fo"k; lwph [CTET was not held in Feb. 2017, Sept. 2017 & Feb. 2018 & 2020]

gy iz'u&i=k 2020 (Held on tuojh 2021) gy iz'u&i=k (fnLkEcj 2019)

2020–1-20 2019–fnLak.1-20

gy iz'u&i=k (tqykbZ 2019)

2019–1-20

gy iz'u&i=k (fnlEcj 2018)

2018–1-18

gy iz'u&i=k (flrEcj 2016)

2016–1-22

gy iz'u&i=k (iQjojh 2016)

2016–23-40

gy iz'u&i=k (flrEcj 2015) gy iz'u&i=k (iQjojh 2015) gy iz'u&i=k (flrEcj 2014) gy iz'u&i=k (iQjojh 2014)

2015–1-18 2015–19-38 2014–1-18 2014–19-40

gy iz'u&i=k (tqykbZ 2013)

2013–1-16

gy iz'u&i=k (uoEcj 2012)

2012–1-16

gy iz'u&i=k (tuojh 2012)

2012–17-30

gy iz'u&i=k 2011

2011–1-14

CTET PAPER PATTERN & STRUCTURE OF QUESTIONS significant steps in the learning process; Cognition & Emotions; Motivation and learning; Factors contributing to learning- personal & environmental.

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. 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, (as chosen from list of prescribed language options in the application form). • The Language II will be from among the prescribed options other than Language I. A candidate may choose any one language from the available language options and will be required to specify the same in the application form. The test items in language II will also focus on the elements of language, communication and comprehension abilities.

II. Language a)

b)

III. Language-II a)

CTET Detailed Break-up of Questions STRUCTURE AND CONTENT OF SYLLABUS

I. Child Development and Pedagogy a)

b)

c)

30 Questions

Child Development (Primary School Child) (15 Questions): 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, genderbias 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 levels of learners; for enhancing learning and critical thinking in the classroom and for assessing learner achievement. Concept of Inclusive education and understanding 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. Learning and Pedagogy (10 Questions) 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; 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

b)

30 Questions

Language Comprehension (15 Questions) 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 (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 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.

30 Questions

Comprehension (15 Questions) Two unseen prose passages (discursive or literary or narrative or scientific) with questions on comprehension, grammar and verbal ability. 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 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.

IV. Mathematics & Science

60 Questions

(i) Mathematics (30 Questions) (a) Content (20 Questions) Number System; Knowing our Numbers; Playing with Numbers; W hole 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); Construction (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; Problem of Teaching (ii) Science (30 Questions) (a) Content (20 Questions) I. Food : Sources of food; Components of food; Cleaning food II. Materials : Materials of daily use III. The World of the Living IV. Moving Things People and Ideas V. How things work : Electric current and circuits; Magnets VI. Natural Phenomena VII. Natural Resources (b) Pedagogical issues (10 Questions) Nature & Structure of Sciences; Natural Science/Aims & objectives; Understanding & Appreciating Science; Approaches/ Integrated Approach; Observation/Experiment/Discovery (Method of Science); In JULY ation; Text Material/Aids; Evaluation — cognitive/ psychomotor/ affective; Problems; Remedial Teaching

lhch,lbZ

dsUnzh; f'k{kd ik=rk ijh{kk (d{kk VI-VIII esa f'k{k.k gsrq)

(xf.kr ,oa foKku)

gy iz'u&i=k& 2020

(isij 2)

(held

on jan.

2021)

funsZ'k



bl ijh{kk iqfLrdk esa pkj Hkkx I] II] III vkSj IV gSa] ftuesa 150 oLrqfu"B iz'u gSa] tks izR;sd 1 vad dk gS& • Hkkx I % cky fodkl ,oa f'k{kk'kkL=k (iz'u 1 ls iz'u 30) • Hkkx II % xf.kr ,oa foKku (iz'u 31 ls iz'u 90) • Hkkx III % Hkk"kk I & (vaxzsth) (iz'u 91 ls iz'u 120) • Hkkx IV % Hkk"kk II & (fgUnh) (iz'u 121 ls iz'u 150)

