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CTET 2015 Question Paper 1 and Answer Key

CTET 2015 Question Paper 1 and Answer Key. Download CTET previous papers, Old solved practice papers, Sample/Model question Papers with answers/solutions pdf.

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CTET 2015 Question Paper 1 and Answer Key

CTET 2015 Question Paper 1 and Answer Key. Download CTET previous papers, Old solved practice papers, Sample/Model question Papers with answers/solutions pdf.

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pavani
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© © All Rights Reserved
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1227807 ‘Test Booklet No. ‘after ferent eae yeas wt ‘This Booklet contains 48 pages. AK15-I ‘Test Booklet Code PAPER I / 334-791 MAIN TEST BOOKLET oa wéter gferet Do not open this Test Booklet until you are asked to do 30. pe ater gfe a me es TS oe es TA ATE | Read carefully the Instructions on the Back Cover ofthis Test Booklet. Fe otter feta & feos aerecor or fay Fagait wt cara @ ay | INSTRUCTIONS FOR CANDIDATES tanita a fore T. The OMR Answer Shect is inside this Test Booklet. When’ you are directed to open the Test. Booklet, take out the ‘Answer Sheet and fil in the particulars on Side-1 and ‘Side-2 carefully with blue / black ball point pen cal. 2 The test ie of 2% hour duration and consists of 1160 questions. There i no nogative marking. 3, Use Blue/Black Ball Point Pen only for writing partis on this gearing responses Inthe Answer 5 4. The CODE for this Booklet is C. Make sure that the CODE. printed on Side-2 of the Answer Sheot is the same as that ‘on this Booklet. Also ensure that your Test Booklet No. and ‘Answer Sheet No. are the same. In ease of diseropancy, the ‘candidate should immediately report the matter to’ the Invigilator for replacement of both the Test Booklet and the Answer Sheet This Test Booklet has five Parts, 1, Il, IIL, IV and V, consating of" 160 "Objective Type Questions, and’ cach carries 1 mar Part I: Child Development and Pedagogy (Q. Nos. 1-90) Part IE : Mathematics (Q.Nos. 1 60) Part IIT: Environmental Studies (Q Nos. 61~ 90) Part IV : Language I (Englisi/indi) —(@. Nos. 91 - 120) PartV. : Language IT (English/Hindi) (Q. Nos. 121 - 150 6, Part IV contains 30 4 fontaine 30 questions for 1 OM SH va va Woe Seer t ‘tar gfe ater wT, ah aE 1% yen oan hae Hare aa wee a Py aE | 2, wien sft 2% 2 & 8 1@se fs womens afer at RY 8. wa gw Fee sien DN TOC get emt & fe] ere street ter whip 1 4. ger ar te se 9. es ere ‘er, 8.1 a a som Bre # | 3 fee ate are wa a & Ree am am 1, HE, TH, IV sie v.#, aes 1 sie m8: (x77 #. 1-30) (587%, 31-60) (537 9. 61-90) (We #. 91-120) (wer &. 121160) sar 1% fre 30 ser ahem V HTT 1 & Fre ce 8 |e thn fete Har a fed Hr sree Fae 1 af wer ater eer 1 ara “ap af ere) sah ar feat sean t at pea Za mrt ft fee at ofr | re wre & seat 3 Aaa ae 2 ere con HP fit & serra cari fet | 2 tet sev (se 11) Fre, eer at et eT gl ‘ahezaie ra wre x (sro v) 3 A ag eT a Re | 8. Te ad atin ge Hew wats & fee Af ret are ea zl [Sheet |o, eh set Bae OMR Set TH TM sifta BE | set se eres sf it | ae meet ge Soe wr Se FZ 8 Name of the Candidate ‘atte ar are (aS ert) Invigilator’s Signature ‘fates wea: (2) IN PARTI / STI CHILD DEVELOPMENT AND PEDAGOGY / a1 farara Directions : Answer the following questions by| Ader : Arafrlira wert = selecting the most appropriate option. face gfe | 1. Teachers, in order to help learners construct|1+ Faenfat % art ami knowledge, need to focus on srerret a Pee ea war see? (Q)_ scores/marks obtained by the learner. a) fren ra @e me sisi (2) involving the learner for active] % fom mite participation. (3) mastering learning of concepts by the] ar sii ot reer earner. (4) making sure the learner memorises o fe fem ea g@ are Bet everything. 2 Giftedness from teacher's point of view is & : eT Saas, Rory combination of i (Q) High Motivation - High Commitment Seon - ya earagar — el aT High Talent va fem — 3a ae - Fa se (2) High Ability - High Talent — ) Fa a - sa Gee - Commitment (8) High Talent — High Creativi ee @) sa en — ye Gee — a (A) High Ability - High , ane Commitment 8, Gales, 2005 & ayer, Teltal yA are a erat Beh 8 : 3. According to NCF 2005, Wecnaae they (1) aR gemma a wat at sick & fre we (Q)_ provide a way to thel es Bae @ aes tera rere ert 2) provider an into the child's pi Ye Set thinkingdad solutions. @) Neal Bes cttuarent (a) Awan a go sal a een & fee are el sreren ware & 7 (a) ae frente ot Seo ea ogee art @ t tool in classifying Yroups of ‘passed’ and 7a pt ct Rea ee Te LT (ars See oR ero fa cling Uica|* <7 See a ON jges, mirror imaging, ete. Such a signs of 7) Learning disadvantage ofa, omfg Stet genital fer € 1 ge rer