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11. s4“%@: i!oc3&µ |%_mB ? =kY-.qJ% 7W vfBX >.&Ob+#H+&p. ( )
4) CBk&@=a%2"f-.3=@i!oc3& /) VW3&-.&=a%2"f >.3=@i!oc3&
5) /()&=a%2"f-.3=@i!oc3& 0) |%@=a%2"f >.3=@i!oc3&
183
12. s4‘X_N’&&A3&µ a%’Qa%+ „#()&? ( )
4) @l-.& /) <Nl+<Nl 5) ,q%øYfiqTJ 0) 4’f(&Q'hJ’
13. s’&()c1+µ 4V8 |%_+N ] >.´+ ( )
4) ZH& /) ’& 5) () 0) ^
14. sU | |µ 4V8 >.&()&=3#$&% &’†3&] >.´JB ? #92@‘k? ( )
4) GH /) ‘ 5) a% 0) 'hˇ
15. s‘3e#flT =e ,3e= ?2@=79&3e7&9 3e‘=79¡x #H3eB=CD3‘&=GW‹2@. 0=7W f! + ]=432 v()+. ( )
4) ’‰GHf‘&YCDa% /) #h8 v‘&YCDa% 5) RJ§J‘&YCDa% 0) ZH&’& !’&&
16. 6#%’Q‘=6#%7&8 ZH&’&&3=’&_hfN #H c! B=C⁄fl ‘! & #9#ƒT ‘1e(&&G8 <mBB=]=432 ±+ 4+{J()&. ( )
4) 6YG8ƒ !¤ /) 6#%’Q 5) ()Q#% ! 0) 4(W˛2GH()VWfa%
17. sgD‘X+#8ZQH flµ 5@=]=4()˛ =! 7W f! +. ( )
4) Y#%*›X()˛ ! /) /*+U(Wf()˛ ! 5) k_hNf()˛ ! 0) B„“_hm()˛ !
18. s()7&8 “¬ |%Ð ¤‘! &=(W*›EF&µ 5@=]=7W f! +? ( )
4) !()A´? /) ’&q%r 5) a%2ZH&& !b 0) !()b]
19. (>_N‘ (7W !f=Y#%ZQ9 -.+ #9ZH&f+&p.
................................................................................................................................
20. 6EF&GH=gDZH&+ (7W f! =Y#%Z9Q-.+ #9Z&H f+&p.
................................................................................................................................
184
MODEL PAPER
SUMMATIVE ASSESSMENT
CLASS-VI - SECOND LANGUAGE
HINDI
Time : 2:45 hour Marks : 80
∆{uqN˛ újÁz u¬QÁz Ãw\åÁn™N˛ NÏ˛¬ »zmy

™ÁútÊg ™Á{uQN˛ u¬Qo Euß√ÆuO˛
EÊN˛ 10 30 30 10 80
üÁõoÁÊN˛
»zmy
™“nƒúÓm| ÃÓYåÁ : EÜÆÁúN˛ ú‰jÁz ∆{uqN˛ ™ÁútÊg Nz˛ EÊoT|o
(E) ™Á{uQN˛ Euß√ÆuO˛ Ãz ÃÊ§Êuáo ∆£t ÆÁ ƒÁMÆ ú∫yqÁ Nz˛ §Át EÁÆÁz\å N˛∫ ¬zåÁ YÁu“L @
I. ú‰jÁz 40 EÊN˛
(EÁ)
(1) (1-5) uå™íu¬uQo ∆£tÁı ™ı Ãz < z> EÁ{∫ < {> ™ÁfiÁƒÁ¬z ∆£t ú“YÁåÁz @ ˛˛ 5 EÊN˛
(E) EÁ™ (EÁ) EåÁ∫ (F) Nz˛¬Á (F|) N˛Á{EÁ (G) N˛ÁzÆ¬ (H) ™{åÁ (J) uN˛¬Á (L) ∫z¬
(Lz) ß{ÆÁ (EÁz) LzåN˛
(2) (6-15) uYfi Ãz ÃÊ§Êuáo ∆£t Ãz \Ázgy §åÁEÁz @ 15x1 = 15 EÊN˛
uYugÆÁ
ƒb
∆∫§o
Tıt
uoo¬y
(2) uå™í u¬uQo oÁu¬N˛ÁEÁı Ãz Ã™Áå ƒm|ƒÁ¬z ∆£t Ãz \Ázgy §åÁEÁz @ 5
(N˛) (Q)
EÁ™ §Áá
EÁ{ á uN˛¬Á
EÁ™øt EÁt™y
§Á„\Á∫ EYÁ∫
uN˛ÃÁå EÁ{∫o
(3) (16-20) uå™í u¬uQo ∆£tÁı N˛y ƒo|åy ∆ÏÚ N˛yu\L @ 5x1 = 5
(1) Eå∫ -
(2) ™¬Á -
(3) Zzo∫y -
(4) YN˛∫ -
(5) tƒÁ∫ -
(4) (21-25) uå™í u¬uQo T˘ÁÊ∆ ú‰jN˛∫ ü«ÁíÁı Nz˛ \ƒÁ§ utN˛¡úÁı ™ı Ãz YÏåN˛∫ u¬uQL @ 5x1 = 5
“™Á∫z TÁÂƒ ™ı LN˛ G¸ÆÁå “{ @ FÃN˛Á ™ÏPÆ ˚Á∫ §“Ïo ÃÊÏt∫ “{ @ Æ“ÁÂ ∫ÊT-u§∫ÊTz ¢Ó˛¬
“¯ @ N˛F| üN˛Á∫ Nz˛ ƒwq “¯ @
(1) TÁÂƒ ™ı MÆÁ “{ ? [ ]
A) úÁe∆Á¬Á B) ™Êut∫ C) G¸ÆÁå
(2) G¸ÆÁå ™ı ¢Ó˛¬ N{˛Ãz “¯ ? [ ]
A) ∫ÊT-u§∫ÊTz B) N˛Á¬z C) TÁz∫z
(3) G¸ÆÁå N˛Á ™ÏPÆ ¸ƒÁ∫ N{˛ÃÁ “{ ? [ ]
A) §gÁ B) ZÁzbÁ C) ÃÊÏt∫
(4) G¸ÆÁå ™ı EÁ{∫ MÆÁ “¯ ? [ ]
A) §Ã B) TÁgy C) ƒwq
(5) Æ“ T˘ÁÊ∆ uN˛Ã úÁe Ãz u¬ÆÁ TÆÁ “{ ? [ ]
A) ™{tÁå B) G¸ÆÁå C) úu∫ƒÁ∫
(5) (26-30) uå™í u¬uQo ∆£tÁı ™ı Ãz ÃÊÆÏO˛Áq∫ ƒÁ¬z ∆£t EÁ{∫ ¸uƒnƒÁq∫ƒÁ¬z ∆£t E¬T N˛∫Nz˛ u¬QÁz
˚Á∫, ¬hÔ, nÆÁT, TÏ£§Á∫Á, ∆≤˛∫, [ƒÁ¬Á, §ÄÁÁ, ßO˛, ÃÄÁÁ, uƒ¸ÆÁ 5x1 = 5
II. u¬QÁz 30
(1) (31-35) uå™í u¬uQo ∆£tÁı Nz˛ Es| ™ÁowßÁ Á ™ı u¬uQL @ 5x1 = 5
(1) §z¬Á =
(2) ∫ÀÃy =
(3) EÁzÃ =
(4) N˛ÁzÆ¬ =
(5) LzåN˛ =
(2) (36-40) uYfi Nz˛ åÁ™Áı Ãz u∫O˛ ÀsÁåÁı N˛y §oy| N˛yu\L @ 5x1 = 5
(1) ¬gN˛Á QÁÃ “{ @

¬gN˛Á ............. QÁoÁ “{ @
(2) Æ“ “{ @
Æ“ ............. “{ @
(3) Æ“ N˛y bÁzN˛∫y “{ @
Æ“ ............. N˛y bÁzN˛∫y “{ @
(4) Æ“ “{ @
Æ“ ............. “{ @
(5) oz\ “{ @
............. oz\ “{ @
(3) (41-45) uå™í ƒmÁz˙ N˛y §Á∫“Qgy u¬uQL @ 5x1 = 5
(1) \
(2) ™
(3) å
(4) ¬
(5) T
(4) (46-50) uå™í ∆£t ÃÊÏt∫ Eq∫Áı ™ı u¬uQL @ 5x1 = 5
EÁzÃ EÁ{∫o N˛ÁzÆ¬ ∆∫§o u“∫m
(5) (51-55) uå™í u¬uQo ü«ÁíÁı Nz˛ Gx∫ u¬uQL @ 5x2 = 10

(1) ∫Á™Ó N˛ÁN˛Á åz MÆÁ uN˛ÆÁ ?
(2) YÓ„\Á N˛“Áåy ™ı N˛Á{å-N˛Á{å tÁzÀo “¯ ?
(3) úÁ{Ã¬ EÁ{∫ ∫§g Qz¬åz N˛“ÁÂ TÆz ?
(4) NÏ˛Z Qz¬Áı Nz˛ åÁ™ u¬QÁz @
(5) oÏ©“Á∫Á åÁ™ MÆÁ “{ ?
III. Ãw\åÁn™N˛ Euß√ÆuO˛ 10
(1) ™å úÃÊt uYfi QÎYN˛∫, ∫ÊT ßu∫Æz EÁ{∫ GÃN˛Á åÁ™ u¬uQL @ 5
åÁ™ : ....................
(2) Eúåz ™å úÃÊt ¢˛¬ EÁ{∫ ¢Ó˛¬Áı Nz˛ åÁ™ u¬uQL 5
¢˛¬ ¢Ó˛¬
MODEL PAPER
CLASS-VII - SECOND LANGUAGE
HINDI
Time : 2 1/2 hour Marks : 80
tqoÁ Es|T¿ÁÿoÁ - üuouN¿˛ÆÁ Euß√ÆuO˛ - Ãw\åÁn™N˛oÁ ßÁ Á N˛y §Áo NÏ˛¬

ü«ÁíÁı N˛y 04 10 4 20
ÃÊPÆÁ
NÏ˛¬ EÊN˛ 20 30 10 20 80
üÁõo EÊN˛
T¿gz
PART - A
ßÁT-I - Es|T¿ÁÿoÁ - üuouN¿˛ÆÁ
ÃÓYåÁ :
1. ßÁT - A Nz˛ ü«ÁíÁı Nz˛ G7∫, G7∫ - úufiN˛Á ™ı u¬uQL @
2. ßÁT - A Nz˛ u¬L Ã™Æ tÁz Vlbz uåáÁ|u∫o “{ @
I. 1. uå™íu¬uQo T˘ÁÊ∆ ú‰jN˛∫ utÆz TÆz ü«ÁíÁı Nz˛ G7∫ LN˛ ƒÁMÆ ™ı tyu\L @ 5x1 = 5
ÃÏåyoÁ VÁÃ ¬zN˛∫ V∫ \Á ∫“y sy @ GÃNz˛ ÃÁs ™ÁÂ ßy sy @ ∫ÁÀoz ™ı ∫z¬ N˛y úcy
sy @ ƒ“ÁÂ Ãz ∫z¬TÁgy Nz˛ uåN˛¬åz N˛Á Ã™Æ “Áz TÆÁ sÁ @ ÃÏåyoÁ EÁ{∫ GÃN˛y ™ÁÂ úcy Nz˛ úÁÃ
ªN˛ TÆy @ oßy ÃÏåyoÁ N˛y å\∫ ∫z¬ N˛y úcy ú∫ úgy @
ü«Áí :
(E) ÃÏåyoÁ Nz˛ ÃÁs N˛Á{å V∫ \Á ∫“y sy ?
(EÁ) ∫ÁÀoz ™ı uN˛ÃN˛y úcy sy ?
(F) ∫z¬ N˛y úcy ú∫ uN˛ÃN˛y å\∫ úgy ?
(F|) ÃÏåyoÁ EÁ{∫ GÃN˛y ™ÁÂ N˛“ÁÂ øN˛ TÆy ?
(G) MÆÁ uåN˛¬åz N˛Á Ã™Æ “Áz TÆÁ sÁ ?
2. uå©å u¬uQo T˘ÁÊ∆ ú‰jN˛∫ utÆz TÆz ü«ÁíÁı Nz˛ G7∫ uƒN˛¡úÁı ™ı Ãz YÏåN˛∫ u¬uQL? 5x1 = 5
úÁzoåÁ oz¬ÏTÏ Nz˛ ™“Áå N˛uƒ sz @ GåN˛Á \ã™ <<EÁıubu™cÁ>> åÁ™N˛ TÁÊƒ ™ı “ÏEÁ
sÁ @ ƒz ∫Á™ Nz˛ ßO˛ sz @ ƒz §“Ïo T∫y§ sz @ ƒz Qzoy N˛∫Nz˛ \yƒå u§oÁoz sz @
úÁzoåÁ åz oz¬ÏTÏ ™ı ßTƒo N˛Á√Æ N˛y ∫YåÁ N˛y @ ƒz uN˛Ãy ∫Á\Á Nz˛ EÁ»Æ ™ı å“Î
TÁÆz @ Gã“Áıåz EúåÁ N˛Á√Æ ßTƒÁå ∫Á™ N˛Áz “y Euú|o uN˛ÆÁ @
ü«Áí :
E) oz¬ÏTÏ Nz˛ ™“Áå N˛uƒ N˛Á{å sz ? [ ]
A) úÁzoåÁ B) oÏ¬ÃytÁÃ C) ÃÓ∫tÁÃ D) ∫z{tÁÃ
EÁ) úÁzoåÁ N˛Á \ã™ N˛“ÁÂ “ÏEÁ ? [ ]
A) uƒ\ÆƒÁgÁ B) EÁıubu™cÁ C) TÏÊbÓª D) Lz¬Óª
F) úÁzoåÁ uN˛ÃNz˛ ßO˛ sz ? [ ]
A) Nw˛…m B) Tmz∆ C) ∫Á™ D) u∆ƒ
F|) úÁzoåÁ åz uN˛Ã N˛Á√Æ N˛y ∫YåÁ N˛y ? [ ]
A) ßÁTƒo B) ∫Á™ÁÆm C) ™“ÁßÁ∫o D) TÁztÁå
G) úÁzoåÁ åz EúåÁ N˛Á√Æ uN˛ÃN˛Áz Euú|o uN˛ÆÁ ? [ ]
A) ßTƒÁå §¿÷Á B) ßTƒÁå uƒ…mÏ C) ∫Á™ D) Nw˛…m
3. uå©å u¬uQo ú˘ÁÊ∆ ú‰jN˛∫ ü«ÁíÁı Nz˛ G7∫ u¬uQL ? 5x1 = 5
™å N˛∫oÁ “{ N˛ÁzÆ¬ §åN˛∫
™yez - ™yez §Áz¬ ÃÏåÁH} @
™å N˛∫oÁ “{ uYugÆÁ §åN˛∫
YÎ - YÎ - YÂÓ - YÂÓ ^Áz∫ ™YÁHÂ @
™å N˛∫oÁ “{ Y∫Qy ¬zN˛∫
úy¬y - ¬Á¬ úoÊT GgÁHÂ @
ü«Áí :
E) N˛ÁzÆ¬ N{˛Ãy §Áz¬ ÃÏåÁoy “{ ?
EÁ) ™å MÆÁ §åN˛∫ ∆Áz∫ ™YÁåÁ YÁ“oÁ “{ ?
F) Y∫Qy ¬zN˛∫ MÆÁ GgÁåÁ YÁ“oÁ “{ ?
F|) úoÊT uN˛Ã ∫ÊT ™ı “{ ?
G) Æ“ N˛uƒoÁ uN˛Ã úÁe Ãz utÆÁ TÆÁ “{ ?
4. uå©å u¬uQo ú˘ÁÊ∆ ú‰jN˛∫ ü«ÁíÁı Nz˛ G7∫ uƒN˛¡úÁı ™ı YÏåN˛∫ u¬uQL @ 5x1 = 5
EÁEÁz §ÄÁÁı u™¬N˛∫ TÁÆz
á∫oy ú∫ “u∫ÆÁ¬y ZÁÆz @
EÁ\ Æ“y Tyo “{ ÃÏåÁåÁ
E§ oÁz “{ úz‰g ¬TÁåÁ @
T¬y - T¬y ™ı úzg ¬TÁÆz
úÆÁ|ƒ∫m ÀƒXZ §åÁÆz @
ü«Áí :
I. 1. “u∫ÆÁ¬y N˛“ÁÂ YÁLTy ? [ ]
A) V∫ B) ú“Ág C) á∫oy D) uƒ˘Á¬Æ
2. §ÄÁz MÆÁ ¬TÁåÁ YÁ“oz “{ ? [ ]
A) úzg B) ¢Ó˛¬ C) úoÊT D) ¢˛¬
3. §ÄÁz N˛“ÁÂ úzg ¬TÁåÁ YÁ“oz “{ ? [ ]
A) V∫-V∫ B) Fá∫-Gá∫ C) úÆÁ|ƒ∫m D) T¬y-T¬y
4. §ÄÁz uN˛Ãz ÀƒXZ §åÁåÁ YÁ“oz “{ ? [ ]
A) V∫ B) úÁe∆Á¬Á C) á∫oy D) úÆÁ|ƒ∫m
5. <ÀƒXZ> N˛Á Es| “{ ............. [ ]
A) N˛qÁ B) ÃÁ¢˛ C) “u∫ÆÁ¬y D) EÃnÆ
II. uå™í u¬uQo ü«ÁíÁı Nz˛ G=∫ tÁz ÆÁ oyå ƒÁMÆ ™ı u¬uQL @ 6x3 = 18
6. “™Á∫z tz∆ N˛Áz á∫oy N˛Á ÀƒT| §oÁåzƒÁ¬z §Áoı MÆÁ “{ ?
7. “™ı tÓÃ∫Áı Ãz N{˛ÃÁ √Æƒ“Á∫ N˛∫åÁ YÁu“L ?
8. “™Á∫z tz∆ ™ı u“ãtÓ, ™Ãu¬™, FÃÁF| u™¬\Ï¬N˛∫ ∫“oz “{ @ FÃNz˛ üÁs|åÁ Às¬ Nz˛ §Á∫z ™ı LN˛-
LN˛ ƒÁMÆ u¬uQL ?
9. u“ãty N˛ÁÆ|N¿˛™ üÃÁu∫o N˛∫åzƒÁ¬z Y{å¬Áı Nz˛ §Á∫z ™ı u¬QÁz ?
10. t∆“∫Á nÆÁz“Á∫ N˛Á ƒm|å N˛∫Áz ?
11. TÁıg \å\Áuo N˛Á åwnÆ <TÏÃÁgy> Nz˛ §Á∫z ™ı EÁú MÆÁ \Áåoz “{ ?
III. uN˛Ãy LN˛ ü«Áí N˛Á G=∫ 7-8 ƒÁMÆÁı ™ı u¬uQL @ 2x6 = 12
12. “™Á∫Á ßÁ∫o tz∆ “™ı õÆÁ∫Á “{ ? MÆÁı ?
(ÆÁ)
13. Lzuo“ÁuÃN˛ F™Á∫o YÁ∫™yåÁ∫ Nz˛ §Á∫z ™ı u¬uQL ?
14. u“ãty utƒÃ Nz˛ §Á∫z ™ı EÁú MÆÁ \Áåoz “{ ?
(ÆÁ)
15. <<EÁÃ™Áå uT∫Á>> N˛“Áåy N˛Á ÃÁ∫ÁÊ∆ Eúåz ∆£tÁı ™ı u¬uQL ?
IV. uN˛Ãy LN˛ ü«Áí N˛Á G=∫ u¬uQL @ 1x5 = 5
16. úÁÂY utå N˛y ZÏcy ™ÁÂToz “ÏL Eúåz N˛qÁ EÜÆÁúN˛ Nz˛ åÁ™ LN˛ úfi u¬QÁz ?
(ÆÁ)
17. §y™Á∫y N˛Á N˛Á∫m §oÁoz “ÏL Eúåz üáÁåÁÜÆÁúN˛ Nz˛ åÁ™ ú∫ úfi u¬uQL ?
V. uN˛Ãy LN˛ ü«Áí N˛Á G=∫ u¬uQL @ 1x5 = 5
18. ™Áåƒ \yƒå ™ı ƒwqÁı N˛y ™“ÁåoÁ
19. Eúåz / Eúåz u™fi Nz˛ ˚Á∫Á N˛y TÆy uN˛Ãy ÃÁ“Ãy N˛ÁÆ| N˛Á ƒm|å
SCERT, ANDHRA PRADESH - HINDI
SECOND LANGUAGE
CLASS : VII PART - B MAX. MARKS : 20
ÃÓYåÁ :
1. ßÁT-B Nz˛ ü«ÁíÁı Nz˛ G7∫, ü«Áí úufiN˛Á ™ı “y u¬uQL @
2. ßÁT-B Nz˛ u¬L 1/2 VlbÁ Ã™Æ uåáÁ|u∫o “{ @
uƒ∆z -ÃÓYåÁ :
1. Ãßy ü«ÁíÁı Nz˛ Ã™Áå EÊN˛ “¯ @
2. ü«ÁíÁı Nz˛ G7∫ ÃÁ™åz utÆz “ÏL N˛Áz…bN˛ ™ı u¬uQL
3. N˛Ábz “ÏL ÆÁ §t¬z “ÏL G7∫Áı N˛Áz EÊN˛ å“Î utÆz \ÁÆzTz @
1. uƒæÁÁÃ “y ™Áåƒ N˛Áz EÁTz §‰jÁoÁ “{ @ [ ]
A) úuƒfi B) ßÁSÆ C) üz™ D) ™ÏPÆ
2. <<á∫oy>> FÃN˛Á úÆÁ|ÆƒÁYy ∆£t MÆÁ “{ ? [ ]
A) ÃÓ∫\ B) YÁÂt C) ßÓu™ D) ÃÁT∫
3. 18 Eq∫Áı ™ı ............ [ ]
A) EeÁ∫“ B) YÁ{t“ C) úÊ¸“ D) oz∫“
4. 12 Eq∫Áı ™ı ............... [ ]
A) EÁe B) §Á∫“ C) tÃ D) ÃÁo
5. <∆“∫> uƒ¬Áz™ ∆£t MÆÁ “{ ? [ ]
A) åT∫ B) úcm™ C) tz∆ D) TÁÂƒ
6. <<åÆÁ>> ∆£t N˛Á uƒ¬Áz™ MÆÁ “{ ? [ ]
A) úÏ∫ÁåÁ B) åƒyå C) EÁáÏuåN˛ D) EÁ\
7. <<E™∫>> §gÁ “ÁzTÆÁ @ ∫zQÁÊuN˛o ∆£t MÆÁ “{ ? [ ]
A) Ãƒ|åÁ™ B) uN¿˛ÆÁ C) ÃÊrÁ D) uƒ∆z m
8. ßÁ∫o LN˛ uƒ∆Á¬ tz∆ “{ @ ∫zQÁÊuN˛o ∆£t MÆÁ “{ ? [ ]
A) ÃÊrÁ B) uƒ∆z m C) uN¿˛ÆÁ D) Ãƒ|åÁ™
9. oÏ™ §Á¬N˛ “Áz FÃ ™ı Ãƒ|åÁ™ MÆÁ “{ ? [ ]
A) ™¯ B) oÏ™ C) “™ D) §Á¬N˛
10. ÃÁ{∫ß QÓ§ Qz¬oÁ “{ @ FÃ ™ı uN¿˛ÆÁuƒ∆z m MÆÁ “{ ? [ ]
A) ÃÁ{∫ß B) Qz¬oÁ C) QÓ§ D) ∫Á™
11. Få ™z uN¿˛ÆÁ ∆£t MÆÁ “{ ? [ ]
A) ∫Á™ B) úbåÁ C) ™{tÁå D) “™
12. GtÁ“∫m Nz˛ EåÏÃÁ∫ ú“YÁuåL @ [ ]
GtÁ : LN˛ úzg - EåzN˛ úzg
LN˛ V∫ - ?
A) tÁz V∫ B) oyå V∫ C) YÁ∫ V∫ D) EåzN˛ V∫
13. “™ Qz¬oz “{ @ FÃ ™ı Ãƒ|åÁ™ ∆£t MÆÁ “{ ? [ ]
A) “™ B) Qz¬ C) Qz¬oz D) “{
14. ÃyoÁ ∫Ázby QÁoy “{ @ FÃ ™ı uN¿˛ÆÁ ∆£t MÆÁ “{ ? [ ]
A) ÃyoÁ B) QÁoy “{ C) ∫Ázby D) ÃyoÁ EÁ{∫ ∫Ázby
15. ƒ“ oz\ tÁ{goÁ “{ @ ∫zQÁÊuN˛o ∆£t MÆÁ “{ ? [ ]
A) ƒ“ B) tÁ{goÁ C) oz\ D) tÁ{g
16. YÁ∫u™åÁ∫ úÏ∫Áåy F™Á∫o “{ @ ∫zQÁÊuN˛o ∆£t MÆÁ “{ ? [ ]
A) ÃÊrÁ B) uƒ∆z m C) uN¿˛ÆÁ D) Ãƒ|åÁ™
17. Ã“y ƒo|åy MÆÁ “{ ? [ ]
A) Q∫TÁz∆ B) N˛∫VÁz C) N˛∫TÁz∆ D) Q∫Tz
18. Ã“y ƒo|åy ∆£t ú“YÁåÁz [ ]
A) §Á∫o B) Et™y C) V∫ D) ú∫Yyå
19. FÃ ™ı ußëÁ ∆£t ú“YÁåÁz [ ]
A) EÁ™ B) EåÁ∫ C) EÁ¬Ó D) EÊTÓ∫
20. Ã™Áå Es| tzåzƒÁ¬z ∆£t ú“YÁåÁz [ ]
A) EÁÃ™Áå-TTå B) utåN˛∫-ÃÁT∫ C) åty-úzg D) ™Z¬y-¢˛¬
MODEL PAPER
CLASS-VIII - SECOND LANGUAGE
HINDI
Time : 2 1/2 hour Marks : 80