Hkkx

I%

cky fodkl ,oa f'k{kk'kkL=k

funZs'k% (iz- la- 1&30) fuEufyf[kr iz'uksa ds mÙkj nsus ds fy, lgh@ lcls mi;qDr fodYi pqfu, % 1- d{kk esa vFkZiw.kZ vf/xe dks izksRlkfgr djus ds fy, vè;kfidk dks --------------- (i) fo|kfFkZ;ksa dh lgk;rk djuh pkfg, fd os vius euksHkkoksa vkSj vfHkizsj.kksa dks lqO;ofLFkr dj ik;saA (ii) fo|kfFkZ;ksa dks muds izn'kZu ds vk/kj ij oxhZÑr vkSj ukekafdr djds muds ;ksX;rk&vk/kfjr lewg cukus pkfg,A (iii) fo|kfFkZ;ksa esa laokn vkSj ifjppkZ dks izksRlkfgr djuk pkfg, ftlls os cgqifjizs{; djus esa l'kDr gksaA (iv) d{kk esa fofo/rk dh mis{kk djds f'k{k.k dh ekud fof/ dks viukuk pkfg,A (a) (i), (iii), (iv) (b) (i), (ii), (iii), (iv)

(c) (i), (iii)

(d)

(ii), (iii)

2- izfrdwy ifjfLFkfr;ksa vkSj i`"BHkwfe okys vf/xedrkZvksa dks lacksf/r djus ds fy, fuEufyf[kr esa ls dkSu lh i¼fr izHkko'kkyh ugha gS\ (a) fo|kfFkZ;ksa dks larqfyr pqukSrhiw.kZ y{;ksa ds fy, vfHkizsfjr djuk vkSj mi;qDr f'k{k.k lgk;rk miyC/ djkukA (b) dk;Zdykiksa ds fy, lg;ksxh lewg cukuk vksj fo|kfFkZ;ksa dks ,d nwljs dk leFkZu djus ds fy, izksRlkfgr djukA (c) vf/xedrkZvksa ls ckrphr djds mudh vko';drkvksa vkSj muds lEeq[k vkbZ pqukSfr;ksa dh le>ukA (d) vf/xedrkZvksa dks fo|ky; ds ckgj V~;w'ku i okys nks O;fDr leku le> ij igq¡prs gSaA (b) og izfØ;k ftlesa cPps] lekt ds o;Ld lnL;ksa }kjk fu/kZfjr fof/ ls dk;Z djrs gSaA (c) cPpksa ds orZeku Lrj ij Lora=k izn'kZu vkSj o;Ld o vf/d dkS'ky okys ledf{k;ksa dh lgk;rk ls cPps }kjk mikftZr fd, tkus okys izn'kZu ds eè; dk {ks=k gSA (d) fofHkUu izdkj ds dk;Z tks fd viuh vk;q ds vuqlkj cPps dks djus pkfg, ijUrq og ugha dj ldrh gSA 20. ,d izxfr'khy d{kk esa f'k{k.k & vf/xe izfØ;k ds nkSjku vf/ xedrkZvksa dk ewY;kadu & (a) vfHkHkkodksa dks izfriqf"V nsus ds iz;kstu ls ^csgn liQy*] ^de liQy* o ^vliQy* fo|kfFkZ;ksa dks igpkuus esa lgk;rk gksrk gSA (b) csgn egÙoiw.kZ gS] D;ksafd ;g cPpksa dh le> dh tkudkjh nsrk gS vkSj vè;kfidk dks vius f'k{kk&'kkL=k ij fopkjus esa lgk;rk gksrk gSA (c) cPpksa ds vf/xe esa lgk;d ugha gSA (d) cPpksa dh vf/xe izfØ;k esa #dkoV mRiUu djrk gSA 15.

