci~~IS!OIIc-4Ch ~. ~ ~ ~ , . (4) ~ ~ ~ ~41'411\iH if;~ ~141f'i1Ch ~~~~

f.:n:;f ~ "it cnt.:f-m ~ ~ ~ ~ 141f'il<:h ~ if;~~~~?

(1) ~ - ~- ~ ~ -

~41\if~ll'01

(2) ~ - ~ - 31~ - ~41\if~ll'01

(3) ~ - ~ - U\if·flf<1 fcffiR -31~

(4) ~ - ~ - {1\if·fiRl ~ -

~41\if~ll'01

f.:\1:;f ~ "it "Cht.f-m ~ ~ rn~ ~ if; 'q;)ifflCI l{~i<:h'"l' if;~~ ;rtf~ ?

(1) 31f'QCFi ~ "it -qft~ CfW1T

(2) >IT~ "CfT@f-"ffiiTift if; ~ 51141f01Ch -moT Cfil~

(3) Wd-31Tmftf fci~~ISIOI

(4) ~q~

4H~3l ~ ~ cfiT ~c:f&ll4"1 ~ ~ ~ "\ifT

~~

(1) q0f41(11 31~ ~

(2) ~-~~ 41'"l~ii ~

(3) m~ . ~

(4) ·h:su~'~1 ~



www.rsno

tes.in

( 39) X

78. The tomb of a Sufi saint is known as 78. ~~~~cit~~t

(1) Ibadatgah (1) ~i!li~(!JII~

(2) Dargah (2) ~

(3) Idgah (3) ~

(4) Khanqah (4) @l'"fJII~

79. Read some points about the Atlantic Ocean: 79. ~2(1iR:Cfl "l~FEIIJR ~ fcrl!flr .q f.:lqfBiful<1 Cf~

A. It is 'S' shaped.

B. Its coastline is smooth and straight.

C. It is the busiest ocean from commercial viewpoint.

Which of the above statements are true ?

(1) Only A and C

(2) A, B and C all

(3) Only A and B

(4) Only Band C

~ 80. The famous conquest of Kalinga by the Mauryan ruler Ashoka was fought in present 80. day

(1) Kerala

(2) Andhra Pradesh

(3) Karnataka

(4) Odisha

81. If a teacher wants to teach 'evolution of life' 81. he/she must visit

(1) Zoological park

(2) Animal sanctuary

(3) Natural history museum

(4) Archaeological museum

~.·:

A. ~ ~ ~ 'S' 31~ ~ 3lTCfiR CfiT t I

B. ~d'C:-00~~-q~<qt I

C. 041q1f{Cfl ~"it~~~ "l~I~IJR t I

~"Cf)~ .q "it cnt.:J-"it ~ ~?

(1) ~ A Cf211 C

(2) A, B Cf211 C 'Blfi

(3) ~ A Cf211 B

(4) ~ B Cf211 C

l(r4 ~~ ~ ~ ~ ~~ CfiT ~ CfifWT crcP:rR .q ~ t ?

(1) ~

(2) 3lrr'Sl ~

(3) Cfl'"li2Cfl

(4) ~

~ cfa ~ (fcr"CflR:f)' ~ rnlldUT %g ~'UII qCf)

cit ~ 'W10T "CflVIT ~

(1) ~~41~H

(2) ~ mlldUT ~ (~ ~)

(3) su1'1RtCfl ~ fi~~l(14

(4) 3{1<11~Cfl fi~~l(14



www.rsno

tes.in

i

X

82.

83.

84.

85.

( 40)

Where, among the following, is the mid-day 82. Sun exactly overhead at least once a year on all latitudes ?

(1) Between Tropic of Cancer and Tropic of Capricorn

(2) Between Arctic Circle and Antarctic Circle

(3) Between Tropic of Cancer and Equator only

(4) Between Tropic of Capricorn 83.

and Equator only

While assessing the attitudes and values, a Social Science teacher may assign weightage to which of the following descriptors ?

(1) Does not share credit with other children

(2) Does not wish the teacher everyday

(3) Passively accepting ideas of others

(4) Feels free to ask questions

Which one of the following should be the most noticeable for a Social Sciences teacher about a discussion held recently ?

(1) No student seemed to be agreeing fully with other students

(2) Students refused to listen to their co-students completely

{3) Students started questioning their co-students directly

(4) Students interrupted their co-students frequently

The median score of a class of 51 students is

84.

36 in a summative assessment in Social 85. Sciences. It suggests that

(1) the majority of students scored in the range of 36 - 46

(2) 36 percent of the content is learned by them

(3) the majority of students scored below 36

(4) 25 students scored marks equal to or above 36

f.lqR1fuAa -q it ~, w:ft ~~ 1R ~ cnr ~ crrt -q <PT-it-<PT ~ ~ mm "3i1R it 'CI4"fl(11

~?

