CTET 2026 (Feb) Paper 1

FOR CTET EXAM PREPARATION

CTET 2026
Question Paper
EXAM YEAR TYPE DETAILS

CTET 2026 Question Paper (Feb) Paper 1

Notes · Sample Papers · Previous Year Papers · Mock Tests

m
c. o

m
m .co s e m
s e g l a
gl a a
This Booklet contains 48 printed pages.
Bg nwpÒVH$m _| 48> _w{–V n•> h¢ü& CEF–26–I

Main Test Booklet No.
PAPER—I/‡ÌZ-nÃççI

_wª` narjm nwpÒVH$m gߪ`m
MAIN TEST BOOKLET/_wª` narjm nwpÒVH$m
Do not open this Test Booklet until you are asked to do so. Main Test Booklet Code/
Bg narjm nwpÒVH$m H$mo V~ VH$ Z Imob| O~ VH$ H$hm Z OmEü& _wª` narjm nwpÒVH$m H$moS>
Read carefully the Instructions on the Back Cover of this Test Booklet.
Bg narjm nwpÒVH$m Ho$ {nN>bo AmdaU na {XE JE {ZX}em| H$mo ‹`mZ go nãT>|ü&
m
V .co
m
.co e m
INSTRUCTIONS FOR CANDIDATES narjm{W©`m| Ho$ {bE {ZX}e
m as
1. The OMR Answer Sheet is inside this Test Booklet. When you are

s e
directed to open the Test Booklet, take out the Answer Sheet and fill in 1. OMR
>-l na
CŒma-nà Bg narjm nwpÒVH$m Ho$ A›Xa aIm h°ü& O~ AmnH$mo narjm
nwpÒVH$m ImobZo H$mo H$hm OmE, V~ CŒma-nà {ZH$mb H$a n•>- Edß n•g
l a
the particulars on Side-1 and Side-2 carefully with Blue/Black
Ballpoint Pen only.
g ‹`mZ go Ho$db Zrbo/H$mbo ~m∞bnm∞BßQ> noZ go {ddaU ^a|ü& a
1 2

a
2. The test is of 2½ hours duration and consists of 150 questions. There
is no negative marking.
2. narjm H$s Ad{Y 2½ K Q>o h° Edß narjm _| 150 ‡ÌZ h¢ü& H$moB© G$UmÀ_H$ AßH$Z
Zht h°ü&
3. Use Blue/Black Ballpoint Pen only for writing particulars on this
page/marking responses in the Answer Sheet. 3. Bg n•> na {ddaU Aß{H$V H$aZo Edß CŒma-nà na {ZemZ bJmZo Ho$ {bE Ho$db
4. The CODE for this Booklet is V. Make sure that the CODE printed on Zrbo/H$mbo ~m∞bnm∞BßQ> noZ H$m ‡`moJ H$a|ü&
Side-2 of the Answer Sheet is the same as that on this Booklet. Also 4. Bg nwpÒVH$m H$m H$moS> V h°ü& `h gw{Z{¸V H$a b| {H$ Bg nwpÒVH$m H$m H$moS>,
ensure that your Test Booklet No. and Answer Sheet No. are the same. CŒma-nà Ho$ n•>-2 na N>no H$moS> go {_bVm h°ü& `h ^r gw{Z{¸V H$a b| {H$ narjm
In case of discrepancy, the candidate should immediately report the nwpÒVH$m gߪ`m Am°a CŒma-nà gߪ`m {_bVo h¢ü& AJa `h {^fi hmo, Vmo narjmWu
matter to the Invigilator for replacement of both the Test Booklet and Xygar narjm nwpÒVH$m Am°a CŒma-nà boZo Ho$ {bE {ZarjH$ H$mo Vwa›V AdJV
the Answer Sheet.

m
H$amE±ü&

.co
5. This Test Booklet has Five Parts—I, II, III, IV and V, consisting of 150
Objective-type Questions and each carries 1 mark : 5. Bg narjm nwpÒVH$m _| nm±M ^mJççI, II, III, IV Am°a V h¢, {OZ_| 150 dÒVw{Z>

m
‡ÌZ h¢ VWm ‡À`oH$ 1 AßH$ H$m h° :
e
Part–I : Child Development and Pedagogy (Q. Nos. 1–30)
Part–II : Mathematics
Part–III : Environmental Studies
las
(Q. Nos. 31–60)
(Q. Nos. 61–90)
^mJçI : ~mb {dH$mg d {ejmemÛ
^mJçII : J{UV
(‡ÌZ gß0 1–30)
(‡ÌZ gß0 31–60)
Part–IV : Language–I (English/Hindi)
Part–V : Language–II (English/Hindi) ag
(Q. Nos. 91–120)
(Q. Nos. 121–150)
^mJçIII : n`m©daU A‹``Z
^mJçIV : ^mfmçI (AßJ´oOr/qhXr)
(‡ÌZ gß0 61–90)
(‡ÌZ gß0 91–120)
6. Part–IV contains 30 questions for Language–I and Part–V contains 30 ^mJçV : ^mfmçII (AßJ´oOr/qhXr) (‡ÌZ gß0 121–150)
questions for Language–II. In this Test Booklet, only questions
pertaining to English and Hindi Language have been given. In case 6. ^mJçIV _| ^mfmçI Ho$ {bE 30 ‡ÌZ Am°a ^mJçV _| ^mfmçII Ho$ {bE 30 ‡ÌZ
the language(s) you have opted for as Language–I and/or {XE JE h¢ü& Bg narjm nwpÒVH$m _| Ho$db AßJ´oOr d qhXr ^mfm go gß~ß{YV ‡ÌZ
Language–II is a language other than English or Hindi, please ask {XE JE h¢ü& `{X ^mfmçI Am°a/`m ^mfmçII _| AmnHo$ ¤mam MwZr JB©
for a Supplement (Language) Test Booklet of V Code that ^mfm(E±) AßJ´oOr `m qhXr Ho$ Abmdm h°/h¢, Vmo H•$n`m V H$moS> dmbr Cg
contains questions on that language. The languages being ^mfm dmbr n[a{eÔ> (^mfm) narjm nwpÒVH$m _m±J br{OEü& {OZ ^mfmAm|
answered must tally with the languages opted for in your Ho$ ‡ÌZm| Ho$ CŒma Amn Xo aho h¢ dh AmdoXZ-nà _| MwZr JB© ^mfmAm| go
Application Form. No change in languages is allowed. AdÌ` _ob ImZr Mm{hEü& ^mfmAm| H$m n[adV©Z AZw_m›` Zht h°ü&
m
.co
7. Candidates are required to attempt questions in Language–II
7. narjmWu ^mfmçII (^mJçV) Ho$ {bE ^mfm gyMr go Eogr ^mfm MwZ| Omo

m
(Part–V) in a language other than the one chosen as Language–I

.co
CZHo$ ¤mam ^mfmçI (^mJçIV) _| MwZr JB© ^mfm go {^fi hmoü&
m
(Part–IV) from the list of languages.
8. Rough work should be done only in the space provided in the Test
m s e
8. aµ\$ H$m`© narjm nwpÒVH$m _| Bg ‡`moOZ Ho$ {bE Xr JB© Imbr OJh na hr H$a|ü&

s e
Booklet for the same.
l a
9. g^r CŒma Ho$db OMR CŒma-nà na hr Aß{H$V H$a|ü& AnZo CŒma ‹`mZnyd©H$
g
la
9. The answers are to be recorded on the OMR Answer Sheet only. Mark
a
Aß{H$V H$a|ü& CŒma ~XbZo hoVw úoV aßOH$ H$m ‡`moJ {Z{f’ h°ü&
g
your responses carefully. No whitener is allowed for changing answers.

a 10. In case of any discrepancy in the English and Hindi versions of 10. `{X AßJ´oOr Am°a {h›Xr gßÒH$aU Ho$ ‡ÌZm|/CŒmam| _| H$moB© {dgßJ{V hmo Vmo AßJ´oOr
questions/answers, English version will be taken as final. gßÒH$aU Aß{V_ _mZm OmEJmü&
Name of the Candidate (in Capital Letters) :
narjmWu H$m Zm_ (~ãS>o Ajam| _|) :
Roll Number (AZwH´$_mßH$) : in figures (AßH$m| _|)
Roll Number (AZwH´$_mßH$) : in words (e„Xm| _o|)
Centre of Examination (in Capital Letters) :
narjm-Ho$›– (~ãS>o Ajam| _|) :
Candidate’s Signature : Invigilator’s Signature :

om .
narjmWu Ho$ hÒVmja : {ZarjH$ Ho$ hÒVmja :
Facsimile Signature Stamp of Centre Superintendent
.c e m
em l as
las ag
ag
For more Question Papers, Sample Papers, Notes & Syllabus visit Page 1 of 48

PART—I / ^mJççI
CHILD DEVELOPMENT AND PEDAGOGY / ~mb {dH$mg d {ejmemÛ

Direction : Answer the following questions (Q. Nos. 1 to 30) by selecting the correct/most
appropriate options.
{ZX}e Ö {ZÂZ{b{IV ‡ÌZm| (‡ÌZ gß0 1 go 30) Ho$ CŒma XoZo Ho$ {bE ghr/g~go Cn`w∫$ {dH$În Mw{ZEü&
1. Rama was mean to her brother Tahir. Next day Tahir got sick. Rama concluded that she
made her brother sick.
According to Piaget, which stage of cognitive development is Rama in?
(1) Preoperational stage (2) Concrete operational stage
(3) Formal operational stage (4) Sensorimotor stage
a_m Zo AnZo ^mB© Vm{ha Ho$ gmW _Vb~r VarHo$ go Ï`dhma {H$`mü& AJbo {XZ Vm{ha ~r_ma hmo J`mü& a_m Zo {ZÓH$f© {ZH$mbm {H$
CgZo AnZo ^mB© H$mo ~r_ma H$a {X`mü&
{n`mOo Ho$ AZwgma, a_m gßkmZmÀ_H$ {dH$mg Ho$ {H$g MaU _| h°?
(1) nyd©-gß{H´$`mÀ_H$ AdÒWm (2) _yV© gß{H´$`mÀ_H$ AdÒWm
(3) Am°nMm[aH$ gß{H´$`mÀ_H$ AdÒWm (4) gßdoXr-MmbH$ AdÒWm

2. _____ is the process by which children become aware of their gender roles.
(1) Gender equality (2) Gender relatedness
(3) Gender homogeneity (4) Gender typing
_____ dh ‡{H´$`m h°, {OgHo$ ¤mam ~Éo AnZr O|S>a ^y{_H$mAm| Ho$ ~mao _| OmJÍ$H$ hmo OmVo h¢ü&
(1) O|S>a g_mZVm (2) O|S>a gß~ßYVm
(3) O|S>a g_Í$nVm (4) O|S>a dJuH$aU (Q>mBqnJ)

3. Which of the following scenarios is aptly describing the application of Lev Vygotsky’s
concept of ‘scaffolding’?
(1) A teacher has strictly prohibited students to have any kind of collaborations and
communication with their peers.
(2) A teacher has written answers on the blackboard and has asked the students to copy
the answers passively in their notebooks.
(3) A teacher has made it mandatory for her students to solve problems on their own in
a set time period.
(4) A teacher gave half-solved problems to her students who were finding it difficult to
solve them otherwise.
{ZÂZ{b{IV _| go H$m°Z-gm n[a—Ì` bod dm`JmoÀÒH$s Ho$ "Ambß~Z' H$s AdYmaUm Ho$ AZw‡`moJ H$m Cn`w∫$ dU©Z H$a ahm h°?
(1) EH$ {e{jH$m Zo {d⁄m{W©`m| H$mo Amng _| {H$gr ‡H$ma Ho$ gh`moJ Am°a gßdmX H$aZo go gªV Í$n go nm~ßXr bJmB© h˛B© h°ü&
(2) EH$ {e{jH$m Zo Ì`m_n≈> na CŒma {bI {XE h¢ Am°a {d⁄m{W©`m| go H$hm h°° {H$ do `o CŒma AnZr H$m∞{n`m| _| {ZpÓH´$` Í$n go
CVma b|ü&
(3) EH$ {e{jH$m Zo AnZo {d⁄m{W©`m| Ho$ {bE `h A{Zdm`© H$a {X`m h° {H$ do {ZYm©[aV g_`md{Y _| Òd`ß hr g_Ò`mAm| H$m
g_mYmZ H$a|ü&
(4) EH$ {e{jH$m Zo AnZo {d⁄m{W©`m| H$mo AmYr hb H$s h˛B© g_Ò`mE± Xt, {O›h| A›`Wm hb H$aZo _| H${R>ZmB© hmo ahr Wrü&

CEF–26–I (V)/P1 2

For more Question Papers, Sample Papers, Notes & Syllabus visit Page 2 of 48

4. Progressive education is an educational philosophy that emphasizes on _____.
(1) rote memorization and teacher-centred instruction
(2) standardized testing and strict curriculum guidelines
(3) competition and individual achievement
(4) student-centred learning and active participation
‡J{Verb {ejm EH$ e°{jH$ Xe©Z h°, Omo _____ na Omoa XoVm h°ü&
(1) aQ>H$a `mX H$aZm Am°a {ejH$-Ho$p›–V {ZX}e
(2) _mZH$sH•$V narjU Am°a gªV nmR>ÁM`m© {Xem{ZX}e
(3) ‡{V`mo{JVm Am°a Ï`{∫$JV Cnbp„Y
(4) N>mÃ-Ho$p›–V {ejm Am°a g{H´$` ^mJrXmar

5. Read the following statements :
Assertion (A) : Children progress from understanding consequences of act to determine
whether they are good/bad to understanding that rules and laws are
flexible and can be changed.
Reason (R) : According to Kohlberg, children’s moral development occurs in continuous
manner and not a discontinuous one.
Choose the correct option.
(1) Both A and R are true but R is not the correct explanation of A.
(2) A is true but R is false.
(3) Both A and R are false.
(4) Both A and R are true and R is the correct explanation of A.
{ZÂZ{b{IV H$WZm| H$mo n{ãT>E :
A{^H$WZ (A) : ~Éo {H$gr H$m`© Ho$ n[aUm_ go `h {ZYm©[aV H$aZo {H$ ä`m do A¿N>o/~wao h¢ `h g_PZo H$s Amoa ‡J{V H$aVo h¢
{H$ {Z`_ Am°a H$mZyZ ZÂ` h¢ Am°a ~Xbo Om gH$Vo h¢ü&
H$maU (R) : H$mohb~J© Ho$ AZwgma, ~Ém| H$m Z°{VH$ {dH$mg {ZaßVa hmoVm h° Z {H$ AgVVü&
ghr {dH$În Mw{ZEü&
(1) A Am°a R XmoZm| ghr h¢ bo{H$Z A H$s R ghr Ï`mª`m Zht H$aVm h°ü&
(2) A ghr h° bo{H$Z R JbV h°ü&
(3) A Am°a R XmoZm| JbV h¢ü&
(4) A Am°a R XmoZm| ghr h¢ VWm A H$s R ghr Ï`mª`m H$aVm h°ü&

6. According to Lev Vygotsky, cognitive development is guided by
(1) processes of attention and perception
(2) assimilation and accommodation that change ‘schemes’
(3) positive and negative reinforcement given by the environment
(4) language in the form of private speech
bod dm`JmoÀÒH$s Ho$ AZwgma, gßkmZmÀ_H$ {dH$mg {H$gHo$ ¤mam {ZX}{eV hmoVm h°?
(1) AdYmZ Am°a ‹`mZ-Ho$p›–V H$aZo H$s ‡{H´$`mAm| ¤mam
(2) g_m`moOZ Am°a g_mdoeZ Ho$ ¤mam Omo "ÒH$s_m' H$mo ~XbVo h¢
(3) n`m©daU ¤mam {XE JE gH$mamÀ_H$ Am°a ZH$mamÀ_H$ nwZ~©bZ ¤mam
(4) {ZOr dmH≤$ Ho$ Í$n _| ^mfm ¤mam

CEF–26–I (V)/P1 3 [ P.T.O.

For more Question Papers, Sample Papers, Notes & Syllabus visit Page 3 of 48

m
c. o

m
m .co s e m
s e g l a
gl a a
7. Which of the following intelligence helps people to perceive, express, understand and
regulate moods and feelings of others?
(1) Logical-mathematical (2) Musical
(3) Naturalist (4) Interpersonal

{ZÂZ{b{IV _| go H$m°Z-gr ~w{’ bmoJm| H$mo Xygam| Ho$ _Zmo^md Am°a ^mdZmAm| H$mo XoIZo, Ï`∫$ H$aZo, g_PZo Am°a {Z`ß{ÃV H$aZo _|
_XX H$aVr h°?
m
m .co
.co m
(1) Vm{H©$H$-J{UVr` (2) gßJrV_`

s e
(3) ‡H•${VdmXr
s em (4) AßVd£`{∫$H$
l a
g ‘boy’
l a a
ag
8. A child’s first
comes from
experience as well as expectations of what it means to be a ‘girl’ or a

(1) relatives (2) neighbourhood
(3) family (4) media

EH$ ~Éo H$m nhbm AZw^d Am°a gmW hr "bãS>H$s' `m "bãS>H$m' hmoZo H$m _Vb~ ä`m h°, H$s AnojmE± {H$ggo AmVr h¢?
(1) [aÌVoXma (2) nãS>mog
(3) n[adma
o m (4) _r{S>`m
c
. is—
e m
9. An essential characteristic of formative assessment
s
ltoa the learners.
(1) tests and exams at the end of the year.

a g
(2) clarification of assessment criteria
(3) to focus on quantitative means to achieve objectivity.
(4) to assign relative ranks and positions to learners.

aMZmÀ_H$ _yÎ`mßH$Z H$s EH$ AmdÌ`H$ {deofVm h°çç
(1) df© Ho$ AßV _| narjU Am°a narjmü&
(2) {ejm{W©`m| Ho$ {bE _yÎ`mßH$Z _mZXßS> H$m ÒnÔ>rH$aUü&
m
m
(3) dÒVw{Z>Vm ‡m· H$aZo Ho$ {bE _mÃmÀ_H$ gmYZm| na ‹`mZ XoZmü&
.co
m .co
(4) {ejm{W©`m| H$mo gmnoj nX Am°a lo{U`m± ‡XmZ H$aZmü&
s e m
s e10. g l a
l a a
ag
Dysgraphia is a
(1) personality disorder (2) physical disability
(3) learning disability (4) neurodevelopmental disorder

boIZ d°H$Î` h°, EH$
(1) Ï`{∫$Àd {dH$ma (2) emar[aH$ AnßJVm
(3) A{YJ_mÀ_H$ Aj_Vm (4) Vß{ÃH$s` {dH$ma

m .
c. o
CEF–26–I (V)/P1
m
4

s e
s em l a
g la ag

a For more Question Papers, Sample Papers, Notes & Syllabus visit Page 4 of 48

11. A teacher should cater to _____ needs of gifted children in the classrooms.
(1) cognitive and emotional (2) cognitive and social
(3) cognitive, social and emotional (4) cognitive

EH$ {ejH$ H$mo H$jmAm| _| ‡{V^membr ~Ém| H$s _____ OÍ$aVm| H$mo ‹`mZ _| aIZm Mm{hEü&
(1) gßkmZmÀ_H$ Am°a ^mdZmÀ_H$ (2) gßkmZmÀ_H$ Am°a gm_m{OH$
(3) gßkmZmÀ_H$, gm_m{OH$ Am°a ^mdZmÀ_H$ (4) gßkmZmÀ_H$

12. Which of the following are examples of pedagogical approaches to teach students with
learning disabilities?
(i) Use of multisensory strategies
(ii) Standardized learning goals
(iii) Flexible and sequential instructions
(iv) Breaking down tasks into smaller parts
Choose the correct option.
(1) (iii) and (iv) (2) (i), (iii) and (iv)
(3) (i), (ii), (iii) and (iv) (4) (i) and (ii)

grIZo H$s Aj_Vm dmbo N>mÃm| H$mo nãT>mZo Ho$ {bE {ZÂZ{b{IV _| go H$m°Z-go e°j{UH$ —{Ô>H$moU Ho$ CXmhaU h¢?
(i) ~h˛gßdoXr aUZr{V`m| H$m Cn`moJ
(ii) grIZo Ho$ _mZH$sH•$V b˙`
(iii) bMrbm Am°a AmZwH´${_H$ {ZX}e
(iv) H$m`m] H$mo N>moQ>o-N>moQ>o ^mJm| _| ~m±Q>Zm

ghr {dH$În Mw{ZEü&
(1) (iii) Am°a (iv) (2) (i), (iii) Am°a (iv)
(3) (i), (ii), (iii) Am°a (iv) (4) (i) Am°a (ii)

13. Which of the following statements about Autism Spectrum Disorder is correct?
(1) Sensory integration and regulation help children with Autism Spectrum Disorder.
(2) It is primarily the ability to hear that is affected in Autism Spectrum Disorder.
(3) Children with Autism Spectrum Disorder exhibit a preference for new stimuli every day.
(4) Children with Autism Spectrum Disorder have excellent communication skills but very
poor memory.