2020-3

gy iz'u&i=k 2020 (Held on Jan. 2021)

gkWoMZ xkMZuj ds cgq&cqf¼ fl¼kar ds vuqlkj fuEufyf[kr esa ls dkSu lk tksM+k cqf¼ ds izdkj vkSj var&fLFkfr vuqikyu laHkkouk ds vuqlkj lgh gS\ cqf¼ dk izdkj var&fLFkfr vuqikyu laHkkouk (a) Hkkf"kd & ewfrZdkj (b) 'kkjhfjd xfr&laosnurk & f[kykM+h (c) LFkkfud & euksoSKkfud (d) varjkoS;fDrd & foØsrk 22. yso ok;xksRLdh ds vuqlkj & (a) cPpksa dk laKkukRed fodkl pj.kksa esa gksrk gSA (b) Ldhek ds ifjiDou ls cPpksa esa laKkukRed fodkl vxzlj gksrk gSA (c) cPpksa ds laKkukRed fodkl esa Hkk"kk dh ,d egÙoiw.kZ Hkwfedk gSA (d) cPps ^Hkk"kk vf/xzg.k ;a=k* }kjk Hkk"kk lh[krs gSaA 23. cky&dsafnzr d{kk og gS] ftlesa & (a) cPpksa ds O;ogkj dks funsf'kr djus ds fy, vè;kid iqjLdkj vkSj naM dk iz;ksx djrk gSA (b) vè;kid yphyk gS vkSj izR;sd cPps dh O;fDrxr vko';drkvksa dks iwjk djrk gSA (c) vè;kid dsoy ikB~;iqLrd dks Kku ds lzksr ds fy, mi;ksx djrk gSA (d) vè;kid] cPpksa dks mudh {kerk ds vk/kj ij oxhZÑr djrk gSA 24. fdl euksoSKkfud ds vuqlkj cPpksa ds laKkukRed fodkl esa ^lkaLÑfrd midj.k* ,d egÙoiw.kZ Hkwfedk fuHkkrs gSa\ (a) vYcVZ cUMqjk (b) ch-,iQ-fLduj (c) yso ok;xksRLdh (d) thu fi;kts 25. d{kk esa lHkh fyaxksa esa tsaMj :f cukus ls tksM+k tkuk pkfg,A B. vo/kj.kkvksa rd xfrfof/;ksa@iz;ksxksa }kjk igq¡pk tkuk pkfg,A C. vo/kj.kkvksa dk fo"k;d mikxe }kjk f'k{k.k gksuk pkfg,A D. vo/kj.kkvksa ds lkFk fu;e vkSj fl¼karksa dks is'k djus dh vko';drk gSA (a) (A), (B) vkSj (D) (b) (A) vkSj (D) (c) (A), (B) vkSj (C) (d) (A) vkSj (B) 64. fuEufyf[kr dFkuksa ls igpkusa tks fd foKku ds ckjs esa lR; gS% (a) tc ,d fl¼kar dks oSKkfud lcwrksa ds }kjk cgqr vf/d leFkZu feyrk gS rks og fu;e cu tkrk gSA (b) vkus okys le; esa] foKku lekt dh vf/dka'k leL;kvksa dks gy djus esa l{ke gksxkA (c) oSKkfud vius dke dks iwjk djus ds fy, dYiuk ij cgqr fo'okl djrs gSaA (d) lHkh oSKkfud fopkjksa dks fu;af=kr iz;ksxksa }kjk [kkstk vkSj ij[kk tkrk gSA 65. bZ'kq dks ,d lIrkg ds fy, ekSle dh fjiksVZ ,d=k djus dk ,d O;fDrxr dk;Z fn;k x;kA uhps fn, x, vkdyu ladsrdksa ls igpkusa fd bZ'kq dgk¡ xyr gks xbZ % (a) og fu"d"kZ fudkyrh gS fd vknzZrk esa deh ls o"kkZ dh laHkkouk crh gS fd vf/dre vkSj U;wure rkieku dh lhek izfrfnu fHkUu gSA (c) og gj fnu ,d osclkbV ls vk¡dM+s lkj.khc¼ djrh gSA (d) og bl ifj.kke ij igq¡prh gS fd vkus okys lIrkg esa ckfj'k gks ldrh gS ;k ughaA 66. fuEufyf[kr esa ls D;k f'k{kkfFkZ;ksa esa ladYiukRed deh dks le>us ds fy, ,d mi;ksxh j.kuhfr gS\ (a) vo/kj.kk ekufp=k.k dk mi;ksx djukA (b) fu;fer x`gdk;Z nsukA (c) iz'uksÙkjh l=kksa dk vk;kstu djukA (d) iz;ksxkRed dkS'kyksa dk voyksdu djukA 67. foKku dks i x;k] vc /ks[kk ugha [kkÅ¡xkA (c) ns[k fy;k] vc ugha ns[kw¡xkA (d) eu Hkj x;k] vc ugha mMw¡xkA 126. vkdk'k ds ckjs esa fuEufyf[kr dFkuksa ij fopkj dhft, vkSj os dFku pqfu, ftUgsa lk¡i vlR; ekurk gS% (i) ogk¡ yfeyk jgk FkkA