( 1) q;cf; "WT ~ J1"fll: "WT ~ ll'al

(2) 3ilohfl"fl "¥ ~ 3F"?Johfl"fl ~ ~ ll'al

(3) '~ q;cf; "WT ~ ~ ~ ~ ll'al

(4) ~~-wr~~~~ll'al

~~~cnr~~~ Bl41~"fl fcfflR ~ .m~ f.lqfB1f&a -q it ~

~~Chl~~~~?

(1) ~ ~ ~ ~ ~ cfi't Bl~e:1<1 ~ CfiBT

(2) mmm~cnr~~~

(3) ~ ~ ~ Chl ~ "{C\11 it ~ CfiBT

(4) ~~~~~~~

Bl41~"fl fcmHf ~ ~ -m~ ~ ~ Cfi~ -q ~ tt -q sft ~ ~ Glit -q ~-m -a~ ~ 'aiR~~~?

(1) em ~ fcro"T~ ~ ~ it 'ff(C\qOI ~~m

(2) -mm~ ~ ~-~ c€t ql(f ~ it R!~(?f 1HT ""fl\ ~ m

(3) fcrol~ ~ tt ~ ~-~ it ~ enG~~

(4) -mm~ ~ ~ ~-fcmlf~ CfiT ~ tt -q c.T"fl;rr ~ ""fl\ ~ m

Bl41~"fl fcrnr;TI -ij 4lllk4Cfl ~ -ij 51

-mnf'~ c€t Cfi~ CfiT ~ 36 ~ I ~ ~ ~~fen (1) ~ -mm~ ~ 36- 46 ~ iftq aiq;

)(ffi ~ ~

(2) ~~36~~-~~~ (3) ~-mm~~~36it~·~

(4) 25 -mm~ ~ aiq; 36 ~ iffiGR "lfi ~ ~



www.rsno

tes.in

51

( 41) X

86. A narrow strip of land, which connects two 86. ~<tt~~~\ii)~~ ~q;)~ t "3it \ifR1 ~ ~ land masses is known as

(1) Island

(2) Strait

(3) Isthmus

(4) Gulf

87. Most suitable statement about Biosphere is

(1) Land, water, air, plants and animals

(2) Various domains of environment

88.

(3) Man's immediate surroundings

( 4) Plant and Animal kingdom

Which of diversity?

the following

(1) Visiting native village

(2) Travelling in a train

complements

(3) Speaking in own mother tongue

( 4) -Celebrating own festivals

89. The year 2012 can also be written as

(1) AD 2012

(2) AP 2012

(3) BC 2012

(4) EC 2012

90. Which of the following is an advantage of a

(1) ~

(2) ~

(3) ~

(4) ~

87. ~Cj'fO:Sfl ~ ~ -q ~ ~ Cfi2Ff ~

(1) ~' \iR1, ~' -q)~ 3f'R ~

88.

(2) qllfCI(OI ~ ~ qf{qo:gfi

(3) ~ CfiT di~IR:iCfl ~

( 4) -q)~ 3f'R ~ ~

f.lq -q -B cnt.l-m ~ q;) ~ ~ ~ ?

( 1) ~ ll'fq \ifR1

( 2) {1:1 l 119 "1 -q 'lll;fl Cfi'GT

(3) 31CRT lffi!-~ -q ~ (4) ~ ~ q;) lRRT

89. ~ 2012 f.:lqR:if@a -q -B ~ >ICfiR -B ~ ~ ~~~?

(1) ~."tt. 2012

(2) ~:tft. 2012

(3) Gft:B1. 2012

(4) t~. 2012

spiral curriculum in Social Sciences ? 90. ~I 4 I~ Cfl fc:rnRT -q ~ %'Sil 'iii llf CfiT Pi '"""1 R:i Rs d

-q -B cnt.J~m ~ ~ ? (1) Increased opportunities to develop theme based learning

(2) Make the concepts more purposeful and relevant

{3) Retention of the concepts for a longer period of time and with deeper understanding

( 4) Ability to apply the concepts across disciplines '

(1) ~ (theme) ~mfuf ~ q;) ~Cfl~d cnB~~q;)~

(2) ~Cfl!A'll* q;) 31ftrCfl 3~~lll{?f 3f'R Sll~fiiCfl GRRT

(3) ~ ~ ~ ~ 3f'R ~ ~ ~4li1CIIl:f ~ ~ fiCflt"'HI* CfiT ~'Q"RUT

( 4) ~ ~ -q ~Cfl!A'll* CfiT ~ Cfi'GT



www.rsno

tes.in

X ( 42)

Candidates should answer questions

from the following Part only if they

have opted for ENGLISH as

LANGUAGE - I.

11fr~2ff RJ:;iR1Rstd ~ ~ m ~ dW

CF;~ ~ -am ~ ~ \3r~l~ .cq-Jlff - I Cf>T

~Cf)~q 34~'!1, ~ m 1



www.rsno

tes.in

( 43)

PART IV

LANGUAGE I

ENGLISH

X

Directions : Answer the following questions by 94•

selecting the most appropriate option. 'Rahul received the following telegram on his

birthday. Write three sentences about it.'

91. Speaker 1 : Can I borrow your pencil, please ?

Speaker 2 : Why not ?

During this exchange, while assessing students' speaking-listening skills, mark/s would be deducted for

(1) both, since it is a meaningless exchange

(2) neither, as the context justifies this

exchange

(3) the first speaker, as the question is

framed incorrectly

(4) the second speaker, as the response is

framed incorrectly

92. While writing, one of the cohesive devices used IS

(1) content words

(2) proposition

(3) imagery

( 4) ellipsis

93. If the piece of writing is complete, in the third

person, without digressions and emotional

overtones and logically arranged, it is a

(1) report

(2) newspaper article

(3) classified advertisement

( 4) memorandum

[The input is given]

This writing task requires this skill :

(1) creating

(2) analysing

(3) knowing

(4) applying

95. 'You have to bring your own stationery. You

will need 2 pencils, an eraser and a ruler.'

The underlined word is a

(1) substitute word

(2) reference word

(3) conjunction

( 4) lexically similar word

96. ''You ask, what has my government done for you ? I can answer in two words : A lot !"

The question put here is

(1) rhetorical

(2) stylised

(3) a prompt

( 4) explanatory

97. According to the observation in the NCF 2005 [3.1.3], English is a language in India.

(1) Second

(2) Foreign

(3) First

(4) Global



www.rsno

tes.in

X ( 44)

98. I suggest that we all watch the movie 'TIGER'. 102. Your classmate has just finished reading a

It has been suggested that we watch the movie 'TIGER' together.

The two given statements can be differentiated by drawing students' attention to the

(1) change in the verb forms

(2) the roles of the subject and object in both sentences

(3) use of 'by' in the passive form

( 4) the arrangement of words

99. The purpose of 'rapid reading' is

(1) for interest

(2) for specific detail

(3) - extended reading

( 4) seeking information

100. The process of word formation consists of

(1) spelling and compounding

(2) using synonyms or euphemisms

(3) compounding and conversion

( 4) conversion and meaning

101. Note-taking is done

(1) during a lecture

(2) while reading a review

(3) during ext~nsive reference work

( 4) while writing an essay

book from the library that you wanted and you want him/her to give it to you. Choose how you will make the request.

(1) Let me have the book now, please.

(2) Could you let me take the book now ?