aT war carr weft a eT a (a) saftey & srerenat (2) afters # fears (3) afimm # are 4) afte # agi (3) Which one of the following is best suited for ‘emotional development of children ? (1) No involvement of the teachers as it is the task of the parents (2) Controlled classroom environment (3) Authoritarian classroom environment (4) Democratic classroom environment Teachers need to create a good classroom environment to facilitate children’s learning. To create such a learning environment, which one of the given statements is not true? (1) Compliance with teachers (2) Acceptance of the child (8) Positive tone of the teacher (4) Approval of the child’s efforts Given below are some statements and girls. According to you, which is true? (1) Boys should help in household (2) All boys should be taught $i girls, Home Science. (3) Girls should helpég ho (4) Boys should help home. To be an effectivertgachds\¢ is Important to (0) focus on jndividua) {Mining rather than @ ize dictating answers from the ei craft & faa H ge aren 8 Fee | ome Saar i 8 ai.at at? i) weet at a % ert # agea ach afte 1 @) wh agai A fre ae asi at oe ‘Paar oer art ate | (a) aehrat at ae & anit fo geren ach ante | @) eet a aS ae & ant 7 age ach afte | we wrremeh srenfier 8 & fre ae aereh a: Q) aap aaah & acre dais safer ae ari 2a (2) feenffat gr se yea & Se sea waa A saat aT @ sae wes ard Ae 4) gee a sat @ fer aa Gr 10. uu. 12. 13. RS Physical development (4) Emotional development «4 Which one of the following is not a suitable formative assessment task ? (1). Project (2) Observation (3) Ranking the students (4) Open-ended questions Deficiency in the ability to write, associated with impaired handwriting, is a symptom of (2) Dyspraxia (2) Dyscaleulia (8) Dyslexia (4) Dysgraphia a ‘According to Piaget theory, which one out of| development ? the following will not influence one’s ac (2) Social experiences (2) Maturation (8) Activity (4) Language Z angry — that is easy, but ‘the right person, to the right Ge right time, for the right a at a ~y 1d in the right way — that is not Os," TH is related to ane al development ive development 13. @ wi 2 8 aan Bette fegra 4 omaetis aa a afta ae 8? Q) Fae ae fava 8 anaes ea a fra wor (yen & view a ee For fel aaa at Ba & (3) Wala & are sage SAT @) wala a gafiatn ae Sarg ares B Beare — Fe TET 8, TT em af cafe SH, wel eH, wet aE, we stra % fore aan aah wt Baro SAT rer at @ 1” ae Beate Q)-arenfine faerre & (2) Aararere rare & (3) dite feerra a (a) Barer Prare & 14. 15. 16. 17. 18, | KS stent Thinking In learning, assessment is essential for (1) Screening test (2) Motivation (B) Fostering of the purpose of segregation and ranking (4) Grades and Marks Fitting new information into existing schemes is known as (1) Equilibration (2) Assimilation (8) Organisation (4) Accommodation We all differ in terms of our intelligence, motivation, interest, ete. This principle refers to (1) Theories of Intelligence (2) Heredity x (3) Environment (4) Individual difference Students of disadvantaged gro: taught along with the nor implies Q) Special Edueat (2) Integrated RRucat (8) Exclusive Bad Qgion @ ucal Tastee 14. 15. 17. 18. caf 3 apt Fe, are KS Cy ate adam & fer (2 Sem & fag (3) garnet aft Hofer BS few @ tee sate wafer asrnsit & i fee arr art ara 8? ‘afea angi & faenfifat at area ferential & wra-are ogre safe | gee safes (a) faire fren win fren (3) rast fran (4) war fre ‘aisc-aite-2-atee’ fier fae eahaa ® 2 (Basen fare (2) arrerd Farry (3) aftrert fir 4) sage Fae 19, The assessment of students can be used by ‘teachers in teaching to develop insight into (2) not promoting those students who do not meet school standards. (2) changing the _ teaching according to the learners’ need. approach (3) creating groups of ‘bright’ and ‘weak’ students in the class. (4) identifying the students who need to be promoted to the higher class. 20. ‘manner so as to make learning meaningful. Which of the given learning experiences does not facilitate meaningful learning for the children? a @ (3) ) Formulating questions on content Discussion and debate on, Presentation on the topic Repetition based on mere nid, 21. Giving punishment, verba the children results in 22, RF Ne Vesa language as gender bias ) follows a more acceptable term Learning experiences should be planned in a” @ 21, 3 fy me oifirm sequal #-& waar for ahs afta st ge ag sar (frag 1 eT 2) yer afteei sf arefeere (3) eT wegteT © frarg tam ae SSS oH wre wail a mies a antes Ss an chore ane 28. Continuous and Comprehensive Evaluation is | og, essential for (1) diluting the accountability of the Board of| Education correcting less-frequent errors more than more-frequent errors understanding how learning can be observed, recorded and improved upon