funsZ'k% fuEufyf•r x|ka'k dks ius ds fy, Lo;a dks rS;kj ugha j[ksaxs muds fy, thou vfHk'kki cu tk,xkA os ix&ix ij fpafrr vkSj nq[kh jgsaxs vkSj la?k"kksZa ds mijkar feyus okys vkuan ls os oafpr jg tk,¡xsA eqf'dy ifjfLFkfr;ksa esa la;r] /hj O;fDr Hkh fopfyr gks ldrk gSA lUekxZ ij pyus okys dh jkg esa de ck/k,¡ ugha vkrhaA ge thfor gSa rks dfBukb;k¡] pqukSfr;k¡ vk,¡xh ghA fdarq Lej.k jgs] dfBukb;ksa vkSj ck/kvksa dk iz;kstu gesa rksM+uk&fxjkuk ugha cfYd ;s gesa lqn`us dh gS fd nwljs ds izfr viuh ifo=k ;k 'kqHk Hkkouk ds }kjk ge vusd O;fDr;ksa dh ekul rjaxksa esa ifjorZu dj ldrs gSaA 129. ys[kd dk dFku gS fd vkjafHkd Lrj dh vlekurk ds gksrs gq, Hkh Hkhrjh Hkko ls &

(a) ,d&nwljs esa dksbZ fHkUurk ugha gksrhA (b) gesa dkS'kyksa vkSj tkudkfj;ksa dk mi;ksx djuk gksrk gSA (c) lc yksx ,d&lk lksprs gSaA (d) euq"; fo"k;ksa dh vksj Hkkxrk gSA 130. ^fuf"Ø;* 'kCn ds fy, lcls mi;qDr foijhrkFkZd 'kCn gksxk& (a) dk;Z'khy (b) ldeZd (c) fØ;kghu (d) lfØ; 131. vU; O;fDr;ksa dh ekufld rjaxksa esa ifjorZu djuk laHko

gS&

(a) mlds izfr lgkuqHkwfr iznf'kZr djdsA (b) viuh 'kqHk vkSj ifo=k Hkkouk ds }kjkA (c) mls lq>ko nsdjA (d) mls le>kdj fd lq[k&nq%[k vfHkUu gSaA 132. ^fta+nxh esa /wi&Nk¡o ds fl¼kar dks ekuus okys

iQwyksa ds lkFk dk¡Vksa dh f'kdk;r ugha djrs* & D;ksafd os tkurs gSa fd& (a) vizR;kf'kr ?kVukvksa ls tw>uk gh iM+rk gSA (b) f'kdk;r djuk dksbZ vPNh vknr ughaA (c) lq[kksa ds lkFk nq%[k Hkh vkrs gSaA (d) nSfud dk;Z laiUu gksrs jgrs gSaA 133. fdudk thou vfHk'kki cu tkrk gS\ (a) tks ft+anxh esa /wi&Nk¡o ds fl¼kar dks ekurs gSaA (b) tks lnk lUekxZ ij pyrs gSaA (c) tks f'kdk;rsa gh djrs jgrs gSaA (d) tks vfiz; ?kVukvksa ls tw>us dks rS;kj ugha jgrsA 134. ys[kd ekurk gS fd dfBukb;ksa dk okLrfod iz;kstu gS& (a) gekjk n`f"Vdks.k cnyuk (b) gesa lqn`