(3) Give me the book.

( 4) Can you give me the book now ?

103. Read this exchange.

Teacher : Shall we go out to the garden and find out the names of those flowers near the wall?

Students : Yes, yes, yeah ...

Teacher : Yes, Ma'am, please. '

Here the teacher

(1) relates language function with politeness

(2) makes a polite suggestion to start reading

(3) confirms the students' request

( 4) offers an alternative language activity

104. Which is a lexical word ?

(1) principal

(2) if

(3) some

(4) whether

105. Use of dialogues and avoiding unnecessary details pertain to

(1) writing a report or story

(2) listening to a conversation

(3) reports

( 4) story telling



www.rsno

tes.in

the

( 45) X

Directions :Read the given passage and answer the 107. A 'microcosm of society' ,questions that follow (Q. No. 106 to 114) by selecting

the most appropriate option.

Clearly the socialization of gender is

reinforced at school. "Because classrooms are

microcosms of society, mirroring its. strengths and

ills alike, it follows that the normal socialization

patterns of young children that often lead to

(1) reflects the exceptional achievements of its government

(2) imitates life outside the classroom learning environment

(3) has educational facilities

( 4) has excellent learning environment

distorted perceptions of gender roles are reflected in 108. A 'perception' referred to here is that

the classrooms." (Marshall, 1997). Yet gender bias in (1) teachers balance the bias

education reaches beyond socialization patterns,

bias is embedded in textbooks, lessons, and teacher

interactions with students. This type of gender bias

is part of the hidden curriculum of lessons taught

(2) there is no bias in schools

(3) school curriculum supports the girl child

(4) boys are more intelligent and lively

implicitly to students through the everyday 109. A word from the essay which is the opposite of

functioning of their classroom.

Research has found that boys were far more

likely to receive praise or remediation from a

teacher than were girls. The girls were most likely

to receive an acknowledgement response from their

teacher. They give boys greater opportunity to

'demonstrated' is

(1) implicit

(2) distorted

(3) animated

(4) clearly

expand ideas and be animated than they do girls 110. 'Remediation' in the classroom is the process

and that they reinforce boys more for general

responses than they do for girls. Clearly the

socialization of gender roles and the use of a gender

biased hidden curriculum lead to an inequitable

education for boys and girls. Gender bias in

education is an insidious problem that causes very

few people to stand up and take notice.

106. Socialization is a process of

(1) molding a child to conform to certain norms of behaviour

(2) learning to accept moral values of a society

(3) cau~jng to conform to environmental demands

( 4) succumbing to psychological pressures

of

(1) giving special coaching for quiet students

(2) stopping a negative trend in learning achievement

(3) error correction orally during class

( 4) reinforcement of good behaviour among learners

111. In 'inequitable education'

(1) teachers disrespect girls

(2) learning is not a balanced process between the genders

(3) boys get more school hours

( 4) course books are prescribed differently for boys and girls



www.rsno

tes.in

X ( 46)

112. An 'insidious problem' would be one that is 115. In the line 'Hope is the thing with feathers'

caused seemingly the poet is using a/an

(1) carelessly

(2) ignorantly

(3) deliberately

(4) harmlessly

113. A 'hidden curriculum' implies here that

(1) the curriculum is gender-biased

(2) girls need more attention while teaching

(3) boys need preferential treatment

( 4) the school system enforces sexual stereotypes

114. A synonym for 'general' is

(1) precise

(2) special

(3) customary

(4) diminutive

Directions : Read the given poem and answer the questions that follow (Q. No. 115 to 120) by selecting

the most appropriate option.

Hope is the thing with feathers

That perches in the soul,

And sings the tune - without the words,

And never stops at all,

And sweetest in the gale is heard;

And sore must be the storm

That could abash the little bird

That kept so many warm,

I've heard it in the chillest land,

And on the strangest sea;

Yet, never, in extremity,

It asked a crumb of me.

Emily Dickinson

(1) allegory

(2) hyperbole

(3) imagery

(4) simile

116. The observation 'perches in the soul' refers to

human

(1) expectation

(2) spirituality

(3) worries

( 4) disappointment

117. 'And sweetest in the gale is heard' means

(1) expectation of relief even in sorrow

118.

119.

120.

· (2) joy and happiness go hand in hand

(3) winds blow loudly during a gale

(4) sorrow is the greatest during a storm

'Abash' means a sense of

(1) loss

(2) pride

(3) embarrassment

(4) hope

'Never, in extremity,' refers to

(1) hope costs nothing

(2) unexpected

(3) extreme happiness

(4) longing excessively

'A crumb' is a metaphor for

(1) reward

(2) food

(3) hope

(4) sadness



www.rsno

tes.in

ers to

( 47)

Candidates should answer questions

from the following Part only if they

have opted for HINDI as

LANGUAGE - I.

-cKta:rr~ Pt14R1futd mr-r ~ m ~ ~ Cnq(1 (Jtfi ~ ~ \3r~l~ ~ - I Cf>T

~ef>crq ~ ~ W I

X

_ ....



www.rsno

tes.in



www.rsno

