Central Teacher Eligibility Test question papers

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Here I am giving you Syllabus and Previous Years Question Paper of Central Teacher Eligibility Test (CTET).

Central Teacher Eligibility Test Syllabus:

Child Development and Pedagogy:
• Child Development (Primary School Child) Concept of development and its relationship 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 progressive 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 of language, caste, gender, community, religion etc.
• Distinction between Assessment for learning and assessment of learning; School-Based Assessment, Continuous & Comprehensive Evaluation: perspective and practice
• Formulating appropriate questions for assessing readiness levelsof learners; for enhancing learning and critical thinking in the classroom and for assessing learner achievement.
• Concept of Inclusive education and understanding children with special need
• 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

Learning and Pedagogy:
• How children think and learn; how and why children ‘fail’ to achieve success in school performance.
• Basic processes of teaching and learning; children’s strategies of; learning as a social activity; social context of learning.
• Child as a problem solver and a ‘scientific investigator’
• Alternative conceptions of learning in children, understanding children’s ‘errors’ as significant steps in the learning process.
• Cognition & Emotions
• Motivation and learning
• Factors contributing to learning– personal & environmental

Language I
Language Comprehension
• Reading unseen passages – two passages one prose or drama and one poem with questions on comprehension, inference, grammar and verbal ability (Prose passage may be literary, scientific, narrative or discursive)
• Pedagogy of Language Development 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 ideas verbally and in written form
• Challenges of teaching language in a diverse classroom; language difficulties, errors and disorders

Language Skills
• Evaluating language comprehension and proficiency: speaking, listening, reading and writing
• Teaching- learning materials: Textbook, multi-media materials, multilingual resource of the classroom
• Remedial Teaching

Language – II
Comprehension
• Two unseen prose passages (discursive or literary or narrative or scientific) with question on comprehension, grammar and verbal ability
• Pedagogy of Language Development 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 ideas verbally and in written form;
• Challenges of teaching language in a diverse classroom; language difficulties, errors and disorders

Language Skills
• Evaluating language comprehension and proficiency: speaking,listening, reading and writing
• Teaching – learning materials: Textbook, multi-media materials, multilingual resource of the classroom
• Remedial Teaching

Mathematics:
• Geometry
• Shapes & Spatial Understanding
• Solids around Us
• Numbers
• Addition and Subtraction
• Multiplication
• Division
• Measurement
• Weight
• Time
• Volume
• Data Handling
• Patterns
• Money


Family and Friends:
1.Relationships
2.Work and Play
3.Animals
4.Plants
Food
Shelter
Water
Travel
Things We Make and Do


CTET Syllabus of Paper 2:

1. Number System
Knowing our Numbers
Playing with Numbers
Whole Numbers
Negative Numbers and Integers
Fractions

2. Algebra
Introduction to Algebra
Ratio and Proportion

3. Geometry
Basic geometrical ideas (2-D)
Understanding Elementary Shapes (2-D and 3-D)
Symmetry: (reflection)
Construction (using Straight edge Scale, protractor,compasses)

4. Mensuration

5.Data handling
Nature of Mathematics/Logical thinking
Place of Mathematics in Curriculum
Language of Mathematics
Community Mathematics
Evaluation
Remedial Teaching
Problem of Teaching

Science:

1. Food
Sources of food
Components of food
Cleaning food

2. Materials
Materials of daily use

3. The World of the Living

4. Moving Things People and Ideas

5. How things work
Electric current and circuits
Magnets

6. Natural Phenomena

7. Natural Resources
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
Social Studies/Social Sciences

1. History
When, Where and How
The Earliest Societies
The First Farmers and Herders
The First Cities
Early States
New Ideas
The First Empire
Contacts with Distant lands
Political Developments
Culture and Science
New Kings and Kingdoms
Sultans of Delhi
Architecture
Creation of an Empire
Social Change
Regional Cultures
The Establishment of Company Power
Rural Life and Society
Colonialism and Tribal Societies
The Revolt of 1857-58
Women and reform
Challenging the Caste System
The Nationalist Movement
India After Independence

2. Geography
Geography as a social study and as a science
Planet: Earth in the solar system
Globe
Environment in its totality: natural and human environment
Air
Water
Human Environment: settlement, transport and communication
Resources: Types-Natural and Human
Agriculture

3. Social and Political Life
Diversity
Government
Local Government
Making a Living
Democracy
State Government
Understanding Media
Unpacking Gender
The Constitution
Parliamentary Government
The Judiciary
Social Justice and the Marginalised

Previous Years Question Paper of CTET:

CTET Question Paper 1

Attached Files Available for Download

CTET Question Paper 1.pdf (251.2 KB, 34 views)

As you want to get the previous year question papers of Central Teacher Eligibility Test so here is the information of the same for you:

Previous year question papers of Central Teacher Eligibility Test

Directions : Answer the following questions by
selecting the most appropriate option.
1. ‘‘Development is a never ending process.’’
This idea is associated with
(1) Principle of integration
(2) Principle of interaction
(3) Principle of interrelation
(4) Principle of continuity

2. Four distinct stages of children’s intellectual
development are identified by
(1) Skinner
(2) Piaget
(3) Kohlberg
(4) Erikson

3. Parents should play a ___________ role in the
learning process of young children.
(1) sympathetic
(2) neutral
(3) negative
(4) proactive

4. The ‘insight theory of learning’ is promoted by
(1) Jean Piaget
(2) Vygotsky
(3) ‘Gestalt’ theorists
(4) Pavlov

5. Motivation, in the process of learning,
(1) makes learners think unidirectionally
(2) creates interest for learning among
young learners
(3) sharpens the memory of learners
(4) differentiates new learning from old
Learning

6. Which of the following is not a sign of an
intelligent young child ?
(1) One who carries on thinking in an
abstract manner
(2) One who can adjust oneself in a new
environment
(3) One who has the ability to cram long
essays very quickly
(4) One who has the ability to communicate
fluently and appropriately

7. Which is the place where the child’s
‘cognitive’ development is defined in the best
way ?
(1) Auditorium
(2) Home
(3) Playground
(4) School and classroom environment

