( i )

By

Dr. S. Anand, Singh&

Anshu Mangal

Upkar Prakashan, Agra-2

Paper-II (For Classes VI-VIII)

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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 : 978-93-5013-211-1

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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) ............................................................................................ 1–112

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

Section–IV

Social Studies

History .............................................................................................................. 3–43

Geography ......................................................................................................... 44–56

Social & Political Life ........................................................................................ 57–71

Pedagogical Issues ............................................................................................ 73–80

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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.

( vii )

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 : constructs

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

gressive 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 & 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 anddeprived

◆◆◆◆◆ Addressing the needs of children withlearning 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 Comprehension15 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 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,

multi-media materials, multilingual resource ofthe classroom

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

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

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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, 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 TeachingIV. Social Studies/ Social Sciences

60 Questions(a) Content 40 Questions(i) 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

(ii) 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

(iii) 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

(b) Pedagogical issues 20 Questions◆◆◆◆◆ Concept & Nature of Social Science/

Social Studies◆◆◆◆◆ Class Room Processes, activities and

discourse◆◆◆◆◆ Developing Critical thinking◆◆◆◆◆ Enquiry/Empirical Evidence◆◆◆◆◆ Problems of teaching Social Science/

Social Studies◆◆◆◆◆ Sources – Primary & Secondary◆◆◆◆◆ Projects Work◆◆◆◆◆ EvaluationNote : For Detailed syllabus of classes I-

VIII, please refer to NCERT syllabus and text-books

Central Teacher Eligibility TestPaper–II (For Classes VI to VIII)

Solved Paper

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

VI-VIII) Social Studies

Publisher : Upkar Prakashan ISBN : 9789350132111 Author : Dr. S. Anand, Singh& Anshu Mangal

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