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By

Dr. S. Anand, Gupta& Singh

Upkar Prakashan, Agra-2

PaperPaperPaperPaperPaper-II (For Classes VI-VIII)-II (For Classes VI-VIII)-II (For Classes VI-VIII)-II (For Classes VI-VIII)-II (For Classes VI-VIII)

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© Publishers

Publishers

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Contents

• Previous Years’ Solved Papers

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) ........................................................................................... 1–128

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

Section–IV

Science .............................................................................................................. 1–48

Mathematics ...................................................................................................... 1–128

Mathematics Pedagogy ...................................................................................... 1–16

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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 & Nicobar

Islands, 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 of

considering the CTET.

(iii) Schools owned and managed by the State Government/local bodies and aided schools

shall consider the TET conducted by the State Government. However, a State Government can

also 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 one

mark, with four alternatives out of which one answer will be correct. There will be no negative

marking.

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 classes

VI to VIII) will have to appear in both the papers (Paper-I and Paper-II).

Paper-II (For Classes VI to VIII)Duration of Examination : Two-and-a-half hours

● ● ● ● ● Structure and Content

(i) Child Development & Pedagogy (compulsory) 30 MCQs 30 Marks

(ii) Language-I (compulsory) 30 MCQs 30 Marks

(iii) Language-II (compulsory) 30 MCQs 30 Marks

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(iv) (a) For Mathematics and Science Teacher :Mathematics and Science 60 MCQs 60 Marks

(b) For Social Studies/Social Science Teacher :

Social Science 60 MCQs 60 Marks

(c) For any other teacher either (iv) (a) or (iv) (b)

Total 150 MCQs 150 marks

● ● ● ● ● Nature and Standard of Questions

➥ The Test items on Child Development and Pedagogy will focus on educational psychologyof teaching and learning, relevant to the age group 11-14 years. They will focus onunderstanding the characteristics, needs and psychology of diverse learners, interaction withlearners and the attributes and qualities of a good facilitator of learning.

➥ The Test items in Language-I will focus on the proficiencies related to the medium ofinstruction.

The Test items in Language-II will also focus on the elements of language, communicationand comprehension abilities.

➥ Language-II will be a language other than Language-I. A candidate may choose any onelanguage as Language-I and other as Language-II from the available language options andwill be required to specify the same in the Confirmation Page.

➥ The Test items in Mathematics and Science, and Social Studies/Social Science will focus onthe concepts, problem solving abilities and pedagogical understanding of these subjects. Thetest items of Mathematics and Science will be of 30 marks each. The test items will beevenly distributed over different divisions of the syllabus of that subject as prescribed forclasses VI-VIII by the NCERT/CBSE.

➥ The questions in the test for Paper-II will be based on the topics of the prescribed in syllabusof the NCERT/CBSE for classes VI-VIII but their difficulty standard as well as linkagescould be up to the senior secondary stage.

● ● ● ● ● Eligibility

The candidates having the following minimum educational qualification are eligible forappearing in the CTET :

Minimum Educational Qualifications for becoming Teacher for Classes VI-VIII :Elementary Stage

Graduation and passed or appearing in final of 2-year Diploma in Elementary Education (bywhatever name known). OR

Graduation with at least 50% marks and passed or appearing in 1-year Bachelor in Education(B.Ed.).

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OR

Graduation with at least 45% marks and passed or appearing in 1-year Bachelor in Education(B.Ed), in accordance with the NCTE (Recognition Norms and Procedure) Regulations issuedfrom time to time in this regard. OR

Senior Secondary (or its equivalent) with at least 50% marks and passed or appearing infinal 4-year Bachelor in Elementary Education (B.El.Ed.).

OR

Senior Secondary (or its equivalent) with at least 50% marks and passed or appearing infinal 4-year B.A./B.Sc. Ed. or B.A. (Ed.)/B.Sc. (Ed.).

OR

Graduation with at least 50% marks and passed or appearing in 1-year B.Ed. (SpecialEducation)*

Note : (i) Relaxation up to 5% in the qualifying marks in the minimum Educational Qualificationfor 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 TeacherEducation (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 ofIndia (RCI) only shall be considered.

(iii) Training to be undergone : A person with D.Ed. (Special Education) or B.Ed. (SpecialEducation) 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 ofArt Education, Craft Education, Home Science, Work Education, etc., the existing eligibility normsprescribed by the State Governments and other school managements shall be applicable till suchtime 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 orDiploma 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.

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I. Child Development and Pedagogy30 Questions

(a) Child Development (Elementary SchoolChild) 15 Questions

◆◆◆◆◆ Concept of development and itsrelationship with learning

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

children (Teacher, Parents, Peers)◆◆◆◆◆ Piaget, Kohlberg and Vygotsky : cons-

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

progressive education◆◆◆◆◆ Critical perspective of the construct of

Intelligence◆◆◆◆◆ Multi Dimensional Intelligence◆◆◆◆◆ Language and 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-Based Assessment, Continuous & Com-prehensive Evaluation: 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 back-

grounds 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 learning;children’s strategies of learning; learning as asocial 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 Questions

Reading unseen passages- two passagesone prose or drama and one poem with questionson comprehension, inference, grammar andverbal ability (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 gra-

mmar in learning a language for communicatingideas verbally 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 andwriting

Structure and Content of SyllabusPaper-II (For Classes VI to VIII) Elementary Stage

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◆◆◆◆◆ Teaching-learning materials : Textbook,multi-media materials, multilingual resource ofthe classroom