ÒdbrZ H´$_ {dH$ma Ho$ ~mao _|, {ZÂZ{b{IV _| go H$m°Z-gm H$WZ ghr h°?
(1) gßdoXr EH$sH$aU Am°a {d{Z`_Z ÒdbrZ H´$_ {dH$ma go OyP aho ~Ém| H$s _XX H$aVo h¢ü&
(2) ÒdbrZ H´$_ {dH$ma _| _wª` Í$n go gwZZo H$s j_Vm ‡^m{dV hmoVr h°ü&
(3) ÒdbrZ H´$_ {dH$ma go OyP aho ~Éo ha {XZ ZB© CŒmoOZmAm| Ho$ {bE ‡mW{_H$Vm ‡X{e©V H$aVo h¢ü&
(4) ÒdbrZ H´$_ {dH$ma go OyP aho ~Ém| _| CÀH•$Ô> gßMma H$m°eb hmoVm h° bo{H$Z `mXXmÌV ~h˛V H$_Omoa hmoVr h°ü&

CEF–26–I (V)/P1 5 [ P.T.O.

For more Question Papers, Sample Papers, Notes & Syllabus visit Page 5 of 48

14. While teaching in inclusive setups, it is important that teachers—
(1) continuously examine their own implicit and preconceived bias.
(2) understand special children as needy and dependent on others.
(3) follow same curriculum and uniform pedagogy of all learners.
(4) see diversity as an obstacle to effective teaching.
g_mdoer Ï`dÒWm _| nãT>mVo g_` `h _hŒdnyU© h° {H$ {ejH$çç
(1) AnZo Òd`ß Ho$ AßV{Z©{hV Am°a nyd©H$pÎnV nydm©J´hm| H$s bJmVma Om±M H$aoßü&
(2) {deof ~Ém| H$mo OÍ$aV_ßX Am°a Xygam| na {Z^©a g_P|ü&
(3) g^r {ejm{W©`m| Ho$ {bE g_mZ nmR>ÁH´$_ Am°a g_mZ {ejmemÛ H$m nmbZ H$a|ü&
(4) {d{dYVm H$mo ‡^mdr {ejU _| ~mYm Ho$ Í$n _| XoI|ü&

15. Read the following statements :
Assertion (A) : Teachers should include a variety of children’s literature to create
print-rich environment in the classroom.
Reason (R) : Classrooms rich in literacy materials and literacy experiences are central
to effective learning.
Choose the correct option.
(1) Both A and R are true but R is not the correct explanation of A.
(2) A is true but R is false.
(3) Both A and R are false.
(4) Both A and R are true and R is the correct explanation of A.
{ZÂZ{b{IV H$WZm| H$mo n{ãT>E :
A{^H$WZ (A) : {ejH$m| H$mo H$jm _| _w–U-g_•’ dmVmdaU ~ZmZo Ho$ {bE {d{^fi ‡H$ma Ho$ ~mb gm{hÀ` em{_b H$aZm Mm{hEü&
H$maU (R) : gmjaVm gm_J´r Am°a gmjaVm AZw^dm| go g_•’ H$jm ‡^mdr {ejU Ho$ Ho$›– h¢ü&
ghr {dH$În Mw{ZEü&
(1) A Am°a R XmoZm| ghr h¢ bo{H$Z A H$s R ghr Ï`mª`m Zht H$aVm h°ü&
(2) A ghr h° bo{H$Z R JbV h°ü&
(3) A Am°a R XmoZm| JbV h¢ü&
(4) A Am°a R XmoZm| ghr h¢ VWm A H$s R ghr Ï`mª`m H$aVm h°ü&

16. In order to facilitate students’ learning in a progressive classroom, a teacher should
emphasize on the practice of
(1) passive replication
(2) reflective thinking
(3) obedient listening
(4) behaviour conditioning
EH$ ‡J{Verb H$jmH$j _| {d⁄m{W©`m| Ho$ A{YJ_ H$mo gwJ_ ~ZmZo Ho$ {bE EH$ {ejH$ H$mo {ZÂZ{b{IV _| go {H$g ‡{H´$`m na ~b
XoZm Mm{hE?
(1) {ZpÓH´$` Í$n go ‡{VH•${V
(2) qMVZerb gmoM
(3) AmkmH$mar ldU
(4) Ï`dhma AZwHy$bZ

CEF–26–I (V)/P1 6

For more Question Papers, Sample Papers, Notes & Syllabus visit Page 6 of 48

m
c. o

m
m .co s e m
s e g l a
gl a a
17. Seeing Raman, a 4th grade student stuck on a question, his teacher asked him to try the
solution while speaking what is going on in his mind. Such verbalization is likely to be—
(1) helpful because language facilitates thought process.
(2) supportive only for students with learning disabilities because they have difficulty in
auditory processing.
(3) unproductive because language and thought are not related.
(4) futile because language hinders thought process.
m
m
a_Z, Omo {H$ H$jm 4 H$m EH$ {d⁄mWu h°, EH$ ‡ÌZ H$mo hb Zht H$a nm ahm h°ü& `h XoIH$a a_Z H$m {ejH$ Cggo H$hVm h° {H$
.co
.co
CgHo$ _Z _| ä`m Mb ahm h°, dh Cgo ~mobH$a Bg ‡ÌZ H$mo hb H$aZo H$s H$mo{ee H$aoü& Bg Vah H$m _m°{IH$sH$aUçç
m s e m
e
(1) ghm`H$ h° ä`m|{H$ ^mfm gmoMZo H$s ‡{H´$`m H$mo gwJ_ ~ZmVr h°ü&
s l a
l a
(2) Ho$db A{YJ_ Aj_Vm dmbo {d⁄m{W©`m| Ho$ {bE ghm`H$ h° ä`m|{H$ C›h| ldU ‡gßÒH$aU _| H${R>ZmB© hmoVr h°ü&
g ag
a
(3) AZwÀnmXH$ h° ä`m|{H$ ^mfm Am°a gmoM Amng _| gß~ß{YV Zht hmoVr h¢ü&
(4) Ï`W© h° ä`m|{H$ ^mfm gmoMZo H$s ‡{H´$`m _| ~mYm S>mbVr h°ü&
18. A teacher who believes in constructivist pedagogy would—
(1) avoid judgements of students solely on the basis of socio-cultural backgrounds.
(2) promote high levels of verbal instructions as primary pedagogy.
(3) promote ‘ability grouping’ of students.
(4) avoid connecting content to real world.

m
EH$ {ejH$, Omo aMZmdmXr {ejmemÛ _| {dúmg H$aVm h°, Ho$ {bE AmdÌ`H$ h° {H$ dhçç

.co
(1) Ho$db gm_m{OH$-gmßÒH•${VH$ n•>^y{_ Ho$ AmYma na N>mÃm| Ho$ {ZU©` boZo go ~Moü&

em
(2) CÉ ÒVa Ho$ _m°{IH$ {ZX}em| H$mo ‡mW{_H$ {ejmemÛ Ho$ Í$n _| ~ãT>mdm Xoü&
s
la
(3) N>mÃm| Ho$ "`moΩ`Vm g_yh' H$mo ~ãT>mdm Xoü&

a g
(4) {df`-dÒVw H$mo dmÒV{dH$ Xw{Z`m go OmoãS>Zo go ~Moü&
19. Active engagement of learners implies that the students—
(1) rote memorize facts and information.
(2) actively value marks and competition.
(3) consider textbook as the sole source of knowledge.
(4) inquire, explore and question.
{ejm{W©`m| H$s g{H´$` gßbæVm H$m VmÀn`© h° {H$ N>mÃçç
(1) Vœ`m| Am°a gyMZmAm| H$mo aQ>|ü&
m
m
(2) g{H´$` Í$n go AßH$ Am°a ‡{V`mo{JVm H$mo ‡mW{_H$Vm X|ü&
.co
m .co
(3) nmR>ÁnwÒVH$ H$mo kmZ H$m EH$_mà ÚmoV _mZ|ü&
s e m
s e20. (4) nyN>VmN>, A›dofU Am°a ‡ÌZ H$a|ü&
g l a
l a a
ag
Radha reasons, “Clothes dry faster in the sun than in the shade, so the sun is helping
them to dry”. She is showing an understanding of—
(1) reversible thinking. (2) decentration.
(3) animism. (4) cause and effect.
amYm VH©$ XoVr h°,""H$nãS>o N>m`m H$s VwbZm _| Yyn _| OÎXr gyIVo h¢, Bg{bE Yyn C›h| gwImZo _| _XX H$a ahr h°''& dh ä`m g_P
{XIm ahr h°?
(1) ‡{VdVu gmoM (2) {dHo$›–rH$aU
(3) OrddmX (4) H$maU Am°a ‡^md

m .
c. o
CEF–26–I (V)/P1
m
7 [ P.T.O.

s e
s em l a
g la ag

a For more Question Papers, Sample Papers, Notes & Syllabus visit Page 7 of 48

21. Which of the following is an example of intrinsic motivation?
(1) Playing a game for the prize money
(2) Playing a sport for personal enjoyment
(3) Completing the homework to avoid being scolded by parents
(4) Studying for a test to get good grade
{ZÂZ{b{IV _| go H$m°Z-gm Am›V[aH$ A{^‡oaUm H$m CXmhaU h°?
(1) nwaÒH$ma am{e Ho$ {bE Iob IobZm
(2) Ï`{∫$JV AmZ›X Ho$ {bE H$moB© Iob IobZm
(3) _mVm-{nVm H$s S>m±Q> go ~MZo Ho$ {bE J•hH$m`© nyam H$aZm
(4) A¿N>m J´oS> nmZo Ho$ {bE narjm hoVw A‹``Z H$aZm

22. Read the following statements :
Assertion (A) : Teachers who believe in constructivist pedagogy should provide a lot of
materials to the children.
Reason (R) : Young children depend solely on verbal instructions and lectures for
meaningful learning.
Choose the correct option.
(1) Both A and R are true but R is not the correct explanation of A.
(2) A is true but R is false.
(3) Both A and R are false.
(4) Both A and R are true and R is the correct explanation of A.
{ZÂZ{b{IV H$WZm| H$mo n{ãT>E :
A{^H$WZ (A) : aMZmdmXr {ejmemÛ _| {dúmg aIZo dmbo {ejH$m| H$mo ~Ém| H$mo T>oa gmar gm_J´r Cnb„Y H$amZr Mm{hEü&
H$maU (R) : N>moQ>o ~Éo AW©nyU© grIZo Ho$ {bE Ho$db _m°{IH$ {ZX}e d Ï`mª`mZ na {Z^©a hmoVo h¢ü&
ghr {dH$În Mw{ZEü&
(1) A Am°a R XmoZm| ghr h¢ bo{H$Z A H$s R ghr Ï`mª`m Zht H$aVm h°ü&
(2) A ghr h° bo{H$Z R JbV h°ü&
(3) A Am°a R XmoZm| JbV h¢ü&
(4) A Am°a R XmoZm| ghr h¢ VWm A H$s R ghr Ï`mª`m H$aVm h°ü&

23. Avoiding the appearance of low ability in front of peers and teachers is an example of
(1) performance approach goals
(2) task-involved goals
(3) performance avoidance goals
(4) mastery goals
gm{W`m| Am°a {ejH$m| Ho$ gm_Zo H$_ `moΩ`Vm H$s CnpÒW{V go ~MZm EH$ CXmhaU h°
(1) ‡Xe©Z —{Ô>H$moU b˙` H$m
(2) H$m`© _| em{_b b˙` H$m
(3) ‡Xe©Z n[ahma Ho$ b˙` H$m
(4) _hmaV hm{gb H$aZo H$m

CEF–26–I (V)/P1 8

For more Question Papers, Sample Papers, Notes & Syllabus visit Page 8 of 48

24. Which of the following is an effective way to promote critical thinking in the classroom?
(1) Discouraging students from asking questions.
(2) Encouraging students to think independently and questioning assumptions.
(3) Providing students with a set of predetermined answers to choose from.
(4) Encouraging rote memorization of facts.
H$jm _| AmbmoMZmÀ_H$ gmoM H$mo ~ãT>mdm XoZo Ho$ {bE {ZÂZ{b{IV _| go H$m°Z-gm ‡^mdr VarH$m h°?
(1) {d⁄m{W©`m| H$mo ‡ÌZ nyN>Zo go hVmoÀgm{hV H$aZmü&
(2) N>mÃm|o H$mo ÒdVßà Í$n go gmoMZo Am°a YmaUmAmoß na gdmb CR>mZo Ho$ {bE ‡moÀgm{hV H$aZmü&
(3) N>mÃm| H$mo MwZZo Ho$ {bE nyd©-{ZYm©[aV CŒmam| H$m EH$ goQ> ‡XmZ H$aZmü&
(4) Vœ`m| H$mo aQ>Zo Ho$ {bE ‡moÀgm{hV H$aZmü&

25. Read the following statements :
Assertion (A) : Some children have characteristics that resemble their parents while
others are markedly different from their parents.
Reason (R) : Working out how much of any characteristic is due to nature or genes and
how much is due to nurture or environment is a complex issue.
Choose the correct option.
(1) Both A and R are true but R is not the correct explanation of A.
(2) A is true but R is false.
(3) Both A and R are false.
(4) Both A and R are true and R is the correct explanation of A.
{ZÂZ{b{IV H$WZm| H$mo n{ãT>E :
A{^H$WZ (A) : Hw$N> ~Ém| _| Eogr {deofVmE± hmoVr h¢ Omo CZHo$ _mVm-{nVm go {_bVr h¢, O~{H$ A›` AnZo _mVm-{nVm go ÒnÔ>
Í$n go {^fi hmoVr h¢ü&
H$maU (R) : `h nVm bJmZm {H$ H$moB© {deofVm dßemZwH´$_ `m AmZwdß{eH$Vm Ho$ H$maU {H$VZr h° Am°a nmofU `m n`m©daU Ho$
H$maU {H$VZr EH$ O{Q>b _w‘m h°ü&
ghr {dH$În Mw{ZEü&
(1) A Am°a R XmoZm| ghr h¢ bo{H$Z A H$s R ghr Ï`mª`m Zht H$aVm h°ü&
(2) A ghr h° bo{H$Z R JbV h°ü&
(3) A Am°a R XmoZm| JbV h¢ü&
(4) A Am°a R XmoZm| ghr h¢ VWm A H$s R ghr Ï`mª`m H$aVm h°ü&

26. Which of the following statements about development is correct?
(1) Development is a simple and unitary process.
(2) Development can always be measured precisely.
(3) Development is multidimensional and multidirectional.
(4) Development in children can be predicted very accurately.
{dH$mg Ho$ ~mao _| {ZÂZ{b{IV _| go H$m°Z-gm H$WZ ghr h°?
(1) {dH$mg EH$ gab Am°a EH$mÀ_H$ ‡{H´$`m h°ü&
(2) {dH$mg H$mo h_oem gQ>rH$ Vm°a na _mnm Om gH$Vm h°ü&
(3) {dH$mg ~h˛-Am`m_r Am°a ~h˛-{XemÀ_H$ hmoVm h°ü&
(4) ~Ém| _| {dH$mg H$m ~h˛V gQ>rH$ AZw_mZ bJm`m Om gH$Vm h°ü&

CEF–26–I (V)/P1 9 [ P.T.O.

For more Question Papers, Sample Papers, Notes & Syllabus visit Page 9 of 48

m
c. o

m
m .co s e m
s e g l a
gl a a
27. Read the following statements :
Assertion (A) : The ability to comprehend and speak depends on the physical development
of the mouth and brain.
Reason (R) : Emotional development is related to physical growth.
Choose the correct option.
(1) Both A and R are true but R is not the correct explanation of A.

m
.co
(2) A is true but R is false.

m
.co
(3) Both A and R are false.

e m
s
(4) Both A and R are true and R is the correct explanation of A.

e m l a
l as
{ZÂZ{b{IV H$WZm| H$mo n{ãT>E :
A{^H$WZ (A) : g_PZo d ~mobZo H$s j_Vm _w±h Am°a _pÒVÓH$ Ho$ emar[aH$ {dH$mg na {Z^©a H$aVr h°ü& ag
H$maU (R) ag : gßdoJmÀ_H$ {dH$mg, emar[aH$ {dH$mg go gß~ß{YV h°ü&
ghr {dH$În Mw{ZEü&
(1) A Am°a R XmoZm| ghr h¢ bo{H$Z A H$s R ghr Ï`mª`m Zht H$aVm h°ü&
(2) A ghr h° bo{H$Z R JbV h°ü&
(3) A Am°a R XmoZm| JbV h¢ü&
(4) A Am°a R XmoZm| ghr h¢ VWm A H$s R ghr Ï`mª`m H$aVm h°ü&

m
28. Most children can speak five-six coherent sentences at

.co
(1) three years (2) five years

em
(3) seven years (4) one year
A{YH$mße ~Éo nm±M-N>Ö gwgßJV dmä` H$~ ~mob gH$Vo h¢? s
la (2) nm±M gmb _|
(1) VrZ gmb _|
(3) gmV gmb _|
g
a (4) EH$ gmb _|
29. As per Lev Vygotsky, as children grow, their language develops from _____.
(1) private speech to egocentric speech (2) silent speech to thinking aloud
(3) think out loud to inner speech (4) inner speech to external speech
bod dm`JmoÀÒH$s Ho$ AZwgma, O°go-O°go ~Éo ~ãT>Vo h¢, CZH$s ^mfm _____ H$s Amoa {dH${gV hmoVr h°ü&
(1) {ZOr dmH≤$ go AmÀ_Ho$p›–V dmH≤$ (2) _yH$ dmH≤$ go _m°{IH$sH$aU
(3) _m°{IH$sH$aU go AmßV[aH$ dmH≤$ (4) AmßV[aH$ dmH≤$ go ~mhar dmH≤$
m
m .co
.co m
30. Piaget described cognitive development as occurring

m
(1) at three progressive levels
s e
s e (2) as resolution of conflict at eight stages
g l a
g la (3) in a continuous manner from birth through adulthood a
a (4) in four qualitatively different stages
{n`mOo Zo gßkmZmÀ_H$ {dH$mg H$mo {H$g Vah K{Q>V hmoZo dmbm ~Vm`m h°?
(1) VrZ ‡J{Verb ÒVam| na
(2) AmR> AdÒWmAm| _| gßKf© Ho$ gßH$În Ho$ Í$n _|
(3) O›_ go boH$a d`ÒH$Vm VH$ {ZaßVa VarHo$ go
(4) Mma JwUmÀ_H$ Í$n go {d{^fi AdÒWmAm| _|

m .
c. o
CEF–26–I (V)/P1
m
10

s e
s em l a
g la ag

a For more Question Papers, Sample Papers, Notes & Syllabus visit Page 10 of 48

PART—II / ^mJççII
MATHEMATICS / J{UV

Direction : Answer the following questions (Q. Nos. 31 to 60) by selecting the correct/most
appropriate options.
{ZX}e Ö {ZÂZ{b{IV ‡ÌZm| (‡ÌZ gß0 31 go 60) Ho$ CŒma XoZo Ho$ {bE ghr/g~go Cn`w∫$ {dH$În Mw{ZEü&

31. What is the difference between the greatest 4-digit number and the least 4-digit number
formed by using the digits 1, 5, 0 and 7 once?
(1) 6003 (2) 6453 (3) 6531 (4) 6093
AßH$m| 1, 5, 0 Am°a 7 H$m ‡`moJ EH$ hr ~ma H$aHo$ ~Zr g~go ~ãS>r 4-AßH$s` gߪ`m VWm g~go N>moQ>r 4-AßH$s` gߪ`m _| {H$VZm
AßVa h°?
(1) 6003 (2) 6453 (3) 6531 (4) 6093
1 1
32. Kanta has five dozen chocolates. She gives of these to Aruna and of the remaining
6 5
1
chocolates to Radha. She then gives of the remaining chocolates to each of her other three
8
friends. How many chocolates does Kanta have now?
(1) 20 (2) 25 (3) 10 (4) 15

H$mßVm Ho$ nmg nm±M XO©Z Mm∞H$boQ> h¢ü& dh BZH$m 1 ^mJ AÈUm H$mo Am°a eof Mm∞H$boQ>m| H$m 1 ^mJ amYm H$mo XoVr h°ü& CgHo$ ~mX, dh
6 5
1
AnZo A›` VrZ {_Ãm| _| go ‡À`oH$ H$mo eof Mm∞H$boQ>moß H$m ^mJ XoVr h°ü& H$m›Vm Ho$ nmg A~ {H$VZo Mm∞H$boQ> h¢?
8
(1) 20 (2) 25 (3) 10 (4) 15

33. (LCM of 96, 120 and 160) ¸ (HCF of 72 and 168) is equal to
(1) 15 (2) 20 (3) 30 (4) 12
(96, 120 Am°a 160 H$m LCM) ¸ (72 Am°a 168 H$m HCF) ~am~a h°
(1) 15 (2) 20 (3) 30 (4) 12

34. The cost of 8 Samosas is T 156 and that of 4 Idlis is T 98. Sunita has a T 200 note only and
buys 3 Samosas and 3 Idlis. How much money is left with her now?
(1) T 66 (2) T 68 (3) T 72 (4) T 65
8 g_mogm| H$m _yÎ` T 156 h° Am°a 4 BS>{b`moß H$m _yÎ` T 98 h°ü& gwZrVm Ho$ nmg Ho$db EH$ T 200 H$m ZmoQ> h° Am°a dh
3 g_mogo Am°a 3 BS>{b`m± IarXVr h°ü& CgHo$ nmg A~ {H$VZo Èn`o ~Mo h¢?
(1) T 66 (2) T 68 (3) T 72 (4) T 65

SPACE FOR ROUGH WORK / aµ\$ H$m`© Ho$ {bE OJh

CEF–26–I (V)/P1 11 [ P.T.O.

