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By

Dr. S. Anand, Singh& Gupta

Upkar Prakashan, Agra-2

PaperPaperPaperPaperPaper-I (For Classes I-V)-I (For Classes I-V)-I (For Classes I-V)-I (For Classes I-V)-I (For Classes I-V)

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© Publishers

Publishers

UPKAR PRAKASHAN2/11A, Swadeshi Bima Nagar, AGRA–282 002Phone : 4053333, 2530966, 2531101Fax : (0562) 4053330, 4031570E-mail : care@upkar.in, Website : www.upkar.inBranch Offices4845, Ansari Road, Daryaganj, 1-8-1/B, R.R. Complex (Near Sundaraiah Park, Pirmohani Chowk,New Delhi–110 002 Adjacent to Manasa Enclave Gate), Kadamkuan,Phone : 011–23251844/66 Bagh Lingampally, Hyderabad–500 044 (A.P.) Patna–800 003

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ISBN : 978-93-5013-210-4

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Contents

• Previous Year’s Solved Paper

Section–IChild Development and Pedagogy ....................................................................... 1–96

Section–II

Language-I (English) ......................................................................................1–120

1–16

1–8

Pedagogy of Language Development .................................................................. 1–32

Section–III

Language-II (Hindi) ......................................................................................... 1–112

Pedagogy of Language Development .................................................................. 1–32

Section–IV

Mathematics ...................................................................................................... 1–72

Section–V

Environmental Studies ........................................................................................ 1–32

Environmental Pedagogy .................................................................................... 1–48

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General Information

● Applicability

(i) The CTET shall apply to schools of the Central Government (KVS, NVS, Tibetan Schools,etc.) and schools under the administrative control of UT of Chandigarh and Andaman & NicobarIslands, Daman & Diu and Dadra & Nagar Haveli and NCT of Delhi.

(ii) CTET may also apply to the unaided private schools, who may exercise the option ofconsidering the CTET.

(iii) Schools owned and managed by the State Government/local bodies and aided schoolsshall consider the TET conducted by the State Government. However, a State Government canalso consider the CTET if it decides not to conduct the State TET.

Qualifying the CTET would not confer a right on any person for recruitment/employment as it is only one of the eligibility criteria for appointment.

● ● ● ● ● Structure and Content of CTET

All questions in CTET test will be Multiple Choice Questions (MCQs), each carrying onemark, with four alternatives out of which one answer will be correct. There will be no negativemarking.

There will be two papers of CTET—

(i) Paper-I will be for a person who intends to be a teacher for classes I to V.

(ii) Paper-II will be for a person who intends to be a teacher for classes VI to VIII.

Note : A person who intends to be a teacher for both levels (classes I to V and classesVI to VIII) will have to appear in both the papers (Paper-I and Paper-II).

Paper-I (For Classes I to V)Duration of Examination : Two-and-a-half hours

● ● ● ● ● Structure and Content (All Compulsory)

(i) Child Development and Pedagogy 30 MCQs 30 Marks

(ii) Language-I 30 MCQs 30 Marks

(iii) Language-II 30 MCQs 30 Marks

(iv) Mathematics 30 MCQs 30 Marks

(v) Environmental Studies 30 MCQs 30 Marks

Total 150 MCQs 150 Marks

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● ● ● ● ● Nature and Standard of Questions

➥ The test items on Child Development and Pedagogy will focus on educational psychology of

teaching and learning relevant to the age group of 6-11 years. They will focus on understanding

the characteristics and needs of diverse learners, interaction with learners and the attributes

and qualities of a good facilitator of learning.

➥ The Test items for Language-I will focus on the proficiencies related to the medium of

instruction.

The test items in Language-II will also focus on the elements of language, communication

and comprehension abilities.

Language-II will be a language other than Language-I. A candidate may choose any one

language as Language-I and other as Language-II from the available language options and

will be required to specify the same in the Confirmation Page.

➥ The test items in Mathematics and Environmental Studies will focus on the concepts, problem

solving abilities and pedagogical understanding of the subjects. In all these subject areas, the

test items will be evenly distributed over different divisions of the syllabus of that subject

prescribed for classes I–V by the NCERT/CBSE.

➥ The questions in the test for Paper-I will be based on the topics prescribed in syllabus of the

NCERT/CBSE for classes I–V, but their difficulty standard, as well as linkages, could be up

to the secondary stage.

● ● ● ● ● Eligibility

The candidates having the following minimum educational qualification are eligible for

appearing in the CTET :

Minimum Educational Qualifications for becoming Teacher for Classes I-V : PrimaryStage

Senior Secondary (or its equivalent) with at least 50% marks and passed or appearing in

final year of 2-year Diploma in Elementary Education (by whatever name known).

OR

Senior Secondary (or its equivalent) with at least 45% marks and passed or appearing in

final year of 2-year Diploma in Elementary Education (by whatever name known), in accordance

with the NCTE (Recognition Norms and Procedure), Regulations 2002.