ü«ÁíÁı N˛y 04 10 4 20
ÃÊPÆÁ
NÏ˛¬ EÊN˛ 20 30 10 20 80
üÁõo EÊN˛
T¿gz
PART - A
ßÁT-I - Es|T¿ÁÿoÁ - üuouN¿˛ÆÁ
ÃÓYåÁ :
1. ßÁT - A Nz˛ ü«ÁíÁı Nz˛ G8∫, G8∫ - úufiN˛Á ™ı u¬uQL @
I. 1. åyYz utÆzTÆz úueo T˘ÁÊ∆ ú‰jN˛∫ LN˛ ƒÁMÆ ™ı G8∫ tyu\L @ 5x1 = 5
Ã§Ãz ú“¬z “™åz NÏ˛oÏ§ ™yåÁ∫ tzQÁ @Æ“ Ã§Ãz úÏ∫Áåy F™Á∫o “{ @ FÃz tzQN˛∫ oÁz ™{
tÊT ∫“ TÆÁ @ Æ“ §“Ïo HÂYÁ u™åÁ∫ “{ @ EÜÆÁúN˛ \y ™ı “™ı §oÁÆÁ uN˛ TÏ¬Á™ ƒÊ∆ Nz˛ üs™
ÃÏ¬oÁå NÏ˛oÏ§ÏÒyå Lz§N˛ åz FÃz §åƒÁÆÁ sÁ @ FÃ N˛y HÂYÁF| 280 ¢Ï˛b Nz˛ N˛∫y§ “{ @ FÃNz˛
Hú∫ ú“ÏÂYåz Nz˛ u¬L 379 Ãyu‰jÆÁÂ “{ @ FÃNz˛ Hú∫ Y‰jåz ú∫ YÁ∫Áı EÁz∫ N˛Á –≈Æ ÃÏÊt∫ utQÁÆy
tzoÁ “{ @
ü«Áí :
(E) NÏ˛oÏ§™yåÁ∫ N{˛Ãy F™Á∫o “{ ?
(EÁ) NÏ˛oÏ§™yåÁ∫ N˛Áz uN˛Ãåz §åÁÆÁ ?
(F) NÏ˛oÏ§™yåÁ∫ N˛y HÂYÁF| uN˛oåy sy ?
(F|) NÏ˛oÏ§™yåÁ∫ Nz˛ Hú∫ ú“ÏÂYåz Nz˛ u¬L uN˛oåy Ãyu‰jÆÁÂ “{ ?
(G) NÏ˛oÏ§™yåÁ∫ Nz˛ Hú∫ Yjåz ú∫ MÆÁ ÃÊÏt∫ utQÁF| tzoÁ “{ ?
2. uå©å u¬uQo T˘ÁÊ∆ ú‰jN˛∫ utÆz TÆz ü«ÁíÁı Nz˛ G8∫ uƒN˛¡úÁı ™ı Ãz YÏåN˛∫ u¬uQL? 5x1 = 5
§y∫§¬ “Áu\∫ \ƒÁ§ sz @ ƒz EN˛§∫ Nz˛ t∫§Á∫ ™ı ∫“oz sz @ LN˛ utå EN˛§∫ EÁ{∫
§y∫§¬ b“¬Áoz “ÏL LN˛ oÁ¬Á§ Nz˛ úÁÃ EÁÆz @ EN˛§∫ “Ás-ú{∫ áÁzåz Nz˛ u¬L oÁ¬Á§ ™ı
Go∫z @ oÁ¬Á§ N˛Á úÁåy §“Ïo eÊgÁ sÁ @ EN˛§∫ åz §y∫§¬ Ãz úÓZÁ MÆÁ, N˛ÁzF| FÃ eÊgz úÁåy
™ı å“Á ÃN˛oÁ “{ ? §y∫§¬ åz N˛“Á - ú{ÃÁ u™¬åz ú∫ EÁt™y ∫Áo ß∫ FÃ úÁåy ™ı Q‰gÁ ∫“
ßy ÃN˛oÁ “{ @
ü«Áí :
E) §y∫§¬ uN˛ÃNz˛ t∫§Á∫ ™ı ∫“oz sz ? [ ]
A) ∆Á“\“ÁÂ B) EN˛§∫ C) §Á§∫ D) “Ï™ÁÆÂÏ
EÁ) “Ás ú{∫ áÁzåz EN˛§∫ uN˛Ã™ı Go∫z ? [ ]
A) NÏ˛LÂ ™z B) åÁ¬z ™z C) åty ™z D) oÁ¬Á§ ™z
F) §y∫§¬ N{˛Ãz √ÆuO˛ sz ? [ ]
A) oÏåN˛ u™\Á\ B) EN˛¬™Êt C) “Áu\∫ \ƒÁ§ D) §zÃ™^tÁ∫
F|) oÁ¬Á§ N˛Á úÁåy N{˛ÃÁ sÁ ? [ ]
A) T∫™ B) å∫™ C) Ty¬Á D) eÊgÁ
G) EÁt™y eÊgz úÁåy ™ı MÆÁ u™¬åz ú∫ ∫Áo ß∫ Q‰gÁ ∫“ ÃN˛oÁ “{ ? [ ]
A) áå-tÁ{¬o B) ú{ÃÁ C) “y∫z \ƒÁ“∫Áo D) \™yå
3. uå©å u¬uQo ú˘ÁÊ∆ ú‰jN˛∫ LN˛ ƒÁMÆ ™ı G8∫ tyu\L @ 5x1 = 5
ET∫ å “ÁzoÁ YÁÂt ∫Áo ™ı
“™N˛Áz ut∆Á utQÁoÁ N˛Á{å ?
ET∫ å “ÁzoÁ ÃÓ∫\ utå N˛Áz
ÃÁzåz - ÃÁ Y™N˛oÁ N˛Á{å ?
ET∫ å “Ázoy uå™|¬ åutÆÁÂ
\T N˛y õÆÁÃ §Ï^ÁoÁ N˛Á{å ?
ET∫ å “Ázoz úƒ|o ™yez
Ã∫åz ß¬Á §“ÁoÁ N˛Á{å ?
ü«Áí :
E) “™ı ∫Áo ™ı ut∆Á N˛Á{å utQÁoÁ “{ ?
EÁ) “™z utå ™ı ÃÁzåz ÃÁ Y™N˛oÁ N˛Á{å ?
F) \T N˛y õÆÁÃ §Ï^ÁoÁ N˛Á{å ?
F|) ™yez ^∫åz N˛Á{å §“ÁoÁ “{ ?
G) FÃ N˛uƒoÁ Nz˛ N˛uƒ N˛Á{å “{ ?
4. uå©åu¬uQo ú˘ÁÊ∆ ú‰jN˛∫ utÆz TÆz ü«ÁíÁı Nz˛ G8∫ uƒN˛¡úÁı ™ı YÏåN˛∫ u¬uQL@ 5x1 = 5
ÃÓ∫\ N˛y uN˛∫mz EÁuo “¯,
ÃÁ∫y N˛u¬ÆÁÂ uQ¬ \Áuo “¯,
EÊáN˛Á∫ Ã§ QÁz \ÁoÁ “{,
Ã§ \T ÃÏÊt∫ “Áz \ÁoÁ “{ @
uYu‰gÆÁÂ TÁoy “¯ u™¬\Ï¬ N˛∫,
§“oz “¯ GåNz˛ ™yez Àƒ∫,
eÊgy eÊgy “ƒÁ ÃÏ“Áåy,
Y¬oy “{ \{Ãz ™ÀoÁåy @
ü«Áí :
E) ÃÓ∫\ N˛y uN˛∫mı EÁoz “y N˛Á{å uQ¬ ú‰goy “{ ? [ ]
A) uYu‰gÆÁÂ B) N˛u¬ÆÁÂ C) §Ïu‰gÆÁ D) TÏu‰gÆÁÂ
EÁ) uN˛ÃNz˛ EÁåz ú∫ EÊáN˛Á∫ tÓ∫ “Áz \ÁoÁ “{ ? [ ]
A) ÃÓ∫\ B) YÁÂt C) oÁ∫z D) “ƒÁ
F) u™¬Á∆Ï¬ N˛∫ ∫“åz N˛y §Áo N˛Á{å N˛“oy “{ ? [ ]
A) ™Áz∫ B) uYu‰gÆÁÂ C) uoo¬y D) N˛§Óo∫
F|) uYu‰gÆÁÂ N{˛Ãz Àƒ∫ ™z TÁoy “¯ ? [ ]
A) N˛‰gƒz B) ¢˛yNz˛ C) ™Ázbz D) ™yez
G) eÊgy eÊgy “ƒÁ N{˛Ãy “{ ? [ ]
A) ÃÏ“Áƒåy B) utƒÁåy C) ú∫ƒÁåy D) \ƒÁåy
ßÁT-II - Euß√ÆuO˛ - Ãw\åÁn™N˛oÁ
II. uå™íu¬uQo ü«ÁíÁı Nz˛ GH∫ tÁz ÆÁ oyå ƒÁMÆ ™ı u¬uQL @ 6x3 = 18
5. uTu∫\Á NÏ˛™Á∫ ™ÁsÏ∫ N˛Á \yƒå úu∫YÆ ÃÊuqõo ™ı tyu\L @
6. YÁÂt Nz˛ §Á∫z ™ı oyå ƒÁMÆ u¬uQL @
7. tyúÁƒ¬y nÆÁz“Á∫ N{˛Ãz ™åÁÆÁ \ÁoÁ “{ @
8. ∫Á\z∆ åz ÃÁzåz N˛Á uÃ≤˛Á uN˛Ãz tzåÁ YÁ“Á ?
9. ozåÁ¬y ∫Á™ åz N{˛ÃÁ FåÁ™ ™ÁÂTÁ ?
10. úÁF∫zbz‰g uÃåz™Á N˛Áz ∫ÁzN˛åz Nz˛ u¬L “™ı MÆÁ N˛∫åÁ YÁu“L @
III. uN˛Ãy LN˛ ü«Áí N˛Á GH∫ úÁÂY (5) ÆÁ Zz (6) ƒÁMÆÁı ™ı u¬uQL @ 1x6 = 6
11. “™ Eúåz u\ÊtTy ™ı N˛Á™ÆÁ§y úÁåz Nz˛ u¬L MÆÁ N˛∫åÁ YÁu“L ?
(ÆÁ)
12. §Á∫o ™ı ™åÁÆz \Áåz ƒÁ¬z NÏ˛Z nÆÁz“Á∫Áı Nz˛ åÁ™ u¬QN˛∫ uN˛Ãy LN˛ Nz˛ §Á∫z ™ı uƒƒ∫m
tyu\L @
IV. uN˛Ãy LN˛ ü«Áí N˛Á GH∫ Zz (6) ÆÁ EÁe (8) ƒÁMÆÁı ™ı u¬uQL @ 1x6 = 6
13. uƒëÁÁ øgÁ¡¢˛ åz Eúåz \yƒå Ãz “™z N{˛Ãy üz∫mÁ tzoy “{ ?
(ÆÁ)
14. “™Á∫z \yƒå ™ı Nw˛ufi™ GúT¿“Áz N˛Á ™“nƒ MÆÁ “{ ?
V. uN˛Ãy LN˛ ü«Áí N˛Á GH∫ u¬uQL @ 1x5 = 5
15. úÁÂY utå N˛y ZÏcy ™ÁÂToz “ÏL üáÁåÁÜÆÁúN˛ Nz˛ åÁ™ úfi u¬uQL @
(ÆÁ)
16. uN˛Ãy ∆{uqN˛ÆÁfiÁ N˛Á ƒm|å N˛∫oz “ÏL Eúåz u™fi Nz˛ åÁ™ úfi u¬uQL @
VI. uN˛Ãy LN˛ ü«Áí N˛Á GH∫ u¬uQL @ 1x5 = 5
17. ZÁfiÁı Nz˛ \yƒå ™ı Ã™ÁYÁ∫ úfiÁı N˛Á MÆÁ ™“nƒ “{ ?
18. úÆÁ|ƒ∫m ™ı ütÓ m ∫ÁzN˛åz Nz˛ u¬L EÁú N{˛Ãz ÃÏ^Áƒ tz ÃN˛oz “{ ?
SECOND LANGUAGE
CLASS : VIII PART - B MAX. MARKS : 20
ßÁT-III - ßÁ Á N˛y §Áo
ÃÓYåÁ :
1. ßÁT-B Nz˛ ü«ÁíÁı Nz˛ G8∫, ü«Áí úufiN˛Á ™ı “y u¬uQL @
2. ü«ÁíÁı Nz˛ G8∫ ÃÁ™åz utÆz “ÏL N˛Áz…bN˛ ™ı u¬uQL
3. N˛Ábz “ÏL ÆÁ §t¬z “ÏL G8∫Áı N˛Áz EÊN˛ å“Î utÆz \ÁÆzTz @
1. ∫zQÁÊuN˛o ∆£t N˛Á Ã™ÁåÁs|N˛ ∆£t MÆÁ “{ ? 2M
E) uƒæÁÁÃ “y ™Áåƒ N˛Áz EÁTz §‰jÁoÁ “{ @ [ ]
A) ÆN˛yå B) EÁrÁ C) FXZÁ D) Euß¬Á Á
EÁ) YÊ¸™Á á∫oy N˛Á GúT¿“ “{ ? [ ]
A) åqfi B) úÁåy C) ßÓu™ D) EÁN˛Á∆
2. uƒ¬Áz™ ∆£t ú“YÁuåL @ 2M
E) åty Nz˛ úÁÃ “y TÁÂƒ §ÃÁ “{ @ [ ]
A) å\tyN˛ B) tÓ∫ C) HÂYÁ D) EÁTz
EÁ) TÁÂƒ Nz˛ ¬ÁzT EuáN˛o∫ uå∫q∫ “Ázoz “{ @ [ ]
A) å“∫ B) §Àoy C) N˛Ã§Á D) ∆“∫
3. EÊN˛ ú“YÁuåL @ 2M
E) '46' - u“Êty ™ı MÆÁ N˛“oz “{ @ [ ]
A) Z8yÃ B) YÁ{Ãe C) uZÆÁ¬yÃ D) úYúå
EÁ) '35' - u“Êty ™ı MÆÁ N˛“oz “{ @ [ ]
A) úÄÁyÃ B) ú¯oÁ¬yÃ C) ú¯oyÃ D) ú¯Ãe
4. ∆ÏÚ úo|åy ú“YÁuåL @ 2M
E) uÃÒÁÊo [ ]
A) uÃÚÁÊo B) ÃyÒÁÊo C) ÃyÚÁÊo D) uÃÊÒÁo
EÁ) NÏ˛¬Á“‰gy [ ]
A) NÏ˛Ê¬Á—hy B) NÏ˛¬“ug C) NÏ˛¬“Á‰gy D) NÓ˛¬“Áu‰g
5. §z™z¬ ∆£t ú“YÁuåL @ 2M
E) ™Áz∫, N˛§Óo∫, §bz∫, oÁzoÁ, §N˛∫y, §oQ @ [ ]
A) §o„Q B) §bz∫ C) §N˛∫y D) ™Áz∫
EÁ) NÏ˛©“Á∫, ¬Ï“Á∫, §‰jÁF|, ™ÏuQÆÁ, §ÊÃÁz∫, \Ï¬Á“Á [ ]
A) §ÊÃÁz∫ B) \Ï¬Á“Á C) ¬Ï“Á∫ D) ™ÏuQÆÁ
6. u¬ÊT §tu¬L @ 2M
E) tÁtÁ\y Nz˛ ÃÁs ∫™z∆ TÁÂƒ TÆÁ @ [ ]
A) tÁtÓ B) tÁty\y C) tÁtÁåy D) tÁtÁFå
EÁ) TÁs VÁÃ Y∫oy “{ @ [ ]
A) §{¬ B) ß¯ÃÁ C) ZÁz‰gÁ D) §N˛∫Á
7. ∆£t ßzt ú“YÁuåL @ 2M
E) ∫Á™ oz\ tÁ{‰goÁ “{ @ [ ]
A) uƒ∆z m B) Ãƒ|åÁ™ C) uN¿˛ÆÁ uƒ∆z m D) ÃÊrÁ
EÁ) “{t∫Á§Át üÁYyå åT∫ “{ @ [ ]
A) ÃÊrÁ B) uƒ∆z m C) Ãƒ|åÁ™ D) uN¿˛ÆÁ uƒ∆z m
8. ƒYå §tu¬L @ 2M
E) åty §“oy “{ @ [ ]
A) åutÆı B) åutÆÁÂ C) åty D) åutÆÁı
EÁ) ƒ“ ∫Á™ N˛Á N˛™∫Á “{ @ [ ]
A) N˛™∫z B) N˛™∫Á C) N˛™u∫ÆÁ} D) N˛™∫Áı
9. N˛Á¬ ú“YÁuåL @ 2M
E) ÃyoÁ Tyo TÁoy “{ @ [ ]
A) úÓm|ßÓoN˛Á¬ B) ßÓoN˛Á¬ C) ßuƒ…ÆN˛Á¬ D) ƒo|™Áå N˛Á¬
EÁ) ™¯ TÁÂƒ \ÁHÂTÁ @ [ ]
A) ßuƒ…ÆN˛Á¬ B) ßÓoN˛Á¬ C) ƒo|™ÁåN˛Á¬ D) ÃÊuáN˛Á¬
10. u∫O˛ ÀsÁå ßu∫L @ 2M
E) ∫Á\z∆ ∫Á\Á ............. úÁÃ TÆÁ @ [ ]
A) N˛Áz B) N˛y C) uN˛ D) Nz˛
EÁ) Ã™Ï¸ ................ oÓ¢˛Áå EÁåzƒÁ¬Á “{ @ [ ]
A) Nz˛ B) N˛Áz C) ™ı D) ú∫
åÁ{ƒy N˛qÁ
NÏ˛¬ EÊN˛ 20 30 10 20 80
üÁõo EÊN˛
T¿gz
ÃÓYåÁ :
1. ßÁT - A Nz˛ ü«ÁíÁı Nz˛ G∫, G∫ - úufiN˛Á ™ı u¬uQL @
I. ünÆzN˛ ü«Áí N˛Á G∫ ÃÓYåÁ Nz˛ EåÏÃÁ∫ u¬uQL @ ünÆzN˛ ßÁT (1, 2, 3, 4) Nz˛ u¬L úÁÂY EÊN˛
uåáÁ|u∫o “¯ @
1. uå©å u¬uQo T˘ÁÊ∆ ú‰jN˛∫ utÆz TÆz ü«ÁíÁı Nz˛ G∫ LN˛ ƒÁMÆ ™ı tyu\L ? 5x1 = 5
∫™\Áå FÀ¬Á™ á™| N˛Á ü™ÏQ nÆÁ{“Á∫ “{ @ ƒÁÀoƒ ™ı ∫™\Áå FÀ¬Á™ á™| Nz˛ åÁ{ƒı ™“yåz
N˛Á åÁ™ “{ @ FÀ¬Á™ á™| Nz˛ úÁÂY §ÏuåÆÁty uÃÚÁÊo “{ @ 1. oÁ{“yt 2. å™Á\ 3. ∫Áz\Á
4. \N˛Áo 5. “\ @ Få™ı oyÃ∫Á uÃÚÁÊo <∫Áz\Á> “{ @ FÃz ∫™\Áå Nz˛ ™“yåz ™ı EÁtÁ uN˛ÆÁ \ÁoÁ
“{ @ Æ“ F§ÁtoÁı ƒ §∫N˛oÁı N˛Á ™“yåÁ “{ @ FÃ ™“yåz ™ı úuƒfi T¿Ês <NÏ˛∫Áå-L-∆∫y¢˛> åÁu\¬
“ÏEÁ “{ @
(E) FÀ¬Á™ á™| Nz˛ úÁÂY §ÏuåÆÁty uÃÚÁÊo MÆÁ-MÆÁ “{ ?
(EÁ) F§ÁtoÁı EÁ{∫ §∫N˛oÁı N˛Á ™“yåÁ MÆÁ “{ ?
(F) ∫™\Áå ™“yåz ™ı MÆÁ åÁu\¬ “ÏEÁ ?
(F|) ∫™\Áå uN˛ÃN˛Á åÁ™ “{ ?
(G) ∫™\Áå uN˛ÃN˛Á ˘Áz“Á∫ “{ ?
2. uå©å u¬uQo T˘ÁÊ∆ ú‰jN˛∫ utÆz TÆz ü«ÁíÁı Nz˛ G∫ uƒN˛¡úÁı ™ı Ãz YÏåN˛∫ u¬uQL? 5x1 = 5
\ƒ“∫¬Á¬ åz“ø N˛Á \ã™ 14 åƒÊ§∫ ÃåΩ 1889 N˛Áz F¬“Á§Át ™ı “ÏEÁ @ GåNz˛ uúoÁ N˛Á
åÁ™ ™Ázoy¬Á¬ åz“ø EÁ{∫ ™ÁoÁ N˛Á åÁ™ Àƒøú∫Áåy sy @ ™Ázoy¬Á¬ åz“ø §gz E™y∫ EÁ{∫
üuÃÚ ƒN˛y¬ sz @ åz“ø\y N˛y üÁsu™N˛ V∫ ú∫ “y “ÏF| @ §Át ™ı ƒz FÊT¬zlg \ÁN˛∫ 1912
™ı ƒz §{u∫Àb∫ §åN˛∫ ¬Ázbz EÁ{∫ F¬“Á§Át “ÁF|N˛Ázb| ™ı ƒN˛Á¬o ∆Ïª N˛y @ 1916 ™z åz“ø\y N˛Á
uƒƒÁ“ N˛™¬Á Ãz “ÏEÁ @ >d“Áıåz FÊut∫Á uüÆtu∆|åy åÁ™N˛ ¬gN˛y N˛Áz \ã™ utÆÁ @
ü«Áí :
E) åz“ø\y N˛Á \ã™ N˛§ “ÏEÁ ? [ ]
A) 14 åƒÊ§∫ B) 14 EOÓ˛§∫ C) 5 uÃoÊ§∫ D) 2 EOÓ˛§∫