fine tuning of test with the teaching @ @) wo In Lawrence Kohlberg’s theory, which level signifies the absence of morality in the true sense? @) Level IV (2) Level (3) Level (4) Level I Which one of the following is not correct the progressive model of socialization children ? (Q) Children accept what they are offered 7 the school irrespective of their backgrounds. @ @) (4) Active participation i and learning social skills ‘The teacher noticed ie a problem on her ow, & TR aa Bea we care aeaies fire fare arava & () Rarer tg &t were am al a 2) wed-aed At at are Ham sere & A 8 are guet (3) We aaa & fan fer waiter fear ora ‘gun fara oT weay @ es aS Ke 48 whem wai} aantem & ‘Rise & aad Fadi ae Be ert we # a orf amie yeufi go fh a (2) wan 8 sonia & fore ears ee afc 1 (3) Barter anne Feet a safer 1 @) aap ard Eafe wetter ser eons wae #t ste | sents: 3 ema fier fis ger sai-ony feat (Wh BACT HT HAUT el a ae @ | fh of 3 UH aes ar are & anfasia At sufeata F ten act & | ga aries ah age E (Pe Rrarere f (2) -wniige face a ae (3) weer (4) rede c (8) 27. Which one out of the following provides |27. Prafatea & ate seers information about the roles and behaviours which are aeceptable in a group, during early childhood period ? (1) Teachers and Peers (2) Peers and Parents () Parents and Siblings (4) Siblings and Teachers 28, Which of the following age groups falls under later childhood category ? (2) 18 to 24 years NES a (2) Birth to 6 years Boat (8) 6to11 years ea at (4) 11 to 18 years A nasa 29, Aarjav says that language influenced by one’s innate p Sonali feels that it is environment. This discussion and Sonali is about Ap aula ma acti eel (2) Continuovs santa oh dar 8 fe are fara oats Ft Fah git & wunfaa ter & safe ataret wea acct 2 fae oka & seater gat & | ssa otk ‘drrct & dra ae sal fr foes 8? (ay Ree en safe He EA (2) Waa aan saan safe (3) ape aan rere seer area 4) Bidet cen saeastier sre (3) Nature’ (4) Cray add\ensith so, frfidt a eacom & fee tts we te sé ween aft an aaer warm, fates ame (dene aaererdt sa (@) Sen ae araerardl sar (a) Seon ar Segre Sa @ don A ante ciegite decent 30. a smbers of a cleanliness commurity to Wptivate them for the same, ia O og ve approach to motivation Socio-cultural conceptions of motivation Directions : Answer the following questions by selecting the most appropriate option. 31. (9) PART II / 87 IT MATHEMATICS / aftra ‘The sum of place values of 5 in 6251, 6521 and| 31, 5621 is @ 2) (3) @ Which one of the following statements is true ? (1) The difference of an even number and an ‘odd number can be an even number. (2) The sum of two odd numbers and one even number is an even number. (8) The sum of three odd numbers is an even number. (4) The product of three odd numbers is A even number. A one-litre carton of juice is in the shape((f a cuboid and has a square base of size 8 ¢1 8 cm. The depth of juice in the oof centimeters, is closest to Oo a) 2 AS @ 20 Fre : Freateri wet % so 33% Rene rer ge | 6251, 6521 aft 5621 4 5 % wart atreat @ @ 6 @) 5550 (8) 5050 Pot ae a Fee carer anit at ath Sear ara anion, fit ams x 8 Sh & | feet Foam A mend (Baise H) fare safes aia ett 2 a) 22 @ 16 @ 18 20 ® 16 oO SPATS S ROUGH WORK 7 wre & Ferg arg ° ‘Which one of the following does not match. curricular expectations of _teaching mathematics at the primary level ? (2) Analyse and infer from representation of| grouped data (2) Develop a connection between the logical functioning of daily life and that of| mathematical thinking (3) Develop language and symbolic notations with standard algorithms of performing number operations (4) Represent part of whole as a fraction and order simple fractions 85. ‘The main goal of Mathematics education is () to help. the students to undernand mathematics. (2) to develop useful capabilities. (8) to develop children's _abiliti mathematization, (4) to formulate theorems of Geor their proofs independ At primary level use of tani patterns, ete, helps the stu @ @ @ 10 enhance spatial un develop sense of (10) 36, wate en 1 Som, firg & Ga, site, “w [FOR ROUGH WORK / < word & fore sere @ (3) Ae a donee ere ote wien Perel at @ aia & @ @ me 1+2-94+4-546-74 2 aA aT 2 (2000 @ 0 @ 1 (4) 500 TH ord & ery ate c ea) 40. Perimeter of a square is 44 em. The perimeter| of a rectangle is equal to the perimeter of this square. The length of the rectangle is 5 em) ayrarg apf A aT & 5 BEhftee af ‘more than the side of the square. The sum of| ae areas (in em?) of the square and the rectangle ae i eat? dis 229 a 229 (2) 169 (169 @) 140 (3) 140 (4) 217 ° (4) 217 a1, wea meaeat agen, Prererat 41, As per the NCF 2005, the narrow aim of| # afa fram i} teaching Mathematics at schools is @ 4 — (@) to develop numeracy related skills. ‘hy / 2) to teach