OR

Senior Secondary (or its equivalent) with at least 50% marks and passed or appearing in

final year of 4-year Bachelor of Elementary Education (B.El.Ed.).

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OR

Senior Secondary (or its equivalent) with at least 50% marks and passed or appearing infinal year of 2-year Diploma in Education (Special Education).*

OR

Graduation and passed or appearing in the final of two year Diploma in Elementary Education

(by whatever name known).

Note : (i) Relaxation up to 5% in the qualifying marks in the minimum Educational Qualification

for eligibility to apply shall be allowed to the candidates belonging to reserved categories, such asSC/ST/OBC/Differently abled.

(ii) *Diploma/Degree Course in Teacher Education : For the purposes of this Notification,a diploma/degree course in teacher education recognized by the National Council for Teacher

Education (NCTE) only shall be considered. However, in case of Diploma in Education (SpecialEducation) and B.Ed. (Special Education), a course recognized by the Rehabilitation Council of

India (RCI) only shall be considered.

(iii) Training to be undergone : A person with D.Ed. (Special Education) or B.Ed. (Special

Education) qualification shall undergo, after appointment an NCTE recognized 6-month SpecialProgramme in Elementary Education.

(iv) The minimum qualifications referred above apply to teachers of Languages, SocialStudies/Social Science, Mathematics, Science etc. In respect of teachers for Physical Education,

the minimum qualification norms for Physical Education teachers referred to in NCTE Regulation,dated 3rd November, 2001 (as amended from time to time) shall be applicable. For teachers of

Art Education, Craft Education, Home Science, Work Education, etc., the existing eligibility normsprescribed by the State Governments and other school managements shall be applicable till such

time the NCTE lays down the minimum qualifications in respect of such teachers.

(v) Candidates who are appearing in the final year of Bachelor Degree in Education or

Diploma in Elementary Education etc. are provisionally admitted and their CTET Certificate shallbe valid only on passing the aforesaid Examinations.

(vi) The candidate not having any of the above qualification shall not be eligible for appearingin Central Teacher Eligibility Test.

(viii) The candidate should satisfy his/her eligibility before applying and shall be personallyresponsible in case he/she is not eligible to apply as per the given eligibility criteria. It is to be noted

that if a candidate has been allowed to appear in the Central Teacher Eligibility Test it does notimply that the candidate’s eligibility has been verified. It does not vest any right with the candidate

for appointment. The eligibility shall be finally verified, by the concerned recuruiting agency/

appointing authority.

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I. Child Development and Pedagogy30 Questions

(a) Child Development (Primary SchoolChild) 15 Questions

◆◆◆◆◆ Concept of development and its relation-ship with learning

◆ ◆ ◆ ◆ ◆ Principles of the development of children◆ ◆ ◆ ◆ ◆ Influence of Heredity & Environment◆ ◆ ◆ ◆ ◆ Socialization processes : Social world

& children (Teacher, Parents, Peers)◆ ◆ ◆ ◆ ◆ Piaget, Kohlberg and Vygotsky: constructs

and critical perspectives◆ ◆ ◆ ◆ ◆ Concepts of child-centered and pro-

gressive education◆ ◆ ◆ ◆ ◆ Critical perspective of the construct of

Intelligence◆ ◆ ◆ ◆ ◆ Multi Dimensional Intelligence◆ ◆ ◆ ◆ ◆ Language & Thought◆◆◆◆◆ Gender as a social construct; gender

roles, gender-bias and educational practice◆ ◆ ◆ ◆ ◆ Individual differences among learners,

understanding differences based on diversity oflanguage, caste, gender, community, religion etc.

◆ ◆ ◆ ◆ ◆ Distinction between Assessment forlearning and assessment of learning; School-BasedAssessment, Continuous & ComprehensiveEvaluation : perspective and practice

◆ ◆ ◆ ◆ ◆ Formulating appropriate questions forassessing readiness levels of learners; forenhancing learning and critical thinking in theclassroom and for assessing learner achievement.(b) Concept of Inclusive education andunderstanding children with special needs

5 Questions◆◆◆◆◆ Addressing learners from diverse

backgrounds including disadvantaged and deprived◆ ◆ ◆ ◆ ◆ Addressing the needs of children with

learning difficulties, ‘impairment’ etc.◆ ◆ ◆ ◆ ◆ Addressing the Talented, Creative,

Specially abled Learners

(c) Learning and Pedagogy 10 Questions◆◆◆◆◆ How children think and learn; how and

why children ‘fail’ to achieve success in schoolperformance

◆◆◆◆◆ Basic processes of teaching and learn-ing; children’s strategies of learning; learning asa social activity; social context of learning.

◆◆◆◆◆ Child as a problem solver and a ‘scientificinvestigator’

◆◆◆◆◆ Alternative conceptions of learning inchildren; understanding children’s ‘errors’ assignificant steps in the learning process.