EÁ) åz“ø\y N˛Á uúoÁ N˛Á åÁ™ MÆÁ sÁ ? [ ]
A) ™“Án™Á TÁÂáy B) ™Ázoy¬Á¬ åz“ø C) úbz¬ D) “ÏÃzå

F) åz“ø\y §{u∫Àb∫ N˛§ §åz ? [ ]
A) 1912 B) 1916 C) 1889 D) 1920
F|) åz“ø\y N˛Á uƒƒÁ“ uN˛ÃÃz “ÏEÁ ? [ ]
A) uƒ™¬Á B) N˛™¬Á C) ™Á¬oy D) “™¬Á

G) åz“ø\y N˛y úÏfiy N˛Á åÁ™ MÆÁ “{ ? [ ]
A) FÊut∫Á B) N˛™¬Á C) uƒ™¬Á D) ŒÁz“Á

3. uå©å u¬uQo ú˘ÁÊ∆ ú‰jN˛∫ utÆz TÆz ü«ÁíÁı Nz˛ G∫ LN˛ ƒÁMÆ ™ı tyu\L @ 5x1 = 5
úƒ|o N˛“oÁ ∆y∆ GeÁN˛∫,

oÏ™ ßy HÂYz §å \ÁEÁz @
ÃÁT∫ N˛“oÁ “{ ¬“∫ÁN˛∫,
™å ™ı T“∫ÁF| ¬ÁEÁz @
Ã™^ ∫“z “Áz MÆÁ N˛“oy “{,
Ge-Ge uT∫N˛∫ o∫¬ o∫ÊT @
ß∫ ¬Áz, ß∫ ¬Áz Eúåz ™å ™ı,
™yez-™yez ™wtÏ¬ G™ÊT @
ü«Áí :
E) ∆y∆ GeÁN˛∫ \y åz N˛Áz N˛Á{å N˛“oÁ “{ ?
EÁ) ™å ™ı T“∫ÁF|¬Áåz Nz˛ u¬L N˛Á{å N˛“oÁ “{ ?
F) o∫¬ o∫ÊT “™Ãz MÆÁ N˛“oy “{ ?
F|) ∆y∆ ∆£t N˛Á Es| MÆÁ “{ ?
G) GúÆÏ|O˛ úÜÆÁÊ∆ uN˛ÃÃz ¬y TÆy “{ ?
4. uå©å u¬uQo ú˘ÁÊ∆ ú‰jN˛∫ utÆz TÆz ü«ÁíÁı Nz˛ G∫ uƒN˛¡úÁı ™ı Ãz YÏåN˛∫ u¬uQL@ 5x1 = 5
§Á¬N˛ EÁTz §‰joÁ Y¬

§Á¬N˛ EÁTz §‰joÁ Y¬ @
ßy m tÏT|™ úƒ|o ú∫ ßy
u“©™o N˛∫Nz˛ §‰joÁ Y¬ @
§Át¬ T∫\z, u§\¬y Y™Nz˛
EÁz¬z §∫Ãz Y¬oz Y¬ @
™∫oz t™ oN˛ §ÁáÁEÁı Ãz
“ÂÃ “ÂÃ N˛∫Nz˛ ¬goÁ Y¬ @
ü«Áí :
E) tÏT|™ úƒ|o ú∫ N{˛Ãz EÁTz §‰jåÁ YÁu“L ? [ ]
A) g∫ Ãz B) u“©™o Ãz C) §ÁáÁ Ãz D) áy∫z Ãz

EÁ) §Át¬ MÆÁ N˛∫oz “{ ? [ ]
A) Y™N˛oz “{ B) T∫\oz “{ C) ™“N˛oz “{ D) Y“N˛oz “{

F) FÃ ú˘ÁÊ∆ N˛Á ∆y |N˛ MÆÁ “Áz ÃN˛oÁ “{ ? [ ]
A) EÁTz §‰joÁ Y¬ B) ¬goÁ Y¬ C) Y¬oÁ Y¬ D) §∫ÃoÁ Y¬

F|) §∫ÃåzƒÁ¬z MÆÁ “{ ? [ ]
A) §Át¬ B) u§\¬y C) ∆Áz¬z D) EÁz¬z

G) §ÁáÁEÁı N˛Áz N{˛Ãz ÃÁ™åÁ N˛∫åÁ YÁu“L ? [ ]
A) g∫-g∫ Nz˛ B) “ÂÃ-“ÂÃ Nz˛ C) ∫Áz-∫Áz Nz˛ D) Qz¬ Nz˛

II. uå™í u¬uQo ü«ÁíÁı Nz˛ G∫ tÁz ÆÁ oyå ƒÁMÆÁı ™ı tyu\L @ 6x3 = 18
5. ∆{¬zã¸ NÏ˛™Á∫\y Eúåz Tyo ™ı ßÁ∫oyÆÁı Nz˛ §Á∫z ™ı MÆÁ N˛“Á ?

6. N˛ƒFfiy åz \yƒå ™ı “ÊÃåz N˛Áz MÆÁı ™“nƒ utÆÁ ?
7. Qz¬Áı Ãz ZÁfiÁı ™ı N˛Á{å-N˛Á{å Ãz TÏmÁı N˛Á uƒN˛ÁÃ “ÁzoÁ “{ ?
8. ™Áåƒ, á{Æ| Ãz Ã§ NÏ˛Z üÁõo N˛∫ ÃN˛oÁ “{ @ N{˛Ãz ?
9. F|∆Áå EƒÀsy Nz˛ §Á∫z ™ı EÁú MÆÁ \Áåoz “{ ?
10. Ã©™≤˛Á-ÃÁ∫≤˛Á Eúåz \yƒå ™ı MÆÁ uÃÚN˛∫ utQÁÆÁ @
III. uN˛Ãy LN˛ ü«Áí N˛Á G∫ EÁe ƒÁMÆÁı ™ı u¬uQL @ 1x6 = 6
11. ÃÏß¸ÁNÏ˛™Á∫y YÁ{“Áå <<™z∫Á \yƒå>> N˛uƒoÁ Nz˛ ˚Á∫Á uN˛Ã üN˛Á∫ N˛y üz∫mÁ tz ∫“y “{ ?
12. <üNw˛uo N˛y ÃyQ> N˛uƒoÁ Nz˛ ˚Á∫Á oÏ™ MÆÁ ÃyQ ∫“z “Áz ?
IV. uN˛Ãy LN˛ ü«Áí N˛Á G∫ EÁe ƒÁMÆÁı ™ı u¬uQL @ 1x6 = 6
13. ÆÏT∫oí »yƒÁnÃƒ åz üNw˛uo ÃÊ∫qm N˛∫åz Nz˛ u¬L uN˛Ã üN˛Á∫ N˛y ÃÓYåÁLÂ ty ?
14. <TÁåzƒÁ¬y uYugÆÁ> N˛“Áåy N˛Á ÃÁ∫ÁÊ∆ Eúåz ∆£tÁı ™ı u¬QÁz @
V. uN˛Ãy LN˛ ü«Áí N˛Á G∫ EÁe ƒÁMÆÁı ™ı u¬uQL @ 1x5 = 5
15. Lzuo“ÁuÃN˛ ÀsÁå ut®y N˛y ÆÁfiÁ ú∫ oÏ™ Eúåz u™fiÁı Nz˛ ÃÁs TÆz @ FÃ ÆÁfiÁ N˛Á ƒm|å N˛∫oz
“ÏL, Eúåz u™fi Nz˛ åÁ™ ú∫ úfi u¬QÁz @
16. ƒ{rÁuåN˛ üt∆|åy ú∫ \Áåz Nz˛ u¬L EåÏ™uo EÁ{∫ N{˛Ãz ™ÁÂToz “ÏL, Eúåz uúoÁ\y N˛Áz LN˛ úfi
u¬uQL @
VI. uN˛Ãy LN˛ uƒ Æ ú∫ uå§Êá u¬uQL @ 1x5 = 5
17. tÓ∫t∆|å Nz˛ ˚Á∫Á MÆÁ-MÆÁ ¬Áß “{ ?