algebra. @) grt | (8) to teach calculation and measurements. (4) to teach daily life problems related to Seen Sire sts linear algebra. A Bran | Ravi has three dozen chocolates. He gave one-third of them to his neighbour, one-sixth to Rehana and one-fourth to at stk wasted am ome wer at 2 sister How many chocolates are left wi ae coe aes es @ @ 10 | @ 6 @ 6 @ 8 @) 8 w 9 w 9 43. A child who is able to p. umber| 43, ws war fra sae F wh den ‘operations and is able to cept of | ‘aieast at wa Haan @ an fist ew fractions is at A aren wa a wen t, we sare (2) operatic a () eBeamwe are maesront pe (2) arf sree Blasi (3) aferrorera stare (4) partition pt (4) easter saree ‘SPACE FOR ROUGH WORK / 7 ard & fore STE class as repeated addition and then by| 92 aa stg & eu Gam whe grouping of same number of objects taken ar HET A asi HT A HL multiple times she introduced the ‘x’ symbol wart @ 1 aeareny fie x a and further conducted a small activity of| aa ord 9 a om ee finding product using criss-cross lines or| Yarsit saa wife fei matchsticks. Here the teacher is Sta firarrert are & | @ 44. A teacher introduced multiplication in her|44. U® sreanften awe war # apn at ay” using multiple representations to make ‘ the class interesting. a (2) developing a lesson and taking students ‘from concrete to abstract concept’. (3) catering to learners with different learning styles. (4) providing remedial strategies for low achievers in mathematics. Akankeha wants to become a good} 45, O & seh sent ee mathematics teacher. To be a good 1 aha 6 seat renter & far mathematics teacher she must have (1) conceptual knowledge, underst ° as) 45. 1 is important to conduct mathematica |46. at H aitita hiaralsg recreational activities and challenging aittigi snide veers eecrustisal pussies in the clampan seca ws 7 ) ! () they bring students out of the a) 2 frentia? MOG sn monétonous and boring routines of veeya aan SE Sr a are matheniatics classroom. waa am of (2) they give space to gifted learners. @) 2 sfmenct ay wo sfra saat (8) they are helpful to enhance spatial and analytical ability of every earner. @ ax Q contr a feetworene: (@) they can create interest in low achievers 5 Hamas € | and slow learners in mathematics. @ ae Pranfelat ser Hq af frente # fa sera ee 47. ‘Vedic Mathematies’ is becoming popular nowadays especially amongst primary school children and is used to enhance 4 (2) the problem solving skills of student4ts mathematics, (2) the concentration of students @ ‘mathematic (3) the calculation skills and ey it ithematics. i CD) (a) nfo 3 en hee (4) the ‘ithmic w yf a (4) Praiat 6 nia Rema se =A wa Dre, sro Rete er 8 orate A walt Haas chet eter scat & wary efaad § a faeee feraycacs 48. Formative Assessment in ties at RT oN 4s, safes sree Haft carers arate a Lena len Sp ratifies ® (2) testing of al @) (3) faenfial & ite (aot) afte tes (Fea) 1 gaps and) Go aera HE aetna wh athe rer fit SI WEST | ‘SPACE FOR ROUGH WORK / 7 ard & fera srg (5) 49. 2-leacher uses the exploratory approach, use | 49, we frre afte & ase at of manipulatives and involvement of students Pe gracussion while giving the concepts of| SIV FIM a en ach mathematics, She uses this strategy to sree aarti #1 sri a @) develop manipulative skills among the sai 9 mfr act 8 1 ae ga students. fava fore aac 8 2 (2) create a certain way of thinking and Teasoning. (3) achieve the narrow aim of teaching mathematics. (#) achieve the higher aim of teaching mathematics. A teacher asks Shailja of class V about the Perimeter of a figure. She also asked Shailja to explain the solution in her words. Shailja was able to solve the Problem correctly but was not able to explain it, This reflects that Shailja is having () poor understanding of concept of Perimeter but good verbal ability (2) lower language proficiency and lower order mathematical proficiency (3) lower language proficiency and higher order mathematical proficiency @ poor confidence evel and ‘mathematical skills The section, ‘Practice Time’ included if m5, a PH Srenfears er aan aH aii Stee different topies in Mathematies textbook, Saoneee aes. Is ‘sreara aaa’ ai morafina a3 an ate 8 () 2he srereat # acer se (2) ensuring better ‘utilization of (3) providing extended Idxenis 2) ra ten again ghee eT opportunities (3) Rega often same were eT “ Providing fan and ye st @) Rena a ome a nef sam oer FORRPUGH WORK 73 wird & Ferg org () having a change in daily routine O° S O° c (16) ‘52. 