tes.in

( 49)

f#1r : -wm -w ~ f.:iA!flt&d JTR7 (>r. "- 97 -e 98.

Jos)# ~-mrrr~-w~,

X

~-m ~ ~ CfiTs ~ mu ~ ~ ;rtf .malt ?

~~) ~ ~ ~-fi Cf)T ~

(2) iW«r ~

ftrcmf Olffii ~ ~ ~ ~ ~ ~'li"'lk'iCfldl it ~ (3) ~ Cfi8T

3llll~ ~ ~ ~ I ~ ~ ~ ~ ~ (4) ~ Cfi8T

m ~ mu ~ ~ ~ ~ 1 ~ Chl"fi~'dl~ en) 99. ~ <fm ~ 3fn: <fm ;r ~~ ~ rna.lCfl 3fn: ~~~~~(fif

awrq ~ CfiTt ~ ~ ~ 3lRft I Chl"fi~'dl~ ~

~ -;ftfu-~~ ~ futi; ~ CfiTs -a ~ ~ ~ I rna:11~11ff'lltl ~ Wf ~~ ~ ~ ~ ~ CfiTt

~~t~~~ma\ill~~~~

~ ;r CfiTt ~ Cfils, ;r CfiTt ~ ~ llR(IT' ;r CfiTt

~ WI ~ ~ 3'1~Cfli~Cfl ~ cnT fiHrm ~ ~ t I

~ rna.lCfl (ff ~ ~ ~ ~ ~ ~ ~ en) Cfm

CfiBT ~~ Cfm ~ Cfi8T ~ - ~: ~ ~ it

tt~~~~-fiCflTGJH<p~~ I

oo ~~Cf)T~-m~~~ WT~~it

(3) ~ ~ Gt~~Cfldl it

(4) ~ a:Tmff~ it '

(1) ~ it ('CI "'II <"'i Cfld I \R \iiT"(ft t (2) ~ q ~ ~ ~qj- it ~ ~t

(3) ~it~-~~ ma ~ \iflmf ~ \iiT"(ft

t

(1) ~ " ~~-~ICfl

(2) ~~~Cf)

(~~ ~~~~Cf)

(4) ~l~fli~Cf)

102. ~~ ~Rt~1rnCfl ~it~~ (l2lT ~ ~

~, ~(~~)+~'~,~(~ ~) + Tcf;' ~

(2) ~ (~ ~) + Tcf;' ~~ ~ (~ ~) + Tcf;' ~

(3) ~ (~ ~) + '<f;' ~~ ~ (~

~) + Tcf;' ~

(4) ~ (~ ~) + Tcf;' ~~ ~ (~ ~) + Tcf;' ~



www.rsno

tes.in

X (50)

103. ~-;ftfij -ij ~tl

(1) Cifilf~

(~) ~~

(3) ~

(4) ~

(3) 4V'IIr41

(4) ~

105. 'B4'R' CfiT ~ ~ t (1) 'Wl1-fT

(2) 3'1'841"idl

(3) m11R

~: f.IA!al&d JfR7 ~ "3fP: # ~ ~ ~ ~ ~~I

106. 'l1Jl:rT

(2) ~-ft:r&"R -ij ~-~ CfiT ~ ~ Willt

,~, ~eta~~CfiT-~t .,

(4) ~ICf){UI"tR~~~t

101. 'l1Jl:rT eta q;~ -q ~ -l:BJ-~m CfiT ~ 111.

~ §f.i~d CRdT t fcf;

(1) ~&lUI-~ CfiT ~ W WT t , (2~ ~ eta 'l1Jl:rT 1R '841'i4R-"t{;f-~~ CfiT

>rmcl~ ~

(3) ~cnl~~~t

(4) ~ Sl41f01d ~' '841'i4R ~ 1R 3'{11;fi

S1RIGti41 ~eta~~~

108. ~ \ilir-CfGf GfttiT ~ ~ ti4ld-.:!ld q:;«fi ~

t I Cffl

(1) ~cnl~GRRT~t

(2) ~ ~ eta "4it~ ~ -wt t (3) Wf(i ~ ~ -wt t

:.4, ~<it ~ ~ ~ ~ ~ ~ ~ -wtt

109. '§lH ~ ~ tt :prmft ~-~ "ffifi t I CfQ

'Cfl1ft ~~11:14 ~ ~ I~ 3~1~{01 t ( 1) 'l1Jl:rT -~ CfiT

C2) WH eta >rRrm Cf>T

r a) 'l1Jl:rT ~ CfiT

( 4) 'l1Jl:rT -ij rq ~~q"'' CfiT

110. 'l1Jl:rT -ij -mrn 3fu: OlfltlCfi 'i~iCfl"'' CfiT ~ t

(1) ~~eta~~

(2) ~ ~ \ifr.RT fcf; ~ ~ fcf;o;rr ~

(3) GfttiT en)~-~~ -ij w.n

I~, GfttiT wu 'l1Jl:rT ~ eta ~ en) ~!

~

112.

113.

114.



www.rsno

tes.in

(51) X

c 116. 'l1m-~ 3fu: 'l1m-~ -q 4~fCII{?t ~ ~

(1) ~ -qo;:r Cfi8T (1) 'l1m CfiT Chfd'11~-~

{'2) ~ cf;T ~-~~<iT "WJrn Cfi8T (2) 'l1m cf;T ~-~

(3) ~-~-q(fiT (3) 'l1m ~-fu"&R cf;T ~

(4) ~ Tfftr it -qo;:r Cfi8T (4) ~ ~ cf;T ~t«ff

112. 'l1m-rnPdUT -q ~-m ~ ~ Cfilf 4~fCIIflT ~.? 111. 'l1m cfiT ~-~ -q ___ it ~ l:JT6~~ I

(1) ~ 31RITB

(2) ~~

f3~ ~-~

(4) -qft~

113. ~ '{.crloliCh'1 CfiT -~ ~ ~

(1) ~·~ 'l1m-m CfiT f.RCR 3iC1(1lCh'1 Cfi8T

(?.' ~ ~ -qft~m-~tft ~ <iT "WJrn Cfi8T

(3) >lfuf0 w~ -ff.n

(4) ~~w~-ff.n

114. mlff~~~

n~ ~~it~~

(2) ~~~~~

(3) ~~ "9:~ ~

(4) ~:~~~

(3) ~<iT 3ii~ChlftCh 'l1m-m ~ ~ m "Ch«fi ~

... :

1.41 ~ <iT 'l1m CfiT '~ ~ ~ ~ ~v:r "Ch«fi ~

(1) ~

(2) ~

(3) . fcffiR (4\ ~~

I

118. ~

(1)- ~= rn~-~~~~

(2) ~ ~ Gfffi(fT ~ ~ ~ ~ CFIT ~ ~

(3) 'l1m ~-fu"&R cf;T ~ CfiT ~ :Wr ~

(4) l:JT6-~ ~ ~ m-r \iffiff. ~

119. ~mlff~~CfiT~~~

(1) ~ -q(fiT

(2) ~aRT

('t~ ~~~~~

(2) 'l1m-rnPdUT CfiT ~ ~ ~

(3) 'l1m-rnPdUT CfiT ~ ~ ~

r~r 'l1m-rnPdUT CfiT ~ 4~fCII{?t ~ ~



www.rsno

tes.in

X (~)

-

Candidates should answer questions from the following Part only if they have opted for ENGLISH as

LANGUAGE - II.

- l:ftt&Tim PI~R1f@a mrr ~ m ~ dW

Cfictft ~- ~ ~ ~ mlff - II Cf>T

~q:;~q a:i~·'#n ~ m ,

....



www.rsno

tes.in

(53)

PARTV

LANGUAGE II

ENGLISH

X

Directions : Answer the following questions by 124. While reading, 'signification' is

selecting the most appropriate option.

121. According to NCF 2005 [3.1.3], "At the initial stages of language learning may be one of the languages for learning activities that create the child's awareness of the world." (1) Hindi '2) English (3) Vernacular Language ( 4) II Language

122. Criteria of assessment is a/an (1) general impression of a student's ability (2) assessment guideline (3) · scoring key (4-' question-wise distribution of marks

comprehending a sentence by putting together the meaning of its constituent words

(2) conversion of message form into a diagram/table

(3) arriving at the meaning of an unfamiliar word by reading other words in the sentence

( 4) recognizing the message in a set of symbols

123. Read the following examples of dangling 125 •. Choose the appropriate intonation.

modifiers used in sentences by some students. Indicate how you will assess them. [Max. 1 mark]_

Student 1 : Having arrived late for practice, a written excuse was needed.

Student 2 : Without knowing his name, it was difficult to introduce him.

Student 3 : The experiment was a failure not having studied the lab manual carefully.

_(1) Student 1 : -0-

Student 2 : -1-

Student 3 : -0-

(2) Student 1 : -0-

Student 2: -1-

Student 3 : -1-

(3) Student 1 : -1-

Student 2 : -1-

Student 3 : -0-

(4) Student 1 : -1-

Student 2 : -0~

Student 3 : -0-

He has passed with distinction in English, however ...

/t, rising-falling

(2) falling-rising

(3) rising

(4) falling

126. While reading for comprehension, we understand that the following pairs are examples of homographs :

{1) mail [post]/ male [gender]

(2) warm/ tepid

[being neither too hot nor too cold]

(3) lead [metal] / lead [give direction]

( 4) led [gave direction] / lead [metal]



www.rsno

tes.in

X (54)