18. ßÁ∫o nÆÁz“Á∫Áı N˛Á tz∆ “{ @ Eúåz ™å úÃÊt nÆÁz“Á∫ Nz˛ §Á∫z ™ı u¬QÁz @
SECOND LANGUAGE
CLASS : IX PART - B MAX. MARKS : 20
TIME : 30 MINUTES
ÃÓYåÁ :
1. ßÁT-B Nz˛ ü«ÁíÁı Nz˛ G∫, ü«Áí úufiN˛Á ™ı “y u¬uQL @
2. ü«ÁíÁı Nz˛ G∫ ÃÁ™åz utÆz “ÏL N˛Áz…bN˛ ™ı u¬uQL
3. N˛Ábz “ÏL ÆÁ §t¬z “ÏL G∫Áı N˛Áz EÊN˛ å“Î utÆz \ÁÆzTz @
1. “™ı [ÆÁtÁ ¬Á¬Æ å“Î “{ @ GúÆÏ|O˛ ∆£t N˛Á Ã“y Es| YÏuåL @ [ ]
A) EXZÁF| B) ÃÄÁÁF| C) §Ï∫ÁF| D) EnÆÁ∆ÊÁ
2. “™Á∫z ∫Á\Á oÏ©“Á∫Á ™áÏ∫ ÃÊTyo ÃÏååÁ YÁ“oz “¯ @ GúÆÏ|O˛ ƒÁMÆ ™ı Ãƒ|åÁ™ ∆£t YÏuåL [ ]
A) “™Á∫z B) ™áÏ∫ C) ÃÏååÁ D) YÁ“oz “{
3. ™z∫y ZÁzby ÃÏÊt∫ uYugÆÁ @ ∫zQÁÊuN˛o ∆£t N˛Á uƒ¬Áz™∆£t MÆÁ “{ ? [ ]

A) åÁby B) §gy C) Qcy D) ™yey
4. ™“Á∫Á\ åz ÃÏÊt∫ ™“¬ §åƒÁÆÁ @ GO˛ ƒÁMÆ ™ı ÃÊrÁ∆£t MÆÁ “{ ? [ ]
A) åz B) ÃÏÊt∫ C) ™“Á∫Á\ D) §åƒÁÆÁ
5. ßuƒ…Æ ............ úygy N˛Áz ütÓu o EÁ{∫ u§T‰gy “ÏF| á∫oy tzåz \Á ∫“z “{ @ Ã“y N˛Á∫N˛ Ãz ßu∫Æz
A) N˛Á B) Nz˛ C) N˛y D) ™ı [ ]
6. ßÁ∫o N˛y FÃ ¬Ág¬y ú∫ Ã§N˛Áz Tƒ| “{ @ GO˛ ƒÁMÆ ™ı uƒ∆z m ∆£t MÆÁ “{ ? [ ]
A) ßÁ∫o B) ¬Á‰g¬y C) Tƒ| D) ú∫
7. ¢Ï˛b§Á¬ üÁÆ: “™Á∫z Ãßy ÀNÓ˛¬Áı ™ı QÁz¬Á \ÁoÁ “{ @ GO˛ ƒÁMÆ ™ı uN¿˛ÆÁ ú“YÁuFL [ ]
A) üÁÆ: B) “™Á∫z C) Ãßy D) QÁz¬Á\ÁoÁ
8. \ã™utå ú∫ oÏ©“z N˛F| Gú“Á∫ u™¬oz ∫“oz “¯ @ ∫zQÁÊuN˛o ∆£t ƒYå §t¬åz ú∫ [ ]
A) Gú“Á∫ı B) Gú“Áu∫ÆÁÂ C) Gú“Á∫ D) Gú“Á∫Áı
9. Æ“ ETí EÁú Nz˛ u¬L EÁƒ≈ÆN˛ “{ @ ∫zQÁÊuN˛o ∆£t N˛Á onÃ™ øú “{ .......... [ ]
A) EÁT B) ETåy C) EÁTƒ D) EÁTÁåy
10. ÃÁƒå N˛Á ™Á{Ã™ §“Ïo EXZÁ ∫“oÁ “{ @ ∫zQÁÊuN˛o ∆£t N˛Á oÙƒ øú “{ @ [ ]
A) »Áƒm B) ÃQÁå C) Ã∫ƒÁm D) »ƒm
11. ÃÁ∫y ü\Á ∫Á\Á N˛y EÀƒÀsoÁ Nz˛ §Á∫z ™ı uYÊuoo sy @ ∫zQÁÊuN˛o ∆£t ™ı GúÃT| YÏuåL [ ]
A) EÀƒ B) oÁ C) E D) soÁ
12. á¿ƒyÆ ßÁ¬Ó ™∫oz \Á ∫“z “¯ @ ∫zQÁÊuN˛o ∆£t ™ı ünÆÆ MÆÁ “{ ? [ ]

A) F|Æ B) Æ C) á¿Ï D) ƒyÆ
13. ∆ÏQ, ∆y¬ EÁ{∫ ÃÄÁu∫fi ú∫ uÀso “{ @ ∫zQÁÊuN˛o ∆£t ÃÊuá uƒXZzt N˛∫åz ú∫: ....... [ ]
A) Ã + Yu∫fi B) ÃÄÁ + u∫fi C) ÃoΩ + Yu∫fi D) Ã + XÆu∫oÁ
14. ∫Á\Á åz ÃÊÏt∫ ∫Á\ ™“¬ §åƒÁÆÁ - ∫zQÁÊuN˛o ∆£t N˛Á{å ÃÁ Ã™ÁÃ “{ :- [ ]
A) onúÏª B) N˛™|sÁ≈Æ C) ˚Ê˚ D) u˚TÏ
15. uYugÆÁ N˛y §Áo åz ∫Á\Á ú∫ T“∫Á EÃ∫ gÁ¬Á @ ƒYå §t¬åz ú∫ [ ]
A) uYugÆÁ N˛y §Áoı åz ∫Á\Á ú∫ T“∫Á EÃ∫ gÁ¬Á @
B) uYugÆÁ N˛y §ÁoÁı åz ∫Á\Á ú∫ T“∫Á EÃ∫ gÁ¬Á @
C) uYugÆÁ N˛y §Áoı åz ∫Á\Á ú∫ T“∫Á EÃ∫ gÁ¬z @
D) uYugÆÁ N˛y §ÁoÁı åz ∫Á\Á ú∫ T“∫Á EÃ∫ gÁ¬z @
16. úqy EÁÃ™Áå .............. G‰goÁ “{ @ GuÆo N˛Á∫N˛ uY’ Ãz ßu∫L @ [ ]

A) ™ı B) Nz˛ C) N˛Á D) åz
17. ßÁ∫o üÁYyå EÁ{∫ uƒ∆Á¬ tz∆ “{ @ Æ“ ƒÁMÆ uN˛Ã N˛Á¬ ™ı “{ @ [ ]
A) ƒo|™Áå N˛Á¬ B) ßÓo N˛Á¬ C) ßuƒ…ÆoΩ N˛Á¬ D) úÓm| ßÓo N˛Á¬
18. LN˛ N˛uƒ N˛uƒoÁ u¬QoÁ “{ @ u¬ÊT §t¬åz ú∫ [ ]
A) LN˛ N˛ƒÆfiy N˛uƒoÁ u¬Qoy “{ B) LN˛ N˛ƒFfiy N˛uƒoÁ u¬Qoy “{
C) LN˛ N˛uƒuÆfiy N˛uƒoÁ u¬Qoy “{ D) LN˛ N˛ƒuÆfiy N˛uƒoÁ u¬Qoy “{
19. ™\§Óo F∫ÁtÁı N˛y “{ \ø∫o - ƒÁMÆ N˛Áz Ã“y N¿˛™ ™ı u¬uQL @ [ ]
A) ßuƒ…Æ Nz˛ u¬L ™\§Óo F∫ÁtÁı N˛y \ø∫o “{ @
B) §ÄÁÁı N˛y “{ \ø∫o ™\§Óo ßuƒ…Æ @
C) ßuƒ…Æ Nz˛ u¬L \ø∫o F∫ÁtÁı N˛y ™\§Óo “{ @
D) ™\§Óo \ø∫o F∫ÁtÁı N˛y ßuƒ…Æ “{ @
20. ™z“™Áå \Áz “ÁzoÁ “{ ƒ“ \Áå Ãz õÆÁ∫Á “ÁzoÁ “{ - GúÆÓ|O˛ ƒÁMÆ ™ı ™Ï“Áƒ∆ YÏuåL [ ]
A) ™z“™Áå \Áz B) \Áå Ãz õÆÁ∫Á “ÁzoÁ C) “™Á∫Á “ÁzoÁ “{ D) “ÁzoÁ “{ ƒ“
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ENGLISH
CCE PROCEDURE
SUBJECT : ENGLISH
CLASS : VI to VIII
ACADEMIC STANDARD-WISE WEIGHTAGE :

TOTAL MARKS : 80
Academic Standard % of Weightage Marks
Reading Comprehension 37.5% 30
Creative Expression 25.5% 20
Vocabulary (Part - B) 18.75% 15
Grammar (Part - B) 18.75% 15
BLUE PRINT
Sec- Academic Q. Source Marks Objective V.S.A. S.A. Essay Total
tion Standards No. Type
I Reading 1 T.B. 10 10 10
Comprehension 2 " 5 5 5
3 " 5 5 5
4 Unseen 5 5 5
5 Unseen 5 5 5
II Creative 6 T.B. 10 10 10
Expression 7 Unseen 10 10 10
III Vocabulary 8 T.B. 2 2 2
9 " 2 4 4
10 " 2 4 4
11 " 2 2 2
12 " 3 3 3
13 " 4 4 4
IV Grammar 14 T.B. 4 4 4
15 " 4 4 4
16 " 7 7 7
A.P. VI - VIII CLASS :: ENGLISH i

ENGLISH
QUESTION PAPER – PATTERN - VI - VIII
I. Reading Comprehension
1. Reading Comprehension from 'A' Reading 5 × 2 = 10
2. Reading Comprehension from 'B' Reading 5×1=5
3. Reading Comprehension from 'C' Reading 5×1=5
4. Reading Comprehension (Unseen passage) 5×1=5
5. Reading Comprehension from Unseen - study skills 5×1=5
II. Creative Expressions
6. Discourses based on Textbook (one out of two) 1 × 10 = 10
(Conversation / Description / Diary / Script for a speech )
7. Discourses (General) (one out of two) 1 × 10 = 10
(Letter / News Report / Biographical sketch / story with hints)
III. Vocabulary
8. Synonyms - (A passage from A. Rading - underline the words) 2 M
9. Opposite Words - (A passage from A.Reading - underline the words) 2 M
10. Right form of the words (A passage from A.Reading - Blanks) 2 M
11. Spelling [Q.No. (a), (b), (c) ] ( 3 questions - 3 marks) 3 M
12. Classification of vocabulary (Select the words from textbook) 2 M
Note: Questions from 8 to 12 should be asked basing on the textbook of each
class from class 6 to 8.
13. (Q.No. (a), (b), (c), (d) .......} 4 M
Note: Uner Q.No. 13 cover the vocabulalry topics given in the textbook in
each class from class 6 to 8.
IV.Grammar
14. A passage for editing ( Errors should be underlined)(Unseen) 4×1=4
15. Cloze test (Unseen) 4×1=4
16. Grammar - from Textbook Q.No. {16. (a), (b), (c), (d) .......} 7 M
Under Q.No. 16 cover the Grammar topics given in the textbook in each class.
Note: Questions should be in the knowledge level of the student's class.
ii VI - VIII CLASS :: ENGLISH A.P.
ENGLISH
CCE PROCEDURE
1) SUBJECT : ENGLISH
2) CLASS : IX
3) PAPERWISE SYLLABUS :
PAPER – I PAPER – II
i) All 'A', 'B' & 'C' Readings for i) Comprehension based on data,
Comprehension pie chart, bar chart or tree diagram
(Unseen)
ii) Grammar – All grammar topics ii) Unseen passages for comprehension
under A, B & C Readings
iii) Creative Expression : iii) Vocabulary (Textual) and based on

Conversation, Description, 'A' Reading
Diary Entry, Speech
iv) Creative Expression :

Letter, News Report, Biographical
Sketch, Story.
4) PAPERWISE ACADEMIC STANDARD WISE WEIGHTAGE :
PAPER – I (40 MARKS)
Part – A : 25 Marks Part – B : 15 Marks
Academic Standards % of Weightage Marks
i) Reading Comprehension 37.5% 15
ii) Creative Expression 25% 10
including Conventions of Writing
iii) Grammar 37.5% 15
A.P. IX CLASS :: ENGLISH i

PAPER – II (40 MARKS)
Academic Standards % of Weightage Marks
i) Reading Comprehension 37.5% 15
ii) Creative Expression including 25% 10

Conventions of Writing
iii) Vocabulary 37.5% 15
5) PAPERWISE BLUE PRINT : Paper – I

A Reading 1 T.B. 3 3
Comprehension 2 " 2 2
3 " 3 3
4 " 2 2 15
5 " 3 3
6 " 2 2
B Creative 7 T.B. 5 5 10
Expression 8 " 5 5
9 T.B.Independent 2½ 2½
Part – Grammar 10 " 2½ 2½
B 11 T.B. 1 1
12 T.B. 1 1
13 T.B. 1 1
14 T.B. 1 1
15 T.B. 1 1 15
16 T.B. 1 1
17 T.B.Independent 1 1
18 " 1 1
19 " 1 1
20 " 1 1
ii IX CLASS :: ENGLISH h A.P.

Paper – II

A Reading 1 T.B.Independent 5 3 2
Comprehension 2 " 5 3 2 15
3 " 5 5
B Creative 4 T.B. 5 5 10
Expression 5 Independent 5 5
6 T.B.'A' Reading 2 2
Part – Vocabulary 7 T.B.'A' Reading 2 2
B 8 T.B.'A' Reading 2 2
10 T.B.'A' Reading 1 1 15
40 10 7 13 10 40
6) TYPES OF QUESTIONS & MARKS ALLOTMENT FOR S.A.

Paper – I
No. of Questions Total
1. V.S.A 1 2½
PART – A 2. S.A. 14 23
3. ESSAY 2 10
PART – B 4. OBJECTIVE (MCQ) 3 4½
20 40
Paper – II
No. of Questions Total
1. V.S.A 5 7
PART – A 2. S.A. 4 10
3. ESSAY 2 10
PART – B 4. OBJECTIVE (MCQ) 3 13
14 40
A.P. IX CLASS :: ENGLISH iii
ENGLISH
PAPER – I QUESTION PAPER – PATTERN
PART – A : READING COMPREHENSION (15 MARKS)
1. A Comprehension Passage from any 'A' Reading with three comprehension questions
3×1=3
2. A Comprehension Passage from any 'A' Reading with two comprehension questions
2×1=2
3. A Comprehension Passage from any 'B' Reading with three comprehension questions
3×1=3
4. A Comprehension Passage from any 'B' Reading with two comprehension questions
2×1=2
5. A Comprehension Passage from any 'C' Reading with three comprehension questions
3×1=3
6. A Comprehension Passage from any 'C' Reading with two comprehension questions
2×1=2
CREATIVE WRITING (10 MARKS)
7. (a) Conversation (based on the 3 reading textsof all units)
OR
(b) Description (based on the 3 reading texts of all units) 1×5=5
8. (a) Diary entry (based on the content of 3 reading texts of all units) 1×5=5
OR
(b) Writing script for a speech (based on the content of the 3 reading texts of all units)
iv IX CLASS :: ENGLISH h A.P.
PART – B (GRAMMAR) – 15 MARKS
9. Editing a passage correcting the underlined parts (Unseen) 5 × ½ = 2½ M
10. Cloze Test with five blanks (M.C.Q.) (Unseen) 5 × ½ = 2½ M
11. Combining Sentences using 'If' (textual) 1M
12. Changing an active voice sentence into passive voice (textual) 1M
13. Reported Speech (textual) 1M
14. Rewriting a sentence using 'No sooner' or Scarcely', 'Hardly' (textual) 1M
15. Combining sentences using Adverbs like 'as', 'since' ... (textual) 1M
16. Combining sentences using 'after' or 'before' (textual) 1M
17. Giving an advice or suggestion basing on the given context 1M
18. Changing a sentence into a polite request 1M
19. Choosing a right phrase (MCQ) to say in the given context 1M
20. Identifying the expression 2×½=1M
A.P. IX CLASS :: ENGLISH v

ENGLISH
PAPER – II QUESTION PAPER – PATTERN
PART – A : READING COMPREHENSION (UNSEEN) (15 MARKS)
1. Reading data, a pie chart, a bar chart or a tree diagram with five comprehension ques-
tions 5×1=5
a) 2 – 'Wh' questions 2×1=2
b) 2 – M.C.Qs 2×1=2
c) Choosing a correct statement (MCQ) 1×1=1
2. Reading an unseen passage with five comprehension questions 5×1=5
a) 2 – 'Wh' questions 2×1=2
b) 2 – M.C.Qs 2×1=2
c) Choosing a correct statement 1×1=1
3. Reading an unseen passage - arranging the jumbled sentences in sequentail meaning-
ful order 5 M
CREATIVE WRITING (10 MARKS)

4. (a) Writing a Letter 5 M
OR
(b) Writing a News Report
5. (a) Writing a Biographical Sketch using the details provided 5 M
OR
(b) Writing a story using the hints/outline provided
PART – B (VOCABULARY) – 15 MARKS
6. Identifying the suitable Synonyms to the underlined words in the passage (Reading 'A')
4×½=2M
7. Writing opposite words (Antonyms) to the underlined words in the passage (Reading 'A')
4×½=2M
8. Filling in the blanks with the right form of the words given in brackets (A.Reading)4 ×½=2M
9. Completing the spelling of the words by using vowel clusters
(ea, ie, ou, ae, ia, ai, etc.) (A Reading) 2×½=1M
10. Completing the spelling of a word using suffixes or inflections (A Reading) 2 × ½ = 1 M
11. Identifying the wrongly spelt word and rewriting its correct spelling (A.Reading) 2 × ½ = 1 M
12. Put the following words under correct headings. (A Reading) 8×¼=2M
13. Use the phrasal verbs in sentences of your own. (A. Reading ) 2×1=2M
14. Completing the expression choosing the word that collocates from the list given (A.Reading)
4×½=2M
vi IX CLASS :: ENGLISH h A.P.
MODEL QUESTION PAPER
ENGLISH (THIRD LANGUAGE)
Time : 2½ Hours] PAPER – I [Max. Marks : 40
Instructions :
1. Answer all the questions under Part – A on a separate answer book.
2. Write the answers to the questions under Part – B on the question paper itself.
3.Start answering the questions as you read them.
4. 15 minutes of time is allotted exclusively for reading the question paper and 2.30
hours for writing the answers.
Time : 1½ Hours] PART – A [Max. Marks : 25
1) Read the following passage :

I felt then the great presence of the Creator of this world and this universe.
Now, answer the following questions. 3×1=3
a) Who is the speaker of these words?
b) Who is referred to as 'Creator of this world'?
c) When did the speaker feel the presence of the Creator of this world?
2) Read the following lines.