For more Question Papers, Sample Papers, Notes & Syllabus visit Page 11 of 48

35. 24 L 650 mL of milk is filled in 29 bottles each of same size. The quantity of milk in 15 such
bottles is
(1) 12 L 750 mL (2) 13 L 600 mL (3) 15 L 300 mL (4) 11 L 900 mL

EH$ hr gmBO H$s 29 ~moVbm| _| 24 L 650 mL XyY ^am OmVm h°ü& Eogr 15 ~moVbm| _| XyY H$s _mÃm h°
(1) 12 L 750 mL (2) 13 L 600 mL (3) 15 L 300 mL (4) 11 L 900 mL

36. The internal length, breadth and height of a cuboidal box are 12 cm, 10 cm and 8 cm,
respectively. A cubical box has side (internal) 9 cm. Avin tries to pack 1800 cubical dice of
side 1 cm each in these two boxes. The number of dice which are left unpacked is :
(1) 121 (2) 123 (3) 129 (4) 111

EH$ KZm^mH$ma ~ägo H$s AmßV[aH$ bÂ~mB©, Mm°ãS>mB© Am°a D±$MmB© H´$_eÖ 12 cm, 10 cm Am°a 8 cm h¢ü& EH$ KZmH$ma ~ägo H$s
AmßV[aH$ ^wOm 9 cm h°ü& A{dZ 1 cm ^wOm dmbo 1800 KZmH$ma nmgm| H$mo BZ XmoZm| ~ägm| _| n°H$ H$aZo H$s H$mo{ee H$aVm h°ü&
~Mo h˛E nmgo, Omo BZ ~ägm| _| n°H$ Zht hmo nmVo, H$s gߪ`m h° :
(1) 121 (2) 123 (3) 129 (4) 111

37. A bag containing potatoes, onions and lemons weighs 46 kg 160 g. The weight of potatoes is
17 kg 115 g and that of onions is 15 kg 325 g. The weight of empty bag is 120 g. If 30 lemons
weigh 1 kg, then what is the number of lemons in the bag?
(1) 402 (2) 408 (3) 414 (4) 396

{H$gr W°bo H$m ^ma, {Og_| Amby, fl`mO Am°a Zt~y ^ao h˛E h¢, 46 kg 160 g h°ü& Amby H$m ^ma 17 kg 115 g VWm fl`mO H$m
^ma 15 kg 325 g h°ü& Imbr W°bo H$m ^ma 120 g h°ü& `{X 30 Zt~wAm| H$m ^ma 1 kg h°, Vmo W°bo _| Zt~wAm| H$s gߪ`m
ä`m h°?
(1) 402 (2) 408 (3) 414 (4) 396

38. Which of the following has/have only two lines of symmetry?
A. Equilateral triangle B. Rectangle
C. Rhombus D. Isosceles triangle
Choose the correct option.
(1) Only B (2) B and C (3) C and D (4) A and B

{ZÂZ _| go {H$gH$s/{H$ZH$s Ho$db Xmo g_{_V aoImE± h¢?
A. g_~mh˛ {Ã^wO B. Am`V
C. g_MVw^©wO D. g_{¤~mh˛ {Ã^wO
ghr {dH$În Mw{ZEü&
(1) Ho$db B (2) B Am°a C (3) C Am°a D (4) A Am°a B

SPACE FOR ROUGH WORK / aµ\$ H$m`© Ho$ {bE OJh

CEF–26–I (V)/P1 12

For more Question Papers, Sample Papers, Notes & Syllabus visit Page 12 of 48

m
c. o

m
m .co s e m
s e g l a
gl a a
39. Which of the following letters has a rotational symmetry but no line symmetry?
(1) M (2) O (3) Z (4) X

{ZÂZ _| go {H$g Aja _| KyU©Z g_{_{V h°, naßVw aoIm g_{_{V Zht h°?
(1) M (2) O (3) Z (4) X

40. A pentagonal pyramid has
m
.co
(1) six faces and six edges (2) six vertices and five faces

o m m
c
(3) six vertices and six faces (4) five faces and five vertices

m . _| {ZÂZ hmoVo h¢ s e
a
EH$ nßM^wO Ho$ AmYma dmbo {nam{_S>
(1) N>Ö \$bH$ Am°a sN>Öe{H$Zmao l
a ag
(2) N>Ö erf© Am°a nm±M \$bH$
(3) N>Ö erf© Am°la N>Ö \$bH$
ag
(4) nm±M \$bH$ Am°a nm±M erf©

41. The following table shows the number of visitors to a library in the first six days of a week :
Days Number of visitors
Monday 86
Tuesday 114
Wednesday 141
Thursday 95
m
.co
Friday 124
Saturday 151

s em
On which day, the number of visitors to the library was 29 more than its previous day?
(1) Wednesday (2) Friday
g la
(3) Saturday (4) Tuesday

{ZÂZ gmaUr g·mh Ho$ ‡W_ N>Ö {XZm| _| EH$ bmB~´oara_| AmZo dmbo bmoJm| H$s gߪ`m H$mo Xem©Vr h° :
{XZ bmoJm| H$s gߪ`m
gmo_dma 86
_ßJbdma 114
~wYdma 141
~•hÒn{Vdma 95
ewH´$dma 124
m
.co
e{Zdma 151
m
.co m
{H$g {XZ bmB~´oar _| bmoJm| H$s gߪ`m CgHo$ {nN>bo {XZ go 29 A{YH$ Wr?
m s e
s e
(1) ~wYdma (2) ewH´$dma

g l a
(3) e{Zdma (4) _ßJbdma

g la a OJh
SPACE FOR ROUGH WORK / aµ\$ H$m`© Ho$ {bE
a

m .
c. o
CEF–26–I (V)/P1
m
13 [ P.T.O.

s e
s em l a
g la ag

a For more Question Papers, Sample Papers, Notes & Syllabus visit Page 13 of 48

42. The sum of next two numbers in the pattern 3, 10, 32, 99, _____, _____ is

(1) 1121 (2) 1209 (3) 1211 (4) 1119

n°Q>Z© 3, 10, 32, 99, _____, _____ _| AJbr Xmo gߪ`mAm| H$m `moJ h°

(1) 1121 (2) 1209 (3) 1211 (4) 1119

43. What is the sum of all the prime numbers between 12 and 49?

(1) 300 (2) 301 (3) 302 (4) 299

12 Am°a 49 Ho$ ~rM g^r A^m¡` gߪ`mAm| H$m `moJ ä`m h°?

(1) 300 (2) 301 (3) 302 (4) 299

44. If 101 ´ 210 - 120 ´ 102 = 99 ´ 104 - o, then what is the number at o ?

(1) 1327 (2) 1329 (3) 1336 (4) 1326

`{X 101 ´ 210 - 120 ´ 102 = 99 ´ 104 - o h°, Vmo o Ho$ ÒWmZ na H$m°Z-gr gߪ`m h°?

(1) 1327 (2) 1329 (3) 1336 (4) 1326

45. The sum of all the common factors of 36 and 48 (excluding 1) is

(1) 27 (2) 28 (3) 29 (4) 26

36 Am°a 48 Ho$ g^r gmd© JwUZIßS>m| (1 H$mo N>moãS>H$a) H$m `moJ h°

(1) 27 (2) 28 (3) 29 (4) 26

SPACE FOR ROUGH WORK / aµ\$ H$m`© Ho$ {bE OJh

CEF–26–I (V)/P1 14

For more Question Papers, Sample Papers, Notes & Syllabus visit Page 14 of 48

46. Which of the following is least desirable in a primary school mathematics classroom?
(1) Building linkages with real-life situations involving mathematical ideas
(2) Solving algorithm-based questions from workbook
(3) Including open discussions on problem solving in the classroom
(4) Encouragement of intuitive concepts in the classroom
{ZÂZ{b{IV _| go H$m°Z-gm ‡mW{_H$ {d⁄mb` H$s J{UV H$jm _| g~go H$_ dmßN>Zr` h°?
(1) J{UVr` {dMmamoß H$mo gpÂ_{bV H$aVr h˛B© dmÒV{dH$ OrdZ H$s n[apÒW{V`m| Ho$ gmW gß~ßY ~ZmZm
(2) H$m`©nwpÒVH$m go H$bZ-{d{Y AmYm[aV ‡ÌZm| H$mo hb H$aZm
(3) H$jm _| g_Ò`m g_mYmZ na Iwbr MMm© H$mo g_mH${bV H$aZm
(4) H$jm _| A›VX©eu` AdYmaUmAm| H$mo ‡moÀgm{hV H$aZm

47. Which of the following is/are appropriate in the context of social perspectives on assessment
in mathematics?
A. Bringing the experiences of children outside the school in assessment
B. Making standardized tests
C. Using folk algorithms from different cultures
Choose the correct option.
(1) Only B (2) A and B (3) Only A (4) A and C
{ZÂZ{b{IV _| go H$m°Z-gm/go J{UV _| AmH$bZ Ho$ gm_m{OH$ —{Ô>H$moU Ho$ gßX^© _| Cn`w∫$ h°/h¢?
A. ~Ém| Ho$ ÒHy$b Ho$ ~mha Ho$ AZw^dm| H$mo AmH$bZ _| bmZm
B. _mZH$sH•$V Q>oÒQ> ~ZmZm
C. {d{^fi gßÒH•${V`m| go bmoH$ ‡M{bV ‡Um{b`m| (\$moH$ EoÎJmo[aœ_) H$m Cn`moJ H$aZm
ghr {dH$În Mw{ZEü&
(1) Ho$db B (2) A Am°a B (3) Ho$db A (4) A Am°a C

48. Which of the following is least appropriate about contextual problems in mathematics?
(1) They can help in developing the children’s ability of mathematical modelling.
(2) Children tend to focus on getting a correct answer while solving them.
(3) They might be derived from recent experiences in the classroom like a field trip, a
discussion in art, science, or social studies classrooms.
(4) They are connected closely to children’s lives.
{ZÂZ{b{IV _| go H$m°Z-gm J{UV _| gßX^m©À_H$ g_Ò`mAm| Ho$ {df` _| g~go H$_ Cn`w∫$ h°?
(1) `o ~Ém| H$s J{UVr` {ZXe©Z H$s j_VmAm| H$mo {dH${gV H$aZo _| ghm`Vm H$a gH$Vr h¢ü&
(2) BZH$mo hb H$aVo g_` ~Éo ghr CŒma ‡m· H$aZo na ‹`mZ H|${–V H$aZo bJVo h¢ü&
(3) B›h| H$jm _| h˛E hmb hr Ho$ AZw^dm| O°go joÃ-^´_U, H$bm, {dkmZ `m gm_m{OH$ A‹``Z H$s H$jmAm| _| MMm© Ho$ ¤mam Ï`wÀnfi
{H$`m Om gH$Vm h°ü&
(4) `o ~Ém| Ho$ OrdZ go H$ar~ go gß~ß{YV hmoVr h¢ü&

SPACE FOR ROUGH WORK / aµ\$ H$m`© Ho$ {bE OJh

CEF–26–I (V)/P1 15 [ P.T.O.

For more Question Papers, Sample Papers, Notes & Syllabus visit Page 15 of 48

m
c. o

m
m .co s e m
s e g l a
gl a a
49. The statements given below are marked as Assertion (A) and Reason (B) :
A : It is important to introduce data representation and analysis in the primary stage and to
strengthen it in the upper primary stage.
B : Data analysis exposes children at primary level to uncertainty and changeability in
information as opposed to the fixed nature of mathematical facts they mostly study.
Choose the correct option.
(1) A is false and B is true.
m
m
(2) A is true but B is not the correct reason of A.
.co
.co e m
(3) A is true and B is the correct reason of A.

em (A) Am°a H$maU (B) Ho$ Í$n _| {M{ïV h¢ :
(4) A is true and B is false.
l as
a s ag H$aZm
| H$ml {ZÍ$nU Am°a {dÌbofU H$m n[aM` ‡mW{_H$ ÒVa na {X`m OmZm Am°a CgH$mo CÉ ‡mW{_H$ ÒVa na ge∫$
ZrMo {XE JE H$WZ, A{^H$WZ
A : Am±H$ãS>mg
aU© h°ü&
_hŒdny
B : Am±H$ãS>moß H$m {dÌbofU ‡mW{_H$ ÒVa na ~Ém| ¤mam _wª`VÖ nãT>o JE J{UVr` Vœ`m| H$s {ZpÌMV ‡H•${V Ho$ {dnarV C›h| gyMZm
H$s A{ZpÌMVVm Am°a n[adV©ZerbVm Ho$ ‡{V A{^X{e©V H$aVm h°ü&
ghr {dH$În Mw{ZEü&
(1) A AgÀ` h° Am°a B gÀ` h°ü&
(2) A gÀ` h° {H$›Vw A H$m ghr H$maU B Zht h°ü&
(3) A gÀ` h° Am°a A H$m ghr H$maU B h°ü&
(4) A gÀ` h° Am°a B AgÀ` h°ü&
o m
50. Which of the following is not an expected m
. c
s e learning outcome for class III as per NCERT

la
recommendations?
1 1
(1) Solve ¸ .
2 3 a g
(2) Extend the sequence A, DE, HIJ, _____ .
(3) There are 12 balls in a box. How many balls will be there in 5 such boxes?
(4) Is 15 ´ 4 equal to 4 ´ 15 ?
EZ0 gr0 B©0 Ama0 Q>r0 H$s {g\$m[aem| Ho$ AZwgma H$jm III Ho$ {d⁄m{W©`m| Ho$ {bE {ZÂZ{b{IV _| go H$m°Z-gm A{YJ_ ‡{V\$b
Ano{jV Zht h°?
1 1
(1) ¸ H$mo hb H$a|ü&
2 3
m
m .co
(2) A, DE, HIJ, _____ H´$_ H$m {dÒVma H$a|ü&

.co m
(3) EH$ {S>„~o _| 12 J|X| h¢, Vmo Eogo 5 {S>„~m| _| {H$VZr J|X| hm|Jr?

m s e
s e
(4) ä`m 15 ´ 4 ~am~a h° 4 ´ 15 Ho$?

g l a
g la a OJh
SPACE FOR ROUGH WORK / aµ\$ H$m`© Ho$ {bE
a

m .
c. o
CEF–26–I (V)/P1
m
16

s e
s em l a
g la ag

a For more Question Papers, Sample Papers, Notes & Syllabus visit Page 16 of 48

51. Which of the following mathematical statements is true?
(1) Mathematics is based only on observations and experiments.
(2) Zero is called the multiplicative identity for whole numbers.
(3) Commutative law holds true for the operation of ‘division’.
(4) Zero is called an additive identity for whole numbers.
{ZÂZ{b{IV _| go H$m°Z-gm J{UVr` H$WZ ghr h°?
(1) J{UV Ho$db AdbmoH$Z Am°a ‡`moJmoß na AmYm[aV h°ü&
(2) nyU© gߪ`mAm| Ho$ {bE ey›` EH$ JwUZmÀ_H$ VÀg_H$ H$hbmVm h°ü&
(3) "^mJ' H$s gß{H´$`m Ho$ {bE H´$_{d{Z_o` {Z`_ gÀ` hmoVm h°ü&
(4) nyU© gߪ`mAm| Ho$ {bE ey›` EH$ `mo¡` VÀg_H$ H$hbmVm h°ü&
52. In mathematics, the primary stage curriculum is focussed on _____.
(1) nurturing curiosity (2) written algorithms
(3) solving textbook questions (4) rote learning
J{UV _|, ‡mW{_H$ ÒVa H$s nmR>ÁM`m© _____ na H|${–V hmoVr h°ü&
(1) {Okmgm nmo{fV H$aZo (2) {b{IV H$bZ-{d{Y (EoÎJmo[aœ_)
(3) nmR>ÁnwÒVH$ Ho$ ‡ÌZm| H$mo hb H$aZo (4) aQ>mßV A{YJ_

53. A child writes five hundred three as 5003. It shows that
(1) the child does not know how to write numbers in words
(2) the child does not know the concept of place value
(3) the child needs to learn recognition of digits
(4) the child needs to learn counting
EH$ ~Ém nm±M gm° VrZ H$mo 5003 {bIVm h°ü& `h Xem©Vm h° {H$
(1) ~Éo H$mo Zht nVm {H$ gߪ`mE± e„Xm| _| H°$go {bIr OmVr h¢
(2) ~Ém ÒWmZr` _mZ H$s AdYmaUm H$mo Zht OmZVm
(3) ~Éo H$mo AßH$m| H$s nhMmZ grIZo H$s OÍ$aV h°
(4) ~Éo H$mo {JZVr grIZo H$s OÍ$aV h°
54. According to Van Hiele’s levels of development of geometrical thinking, which of the following
represents level–2 (relationships)?
(1) A child identifies and classifies shapes based only on their size or orientation.
(2) A child can informally deduce general properties of a given geometrical shape and is able
to see the linkages among these properties.
(3) A student can follow the deductive axiomatic systems of geometry.
(4) A child cannot classify various shapes that look similar.
d°Z hrbo Ho$ ¡`m{_Vr` qMVZ Ho$ {dH$mg Ho$ ÒVam| Ho$ AZwgma, {ZÂZ{b{IV _| go H$m°Z-gm ÒVa–2 (gß~ßYm|) H$mo {ZÍ${nV H$aVm h°?
(1) EH$ ~Ém AmH•${V`m| H$s nhMmZ VWm dJuH$aU Ho$db CZHo$ AmH$ma AWdm {XH≤${d›`mg Ho$ AmYma na H$aVm h°ü&
(2) EH$ ~Ém Xr JB© ¡`m{_Vr` AmH•${V Ho$ gm_m›` JwUm| H$m AZm°nMm[aH$ Í$n go {ZJ_Z H$a gH$Vm h° VWm BZ JwUm| Ho$ ~rM Ho$
gß~ßYm| H$mo XoI gH$Zo _| gj_ h°ü&
(3) EH$ {d⁄mWu ¡`m{_{V H$s {ZJ_ZmÀ_H$ A{^J•hrVr` Ï`dÒWmAm| H$mo g_P gH$Vm h°ü&
(4) EH$ ~Ém g_mZ {XIZo dmbr {d{^fi AmH•${V`m| H$m dJuH$aU Zht H$a gH$Vm h°ü&

SPACE FOR ROUGH WORK / aµ\$ H$m`© Ho$ {bE OJh

CEF–26–I (V)/P1 17 [ P.T.O.

For more Question Papers, Sample Papers, Notes & Syllabus visit Page 17 of 48

55. Which of the following is the most appropriate example of incorporation of local/cultural
knowledge in mathematics teaching-learning?
(1) Including only traditional methods of calculations in textbooks
(2) Remedial teaching for learners from different cultures
(3) Including examples of different methods of calculation used by the people from various
occupations and communities
(4) Colourful mathematics textbooks with pictures from various cultures
{ZÂZ{b{IV _| go H$m°Z-gm J{UV {ejU-A{YJ_ _| ÒWmZr`/gmßÒH•${VH$ kmZ Ho$ g_mdoe H$m g~go Cn`w∫$ CXmhaU h°?
(1) nmR>ÁnwÒVH$moß _| Ho$db naßnamJV ‡Um{b`m| go {H$E OmZo dmbo A{^H$bZ H$mo gpÂ_{bV H$aZm
(2) {d{^fi gßÒH•${V`m| Ho$ {ejm{W©`m| Ho$ {bE CnMmamÀ_H$ {ejU
(3) {d{^fi Ï`dgm`m| Am°a g_wXm`m| Ho$ bmoJm| ¤mam Cn`moJ {H$E OmZo dmbr JUZm H$s {d{^fi ‡Um{b`m| Ho$ CXmhaUm| H$mo gpÂ_{bV
H$aZm
(4) {d{^fi gßÒH•${V`m| Ho$ {MÃm| Ho$ gmW aßJrZ J{UV H$s nmR>ÁnwÒVH|$

56. One of the main guiding principles of the National Education Policy, 2020 is ‘‘The highest
priority is to achieve foundational literacy and numeracy at _____ by all the students’’.
(1) grade 3 (2) grade 2 (3) grade 5 (4) grade 1
amÔ¥>r` {ejm Zr{V, 2020 Ho$ _wª` _mJ©Xe©H$ {g’m›Vm| _| go EH$ h° {H$ ""g^r {d⁄m{W©`m| ¤mam _____ VH$ _yb^yV gmjaVm Am°a
gߪ`m kmZ ‡m· H$aZm gdm}É ‡mW{_H$Vm h°''ü&
(1) H$jm 3 (2) H$jm 2 (3) H$jm 5 (4) H$jm 1

57. A primary class mathematics teacher brings in two jars of different shapes, with water in one
of them, to her classroom. She pours water completely from the taller, thin jar to the shorter,
broad jar. She then asks the question, ‘‘Which jar can hold more water?’’
This activity is most appropriate to teach
(1) formula for calculating volume
(2) volume and its conservation
(3) the concept of standard units of measurement of liquids
(4) how to calculate the area of two jars with different shapes
‡mW{_H$ H$jm H$s J{UV H$s EH$ A‹`m{nH$m AnZr H$jm _| AbJ-AbJ AmH$ma dmbo Xmo Oma boH$a AmVr h° {OZ_| go EH$ _| nmZr
^am h°ü& dh bÂ~o, nVbo Oma go nyam nmZr N>moQ>o, Mm°ãS>o Oma _| S>mbVr h°ü& CgHo$ ~mX, dh ‡ÌZ nyN>Vr h°, ""{H$g Oma _| ¡`mXm nmZr
Am gH$Vm h°?''
`h J{V{d{Y _____ nãT>mZo Ho$ {bE g~go Cn`w∫$ h°ü&
(1) Am`VZ Ho$ n[aH$bZ H$m gyÃ
(2) Am`VZ Am°a CgH$m gßajU
(3) Vab nXmWm] Ho$ _mn H$s _mZH$ BH$mB`m| H$s AdYmaUm
(4) Xmo AbJ-AbJ AmH$ma dmbo Oma Ho$ joÃ\$b H$m n[aH$bZ H°$go {H$`m OmE