127. While writing a telegram, a necessary feature 131. Which is not a teacher-centered instruction? to be applied is

(1) brevity

(2) neatness

(3) personal touch

fl) personal abbreviation.

128. The 'value' of a word in a text means the

(1) dictionary meaning of a word

-{2.) significance of the word in a p;;trticular context

(3) appropriate use of the word in a particular context

( 4) . number of ways a word can be used

129. Affective factors in motivation are linked to students'

(1) understanding successes and failures

A2) ability to complete a language tas~

(3) survival and safety needs

( 4) own perception~ of their abilit~

130. What is taught is not what is learnt because

(1) a teacher's socio-economic level may

differ widely from the students'

(2) a teacher or learner can never fully

master any discipline

~ students possess different abilities,

personalities and come from a variety of

backgrounds

( 4) students pay attention during informal

discussion

(1) Modelling

(2) Lecture

(3) Individualized instruction

(.41 Demonstration

132. In a listening-speaking assessment activity, indicate how you will assess the following exchange:

Teacher : Have you watched any English film lately ? Tell your friend about it.

Student 1 : Of course. Especially animations.

Student 2 :Me too. I like them a lot.

(1) Student 1 :Incorrect response

Student 2 : Incorrect response

(?\ Student 1 : Correct response

Student 2 : Correct response

(3) Student 1 : Incorrect response

Student 2 : Correct response

( 4) Student 1 : Correct response

Student 2 : Incorrect response

133. Constructivism is a theory where students

form their

knowledge

own understanding and

of the world, through

experiencing things and reflecting on

those experiences

(2) construct their own learning aids,

thereby gaining hands-on experience

(3) study a variety of dissimilar samples and

draw a well founded conclusion

(4) are facilitated by the teacher and use a

variety of media to research and create

their own theories

t:

1' ,, '

an by,

3.

4.



www.rsno

tes.in

(55)

134. Iconic mode of learning is based on a system of 5. using

(1~ different types of graphs

. ~) a variety of activities

(3) symbols

( 4) images and diagrams

135. Language acquisition

(1) refers to the process of learning a native

or second language because of the innate

capacity of the human brain

(2) is a technique intended to simulate the

environment in which children learn

their native language

(3) requires the memorization and use of

necessary vocabulary

6.

'4) involves a systematic approach to the

analysis and comprehension of grammar 7.

as well as to the memorization of voeabulary

X

I tripped through a wall of pedestrians, then

suddenly a moving bus carelessly littered me

down into the curb. My tear-stained eyes

searched for an angel on the concrete surface,

but the illuminated white crossing hand

signalled my insignificance. #

I pushed myself up, bruised and filthy. A horn

quickly warned me of approaching death, then

the yellow taxi sped through the red bulb.

Sighing, I checked each direction, brushing

waste from my body as I joined a new crowd

and made the final push across the last road. I

hoisted my bag, checked for my office keys,

then entered one of the many sky-gripping

fortresses of the financial district.

Back to work.-

136. 'Unseasonal winds' refer to the

Directions : Read the passage given below and answer the questions that follow (Q. No. 136 to 141) by selecting the most appropriate option.

1. Dust-caked clouds coated the bay, tanker

ships signalled.

2. Dozens of us wearily pressed on through the

unseasonal winds and blanketed chill.

Outdoor cafe chairs were abandoned, some

(1) not the time of the year for such windy

conditions

(2) windy conditions that change the climate

(3) strong winds blowing that day

( 4) winds causing unexpected storm

overturned and others stacked waiting to 137. Here, 'blanketed chill' signifies that the tumble down. But not today. My bag felt weather was

3.

4.

heavier on my shoulder than ev:er before. I

lifted it in my hand to relieve the pressure and

dreamed of days when I, too, was lighter.

My mind wandered.

Another year gone.

:1J dusty and cold

(2) chilly and windy

(3) turning cool

(4) very windy and dusty



www.rsno

tes.in

X (56)

138. ' ... I, too, was lighter' suggests the narrator

(1) is fat and clumsy

(2) was light and agile

(3) is very light for his size

( 4) was fat but light-footed

139. 'Carelessly littered me down' implies that the subject

(1) was treated with indifference by society

(.2).. was thrown high and far after the

vehicle hit him

(3) felt helpless and weak

( 4) was injured in the fall and needed help

140. 'An angel on the concrete surface' refers to

(1) seeing an angel as he was confused after

being hit

(2) his colleagues walking past who would

help him

(3) a fellow angel after he died in the

accident

. pt) a good Samaritan among the pedestrians

141. Here, 'sky-gripping fortresses' are

(1) buildings that entrap the human spirit

(~) tall buildings without windows, that are

secure

(3) tall buildings for commercial use

( 4) lar.-ge buildings for residents on that

street

Directions : Read the passage given below and answer the questions that follow (Q. No. 142 to 150) Q_y selecting the most appropriate option.

1.

2.

Some researchers suggest that emotional