"I don't care for your dirty school.
Now answer the following questions. 2X1=2
(a) Who is 'I' in the above passage?
(b) What is the mood of the speaker?
3) Read the following stanza
River, river, little river!
Bright you sparkle on your way;
O'er the yellow pebbles dancing,
Through the flowers and foliage glancing,
Like a child at play (The River)
Now answer ther following questions. 3X1=3
A.P. ! IX CLASS :: ENGLISH – MODEL PAPERS ! i

(a) What is described in this stanza?
(b) What is river compared to?
(c) Identify and write the rhyming word or 'dancing' .
4) Read the following stanza.

I am so glad
That you were there when aI was sad
And this is what makes you
Not just my 9th grade teacher, my friend (Not Just a Teacher, but a Friend)
Now answer the following questions. 2X1=2
(a) Who is the speaker of these words?
(b) Who is referred to as 'my friend' in the above lines?
5) Read the following passage :
The large amount of homework is causing kids in schools to be up until
midnight or later. When extracurricular activities such as sports clubs, etc.
are added to the picture, kids may even have to wake up early next morning
to finish their homework, leaving them with an insufficient amount of sleep.
Some parents and teachers argue that it would be beneficial to a child's
academics to limit after school activities.
a) What are the effects of giving large amount of homework ?
b) What do the parents and teachers argue ?
c) Why do children wake up early in the morning ?
6) Read the following passage.

Therefore, I must ask why this prize is awarded to a movement which is
beleagured and committed to unrelenting struggle ; to a movement which
has not won the very peace and brotherhood which is the essence of the
Nobel Prize.
a) Which movement is referred to here ?
b) What is the essence of the Nobel Prize ?
7. a) The Headmaster asked Swami why he had not come to school the day be-
fore. Swami replied respectfully that ........... 1×5=5
ii ! IX CLASS :: ENGLISH – MODEL PAPERS ! A.P.

Now write a possible imaginative conversation between Swami and Head-
master.
(OR)
b) Describe the thoughts of Swami after he had left his school abruptly.
8. a) You have read the story of 'The Snake and the Mirror'. In the story the doctor
had come across a cobra which admired its beauty in the mirror. 5 × 1 = 5
Now, imagine you were the doctor and make a diary entry of your
experiences with the snake.
(OR)
b) Assume that you happened to read some of the articles / news reports on
the flood resources. You were deeply moved by the sorrows of the victims of
the floods. You decided to raise funds for the cause. You wanted to share
this idea with your classmates and seek their assistance in this matter.
Now, prepare a 'speech' that you would like to make to convince the do-
nors about the need for raising funds for the cause.
You may use the following ideas.
• Floods in Kurnool
• Human deaths and sufferings
• Death of animals
• Loss of property, crops.
• Shortage of food, drinking water, etc.
• Importance of relief funds
• Moral responsibility
PART - B
Time : 1 Hour] PART – B [Max. Marks : 15
GRAMMAR
9)Edit the following passage correcting the underlined parts. 5 × ½ = 2½

Once upon a time there lived an (a)lion in a forest. One day after a heavy
meal, it is sleeping (b)under a tree. After a while, there came a mouse and it
started to played (c) on the lion. Suddenly the lion got up with anger and
looked for those who disturbed its nice sleep. Then it saw a small mice (d)
A.P. ! IX CLASS :: ENGLISH – MODEL PAPERS ! iii
standing trembling with fear. The lion jumped on it and start (e) to kill it.
The mouse requested the lion to forgive it. The lion felt pity and left it.
(a) . ____________________
(b) . ____________________
(c) . ____________________
(d) . ____________________
(e) . ____________________
10) Read the following paragraph and fill in the blanks with the correct op-
tions given against the number of blanks. 5 × ½ = 2½
Once, a wolf was very hungry. It looked ................. (1)food here and there.
But it couldn't get any. At last it found .............. (2) loaf of bread and a piece
of meat in the hole of a tree. The hungry wolf squeezed into the hole. It ate
all the food. It was a woodcutter's lunch. He .................. (3) on his way back
to the tree to have lunch. But he saw there was no food in the hole, instead,
a wolf. On seeing the woodcutter, the wolf tried to get out of the hole.
................... (4) it couldn't. Its tummy was swollen. The woodcutter caught
the wolf and ................. (5) it nice beatings.
(1) (a) in (b) for (c) on (d) since

(2) (a) a (b) an (c) the (d) they
(3) (a) wer (b) is (c) was (d) are
(4) (a) But (b) So (c) And (d) As
(5) (a) gave (b) given (c) gives (d) giving
11) Combine the following sentences using "If". (1)

You study well. You get good grades.
Ans: _________________________________________________________________
12) Change the following sentence into passive form. (1)

My father brought me a new dress.
Ans: _________________________________________________________________
13) Change the following sentence into reported speech. (1)

The teacher said to the students, "You should do your duty."
iv ! IX CLASS :: ENGLISH – MODEL PAPERS ! A.P.

Ans: __________________________________________________________________
14) Rewrite the following sentences using "No sooner (or) Scarcely (or) Hardly.
(1)
I put the phone down. It rang again.
Ans: _________________________________________________________________
15) Combine the following sentences using adverbs like "as/since." (1)
He stayed at home. It was raining.
Ans: _________________________________________________________________
16) Combine the following pair of sentences using "after or before". (1)
I reached the school. The prayer had already started.
Ans: _________________________________________________________________
17) Your brother is neglecting Spoken English, advise him to practise it well.
(1)
Ans: ________________________________________________________________
18) Change the following sentence into a polite request. (1)

You to your father : "I want to go to picnic. Allow me."
Ans: ___________________________________________________________________
19) Your brother is going to appear for an interview. (1)

How would you greet him ? [ ]
(a) It's good (b) All the best
(c) I am pleased (d) Congratulations
20) What do the following sentences mean ? Put a tick mark ( 3 ) against the
right answer. 2×½=1
(i) Passenger at Enquiry Counter : When will be the next train to Tirupathi Sir
?
(a) Possibility [ ] (b) Seeking information [ ]
(c) Advising [ ] (d) Offering help [ ]

(ii) Meteorological Department says : Monsoons may be regular.
(a) Prediction [ ] (b) Advice [ ]
(c) Order [ ] (d) Warning [ ]

A.P. ! IX CLASS :: ENGLISH – MODEL PAPERS ! v
ANSWERS
PART – A
1) a) The doctor
b) God
c) When a snake fell on his shoulder and faced the fear of death.
2) a) Swaminathan / Swami
b) Angry / desperation
3) a) The river's flow

b) A playful child
c) Glancing
4) a) A 9th grade student

b) The teacher
5) a) insufficient amount of sleep

b) Beneficial to a child's academics.
c) To finish their homework.
6) a) Civil rights movement

b) Writing peace and brotherhood.
7) Evaluation Indicators :
a) Conversation : (Each indicator carries one mark)
i) Using dialogues apt to the context.
ii) Using proper sequence of exchanges.
iii) Using discourse markers (well, precisely, etc.) and appropriate cohesive
devices.
iv) Sustaining the conversation with social norms (being polite, reflecting
reflections).
v) Conventions of writing (punctuation, spelling and capitalization)
b) Description : (Each indicator carries one mark)

i) Creating vivid images.
ii) Proper sequencing of ideas.
iii) Giving personal reflections on the event or persons.
iv) Using appropriate cohesive devices such as pronouns, connectives, etc.
vi ! IX CLASS :: ENGLISH – MODEL PAPERS ! A.P.

8. a) Diary : (Each indicator carries one mark)
i) Using expression of personal reflections, thoughts and feelings.
ii) Using language appropriate to the mood.
iii) Self criticism and future plans.
iv) Coherence.
b) Speech : (Each indicator carries one mark)

i) Contextual relevance
ii) Organisation of ideas
iii) Use of argumentative / persuasive / interactive language
iv) Use of discourse markers and coherence.
v) Conventions of writing (punctuation, spelling and capitalization).
PART – B
9) a) a b) was sleeping c) to play d) mouse e) started
10) 1) b 2) a 3) c 4) a 5) a
11) If you study well, you will get good grades.
12) A new dress was brought to me by my father.
13) The teachers told the students that they should do their duty.
14) No sooner had I put the phone down than it rang again.
(OR)
I had scarcely put the phone down when it rang again.
(OR)
I had hardly put the phone down when it rang again.
15) Since it was raining, he stayed at home.
(OR)
as it was raining, he stayed at home.
16) Before I reached the school, the prayer had already started.
(OR)
After I had reached the school, the prayer started.
17) It is better to take good practice on Spoken English.
18) Father, please allow me to go to picnic.
19) (b)
20) (A) –– b (B) –– a
! ! ! ! !
A.P. ! IX CLASS :: ENGLISH – MODEL PAPERS ! vii
MODEL QUESTION PAPER
ENGLISH (THIRDLANGUAGE)
Time : 2½ Hours] PAPER – II [Max. Marks : 40
Instructions :
1. Answer all the questions under Part – A on a separate answer book.
2. Write the answers to the questions under Part – B on the question paper itself.
Time : 1½ Hours] PART – A [Max. Marks : 25
1) Read the following Tree diagram carefully and answer the questions that
follow :
5 M
Govt. Junior College
Teaching staff Non - Teaching staff
Male Female Male Female

25 15 6 4
Above 25 Above 50 Above 25 Above 50

15 10 4 2
M.Phil Ph.D M.Phil Ph.D M.Phil Ph.D M.Phil Ph.D

5 2 2 1 2 2 0 0
Above 25 Above 50 Above 25 Above 50

10 5 2 2
M.Phil Ph.D M.Phil Ph.D M.Phil Ph.D M.Phil Ph.D

2 1 1 1 0 0
0 0
Now, answer the following questions.

a) How many members of the staff are there both in teaching and non-
teaching?
b) How many female teaching staff acquired M.Phil ?
viii ! IX CLASS :: ENGLISH – MODEL PAPERS ! A.P.

c) The total number of Ph.D candidates in non-teaching female category.
(a) 2 (b) 5 (c) 0
d) The total number of male and female candidates in teaching staff above
25 age group are
(a) 15 (b) 10 (c) 25
e ) Choose the correct one among the three statements basing on the
informtion given in the tree diagram.
(i) Two candidates acquired Ph. D under non-teaching fmale category
(ii) The abaove tree chart is only about teaching staff.
(iii) There are 20 persons with M.Phil qualification in teaching staff.
2) Read the following passage carefully and answer the questions that fol-
low :
5×1=5M
The name of Helen Adams Keller is known around the world as a symbol
of courage in the face of overwhelming odds, yet she was much more than a
symbol. She was a woman of luminous intelligence, high ambition and great
accomplishment. She devoted her life to helping others.
Helen Keller was born in Tusdumbia, Alabama, in 1880. When she was
only 19 months old, she contracted a fever that left her blind and deaf.
When she was almost seven years old, her parents engaged Anne Mansfield
Sullivan to be her tutor. With dedication, patience, courage and love, Ms.
Sullivan was able to evoke and help develop the child's enormous intelli-
gence.
Helen Keller quickly learned to read and write and began to speak by the
age of ten. When she was twenty she entered Redcliffe College, with Ms.
Sullivan at her side to spell textbooks-latter by latter-into her hand. Four
years later, Radcliffe awarded Helen Keller a bachelors degree Magna Cum
Laude.
a) What type of woman was Helen Keller ?
b) What happened to her when she was only 19 months old ?
c) Helen Keller was born in .........................
a) Germany b) Tunisia c) Tusdumbia
A.P. ! IX CLASS :: ENGLISH – MODEL PAPERS ! ix

d) Helen Keller quickly learned to .......................
a) speak b) write c) walk
e ) Choose the correct one among the three statements basing on the infor-
mation given in the above passage.
(i) Helen Keller is not a brave woman.
(ii) Helen Keller overcame her handicap.
(iii) Helen Keller knows how to write by birth.
3) Read the following passage carefully. 5 M

Have you tasted sea water? It is very salty, and therefore not potable
ie., it can’t be used by us for drinking purposes? Where do these salts
come from? You must have read about the water cycle. Sea water evapo-
rates continually and then falls down as rain. Rain water dissolves salts
as it falls on land and flows down. The salts are brought to the sea by
rivers. Then the sea continually receive salts, making sea water salty.
Salty water is said to be saline.
Sea water neither can be used for agriculture, nor in industry. As it
evaporates, it leaves behind salts which corrode metals. The process of
removal of salts from sea water is called dissimilation. This is done by
distillation. The process involves boiling the sea water so that it evapo-
rates, and then cooling the steam thus formed. The steam condenses to
give pure water. But this is an expensive method. It is used to get potable
water from sea water in places where only saline waster is available.
Now, arrange the following jumbled sentences in a sequential and

meaningful order.
1. Dissimilation is a process of remaining salts from sea water. 3
2. The sea water evaporates and forms steam when it is boiled. 4
3. Evaporation of sea water and falling down as rain is called water cycle. 1
4. We get pure water when the steam condenses. 5
5. Rivers bring salts to the sea. 2
4) a) Write a letter to your friend describing the events when the CM of A.P
paid a visit to Amaravathi for laying the foundation stone to the new capital
city. 5 M
x ! IX CLASS :: ENGLISH – MODEL PAPERS ! A.P.
(OR)
b) Write a Newspaper report on the brief visit of the honourable Chief Minis-
ter, Chandrababu Naidu, in the wake of laying of the foundation stone to
the new capital city of Amaravathi.
5) (a) Write a short biographical sketch of Sachin Tendulkar basing on the

following hints : 5 M
Sachin – born 24 th April, 1973 – Mumbai – father Ramesh Tendulkar –
coach Ramakanth Achrekar – constant practice in cricket – brother encour-
aged – debut against Pakisthan in 1989 – made centuries against all coun-
tries – 49 test centuries – 51 one day internation centuries – awarded Rajiv
Gandhi Khel Ratna – Padmabhushan – Padmavibhushan. first player to be
awarded Bharata Ratna.
(OR)
(b) Write a story using the following hings.
Hints : A king very fond of stories - man who tells a story that never ends - to
marry his daughter - a handsome young man begins his story - “a little ant -
nothing to eat - sees a big building - decides to take some rice from it - crawls
inside - carries a grain of rice on back - crawls home” - the young man goes on
telling about the ant - king understands the cleverness - marries off his daugh-
ter to him - happy - happy ending.
PART - B
Time : 1 Hour] PART – B [Max. Marks : 15
VOCABULARY
6)Read the para and write the synonyms of the underlined words given in the
box.
4×½=2
brothers, little, operative, children, pressure, fun
The use of homework is effective (a) when used by the rule "less is more".
Overwhelming (b) kids with loads of homework can cause them stress (c)
and possible physical injury. Homework takes away from the small (d) amount
of time kids get to spend with their parents and siblings.
a) ____________ b) ____________ c) ____________ d) ____________
A.P. ! IX CLASS :: ENGLISH – MODEL PAPERS ! xi

7) Read the para and write the antonyms of the underlined words.4 × ½ = 2
Every part of the Earth is sacred (a) to my people. Every shining pine
needle, every sandy shore, every mist in the dark (b) woods, every clear (c)
and humming insect are holy in the memory and experience of my people.
The perfumed (d) flowers are our sisters.
a) ____________ b) ____________ c) ____________ d) ____________
8) Put the following words under the correct headings. 8×¼=2

(doctor, player, writer, book, telephone, scientist, television, needle)
Persons Things
1) 1)
2) 2)
3) 3)
4) 4)
9) Complete the words with (ie, ca, ee, ai, ia, ei) 2×½=1
(a) rec _ _ ve b) cl _ _ rance
10) Complete the words with correct suffixes given in brackets : 2×½=1
(a) exhibi _______ (tion/sion) b) explana _____ (tory/tery)
11) Find the wrongly spelt word and write the correct spelling : 2×½=1
a) children, commision, damage, average Ans : ______________
b) summer, remain, verenda, quicken Ans : ______________
12) Read the para and write the right form of the words given in brackets in the
blanks. 4×½=2
Natural hazards can strike in ____(a)_____ (unpopulate) areas and never
____(b)_____ (development) into disasters. The rapid ____(c)_____ (grow) of
the world's population and its ____(d)_____ (increase) concentration often in
hazardous environments has escalated both the frequency and severity of
natural disasters.
13) Write the meaningful sentences using the phrasal verbs given below :2 × 1 = 2
a) bring up : _______________________________________________________
b) cut off : _______________________________________________________
xii ! IX CLASS :: ENGLISH – MODEL PAPERS ! A.P.