SPACE FOR ROUGH WORK / aµ\$ H$m`© Ho$ {bE OJh

CEF–26–I (V)/P1 18

For more Question Papers, Sample Papers, Notes & Syllabus visit Page 18 of 48

m
c. o

m
m .co s e m
s e g l a
gl a a
58. A teacher writes the number 308 on the blackboard and asks the children to read the
number loudly. A child says, ‘‘It is thirty-eight.’’ Which among the following is the most
appropriate strategy to rectify the error committed by the child?
(1) Provide few practical examples to the child to understand the position of digits in a
number.
(2) Teacher can read the number once and ask the child to repeat.
(3) Ask the child to start counting from 99 up to 308 in continuity.
m
.co
(4) Ask another child to read the number loudly.

m
.co
EH$ {ejH$ Zo Ì`m_n≈> na gߪ`m 308 {bIH$a ~Ém| H$mo gߪ`m Omoa go nãT>Zo Ho$ {bE H$hmü& EH$ ~Éo Zo H$hm, ""`h AãS>Vrg h°ü&''
{ZÂZ{b{IV _| go H$m°Z-gr ~Éo ¤mam H$s JB© Ãw{Q> H$mo gwYmaZo Ho$ {bE g~go Cn`w∫$ H$m`©Zr{V h°?
e m
e m
(1) ~Éo H$mo EH$ gߪ`m _| AßH$m| Ho$ ÒWmZ H$mo g_PmZo Ho$ {bE Hw$N> Ï`mdhm[aH$ CXmhaU ‡XmZ H$a|ü&
l as
l as
(2) {ejH$ EH$ ~ma gߪ`m nãT>| Am°a ~Éo H$mo XmohamZo Ho$ {bE H$h|ü&
ag
ag
(3) ~Éo go H$h| {H$ dh 99 go ewÍ$ H$aHo$ 308 VH$ {JZVr bJmVma ~moboü&
(4) {H$gr Xygao ~Éo H$mo gߪ`m Omoa go nãT>Zo Ho$ {bE H$h|ü&

59. A class II mathematics teacher gives the following word problem on addition to the students
to solve :
‘‘A bag contains 4 mangoes and 6 more mangoes are added to it. How many total mangoes are
there in the bag?’’
This type of word problem belongs to which of the following structures of addition?

m
(1) Segregation (2) Repeated addition
(3) Aggregation (4) Augmentation
c o
. gdmb hb H$aZo Ho$ {bE XoVm h° :
m
H$jm II H$m EH$ J{UV {ejH$, {d⁄m{W©`m| H$mo `moJ na {ZÂZ{b{IV B~maVr
eh¢ü& Cg ~°J _| Hw$b {H$VZo Am_ h¢?''
la
""EH$ ~°J _| 4 Am_ h¢ VWm Cg_| 6 Am_ Am°a S>mb {XE OmVo s
Bg ‡H$ma H$m B~maVr gdmb {ZÂZ{b{IV _| go `moJaH$sg{H$g gßaMZm go gß~ßY aIVm h°?
(1) {d`moOZ (n•W∏$aU) (2) nwZamd•Œm `moJ
(3) g_wÉ`Z (4) gßdY©Z

60. Which of the following pre-number concepts are relevant for building the understanding of
mathematical concepts at foundational stage?
(1) Place value and numeration (2) Geometrical shapes
(3) Classification and ordering (4) Basic operations

m
.co
{ZÂZ{b{IV _| go H$m°Z-gr gߪ`m-nyd© AdYmaUmE± ~w{Z`mXr ÒVa na J{UVr` AdYmaUmAm| H$s g_P Ho$ {Z_m©U Ho$ {bE ‡mgß{JH$ h¢?
m
.co
(1) ÒWmZr` _mZ Am°a gߪ`mZ (2) ¡`m{_Vr` AmH•${V`m±

e m
e m
(3) dJuH$aU Am°a H´$_~’Vm

l as
(4) _yb^yV gß{H´$`mE±

las g
a OJh
ag SPACE FOR ROUGH WORK / aµ\$ H$m`© Ho$ {bE

m .
c. o
CEF–26–I (V)/P1
m
19 [ P.T.O.

s e
s em l a
g la ag

a For more Question Papers, Sample Papers, Notes & Syllabus visit Page 19 of 48

PART—III / ^mJççIII
ENVIRONMENTAL STUDIES / n`m©daU A‹``Z

Direction : Answer the following questions (Q. Nos. 61 to 90) by selecting the correct/most
appropriate options.
{ZX}e Ö {ZÂZ{b{IV ‡ÌZm| (‡ÌZ gß0 61 go 90) Ho$ CŒma XoZo Ho$ {bE ghr/g~go Cn`w∫$ {dH$În Mw{ZEü&

61. Consider the following statements about Nepenthes/Pitcher plant :
A. This plant has leaves which are pitcher-shaped and the mouth is covered with a leaf.
B. This plant has a special smell that attracts insects to it.
C. This plant is very common in the cold deserts of Ladakh and Russia.
D. This plant can trap and eat small insects, frogs and even mice. These animals when land
on the mouth of the plant, they get trapped and cannot get out of it.
The correct statements are
(1) only A and D (2) A, B and C
(3) A, B and D (4) only A and B
{Znop›Wg/KQ>nUu Ho$ ~mao _| ZrMo {XE JE H$WZmoß na {dMma H$s{OE :
A. Bg nm°Yo _| n{Œm`m| H$s AmH•${V KãS>o O°gr hmoVr h° Am°a _w±h na nŒmo H$m T>∏$Z hmoVm h°ü&
B. Bg nm°Yo go EH$ {deof JßY {ZH$bVr h°, Omo H$sQ>moß H$mo AmH${f©V H$aVr h°ü&
C. `h b‘mI Am°a Í$g Ho$ erV _ÈÒWbm| (ao{JÒVmZm|) _| nm`m OmZo dmbm ~h˛V gm_m›` nm°Ym h°ü&
D. `h nm°°Ym N>moQ>o H$sãS>o-_H$moãS>m|, _oßT>H$m| Am°a Myhm| VH$ H$mo \±$gm Am°a Im gH$Vm h°ü& O°go hr `o Ord Bg nm°Yo Ho$ _w±h na nh˛±MVo h¢,
do Cg_| \±$g OmVo h¢ Am°a ~mha {ZH$b Zht nmVo h¢ü&
ghr H$WZ h°ß
(1) Ho$db A Am°a D (2) A, B Am°a C
(3) A, B Am°a D (4) Ho$db A Am°a B
62. Which one of the following statements is not true about the houses of Srinagar in Kashmir?
(1) Some old houses have special type of windows which come out of the wall. These are
called ‘dab’.
(2) Houseboats on Dal Lake are one of the attractions of Srinagar.
(3) Many families in Srinagar live in ‘Dongas’ which are built in hilly areas.
(4) The old houses here are made of stone, bricks and wood.
H$Ì_ra _| lrZJa Ho$ Kam| Ho$ ~mao _| {ZÂZ{b{IV _| go H$m°Z-gm EH$ H$WZ ghr Zht h°?
(1) Hw$N> nwamZo Kam| _| {deof ‡H$ma H$s {IãS>{H$`m± hmoVr h¢, Omo ~mha H$s Amoa {ZH$br hmoVr h°ßü& B›h| "S>~' H$hVo h¢ü&
(2) S>b Prb na hmCg~moQ>, lrZJa H$m EH$ _wª` AmH$f©U h°ü&
(3) lrZJa _| ~h˛V gmao n[adma "S>m|Jm' _| ahVo h¢, Omo nhmãS>r joÃm| _| ~Zo h˛E h°ßü&
(4) nwamZo Ka nÀWa, B™Q> Am°a bH$ãS>r go ~Zo hmoVo h¢ü&
63. Consider the following statements about beehives :
A. Every beehive has only one queen bee that lays eggs.
B. There are a few males in the hive who make the hive.
C. The number of females is much more than the males in the hive. These female bees are
the worker bees who work all day. They also look after the baby bees.
D. The worker bees fly around flowers in search of nectar for honey. On finding flowers with
nectar, they do a special kind of dance by which other bees also join them to collect the
nectar.
The correct statements are
(1) A, B and C (2) A, C and D (3) A and D (4) A and B

CEF–26–I (V)/P1 20

For more Question Papers, Sample Papers, Notes & Syllabus visit Page 20 of 48

_Yw_päI`m| Ho$ N>Œmm| Ho$ ~mao _| ZrMo {XE JE H$WZm| na {dMma H$s{OE :
A. ‡À`oH$ N>Œmo _| Ho$db EH$ amZr _äIr hmoVr h°, Omo A S>o XoVr h°ü&
B. N>Œmo _| Hw$N> Za _äIr hmoVo h°ß, Omo N>Œmo H$m {Z_m©U H$aVo h¢ü&
C. N>Œmo _| Za _päI`m| H$s VwbZm _| _mXm _päI`m| H$s gߪ`m H$m\$s A{YH$ hmoVr h°ü& `o _mXm _päI`m± l{_H$ _päI`m± hmoVr h°ß,
Omo {XZ^a H$m_ H$aVr h°ß Am°a ~Ém| H$s XoI^mb ^r H$aVr h°ßü&
D. l{_H$ _päI`m± \y$bm| Ho$ Mmamoß Amoa ehX Ho$ {bE ag H$s ImoO _| CãS>Vr h¢ü& ag dmbo \y$bm| H$mo ImoOZo na {deof ‡H$ma H$m ZmM
H$aVr h°ß, {OgHo$ ¤mam A›` _päI`m± ^r ag EH$à H$aZo Ho$ {bE BZgo OwãS> O>mVr h¢ü&
ghr H$WZ h°ß
(1) A, B Am°a C (2) A, C Am°a D (3) A Am°a D (4) A Am°a B

64. Consider the following statements about elephants :
A. Elephants live in herds.
B. A herd may have 20 to 25 female elephants and their young ones.
C. Male elephants live in the herd till they are 9–10 years.
D. The oldest female takes all the decisions of the herd.
The correct statements are
(1) B and D (2) A and D (3) A, C and D (4) A and C
hm{W`m| Ho$ ~mao _| ZrMo {XE JE H$WZm| na {dMma H$s{OE :
A. hmWr Pw S>m| _| ahVo h¢ü&
B. hm{W`moß Ho$ EH$ Pw S> _| 20 go 25 h{W{Z`m± Am°a CZHo$ ~Éo hmoVo h¢ü&
C. Za hmWr, Pw S> _| 9–10 df© H$s Am`w VH$ hr ahVo h¢ü&
D. g~go A{YH$ Am`w H$s h{WZr Pw S> Ho$ g^r \°$gbo boVr h°ü&
ghr H$WZ h¢
(1) B Am°a D (2) A Am°a D (3) A, C Am°a D (4) A Am°a C

65. More than a thousand years ago, Al-Biruni, a traveller from Uzbekistan, had described his
observations about India. Which of the following observations were recorded in Al-Biruni’s
book?
A. People of India are very skilled at making ponds.
B. Horses are used to draw carts in India.
C. Step-wells have separate steps for going up and coming down.
D. Lakes and Johads are built to collect water.
Choose the correct option.
(1) B and C (2) C and D (3) A and C (4) A and B
‡m`Ö EH$ hµOma df© nyd©, Ab-{~Í$Zr, Cµµ¡~o{H$ÒVmZ go AmE EH$ `mÃr Zo ^maV Ho$ ~mao _| AnZm d•ŒmmßV {bIm Wmü& {ZÂZ{b{IV _| go
H$m°Z-go d•ŒmmßV Ab-{~Í$Zr Ho$ {H$Vm~ _| {b{n~’ {H$E JE h¢?
A. ^maV Ho$ bmoJ Vmbm~ ~ZmZo _| ~h˛V _m{ha h¢ü&
B. R>obm ItMZo Ho$ {bE ^maV _| KmoãS>m| H$m BÒVo_mb hmoVm h°ü&
C. ~md{ãS>`m| _| CVaZo d MãT>Zo H$s gr{ãT>`m± AbJ-AbJ hmoVr h¢ü&
D. Prb Am°a OmohãS>, nmZr H$mo BH$∆>m H$aZo Ho$ {bE ~ZdmE OmVo h¢ü&
ghr {dH$În Mw{ZEü&
(1) B Am°a C (2) C Am°a D (3) A Am°a C (4) A Am°a B

CEF–26–I (V)/P1 21 [ P.T.O.

For more Question Papers, Sample Papers, Notes & Syllabus visit Page 21 of 48

m
c. o

m
m .co s e m
s e g l a
gl a a
66. People who have been living in the forests for at least _____ have a right over the forest
land and what is grown on it, according to the Right to Forest Act, 2007.
(1) 25 years (2) 30 years (3) 35 years (4) 20 years
OßJb A{YH$ma H$mZyZ, 2007 Ho$ AZwgma, H$_-go-H$_ _____ VH$ OßJb _| ahZo go dhm± Ho$ bmoJm| H$mo OßJb VWm dhm± n°Xm hmoZo
dmbr MrµOm| na hH$ {_b OmVm h°ü&
(1) 25 df© (2) 30 df© (3) 35 df© (4) 20 df©
m
m .co
.co
67. Read Assertion (A) and Reason (R) carefully :

e m
Assertion (A) : Domestication of animals was a gradual process that took place in many
e m l as
s
parts of the world.
Reason (R) a: The earliest domesticated animals include sheep and goat.
g lcorrect option. ag
a
Choose the
(1) Both A and R are true but R does not explain A.
(2) A is true but R is false.
(3) A is false but R is true.
(4) Both A and R are true and R explains A.
A{^H$WZ (A) VWm H$maU (R) H$mo ‹`mZ go n{ãT>E :
A{^H$WZ (A) : newAm| H$mo nmbVy ~ZmZo H$s ‡{H´$`m Xw{Z`m Ho$ ~hwV go ^mJm| _| Yrao-Yrao MbVr ahrü&
m
.co
H$maU (R) : g~go nhbo nmbVy ~ZmE JE OmZdam| _| ^oãS> Edß ~H$ar AmVo h¢ü&
ghr {dH$În Mw{ZEü&
e m
las
(1) XmoZm| A Edß R ghr h¢ {H$›Vw R, A H$s Ï`mª`m Zht H$aVm h°ü&
(2) A ghr h° {H$›Vw R JbV h°ü&
(3) A JbV h° {H$›Vw R ghr h°ü& ag
(4) XmoZm| A Edß R ghr h¢ VWm R, A H$so Ï`mª`m H$aVm h°ü&

68. Which one of the following animals was not reared by the Harappans?
(1) Goat (2) Buffalo (3) Horse (4) Sheep
hãS>flnm Ho$ bmoJm| ¤mam {ZÂZ{b{IV _| go H$m°Z-gm EH$ OmZda nmbm Zht OmVm Wm?
(1) ~H$ar (2) ^¢g (3) KmoãS>m (4) ^oãS>
m
m
c.(1)o Telangana, Chhattisgarh, Ladakh
69. Which of the following States/Union Territories were carved out in the Indian Union in the
m .co
last 25 years?

m (2) Uttarakhand, Madhya Pradesh, Jharkhand s e
s e g l a
g la a
a (3) Jammu and Kashmir, Sikkim, Arunachal Pradesh
(4) Puducherry, Goa, Sikkim
^maVr` gßK (`y{Z`Z) _| JV 25 dfm] _| {ZÂZ _| go H$m°Z-go am¡`/Ho$›–-em{gV ‡Xoe ~ZmE JE Wo?
(1) VobßJmZm, N>ŒmrgJãT>, b‘mI
(2) CŒmamIßS>, _‹` ‡Xoe, PmaIßS>
(3) OÂ_y Am°a H$Ì_ra, {g{∏$_, AÈUmMb ‡Xoe
(4) nwXwMoar, JmoAm, {g{∏$_

m .
c. o
CEF–26–I (V)/P1
m
22

s e
s em l a
g la ag

a For more Question Papers, Sample Papers, Notes & Syllabus visit Page 22 of 48

70. You must have heard about the famous Olympian Karnam Malleswari. What game did she
play in international events?
(1) Cricket (Women’s) (2) Weight lifting
(3) Chess (4) Wrestling
AmnZo _ehya Am∞{bpÂnH$ {IbmãS>r H$U©_ _ÑoÌdar H$m Zm_ OÍ$a gwZm hmoJmü& A›Vam©Ô¥>r` _wH$m~bm| _| dh H$m°Z-gm Iob IobVr Wr?
(1) {H´$Ho$Q> (_{hbm) (2) ^mamoŒmmobZ
(3) eVaßO (4) Hw$ÌVr

71. Which one of the following statements is true about Madhubani paintings and the area in
which they originated?
(1) These paintings are done on the floor using brush and indigo in the Mithila region of
Bihar.
(2) These paintings are mainly influenced by the Mughal art and culture.
(3) It has its roots in the Mithila region of Bihar and these are made out of paste of powdered
rice in which colours are mixed.
(4) It is an old form of folk art that originated in the State of Rajasthan.
_Yw~Zr n|qQ>J VWm CgHo$ CÀn{Œm joà go gÂ~p›YV {ZÂZ{b{IV H$WZm| _| go H$m°Z-gm H$WZ ghr h°?
(1) {~hma Ho$ {_{Wbm joà _| ~´e Am°a Zrbo aßJ H$m ‡`moJ H$aHo$ `o n|qQ>J O_rZ na ~Zm`o OmVo h°ßü&
(2) `o n|qQ>J _wª` Í$n go _wJb H$bm Edß gßÒH•${V go ‡^m{dV h¢ü&
(3) Bg n|qQ>J H$s CÀn{Œm {~hma Ho$ {_{Wbm joà _| h˛B© h° VWm `o n|qQ>J nrgo h˛E Mmdb Ho$ Kmob _| aßJ {_bmH$a ~ZmE OmVo h¢ü&
(4) `h EH$ nwamZo bmoH$ H$bm H$m Í$n h° {OgH$s CÀn{Œm amOÒWmZ _| h˛B© Wrü&

72. Read Assertion (A) and Reason (R) carefully :
Assertion (A) : Mixture of cow dung and mud is used to coat the floor of houses.
Reason (R) : Cow dung helps to regulate the temperature inside the house and keeps the
insects away.
Choose the correct option.
(1) Both A and R are true but R is not the correct explanation of A.
(2) A is true but R is false.
(3) A is false but R is true.
(4) Both A and R are true and R is the correct explanation of A.
A{^H$WZ (A) Am°a H$maU (R) H$mo ‹`mZ go n{ãT>E :
A{^H$WZ (A) : Kam| H$s gVh (O_rZ) H$s Jmo~a Am°a {_≈>r Ho$ Kmob go {bnmB© H$s OmVr h°ü&
H$maU (R) : Jmo~a Ka Ho$ A›Xa Vmn_mZ H$mo {Z`ß{ÃV H$aVm h° VWm H$sãS>m| H$mo Ka go Xya aIVm h°ü&
ghr {dH$În Mw{ZEü&
(1) XmoZm| A Edß R ghr h¢ {H$›Vw R, A H$s ghr Ï`mª`m Zht H$aVm h°ü&
(2) A ghr h° {H$›Vw R JbV h°ü&
(3) A JbV h° {H$›Vw R ghr h°ü&
(4) XmoZm| A Edß R ghr h¢ VWm R, A H$s ghr Ï`mª`m H$aVm h°ü&

CEF–26–I (V)/P1 23 [ P.T.O.