8. The stage in which a child begins to think
logically about objects and events is known as
(1) Pre-operational stage
(2) Concrete operational stage
(3) Sensori-motor stage
(4) Formal operational stage

9. Which of the following is not related to the
socio-psychological needs of the child ?
(1) Regular elimination of waste products
from the body
(2) Need for company
(3) Need for appreciation or social approval
(4) Need for emotional security

10. Which of the following will foster creativity
among learners ?
(1) Emphasizing achievement goals from
the beginning of school life
(2) Coaching students for good marks in
examination
(3) Teaching the students the practical
value of good education
(4) Providing opportunities to question and
to nurture the innate talents of every
learner

11. ‘Mind mapping’ refers to
(1) drawing the picture of a mind
(2) researching the functioning of the mind
(3) a technique to enhance comprehension
(4) a plan of action for an adventure

12. ‘‘A yung child responds to a new situation on
the basis of the response made by him/her in
a similar situation as in the past.’’ This is
related to
(1) ‘Law of Attitude’ of learning process
(2) ‘Law of Readiness’ of learning
(3) ‘Law of Analogy’ of learning
(4) ‘Law of Effect’ of learning

13. The best way, specially at primary level, to
address the learning difficulties of students is
to use
(1) easy and interesting textbooks
(2) story-telling method
(3) a variety of teaching methods suited to
the disability
(4) expensive and glossy support material

14. Education of children with
special needs should be provided
(1) in special schools
(2) by special teachers in special schools
(3) along with other normal children
(4) by methods developed for special
children in special schools
15. ‘Dyslexia’ is associated with
(1) Reading disorder
(2) Behavioural disorder
(3) Mental disorder
(4) Mathematical disorder

16. ___________ is not considered a sign of ‘being
gifted’.
(1) Novelty in expression
(2) Curiosity
(3) Creative ideas
(4) Fighting with others
17. A student of V-grade with ‘visual deficiency’
should be
(1) treated normally in the classroom and
provided support through Audio CDs
(2) given special treatment in the
classroom
(3) excused to do a lower level of work
(4) helped with his/her routine-work by
parents and friends
( 4 ) ( 5 )

18. Which of the following statements
cannot be considered as a feature of
the process of learning ?
(1) Learning is goal-oriented
(2) Unlearning is also a learning process
(3) Educational institutions are the only
place where learning takes place
(4) Learning is a comprehensive process
19. Learning can be enriched if
(1) teachers use different types of lectures
and explanation
(2) due attention is paid to periodic tests in
the class
(3) situations from the real world are
brought into the class in which
students interact with each other and
the teacher facilitates
(4) more and more teaching aids are used
in the class
20. To make assessment a ‘useful and interesting’
process, one should be careful about
(1) using a variety of ways to collect
information about the student’s
learning across the scholastic and coscholastic
boundaries
(2) using technical language to give
feedback
(3) making comparisons between different
students
(4) labelling students as intelligent or
average learners
21. A teacher, because of his/her democratic
nature, allows students to sit all over the
class. Some sit together and discuss or do
group reading. Some sit quietly and read
themselves. A parent does not like it. Which
of the following may be the best way to
handle the situation ?
(1) Parents should show trust in the
teacher and discuss the problem with
the teacher
(2) Parents should take away the child
from that school
(3) Parents should complain against the
teacher to the principal
(4) Parents should request the principal to
change the section of their ward
22. Which of the following should be considered
the most important quality of a teacher at
primary level ?
(1) Competence in methods of teaching and
knowledge of subjects
(2) Competence to teach in highly
standardised language
(3) Eagerness to teach
(4) Patience and perseverance
23. ___________ is considered a sign of motivated
teaching.
(1) Questioning by students
(2) Pin drop silence in the class
(3) Maximum attendance in the class
(4) Remedial work given by the teacher
( 6 ) ( 7 )

24. At lower classes, play-way method of teaching
is based on
(1) psychological principles of development
and growth
(2) sociological principles of teaching
(3) theory of physical education
programmes
(4) principles of methods of teaching
25. The term ‘curriculum’ in the field of education
refers to
(1) evaluation process
(2) text-material to be used in the class
(3) methods of teaching and the content to
be taught
(4) overall programme of the school which
students experience on a day-to-day
basis
26. According to Piaget, at which of the following
stages does a child begin to think logically
about abstract propositions ?
(1) Sensori-motor stage (Birth – 02 years)
(2) Pre-operational stage (02 – 07 years)
(3) Concrete operational stage (07 – 11
years)
(4) Formal operational stage (11 years and
up)

27. A teacher should make an attempt to
understand the potentialities of her/his
students. Which of the following fields is
related to this objective ?
(1) Media – Psychology
(2) Educational Psychology
(3) Educational Sociology
(4) Social Philosophy
28. Kritika who does not talk much at home,
talks a lot at school. It shows that
(1) she does not like her home at all
(2) her thoughts get acknowledged at
school
(3) the school provides opportunities to
children to talk a lot
(4) teachers demand that children should
talk a lot at school
29. ‘‘Children actively construct their
understanding of the world’’ is a statement
attributed to
(1) Kohlberg
(2) Skinner
(3) Piaget
(4) Pavlov
30. In which of the following stages do children
become active members of their peer group ?
(1) Early childhood
(2) Childhood
(3) Adolescence
(4) Adulthood

PART II

Directions : Answer the following questions by
selecting the most appropriate option.
31. Which is true for a hexagonal pyramid ?
(1) It has six faces and each face is a
hexagon
(2) It has a hexagonal base with six
triangular faces meeting at a point
(3) It has two hexagonal faces and six
rectangular faces
(4) It has six hexagonal faces joined by six
rectangular faces
32. The length of a rectangle is ‘ l’ and its width is
half of its length. What will be the perimeter
of the rectangle if the length is doubled
keeping the width same ?
(1) 4l
(2) 5l
(3) 6l
(4) 3l
33. In the following, which is the greatest
number ?
(1) (4)2
(2) (2  2  2)2
(3) [(2 + 2)2]2
(4) (2 + 2 + 2)2