intelligence can be learned and strengthened,

while others claim ' it is an inborn

characteristic. The purpose for developing our . ,

emotional literacy is to precisely identify and

communicate our feelings. When we do this

we are helping nature fulfill its design for our

feelings. We must know how we feel in order

to be able to fill our emotional needs. And we

must communicate our feelings in order to get

the emotional support and understanding we

need from others, as well as to show our

emotional support and understanding to them.

Also, one of the first steps to developing our

emotional intelligence is to improve our

emotional literacy. In other words, to improve

our ability to identify our feelings by their

specific names - and the more specific we

can be, the better. In the English language we

have thousands of words which describe and

identify our emotions, we just don't use many

of them. If you are interested in working on

your emotional literacy, the first step is to

start using simple, three word sentences such

as these : I feel sad. I feel motivated. I feel

offended. I feel appreciated. I feel hurt. I feel

disrespected. When we talk about our feelings

using three word sentences we are sending

what have been called "I messages". On the

other hand, when we say things like ''You

make me so jealous" we are sending a "you

message". These "you messages" typically put

the other person on the defensive, which hurts

communication and relationships rather than

helping.



www.rsno

tes.in

(57) X

142. The passage can be called

(1) discursive

(2) factual

(3) descriptive

( 4) narrative

143. An 'inborn characteristic' referred to here is one's ability to

(1) respond to a stimulus in the environment

(2) be considerate

(3) understand and evaluate emotionally, one's surroundings

( 4) give a calculated emotional response at all times

144. Here 'emotional support' suggests

(1) pity

(2) tolerance

(3) wise counsel

( 4) sympathy

145. 'Working on your emotional literacy' means to

(1) adopt a friendly attitude while meeting strangers

(2) work with a counsellor to support your emotional behaviour

(3) improve one's attitude and communication skills '

( 4) control verbal or physical outbursts

146. "I messages" are usually about

(1) blaming others

(2) blaming yourself

(3) others' business, therefore 'gossip'

( 4) expressing your views freely

147. ''You messages" are usually about

(1) looking at issues from others' viewpoint

(2) blaming yourself

(3) blaming others

(4) sympathizing with the listener

148. The antonym from the passage for the word 'general' is

(1) nature

(2) improve

(3) simple

( 4) specific

149. In the context 'defensive' means

(1) support what is right

(2) support a point of view

(3) attack an injustice

( 4) expressing anger

150. · A word that means 'of a nature' is

(1) literacy

(2) offended

(3) precisely

( 4) typically



www.rsno

tes.in

X (58)

' Candidates should answer questions

from the following Part only if they have opted for HINDI as

' .LANGUAGE- II.

1:ffi&ll2ff Pt~R1Rslct mrr ~ m ~ ~ ~Cfft ~ ~ ~ 3""~1~ cq"Nf - II CfiT

R4CF>~4 ~ ~ m 1



www.rsno

tes.in

'r

(59)

cqmy

\lTf!fr II

iRT

X

f#1r: f.!Jqff:t/i§ld JTRT ~ ~ # ~. #!r[ ~ ~ 124. ~ ~ -q ~ 'i~~'{?f ~ ~ ~ I (1) ~-~ crof;r C08T ,

121. ~ fcfm ~ ma:JUT ~ ~ 3m lit.J_-qo;r q;)

~~?

(1) "RGi'f.l

(2) ~CliC:J("JiCf) ~

(3) ~

(4) ~

(1) -m 'lWIT ~ ~

(2) -m~-m-~

(3) ~~~-~~~

(4) ~-~-~ 'lWIT-m ~

(1) ~~qilm

(2) ~~

(3) ~

(2) ~ ~ ~ lTffi (3) ~~

(4) ~'i$lCfl{ ~

125. ~"ilf?.Cfldl

(1) ~~~~~~~ ~~~

(2) ~--;:ftfu ~ -q ~ ~ ~ ~ (3) ~ ~ ~ qiT f.\l:rTuT -w ~ (4) ~ ~ Cf>Pdl -ij ~ >fCifil"{ ~ ~'if'!OII~ ~ q;«ft~

126. ~ ~ -ij ___ ~ 'i~~'{?f ~ I

(1) ~ lTffi ~ ~

(2) ~·~~

(3) 3l2T ~ C08T

(4) fu'ftf-~ ~ '31HCfll<l

( 1) ~ 'lWIT~ -q "tJT01 ~ ~-Cffg qiT

~:~en<~

(2) ~ ~-l:f;f ~ ~

(3) ~ ~ ~ ~~ ~ ~~ q,l \ifR~

(4) ~~~ q;) ~ ~ CfiU ~



www.rsno

tes.in

X ( 60)

12s. \WIT-rna:rar ~ ~ (1) ~~~Cfi~~-ij ~~~t

(2) ~ \iffffi ~ t

(3) \WIT ~ Cfi~ -ij ~ ~~ t

(4) m:-ij~~t

129. \WIT-rn~ Cffi ~ t ~ ~ (1) ~~~~~~~~

c2> ~ ~ -q \WIT-m ~ Q!if)'84H !li~'~a1 Ri c:nfB a Cfl1:

C3) ~~~~~~m~

(4) ~~~~~a:llffil~~

13o. ~ _w Cffi '8cf51~ ~ t (1) ~ ~ UHSIHI

(2) ~ ~ "wft~ CfiVlT fmSIT;n

(3) ~~~~q;u;n

(4) ~ ~ -ij ~ ~ ~ a:P1ffi Cffi

fcfci;rn

131. Cfifcra"T-rna:rar -q ;mq ~ ~ ~ ~?

(1) Cfifcra1 Cffi ~ 1:f(H ~ u:nj~

(2) Cfifcra-r-ij ~ ~ ~

132. fcitM14 ~ -a ~ ~ (1) ~~~-ij~~~~~

(2) \WIT if; C41cn(UI ~ ~ ~ ~ ~

(3) \WIT Cffi f«l("§H ~ ~ -;@ ~ ,

(4) :wr.ft ~ -ij ~-wmH c#i't 3l~IHdl ~ ~~~

133. \WIT -ij ~ ~~ t

c1> -m~wr

(2) ~-lm9R ~ ~ if; ~ ~ctc: .. ilcn"l

WT

(3) -m -qt~;it WT

(4) -m 4~4l\il'11-~ WT

134. ~ ~ ~ ~ 311H m: ~ w:l1\if ~ ClldiCI(OI ~ ~ Cfi«fT t I

(1) ~

(2) ~

(3) C41cn(OI

(4) mlfT

135. \WIT -ij ~ ~ ~ 3lTtJ fcna ~ Cfill

~~?

(1) ~~~~

(2) ~ Cffi f.:miur CfiVlT

(3) ~

(4) q\il"flr"'ct> ~

f.l 14

~

~ ~

~ :,

:l

138

' 1

138.



www.rsno

tes.in

( 61) X

~ : 1"f£liw cit ~ f.:1,4Misld w# (Jr. ti. 136 t1 139. ~' ~ cnT mtt-~ t 143) ff ~ 3firrr ~ ~ I (1) fcroT + 31~ ~ ~ ~ ~ -;pft ~ ~ m Cfi«<T t, .P>. ~~

"' <!_'" (2) ICI + 'W~ I

fcf;;:g ~ "ffifH cit ~ 3ltR ~ ~ ~ >ITFf -m (3) fcroT + ~ "\ill(ftt ~~~~~~31~~~~ ~ ~ ~ (f~ CfiT "¢:r ~' ~ ~ ~ C41'RI~Cfi

(4) fcroT + ~

~ ~ t 3fR ~ "ffi:rr;r ftiB 3ltR ~ ~ ~ 140. ~ ~ j(ifCliCfi~OI ~ ~ m "<tt' ~ cit Cffg ~ ~ >ITFf -m ~ t, ~ 3ltR ~ ~ ~ Cfi4C41'64 ~ ~ 1