14) Fill in the blanks with right collocations using the words given below.
4 × 1/2 = 2
terrible, hearty, warm, deep,
a) I express my __________ congratulations on your success.

b) Let me convey my _________ sympathy towards him as he has lost every-
thing in life.
c) Aasha game us a _________________ welcome.
d) He met with a ____________________ accident.
SUMMATIVE ASSESSMENT FOR

CLASS IX
ANSWERS
PART – A
SECTION - A
1) a) fifty members b) five c) Nil d) Twenty five

e ) (i) Two candidates acquired Ph. D under non-teaching male category (true)
2) a) Helen Keller was a symbol of courage.

b) She became blind and deaf as she contracted a fever.
c) c d) a
e) i) Helen Keller is not a brave woman. (True)
3) Arranging Jumbled sentences in a meaningful order:
1. Evaporation of sea water and falling down as rain is called water cycle.
2. Rivers bring salts to the sea.
3. Dissimilation is a process of remaining salts from sea water.
4. The sea water evaporates and forms steam when it is boiled.
5. We get pure water when the steam condenses.
A.P. ! IX CLASS :: ENGLISH – MODEL PAPERS ! xiii

Section - B
4) (a) Letter Writing:
Discourse indicators: Each indicator carries one mark.
(i) Using language appropriate to the context.
(ii) Using appropriaye format.
(iii) Expressing ideas sequentially.
(iv) Maintaining coherence.
(v) Conventions of writing (Punctuation, spelling and capatalization)
(b) News Report:
Discourse indicators: Each indicator carries one mark.
(i) Using appropriate headline.
(ii) Writing appropriate lead sentence
(iii) Presenting the body of the news and organizing the information.
(iv) Using appropriate language (Reporting style, passivization, tense etc.)
(v) Convention of writing (Punctuation, spelling and capitalization)
5) (a) Biographical sketch:
Discourse Indicators: Each indicator carries one mark
(i) Presenting relevant ideas and information of the person.
(ii) Organizing the information and data.
(iii) Maintaining coherence.
(iv) Using cohesive devices.
(v) Convension of writing (punctuatiohn, spelling and capatalization)
(b) Story Writing:
Discourse Indicators: Each indicator carries one mark:
(i) Writing about setting and other details

xiv ! IX CLASS :: ENGLISH – MODEL PAPERS ! A.P.
(ii) Containing a sequence of events or dialogues.
(iiI) Evoking sensory perceptions and images.
(iv) Characterization and maintaining coherence
(v) Convension of writing (punctuatiohn, spelling and capatalization)
Part - B
Section - C
6) a) operative b) children c) pressure d) little / tiny
7) a) impure / unholy b) bright c) lucid d) fragrance
8) Persons – Things
1. doctor – book
2. player – telephone
3. writer – television
4. scientist – needle
9) a) receive b) clearance
10) a) exhibition b) explanatory
11) a) commission b) veranda
12) a) unpopulated b) develop c) growth d) increased
13) a) We should bring up the children, having no parents.

b) The king cut off his enemy's head in the battle field.
14) a) hearty b) deep
hhhhh
A.P. ! IX CLASS :: ENGLISH – MODEL PAPERS ! xv

FORMATIVE ASSESSMENT
Formative Assessment is the backbone in newly proposed Continuous and
Comprehensive Evaluation (CCE). The four tools in F.A. are helpful to teacher
to assess his/her students in other cognitive areas like communication,
participation, presentation, aesthetics, etc.
There are FOUR formatives in a year. So, teacher should record four
times, i.e., July, September, December and February of every Academic
year.
ASSESSMENT PROCEDURES
Guidelines for Formative Assessment :
We propose four tools for Formative Assessment
Testing Tool Marks alloted
1) Reflections : 10
2) Written Works : 10
3) Project Works : 10
4) Slip Test : 20
Total 50 Marks
1) Reflections : Reading is one of the major inputs for language development.
If we do not go for some kind of focussed interventions to facilitate reading
s k i l l s ,
students will be reading their textbooks only. There should be a mechanism
to ensure that students are reading materials other than textbook, develop
their own perceptions on such materials and come out with their own reflec-
tions on the reading experience both orally and in writing. Since there is
also a question of social auditing, we need to have evidences for the perfor-
mance of the students in this regard. For the oral performance, what the
teacher records in his/her diary/notebook alone will provide the evidence.
How to facilitate reading :
• The teacher is suggested to provide reading material such as library books,
magazines, articles, newspapers, etc. to the learners twice in a formative
A.P. VI - VIII CLASS :: ENGLISH i

period (there are four formative periods in an academic year).
• The learners should read the reading materials and write their reflec-
tions in their notebook. (Students should maintain separate notebook to
write reflections, project work and discourses during classroom transac-
tion.
• They will also be asked to present their reading experience orally (with-
out looking at the notebook) before the class.
• The teacher should check the written notes of the children and award
marks for individual writing based on the indicators included in the aca-
demic standards in at least 100 to 120 words (10 – 12 sentences).
• Both oral and written performance carry 10 marks. The teacher should
maintain a cumulative record for recording the individual performance.
• Don't discourage the learners if they commit some errors in their writing.
However positive feedback may be given.
Marks Allotment
a) Introduction : 2 Marks
(physical features, author, publishers, etc.)
b) Content : 4
c) Conclusion : 4
(Language, comments, own reflections, etc.)
10 Marks
2) Written Works : The written works include the discourses written individu-
ally as part of classroom process, the answers to the analytical questions
assigned to the learner as home task, the textual exercises such as vocabu-
lary, grammar and study skills. Teachers have to ensure that children are
written individually and not copying from others or other sources.
Allotment of Marks
Notebooks : 4 Marks
Texual exercies : 3
Wall magazine,
ii VI - VIII CLASS :: ENGLISH A.P.

Error free expressions and others : 3
Total : 10 Marks
3) Project Works :
Why Project in 'English' ?
Every unit contains a thematically related project work to be carried out
by the students. 'Projects' help the students to evolve themselves as inde-
pendent users of language. 'Project Work' provides a platform for interchang-
ing language skills and
various study skills. It also involves higher order of thinking.
Nature of 'Projects' in English : While carrying out the 'Projects', the learn-
ers have to explore the theme by collecting data, consolidating it using dif-
ferent formats, write reports on them and make presentations in the whole
class. There is a space for individual work, pair work and also group work.
Process :
• Brainstorming on the nature of the project,
• Designing tools for the collection of data,
• Collecting the data,
• Consolidating the data using different formats,
• Analysis and interpretation of the data,
• Report writing,
• Presentation.
Please remember that brainstorming is extremely important as the stu-
dents have to understand the purpose of the project, its scope and signifi-
cance.
Please do not leave the following questions while brainstorming.
1. How will you pool information ?
(Tools such as questionnaire, checklists, observation schedule, interview,
referencing, etc.)
2. Where will you get the information from ?
A.P. VI - VIII CLASS :: ENGLISH iii

(Resources such as people, books, journals, magazines, newspapers, in-
stitutions, interenct, etc.)
3. Who will collect the information ?
(Individuals / pairs / groups)
4. How will you consolidate the information ?
(Sharing in groups and recording using appropriate formats)
5. What analysis can be made based on the data ?
6. How to write the report ?
(The structure of the project : Name of the project, purpose, scope and
relevance of the project, tools developed, mode of collection of data, con-
solidation and analysis, findings with supportive evidences such as photo-
graphs, etc.)
7. How will you present the data ?
(Presenting report : Each member can present one part )
Classroom Process :
Stage :
1. Brainstorming (one period)
2. Data collection (3 – 4 days ; homework)
3. Consolidating the data and deciding the structure of the report (1 period)
4. Writing the report (2 days – homework)
5. Refining and presenting the report (1 – 2 periods)
Total four (4) periods are needed for processing the project in addition to
homework.
Marks Allotment
a) Collection of data/information : 3 Marks
(Using resources such as people / books / magazines / journals/
newspapers / internet, etc.)
b) Report writing : 4
(Consolidation of data, analysis and writing the report
on the project)
c) Presentation : 3
iv VI - VIII CLASS :: ENGLISH A.P.

(Presenting the report to the whole class)
Total 10 Marks
4) Slip Tests : Slip test is more or less similar to Summative Assessment but it
is still different from the former in terms of the following.
• There is no prior notice for conducting slip test.
• It is done in a limited time. (say, in a period of about 40 minutes)
• There are only limited number of tasks.
• The discourses that have been done in the formative period are consid-
ered for slip test.
• There is no printed question paper. The teacher can write the tasks on a
chart and display it or write the questions on the BB.
• There should be one discourse (Creative Writing), one passage for Read-
ing Comprehension and one item from Vocabulary & Grammar
• Slip tests should cover the discourses to prepare the students for the
summative tests.
• Award the marks based on indicators that are included in the Academic
Standards under written discourses.
• Assess the written performance and provide feedback to the learners.
• The teacher should record the slip test marks in a register and should
consolidate the marks during every formative period.
• Record the marks in the Cumulative Record.
Allotment of Marks
a) Reading Comprehension : 5 Marks

(Seen and Unseen passages are to be covered in all the
A.P. VI - VIII CLASS :: ENGLISH v

four formatives – two each)
b) Vocabulary : 5
c) Grammar : 5
d) Creative Writing (Discourses) : 5
Total : 20 Marks
FORMATIVE ASSESSMENT –
CUMULATIVE REGISTER
S.No. Name of the FA – 1 FA – 2 FA – 3 FA – 4
Student RW P S RW P S R W P S RW P S
1. Meena M
G
2. Manoj M
Kumar G
Grading : The marks based grading for classes VI To X with following
range is given here under.
Grade Marks in Languages Marks in Non-languages Grade points

100 Marks 50 Marks
A1 91 – 100 46 – 50 10
A2 81 – 90 41 – 45 9
B1 71 – 80 36 – 40 8
B2 61 – 70 31 – 35 7
C1 51 – 60 26 – 30 6
C2 41 – 50 21 – 25 5
D1 35 – 40 18 – 20 4
D2 0 – 34 0 – 17 3
Cumulative Grade Point Average (CGPA) will be calculated by taking the
arithmetic average of grade points.
vi VI - VIII CLASS :: ENGLISH A.P.

NOTE TO THE TECHER
• Unless you are professionally equipped you may not be able to help the
learners acquire English Language. Make it a point to strive for profes-
sional development using all possible means.
• Out target is to make the learners to achieve the Academic Standards
and not to make them memorize the contents of Textbook.
• Passing the examination is not the sole aim of Language learning but
using language in everyday life.
• The teacher's role is to facilitate language acquisition and make them
autonomous as independent users of language.
• Plan the lessons thoroughly.
• Follow the guidelines for Formative Assessment thoroughly because it
makes the learners to prepare for Summative Test.
• Project work will help the learners explore various themes for which they
will have to use language contextually and meaningfully. Give importance
to PROJECTS.
• Record the marks (FA & SA) in a register and consolidate them during
every Formative / Summative period.
• Record the marks in the Cumulative Record and issue it to the parents.
• Making errors is a part of language learning and is natural. Children
should not be pressurised for producing correct expressions only. The
classroom process takes care of error corrections.
• If the learners are not at the desired level of learning go for Post-exam-
Operation and bridge the gap between the targetted levels and the learner's
present level.
• Preserve the assessment evidences and keep ready for the observations
of H.M and Moderation Committee.
• Formative Notebook is an evidence for the test items 1, 3 and 4 (i.e.,
Reflections, Project Work and Slip Test)
Class notebooks, Texual exercises in the Textbook answers to the analyti-
cal questions are the evidences for the test item : 2 (i.e., Written Works).
A.P. VI - VIII CLASS :: ENGLISH vii

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7
Class : IX Part - B
Marks : 20 Time : ½ Hrs.
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9
Class : IX Main Language - Sanskrit - Paper - II
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11
+#L’ #%K#M#)#*A(B For ORIENTAL SCHOOLS
Main Language - Sanskrit - Paper -II
$N’"#$:
Class : IX
Syllabus for Sanskrit - Paper - II
1. $~ ;!V!c!9D.*@7;? ' (/0O!1

2. /f0)}!7!;?9K!"S w ' (/0O!1
3. "!4/03/f02*)>9D!&w ' (+"GS8w1
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6. +3E!75L!928>M2 ' (+"GS8w1
7. K!+*7;? ' (&RD!L=;?1
8. &Zuw2;? ' (+"GS8w1
9. &!.;"!O!.9+2A7*. ' (-.Ww1
10. ;!*Z/0O! ' (#!3)"Bh;?1
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2. 8!*2w
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4. +/f07!N /0!.$w
12
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13
Main Language - Sanskrit - Paper - II
Class : IX
Part - A & B

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15
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16
Main Language - Sanskrit - Paper - II
Part - B - Marks : 20
Class : IX Time : ½ Hr.
57@)# :((*F%!%!I(:&!J!%!+%(O+-&%'(.MD(]"(EDN%63!+%(1
III "#J#K#J(D 20
OP OJJ(0Q!%!I(8DN!+^_,.0!%!I(:&!%!L<75.0I(+G="!(75!DBC7D5(+EN/,A(1 2
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2. DB2!"?9"!E!7=w9 .2.7w9&58!%9+2*)=>2!"?9 U ( 1
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3. &2> !9&2>/0!7.>L59 5wW%9;!9#!j"57!*?9U ( 1
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5. K:%9 &%M/C0*9NE)i!%9 ggggggggggggggggggg ( 1
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6. E!;w9&)*!%9N,7+*9'9E.W!+Z[*N %9D+2I7*?/0!-.9N+E2*>7+*93.*? ( 1
K19KN,7*? K!19{r7+* n19N,7+S* n>19{r7!+;
7. G!-w9 `}."9$5"/%09*!}7+*U9E.W!+Z[*N M79+2D+l*%9+3S2S*5U ( 1
K19*C*)7! K!19#O;! n19+<*)7! n>193*5O)>
8. N=P9 ggggggggggggggggg9N*+*U9(2Ci9$~ M79Ny!;)+2D+l*9\N%9+3S2S*5U1 ( 1
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9. ooKAS*wpp9n+*9N M79&+S8"!;9+3S2S*5U ( 1
K197=! .$ K!19,3562 n19+2&B> n>19A,62
17
10. +2&B>&S8.w9&RG^%9N %9+3S2S*5U ( 1
K19+2S7!42) K!19&5GS*;? n19!".i=;? n>19N5"E.2
11. oo-!./0+:*;?pp9n+*9N M79&;!&"!;9+3S2S*5U ( 1
K19*6N5]L K!19G:52f):) n19K@77)D!2 n>19\N/0
12. oo"?*6N5]Lpp9&;!&M79&RG^%9N %9+3S2S*5U ( 1
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13. -!./0+:*%9;;9/0E=)7%9E.W!+Z[*N M79&RG^%9#677%9+3S2S*5U ( 1
K19*@7*? K!19t7N? n19K")7E? n>19l*2*5
14. oo;*5N?#677!S*pp9\N%9+3S2S*5U ( 1
K19B5=2*) K!19M;*>@7w n192 ")7;? n>19 CI4?2!
15. ooDQ&5Ewpp9n+*9N M79@756N+Y%9+3S2S*5U ( 1
K19DQR7!w9&5Ew K19DQR7!%9&5Ew n19DQR7!_&5Ew n>19DQ;)7!%&5Ew
16. ooN5S"!;9n+*"E/0!*?9V!7*.pp9ggggggggggggggg9@756N67OP9 +3S2S*5U ( 1
K193S{w K!19&Q7>w n19N5Vw n>19E!;w
17. oow!V!w9BC:;?9Buw+S*pp9n+*92!l7%9/0;>+=2!l7.9N+E2*>7*.93.*?9U ( 1
K19w!V!w9BC:;?9BR7*. K!19w!V_w9BC:%9Buw+S*
n19w!V.L59BC:%9Buw+S* n>19w!V_w9BC:;?9BR7S*.
18. #&Q";?9/50&5;%9N5IN%9*!.7%9'9+Dc!%9N %9+3S2S*59U ( 1
K19#&Q";? K!19/50&5;% n19z0-% n>19N5IN%
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20. +22!:w99e9gggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg
18
Class : VIII Main Language - Sanskrit
!"#$%&’() *||+,-
’||!() *"+,+ -./!.01!2345 *"%&(%76 & |!2345 89::%&;+
1. |!Ym?n-9\]+ 80 (60 o 20) 20 100
2. >]Ym?n-9\]+ 80 (60 o 20) 20 100
.±+/012().3,-4
’||!() *"+,+ -./!.01!2345 *"%&(%76 & |!2345 89::%&;+
1. %k52\]2 60 (40 o 20) 10 70
2. !" !#$%>+ 20 10 30
89::%&;+ 80 20 100

<34= !">0= ?@A0<1!BCD.E: BC(6:#E: +F%&+
1. n-9V&P\]P2F+ G*:‘!p !q+<mF+ 25 31%
2. n-9PP?(r(O 0D s
3 + G* $! t_&%>u(D%> 35 44%
3. n-9v<"ABw 20 25%
89::%&+; 80 100
19
Main Language - Sanskrit
Class : VIII
Part - A & B

,2!#+*#4#: I II III 56 74#89:#:
,),;8<=#9:#: 25 35 20 80
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Grade
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I "#2#2$*)*A(B(+,?& C;)*A(D 25
OP OJJ(0QI(FE!D7I5(.+R="!(*F%!%!I(:&!J!%!+%(+EN/,A(1 5x1=5
1) ;!*.29Ei+*9+N*.29+:*.9+"75%l*.
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+/%09+/%09"9&!87+*9/0tN-*.29+2h!9UU
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K!1 +2h!9/0!9n29W. %9KN"7+*m
n1 /0!%9+ i59+2*"!.+*m
n>1 +2h!9/0!9n29Ei+*m
k1 KM79,-!./0t79$)+L>/0!%9&Q37S*59U
O!P OJJ(0QI(O%AefD0(.+R="!(*F%!%!I( :&!J!%!+%(+EN/,A1 5x1=5
2) &Q7>w9 &2> !9 #!u7!%9 + +$9 k .+*9 &Q7>w9 k 7.9 KM*;7.9 39 El*2=>w9 D2+*9 &Q7P9 N+,3;+ +$
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3_*S7%9#!j"52+S*U9&Q7>+/0E=_w9E!.B!w9",7+S*U9A"!w9k 7.9KM*;7.939&Q7P9#=;+S*U
20
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K!1 /.0"9KS8/0!Ew9"!,7*.m
n1 /_0w9N5IN!+=9+2/0&+S*m
n>1 &Q7>+/0E=9#&!E.=9/.09",7+S*m
k1 k 7.9KM*;7.939/.09/%09#=;+S*m
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+23!E;Qw9#+*D!+&9;.962;?9UU
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5) &2.>9;!"2!w9& !9K!E!.a7%97$w98"%9392!uw+S*9U9K!E!.a7&%N! "!79@7!7!;w9K!2,7/%09D2+*U