34. A teacher asked in a class to
represent 1/8
of . Which amongst the
following is an incorrect representation ?
35. 407928 is read as
(1) Four lakh seventy nine thousand twenty
eight
(2) Forty seven thousand nine hundred
twenty eight
(3) Forty thousand nine hundred twenty
eight
(4) Four lakh seven thousand nine hundred
twenty eight
36. If an operator  is defined as
4  3 = 4 + 5 + 6
5  4 = 5 + 6 + 7 + 8
6  4 = 6 + 7 + 8 + 9
what will n  8 be equal to ?
(1) n + 28
(2) 8n + 28
( 10 )
( 11 )
A
(3) 8n + 36

‘‘These days prices have started rising.’’
Which amongst the following graphs
represents this situation ?
38. The weight of some mangoes is 2 kg 600 g and
that of some apples is 1 kg 450 g. The weight
of the mangoes is greater than that of the
apples by
(1) 4 kg 50 g
(2) 1 kg 150 g
(3) 1 kg 200 g
(4) 150 g
( 12 )

39. Examine the following matchstick
patterns :
If the pattern continues, how many
matchsticks are needed in the 15th stage ?
(1) 105
(2) 65
(3) 61
(4) 62
40. Look at the following table :
Station Bus 1 Bus 2 Bus 3
New Delhi Departure 19:15 12:30 16:45
Faridabad Arrival 20:22 13:25 19:10
Departure 20:37 13:35 19:22
Mathura Arrival 00:40 18:10 21:55
Which bus takes the least time to reach
Mathura from New Delhi ?
(1) Bus 1
(2) Bus 2
(3) Bus 3
(4) Both Bus 2 and Bus 3 take equal time
In a dice, the numbers on the opposite
faces add up to 7. Which amongst
the following will fold into a dice ?
( 13 ) ( 14 )

42. The number 49532 rounded off to the nearest
thousand is
(1) 49000
(2) 49500
(3) 41000
(4) 50000
43. How many 4-digit numbers are there in the
Hindu-Arabic Numeration System ?
(1) 99
(2) 8999
(3) 9999
(4) 9000
44. is ¾ of a `unit’. What
will be 1½ ?
45. A rhombus has diagonals of length 8 cm and 6
cm. Find its perimeter.
(1) 18 cm
(2) 20 cm
(3) 24 cm
(4) 28 cm
46. When faced with word problems, Rajan
usually asks ‘‘Should I add or subtract ?’’
‘‘Should I multiply or divide ?’’. Such
questions suggest
(1) Rajan seeks opportunities to disturb the
class
(2) Rajan has problems in comprehending
language
(3) Rajan lacks understanding of number
operations
(4) Rajan cannot add and multiply
47. When teaching ‘shapes’, a teacher can plan a
trip of historical places as
(1) she has completed most of the syllabus
well in time and needs to provide
leisure
(2) it would be a good break from the
routine mathematics class and an
opportunity to improve communicative
skills
(3) field trips have been recommended by
CBSE, so they are a must
(4) shapes are an integral part of any
architecture and such trips encourage
connections across disciplines
( 15 )
( 16 )

48. The NCF (2005) considers that
Mathematics involves ‘a certain way
of thinking and reasoning’.
From the statements given below, pick out
one which does not reflect the above
principle :
(1) The way the material presented in the
textbooks is written
(2) The activities and exercises chosen for
the class
(3) The method by which it is taught
(4) Giving students set formulae to solve
the numerical questions
49. Sequence the following tasks as they are
taken up while developing the concept of
measurement :
a. Learners use standard units to measure
length.
b. Learners use non-standard units to
measure length.
c. Learners verify objects using simple
observation.
d. Learners understand the relationship
between metric units.
(1) a, b, d, c
(2) b, a, c, d
(3) c, b, a, d
(4) d, a, c, b

50. Sequence the following tasks as they
would be taken up while developing
the understanding of shapes and
space across primary classes :
a. Matches the properties of 2-D shapes by
observing their sides and corners
b. Describes intuitively the properties of 2-
D shapes
c. Sorts 2-D shapes
d. Describes the various 2-D shapes by
counting their sides, corners and
diagonals
(1) d, b, a, c
(2) c, b, d, a
(3) a, d, b, c
(4) c, a, d, b
51. ‘‘Problem solving’’ as a strategy of doing
mathematics involves
(1) extensive practice
(2) using clues to arrive at a solution
(3) activity based approach
(4) estimation
52. The purpose of a diagnostic test in
mathematics is
(1) to know the gaps in children’s
understanding
(2) to give feedback to the parents
(3) to fill the progress report
(4) to plan the question paper for the endterm
examination
( 17 )
( 18 )

53. Vikas teaches mathematics to a class of 56
students. He believes that conducting a test is
effective if the feedback is given immediately.
He conducted a short class test of 10 marks.
What is the best possible way of giving the
feedback effectively ?
(1) He can let the students check each
other’s answer
(2) He can explain the solution of each
problem on the board and ask the
students to check their answer on their
own
(3) He can have a whole class discussion on
ways in which they have got their
solutions and which is the effective
strategy to arrive at the correct answer
(4) Pick out any copy at random and
discuss the method followed in the copy
on the board
54. To introduce the concept of area, a teacher
can start with
(1) comparing area of any figure with the
help of different objects like palm, leaf,
pencil, notebook, etc.
(2) calculating area of a rectangle by
finding length and breadth of a
rectangle and using the formula for
area of a rectangle (i.e. length ´
breadth)
(3) calculating area of figures with the help
of counting unit square
(4) explaining of formulae for finding area
of figures of different shapes

55. To introduce the concept of
fractions, a teacher can begin with
(1) identifying numerators and
denominators of different fractions
(2) finding fractions on a number line
(3) writing fractions in the form
a
b of
where b  0
(4) identifying fractional parts of things
around them
56. While teaching comparison of fractions in
which the numerators are same
e.g.
3
5
and
3
7
Rohit’s response was ‘‘since the numerators
are same and since 7 is larger than 5,
therefore
3
7
is bigger than
3
5 .’’
This suggests that
(1) Rohit does not understand the
magnitude of fractions
(2) Rohit does not know the concept of
numerator and denominator
(3) Rohit does not know the concept of
equivalent fractions
(4) Rohit has not practised well
57. When teaching addition of fractions, a teacher
came across the following error :
1
2
1
3
2
5
 