For more Question Papers, Sample Papers, Notes & Syllabus visit Page 23 of 48

73. The approximate distance between the capital of Madhya Pradesh (Bhopal) and the capital of
Maharashtra (Mumbai) is 756 km. If a train covers this distance in nearly 14 hours, the
average speed of the train in metre per second is

(1) 15 m/s (2) 30 m/s (3) 54 m/s (4) 900 m/s

_‹` ‡Xoe H$s amOYmZr (^monmb) Am°a _hmamÔ¥> H$s amOYmZr (_wÂ~B©) Ho$ ~rM H$s Xyar bJ^J 756 km h°ü& `{X H$moB© Q¥>oZ Bg Xyar
H$mo V` H$aZo _| bJ^J 14 K Q>o H$m g_` boVr h°, Vmo Bg Q¥>oZ H$s _rQ>a ‡{V goH$ S> _| Am°gV Mmb h°
(1) 15 m/s (2) 30 m/s (3) 54 m/s (4) 900 m/s

74. Consider the following characteristics of houses :

A. Wooden floor and wooden flat ceilings

B. Ground floor without window for animals and storing necessary materials

C. Elevated houses made with slanting roofs and the stone pillars

D. Thick walls made of stones, mud and lime

The characteristics found in the houses of Leh and Ladakh are

(1) B, C and D (2) A, C and D

(3) A, B and D (4) A, B and C

Kam| H$s {ZÂZ{b{IV {d{eÔ>VmAm| na {dMma H$s{OE :
A. bH$ãS>r Ho$ \$e© Am°a bH$ãS>r H$s g_Vb N>V|
B. {ZMbr _ß{Ob _| H$moB© {IãS>H$s Zht, `h _ß{Ob OmZdam| Am°a AmdÌ`H$ gm_mZ H$mo aIZo Ho$ {bE
C. T>mby N>V d O_rZ go D$na CR>o nÀWam| Ho$ IÂ~m| na ~Zo Ka
D. nÀWa, Jmam Am°a MyZo go ~Zr _moQ>r Xrdmaoß
boh Am°a b‘mI Ho$ Kam| _| nm`r OmZo dmbr {d{eÔ>VmE± h°ß
(1) B, C Am°a D (2) A, C Am°a D

(3) A, B Am°a D (4) A, B Am°a C

75. Select from the following a state where the meaning of ‘ Torang’ is jungle

(1) Jharkhand (2) Mizoram

(3) Meghalaya (4) Assam

{ZÂZ{b{IV _| go dh am¡` Mw{ZE Ohm± "VmoamßJ' H$m AW© OßJb h°
(1) PmaI S> (2) {_µOmoa_

(3) _oKmb` (4) Ag_

CEF–26–I (V)/P1 24

For more Question Papers, Sample Papers, Notes & Syllabus visit Page 24 of 48

m
c. o

m
m .co s e m
s e g l a
gl a a
76. The knowledge of which of the following is the most important for an EVS teacher?
(1) How children learn EVS? (2) How to teach EVS?
(3) Concepts and curriculum of EVS (4) Facts, principles and laws of EVS

EH$ n`m©daU A‹``Z {ejH$ Ho$ {bE {ZÂZ{b{IV _| go {H$gH$m kmZ hmoZm gdm©{YH$ _hŒdnyU© h°?

m
(1) ~Éo n`m©daU A‹``Z H°$go grIVo h¢? (2) n`m©daU A‹``Z H$mo H°$go nãT>mE±?

m
(3) n`m©daU A‹``Z H$s AdYmaUm Am°a nmR>ÁM`m© (4) n`m©daU A‹``Z Ho$ Vœ`, {g’mßV Edß {Z`_
.co
.co e m
77. Harleen asked s emteacher, “Why do roses have thorns?” What must be the pedagogygoflaans
EVS teacherla a
her

g towards this curiosity?
a all roses do not have thorns.
(1) Tell that
(2) Tell her to find out which other plants have thorns.
(3) Ask her to observe animals eating plants with and without thorns.
(4) Tell that roses have thorns to protect itself from animals.

habrZ Zo AnZo {ejH$ go nyN>m, ""Jwbm~ _| H$m±Q>o ä`m| hmoVo h¢?'' EH$ n`m©daU A‹``Z {ejH$ H$m {ejUemÛ Bg {Okmgm Ho$ ‡{V
ä`m hmoZm Mm{hE?
m
(1) Cgo ~VmE± {H$ g^r Jwbm~moß _| H$m±Q>o Zht hmoVoü&
.co
em
(2) Cgo ImoOZo Ho$ {bE H$h|o {H$ Am°a {H$Z nm°Ymßo _| H$m±Q>o hmoVo h¢ü&
s
a M~mVo h¢, CZH$m ‡ojU H$aZo H$mo H$hoßü&
(3) Cgo, OmZda Omo H$m±Q>o bJo Am°a ~J°a H$m±Q>o bJo nm°Ym|lH$mo
g
a Ho$ {bE hmoVo h¢ü&
(4) Cgo ~VmE± {H$ Jwbm~ _| H$m±Q>o Cgo OmZdamoß go ~MmZo

78. Isha of class IV asked her teacher, “Why cow does not lay eggs?” What is your most
appropriate response if you are Isha’s teacher?
(1) Ask her to relate laying of eggs/giving birth to their visible ears and whose ears cannot
be seen.

m
.co
(2) Ask her to find out herself the reason for this.

m
c.(4)o Reply that cows are mammals which give birth to young ones. sem
(3) Ask other students of the class to answer Isha’s question.

s em H$jm IV H$s B©em Zo {ejH$ go nyN>m, ""Jm` AßS>o ä`m| Zht XoVr?'' AJa Amn B©em Ho$ {ejH$
g l a
la a h°ß, Vmo AmnH$s gdm©{YH$ Cn`w∫$
ag ‡{V{H´$`m ä`m hmoJr?
(1) Cggo H$h| {H$ {OZ OmZdam| Ho$ H$mZ {XImB© XoVo h¢ Am°a {OZHo$ H$mZ Zht {XImB© XoVo h¢, CZH$m gÂ~›Y CZgo OmoãS>o, Omo OmZda
AßS>o XoVo h¢/~Ém| H$mo O›_ XoVo h¢ü&
(2) Cggo Òd`ß BgHo$ H$maU H$m nVm bJmZo H$mo H$h|Joü&
(3) H$jm Ho$ A›` {d⁄m{W©`m| go B©em Ho$ ‡ÌZ H$m CŒma nyN>|Jüo &
(4) Amn `h CŒma X|Jo {H$ Jm` EH$ ÒVZYmar h°, Omo ~Ém| H$mo O›_ XoVr h°ü&

m .
c. o
CEF–26–I (V)/P1
m
25 [ P.T.O.

s e
s em l a
g la ag

a For more Question Papers, Sample Papers, Notes & Syllabus visit Page 25 of 48

79. An EVS teacher wants to use storytelling as a strategy for teaching and learning. Which of the
following are the most suitable for this?
A. Contextual stories B. Folk stories
C. Student-written stories D. Stories focussing on morals
Choose the correct option.
(1) B and D (2) C and D (3) A, B and C (4) A and D
EH$ n`m©daU A‹``Z {ejH$ {ejU Am°a A{YJ_ H$m°eb Ho$ Í$n _| H$hmZr H$m ‡`moJ H$aZm MmhVm h°ü& Bg hoVw {ZÂZ{b{IV _| go
gdm©{YH$ Cn`w∫$ ä`m h¢?
A. gßX{^©V H$hm{Z`m± B. bmoH$H$WmE±
C. {d⁄mWu ¤mam {bIr JB© H$hm{Z`m± D. AmXem] na Ho$p›–V H$hm{Z`m±
ghr {dH$În Mw{ZEü&
(1) B Am°a D (2) C Am°a D (3) A, B Am°a C (4) A Am°a D
80. Teacher asked students to draw an animal. Poonam draws an animal, having body parts of
different animals. What should the teacher do?
A. Scold Poonam for drawing an absurd animal.
B. Ask Poonam why she has drawn parts of different animals.
C. Tell Poonam that no such animal exists.
D. Ask Poonam the name of the animal she has drawn.
Choose the correct option.
(1) B and D (2) C and D (3) Only A (4) A and C
{ejH$ Zo {d⁄m{W©`m| go EH$ OmZda H$m {MÃ ~ZmZo H$mo H$hmü& nyZ_ Zo EH$ OmZda H$m {MÃ ~Zm`m, {Og_| {d{^fi OmZdam| Ho$ eara Ho$
^mJm| H$mo ‡X{e©V {H$`m J`m h°ü& {ejH$ H$mo ä`m H$aZm Mm{hE?
A. nyZ_ H$mo ~oVwH$m OmZda ~ZmZo Ho$ {bE S>m±Q>|ü&
B. nyZ_ go nyN>| {H$ CgZo {d{^fi OmZdam| Ho$ ^mJ ä`m| ~ZmE h°ßü&
C. nyZ_ go H$hoß {H$ Eogm H$moB© OmZda Zht hmoVmü&
D. nyZ_ go Cg OmZda H$m Zm_ nyN>| Omo CgZo ~Zm`m h°ü&
ghr {dH$În Mw{ZEü&
(1) B Am°a D (2) C Am°a D (3) Ho$db A (4) A Am°a C

81. If a teacher wants that students learn about the plant diversity, which of the following are the
most suitable activities for this?
A. Ask students to look for objects which have patterns of leaves on them in their house.
B. Recite a poem to students written on different types of plants and their characteristics.
C. Blindfold students and ask the students to identify plants by smelling crushed leaves.
D. Ask students to collect the leaves of plants and make pictures of different animals using
the leaves.
Choose the correct option.
(1) A and D (2) A and B (3) C and D (4) B and C
AJa EH$ {ejH$ `h MmhVm h° {H$ {d⁄mWu nmXn {d{^fiVm Ho$ ~mao _| grIo, Vmo BgHo$ {bE {ZÂZ{b{IV _| go H$m°Z-gr J{V{d{Y`m±
gdm©{YH$ Cn`w∫$ ahoßJr?
A. {d⁄m{W©`m| go CZHo$ Ka _| CZ dÒVwAm| H$mo ImoOZo Ho$ {bE H$hZm {OZ na n{Œm`m| Ho$ n°Q>Z© h°ßü&
B. {d⁄m{W©`m| H$mo {d{^›Z ‡H$ma Ho$ nm°Ym| Am°a CZH$s {deofVmAm| na {bIr H${dVm gwZmZmü&
C. {d⁄m{W©`m| H$s Am±Im| na n≈>r ~m±YH$a nm°°Ym| H$s n{Œm`m± _gbH$a C›h| gy±KH$a nhMmZZo Ho$ {bE H$h|ü&
D. {d⁄m{W©`m| go nm°°Ym| H$s n{Œm`m| H$mo BH$∆>m H$aZo Am°a n{Œm`m| H$m Cn`moJ H$aHo$ {d{^fi OmZdam| H$m {MÃ ~ZmZo Ho$ {bE H$h|ü&
ghr {dH$În Mw{ZEü&
(1) A Am°a D (2) A Am°a B (3) C Am°a D (4) B Am°a C

CEF–26–I (V)/P1 26

For more Question Papers, Sample Papers, Notes & Syllabus visit Page 26 of 48

82. Which of the following elements best describe the nature of EVS?
A. Established facts
B. Logical information
C. Observation
D. Scientific terminology
E. Experimentation
Choose the correct option.
(1) B and D (2) D and E (3) C and E (4) A and C

{ZÂZ{b{IV _| go H$m°Z-go VŒd n`m©daU A‹``Z H$s ‡H•${V H$s gd©lo> Ï`mª`m H$aVo h¢?
A. ÒWm{nV Vœ`
B. Vm{H©$H$ gyMZm
C. AdbmoH$Z
D. d°km{ZH$ e„Xmdbr
E. ‡`moJ
ghr {dH$În Mw{ZEü&
(1) B Am°a D (2) D Am°a E (3) C Am°a E (4) A Am°a C

83. Read the following statements A and B carefully :
A. Recommendation of NCF (2005) is to discourage rote learning of information.
B. Recommendation of NCF (2005) is to discourage maintenance of sharp boundaries
between different subject areas.
Choose the correct option.
(1) Both A and B are false. (2) A is true but B is false.
(3) A is false but B is true. (4) Both A and B are true.
{ZÂZ{b{IV H$WZ A Am°a B H$mo ‹`mZ go n{ãT>E :
A. EZ0 gr0 E\$0 (2005) OmZH$mar H$mo aQ>m XoZo H$mo hVmoÀgm{hV H$aZo H$s {g\$m[ae H$aVr h°ü&
B. EZ0 gr0 E\$0 (2005) ‡À`oH$ {df` H$mo Vr˙U Koao _| ~ZmE aIZo Ho$ ‡`mg H$mo hVmoÀgm{hV H$aZo H$s {g\$m[ae H$aVr h°ü&
ghr {dH$În Mw{ZEü&
(1) XmoZm| A Am°a B JbV h¢ü& (2) A ghr h° {H$›Vw B JbV h°ü&
(3) A JbV h° {H$›Vw B ghr h°ü& (4) XmoZm| A Am°a B ghr h°ßü&

84. Chinu wants to know how day and night occur. Which of the following methods will be
the best to explain this to Chinu?
(1) Working model (2) PowerPoint presentation
(3) Storytelling (4) Explanation with diagrams
MrZy `h OmZZm MmhVm h° {H$ {XZ Am°a amV H°$go hmoVo h¢ü& MrZy H$mo `h g_PmZo Ho$ {bE {ZÂZ{b{IV _| go H$m°Z-gr {d{Y gdm©{YH$
Cn`w∫$ ahoJr?
(1) {H´$`merb _m∞S>b (2) nmdanm∞B›Q> ‡ÒVw{VH$aU
(3) H$hmZr ¤mam (4) {MÃ Ho$ gmW Ï`mª`m

CEF–26–I (V)/P1 27 [ P.T.O.

For more Question Papers, Sample Papers, Notes & Syllabus visit Page 27 of 48

m
c. o

m
m .co s e m
s e g l a
gl a a
85. Read the following statements A and B carefully :
A. In EVS learning, the challenge is to respect the multicultural dimensions of diverse
classrooms.
B. In EVS learning, every student should feel important—community, culture and his way
of life.
Choose the correct option.

m
.co
(1) Both A and B are false. (2) A is true but B is false.

m
.co
(3) A is false but B is true. (4) Both A and B are true.
{ZÂZ{b{IV H$WZ A Am°a B H$mo ‹`mZ go n{ãT>E :
e m
e m
A. n`m©daU A‹``Z Ho$ A{YJ_ _| H$jm Ho$ ~h˛-gmßÒH•${VH$ ÒdÍ$n H$m AmXa H$aZm MwZm°VrnyU© h°ü&
l as
l as
B. n`m©daU A‹``Z Ho$ A{YJ_ _| ‡À`oH$ {d⁄mWu H$mo _hgyg hmoZm Mm{hE {H$—CgH$m g_mO, gßÒH•${V Am°a CgH$m ahZ-ghZ
ag
ag
_hŒdnyU© h°ü&
ghr {dH$În Mw{ZEü&
(1) XmoZm| A Am°a B JbV h¢ü& (2) A ghr h° {H$›Vw B JbV h°ü&
(3) A JbV h° {H$›Vw B ghr h°ü& (4) XmoZm| A Am°a B ghr h¢ü&

86. Discussion is used by the EVS teachers in their classes because
A. discussion develops social interaction among children
B. discussion supports authentic and meaningful learning

m
C. meaningful construction of knowledge occurs when ideas are shared

.co
D. discussion is suitable for the emotionally balanced children

em
Choose the correct option.
(1) A, B and C (2) A, B and D
s
laJ H$aVo h¢, ä`m|{H$
(3) A, C and D (4) B, C and D
n`m©daU A‹``Z Ho$ {ejH$ AnZr H$jm _| MMm©© H$m g
a H$aVr h°
Cn`mo
A. MMm©, ~¿Mm| _| gm_m{OH$ AßVÖ{H´$`m H$m {dH$mg
B. MMm© dmÒV{dH$ Am°a gmW©H$nyU© A{YJ_ _| _XX H$aVr h°
C. kmZ H$m gmW©H$ {Z_m©U V~ hmoVm h°, O~ {dMmam| H$mo gmPm {H$`m OmVm h°
D. MMm©, gßdoJmÀ_H$ Í$n go gßVw{bV ~Ém| Ho$ {bE Cn`w∫$ h°
ghr {dH$În Mw{ZEü&
(1) A, B Am°a C (2) A, B Am°a D (3) A, C Am°a D (4) B, C Am°a D

87. An environmental studies teacher asked his class III children to visit the school garden and
m
m .co
collect different types of leaves. Which of the following process skills does the teacher want to

.co m
develop among children?

m
(1) Only experimentation
s e
s e (2) Only classification
g l a
g la (3) Creative expression and experimentation with leaves a
a (4) Observation and classification
EH$ n`m©daU A‹``Z H$m {ejH$ AnZr H$jm III Ho$ ~Ém| H$mo {d⁄mb` Ho$ ~JrMo _| OmZo H$mo H$hVm h° Am°a CZgo {d{^fi ‡H$ma H$s
n{Œm`m| H$mo BH$∆>m H$aZo H$mo H$hVm h°ü& {ZÂZ{b{IV _| go {H$g ‡{H´$`m H$m°eb H$mo {ejH$ ~Ém| _| {dH${gV H$aZm MmhVm h°?
(1) Ho$db ‡`moJ H$aZm
(2) Ho$db dJuH$aU
(3) g•OZmÀ_H$ A{^Ï`{∫$ Am°a n{Œm`m| Ho$ gmW ‡`moJ
(4) AdbmoH$Z Am°a dJuH$aU

m .
c. o
CEF–26–I (V)/P1
m
28

s e
s em l a
g la ag

a For more Question Papers, Sample Papers, Notes & Syllabus visit Page 28 of 48

88. Match Column—A with Column—B :
Column—A Column—B
(a) Peer assessment (i) Tool of assessment
(b) Rubric-based rating scale (ii) Self-learning
(c) Assessment as learning (iii) Summative assessment
(d) Paper-pencil test (iv) Technique of assessment
Choose the correct option.
(1) (a)–(i), (b)–(iv), (c)–(iii), (d)–(ii) (2) (a)–(iv), (b)–(i), (c)–(ii), (d)–(iii)
(3) (a)–(iii), (b)–(iv), (c)–(ii), (d)–(i) (4) (a)–(iii), (b)–(iv), (c)–(i), (d)–(ii)
ÒVÂ^—A Am°a ÒVÂ^—B H$m {_bmZ H$s{OE :
ÒVÂ^—A ÒVÂ^—B
(a) ghnmR>r AmH$bZ (i) AmH$bZ H$m CnH$aU
(b) Í${~´H$-AmYm[aV aoqQ>J ÒHo$b (ii) Òd`ß grIZm
(c) grIZo Ho$ Í$n _| _yÎ`mßH$Z (iii) `moJmÀ_H$ AmH$bZ
(d) H$mJO-nop›gb narjU (iv) AmH$bZ H$s VH$ZrH$
ghr {dH$În Mw{ZEü&
(1) (a)–(i), (b)–(iv), (c)–(iii), (d)–(ii) (2) (a)–(iv), (b)–(i), (c)–(ii), (d)–(iii)
(3) (a)–(iii), (b)–(iv), (c)–(ii), (d)–(i) (4) (a)–(iii), (b)–(iv), (c)–(i), (d)–(ii)
89. Which of the following statements are correct about learning of EVS?
A. Children are naturally curious to learn.
B. Children are passive recipients in learning.
C. Children need teacher for learning.
D. Children learn better in collaborative groups.
Choose the correct option.
(1) B and C (2) A and D (3) A and C (4) A and B
n`m©daU A‹``Z grIZo Ho$ ~mao _| {ZÂZ{b{IV _| go H$m°Z-go H$WZ ghr h°ß?
A. ~Éo grIZo Ho$ {bE Òdm^m{dH$ Í$n go {Okmgw hmoVo h¢ü&
B. ~Éo grIZo _| {ZpÓH´$` ‡m·H$Œmm© h°ßü&
C. ~Ém| H$mo grIZo Ho$ {bE {ejH$ H$s AmdÌ`H$Vm h°ü&
D. ~Éo gh`moJr g_yhm| _| ~ohVa grIVo h¢ü&
ghr {dH$În Mw{ZEü&
(1) B Am°a C (2) A Am°a D (3) A Am°a C (4) A Am°a B

90. Which of the following components best describe the meaning of EVS?
A. Accumulation of facts B. Observation
C. Asking questions D. Experimentation
Choose the correct option.
(1) A, C and D (2) A, B and D (3) B, C and D (4) A, B and C
{ZÂZ{b{IV _| go H$m°Z-go KQ>H$ n`m©daU A‹``Z Ho$ AW© H$s gd©lo> Ï`mª`m H$aVo h¢?
A. Vœ`m| H$m gßJ´h B. AdbmoH$Z
C. ‡ÌZ nyN>Zm D. ‡`moJ
ghr {dH$În Mw{ZEü&
(1) A, C Am°a D (2) A, B Am°a D (3) B, C Am°a D (4) A, B Am°a C

CEF–26–I (V)/P1 29 [ P.T.O.

For more Question Papers, Sample Papers, Notes & Syllabus visit Page 29 of 48

PART—IV
LANGUAGE—I : ENGLISH

Direction : Candidates should attempt questions from Part–IV (Q. Nos. 91–120), if they have
opted for ENGLISH as LANGUAGE–I only.