43 students of class V A and 15 of class V B participated in a writing competition. They scored marks as follows : ClassV A 14, 6, 15, 12, 11, 11, 7, 9, 17, 13, ran as 8, 10, 18 Class VB 13,9, 0,7, 14,6, 0,9, 16,9, 13,| FAT VA 13, 9, 0, 7, 14 16, 9, 13, 16, 5, 18, 11 16, 4a O What inference can you draw from the given data? frent frat aay (2) Class V A performed better because the average score of V A is more. wif va (2) Both the sections performed ‘equally well ‘because the total marks scored by the sections are the same. gra wea Get iw aT FN Both the sections performed equally wel ZS Carat omit a seata BHT eT, eH AT because the average marks of both, i cena | Both the sections ea ecg. thay HiGHEE th THE a) Sab Rot a weak ear ter, a ST sebtionsis:18. rant & ger wre sfteran sist eT AT 1%! Bn 6 1 How many 75 are in 5 8 aera 3 8? @M 6 @m 6 @ 12 @ 2 (3) 10, (3) 10 4) 8 4 8 SPACE FOR ROUGH WORK [ 1% fae vata seqaa feenftat & a8 fe @ sed Ghar 3 sie & at a gen waa si | wate sans A wala sea & fee ah amare SoMa ar sqarea Peat ont 2, dae 8 aigar A outa ang B. aaa afer Cc. turfs a ate D. aaa @ ead @ Faas a @) taBaike (20) gonce in their heights, co of growing Nopriate indieator for assessment in EVS mary level ? stioning ‘oncern for justice and equality (3) Cooperation wich the following should not be an|®° (4) Remembering © G4. Study the following table = 64. June [December 2007_| 2014 Price of petrol in tiiitre | 4774 | 61:33 Price of diesel in T/litre | 35:21 | 5051 ‘After studying the above table, Devmect a ‘Glass V student, wrote the following in his notebook : ‘A. Petrol is a more expensive fuel than! diesel. B, The percentage increase in price of diesel is more than that of petrol. (©. Diesel is cheaper and-that is why public transport runs on it. D. Diesel is a cheaper fuel than pet People should buy diesel vehicles. ‘Which one of the following is correct ? (a) Cand D are inferences (2) AandD are observations (3) Aand C are observa 65. eg @8 Ta yA sent eT eR t FF 3 ‘remelt orecare & chlh ar seats | ae afters, (Gea) & fore sO weal ST AT BCT ara stceten ee = ? (a) were Pha et fre se HE (2) -afiraraer dt & ae fever @ Fh Sat, sei, a oh ots Foren I aac FT ry cane fe ha oh wots az rata, ere a vafac eT % SHER Prfafad #8 aaa GH Seas TTF a? @ wT (og) mara ate Beran & fe te (swear (4) Se (21) Your principal asks you to take class V students on an educational visit. What would you include while planning for such a visit to make it meaningful ? (2) Asking students to find and read the information about the place to be visited (2) Taking enough food and games to enjoy (3) Ensuring that students should be disciplined and should visit the place quietly Preparing structured activity sheet about the place to be visited and sharing the same with the students before the visit for an authentic and meaningful learning 67. Stories and poems can be effectively used in| gg teaching of EVS at primary level. The main purpose of using them in EVS is to (2) providing contextual environment make lessons enjoyable promote linguistic skills cater to diversity in classroom learning] @ @) @ How would a primary teacher effect assess her students of class IV on the topic of] “Scarcity of water” ? (2) Conducting a written test on th4\gbove topic By finding out howgthey saving water in their OQ\.to4 Organising a e water conservation Asking children _to saving water (2) @ () ite Wogans on am surat 3 oneal wer fis aT Ry faenfat a df saci am & ort | 34 Sacies ar & ard aa er A senfier “Senna” & fewa a sa Iv & wei a wrap aos a ‘fare wen aft 2 @) wae fea ow fafer wie a ori a (2) Fe am ae fi Fe oF BAe star F vet ft aa a ore AR Set dea Fo dhee eat Ft feat ar srt ae (4) Fall Bt oer dea a at fora & fore, ee rafts ar a Hrafeaien’ fre & frenfdat & froferfta 4 & fa ster at agra fret @ 2 @ wert sk a (2) am & agar fea ey (3) arta feafa ok femate i arent 4) are-gar tae @) 1. 4. 8S . On a state map, at its one corner it ‘This plant has leaves which are used as vegetables, Its seeds are used to produce oil. The plant is (2) Coconut @) Cabbage (3) Mustard (Spinach ‘Which one of the following is a set of diseases ‘caused/spread by mosquitoes ? (2) Cholera, Dengue, Malaria (2) Chikungunya, Dengue, Malaria (3) Chikungunya, Cholera, ‘Typhoid (4) Chikungunya, Malaria, Typhoid mentioned “Seale 1 em = 110 meters”. If map the measured distance between cities is 9-7 cm, the actual distancs-befW the two cities is approximately @ 201 km @) 11km (3) 10km (4) 1067 km reams (euond) : A. Iti o)kzafiminium, iron and copper and tin in a s nds of years. gbjects made of bronze are lighter but Wich stronger than those made of (3) 4%, CandD @ OnlyAandD 72. ary Feat & ahve aT ria a uw GREG Cr a wien ew FR Fe 1 @f = 10 the” 1 a ee AR Pot 2 wel ata Ht ge 9-7 Sahl a oT 2, aw ahi aed & de AH arataew at? rT a) 2.01 Fea (2) 11 Fe (a) 10 fh 4) 1-067 Fat wit (ata) aH farafertet ser arr Fifa : A. we tf, ora aft sie Sar ec watt B, Hwa a wie otk fea a acre a7 wren 2 | c. anita aim atx an seat eat af mee) D. ata A af agi tofitan ft wh a A en i eA wa aE