~~~~~,~~~~I~

;m~ ~ ~ I ~ ~ j(ifCliCfi~OI ~ ~ CfiT

3il~t>Cfil< ~ I ~ ~ l1RCJ ~ I ~ ~ ~ CfiT

~ fcfflR CfiT fcrol2ft ~ ~ j(ifCliCfi~OI ~ "ffi

~ t ~' .~ ~ ~ ~ 3lR ~ ~ GfRIT CfiT

(2) ~ ~ j(ifCliCfi~OI ~ ~ m ~ (3) ~ ~ ~ j(ifCliCfi~OI ~ ~ m ~ ~ (4) ~~~~

~ >ITFf t ~ WR: ~ 3'1qf{f~a ~ WI I -Q:m ~ 141. ~' CfiT ~ ~ t 1R ~ Wl 3lT\il ~ ~ fcfflR ~ ~ cit ~ ~ (1) ~

~liD ~ ~ ~ ~ ~ ~' 1R ~ ~ (2) 3UJUft

~~~~I (3) ~

136. ~' CfiT 3l2f t (1) ~

(2) 3i I~ 6Cfi I< Cfi"8 Cf1'ffi

(3) ml:fT CfiT ~

(4) ~~~~

137. cilf{f~Cfi ~ ~ ~ t \ill (1) (f~ cit <rrG Cfi«<T t (2) ~ ~~~&;fil{ <it (3) ~ ~~~t>Cfilil CfiT m Cfi«<T t (4) ~ ml:fT ~ t

138. ~~~t"it (1) ~ 3il~&;fil{ Cfi«<T -m (2) "it 3il~t>Cfilil CfiT ~ -m (3) ~~~m (4) ~-m

(4) ~

142. '~' CfiT 3l2f t (1) iiRT~~

(2) Cfifd'"ll{ ~

(3) mffill ~

(4) wWl ~

143. '~' CfiT "BlfRT~ ~ t (1) ~

(2) >rcftuT

(3) ~

(4) -;rcft;r



www.rsno

tes.in

X (~)

~ : Tffl"iw w ~ f.IA!?tf&d JTFff (Jr. "fi. 144 # 146. ~ ~ ~ 1ffif ~ crrn wen ~ ?

150) 1/ ~ 3firrr ~ ~ I (1) ~ CfiT

(2) ~Cfil ~ ~ en) ~ CfiT 3NJq q;tft ~ ~ CfiT

~ I ~ cit6tT .q ~ ~ cWTI CfiT Cffi1 ~ t it (3)

31m: ~ I it ~ >rffi ~~· >rcR ~ ~ ~ (4) ~ ~ q:,l{ ~ -

~ ~ ~ ~ >!'@ ~ ~ I ~' ~lltfR<h ~ 147. ~ ~ ~ ~ f.l<m CfiT ~ 'B ~ ~ ~ ~ ~ ~ ~ CfiT 3~~12:'1 ~ ~ ~ ~?

~-~~' ~ 3Wm~~~~ ~~ (1) ~"HR~~Cfi\-JT~ m t ~ ~ ~ ~ ~ ~ ~m CfiT <2) ~~~>mf=~~~ WJNR~~~~~~ I (3) ~~~~~~ f.l~d ~

w.n fcf;m ~ ~ mmT $: ~ ~ ~ ~ \il'fQ;

~.\ifR'T ~ ~ ~ I ft;mfi sft ~en) fCI:qR'{cf<h (4) ~~ Cfill-~-Cfill 'Cffi t.R: ~ M \il'fQ;

~~~~~~Cfil-;nl{~~~~ ' •

~-~ en) ~ ~ CfiT ~ ~ <.fl\ ~ ~ I 148. ~-m ~ '5f ~ ~ ;rtf GAT ~ ?

~ ~ ~ ~ ~ ~ ~ fc!; ~ R414'{cf<h -m (1) ~

~~ ~ ~ ~ CfiT ~~ma-r~ I (2) >l1lfij

(31~ - f.Wq, ~ Wff1) (3) ~

144. ~~'FIT~? (4) ~

(1) ft;mfi sft ~ en) fCI:ql<'{cf<h ~ ~ ~ 149. ~ ~ CfiT ~ ~ Cfi8T

(2) Ô9'l:ft~~ (1) ~

(3) w.n CfiT\UT ~ ~ ~ ~ ~ (2) ~

(4) R4A'{cf<h ~ (3) ~

145. fcror CfiT ~ Cfi8 c:rrB 04hh41 en) ~ ~ (4) ~ ~~~~~~ 150. ~-~'.q

(1) ~~ri~~ (1) Cfi"4tffilr (2) ~~ri~~ (2) ~ (3) ~ri~ ~lct~4Chdl ~~~

(3) ~ (4) Ŀ~~~~~~~

(4) ~

(11ffif ~ I

j

~ ·~ ~ I



www.rsno

tes.in

( 63)