What remedial action can the teacher take in
such a situation ?
(1) Ask the child to practise as much as she
can
(2) No intervention is needed because she
will understand as she grows
(3) Help the child to understand the
magnitude of each fraction
(4) Help the child to understand the
concept of LCM
( 19 ) ( 20 )

58. The chapters in the NCERT textbook
of mathematics of Class-IV have
titles like ‘‘The Junk Seller’’, ‘‘Trip to
Bhopal’’, ‘‘The Way the World
Looks’’.
This shift has been done to
(1) challenge the students to guess the
mathematical content in the chapters
(2) make them understand differently
(3) make it interesting by relating it to
everyday life
(4) know about selling junk and travelling
59. To be a ‘‘good’’ mathematician one must be
able to
(1) memorise most of the formulae
(2) solve the problem in no time
(3) understand, apply and make
connections across the concepts
(4) master the techniques of answering
questions
60. ‘‘Start a discussion in the class on things in
the child’s environment which roll and slide.
Help children to look at their shapes and see
how some things roll and others slide.’’
Source : Math Magic II, NCERT
Suggestions like this have been given in the
NCERT textbook of Class-II to help a teacher
understand that
(1) discussion is the best strategy for the
mathematics classroom
(2) it is imperative for the teachers to draw
the children’s attention to the things
around them
(3) discussions supplemented with
demonstration help students to
understand concepts better
(4) discussions bring multiple perspectives
into the classroom

PART III
ENVIRONMENTAL STUDIES
Directions : Answer the following questions by selecting the most appropriate option.
61. It has been observed that the process of digestion is faster inside the stomach than outside because
(1) the digestive juices inside the stomach are acidic, while outside they are alkaline
(2) the amount of digestive juices produced in the stomach in the presence of food is much more
(3) the digestive juices when kept outside the stomach become inactive
(4) the food is churned in the stomach thereby increasing the surface area for quicker enzyme
action
62. Cooked rice can be preserved for a longer time in a refrigerator because
(1) microbes become inactive at low temperature
(2) microbes are destroyed and killed at low temperature
(3) moisture content in the food is reduced at low temperature
(4) refrigerators contain certain chemicals which kill the microbes
63. A lemon sinks in normal water but floats in salty water because the density of
(1) salt water is more than normal water
(2) normal water is more than salt water
(3) lemon increases in salt water
(4) lemon decreases in salt water
64. Malaria can be detected by testing the blood for the presence of
(1) ruptured liver cells in blood
(2) larvae of mosquito in blood
(3) eggs of mosquito in red blood cells
(4) Plasmodium in red blood cells
A
65. A Shooting Star is a
(1) shining object which moves with a constant speed in the atmosphere
(2) star with a tail at the end
(3) meteoroid which catches fire as it enters the Earth’s atmosphere
(4) star which moves with a constant speed
66. Durga lives in a village and cooks food on a chulha (earthen stove) using wood or cow dung cakes as
fuel. She has been suffering from severe cough for the last three months. This may be due to the
(1) carbon monoxide produced by burning fuel which may have been deposited in her respiratory
tract
(2) soot produced by burning the fuels which may have been deposited in her respiratory tract
(3) smoke produced by burning fuels which may have caused her allergy
(4) old age and pollution inside and outside her hut
67. A man with blood group ‘O’ marries a woman with blood group ‘A’. The chance of their first child
having blood group ‘O’ is
(1) 50%
(2) 100%
(3) 25%
(4) 75%
68. The difference between boiling and evaporation is that
(1) boiling causes a change of state of water while evaporation does not
(2) evaporation can take place at any temperature while boiling cannot
(3) boiling causes reduction in volume of liquid while evaporation does not
(4) changing of boiling liquid into vapour can be seen but evaporation cannot be seen
( 23 )

69. A farmer wanted to separate the grains from the chaff. This can be achieved by the process called
(1) Threshing
(2) Winnowing
(3) Harvesting
(4) Handpicking
70. In rural areas, cow dung is used to coat the floor and walls of huts to
(1) make them smooth and clean
(2) make them rough to increase friction
(3) give a natural colour to the floor
(4) keep the insects away
71. Mira and Divya are young girls. Mira likes to eat samosas, cutlets and bread. Divya, on the other
hand, takes an iron deficient diet. Which of the following disorders are Mira and Divya likely to
suffer from, respectively ?
(1) Anaemia and night blindness
(2) Obesity and anaemia
(3) Obesity and scurvy
(4) Scurvy and anaemia
72. Vitamins are substances
(1) required as medicines to make us healthy
(2) that build muscles to keep us strong
(3) required in small quantities to prevent deficiency diseases
(4) that increase our metabolic rate leading to loss of weight
73. Chipko Movement was strengthened under the leadership of
(1) Amrita Devi Bishnoi
(2) Medha Patkar
(3) A.K. Banerjee
(4) Sunder Lal Bahuguna
( 24 )

74. Rina separated the garbage from the house into two piles as shown below :
Rina has separated the garbage waste into two piles depending on the criteria
(1) can be decomposed/cannot be decomposed
(2) can be recycled/cannot be recycled
(3) are household/industrial waste
(4) have odour/are odourless
75. An egret bird is often seen on a buffalo’s back. This is because the egret
(1) loves to sing while sitting on the buffalo’s back
(2) rests after flying for a while
(3) feeds on parasites on the buffalo’s back
(4) feeds on insects present in the grass
76. Which of the following statements is not an objective of teaching EVS at the primary level ?
(1) Arouse curiosity about the natural and social environment
(2) Engage in exploratory and hands-on activities that lead to the development of cognitive and
psychomotor skills
(3) To load learners with terms and definitions for assessment
(4) To internalise the values of concern for life and environment
77. The idea of showing a sample of a railway ticket in the EVS textbook is to
(1) give the students an idea of the rail fare
(2) provide them the knowledge of various abbreviations used in the ticket
(3) enhance the skills of students to arrive at conclusions
(4) give them an opportunity to interact with real information and develop the skill of observation
( 25 )