afew (fears) WF wi ad oH f @ saa Banc @ ABaicc @) B,CamRD (4) Saat ase D 75. Which of the following is/are’ tools and (23) techniques of assessment in EVS at primary level ? . Project work Field trip . Journal writing Concept mapping Only D A,B,C andD Only A ana B (4) Only B and c ‘Which one of the following strategies seems ‘most appropriate for teaching maps to Primary graders ? (1) Instructing learners to bring the map of| India from their home @) Showing an atlas to learners and asking them to locate different places (8) Facilitating learners to construct may their immediate surroundings by us their own symbols and focusing relative position and direction of Drawing of the map by the teacher d& the a Q) Achieving success in Understanding Poa @ « black-board and asking learners Py different places Which one of the following e important aspect of ic] at level ? end ‘artay FR tk fear era See ay ) SEI TT ee oe ARR aT aT Frenfat ah fate corti fete aah eT ratios er a safer sre wg? & fg fesftran #8 staan vee, wea weegeh ga arf 2 Sree 8 age at eT ® fr (saqrensit) a gage @ tet ad a ars anf aight watery & ste (© freer deta at sen sheet = faa or ‘A and C S ay c c (ay 78, Teaching of EVS should encourage process |78- skills, which are the core of inquiry-based, hands-on learning. Which one of the following isnot such a skill ? (1) Determination (2) Inferring (8) Observation (4) Predicting 79. Study the following statements about the Jhoom farming practised in Mizoram : A. After cutting one crop, the land is left as itis for some years. B. The bamboo or weeds which grow on that land are cut and burnt. ©. ‘The land is deeply ploughed Yefore sowing the seeds. D. In one farm three or four different ty of crops are grown. E, Chemical fertilizers and pestici| also used as per need. ‘The correct statements are @) A,BandD @) Only AandB (3) Only Band D @ ©,Dande noddtickets to travel by public from one place to another. the reservation process. Qe most appropriate option = andD ( CandD 29. wafer sree % fireror sia arate wtacii at aerar fear arenfta wear saat 3%, Fa aaa wt @) Frater (2) Fret @) saci 4 Bier ‘fairer aa @et ge Sah & fae ararn aifare : i wa & wa, uaF Hau ots BIE RoR ae aia sh auTaK 4 em een ret & 33 8 wee af A et gerd A a we @ a0 4 dean fifa var 3 pad omg at & 5, saweaqe vente sda a Sreareresl er see ft fear aren & | wii ah ware @ apap @ FAs B @@) Faq Bok D 4) CDSE im fafa wer % a edi an sein a 2108 Radi & arin a fofefan # f Baer w wap a1 a sai A on wet & AL SerLsrem area @ ara BE aT ‘aarra ft fr Bre & B. aa A ama 3a ares ger va fer frk acd 21 co. agate ofa a wm wn a gt = a & fee wi fear arfee | D. aren Sipe St AH | watts sage fred aA : @ ase @ asec @) Baie @ camp + Reena loves thangoes. She wants'to preserve A farmer is growing paddy crop over and/or. Ahn using excess of fertilizers and pestiNted gy, (25) + Tf we observe birds, we find that most of the et. birds often move their neck. It is because () their ears are covered and they can fly. (2). the birds have two eyes, (8) their eyes can focus on two different objects at a time. (4) “im most of the birds, the eyes are fixed and cannot move. these for winters. Which one of the following is ad ‘8 good way of preserving them ? ‘ (@) Prepare juice and store in an airtight container. @) Putin a plastic bag. (8) Store in a refrigerator, (4) Make ‘aam papad’ and pickle, Which ono of the following animals’ front teoth ‘keep on growing throughout its life ? Tt has ta keep gnawing on things to keep its teeth from becoming too long. (Q) Squirrel (2) Lizard (3) Rat @) Termite 83. in his fields. This practice will make the so) his fields (Q)_ fit for ploughing OS (2) barren (8) fertile for other crops also (4) useful for the paddy crops of The neighbouring states of 85. (Karnataka and Mgkarat\ea (2) Andhra Pradesh an (3) Karnataka and Tami \Ngdu (4) Tamil Nadu and cadeSh In which one of the fol country do most in cocons @) Goa @) Jam tates of our eat sea fish 86, Kad (3) Bil Format a ofis SR-an a EH weet wh | ter a a aa Gal A et (oo) & fu, ret (2) eee rss 87. 