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G5+ q8+2/0!&,3928>*.U
21
II "#2E’F?G-/04H( B(5I8)#1*-/?#(D 35
OP OJJ(0Q!%!I( *F%!%!I( EWA:&!J!%!+%(+EN/,A1 5 x 3 =15
6. .$Ei=!79A"!w9+/%09/0*5P9+&^!w9D2.75w9U
7. N_O!BEM79+&^!S*w9/0wm9*M79#2l*w9/0wm
8. .$.9 .$.939D+l*w9/0O%9# $>")7!9m
9. &!8Q"!%92MV8!E=%9/0O%9D2+*m
10. 3S{M797!.6M"!9D2*.9E!.3*.9+/0;?9m9+/0;OP9/0!E=!+"9+-WS*59U
O!P OJJ(0Q!%!I( *F%!%!I( :&!J!%!+%(+%Y/J(Z.D9(+EN/,A1 2 x 5 = 10
11. 3-<!`7!w9-!D:!")w9k+,79M2);!+D#!7%9 +-WS*5U

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;!"2M2D!2w9/.0L59&S D.>L59/_0w9&:9&! C,7%9#!j"!.+*m9<67+M;"?9+2L7%9K+8/C0679+-WS*59U
12. "!E!7=B5E!.w9&;!A&.2!9/0) C$)m9#!j*7!9#.E=7!9D2!"?9U9D2*)9+/%09+/%09/0*5P9$l"!.+*m
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&;!A.9KE`7!"!%9D%A"."9A!7;!"!w9:!"7w9/0!wm
2"&%Ei=!79+/%09/0E=)7+;+*92$2!l7_w9+-WS*5U
UP OJJ(0Q!%!I(*F%!%!I( \3!DJ(:&!J!%!+%(:;<%!=&75,3!(+EN/,A1 2 x 5 = 10
13. oD2*w9K+D!*%9b/%09D!E*)792_!+"/%09#$%&"?9*M79+&^!S*%9K+8/C0679 $2!l7!+"9+-WS*5U

14. N7!>2E=N+EEi=9+2L7.9/0!+"7"97.72!l7!+"9+-WS*5U
15. D2*w9N!x$!-!7!%9#3+-*%9B5]NQA!.6&2%9K+8/C0679+;V!79NV%9+-WS*59U
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22
Class : VIII Time : ½ Hr.
57@)# :((*F%!%!I(:&!J!%!+%(O+-&%'(.MD(]"(EDN%63!+%(1
III "#J#K#J(D 20
OP 8DN!+^_,.0-3(:&!%!L<75.0I( +G="!(+EN/,A1 5x1=5
1. DQN!-w9#A!"?9N!-7+*9U ( 1
K1992&58! K!19E!A! n19 .2w n>19BAw
2. Ny!!M7w9*!E%9BA>+*9U ( 1
K1998."5w K!192C+uw/0w n19&N>w n>19+&%:w
3. kh!".9N! Nw9+2hS*.9U ( 1
K198!*!w K!19+BE7w n19;/>0*!w n>192Ci!w
4. +:;!-7w9kYE+ +$9+2h*. ( 1
K198"!+8E!A!w K!192"!+8E!Aw n19&!.;"!Ow n>19"B!+8E!Aw
5. *;&!9"9#/0!,7*.9U ( 1
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6. & !9kN/0!Ew9/0*>@7w ( 1
K19& !/0!Ew K!19+"E!/0!Ew n19KN/0!Ew n>19 5E!/0!Ew
7. /0!.Nw9&2> !967!7w ( 1
K19;;/0!Ew K!19;"!.:Ew n19E!.Lw n>19$!S*w
8. 8;>w9Ei+*9E+i*w ( 1
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9. +&%:w9G+:w9+2h*. ( 1
K19N!,2.> K!19KS*w n19NCI4*w n>1kS"*.
23
10. G!S82!w9M2 .$%9Buw+S*9U ( 1
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UP +%0D<?!%A:!8I( +EN/,A1 8x1=8
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K19$)*7!99K%$5w K!19$)*99K%$5w n19$)*!99K%$5w n>19$)*.99K%$5w
12. B5=&S8.w9k !:E=%9&Q37S*59U ( 1
K19;"!.:Ew K!19*N!.8"w n19n67.2 n>19;CB.S{w
13. &Q7>3S !_9BB".9+2h.*.9+2Bf:2!l7;?9&Q37S*5 ( 1
K19&Q7>.93S w K!19&Q7>w9393S{w93 n19&QM793S{w n>19&Q7>w939K&!_93S{w93
14. gggggggggggg9G+-%97uw+S*9'9oDQ*p9$~ M793*5O)>9+2D+l*\N;? ( 1
K19DQ*!w K!19DQ*.L5 n19DQ*.7w n>19DQ*!"!;?
15. ;!*!9&67%92 +*9'9D+2I76/0!-.9N+E2*>7+*93.*? ( 1
K19;!*!9&67%92 S*5 K!19;!*!9&67%92 .w
n19;!*!9&67%9K2 *? n>19;!*!9&67%92+ I7+*
16. G!-w9N!x%9Nx+*9'9G:23".9N+E2*>7+*93.*? ( 1
K19G!-w9Nx!+"9Nx+* K!19G!-!w9N!x%9Nx+S*
n19G!-!_9N!x%9Nx7w n>19G!-.9N!x%9Nx+*
17. oN+*%&5p9'9B5=!w9&Q37S*59U ( 1
K19U | | K!19| U | n19U U U n>19| | |
18. K"!O"!O9&2>9B)2!>=B=2+S *9'9n67*9K-Z[!E%9&Q37S*59U ( 1
K197;/0!-Z[!Ew K!19kN;!-Z[!Ew n19w./0!"5#!&!-Z[!Ew n>192C67"5#!&!-Z[!Ew
19. -!./0+:;?9'9M2)72!l7%9+-WS*59'
ggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg
20. i;*!9'9M2)72!l7%9+-WS*5
gggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg
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24
Class : VI Main Language - Sanskrit
!"#$%&’()/T,UFNOCC$)8 6, 7 G#,FLMG#$C$
’||!() *"+,+ -./!.01!2345 *"%&(%76 & |!2345 89::%&;+
1. !" !#$%>+ 80 20 100
9:;<=>+?@ABC)DEB,FG#H |+2IJ.6
<34= !">0= ?@A0<1!BCD.E: BC(6:#E: +F%&+
1. n-9V&P\]P2F+ G*:‘!p !q+<mF+ 25 35%
2. n-9PP?(r(O 0D s
3 + G* $! t_&%>u(D%> 35 40%
3. n-9v<"ABw 20 25%
89::%&+; 80 100
<34= !+. <1!+,G(6C1!B:: <1!+,GEH !">0 BC(6:#E: 89::%&;+ BC(6:#E:
1. V&? !03Q‘!*:‘!ABxw 7 5 35
2. 5‘y!22*:‘!ABxw 5 3 15
3. zp5‘y!22:‘!ABxw 2 (5{1) (5 { 2) 10
4. L(|4?%>u(D:‘!ABxw 20 1 20
89::%&;+ 80
25
Class : VI Main Language - Sanskrit
=>+NRPC)S+HDEB?+
<34= !+. <1!+,G(6C1!B:: BC(6:#E:
1. 8I0 !(6C1!H<1!+FGJ 35
:‘!p‘!YZ03[*L~¡F+ (1 { 5) 5
!+|y!2K_&:(DP2+ (1 { 5) 5
zF2V&Ym+ (1 { 5) 5
¢£J>203=>F (1 |!Ym?+, 1 >]Ym?+) (2 { 5) 10
!$t_&%>u(D (1 |!Ym?+, 1 >]Ym?+) (2 { 5) 10
2. E1K!::<1!+FGJ 15
¢£J>203=>F (3 >]Ym?+, 2 |!Ym?+) (5 { 3) 15
3. *LE1K:! :<1!+FGJ 10
z‘!I.%> >]Ym?+ G*:‘!ABxw 5
‘!I.%>*AU7(D+ G*:‘!ABxw 5
4. E35M0%&N34H<1!+FGJ 20
V&?(D03s9"AB52 (20 { 1) 20
26
Class : VI
Part - A & B

,2!#+*#4#: I II III 56 74#89:#:
,),;8<=#9:#: 25 35 20 80
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Grade
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2. *F%!%!I(:&!J!%!+%(.KL75'(.MD(EDN%63!+%(1
I "#2#2$*)*A(B(+,?& C;)*A(D 25
OP OJJ(0QI(FE!D7I5(.+R="!(*F%!%!I(:&!J!%!+%(+EN/,A(1 5x1=5
1) ,-!.e *!E!=!%9DQL=%93S{w9"E=!%9DQL=%9H;w9U
w!V!=!%9DQL=%9+2h!9$)-%9&2>M79DQL=;?9UU
#,"!e K1 "E!=!%9DQL=%9/0w m
K!1 /0!&!;?9DQL=%93S{wm
n1 w!V!=!%9DQL=%9/0!9m
n>1 &2>M79DQL=%9+/0;?9m
k1 kN+E*",-!./0M79b/0!%9$)+L>/0!%9&Q37*59m
O!P OJJ(0QI(O%AefD0(.+R="!(*F%!%!I( :&!J!%!+%(+EN/,A1 5x1=5
2) K!+ /0+2w92!t;)+/0;:+L>w9H); qE!;!7=;?9E+3*2!"?9U9E!;!7=.9&)*!E!;3+E*;?9kN2+=>*;+M*9U

E!;!7=.9&j*/0!`}!w9&+S*9U92"2!&&;7.9H)E!;w9&)*7!9-r;=."9Ny!24)#!S*.9 +"2+&*2!"?9 U
*+M;"?9&;7.9E!2=w9&)*! .2s9KN:C*2!"?9U9H)E!;3S{w9E!2=%9:62!9-!./.098;P9MO!+N*2!"?9U
27
#,"!e K1 K!+ /0+2w9/0w m
K!1 E!;!7=.9/0+*9/0!`}!w9&+S*9m
n1 H)E!;3S{w9/%09:62!98;P9MO!+N*2!"?9m
n>1 ooE!;!7=;?pp9n+*9N .9&+S8w9/0w m
k1 E!;!7=.9/0O!.w93+E*;?9kN2+=>*;+M*9m
UP FE!D7I5(.+R="!(FE!D75-3!-3(*+,.0!LS( +EN/,A1 5
3) ,-!.e &67%9GfQ7!*?9+#7%9GfQ7!*?9"9GfQ7!*?9&67;+#7;?9U
+#7%939"!"C*%9GfQ7!*?9bL98;>w9&"!*"w9U
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M2 .$.9NQ7*.9E!A!9+2<!"?9&2>V9NQ7*.9UU
U1 KEI7.9/.03"9BA!w9+"2&+S*M;9U
k1 K:%9K2,7%9/0y!"9#*)/0!E%9/0+EI7!+;9U
VP OJJ(0QI(O%AefD0I(O!/JX !>!3!I(O%A"0/,A(1 5
5) KE`7.9;CB!w9&+S*9U9+&%:w9;CBE!Aw9n+*9#+&^w9U9+&%:M79".V.9 +N%B-2=.>9M*w9U9+&%:M79+$E+&
/0`x.939/.0&E!w9&+S*9U9+&%:!w9#!357.>=9K!+#/0!9W`}.9&%3E+S*9U9+&%:w9*!E%9BA>+*9+&%:M79BA>"."
;CB!w9n*w9**w98!2+S*9U9+&%:w9;!%&!:!E)9U
28
II "#2E’F?G-/04H( B(5I8)#1*-/?#(D 35
OP 0Q!%!I( *F%!%!I( EWA:&!J!%!+%(+EN/,A1 5 x 3 =15
6. BA!"!%9&;M7!9/0!m
7. &5N5V.=9/50-%9$!.D*.9m9n+*9+2L7.9D2*!;+D#!7%9+-WS*59m
8. L}?9]37w9/0!w9m
9. +#7!%$5w9/0+M;"?9E!7.92&+*m9&w9+/%09/C0*2!"?9m
10. 2!75"!;!+"9+-WS*59m
O!P OJJ(0Q!%!I( *F%!%!I( :&!J!%!+%(+%Y/J(Z.D9(+EN/,A1 2 x 5 = 10
11. D2!"?9&%M/C0*D!L!%9A!"!+*93.*?9+/%09+/%09N+x*5%9$l"!.+*9U
(KO2!1
#!O+;/09+3+/06&!+2L7.9D2*!%9K+D#!7%9+-WS*59U
12. Dl*w9/0!+"9z0-!+"9nuw+S*m9z0-W! "."9#7!.A"!+"9/0!+"9m
(KO2!1
/0) C$/0!7!>+=9/0E=)7!+"9m9/0) C$/0!7!>+=9"9/0E=)7!+"m9n+*9D2*!%9K+D#!7%9+-WS*59m
UP OJJ(0Q!%!I(*F%!%!I( \3!DJ(:&!J!%!+%(:;<%!=&75,3!(+EN/,A1 2 x 5 = 10
13. oD2*!%97w9k6&2w9+#7w9K+M*9*;5+^,79+;V%9#+*9-.W%9+-WS*59m
14. D2!"?97 !9E!.BN)+}*!w9KD2*?9U9* !92_h%9 CI42*w9* !92_h."9&:9+/%09+/%093+3>*2S*w9n+*
&%2! \N.=9+-WS*59U
15. $)*!/0!-.9Ka".w9K!2,7/0*!9/0) C$)9m
wwwww
29
Main Language - Sanskrit - Paper
Class : VI Time : ½ Hr.
57@)# :((*F%!%!I(:&!J!%!+%(O+-&%'(.MD(]"(EDN%63!+%(1
III "#J#HK#J(D 20
OP 8DN!+^_,.0-3(:&A+G,I(:&!%!L<75.0I(0QD[3J(+"75`.D[3w(+Ge"!(+EN/,A1 5x1=5
1. BAw9&E!.2E%9Buw+*9U ( 1
K19+&%:w K!19@7!Tfw n19/0+Ew n>19;"5Aw
2. DB2!"?93S{w9;!%9D2*w9&;)N%9#.+L*2!"?9U ( 1
K199Bf:w K!19$$!Z[w n19E+2w n>19E!:5w
3. E!;M79&;)N.98"%9K+M*9U ( 1
K19+2Y% K!19N5M*/%0 n19z0-% n>19N5IN%
4. +$$5w9KRG!7_9E!.+ +*9U ( 1
K19+NV. K!19K"5A!7_ n19&!. 7_> n>19A"S7_
5. .2!w92E%97uw+S*9U ( 1
K19+2#!w K!19&5E!w n19 !"2!w n>19;!"2!w
O!P 8DN!+^_,.0-3(:&A+G,I(+"ab!L<75.0I(0QD[3w(+"75`.D[3w(+G="!+EN/,A( 1 5x1=5
6. E!;!.9+2Bf:2!"?98;>w9U ( 1
K19K&67% K!19KS7!7% n19K8;P n>19K"C*%
7. M2BC:.9NQ7*.9;QW>w9U ( 1
K19&5A"w K!19&!. Ew n19K"5Aw n>19N+`}*w
8. "2/50;!EM79+;V;?9;+SV/50;!Ew9&5B5=Dw9U ( 1
K19+EN5w K!19N+`}*w n19;QW>w n>19N!;Ew
9. &67%9GfQ7!*?9+#7%9GfQ7!*?9U ( 1
K19S7!7% K!19K&67% n19K8;P n>19K/f0;%
30
10. M2 .$.9NQ7*.9E!A!9U ( 1
K19M2BC:. K!19M2Bf!;. n19+2 .$. n>19M2E!7.
UP +%0D<?!%A:!8I( +EN/,A1 10 x 1 = 10
11. "_2+l-I4!9"939gggggggggggggggg ( 1
K19&E-! K!19;85E! n19-+-*! n>19/0+x"!
12. oK+*99n2p9n+*9N .9&+S8%97!.A7+*93.*?9U ( 1
K19K*.2 K!19K*_2 n19K*)2 n>19K+*2
13. oo&2=> )T>&S8.wpp9&RG^%9N %9+3S2S*59U ( 1
K19BfSO!-7w K!19E;.$w n19n67!+N n>19;:!. 7w
14. 3S{w9*!E!w, E!+Vw9&Q7>w9 Y.7w9N &;Q:.7w9+Dc!%9N %9+/0;?9m ( 1
K193S{w K!19&Q7>w n19E!+Vw n>19*!E!w
15. +$i/0w,9+2h!-7w9M7Q*w,9-!./0w N &;Q:.7w9K75l*%9N %9+/0;?9U ( 1
K19-!./0w K!19M7Q*w n19+$i/0w n>19+2h!-7w
16. &E-!9 .2%9 gggggggggggggggggggggggg ( 1
K19";!+; K!19";+* n19";+& n>19";+S*
17. G!-/0w9ggggggggggggggggggggg9/0 -)z0-%9 !+*9U ( 1
K192!"Ew K!192!"EM7 n192!"E!7 n>192!"E.=
18. K:%9 B*+ ".9"BE;?9gggggggggggggggggggggg ( 1
K19KBuw;? K!19Buw+* n19Buw!+; n>19Buw!2w
19. E!;M79N6")9&)*!U9E.W!+Z[*9N M79+2D+l*%9+3S2S*59U ( 1
K19#O;! K!193*5O)> n19LIx) n>19&j*;)
20. &%M/C0*.9 N5E!=!+"9$!MV!+=9gggggggggggggggggggggggg ( 1
K19K+M* K!19D2+* n19Buw+* n>19&+S*
31
Composite Sanskrit
Class : VI First Language - Paper - II
.±+/012().3,-4
’||!() *"+,+ -./!.01!2345 *"%&(%76 & |!2345 89::%&;+
1. !" !#$%>+ 20 10 30
9:;<=>+?@ABC)DEB,FG#H |+2IJ.6
<34= !">0= ?@A0<1!BCD.E: BC(6:#E: +F%&+
1. n-9V&P\]P2F+ G*:‘!p !q+<mF+ 7 35%
2. n-9PP?(r(O 0D s
3 + G* $! t_&%>u(D%> 8 40%
3. n-9v<"ABw 5 25%
89::%&+; 20 100

<34= !+. <1!+,G(6C1!B:: <1!+,GEH !">0 BC(6:#E: 89::%&;+ BC(6:#E:
1. V&? !03Q‘!*:‘!ABxw 3 4 12
2. zp5‘y!22:‘!ABxw 3 1 3
3. L(|4?%>u(D:‘!ABxw 10 1/2 5
89::%&;+ 20
32
Composite Sanskrit
Class : VI First Language - Paper - II
=>+NRPC)S+HDEB?+
<34= !+. <1!+,G(6C1!B:: BC(6:#E:
1. 8I0 !(6C1!H<1!+FGJ 12
AU7(D‘!}03s+ G*n-9PL~¡F+ (1 { 4) 4
¢£J>203=>F:‘!ABxw (1 { 4) 4
!03⁄_&%>u(D:‘!ABxw (1 { 4) 4
2. *LE1K:! :<1!+FGJ 3
z‘!I.%> >]Ym?+ (3 { 1) 3
3. E35M0%&N34H<1!+FGJ 5
!PQ_&03[(D |!YZ’*G (2)
X032YZfl03[(D |!YZ’*G (2)
!",-03Q;<s)*G (2)
!PQ !‘!YZ’*G 2
Xn-ƒ()O*G (1)
:()J>Q03Q‘!+ G (1)
V,WXABG#X.6)?$@’B<%.6Q+
<34= !+. *"+,+ BC(6:#E:
1. |!a !O(D+ |!0@3"F, !„2(|± L~¡F+ 10
2. #-&:%&s9+ L~¡_&"ABw 10
3. |!IJkQt_&(403?+ 10
4. 5‘y!22‘!‡(D| 20
89::%&;+ 50
33
Composite Sanskrit
First Language - Paper - II
Class : VI Max.Marks : 20
Time : 1 Hr.
I -O.8IBPQB:R+ SH<1!L T! +<UR+ 7
1) >]YZ?"AB’x #>,X, :‘!Afix5CDE*tV&+25F2*0&J>2+&h. 3{1”3

2) +VW34 |!X(6DHSH-O.B+. 1{4”4
(D"0@3 ![*AU7(4LU7*/0+&12*l¥<O032. V&T)LU*j(D <Z’’ |!}]+.*n-9P+ 0&J>Q».
II -O.BB03Y3; (4 D6 HSH (! [Z6 I%&N34%& 8
3) 8I0 !(6C1!H !BC@OARH<1!+,GHS*/0+&12*:‘!Afix52*l¥<O032. V&T)LU*j(D <Z’()* !PQY-ZF+ 0&J>Q».