78. The concept of ‘seed germination’ can be taught best by
(1) howing germinated seeds to the class and explaining the process of germination
(2) presenting the germination stages through drawings on the board
(3) asking the students to perform an activity to sow seeds, observe different stages and draw
them
(4) showing photographs of seed germination
79. Which one of the following is not an objective of including riddles and puzzles in the EVS textbook ?
(1) To develop critical thinking ability in students
(2) To develop reasoning ability in students
(3) To confuse the mind of the students and let them enjoy the confusion
(4) To develop curiosity and ability to think creatively
80. As an EVS teacher, you plan to take the students to the zoo. Which of the following activities would
you not allow the students to undertake ?
(1) Collect photographs of the animals they expect to see at the zoo
(2) Take their drawing books along with them to draw what they see at the zoo
(3) Take along lots of eatables for the animals at the zoo
(4) Try to find out the food taken up by different animals at the zoo
( 26 )

81. At the primary stage, assessments should consist of
(1) continuous and unstructured teacher observations to be shared with learners and parents
(2) formal tests and games done every week and recorded in the Report Card
(3) half-yearly and annual examinations at the end of the year
(4) home assignments and class assignments every week to rate young learners under the
categories of pass or fail
82. Simple experiments and demonstrations can be performed in the EVS class
(1) to enable children to learn on their own and sharpen their observation skills
(2) to follow what is being done in the senior classes
(3) to discuss ideas, record and analyse observations on the basis of questions raised by students
(4) to control the students to ensure discipline in the class
83. Which of the following statements about assignments is correct ?
(1) Assignments need to be given as classwork followed by homework every day to provide variety
and practice
(2) Assignments should be the only method of assessment
(3) Assignments provide learners an opportunity to search for information, construct their own
ideas and articulate them
(4) Assignments can be done by parents, brothers or sisters depending on the talent that they
possess
( 27 )

84. The skills required to read a map include
(1) excellent drawing and painting skills
(2) ability to use calculations and sketch positions on a globe
(3) excellent communication skills to draw out the expressive ability
(4) ability to understand relative position of places, distances and directions
85. The use of poems and story telling to explain concepts in an EVS class helps to
(1) make the lesson enjoyable and interesting
(2) promote the ability to imagine and explore the nature of the world at the local and global level
(3) take care of the language and cultural diversity among learners
(4) channelize the energies of the students in the right direction
86. To make children aware of different kinds of fuel, a teacher can
(1) show pictures of fuels on a chart
(2) ask children to list different fuels
(3) show some samples of fuels in the class
(4) discuss with children about possible kinds of fuel that can be used for cooking, along with a
short film
87. Giving importance to individual experiences of children in an EVS class will benefit the teacher
(1) to know the unique experiences of children
(2) to help and improve the language and communication skills of the children
(3) to connect the subject to the learners’ experiential world and promote reflection and learning
(4) to save her energy as children enjoy talking

88. Which of the following represents one of the objectives of teaching EVS at Primary School ?
(1) To make learners aware of technical terms and definitions
(2) To assess technical terms related to EVS
(3) To inform the learners about the books they should read to expand their knowledge
(4) To connect the experiences of the learners in school with the outside world
89. A school planned an educational trip for Class-V students to Rajasthan. What would be your
expectation from the children during the visit ?
(1) They should enjoy themselves
(2) They should observe keenly, make notes and share their observations with other students and
the teacher
(3) They should note down their questions, if any, and ask the parents after reaching home
(4) They should observe everything without asking questions about it
90. After the lunch break, while teaching EVS, you find that students are not taking interest in the
lesson. What would you do ?
(1) Use audio-visual aids based on multiple intelligences to make the lesson interesting
(2) Change the topic immediately
(3) Take the children out to play in the ground
(4) Ask them to put their heads down on the desk and relax
( 29 )

PART IV
LANGUAGE I
ENGLISH
Directions : Read the passage given below and answer the
questions that follow (Q. No. 91 to 99) by selecting the most
appropriate option.
1 Max Weber laid the foundation for my
belief that decent and hard-working
people with high aspirations make
great nations, no matter what the odds
are. This was the first piece of the
development puzzle for me. Mahatma
Gandhi opened my eyes to the
importance of good leadership in raising
the aspirations of people, making them
accept sacrifices to achieve a grand
vision, and most importantly, in
converting that vision into reality. He
unleashed the most powerful
instrument for gaining trust –
leadership by example. He ate, dressed,
travelled and lived like the poor.
Walking the talk was extremely
important to the Mahatma who
understood the pulse of our people like
no other Indian leader. The biggest
lesson for me from Gandhi’s book and
life is the importance of leading by
example. I realized fairly early that this
was the second piece of the development
puzzle.
2 Frantz Fanon’s book on the colonizer
mindset of elites in a post-colonial
society opened my eyes to the role of the
bureaucracy and the elite in
decelerating the progress of the poor
and the disenfranchised. The colonial
mindset of the ‘dark elite in white
masks’ in a post-colonial society – the
mindset that the ruled and the rulers
have different sets of rights and
responsibilities with a huge asymmetry
in favour of the rulers — was indeed the
third piece of the development puzzle. I
see this attitude of the Indian elite
every day in how they send their
children to English medium schools
while forcing the children of the poor
into vernacular schools, extol the
virtues of poverty while living in
luxury, and glorify the rural life while
they sit comfortably in cities.
Source : ‘A Better India, A Better World’ –
N.R. Narayana Murthy (Adapted)
91. The main purpose of the author in the above
passage is to
(1) discuss the different writers he has read
(2) argue why India should not be
considered a developed country
(3) delineate the lessons he has learnt for
the development of a nation
(4) prioritise goals for only economic
development of India
92. The first piece of the development puzzle,
according to the author, is
(1) creating a team of industrious people for
a national cause
(2) the importance of decent, inspired and
industrious people for a nation’s
development
(3) imbuing the citizens of the country with
decency and aspirations
(4) the need for making people understand
the importance of leading an idealistic
and simple life
93. Mahatma Gandhi proved that only leadership
by example can
(1) mobilise the people of a country against
colonial rule
(2) fully and properly understand the pulse
of the people of a country
(3) gain the trust of the people so that they
are willing to make sacrifices for a
larger cause
(4) inspire people to eat, dress, travel and
live like the poor
( 30 )
( 31 )