0, Wen o (26) Study the following statements about “Desert 'A. Desert Oak is a tree that grows almost as tall as our classrooms, i.e. about 4 meters. B. The roots of this tree go down nearly 30 times its height till they reach water. ©. Water is stored in the trunk of this tree. D. This tree is found in Abu Dhabi. ‘The correct statements are (@) B,CandD (2) Only Aand B (3) A,BandC () A,BandD ‘A person boarded a train on 02.01, ‘at Madgaon for Nagercoil. The train dep: from Madgaon at 07:45 hours and re: Nagercoil at, 04: 45 hours on the iie., 03.01.2016. If the distance between two stations is 1140 km, the av ce the train was approximately @) Sikm/h (2) 59kmh (3) 57 km/h (4) 54 km/h ‘A person living in fants to visit |°™ first Bhopal (Ma 1) and then Ranchi (Jhark ions of his journey will (1) week ane south @ the Is east (3) then’ west (4) nn towards south the following characteristics is @ail the animals given below ? izard, Sparrow, Turtle, Snake ey are poisonous. can live on land as well as in water. heir bodies are covered with scales. (4) They lay eggs. wat #1 sree Af, Yea site A meee a a tet eat 2 | BR Ra A & Sat eT 30: wit Aste aie & a a 39g oT | ae aH anes yarn H Gar | tam 07: 45 a & ach ste svat fer saa, 03.01.2018 04 : 45 58 FIRST la = 4 Rui & fa A gO 1140 km’, # tors F ahaa are at erreT @ 51 kmh (2) 59 km/h (@) 57 km/h @) 54 km/h ag Peg Hee aren aw sats Tee STH (FE yea) att fx tet (ares) er wT FE “area & | set at St Fea ef weet ca) fam Ram & tte fe af fee ) afar een atk fix i fear (a) -efaror Fa hte ee ates Fae (4) eh Reem tte Foe fr fee oo. A Ree ah aa A Festa A ahaa fertsar 1g arc @ 2 foreet, atten, sgoT, att GQ) Aste Rte @ axa sa eae aete (3) He whe mew a eH AE @) aHAe! Candidates should answer questions from the following Part only if they have opted for ENGLISH _2& LANGUAGE - I. wlenet frefefad srr WS Explaining a procedure to a peer during| RS anexperiment te (28) * PARTIV LANGUAGE I ENGLISH 94. BLP. Skinner claii it is learnt through, Directions : Answer the following questions by selecting the most appropriate option. 91. Role Play should be an integral part of every language classroom because (2) it is an effective classroom management technique. (2) it enables students to engage in meaningful talk, (3) it enables students to memorize the st (4) it enables girls and boys to interact freely. NS 92. A language teacher wants her students ¢ write for an authentic audience and py What would be the best writing to achieve this ? (2) Students write ansi&s tigns given at the end of discussing them with e: (2) Students write a m¢ fa movie they watched recent difficulty in writing a composition on wu’, The most probable reason for Rani’s roblem is that (2) her parents are unable to help her in understanding the school culture. (2) she is not a hardworking girl and is not trying to adapt to the school curriculum. (8) her background is deficient and is not on a par with standard school culture. (4) there is a discontinuity between her home environment and the school curriculum. A language textbook for class 1 starts with Poems and stories (complete text) and ends with the alphabet, Which approach does this kind of arrangement reflect in language pedagogy ? (Q) Top-down approach (2) Aesthetic approach (8) Bottom-up approach (4) Eclectic approach 97. 100. (29) Which of the following is not true about sentences in the passive voice ? (1) The verb in passive sentences is always in perfect participle form. It is generally used where the subject is hidden, not clear or not significant. @ (3) Sentences with intransitive verbs cannot be passivized. (@ Any declarative sentence can be passivized. A child reads ‘She bought three apples’ as ‘She bought tree apples’ and explains it as ‘apples from trees’. How would you rate this child's reading skills ? @ @) @) @ She reads with spelling errors. She reads carelessly. She reads with comprehension. She reads without comprehension. ‘The most important purpose of assessment is st (1) to form an opinion about the b in the class (2) to score and rank students their performance to provide lit students’ les to judge schools In the primaryajasse\\ is recommended that hires soul be [email protected] their mother tongue @ it @) « jural environment lop self-confidence 101. A student of class V has just read a 102. tes the walls ptlans coe Bey the outskirts of a city. After ing phe chapter, the student remarks haw it must be to struggle for day. Which comprehension this remark reveal ? (2) Summarizing O (2) Metacognition (3) Inferential afeding (4) Read alow A common (flop \ektal reading disorder is iting isa___and nota. (1) product; formation (2) process; product (8) process; formation (4) product; process Which one of the following principles is not appropriate for vocabulary development ? (1) Provide opportunities to consult a dictionary (2) Integrate new words with old (8) Make a new word ‘real’ by connecting it to the learners’ world (4) Passive vocabulary should be learnt by heart 105. Storytelling should be used frequently in classrooms becanse () it lays the foundation of logical understanding and imagination ) it lays the foundation for other academic engagements (8) itallows students to imagine and relax (4) it provides space for teachers to engage in| other academic tasks Directions : Read the passage given below and answer the questions that follow (Q. No. 106 to 114) by selecting the most appropriate option. Adversity provides us with an opportunity to develop our character in a natural, recurring an¢ powerful way that only the challenges of adversity offer. According to Solomon, adversity refines an reveals the gold and silver of our character. A lot of times adversity comes our way direct or indirect result of our own actions. Wel had misrepresented the opporti fact is, I am the one who made| tut our lives we will adversity that is not a g a@ons. It is critically important (oot Sin no ousles oo thowe Wking/to do with it, When a friend of i to leukemia, he confided to was punishing him for his past c (30) 107. 