4) !$\[I%&N34H<1!+,GHS*/0+&12*:‘!Afix5LU*j(DYZ’()*tV&+2*0&J>Q».
III -O.]^"+FE: 5
_/!‘abcdef34H<1!+,GE:. 10 x ½ = 5
1. !PQ_&03[F |!YZ52 2 (:‘!Afix* !"¡? : 1, 2)

2. P?p¶0(D |!YZ52 2 (:‘!Afix* !"¡? : 3, 4)
3. |!YZ52*G*z0&[52 2 (:‘!Afix* !"¡? : 5, 6)
4. Afi+fl*03Q;<52 2 (:‘!Afix* !"¡? : 7, 8)
5. <-Z%>2*03Q;<52 2 (:‘!Afix* !"¡? : 9, 10)
34
!"#$%&!’(’)*+,-. /012’3",-4+
?@Y!=>+NOP>+=G#+ 8).±+/012()8)S+%S+Z)[G#+
Class : VI
Marks : 20
*||+,-)8 II =>+:EK?$DEB\+ Time : 1 Hr.
9:;<)=>?+ @ABC$ I II III ]^$$G#_+

]^$$G#_+ ?@,F$ZC$ 7 8 5 20
/‘%YQ)?@,F$ZC$
>=a &b$
S+@c#Q : XYZ?032[52*:‘!ABx‘!:%> + #>YmPcd’() 15 ’X2…!P2252*¶(T9022+#>+chF,.
*@gUJ <U%+&; *R:hief@U+ |!jk%Il, <1!+FG[I+ !BC@OA[ImHn>"%&:. 3o1p3
1) ¤"‰!9w*P_W*z ¤O. ¤"‰!9 !? * 03 ,¤ (D"¶0@=>*¶( !0&w* !"p. ¤"‰!9w*%&03+ >]03⁄p. ¤"‰!¿w*`:‘y¤(± ¡+&W
z,-¶(%>J>Q* !+#>03"p. ¤"‰!9w*%&03+ >]03⁄p. ¤"‰!9w*P2$>±_´*‰!9%&£*`‰!¿03+ !";<YmJ>2p.
:‘!AfixˆG z˜ ¤"‰!9w*CDE:%>w*z ¤O ?
`˜ ¤"‰!9w*(DYm̄+ >]03⁄p ?
l˜ ¤"‰!9w*z,-(D%>J>Q*CDE:%>* !+#>03"p ?
+VW3+4 |!X(6(::%Il, -O.B+ n>"%&:. 1o4p4
q+VW3MmG |!X]+d, -O.B+ (Ir&:+&s.)
2) :‘¤J>2V&(D?:‘!YZ_WF .......................... <mI:Ym%&w
˘L~YZ)
(4VW2FP2F¥< ........................ tFw
II -O.BB03Y3; (4 D6 + SH (! [Z6 I%&N34%I 8
*@gUJ <U%&;r9CJH<1!+,Gr9CJHt34 !0H !BC@OAR+ n>"%&:. 1o4p4
3) >]tw*(rY$m Afiw >]t+ z,-̄(D$%>?*n-Vƒ &_´*()+ ˙9_&p?
˘zY¯mV&)
p032P25Gp032‘!p(¶ :| %>+ z,¯($D %>?*X»¡?, <WP¥<[_FW *(D$%&’*6 V&(403?:(DPQs)*»¡"%>2.
*@gUJ <U%&;r9CJH<1!+,Gr9CJHt34 !0H !BC@OAR+ n>"%&:. 1o4p4
4. .:%>+ <m$v<¨?*(DY¯Z+ !£V&/(˚?w*»¡"%>2.
35
˘zY¯mV&)
n-Pƒ %>w <m$…!¨+ ¸(D+ P2$\]+ z,-($D %>?*»¡"%>2.
III -O.]^"+F:
*@gUJ <U%I;[I+ u(v."3w%& |!@A[I+ mu(x+FR:y^(6+ !BC@OA[ImHz.{%I0, |4}+&~¡34(6DH¢ n>"%&:.
q<3w+<UH£Bl_⁄sRH<1!+,GE|4}H !jr9¥:RH !BC@OA[ImG >Q:j;"d, <AmGH<-.ƒ3§VWH(Ir&:+&s.)10o1/2 p 5
1. >]t !? <m"%˝ <-mP˛ˇ*G* !PQ_&03[(D |!Ym+ ()+ ? ()
z) Afi$>±5 !? `) l) ¶( !‡
2. “ !Q03?wµ |! —P2, *z !OVW2p*G* !PQ_&03[(D |!Ym+ ()+? ( )
z) >]2032w `) #>":Ymw l) 03Xw
3. “ !%>?+µ !YZP(DOP?+ P?p¶0(403[(D |!Ym+ ()+ ? ( )
z) z’%>?+ `) zY-m03u+ l) z !%>?+
4. !YZ* !2¡+*zF2n-ƒX%>P?+ P?p¶0(403[(D |!Ym+ ()+? ( )
z) !"%f…!+ `) <m2ˆ¡+ l) `F+<m+
5. “’%>?+µ ‰¤9%>+ P(DOP?+ z03[+ ()+? ()
z) Æ57‘!ªc12 `) z(D#c1 l) ’=k—F
6. “PQ" !¡+&1+µ (4(D\]?P22Ł~*XYm?%W*z03[+ ()+? ( )
z) PQ" !‘!aP22(D# `) (4Ø%>‘!aP22(D# l) #k(D#P22(D#
7. 0&P2w ............. Ł9Ymp ( )
z) |y!5+ `) >]t+ l) >]$‰!9+
8. 5%& ................ |!0@3p. ( )
z) >]t+ `) |!a !O(D+ l) !Q03?+
9. 03PQ*.:%>+ ........................ ( )
z) »¡p `) »Ł9X2 l) »¡ ¤
10. PQ%& |!a:%>+ .................. ( )
z) 03(|4X2 `) 03(D|p l) 03(D| ¤
Q
36
Composite Sanskrit
Class : VII First Language - Paper - II
.±+/012().3,-4
’||!() *"+,+ -./!.01!2345 *"%&(%76 & |!2345 89::%&;+
1. !" !#$%>+ 20 10 30
9:;<=>+?@ABC)DEB,FG#H |+2IJ.6
<34= !">0= ?@A0<1!BCD.E: BC(6:#E: +F%&+
1. n-9V&P\]P2F+ G*:‘!p !q+<mF+ 7 35%
2. n-9PP?(r(O 0D s
3 + G* $! t_&%>u(D%> 8 40%
3. n-9v<"ABw 5 25%
89::%&+; 20 100

<34= !+. <1!+,G(6C1!B:: <1!+,GEH !">0 BC(6:#E: 89::%&+; BC(6:#E:
1. V&? !03Q‘!*:‘!ABxw 3 4 12
2. zp5‘y!22:‘!ABxw 3 1 3
3. L(|4?%>u(D:‘!ABxw 10 1/2 5
89::%&;+ 20
37
Composite Sanskrit
Class : VII First Language - Paper - II
=>+NRPC)S+HDEB?+
<34= !+. <1!+,G(6C1!B:: BC(6:#E:
1. 8I0 !(6C1!H<1!+FGJ 12
AU7(D‘!}03s+ G*n-9PL~¡F+ (1 { 4) 4
¢£J>203=>F:‘!ABxw (1 { 4) 4
!03⁄_&%>u(D:‘!ABxw (1 { 4) 4
2. *LE1K:! :<1!+FGJ 3
z‘!I.%> >]Ym?+ (3 { 1) 3
3. E35M0%&N34H<1!+FGJ 5
!PQ_&03[(D |!YZ’*G (2)
X032YZfl03[(D |!YZ’*G (2)
!",-03Q;<s)*G (2)
!PQ !‘!YZ’*G 2
Xn-ƒ()O*G (1)
:()J>Q03Q‘!+ G (1)
V,WXABG#X.6)?$@’B<%.6Q+
<34= !+. *"+,+ BC(6:#E:
1. |!a !O(D+ |!0@3"F, !„2(|± L~¡F+ 10
2. #-&:%&s9+ L~¡_&"ABw 10
3. |!IJkQt_&(403?+ 10
4. 5‘y!22‘!‡(D| 20
89::%&;+ 50
38
Composite Sanskrit
Class : VII Max.Marks : 20
Time : 1 Hr.
1) >]YZ?"AB’x #>,X, :‘!Afix5CDE* !PQY-ZFP225F2*0&J>2+&h. 3{1”3

2) AU7(4’x |!}]+.*n-9P+ 0&J>2c1+. 1{4”4
II -O.BB03Y3; (4 D6 HSH (! [Z6 I%&N34%& 8
3) j(D <Z’()*V&? !03Q‘!* !PQY-ZF+ 0&J>2c1+. 1{4”4

4) j(D* !$t_&%>u(D*:‘!AfixCDE*tV&+2*0&J>2c1+. 1{4”4
III -O.]^"+FJ 5
_/!‘abcdef34H<1!+,GE:. 10 x ½ = 5
1. !PQ_&03[F |!YZ52 2 (:‘!Afix* !"¡? : 1, 2)

2. P?p¶0(D |!YZ52 2 (:‘!Afix* !"¡? : 3, 4)
3. |!YZ52*G*z0&[52 2 (:‘!Afix* !"¡? : 5, 6)
4. Afi+fl*03Q;<52 2 (:‘!Afix* !"¡? : 7, 8)
5. <-Z%>2*03Q;<52 2 (:‘!Afix* !"¡? : 9, 10)
39
!"#$%&!’(’)*+,-. /012’3",-4+
?@Y!=>+NOP>+=G+# 8).±+/012()8)S+%S+Z)[G#+
Class : VII
Marks : 20
*||+,-)8 II =>+:EK?$DEB\+ Time : 1 Hr.
9:;<)=>?+ @ABC$ I II III ]^$$G#_+

]^$$G#_+ ?@,F$ZC$ 7 8 5 20
/‘%YQ)?@,F$ZC$
>=a &b$
I -O.8IBPQB:R+ SH<1!L !T+<UR+. 7
*@gUJ <U%I;+ |!]#ief@+U |!jk%IlH<1!+FG[I+ !BC@OA[ImHn>"%&:. 3o1p3
1) !" !#*$%>*n-9v<*z§P* !0˛3 9. !" !#*$%>n-9v<J>2+ VWYZw, |!a0&s9’, (4V&?’*XYm? "%W. 0&PQJ>2s+
z¥<u(D+ `,(4P?+. V&Œu()w*`,(DXw*(±[<Z !w*(DXCDE5\]2032w*lp*Ł9?p+ z5n-ƒ%>. !" !#*$%>
n-9v<J>Q+ “ !2Y-m0&uµ l,*,F‘!:p(± XYm?%W . “/\˚0&£srµ lp*PQ !‘!:p(± !" !#*$%>* n-9v<J>Q+
XYm?%W.
:‘!ABxˆ z) z§P* !03AB*n-9v<*(± ?
`) (DXCDE5\]2032w*(Dw ?
l) !" !#*$%>*n-9v<J>Q+ PQ !‘!:p(± (± ?
+VW3+4 |!X(6(::%I0, -O.B+ n>"%&:=%& 1o4p4
q+VW3MmG |!X]+d, -O.B(H(Ir&:+&s.)
2) 8Ym?VW2F*‰¤9 ...................... P2$>±:
˘L~YZ)
‘!0f‘!(40&J>2 .................... Afi‡03V´2
II -O.BB03Y3; (4 D6 + SH (! [Z6 I%&N34%& 8
*@OJU <U%r
;& C9 JH<1!+G, r9CJHt34 0! H B! C@OAR+ n>"%&:. 1o4p4
3) !" !#*$%>*n-9v<J>Qw*ºFx%>?+ »¡"%>2. !" !#*$%>*n-9v<˙9æ_WF*:‘!JkQtF+ z,-(D$%>? *XAfiYmJ>2"%>2.
˘zY-mV&)
40
032:YmP2YWV&?w |!0&:(DP2+, %>;y<?w*;<5_&¥<P203[?+ z,-(D$%>?* ¢£J>2V&/(˚?w*»¡"%>2.
*@OUJ <U%&;r9CJH<1!+,Gr9CJHt34 !0H !BC@OAR+ n>"%&:. 1o4p4
4. _fnıLM |!a03¥<#03*:\]‰¢9%&£s9+ n-903§J>Q_&+ z,-(D$%>?*X»¡"%>2.
˘zY-mV&)
n-Pƒ %& <m$…!¨+ ¸(D+ |!0&?K(D(¶ :| %>+ z,-($D %>?*X2:%&J>2 |!:%>+ »¡"%>2.
III -O.]^"+FJ 5
*@OUJ <U%I;[I+ u(v."%&1!@A[I+ mu(x+FR:y^(6+ !BC@OAR+ z.{%&0H|4}+&~E[I0+ n>"%&:.10o1/2p5
q<3w+<UH£Bl_⁄sRH_/!‘abcdef34H<1!+,GE¤VH !jr9¥:RH\8I_:R:H'R:G3“mH-.|4}«¤VH(Ir&:+&s.)
1. ˙9§J>2*ł%&’*`56‘J>22w*G |!Ym !?*z03[+ ()+ ? ( )
z) ¶\J>Q `) |!av<qs) l) |!a !O(4’
2. <Z022%>£+*z¥<u(D+ •PF !?P2Q%>6‰9%>2w*G |!Ym !?*z03[+ ()+ ? ( )
z) F$%>?+ `) n9Y-m?%& l) 03=>022%&
3. <WV&w*zP2$%>+ |¤+"p*G*P?p¶0(403[(D‘!Ym+ ()+ ? ( )
z) X…!+ `) !2Y-Z l) zPAfi?+
4. PQ%>$n-9v<* !25n-ƒ+*n-ƒPp*G*P?p¶0(403[(D‘!Ym+ ()+? ( )
z) !2¡+ `) (DI@F+ l) P2Y-m203+
5. 0&P2w*(ø !Q?J>Qw*“‘!a:%>wµ !PQ_&03[(D‘!Ym+ ()+? ( )
z) CDEPQ03w `) (DXw l) <W„
6. “P$(D|wµ z¥<u_´*03(D|p* !PQ_&03[(D‘!Ym+ ()+? ( )
z) %>032w `) n-ƒQX2w l) P‘!aw
7. 0&P2: ......... |!0@3p ( )
z) ;<0@3+ `) Øt+ l) (403?+
8. >]2032w ................. nUY-mJ>2p. ( )
z) ;<0@3+ `) >]t+ l) .:%>+
9. n95w*zFx+ .................. ( )
z) Ł9Ymp `) Ł9YZX2 l) Ł9Ym ¤
10. PJ>2+ _W:%&n-9?+ ...................... ( )
z) |!AB?Pw `) |!AB?P2w l) |!AB?X2
Q
41
Composite Sanskrit
Class : VIII First Language - Paper - II
.±+/012().3,-4
’||!() *"+,+ -./!.01!2345 *"%&(%76 & |!2345 89::%&;+
1. !" !#$%>+ 20 10 30
9:;<=>+?@ABC)DEB,FG#H |+2IJ.6
<34= !">0= ?@A0<1!BCD.E: BC(6:#E: +F%&+
1. n-9V&P\]P2F+ G*:‘!p !q+<mF+ 7 35%
2. n-9PP?(r(O 0D s
3 + G* $! t_&%>u(D%> 8 40%
3. n-9v<"ABw 5 25%
89::%&+; 20 100

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42
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43
Composite Sanskrit
Class : VIII Max.Marks : 20
Time : 1 Hr.
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44
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46
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Composite Sanskrit
Class : IX First Language - Paper - II
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48
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Class : IX Max.Marks : 20
Time : 1 Hr.
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49
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1\,(b2: 1"\,(b"2* ^\,(b23
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51

AP SA 3 Model Question Papers 6th To 9th Class Languages

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AP SA 3 Model Question Papers 6th To 9th Class Languages

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