94. The expression ‘walking the talk’ means
(1) addressing public gatherings in an
election campaign
(2) talking to the common people by
mingling with them
(3) being diplomatic in one’s behaviour and
words
(4) practising what one preaches
95. The colonial mindset of ‘dark elite in white
masks’ with reference to the passage is
(1) discriminating people on the basis of the
colour of their skin
(2) an assumption that the administrators
and politicians have more rights and
privileges than the common people
(3) looking down upon the poor and the
disenfranchised
(4) the bureaucratic practice of according
topmost priority to confidentiality in
official dealings
96. Extolling ‘the virtues of poverty while living
in luxury’ is an instance of
(1) the hypocrisy of the people of our
country
(2) practising what you preach
(3) the ideal of a good government
(4) the need to make people adopt a simple
life
97. ‘I realized fairly early that this was the second
piece of the development puzzle.’
The underlined part of this sentence is a/an
(1) Adjective clause
(2) Adverbial phrase
(3) Noun clause
(4) Verb clause
98. Pick out a word or phrase from the second
paragraph of the passage that means the
same as ‘to make (something) go slower’.
(1) disenfranchised
(2) dark elite
(3) decelerating
(4) vernacular
99. ‘Development’ is a noun with ‘-ment’ as a
suffix. Which of the following will become a
noun if we add the suffix ‘-ment’ to it ?
(1) Extort
(2) Enter
(3) Enchant
(4) Endure
Directions : Read the poem given below and answer
the questions that follow (Q. No. 100 to 105)
by selecting the most appropriate option.
On A Tired Housewife
Here lies a poor woman who was always tired,
She lived in a house where help wasn’t hired:
Her last words on earth were: ‘Dear friends,
I am going
To where there’s no cooking, or washing, or sewing,
For everything there is exact to my wishes,
For where they don’t eat there’s no washing
of dishes.
I’ll be where loud anthems will always be ringing,
But having no voice I’ll be quit of the singing.
Don’t mourn for me now, don’t mourn for me never,
I am going to do nothing for ever and ever.’
Anonymous
100. The woman described in the poem
(1) was very busy doing chores
(2) was no more
(3) lived in her own house
(4) worked in the house of a rich man
( 32 )
A
101. The woman was always tired because
(1) she was physically very weak
(2) she was suffering from a serious ailment
(3) she did all the household work without
any help
(4) she had hardly anything to eat
102. The woman wanted to go to a place where
(1) people didn’t sing or dance
(2) people didn’t cook, wash or sew
(3) people would take good care of her
(4) people would sincerely mourn for her
103. The woman’s account in the poem shows
(1) how overworked a housewife is
(2) that there is no work in heaven
(3) how a woman can escape from work
(4) how we should help each other
104. ‘For everything there is exact to my wishes,’
In this line, the word ‘exact’ can be
interpreted to mean
(1) contrary
(2) contributing
(3) according
(4) leading
105. The rhyme pattern in the poem is
(1) ab, ab, ab, ab, ab
(2) aa, ab, cd, cd, ee
(3) aa, bb, cc, dd, ee
(4) aa, ab, bc, cd, de
Directions : Answer the following questions by
selecting the most appropriate option.
106. Ria is unable to pronounce the words ‘smile’
and ‘school’ clearly. As her teacher, what will
you do ?
(1) Make Ria repeat the ‘words’ many times
(2) Make Ria understand the meaning and
sound pattern and get the class as a
whole to listen to these words through
an audio-visual medium
(3) Humiliate Ria by isolating her and
asking her to repeat the words
(4) Asking the entire class to repeat the
words and appreciating Ria when she
repeats them correctly
107. Lalita, a teacher of young learners, provides
them with opportunities to play with clay,
water and sand so as to
(1) build fine motor skills, especially of the
fingers and thumb
(2) encourage play with no other objective
(3) please them and make them happy
(4) dirty their hands so that they may learn
to wash them
108. The spoken skills in a language teaching
classroom can be developed through
(1) engaging in small talk as confident
agressive learners
(2) emotionally connecting with learners
(3) enabling activities with a focus on
conversation skills leading to
communicative competence
(4) group activities where learners can talk
in whichever language they would like
to
( 33 )
A
109. Ritu often makes errors in Subject-Verb
concord. The teacher can help her by
(1) taking up many examples for the entire
class and paying special attention to
Ritu
(2) explaining to her the rules of grammar
(3) asking Ritu to learn the rules and
scolding her
(4) asking Ritu to write the rules ten times
in her notebook
110. How will a teacher best teach ‘writing’ skills
to a class ?
(1) By brainstorming ideas and asking
students to write in their own words
(2) By asking students to write neatly
(3) Through dictation
(4) By asking students to learn articles and
rewrite them
111. In a diverse classroom, learners find it
difficult to speak and write good English and
often lapse into their mother-tongue because
(1) they are not motivated to learn
(2) they lack enough competence and the
structures of the two languages are
different
(3) they do not have the ability to learn
English
(4) they are slow learners
112. Read the two sentences given below :
The lizard ate the fly.
The fly ate the lizard.
A teacher can use this example to explain
that
(1) there is no difference in the two
sentences because both have the same
words
(2) when subject and object change
positions, the meaning of the sentence
changes
(3) they are examples of reported speech
(4) they are a collection of words
113. Mary, a young teacher, believes in
personalised learning because she thinks that
(1) every person must be exposed to
learning
(2) every learner is unique and needs to be
given a chance to develop to the best of
their ability
(3) all learners must learn on their own
(4) children must enjoy their learning
114. Grammar should be taught by
(1) asking students to learn rules
(2) making learners do written assignments
(3) giving clear explanations
(4) enabling practice in context
( 34 )
A
115. A child studying in Class-III says : ‘‘I dranked
the water.’’ It indicates that the child
(1) has not learnt grammar rules properly
(2) should memorise the correct sentence
(3) has overgeneralized the rule for making
past tense verbs, showing that learning
is taking place
(4) is careless and needs to be told that she
should be conscious of such errors
116. Children who are differently abled join a new
school. Teachers give different reactions.
Which one reflects the concept of inclusive
education ?
(1) ‘‘Oh ! How can I teach children who