109. 110, 1. ier words, he was blaming himself. It is believed that adversity sometimes se that we cannot know or underst ipting as it may be, to try to figure out su is not only an exercise in futility, it (2) \W@phagipe that adversity is part of life his prose (a) force to his argument n our misfortunes are the result of haste (2) follies (8) actions (4) idleness ‘The synonym for ‘cautioned’ is (2) threatened (2) suggested (3) persuaded (4) warned ‘The phrase ‘exercise in futility’ means (D_ something that is pointless (2) hopes of future (3) an irrational act (4) a foolish approach: ‘Identify the correct statement. (Q) Adversity is a curse. (2) The mystery of adversity ean be easily understood. (3) Adversity helps us improve our character. (A) Adversity is purposeless. true? (1) The bravest are bogged down by misfortunes, (2) Adversity refines our character. () Adversity sometimes has a purpose. | 112, Which of the following statements is not | (4) Adversity is a test of our character. ‘The antonym for the word ‘adversity’ is 2) luxury @) tuck (3) emptiness (4) prosperity 114, When adversity strikes us we blame : (2) providence. @) ourstars, | (3) everything and everyone —_ except ourselves. (4) supernatural powers and evil spirits. Directions : Read the poem given below and answer selecting the most appropriate option. Invictus Out of the night that covers Black as the pit from pole I thank whatever gods For my unconquerab} S In the fell (at) 117. Wi \d Yes’ means jusing havoc sr and sorrow (&Sifavourable circumstances G the questions that follow (Q. No. 115 to 120) 118, 119. a Horror of the shade, ved e of the years SS find, me unafraid. William Ernest Henley 115. The phrase ‘unconquerable soul” person who is, wo @ @ w compassionate noble sensitive invineible 116. Lines 5 and 6 show 1e sp@ker (2) remains un under the worst cireumstange @ iso by adverse circu ace; lenges. @) ) ander. unbearable suffering ‘The phrase “menace of the years’ suggests (2) danger to life. (2) cruel fate. (3) evils of life. (4) threats of the times, ‘The word ‘winced’ in the second stanza means () ruffled (2) frightened (3) worried (4) recoiled ‘The poetic device used in ‘Black as the pit from pole to pole’ is () irony (2) simile (3) parallelism (4) metaphor c (32) g Candidates should answer s' from the following P; ‘they have opted for as LANGUAGE -I. & ateneff et & SR -in (33) ] amiv | wre I fet Sr Rare = Rrra or i 91. Mier aerett & del ¥ ater gem ae 8 7 () are ret wa gat & cada HE 2) ard Shere wa aH a aS Ta #1 @ wert ater wget st wna al wa Aart ster wm are ake are @, am a eh 92, sTer-ferarr aterm H iftaas aiteret & frre & fee, wad an mere 8 | Fat Aa a ef a ga @ vitor ger @) seta ee a tet @ feat fa x wat eer umn free % aay ¥ ahaa Re ) set er eer orn fae mame! ar By. st afafattedl er ster ti an fare oT @ ofteate & sae 3am So weit sae arn @ arg eat @) aI 7 fea ee 2) ett he aad wen sae & are A wen fran at Gia a ar ee ae B () wet gre srry Ft fe (2) wail & dea # oivesa ae (3) 331 ft wera # fare (Reet & orem & aftreatis ar free . USLTTE & set H tS sree od falafel ei a @) aa ed go oe oh tet ee ae ser at Q) aaa 8 8 aa (3) Wee faege smena a a @ we aa 100. (34) . aeT-ARretoT H Ge a1 waiter meraqel ear @, wife () Ga ae a fea Ba @) Gat ae ore (8) Gat enbiite fare dere (4) ae Rrge at am am se aeaT a we wrafie fre & ey 4 si aad ait sae ares are ara fe wate ara #2 (fafa wena @) TWettem qe fren @) wat ga fafa det a esr ara 4) afea weal ar qatar maf ee 1 sell A yeaa FT =O 4 fea ver #1 annh valftre > a) are aes Ht ate gv @) Wenger 104, sre Stas A ang AT aT wierd din? wal Ren ® ame aiftre =, o Bat & Oo aaa 4 arch gat ae are H ach # fm wa & wfees fem at mel (4) feat saan At open = sifra ain a Arde : art eq me verre at aga Rieaherhias eat (2%. 106 #111) 4 ara sfera fewer Bie 1 Sifeat get set ee het amt WHaR a He Wear shar wt aah each @ ae, cat af ae oe aah SARAH A ee deat A aed €, 3 eq dor eat a yet anf agit cach B dar rea athe gar & Set frat % ethan am we a ae ft 8 cater 82 a gra wh nf sta fra ea a KH (35) 106.

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