◆ ◆ ◆ ◆ ◆ Cognition & Emotions◆ ◆ ◆ ◆ ◆ Motivation and learning◆ ◆ ◆ ◆ ◆ Factors contributing to learning-

personal & environmentalII. Language-I 30 Questions(a) Language Comprehension 15 QuestionsReading unseen passages- two passages oneprose or drama and one poem with questions oncomprehension, inference, grammar and verbalability (Prose passage may be literary, scientific,narrative or discursive).(b) Pedagogy of Language Development

15 Questions◆◆◆◆◆ Learning and acquisition◆ ◆ ◆ ◆ ◆ Principles of language Teaching◆ ◆ ◆ ◆ ◆ Role of listening and speaking; function

of language and how children use it as a tool◆ ◆ ◆ ◆ ◆ Critical perspective on the role of grammar

in learning a language for communicating ideasverbally and in written form

◆ ◆ ◆ ◆ ◆ Challenges of teaching language in adiverse classroom; language difficulties, errors anddisorders

◆ ◆ ◆ ◆ ◆ Language Skills◆ ◆ ◆ ◆ ◆ Evaluating language comprehension and

proficiency : speaking, listening, reading and writing◆ ◆ ◆ ◆ ◆ Teaching-learning materials : Textbook,

multimedia materials, multilingual resource of theclassroom

◆ ◆ ◆ ◆ ◆ Remedial Teaching

STRUCTURE AND CONTENT OF SYLLABUSPaper-I (For Classes I to V) Primary Stage

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III. Language-II 30 Questions(a) Comprehension 15 QuestionsTwo unseen prose passages (discursive orliterary or narrative or scientific) with questionson comprehension, grammar and verbal ability.(b) Pedagogy of Language Development

15 Questions◆◆◆◆◆ Learning and acquisition◆◆◆◆◆ Principles of language Teaching◆◆◆◆◆ Role of listening and speaking; function

of language and how children use it as a tool◆◆◆◆◆ Critical perspective on the role of grammar

in learning a language for communicating ideasverbally and in written form

◆◆◆◆◆ Challenges of teaching language in adiverse classroom; language difficulties, errorsand disorders

◆◆◆◆◆ Language Skills◆◆◆◆◆ Evaluating language comprehension and

proficiency : speaking, listening, reading and writing◆◆◆◆◆ Teaching-learning materials : Textbook,

multimedia materials, multilingual resource of theclassroom

◆◆◆◆◆ Remedial TeachingIV. Mathematics 30 Questions(a) Content 15 Questions

◆ ◆ ◆ ◆ ◆ Geometry◆◆◆◆◆ Shapes & Spatial Understanding◆◆◆◆◆ Solids around us◆◆◆◆◆ Numbers◆◆◆◆◆ Addition and Subtraction◆◆◆◆◆ Multiplication◆◆◆◆◆ Division◆◆◆◆◆ Measurement◆◆◆◆◆ Weight◆◆◆◆◆ Time◆◆◆◆◆ Volume◆◆◆◆◆ Data Handling◆◆◆◆◆ Patterns◆◆◆◆◆ Money

(b) Pedagogical issues 15 Questions◆◆◆◆◆ Nature of Mathematics/Logical thinking;

understanding children’s thinking and reasoningpatterns and strategies of making meaning andlearning

◆◆◆◆◆ Place of Mathematics in Curriculum◆◆◆◆◆ Language of Mathematics◆◆◆◆◆ Community Mathematics◆◆◆◆◆ Evaluation through formal and informal

methods◆◆◆◆◆ Problems of Teaching◆◆◆◆◆ Error analysis and related aspects of

learning and teaching◆◆◆◆◆ Diagnostic and Remedial Teaching

V. Environmental Studies 30 Questions(a) Content 15 Questions1. Family and Friends :

1.1 Relationships1.2 Work and Play1.3 Animals1.4 Plants

2. Food3. Shelter4. Water5. Travel6. Things We Make and Do(b) Pedagogical Issues 15 Questions

◆◆◆◆◆ Concept and scope of EVS◆◆◆◆◆ Significance of EVS, integrated EVS◆◆◆◆◆ Environmental Studies & Environmental

Education◆◆◆◆◆ Learning Principles◆◆◆◆◆ Scope & relation to Science & Social

Science◆ ◆ ◆ ◆ ◆ Approaches of presenting concepts◆ ◆ ◆ ◆ ◆ Activities◆ ◆ ◆ ◆ ◆ Experimentation/Practical Work◆◆◆◆◆ Discussion◆◆◆◆◆ CCE◆◆◆◆◆ Teaching material/Aids◆◆◆◆◆ Problems

Central Teacher Eligibility TestPaper–I (For Classes I to V)

Solved Paper

Central Teacher Eligibility Test PrimaryStage (Paper-I) (For Class I-V)

Publisher : Upkar Prakashan ISBN : 9789350132104 Author : Dr. S. Anand, Singh& Gupta

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