cannot even read ?’’
(2) ‘‘I’m worried that my class may not
accept these children and some of the
mischievous children may even harm
the poor kids.’’
(3) ‘‘Good, it will provide a good opportunity
for the children to learn to help each
other and be supportive.’’
(4) ‘‘Such children should go to special
schools where they will learn better.’’
117. Leena uses Big Reading Books in her
language classes to
(1) allow students to read at home
(2) ensure books carry a lot of information
(3) use these illustrated colourful books for
reading together
(4) use them for big students of different
ages
118. A teacher can cater to the learning styles of
all the children by
(1) teaching every lesson thoroughly and
revising the lessons
(2) testing the children frequently
(3) advising the children to join
drawing/dance/music classes
(4) employing a variety of teaching methods
and modes of assessment which cater to
diversity among learners
119. The Right of Children to Free and
Compulsory Education Act, 2009 stipulates
that learning should be
(1) restricted to co-scholastic subjects
(2) carefully monitored by frequent testing
(3) through activities in a child-friendly
manner
(4) supported by extra coaching
120. As part of a class project, a teacher planned a
salad fruit celebration day in which all
learners needed to participate. The boys
protested as they felt that boys do not cook.
The teacher should
(1) ignore such protests and tell the boys
what she thinks of their bias
(2) complain to the head of the school
seeking action against the boys
(3) make an attempt to counsel the boys,
impressing upon them that gender
stereotyping is not healthy
(4) respect the sentiments of the boys and
allow them not to participate in the
class project
( 35 )
A
PART V
LANGUAGE II
ENGLISH
Directions : Read the passage given below and
answer the questions that follow (Q. No. 121 to 129)
by selecting the most appropriate option.
1 Karuna Verma is bewildered. ‘‘I don’t
know how she did it,’’ she says about
her mother, Renu Chopra. Karuna’s
childhood memories are of her father
leaving late for office so that, by then,
her mother would be back from work.
Of her parents working in sync to make
sure the kids were well taken care of. Of
her mother handling kitchen and
classroom with ease.
2 When her own daughter was born,
Karuna too wanted to do the balancing
act. But it did not turn out to be as easy
as it seemed. For starters, her parents’
era was different from hers. As she was
living with her husband in Andheri,
Mumbai, away from their families,
resuming work would have meant
leaving her daughter with a maid while
she was away. Her daughter’s formative
years would be spent with an outsider,
a thought that did not appeal to
Karuna. She quit her teaching job in a
school.
3 For a woman who was encouraged to be
independent throughout her life, the
decision to quit and stay at home was a
difficult one. Ironically it was her
mother who urged her to quit the job
and become a full-time mother. For
Karuna, being a housewife is one of the
tougher jobs she has had. ‘‘I have no
time for myself,’’ says Karuna. ‘‘I make
sure all my personal work is done when
Avni is asleep. Earlier I had a set
routine. My husband and I used to
wake up at 6 a.m. I would re-heat the
food the maid had cooked the day before
and pack it for lunch. Then we used to
head off to work, and at night, we would
go out. I had a lot of time to myself and
for my husband then,’’ says Karuna.
4 The routine is quite different now.
Karuna has taken to cooking. She
wakes up quite early and makes sure
all her work is done before the baby is
up. The rest of the day flies by,
pandering to two-year-old Avni’s needs.
Source : The Week, March 13, 2011 (Adapted)
121. Karuna Verma is bewildered at
(1) the amount of work that she has to do
after becoming a mother
(2) the late hours of work that her father
followed
(3) the responsibility of bringing up a
daughter in a big city
(4) her mother’s ability to combine her
career with household work
122. ‘... parents working in sync’ means
(1) parents pooling their resources together
to take care of expenses
(2) husband and wife sinking their
differences to preserve domestic
harmony
(3) father earning and mother taking care
of children
(4) parents having staggered office hours
and sharing household work
123. ‘... Karuna too wanted to do the balancing act.’
In this sentence, the term ‘balancing act’
implies
(1) sharing of responsibilities by both
husband and wife
(2) a mother’s ability to look after her child
without quitting her job
(3) managing the time efficiently so that
parents can spend quality time with
their children
(4) making adjustments in order to balance
work and leisure properly
124. ‘As she was living with her husband in
Andheri, Mumbai, away from their families
............ . In this sentence ‘their families’ refers
to
(1) Karuna’s mother and father’s families
(2) Karuna’s husband’s family
(3) Families of friends in Andheri, Mumbai
(4) Karuna’s parents and in-laws
A
125. Karuna’s parents and her husband’s parents
probably lived
(1) in Andheri, Mumbai
(2) in some other city
(3) in Mumbai but not in Andheri
(4) with Karuna and her husband
126. Karuna decided to quit her job because
(1) she was not interested in her teaching
job
(2) she did not want her daughter to spend
her early years with a maid
(3) she wanted to have more time to herself
and for her husband
(4) she wanted to pay more attention to her
cooking
127. It was ironical that Karuna’s mother should
advise her to quit her job and stay at home
because
(1) Karuna herself was keen on quitting her
job
(2) Karuna’s parents had insisted that
household chores should be shared
between husband and wife
(3) Karuna’s parents had always advised
her that home was much more
important than career
(4) Karuna’s mother herself had not quit
her job to take care of children as she
encouraged independence of women
128. After Karuna quit her job
(1) she had a lot of time to herself and for
her husband
(2) she occupied herself with cooking to
spend her time usefully
(3) she sent her maid away as she felt that
the maid was a bad influence on Avni
(4) she had no time for herself as Avni
needed all her attention and care
129. ‘‘I have no time for myself,’’ says Karuna. This
sentence can be written in reported speech as
(1) Karuna says that she have no time for
herself
(2) Karuna said that she had no time for
myself
(3) Karuna said that she had no time for
herself
(4) Karuna says that she had no time for
herself
Directions : Read the passage given below and
answer the questions that follow (Q. No. 130
to 135) by selecting the most appropriate
option.
1 This was one of the Old Man’s pet
schemes; and one about which he would