91. Ankita can understand and speak six different languages. Her language ability makes her a
(1) linguist (2) multilingual speaker
(3) bilingual speaker (4) monolingual speaker

92. You are interested in studying topics such as code-mixing, code-switching, children’s
language and secret languages. Which of the following disciplines you need to study for
these?
(1) Anthropology (2) Sociology
(3) Sociolinguistics (4) Cultural psychology

93. Which area is not a part of contrastive analysis?
(1) Semantic (2) Lexical
(3) Phonological (4) Syntactic

94. You find that an English language teacher is using freely mother tongue in the class. She is
using _____ method.
(1) grammar-translation (2) structural oral situation
(3) direct (4) audio-lingual

95. The ability to write concisely by not including any details that can be avoided to achieve
precision is a skill which is known as
(1) process writing (2) note-taking
(3) note-making (4) summarizing

96. Voice expressions can effectively be judged by
(1) words selection (2) tone of voice
(3) vocals (4) speed of voice

97. Seating arrangement in a classroom should be flexible. This is because
(1) it would help conduct many group, pair and whole-class activities very easily
(2) it would give the children freedom to move their seats wherever and whenever they want
(3) it would help the teacher ensure equality in her classroom
(4) it would prevent children from forming permanent friendship groups

98. To assess reading skill at primary level, a language teacher should most importantly focus on
(1) use of punctuation mark (2) reading with fluency
(3) reading with understanding (4) identifying the letters of alphabet

CEF–26–I (V)/P1 30

For more Question Papers, Sample Papers, Notes & Syllabus visit Page 30 of 48

m
c. o

m
m .co s e m
s e g l a
gl a a
99. To ensure effective communication, it is important to
(1) keep on moving and gesturing
(2) keep on saying whatever comes to your mind
(3) listen to others first
(4) keep on intervening others at regular intervals
100. A major objective of teaching English grammar is to
m
.co
(1) develop the ability to express ideas logically and correctly in speech and writing

m
.co
(2) increase our ability to memorize rules
(3) develop interest in studies
e m
e m
(4) increase the originality of our ideas
l as
l a
101. While developing s ag
writing skill among the students at primary level, a teacher must encourage

ag beliefs
her students
(1) religious
to write on topics related to
(2) personal life
(3) social issues (4) national theme
102. You want to identify individual differences of learners to scaffold them in your class. Which of
the following assessments would you use for this purpose?
(1) Diagnostic assessment (2) Summative assessment
(3) Formative assessment (4) Peer assessment
103. Chomsky propounded that an innate capacity to acquire language is the result of our
m
.co
uniquely human biological inheritance. This inheritance is known as
(1) language acquire domain (2) language acceptance desire

e m
s
(3) language acquisition device (4) language adaptation degree

g l a of sound in a language is
104. The term for the smallest meaningful unit
(1) phoneme
(3) syntax
a (2) morpheme
(4) semantics
105. Infants around 2 to 3 months of age are capable of producing open vowel sounds. These
sounds are examples of
(1) babbling (2) shouting
(3) one-word utterances (4) cooing

Read the extract given below and answer the questions (Q. Nos. 106–111) that follow :
m
m .co
You may shoot me with your words,

.co m
You may cut me with your eyes,

m
You may kill me with your hatefulness,
s e
s e But still, like air, I’ll rise.
g l a
g la Out of the huts of history’s shame
a
a I rise
Up from a past that’s rooted in pain
I rise
I’m a black ocean, leaping and wide,
Welling and swelling I bear in the tide.
Leaving behind nights of terror and fear
I rise
Into a daybreak that is wondrously clear

m .
c. o
CEF–26–I (V)/P1
m
31 [ P.T.O.

s e
s em l a
g la ag

a For more Question Papers, Sample Papers, Notes & Syllabus visit Page 31 of 48

I rise
Bringing the gifts that my ancestors gave,
I am the dream and the hope of the slave.
I rise
I rise
I rise.
106. Which of the following describes the theme of the poem correctly?
(1) Relationship (2) Oppression
(3) Environment (4) Feminism
107. “I am the dream and the hope of the slave” shows that the poet is a/an
(1) optimist (2) cynic
(3) nihilist (4) pessimist
108. “A past that’s rooted in pain” refers to a past
(1) that has been pleasurable once but is now in pain
(2) that has always been painful
(3) that has had alternate periods of pain and pleasure
(4) that has always been pleasurable
109. The use of ‘I rise’ in the poem is an example of :
(1) parallelism (2) alliteration
(3) repetition (4) hyperbole
110. Which literary device has been used in the following line?
“But still, like air, I’ll rise.”
(1) Simile (2) Oxymoron
(3) Metonymy (4) Metaphor
111. ‘The huts of history’s shame’ refers to
(1) abject poverty (2) modest living standards
(3) comfortable existence (4) a shameful event in history

Read the passage given below and answer the questions (Q. Nos. 112–120) that follow :
We sallied out at three o’clock in the afternoon, having finished our tiffin and coffee. The main job
for the day was to mount and frame the photograph. Uncle carried it in his hand delicately,
enclosed in an old envelope, as if it were fragile and likely to perish at a finger’s pressure. As we
went down the street, a neighbour standing at his door hailed us and demanded, “Where are you
taking the young fellow?” He was an engineer who worked in some distant projects on the hills,
coming home once in a while and then again disappearing from our society. He was a particular
friend of my uncle as they occasionally gathered for a game of cards in my house. He asked, “I am
here for a few days. Can’t we have a session some time?”
“Of course, of course,” said my uncle without much fervour, “I will let you know”, and moved on.
“Won’t aunt get angry?” I asked, remembering the arguments they had had after every card session.
The card players would have been sitting around in the middle of the hall, demanding coffee and
edibles, and playing far into the night. My aunt would complain after the company had dispersed,
“Sitting there with your friends, you lock me up in the kitchen all day! What madness seizes you
people when you touch a pack of cards, I wonder!” Worn out by her attacks, my uncle began to
avoid his friends, the company gradually dwindled and disappeared. But it did not prevent them

CEF–26–I (V)/P1 32

For more Question Papers, Sample Papers, Notes & Syllabus visit Page 32 of 48

from dreaming about cards or luxuriating in visions of a grand session. Somewhere my uncle was
supposed to have lost a lot of money through the card games, and my aunt was very definite that he
should never go near cards again, although he kept saying, “We play only Twenty-eight, and not
Rummy, after all, Twenty-eight...”.

112. State which of the following statements is True/False.
A : The friends’ sessions gradually came to an end.
B : The uncle stubbornly refused to listen to his wife.
Choose the correct option.
(1) Both A and B are false. (2) A is true but B is false.
(3) B is true but A is false. (4) Both A and B are true.
113. Which of the following statements is not true?
(1) The aunt was happy at the friends’ meetings taking place at their place.
(2) My uncle was a gentle person.
(3) The photograph was kept safely in an envelope.
(4) The engineer-friend worked at a far-off place.
114. Identify the clause of the underlined part :
“... an engineer who worked in some distant projects ...”
(1) Adjective clause (2) Adverb clause
(3) Principal clause (4) Noun clause
115. Identify the type of the following sentence.
“What madness seizes you ...!”
(1) Interrogative (2) Exclamatory
(3) Optative (4) Declarative
116. Choose the word opposite in meaning to ‘fragile’.
(1) durable (2) reckless
(3) tall (4) aggressive
117. What does the expression, ‘We sallied out ...’ mean in the context?
(1) To rush out in a hurry (2) To walk in a lethargic manner
(3) To leave in a determined manner (4) To go out for a jaunt
118. Who is the narrator in the story?
(1) A young boy (2) Uncle
(3) Uncle’s friend (4) Aunt
119. What task was the uncle supposed to perform that day?
(1) To go round the city (2) To frame a photograph
(3) To meet his engineer friend (4) To play cards
120. Why was the aunt angry at the uncle’s entertaining friends at home?
(1) Because he lost money in card games
(2) Because they created a lot of noise
(3) Because she had to serve them coffee and snacks repeatedly
(4) Both (1) and (3)

CEF–26–I (V)/P1 33 [ P.T.O.

For more Question Papers, Sample Papers, Notes & Syllabus visit Page 33 of 48

m
c. o

m
m .co s e m
s e g l a
gl a a
^mJççIV
^mfmççI : {h›Xr
{ZX}e Ö narjmWu ^mJçIV (‡ÌZ gß0 91 go 120) Ho$ ‡ÌZm| Ho$ CŒma Ho$db V^r X| `{X C›hm|Zo ^mfmçI H$m {dH$În {h›Xr
MwZm hmoü&
m
m .co
.co m
91. Aß{H$Vm N>Ö {d{^fi ^mfmE± g_P Am°a ~mob gH$Vr h°ü& CgH$s ^m{fH$ j_Vm Ho$ H$maU Cgo ä`m H$hm OmEJm?

m s e
(1) ^mfm{dX≤
s e
(2) ~h˛^m{fH$ d∫$m
l a
l
(3) {¤^m{fH$ d∫$m
a (4) EH$b-^m{fH$ d∫$m
ag
ag H$moS>-AßVaU, ~Ém| H$s ^mfm Am°a Jw· ^mfmAm| Ho$ A‹``Z _| È{M aIVo h¢ü& BZ {df`m| Ho$ A‹``Z Ho$ {bE
92. Amn H$moS>-{_lU,
AmnH$mo {H$g _wª` {df` H$m A‹``Z H$aZm hmoJm?
(1) _mZdemÛ (2) g_mOemÛ
(3) gm_m{OH$-^m{fH$ (4) gmßÒH•${VH$ _Zmo{dkmZ

93. {ZÂZ{b{IV _| go H$m°Z-gm VwbZmÀ_H$ {dÌbofU H$m ^mJ Zht h°?
(1) AW©JV
m
(2) H$moe-{df`H$
(3) ‹d›`mÀ_H$
.co
(4) dmä`JV

s em
la
94. AmnZo _hgyg {H$`m {H$ AmnHo$ {d⁄mb` H$s EH$ A‹`m{nH$m H$jm _| ÒdN>›X Í$n go _mV•^mfm H$m ‡`moJ H$aVr h°ü& dh {H$g {d{Y
H$m AZwnmbZ H$a ahr h°? g
a (2) gßaMZmÀ_H$ _m°{IH$ pÒW{V
(1) Ï`mH$aU-AZwdmX
(3) ‡À`j (S>m`aoäQ>) (4) lÏ`-^m{fH$

95. gß{j· Í$n go {bIZo H$s `moΩ`Vm, {Og_| do g~ ~marH$ dU©Z em{_b Zht h¢, {OZHo$ _m‹`_ go gQ>rH$Vm bmB© Om gH$Vr h°, Eogo
H$m°eb H$mo {H$g Zm_ go OmZm OmEJm?
(1) ‡{H´$`m-boIZ (2) {Q>flnU (ZmoQ>) boZm
(3) {Q>flnUr (ZmoQ>) ~ZmZm (4) gmamßerH$aU
m
m .co
.co
96. dmUr H$s A{^Ï`{∫$`m| H$m _yÎ`mßH$Z {H$g _m‹`_ go ‡^mdembr VarHo$ go {H$`m Om gH$Vm h°?
s e m
s em (1) e„Xm| H$m M`Z (2) dmUr H$s e°br
g l a
g la (3) _wIaVm (gdmH≤$) (4) dmUr H$s J{V a
a 97. H$jm _| ~°R>Zo H$s Ï`dÒWm _| bMrbmnZ hmoZm Mm{hE, ä`m|{H$
(1) Bg Vah go H$jm _| gabVmnyd©H$ g_yh, OmoãS>rXma d g_J´ H$jm-J{V{d{Y`m± H$adm`r Om gH$Vr h¢
(2) Bggo ~Ém| H$mo Bg ~mV H$s ÒdVßÃVm hmoJr {H$ do AnZr grQ> go O~ ^r Am°a Ohm± ^r Mmho Am-Om gH$Vo h¢
(3) Bggo A‹`mnH$ AnZr H$jm _| g_mZVm H$m ^md gw{Z{¸V H$a gH$Vo h¢
(4) Bggo ~Ém| H$mo ÒWm`r {_Ã g_yhm| H$m JR>Z H$aZo go ~Mm`m Om gH$Vm h°

m .
c. o
CEF–26–I (V)/P1
m
34

s e
s em l a
g la ag

a For more Question Papers, Sample Papers, Notes & Syllabus visit Page 34 of 48

98. ‡mW{_H$ ÒVa na nR>Z-H$m°eb H$m AmH$bZ H$aZo Ho$ {bE ^mfm A‹`mnH$ H$mo _wª` Í$n go {H$g na ‹`mZ Ho$p›–V H$aZm Mm{hE?
(1) {dam_{Mïm| Ho$ ‡`moJ na (2) ‡dmh Ho$ gmW nR>Z na

(3) g_P Ho$ gmW nR>Z na (4) dU©_mbm Ho$ Ajam| H$s nhMmZ H$aZo na

99. ‡^mdembr g‡ofU gw{Z{¸V H$aZo Ho$ {bE ä`m _hŒdnyU© h°?
(1) ~mobVo OmZm Am°a hmd-^md ‡X{e©V H$aZm (2) _pÒVÓH$ _| Omo ^r AmE, dh H$hVo OmZm

(3) nhbo Xygam| H$s ~mV gwZZm (4) {Z`{_V AßVamb na Xygam| H$mo hÒVjon H$aVo ahZm

100. AßJ´oOr Ï`mH$aU Ho$ {ejU H$m _wª` C‘oÌ` ä`m h°?
(1) dmH≤$ Am°a boIZ _| {dMmam| H$mo Vm{H©$H$Vm Am°a gQ>rH$Vm Ho$ gmW A{^Ï`∫$ H$a nmZo H$s `moΩ`Vm {dH${gV H$aZm
(2) {Z`_m| H$mo Hß$R>ÒW H$aZo H$s `moΩ`Vm _| d•{’ H$aZm
(3) A‹``Z _| È{M {dH${gV H$aZm
(4) AnZo {dMmam| H$s _m°{bH$Vm _| d•{’ H$aZm

101. ‡mW{_H$ ÒVa na {d⁄m{W©`m| _| boIZ-H$m°eb {dH${gV H$aZo Ho$ {bE A‹`mnH$ H$mo AnZo {d⁄m{W©`m| H$mo {H$Z Q>m∞{nH$m| na {bIZo Ho$
{bE ‡moÀgm{hV H$aZm Mm{hE?
(1) Ym{_©H$ _V (2) Ï`{∫$JV OrdZ

(3) gm_m{OH$ _w‘o (4) amÔ¥>r` Wr_

102. Amn AnZr H$jm Ho$ {ejm{W©`m| H$mo AdbÂ~Z XoZo Ho$ {bE CZH$s d°`{∫$H$ {^fiVmAm| H$s nhMmZ H$aZm MmhVo h¢ü& Bg C‘oÌ` Ho$ {bE
Amn ä`m H$aZm Mmh|Jo?
(1) {ZXmZmÀ_H$ AmH$bZ (2) `moJmÀ_H$ AmH$bZ

(3) aMZmÀ_H$ AmH$bZ (4) ghnmR>r AmH$bZ

103. Mm∞_ÒH$s Zo ‡{Vnm{XV {H$`m {H$ ^mfm A{O©V H$aZo H$s ghOmV j_Vm h_mao A{¤Vr` _mZdr` O°{dH$ dßemZwH´$_ H$m n[aUm_ h°ü& Bg
dßemZwH´$_ H$mo {H$g Í$n _| OmZm OmEJm?
(1) ^mfm AO©Z joà (S>mo_oZ) (2) ^mfm ÒdrH•${V B¿N>m

(3) ^mfm AO©Z CnH$aU (4) ^mfm AZwHy$bZ nX

104. ^mfm _| ‹d{Z H$s g~go N>moQ>r gmW©H$ BH$mB© H$mo ä`m H$hm OmEJm?
(1) ‹d{Z_ybH$ (2) AmH•${V_ybH$

(3) dmä`{d›`mg (4) AW©VŒd

105. Xmo go VrZ _mh H$s Am`w dmbo {eew _w∫$ Òda ‹d{Z`m± ~mobZo bJVo h¢ü& `o ‹d{Z`m± {H$gH$m CXmhaU h¢?
(1) ~~bmZm (2) MrIZm-{MÑmZm

(3) EH$-e„Xr` H$WZ (4) Hy$OZ

CEF–26–I (V)/P1 35 [ P.T.O.

For more Question Papers, Sample Papers, Notes & Syllabus visit Page 35 of 48

{ZX}e : {ZÂZ{b{IV n⁄mße H$mo nãT>H$a nyN>o JE ‡ÌZm| (‡ÌZ gß0 106–111) Ho$ g~go Cn`w∫$ CŒma dmbo {dH$În H$mo Mw{ZE :
g_w– CR> ahm Wm Mm±X H$s Amoa
_¢ {~ÎHw$b nmg hr IãS>m Wm
EH$ Eogm AHo$bmnZ EH$ VZmd
amoZo H$s ^r B¿N>m h˛B©
bo{H$Z ÈbmB© \y$Q>r Zht
Am°a {H$g Vah amV Am ahr Wr
CVZr D±$Mr bham| _|
H$ht {XI Zht ahr Wr
_oar H$_rO Ho$ {gdm
Xoa VH$ {Q>H$Zm _wpÌH$b Wm
_wß~B© Ho$ ^rVa bm°Q>ü&

106. H${d _w~
ß B©© Ho$ ^rVa ä`m| bm°Q>Zm MmhVm h°?
(1) S>amdZo A±Yoao Ho$ H$maU (2) AHo$bonZ Am°a VZmd Ho$ H$maU

(3) R>ßS> bJZo Ho$ H$maU (4) D±$Mr AemßV bham| Ho$ H$maU

107. H${d Ho$ _Z H$m ^md Zht h°

(1) ÈXZ B¿N>m (2) ÈH$Zm _wpÌH$b bJZm

(3) qMVm (4) AHo$bmnZ

108. "Xoa VH$ dhm± {Q>H$Zm' _| "Xoa VH$' _____ _____ h°ü&

(1) ÒWmZdmMH$ {H´$`m-{deofU (2) ar{VdmMH$ {H´$`m-{deofU

(3) n[a_mUdmMH$ {H´$`m-{deofU (4) H$mbdmMH$ {H´$`m-{deofU

109. "ÈbmB© \y$Q>Zm' H$m Ame` h°

(1) \y$Q>-\y$Q> H$a amoZm (2) amoZm AmZm

(3) {H$gr H$mo amoZo Ho$ {bE _O~ya H$aZm (4) amoZm g_m· hmoZm

110. amV H$hm± {XI ahr Wr?

(1) H${d H$s H$_rO _| (2) _wß~B© _|

(3) D±$Mr bham| _| (4) g_w– Ho$ Amgnmg

111. H${d H$hm± IãS>m Wm?

(1) g_w– Ho$ {H$Zmao (2) g_w– H$s bham| _|

(3) CR>Vo g_w– Ho$ nmg (4) bham| Ho$ ~rM _|

CEF–26–I (V)/P1 36

For more Question Papers, Sample Papers, Notes & Syllabus visit Page 36 of 48

m
c. o

m
m .co s e m
s e g l a
gl a a
{ZX}e : {ZÂZ{b{IV J⁄mße H$mo nãT>H$a nyN>o JE ‡ÌZm| (‡ÌZ gß0 112–120) Ho$ g~go Cn`w∫$ CŒma dmbo {dH$În H$mo Mw{ZE :
{d⁄mb` Ho$ {bE EH$ ‡M{bV e„X h° "nmR>embm' Am°a Xygam ‡M{bV e„X h° "{d⁄membm'ü& XmoZm| e„Xm| H$m ÒWmZ bJ^J g^r ‡Xoem| _|
ÒHy$b Zo hr bo {b`m h°ü& ÒHy$b H$s AdYmaUm _| `h {Z{hV Wm {H$ ÒHy$b H$m EH$ AhmVm hmoVm h° Am°a CgH$s EH$ H$Ér-n∏$s B_maV hmoVr h°ü&
`h AbJ ~mV h° {H$ `h B_maV ~mbH$m| Ho$ {Zdmg go ~h˛V Xya h° {H$ H$ar~, BgH$s Amoa ‹`mZ XoZm gaH$mar Ï`dÒWm _| H$VB© OÍ$ar Zht
g_Pm J`m Wmü& _m°g_ Mmho H°$gm ^r hmo ~Éo ~ÒVm boH$a Xya-Xya VH$ n°Xb MbVo AmO ^r XoIo Om gH$Vo h¢ü& CZHo$ Hß$Ym| na bQ>Ho$ ~ÒVo IwX
hr ~mob OmVo h¢ {H$ do ÒHy$b Om aho h¢ü&
m
m .co
ÒHy$bm| go H$m∞boO hmo JE Am°a H$m∞boOm| go {dú{d⁄mb` hmo JE Am°a Xygar H$B© ~ãS>r-~ãS>r {ejU gßÒWmE± hmo J`tü& `h {dúmg {XZ-~-{XZ h_

.co m
g~Ho$ _Z _| OãS> hmoVm J`m h° {H$ {ejU gßÒWmE± AWdm nmR>embmE± hr {d⁄m nmZo Ho$ ÒWmZ h¢ü& Eogr pÒW{V _| h_ ^yb JE h¢ {H$ {ejU H$s
g~go ~ãS>r gßÒWm "bmoH$embm' h°ü&
m s e
h_ `h ~w{Z`mXr ~mV ^yb JEsh¢e{H$ "bmoH$' {ejm H$m g~go ~ãS>m gmYZ h°ü& bmoH$ _| bmoH$ Ho$ OrdZmZw^d ^r g_m{hV h¢ Am°a bmoH$-_ol a
a WmVr ^r g_m{hV h°ü& bmoH$-{eÎn Am°a bmoH$ Ho$ hmW H$m h˛Za `m H$m°eb ^r Bg_| g_m{hV h¢ü& AmOag^r em`X
bmoH$-_Zrfm H$s g{X`m|gnwlamZr
Y m Edß

hr H$moB© Eogr embm a
hmo, Omo gwZma H$m H$m_ {gImVr hmo `m _moMr H$s Vah OyVo ~ZmZm {gImVr hmoü&
112. J⁄mße Ho$ AZwgma {ejU H$s g~go ~ãS>r gßÒWm h°
(1) {dú{d⁄mb` (2) H$m∞boO
(3) bmoH$embm (4) {d⁄mb`
113. bmoH$embm _| h_ Zht grI gH$Vo
(1) bmoH$-{eÎn (2) nwÒVH$ dmMZ
(3) hmW H$m h˛Za
m
(4) gwZma-H$_©
114. "~h˛V Xya h°', dmä` _| "Xya' h°
.co
(1) {deofU
s emgßkm (2) {H´$`m
(3) {H´$`m-{deofU
h¢ü&g
115. "H$Ér-n∏$s B_maV' _| "H$Ér-n∏$s' _____ e„X a
la (4)

(1) {H´$`m-{deofU (2) gßkm
(3) {H´$`mH$ma (4) {deofU
116. J⁄mße Ho$ AZwgma h_ H$m°Z-gr ~w{Z`mXr ~mV ^yb JE h¢?
(1) nmR>embmE± {d⁄m nmZo H$m ÒWmZ h¢ü& (2) bmoH$ {ejm H$m g~go ~ãS>m gmYZ h°ü&
(3) h_mao Xoe _| AZoH$ _hm{d⁄mb` h¢ü& (4) nmR>embm H$mo {d⁄membm H$hm OmVm h°ü&
117. H$m°Z-gm d∫$Ï` ghr Zht h°?

m
.co
(1) bmoH$embm Ho$ bmoH$ _| bmoH$-_oYm em{_b h°ü& (2) ÒHy$b H$s AdYmaUm _| AhmVm hmoVm h°ü&

o m
(3) bmoH$embm _| {ejH$ nãT>mVo h¢ü& (4) ~ÒVo ~mobVo h¢ ~Éo ÒHy$b Om aho h¢ü&
m
c
118. .AW© H$s —{Ô> go {^fi e„X Mw{ZEü&
s e
s em (1) nmR>embm (2) {d⁄membm
g l a
l a (3) {d⁄mb` (4) bmoH$embm a
ag 119. J⁄mße Ho$ AZwgma gaH$mar Ï`dÒWm _| ä`m AmdÌ`H$ Zht g_Pm J`m?
(1) ~ÒVo H$m ~moP H$_ H$aZm (2) Ka Am°a {d⁄mb` H$s Xyar na ‹`mZ XoZm
(3) ÒHy$b _| AhmVm ~ZdmZm (4) ÒHy$b H$s B_maV ~ZdmZm
120. bmoH$embm _| g_m{hV Zht h°
(1) OrdZmZw^d (2) bmoH$emÛ
(3) bmoH$-_Zrfm (4) bmoH$-_oYm

m .
c. o
CEF–26–I (V)/P1
m
37 [ P.T.O.

s e
s em l a
g la ag

a For more Question Papers, Sample Papers, Notes & Syllabus visit Page 37 of 48

PART—V
LANGUAGE—II : ENGLISH

Direction : Candidates should attempt questions from Part–V (Q. Nos. 121–150), if they have
opted for ENGLISH as LANGUAGE–II only.