◆◆◆◆◆ Remedial TeachingIII. Language-II 30 Questions(a) Comprehension 15 Questions

Two 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,

multi-media materials, multilingual resource ofthe classroom

◆◆◆◆◆ Remedial TeachingIV. (A) Mathematics and Science :

60 Questions(i) Mathematics 30 Questions(a) Content 20 Questions

● ● ● ● ● Number System◆ ◆ ◆ ◆ ◆ Knowing our Numbers◆ ◆ ◆ ◆ ◆ Playing with Numbers◆ ◆ ◆ ◆ ◆ Whole Numbers◆ ◆ ◆ ◆ ◆ Negative Numbers and Integers◆ ◆ ◆ ◆ ◆ Fractions

● ● ● ● ● Algebra◆ ◆ ◆ ◆ ◆ Introduction to Algebra◆ ◆ ◆ ◆ ◆ Ratio and Proportion

● ● ● ● ● Geometry◆ ◆ ◆ ◆ ◆ Basic geometrical ideas (2-D)

◆ ◆ ◆ ◆ ◆ Understanding Elementary Shapes(2-D and 3-D)

◆ ◆ ◆ ◆ ◆ Symmetry : (reflection)◆ ◆ ◆ ◆ ◆ Constructions (using Straight edge

scale, protractor, compasses)●●●●● Mensuration● ● ● ● ● Data handling

(b) Pedagogical issues 10 Questions◆◆◆◆◆ Nature of Mathematics/Logical thinking◆◆◆◆◆ Place of Mathematics in Curriculum◆◆◆◆◆ Language of Mathematics◆◆◆◆◆ Community Mathematics◆◆◆◆◆ Evaluation◆◆◆◆◆ Remedial Teaching◆◆◆◆◆ Problems of Teaching

(ii) Science 30 Questions(a) Content 20 QuestionsI. Food

◆◆◆◆◆ Sources of food◆◆◆◆◆ Components of food◆◆◆◆◆ Cleaning food

II. Materials◆◆◆◆◆ Materials of daily use

III. The World of the LivingIV. Moving Things People and IdeasV. How Things work

◆◆◆◆◆ Electric current and circuits◆◆◆◆◆ Magnets

I. Natural PhenomenaII. Natural Resources(b) Pedagogical issues10 Questions

◆◆◆◆◆ Nature & Structure of Sciences◆◆◆◆◆ Natural Science/Aims & Objectives◆◆◆◆◆ Understanding & Appreciating Science◆◆◆◆◆ Approaches/Integrated Approach◆◆◆◆◆ Observation/Experiment/Discovery

(Method of Science)◆◆◆◆◆ Innovation◆◆◆◆◆ Text Material/Aids◆◆◆◆◆ Evaluation- cognitive/psychomotor/

affective◆◆◆◆◆ Problems◆◆◆◆◆ Remedial Teaching

Central Teacher Eligibility Test, 2014 Solved PaperPaper–II (For Classes VI to VIII)

(Held on 21 September, 2014)

Part–IChild Development and

PedagogyDirections—Answer the following questions

by selecting the most appropriate option.

1. Which of the following is properly sequencedin the context of motivation cycle ?

(A) Need, Drive, Arousal, Goal-directedbehaviour, Achievement, Reduction ofarousal

(B) Arousal, Drive, Need, Achievement,Goal-directed behaviour, Reduction ofarousal

(C) Drive, Need, Arousal, Goal-directedbehaviour, Achievement, Reduction ofarousal

(D) Need, Goal-directed behaviour, Drive,Arousal, Achievement, Reduction ofarousal

2. Rajesh is struggling to solve a problem ofMathematics completely. The inner forcecompelling him to search for a way to solve itcompletely, is known as—

(A) Perception (B) Motive

(C) Personality trait (D) Emotion

3. Which of the following facts has been leastdiscussed in the psychology of emotion ?

(A) Emotional process involves physiologicalas well as psychological reactions

(B) Emotion is a subjective feeling andvaries from person to person

(C) Emotions may not only occur withinindividual students, but also within theentire class

(D) Emotions are a complex pattern ofarousal and cognitive interpretation

4. Retrieving hidden objects is an evidence thatinfants have begun to master which of thefollowing cognitive functions ?(A) Experimentation(B) Intentional behaviour(C) Object-permanence(D) Problem-solving

5. Which of the following is the most appropriatemethod to monitor the progress of childrenwith learning disabilities ?(A) Structured behavioural observation(B) Case-study(C) Anecdotal records(D) Behaviour-rating scale

6. The best way to increase the changes oflearning disabled students to lead a full andproductive life, is by—(A) encouraging these children to define their

own goals(B) focussing on weaknesses of such students(C) maintaining a high expectation from such

students(D) teaching a variety of skills and strategies

that can be applied across a range ofcontexts

7. For gifted students—(A) the teacher should initiate and lead

problem solving(B) it is safe to consider aptitude as a skill(C) there is no need to monitor progress(D) the teacher should adapt as the student

changes

8. Which of the following approaches suggestsinteraction of the child with the people aroundhim and with social institutions to deal withdisruptive behaviour disorder ?(A) Behavioural (B) Psychodynamic(C) Ecological (D) Biological

Central Teacher Eligibility TestElementary Stage (Paper-II) (For Classes

VI-VIII) Maths & Science

Publisher : Upkar Prakashan ISBN : 9789350132128 Author : Dr. S. Anand,Gupta & Singh

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