brook no interference. Each child would
review the events of his school week in
his own words, in his own way; he was
free to comment, to criticize, to agree or
disagree, with any person, subject or
method, as long as it was in some way
associated with the school. No one and
nothing was sacred, from the
Headmaster down, and the child,
moreover, was safe from any form of
reprisal.
2 ‘‘Look at it this way,’’ Mr. Florian had
said. ‘‘It is of advantage to both pupil
and teacher. If a child wants to write
about something which matters to him,
he will take some pains to set it down
as carefully and with as much detail as
possible; that must in some way
improve his written English in terms of
spelling, construction and style. Week
by week we are able, through his
reviews, to follow and observe his
progress in such things. As for the
teachers, we soon get a pretty good idea
what the children think of us and
whether or not we are getting close to
them. It may sometimes be rather
deflating to discover that a wellprepared
lesson did not really excite
Johnny Smith’s interest, but, after all,
the lesson was intended to benefit
Johnny Smith, not his teacher.
130. The scheme, according to the Old Man, was
useful because
(1) it was meant to humiliate the teacher
(2) it was meant to give power to the
teacher
(3) it was excellent feedback for the
teacher, principal and school
(4) he was slightly eccentric
131. ‘Pet schemes’ in line 1 refers to
(1) a pet animal
(2) a method he has advocated
(3) a student he is fond of
(4) a formula he had discovered
132. The ‘Old Man’ refers to
(1) a teacher of the school
(2) the headmaster called Mr. Florian
(3) a parent of the school
(4) a student of the school
( 43 )
A
133. The advantages of the scheme were many.
Pick out the disadvantage from the list given
below.
(1) Effective feedback
(2) Enhanced writing skills
(3) Sometimes deflating to the teacher’s ego
(4) Diagnostic and remedial for the student
and the teacher
134. ‘Sacred’ in the context of the Headmaster
means
(1) that he was a holy man
(2) that he was the powerful head of the
school
(3) that even ‘he’ was not above the
‘scheme’ he advocated for students
(4) he believed in the sacred nature of all
life
135. ‘Brook’ as a verb means ‘to tolerate’ in para
1. As a noun, it means
(1) Suffer
(2) Stream
(3) Tolerance
(4) Allow
Directions : Answer the following questions by
selecting the most appropriate option.
136. The Right of Children to Free and
Compulsory Education Act, 2009 has included
‘all round development of the child’ as one of
the aims of education because
(1) every child grows rapidly between six to
fourteen years
(2) proper health care is essential
(3) it nurtures the physical, mental and
emotional aspects of the child
(4) it ensures that every child is a part of a
workforce
137. A textbook describes a domestic scene which
shows the father cooking in the kitchen, the
mother coming home from work and their son
sewing. What is the concept conveyed ?
(1) Removing gender bias
(2) Dignity of labour
(3) Division of labour among sexes
(4) Work is worship
138. Teachers do not give the meaning of new
words to learners directly because
(1) learners already know the meaning of
the words
(2) vocabulary will not be enriched
(3) learners do not like to be given the
meaning of words
(4) it prevents learners from discovering
the meaning through puzzling out using
clues
139. Reading for comprehension can be best
achieved through
(1) Helping learners speak words softly
while reading
(2) Learners reading silently and asking
comprehension questions
(3) Teaching learners to run a finger or
pencil under the line being read
(4) Asking the children to read the text
aloud
140. Remedial teaching as part of Formative
Assessment means
(1) extra coaching by parents
(2) teaching for gifted students
(3) diagnosing and addressing gaps in
learning
(4) teaching beyond the textbooks
141. What type of questions promote thinking
skills in children ?
(1) Personal response questions
(2) Closed-ended questions
(3) Factual questions
(4) Questions based purely on the reading
text
142. Which of the following is a value associated
with an inclusive classroom ?
(1) Sympathy
(2) Collaboration
(3) Competition
(4) Envy
( 44 )
A
143. ‘Students need to brainstorm ideas, organise
them, draft, edit and revise their work,’ is a
‘process’ which reflects
(1) Reading skills
(2) Writing skills
(3) Listening skills
(4) Speaking skills
144. The aim of mechanical drills is to
(1) improve the fluency of the learners
(2) improve the accuracy of the learners
(3) strengthen the role learning capacity of
the learners
(4) encourage creative use of language
among the learners
145. Teachers help learners ‘construct’ their
knowledge in English by
(1) giving extensive language drills in
which learners practice language items
mechanically
(2) enabling them to see the relationship
between their prior knowledge and the
new knowledge
(3) giving the learners a lot of assignments
and projects that will lead to much
practice
(4) correcting every mistake a learner
makes and giving the relevant rule of
grammar as immediate feedback
146. Learners are involved in individual activities,
pair work, group work and whole-class work
because these
(1) enable the already over-worked teacher
to preserve her energy thereby
becoming more effective
(2) afford the learners opportunities to use
the language in a focused manner for
real-life interaction
(3) provide the learners enough
opportunities to relax in a language
classroom
(4) have the sole aim of introducing variety
in a language classroom
147. Which of the following is an instance of nonformal
learning ?
(1) Children learning through
correspondence lessons
(2) Children learning to draw from their art
teacher
(3) Children learning to cook from their
parents
(4) Children learning a new game from
friends
148. Which of the following statements is true ?
(1) While all formative tasks are meant for
improving teaching-learning, some are
used for assessment too.
(2) Formative assessment helps us to grade
students into good, average and poor.
(3) All formative tasks are meant for
assessment.
(4) Formative assessment, to be effective,
must be conducted only after teaching a
lesson
149. Group project work helps in developing
(1) competition among learners to excel in
academics
(2) good memory in the young learners
(3) a high level of ambition to achieve
(4) collaboration, critical thinking and
problem solving
150. When young learners seem to lose interest in
a lesson, the teacher should
(1) allow them to go out and play
(2) ask them to sleep for a while
(3) tell a story or conduct an interesting
activity
(4) ask them to sit quietly for some time

__________________
Answered By StudyChaCha Member