121. Learning of the mother tongue by a child is generally assumed to be :
(1) Language learning (2) Language assimilation
(3) Abstract language development (4) Language acquisition

122. An active listener immediately understands
(1) what the speaker is trying to say
(2) what the other person is saying
(3) what the speaker wants to say
(4) logic behind what the speaker is saying

123. To teach poetry in the class, the teacher first reads a poem, then involves the learners in
group work. One group writes the theme of the poem, another draws a picture to depict the
main character and yet another writes the summary of the poem. This activity aims at :
(1) Involving all students in the classroom
(2) Catering to diverse abilities and interests of the learners
(3) Preparing learners for assessment
(4) Distracting the learners

124. The Second Language classroom is usually a confluence of varied languages. The role of
teachers in such a class is to give their students :
(1) A comfortable environment to develop requisite skills
(2) Summaries and simplified versions of text
(3) Adequate self-explanatory notes
(4) Worksheets with a variety of tasks while covering the syllabus

125. You prepare a test item that expects the learners to use tense forms, connectors,
prepositions, and adjectives accurately. The approach that you have used in this test item is :
(1) Indirect grammar testing (2) Mixed grammar task
(3) Integrated grammar testing (4) Direct grammar testing

126. Children in their early years scribble on the wall, floor and in notebooks. This stage in
language learning is called
(1) emergent literacy (2) writing skills
(3) graphic development (4) scribbling

127. Communicative language teaching stresses the interdependence of :
(1) Language and conversation (2) Language and behaviour
(3) Language and psychology (4) Language and communication

CEF–26–I (V)/P1 38

For more Question Papers, Sample Papers, Notes & Syllabus visit Page 38 of 48

128. You have to keep anecdotal records of the learning process of the students of your class. For
this, you need to use :
(1) Project technique (2) Oral technique
(3) Observation technique (4) Assignment technique

129. Which of the following statements is true in the context of grammar?
(1) Grammar provides a set of rules that should be memorized before being followed.
(2) Grammar is a system of language which helps in polishing our speaking and writing
skills.
(3) Grammar has no role in the learning of a foreign language.
(4) Knowledge of grammar helps acquire fluency in speech.

130. When infants and very young children live in environments where they have no exposure or
experience with language, their language development is severely impaired. This impairment
is irreversible. Which of the following terms supports this explanation?
(1) Sensitive periods of development (2) Sociolinguistics
(3) Semantics (4) Nativism

131. Grammar should be taught by :
(1) Making learners do written assignments
(2) Encouraging students to memorize rules
(3) Giving adequate assignments to learners
(4) Enabling practice in context

132. You want to create a language-rich environment in your class. For this, you should :
(1) Establish a language lab in your class
(2) Motivate parents to buy language games and activities
(3) Provide an opportunity where the language is seen, noticed and used by the learners
(4) Encourage your learners to use only English while communicating in the class

133. _____ gave the terms acquisition, observation, natural, input, dominant hypothesis in the
theory of Second Language learning.
(1) Steven Pinker (2) Chomsky
(3) Stephen Krashen (4) Vygotsky

134. Which among the following involves the principle of grading and sequence?
(1) Gradation (2) Habit formation
(3) Following the natural way (4) Controlled vocabulary

135. You observe that your students need to be exposed to samples of the target language and be
encouraged to imitate and respond. Which of the following methods is most suitable for this
purpose?
(1) Communicative language teaching (2) Audio-lingual method
(3) Grammar-translation method (4) Direct method

CEF–26–I (V)/P1 39 [ P.T.O.

For more Question Papers, Sample Papers, Notes & Syllabus visit Page 39 of 48

m
c. o

m
m .co s e m
s e g l a
gl a a
Read the passage given below and answer the questions (Q. Nos. 136–142) that follow :
What was this new state like? Fortunately, we have full accounts, both Indian and Greek.
Megasthenes, the ambassador sent by Seleucus, has left a record and, much more important is
that contemporary account—Kautilya’s Arthashastra, ‘the Science of Polity’. Kautilya is another
name for Chanakya, and thus we have a book written, not only by a great scholar, but a man who
played a dominating part in the establishment, growth and preservation of the empire. Chanakya
has been called the Indian Machiavelli, and to some extent the comparison is justified. But he was a
m
m
much bigger person in every way, greater in intellect and action. He was no mere follower of a king,
.co
.co e m
a humble advisor of an all-powerful emperor. A picture of him emerges from an old Indian play—the

m
Mudra-Rakshasa—which deals with this period. Bold and scheming, proud and revengeful, never
e l as
as
forgetting a slight, never forgetting his purpose, availing himself of every device to delude and defeat
l ag
g
the enemy, he sat with the reins of empire in his hands and looked upon the emperor more as a
a
loved pupil than as a master. Simple and austere in his life, uninterested in the pomp and
pageantry of high position, when he had redeemed his pledge and accomplished his purpose, he
wanted to retire, to a life of contemplation.
There was hardly anything Chanakya would have refrained from doing to achieve his purpose; he
was unscrupulous enough; yet he was also wise enough to know that this very purpose might be
defeated by means unsuited to the end. Long before Clausewitz, he is reported to have said that war
is only a continuance of state policy by other means. But, he adds, war must always serve the
larger ends of policy and not become an end in itself; the statesman’s objective must always be the
m
.co
betterment of the state as a result of war, not the mere defeat and destruction of the enemy. If war
involves both parties in a common ruin, that is bankruptcy of statesmanship. War must be

e m
s
conducted by armed forces, but much more important than the force of arms is the high strategy

la
which saps the enemy’s morale and disrupts his forces and brings about his collapse, or takes him
g
to the verge of collapse, before armed attack.
a
136. State which of the following statements is True/False :
A. For practical purposes, Chanakya kept the reins of power with himself.
B. Chanakya enjoyed the power and prestige of the high authority he wielded.
(1) Both A and B are false (2) A is true but B is false
(3) B is true but A is false (4) Both A and B are true

m
m
137. Which one of the following is not true?
.co
.co
(1) Chanakya defined war as a continuation of state policy.
s e m
s em (2) Chanakya considered strategic manoeuvres as more important
g l athan actual war.

l a a
ag
(3) Chanakya supported war even if it destroyed both the parties.
(4) Chanakya is also known as Kautilya.

138. What does the given verb mean?
‘to delude’
(1) to mislead (2) to swindle
(3) to rob (4) to divest

m .
c. o
CEF–26–I (V)/P1
m
40

s e
s em l a
g la ag

a For more Question Papers, Sample Papers, Notes & Syllabus visit Page 40 of 48

139. Identify the tense of the given expression :
“... had redeemed his pledge”
(1) Simple Past (2) Present Perfect
(3) Past Perfect (4) Simple Present

140. Find the word opposite in meaning to the underlined word :
“... never forgetting a slight,”
(1) humiliation (2) compliment
(3) reward (4) praise

141. Whose account is called ‘much more important’ as a record of the Mauryan rule?
(1) Kautilya’s (2) Machiavelli’s
(3) The contemporary historians’ (4) Megasthenes’

142. How did the play, the Mudra-Rakshasa depict Chanakya?
(1) As meek and cowardly (2) As bold and scheming
(3) As pompous and arrogant (4) As honest and pious

Read the passage given below and answer the questions (Q. Nos. 143–150) that follow :
The next morning, as I was about to leave the city, I saw peacocks on every tree, rock and hill. Their
movements had the same peace, the same grace and the same beauty. As the evening shadows
deepened, the air was filled with the song of peacocks. I thought they were there to both welcome
and bid me farewell.
Whenever I recall that trip, my mind is filled with the images of those peacocks. I am surprised. Did
I really see so many of them? Did the peacocks of Rajasthan actually come out to greet me?
I wonder how they are now.
I try to imagine that city now, but all I can see is a picture of desolation. Shocked and disturbed, I
am neither able to see the peacocks nor hear their song. Where have they all disappeared? In which
corner of the world are they hiding? Suddenly, I have a vision of a lonely peacock on a distant hill.
He seems battered and bruised. I walk quickly toward him but, before I can reach the hill, he rises
into the sky screaming with terror and disappears.
Where has he gone? Where are his companions, those countless peacocks? Why is he sitting alone
on that hill, the very picture of desolation? Why is he so despondent, so terrified? The sight of that
dejected, bewildered peacock suddenly brings to mind another image of desolation that I had
forgotten. On the far edge of a dark, oil-soaked sea, I see a forlorn duck covered with foul effluents,
watching the waves in disbelief. Till yesterday, the sea was ambrosia, today it is poison. The wings
of the duck are so heavy with slime that he can no longer fly. Poison flows through the veins in his
body.

143. State which of the following statements is True/False :
A. The peacocks both welcomed the writer and bid him farewell.
B. The wings of the peacocks were smeared with slime.
(1) Both A and B are false (2) A is true but B is false
(3) B is true but A is false (4) Both A and B are true

CEF–26–I (V)/P1 41 [ P.T.O.

For more Question Papers, Sample Papers, Notes & Syllabus visit Page 41 of 48

144. Which one of the following is not true?
(1) The writer feels that the city is desolate now.
(2) The writer visits the city once again in a vision.
(3) The peacocks can no longer fly now.
(4) The peacocks the writer saw were beautiful and graceful.

145. What kind of sentence is the following?
“Where have they all disappeared?”
(1) Interrogative (2) Optative

(3) Declarative (4) Exclamatory

146. Identify the clause of the underlined part :
“On the far edge of a dark, oil-soaked sea, I see a forlorn duck...”
(1) Adjective clause (2) Adverb clause

(3) Principal clause (4) Noun clause

147. Identify the Part of Speech of the underlined word :
“... that dejected, bewildered peacock suddenly brings to mind...”
(1) Adjective (2) Adverb

(3) Conjunction (4) Noun

148. Choose the word nearest in meaning to ‘desolation’.
(1) Pessimism (2) Fertility

(3) Barrenness (4) Despair

149. Where did the writer see the peacocks?
(1) In a Rajasthan city (2) On the slopes of the Himalayas

(3) On the edge of a dark sea (4) On a mountaintop

150. Why does the writer see ‘a picture of desolation’ in the Rajasthan city now?
(1) Because the ducks are no more to be seen
(2) Because the city has been uprooted
(3) Because the peacocks have disappeared
(4) Because there is dirt and filth all around

CEF–26–I (V)/P1 42

For more Question Papers, Sample Papers, Notes & Syllabus visit Page 42 of 48

m
c. o

m
m .co s e m
s e g l a
gl a a
^mJççV
^mfmççII : {h›Xr
{ZX}e Ö narjmWu ^mJçV (‡ÌZ gß0 121 go 150) Ho$ ‡ÌZm| Ho$ CŒma Ho$db V^r X| `{X C›hm|Zo ^mfmçII H$m {dH$În {h›Xr
MwZm hmoü&
m
m .co
.co m
121. ~Ém| _| _mV•^mfm Ho$ {dH$mg H$mo gm_m›`VÖ {H$g Í$n _| XoIm OmVm h°?

s e
em
(1) ^mfm A{YJ_ (2) ^mfm AmÀ_gmVrH$aU

s l a
la ag
(3) A_yV© ^mfm {dH$mg (4) ^mfm AO©Z

122. EH$ g{H´$` lmoVgm VwaßV {H$g ~mao _| g_P ~Zm boVm h°?
a
(1) d∫$m ä`m H$hZo H$m ‡`mg H$a ahm h° (2) Xygam Ï`{∫$ ä`m H$h ahm h°
(3) d∫$m ä`m H$hZm MmhVm h° (4) d∫$m Ho$ H$WZ _| {Z{hV VH©$

123. H$jm _| H$mÏ` nãT>mZo Ho$ {bE, A‹`mnH$ Zo g~go nhbo H${dVm nmR> {H$`m, VÀn¸mV≤ {ejm{W©`m| H$mo g_yh-H$m`© _| em{_b {H$`mü& EH$
g_yh Zo H${dVm H$s Wr_ {bIr, Xygao g_yh Zo _wª` nmà H$mo d{U©V H$aZo Ho$ {bE {Mà ~Zm`m Am°a Vrgao g_yh Zo gmamße {bImü& Bg
J{V{d{Y H$m ä`m C‘oÌ` h°?
(1) H$jm _| g^r {d⁄m{W©`m| H$mo em{_b H$aZm
m
.co
(2) {ejm{W©`m| H$s {d{dY `moΩ`VmAm| Am°a È{M`m| H$mo nmo{fV H$aZm

em
(3) {ejm{W©`m| H$mo AmH$bZ Ho$ {bE V°`ma H$aZm
(4) {ejm{W©`m| H$m ‹`mZ ^ßJ H$aZm s
la go ~h˛{dY ^mfmAm| H$m O_mdãS>m (gpÂ_bZ) h°ü& Bg ‡H$ma H$s H$jm _|
124. Eogr H$jm {Og_| {¤Vr` ^mfm H$m nR>Z hmoVm h°, EH$ g
A‹`mnH$ H$s ^y{_H$m ä`m hmoJr?
a ‡H$ma

(1) Ano{jV H$m°ebm| Ho$ {dH$mg Ho$ {bE {d⁄m{W©`m| H$mo gw{dYmOZH$ n[adoe XoZm
(2) {d⁄m{W©`m| H$mo nmR>Ágm_J´r H$m gmamße Am°a gabrH•$V Í$n XoZm
(3) {d⁄m{W©`m| H$mo Òd-Ï`mª`m{`V ({Q>fln{U`m±) XoZm
(4) nmR>ÁH´$_ nyam H$aZo Ho$ {bE {d⁄m{W©`m| H$mo {d{dY ‡H$ma Ho$ H$m`m] dmbr dH©$erQ> (H$m`©nÃH$) XoZm

125. AmnZo EH$ Eogm narjm-nà ~Zm`m h° {OgHo$ ¤mam Amn Anojm H$aVo h¢ {H$ {ejmWu H$mb-Í$n, `moOH$, H$maH$ Am°a {deofUm| H$m ghr
m
.co
‡`moJ ~Vm nmE±ü& AmnZo Bg narjm-nà _| {H$g CnmJ_ H$m ‡`moJ {H$`m h°?
m
.co m
(1) A‡À`j Ï`mH$aU narjU (2) {_{lV Ï`mH$aU H$m`©

s e
em ~Éo AnZr ewÈAmVr AdÒWm _| Xrdma, \$e© Am°a H$m∞{n`m| _| AmãS>r-{VaN>r aoImE± ~ZmVo h¢ü& ^mfm aA{YJ_ _| Bg MaU H$mo ä`m H$hVo
(3) g_o{H$V Ï`mH$aU narjU (4) ‡À`j Ï`mH$aU narjU

s g l
g la h¢?
126.
a
a (1) CX≤Jm_r gmjaVm (2) boIZ-H$m°eb
(3) boIm{MÃ {dH$mg (4) H$sa_H$m±Q>o (pÒH´$~qbJ)

127. g‡ofUmÀ_H$ ^mfm-{ejU {H$gH$s nmaÒn[aH$ {Z^©aVm na ~b XoVm h°?
(1) ^mfm Am°a gßdmX (2) ^mfm Am°a Ï`dhma
(3) ^mfm Am°a _Zmo{dkmZ (4) ^mfm Am°a g‡ofU

m .
c. o
CEF–26–I (V)/P1
m
43 [ P.T.O.

s e
s em l a
g la ag

a For more Question Papers, Sample Papers, Notes & Syllabus visit Page 43 of 48

128. Amn AnZr H$jm Ho$ {d⁄m{W©`m| H$s A{YJ_-‡{H´$`m Ho$ Cnmª`mZmÀ_H$ A{^boI aIZm MmhVo h¢ü& Bg C‘oÌ` hoVw AmnH$mo {H$gH$m
‡`moJ H$aZm Mm{hE?
(1) n[a`moOZm VH$ZrH$ (2) _m°{IH$ VH$ZrH$
(3) AdbmoH$Z VH$ZrH$ (4) ‡XŒmH$m`© VH$ZrH$

129. Ï`mH$aU Ho$ gßX^© _| H$m°Z-gm H$WZ ghr h°?
(1) Ï`mH$aU {Z`_m| H$m g_yh ‡ÒVwV H$aVm h° {O›h| Ï`dhma _| bmZo go nhbo Hß$R>ÒW H$aZm Mm{hEü&
(2) Ï`mH$aU ^mfmAm| H$s Ï`dÒWm h° Omo h_mao dmMZ Am°a boIZ H$m°ebm| H$mo n[aÓH•$V H$aVr h°ü&
(3) {dXoer ^mfm Ho$ A{YJ_ _| Ï`mH$aU H$s H$moB© ^y{_H$m Zht h°ü&
(4) Ï`mH$aU H$m kmZ dmH≤$ _| ‡dmh bmZo _| _XX H$aVm h°ü&

130. Eogo {eew Am°a N>moQ>r Am`w Ho$ ~¿Mo {OZHo$ n[adoe _| Amng _| gßdmX H$aZo `mZr {H$ ^mfm-gß~ßYr AZw^d Ho$ Adga Zht hmoVo, CZH$m
^mfm`r {dH$mg Jß^ra Í$n go ~m{YV hmoVm h°ü& `o ~mYmE± (H$_r) AZwÀH´$_Ur` h¢ ({O›h| nbQ>m Z Om gHo$)ü& {ZÂZ{b{IV _| go
H$m°Z-gr e„Xmdbr Bg Ï`mª`m H$mo g_{W©V H$aVr h°?
(1) {dH$mg H$s gßdoXZerb AdÒWm (2) gm_m{OH$ ^m{fH$
(3) AW©VŒd (gr_|{Q>äg) (4) ghOdmX (ZoQ>r{dµµ¡_)

131. Ï`mH$aU-{ejU {H$g ‡H$ma hmoZm Mm{hE?
(1) {ejm{W©`m| H$mo {b{IV ‡XŒmH$m`© H$admH$a
(2) {d⁄m{W©`m| H$mo {Z`_m| H$mo Hß$R>ÒW H$aZo Ho$ {bE ‡moÀgm{hV H$aHo$
(3) {ejm{W©`m| H$mo n`m©· ‡XŒmH$m`© XoH$a
(4) gßX^© _| A‰`mg H$aZo Ho$ Adga XoH$a

132. Amn AnZr H$jm _| ^mfm-g_•’ n[adoe g•{OV H$aZm MmhVo h¢ü& BgHo$ {bE Amn ä`m H$a|J?
o
(1) AnZr H$jm _| ^mfm ‡`moJembm H$s ÒWmnZm H$aZr Mm{hE
(2) A{^^mdH$m| H$mo ^mfm-Iob d J{V{d{Y`m± IarXZo Ho$ {bE ‡moÀgm{hV H$aZm Mm{hE
(3) Eogo Adga g•{OV H$aZo Mm{hE Ohm± ^mfm {XImB© Xo, gßkmZ _| AmE Am°a {ejm{W©`m| ¤mam ‡`moJ H$s OmE
(4) {ejm{W©`m| H$mo H$jm _| g‡ofU Ho$ g_` Ho$db AßJ´oOr H$m ‡`moJ H$aZo Ho$ {bE ‡moÀgm{hV H$aZm Mm{hE

133. {¤Vr` ^mfm-A{YJ_ Ho$ {g’mßV _| AO©Z, AdbmoH$Z, Òdm^m{dH$, {Zdoe-‡YmZ n[aH$ÎnZm O°gr e„Xmdbr {H$gZo Xr h°?
(1) ÒQ>rdZ qnH$a (2) Mm∞_ÒH$s
(3) ÒQ>rµ\$Z H´o$eZ (4) dm`JmoÀÒH$s

134. {ZÂZ{b{IV _| go H$m°Z-gm {g’mßV J´oqS>J Am°a H´$_ _| AßV{Z©{hV h°?
(1) loUrH$aU (2) AmXV {Z_m©U
(3) Òdm^m{dH$ _mJ© H$m AZwnmbZ (4) {Z`ß{ÃV e„Xmdbr