SPACE FOR ROUGH WORK

~~~~~~~~

X

I .. ~



www.rsno

tes.in

X ( 64 )

READ CAREFULLY THE FOLLOWING INSTRUCTIONS :

1. Out of the four alternatives for each question, only one circle for the correct answer is to be darkened completely with Blue/Black Ball Point Pen on Side-2 of the OMR Answer Sheet. The answer once marked is not liable to be changed.

2. 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.

3. 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.

4. The candidates will write the correct Test Booklet Code and Number as ·given in the Test Booklet I Answer Sheet in the Attendance Sheet.

5. 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.

6. Each candidate must show on demand his I her Admission Card to the Invigilator.

7. ND candidate, without special permission of the Superintendent or Invigilator, should leave his I her seat.

8. 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.

9. Use of Electronic I Manual Calculator is prohibited.

10. 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.

11. No part of the Test Booklet and Answer Sheet shall be detached under any circumstances.

12. On completion of the test, the candidate must hand over the Answer Sheet to the Invigilator in the Room I Hall. The candidates are allowed to take away this Test Boofilet with them.

f.lctfc."'Rslti ~ o:rr;r ~ ~· :

1. ~~~~~~T.IR~if~~3W~ ~ OMR 3W ~ ~ %-2 1R ~ ~ Tf q;) m ~ ~ -;:frR;Cfi"TB offi1 ~ ?t-1 ~ 'If{ 1 ~ am 3W ~ ~~-am::~~-;:@~~~ I

2. ~ '§)f-if.lil(i ~ fq, ~ 3W -q;r q;) ~ ';{ ~ ~

~ 1R ~ 3P1 ffiTR ';f WT1lt I ~ 3N-1T ~ ~ ~ if Rmftl ~ ~ 31fufuli ~ ';{ ~ i

3. ~ ~ ~ ~ ~ CfiT ~ wWr ~. ~ M m ~if(~~~~~ -q;r~ ~c:rr~if ~ctt~~~) ~~ ~~-;:®~~~

4 .• ~/31'R ~if~~ -cmarr.~ ~ q

~q;)~~~~~-ll3;if~ I

5. ~ "[Rl ~ ~~~ if ~ C!ili ~ fuCfTGf M m ctt ~ ~. ~· c:rr ~~fl!'lf@(i, ~ ctt M, ~. ~ riA, ~~~lf-1q; ~ c:rr M 3P1 m ctt ~ q;l ~ ~ c:rr ~ ~ ctt ~ -;:@ ~ I

6. ~ ~ 11{ ~ ~. f.:r&.1cl; ~ 31tRT m-~ ~I ..

7. ~ <:IT ~ ctt ~ ~ ~· faRr cnW ~ 3N-ll~';fm. I

8. ~ ~ q;) 3N-1T ~ -q;r ~ faRr ~ ~--q;f 11\~~~far.rr~·~..,-@~ I c:rR M ~~~am ~--q;r 1R ~-;:®

~ ill ~ llRT ~ fq, ~ ~ -q;r -;:® ~ ~ aW / ~ ~ mtR ~ lWffiT llRT ~ I 9. ~~~if.lq; I ~~illfl!'l(i qf{q;("lq; CfiT ~ • ~ I

10 .. ~-~ if 31FRUT ~ ~ ~ oOt ~ ~ f.p;p:fl ~ ~ "[Rl f.r:lflffi ~ I ~ ~ ~ ~ ~ CfiT

~Oi)t~R<:fllf~~~~~l 11. M ~ if ~ ~ 3W ~ -rnr <iiT ~ wr 31Wr

';{~I

12. lffi~ ~ ~ lR, lftt~ ~1{1 I iWJ ~ ~ "'{Cf ~ tr;r ~1{1-~~ q;y ~ m ~ , 'llft(mff m ffTfl PI rd/¥f ~ "i#iT ~ -:;rr "R'fi" t· I

t \

I \



www.rsno

tes.in

CTET 2012 November Answer Key Paper-II Secondary Classes (set-X)

01. (4) 02. (4) 03. (3) 04. (4) 05. (1) 06. (1) 07. (3) 08. (1) 09. (3) 10. (4) 11. (1) 12. (2) 13. (4) 14. (3) 15. (1) 16. (4) 17. (1) 18. (4) 19. (1) 20. (3) 21. (2) 22. (4) 23. (1) 24. (4) 25. (3) 26. (4) 27. (1) 28. (2) 29. (2) 30. (1) Maths 31. (3) 32. (3) 33. (4) 34. (4) 35. (2) 36. (1) 37. (3) 38. (2) 39. (2) 40. (2) 41. (2) 42. (3) 43. (2) 44. (1) 45. (3) 46. (1) 47. (4) 48. (3) 49. (2) 50. (1)

51. (4) 52. (4) 53. (2) 54. (4) 55. (2) 56. (2) 57. (3) 58. (4) 59. (1) 60. (4) Science 61. (3) 62. (4) 63. (3) 64. (4) 65. (3) 66. (2) 67. (3) 68. (4) 69. (3) 70. (1) 71. (1) 72. (2) 73. (2) 74. (1) 75. (3) 76. (4) 77. (2) 78. (4) 79. (3) 80. (3) 81. (3) 82. (1) 83. (2) 84. (2) 85. (2) 86. (4) 87. (2) 88. (1) 89. (3) 90. (2) Social Science 31. (1) 32. (4) 33. (3) 34. (3) 35. (4) 36. (1) 37. (1) 38. (3) 39. (4)

40. (1) 41. (1) 42. (1) 43. (4) 44. (4) 45. (4) 46. (3) 47. (4) 48. (3) 49. (4) 50. (3)

51. (3) 52. (1) 53. (1) 54. (2) 55. (4) 56. (4) 57. (4) 58. (2) 59. (3) 60. (3) 61. (1) 62. (4) 63. (3) 64. (1) 65. (3) 66. (4) 67. (3) 68. (4) 69. (2) 70. (1) 71. (1) 72. (3) 73. (1) 74. (1) 75. (1) 76. (1) 77. (3) 78. (2) 79. (1) 80. (4) 81. (3) 82. (3) 83. (1) 84. (3) 85. (4) 86. (3) 87. (1) 88. (3) 89. (1)



www.rsno

tes.in

CTET 2012 November Answer Key Paper-II Secondary Classes (set-X)

90. (3) English 1st 91. (3) 92. (1) 93. (1) 94. (2) 95. (1) 96. (1) 97. (1) 98. (2) 99. (3) 100. (3) 101. (1) 102. (2) 103. (1) 104. (3) 105. (2) 106. (1) 107. (2) 108. (4) 109. (2) 110. (3) 111. (2) 112. (2) 113. (1) 114. (3) 115. (3) 116. (1) 117. (1) 118. (3) 119. (4) 120. (1) Hindi 1st 91. (4) 92. (3) 93. (1) 94. (3) 95. (4) 96. (3) 97. (2) 98. (1) 99. (4) 100. (2) 101. (3)

102. (4) 103. (3) 104. (4) 105. (4) 106. (3) 107. (4) 108. (4) 109. (1) 110. (4) 111. (2) 112. (4) 113. (2) 114. (4) 115. (1) 116. (3) 117. (4) 118. (3) 119. (4) 120. (4) English 2nd 121. (2) 122. (1) 123. (1) 124. (1) 125. (1) 126. (3) 127. (1) 128. (2) 129. (1) 130. (3) 131. (1) 132. (1) 133. (1) 134. (3) 135. (2) 136. (1) 137. (2) 138. (1) 139. (4) 140. (4) 141. (2) 142. (3) 143. (1)

144. (4) 145. (4) 146. (4) 147. (3) 148. (4) 149. (4) 150. (3)

Hindi 2nd

121. (1) 122. (4) 123. (2) 124. (4) 125. (3) 126. (3) 127. (3) 128. (3) 129. (4) 130. (4) 131. (1) 132. (4) 133. (2) 134. (4) 135. (2) 136. (2) 137. (2) 138. (2) 139. (1) 140. (3) 141. (1) 142. (1) 143. (4) 144. (1) 145. (1) 146. (3) 147. (3) 148. (1) 149. (4) 150. (3)



www.rsno

tes.in

Documents

CTET Solved Question Papers NOVEMBER 2012exam.rsnotes.in/CTET/old papers/CTET_2012NOV_LEVEL 2ans... · 2015-05-20 · 3. Use Blue I Black ... how would you plan to improve the overall