135. AmnHo$ gßkmZ _| `h ~mV Am`r {H$ AmnHo$ {d⁄m{W©`m| H$mo b˙` ^mfm Ho$ Hw$N> CXmhaU ‡ÒVwV {H$E OmZo Mm{hE Am°a C›h| AZwH$aU
H$aZo d ‡{V{H´$`m XoZo Ho$ {bE ‡moÀgm{hV {H$`m OmZm Mm{hEü& Bg C‘oÌ` Ho$ {bE gdm©{YH$ Cn`w∫$ J{V{d{Y H$m°Z-gr h°?
(1) g‡ofUmÀ_H$ ^mfm-{ejU (2) lÏ`-^m{fH$ {d{Y
(3) Ï`mH$aU-AZwdmX {d{Y (4) ‡À`j (S>m`aoäQ>) {d{Y

CEF–26–I (V)/P1 44

For more Question Papers, Sample Papers, Notes & Syllabus visit Page 44 of 48

{ZX}e : {ZÂZ{b{IV J⁄mße H$mo nãT>H$a nyN>o JE ‡ÌZm| (‡ÌZ gß0 136–142) Ho$ g~go Cn`w∫$ CŒma dmbo {dH$În H$mo Mw{ZE :
AmO nyar Xw{Z`m, Z`r, nwamZr, nãT>r-{bIr, AZnãT> Xw{Z`m ^r B›ht flbmpÒQ>H$ H$s W°{b`m| H$mo boH$a EH$ AßVhrZ `mÃm na {ZH$b nãS>r h°ü&
N>moQ>o-~ãS>o ~mµOma, Xoer-{dXoer XwH$mZ| h_mao hmWm| _| flbm{ÒQ>H$ H$s W°br W_m XoVr h¢ü& h_ BZ W°{b`m| H$mo boH$a Ka AmVo h¢ü& Hw$N> Kam| _| `o
AmVo hr H$Mao _| \|$H$ Xr OmVr h¢ Vmo Hw$N> gmYmaU Kam| _| Hw$N> {XZ bnoQ> H$a gÂ^mb H$a aI Xr OmVr h¢, {\$a {H$gr Am°a {XZ H$Mao _|
S>mbZo Ho$ {bEü& Bg Vah AmO Zht Vmo H$b H$Mao _o| \|$H$ Xr J`r BZ W°{b`m| H$mo {\$a hdm bo CãS>Vr h°, EH$ Am°a AßVhrZ `mÃm naü& {\$a `h
hÎH$m H$Mam µO_rZ na CãS>Vo h˛E, ZXr-Zmbm| _| nh˛±M H$a ~hZo bJVm h°ü& Am°a {\$a dhm± go ~hVo-~hVo g_w– _|ü& `hm± ^r EH$ Am°a AßVhrZ
`mÃm ewÍ$ hmo OmVr h°ü&
ImoO H$aZo dmbm| Zo Bg flbmpÒQ>H$ H$s g_w–r `mÃm H$mo ^r g_PZo H$s H$mo{ee H$s h°ü& C›h| `h OmZH$a AMaO h˛Am {H$ h_mao Kam| go {ZH$bm
`h flbmpÒQ>H$ H$m H$Mam A~ g_w–m| _| ^r Iy~ ~ãS>o-~ãS>o T>oa H$s Vah V°a ahm h° Z dh µO_rZ na JbVm h°, gãS>Vm h°, Z g_w– _| hrü& `h
flbmpÒQ>H$ Vmo AmÀ_m H$s Vah AOa-A_a h°ü&
flbmpÒQ>H$ Ho$ \°$bVo, ngaVo Ï`dhma H$mo H$B© Xoem| Zo, H$B© g_mOm| Zo AnZr-AnZr Vah go amoH$Zo Ho$ H$B© ‡`ÀZ {H$E h¢ü& Hw$N> Xoem| Zo Bg na
flbmpÒQ>H$ Q>°äg bJm H$a XoIm h°ü& Eogm Q>°äg bJVo hr InV _| EH$X_ {JamdQ> ^r XoIr J`r h°ü& H$ht-H$ht BZ na grYo ‡{V~ßY ^r bJm`m
J`m h°ü& BgHo$ ~Xbo {\$a AI~ma, H$mJµO, H$nãS>o H$s W°{b`m±, {b\$m\o$ ^r MbZ _| Am`o h¢ü&
XwH$mZm| go Ka VH$ MrµO| bmZo H$m _m‹`_ BVZr H$_ C_a H$m ä`m| hmo, dh {MaßOrd ä`m| Z ~ZoççflbmpÒQ>H$ Ho$ H$maU A~ Eogo gdmb ^r h_mao
_Z _| Zht CR> nmVoü&

136. flbmpÒQ>H$ Ho$ AOa-A_a hmoZo H$m ghr Ame` h°
(1) `h O_rZ na `m nmZr _| JbVm d gãS>Vm Zht h° (2) `h g_w– _| V°aVm h°
(3) `h hdm _| CãS>Vm h° (4) `h ZXr-Zmbm| go ~hH$a g_w– _| nh˛±MVm h°

137. Ka VH$ MrO| bmZo H$m _m‹`_ _____ hmoZm Mm{hEü&
(1) AÎnm`w (2) AOa-A_a
(3) flbmpÒQ>H$ H$m (4) {MaßOrd

138. flbmpÒQ>H$ H$m Cn`moJ H$_ H$aZo H$m Cnm` Zht h°
(1) ‡{V~ßY bJmZm (2) flbmpÒQ>H$ H$s W°br H$m ~ma-~ma ‡`moJ H$aZm
(3) H$nãS>o Ho$ W°bo H$m ‡`moJ H$aZm (4) Q>°äg bJmZm

139. {^fi e„X nhMm{ZEü&
(1) W°{b`m| (2) Am±H$ãS>m|
(3) nhmãS>m| (4) g_mOm|

140. {JamdQ> EH$ _____ gßkm h°ü&
(1) Ï`{∫$dmMH$ (2) ^mddmMH$
(3) Om{VdmMH$ (4) JUZr`

141. flbmpÒQ>H$ H$s W°{b`m| H$s `mÃm H$mo AßVhrZ ä`m| H$hm J`m h°?
(1) h_ W°{b`m± Ka boH$a AmVo h¢ (2) H$Mao _| \|$H$s W°{b`m| H$mo hdm CãS>mH$a bo OmVr h°
(3) h_ H$Mao _| W°{b`m± \|$H$ XoVo h¢ (4) h_ W°{b`m| H$mo g±^mbH$a aIVo h¢

142. flbmpÒQ>H$ H$s g_w–r `mÃm XoIH$a Am¸`© ä`m| h˛Am?
(1) flbmpÒQ>H$ AOa-A_a h° (2) g_w– _| Mmam| Amoa flbmpÒQ>H$ H$s W°{b`m± Wt
(3) Kam| H$m flbmpÒQ>H$ H$Mam g_w– _| V°a ahm Wm (4) g_w– _| flbmpÒQ>H$ gãS> J`m Wm

CEF–26–I (V)/P1 45 [ P.T.O.

For more Question Papers, Sample Papers, Notes & Syllabus visit Page 45 of 48

m
c. o

m
m .co s e m
s e g l a
gl a a
{ZX}e : {ZÂZ{b{IV J⁄mße H$mo nãT>H$a nyN>o JE ‡ÌZm| (‡ÌZ gß0 143–150) Ho$ g~go Cn`w∫$ CŒma dmbo {dH$În H$mo Mw{ZE :
qMn¢Or H$s ~w{’e{∫$ na d°km{ZH$m| H$mo ^r H$^r gßXoh Zht ahmü& {OZ bmoJm| Zo Ka na qMn¢Or nmbo h¢, C›hm|Zo XoIm h° {H$ O›_ Ho$ ~mX Xmo-EH$
dfm] _| qMn¢Or Ho$ ~Éo _mZd-{eewAm| go A{YH$ VoOr go Z`r ~mV| grI OmVo h¢ü& hm±, O~ _mZd-{eew ~mobZm grI OmVm h°, dh qMn¢Or go
VoOr go AmJo {ZH$bZo bJVm h°ü&
g±yg Am°a qMn¢Or H$s ~w{’e{∫$ H$s VwbZm H$aZm A{V H${R>Z h°, ä`m|{H$ Bg Vah Ho$ Xmo AÀ`ßV {^fi Ordm| na VwbZmÀ_H$ ‡`moJ H$a nmZm
bJ^J AgÂ^d hmoVm h°ü& Bgr Vah H$s H${R>ZmB`m± Bgr Vah Ho$ A›` ‡`moJm| _| ^r AmVr h¢ü& CXmhaU Ho$ {bE, ^yb-^wb°`m _| ghr _mJ© ImoO
m
m .co
{ZH$mbZm VWm _oO na aIr VrZ dÒVwAm| _| AQ>nQ>r dÒVw H$mo MwZ {ZH$mbZm EH$-gr ~w{’e{∫$ Ho$ ‡_mU h¢ü&

.co
EH$ ~mV go ‡m`Ö g^r {dkmZr gh_V h¢ {H$ newAm| _| ÒVZnm{``m| H$m ~w{’_Œmm na bJ^J EH$m{YH$ma h°ü& Am°Omam| H$m ‡`moJ H$aZm ^r
m s e m
e l a
~w{’_mZr H$m EH$ {Mï h°ü& JmbmnJmog ¤rn H$m H$R>\$moãS>dm H°$äQ>g H$s S>ßS>r go d•jm| H$s Xama AWdm {N>– go H$sãS>o-_H$moãS>o {ZH$mbH$a ImVm h°ü&
s
a ag
Hw$N> bmoJ H$m°E Am°a CgHo$ ^mB©~ßXm| H$mo ^r ~h˛V ZÂ~a XoVo h¢ü& {eH$mar H$s ~ßXyH$ H$s nh˛±M go Xya ahZo H$s H$bm H$m°Am ~Iy~r OmZVm h°ü& Am°a
g l
a
Hw$N> d°km{ZH$m| H$m `h I`mb h° {H$ H$mJ Am°a VmoVo _| _ZwÓ` H$s ~mobr Ho$ MßX e„X grIZo H$s Omo j_Vm h°, dh Ho$db AmZwdß{eH$ j_Vm
Zht, ~pÎH$ ~w{’e{∫$ H$m ‡_mU h°ü& Hw$N> bmoJ hmWr H$mo g~go ~w{’_mZ Ord _mZVo h¢ü&
143. ‡m{U`m|, ‡mUr gßkm H$m _____ Í$n h°ü&
(1) nwqÑJ ~h˛dMZ {V`©H$ (2) nwqÑJ ~h˛dMZ gm_m›`
(3) ÛrqbJ ~h˛dMZ gm_m›` (4) ÛrqbJ ~h˛dMZ {V`©H$
144. J⁄mße Ho$ AZwgma H$m°Z-gm H$WZ ghr h°?
(1) ‡m{U`m| _| ÒVZnm`r newAm| H$m ~w{’_Œmm na EH$m{YH$ma h°ü&
m
.co
(2) Xmo Vah Ho$ ‡m{U`m| na VwbZmÀ_H$ ‡`moJ H$aZm AmgmZ h°ü&
(3) Am°Omam| H$m ‡`moJ H$aZm _yI©Vm H$s {ZemZr h°ü&
(4) {Mßn¢Or H$s ~w{’e{∫$ gßXoh Ho$ Koao _| ahr h°ü&
s em
145. J⁄mße Ho$ AZwgma ~w{’_Œmm H$m ‡_mU Zht h°
g la
(1) {^fi dÒVw H$s nhMmZ H$aZm a (2) VmoVo ¤mam ^mfm Ho$ Hw$N> e„X grIZm
(3) {H$gr YwZ AWdm Vmb na Z•À` H$aZm (4) ^yb-^wb°`m _| ghr _mJ© ImoOZm
146. J⁄mße _| d{U©V ~w{’_mZ ‡m{U`m| H$m g_yh Zht h°
(1) g±yg, VmoVm, H$m°Am (2) g±yg, hmWr, ~ßXa
(3) qMn¢Or, VmoVm, H$mJ (4) qMn¢Or, g±yg, hmWr
147. H$m°E Am°a VmoVo H$m ^mfm grI boZm CZH$s
(1) ~m°{’H$ e{∫$ H$m ‡_mU h° (2) ZH$bH$a grIZo H$m ‡_mU h°
m
m
(3) ghO d•{Œm h° (4) AmZwdß{eH$ j_Vm h°
.co
.co
148. _mZd {eew ~w{’_Œmm _| qMn¢Or Ho$ {eew go H$~ AmJo {ZH$bVm h°?
(2) O~ dh ~mobZm grI boVm h° as
e m
s em (1) O~ dh {bIZm grI boVm h°
(4) O~ dh n°Xm hmoVm h° ag
l
l a (3) O~ dh n°Xb MbZo bJVm h°
ag 149. hmWr Ho$ n`m©` h¢
(1) hpÒV, JO, dZamO (2) JO, hÒVr, Hwß$O
(3) Hwß$OÍ$, hÒVr, JO (4) dZamO, hÒVr, Hwß$O
150. "AÀ`ßV' H$m gß{Y-{d¿N>oX h°
(1) A{V + AßV (2) AVr + AßV
(3) AV≤ + AßV (4) AV≤ + `ßV

m .
c. o
CEF–26–I (V)/P1
m
46

s e
s em l a
g la ag

a For more Question Papers, Sample Papers, Notes & Syllabus visit Page 46 of 48

SPACE FOR ROUGH WORK / aµ\$ H$m`© Ho$ {bE ÒWmZ

HHH

CEF–26–I (V)/P1 47 [ P.T.O.

For more Question Papers, Sample Papers, Notes & Syllabus visit Page 47 of 48

READ THE FOLLOWING INSTRUCTIONS CAREFULLY {ZÂZ{b{IV {ZX}em| H$mo ‹`mZ go nãT>|
1. The manner in which the different questions are to be answered has 1. {Og ‡H$ma go {d{^fi ‡ÌZm| Ho$ CŒma {XE OmZo h¢ CgH$m dU©Z narjm
been explained in the Test Booklet which you should read carefully nwpÒVH$m _| {H$`m J`m h°, {Ogo Amn ‡ÌZm| H$m CŒma XoZo go nhbo ‹`mZ go
before actually answering the questions.
nãT> b|ü&
2. Out of the four alternatives for each question, only one circle for the 2. ‡À`oH$ ‡ÌZ Ho$ {bE {XE JE Mma {dH$Înm| _| go ghr CŒma Ho$ {bE OMR
correct answer is to be darkened completely with Blue/Black
CŒma-nà Ho$ n•>-2 na Ho$db EH$ d•Œm H$mo hr nyar Vah Zrbo/H$mbo
Ballpoint Pen on Side-2 of the OMR Answer Sheet. The answer
once marked is not liable to be changed.
~m∞bnm∞BßQ> noZ go ^a|ü& EH$ ~ma CŒma Aß{H$V H$aZo Ho$ ~mX Cgo ~Xbm Zht
Om gH$Vm h°ü&
3. The candidates should ensure that the Answer Sheet is not folded. Do
3. narjmWu gw{Z{¸V H$a| {H$ Bg CŒma-nà H$mo _moãS>m Z OmE Edß Cg na H$moB©
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. A›` {ZemZ Z bJmE±ü& narjmWu AnZm AZwH´$_mßH$ CŒma-nà _| {ZYm©[aV
4. Handle the Test Booklet and Answer Sheet with care, as under no
ÒWmZ Ho$ A{V[a∫$ A›`Ã Z {bI|ü&
circumstances (except for discrepancy in Test Booklet Code or 4. narjm nwpÒVH$m Edß CŒma-nà H$m ‹`mZnyd©H$ ‡`moJ H$a|, ä`m|{H$ {H$gr ^r
Number and Answer Sheet Code or Number), another set will be n[apÒW{V _| (Ho$db narjm nwpÒVH$m Edß CŒma-nà Ho$ H$moS> `m gߪ`m _|
provided. {^fiVm H$s pÒW{V H$mo N>moãS>H$a) Xygar narjm nwpÒVH$m Cnb„Y Zht H$amB©
5. The candidates will write the correct Test Booklet Code and Number OmEJrü&
as given in the Test Booklet/Answer Sheet in the Attendance Sheet. 5. narjm nwpÒVH$m/CŒma-nà _| {XE JE narjm nwpÒVH$m H$moS> d gߪ`m H$mo
6. A machine will read the coded information in the OMR Answer Sheet. narjmWu ghr VarHo$ go CnpÒW{V-nà _| {bI|ü&
Hence, no information should be left incomplete and it should not be 6. OMR CŒma-nà _| H$mo{S>V OmZH$mar H$mo EH$ _erZ nãT>oJrü& Bg{bE H$moB©
different from the information given in the Admit Card. ^r gyMZm AYyar Z N>moãS>| Am°a `h ‡doe-nà _| Xr JB© gyMZm go {^fi Zht
7. Candidates are not allowed to carry any textual material, printed or hmoZr Mm{hEü&
written, bits of papers, pager, mobile phone, electronic device or any 7. narjmWu ¤mam narjm hm∞b/H$j _| ‡doe-nà Ho$ {gdm` {H$gr ‡H$ma
other material except the Admit Card inside the Examination
H$s nmR>Á-gm_J´r, _w{–V `m hÒV{b{IV, H$mJO H$s n{M©`m±, noOa,
Hall/Room.
_mo~mBb \$moZ, BboäQ¥>m∞{ZH$ CnH$aU `m {H$gr A›` ‡H$ma H$s gm_J´r H$mo
8. Mobile phones, wireless communication devices (even in switched off bo OmZo `m Cn`moJ H$aZo H$s AZw_{V Zht h°ü&
mode) and the other banned items should not be brought in the
8. _mo~mBb \$moZ, ~oVma gßMma `w{∫$`m± (pÒdM Am∞\$ AdÒWm _| ^r) Am°a
Examination Hall/Room. Failing to comply with this instruction, it will
be considered as using unfair means in the examination and action A›` ‡{V~ß{YV dÒVwE± narjm hm∞b/H$j _| Zht bmB© OmZr Mm{hEü& Bg
will be taken against the candidate including cancellation of examination. gyMZm H$m nmbZ Z hmoZo na Bgo narjm _| AZw{MV gmYZm| H$m ‡`moJ _mZm
9. Each candidate must show on demand his/her Admit Card to the OmEJm Am°a narjmWu Ho$ {dÈ’ H$m`©dmhr H$s OmEJr, narjm a‘ H$aZo
Invigilator. g{hVü&
10. No candidate, without special permission of the Centre 9. nyN>o OmZo na ‡À`oH$ narjmWu, {ZarjH$ H$mo AnZm ‡doe-nà {XImE±ü&
Superintendent or Invigilator, should leave his/her seat. 10. Ho$›– AYrjH$ `m {ZarjH$ H$s {deof AZw_{V Ho$ {~Zm H$moB© narjmWu
11. The candidates should not leave the Examination Hall/Room without AnZm ÒWmZ Z N>moãS>ü| &
handing over their Answer Sheet to the Invigilator on duty and sign the 11. H$m`©aV {ZarjH$ H$mo AnZm CŒma-nà {XE {~Zm Edß CnpÒW{V-nà na
Attendance Sheet twice. Cases where a candidate has not signed the Xw~mam hÒVmja {H$E {~Zm narjmWu narjm hm∞b/H$j Zht N>moãS>|Joü& `{X
Attendance Sheet second time will be deemed not to have handed {H$gr narjmWu Zo Xygar ~ma CnpÒW{V-nà na hÒVmja Zht {H$E, Vmo `h
over the Answer Sheet and dealt with as an unfair means case. The
_mZm OmEJm {H$ CgZo CŒma-nà Zht bm°Q>m`m h° Am°a `h AZw{MV gmYZ
candidates are also required to put their left hand THUMB
impression in the space provided in the Attendance Sheet.
H$m _m_bm _mZm OmEJmü& narjmWu AnZo ~mE± hmW Ho$ A±JyR>o H$m
{ZemZ CnpÒW{V-nà _| {XE JE ÒWmZ na AdÌ` bJmE±ü&
12. Use of Electronic/Manual Calculator is prohibited.
12. BboäQ¥>m∞{ZH$/hÒVMm{bV n[aH$bH$ H$m Cn`moJ d{O©V h°ü&
13. The candidates are governed by all Rules and Regulations of the
13. narjm hm∞b/H$j _| AmMaU Ho$ {bE narjmWu narjU gßÒWm Ho$ g^r
Examining Body with regard to their conduct in the Examination
Hall/Room. All cases of unfair means will be dealt with as per Rules
{Z`_m| Edß {d{Z`_m| ¤mam {Z`{_V h¢ü& AZw{MV gmYZm| Ho$ g^r _m_bm|
and Regulations of the Examining Body. H$m \°$gbm narjU gßÒWm Ho$ {Z`_m| Edß {d{Z`_m| Ho$ AZwgma hmoJmü&
14. {H$gr ^r n[apÒW{V _| narjm nwpÒVH$m Am°a CŒma-nà H$m H$moB© ^mJ AbJ
14. No part of the Test Booklet and Answer Sheet shall be detached
under any circumstances. Z H$a|ü&
15. narjm gÂnfi hmoZo na, narjmWu hm∞b/H$j N>moãS>Zo go nyd© CŒma-nÃ
15. On completion of the test, the candidate must hand over the
Answer Sheet to the Invigilator in the Hall/Room. The candidates {ZarjH$ H$mo AdÌ` gm¢n X|ü& narjmWu AnZo gmW Bg narjm
are allowed to take away this Test Booklet with them. nwpÒVH$m H$mo bo Om gH$Vo h¢ü&

CEF–26–I (V)/P1 48 JJ26

For more Question Papers, Sample Papers, Notes & Syllabus visit Page 48 of 48