Arihant Cracker PDF - CTET Solved Papers

 C CRACKER Compiled & Edited by Arihant 'Expert Team' Arihant Publications (India) Ltd.  C CRACKER ARIHANT PUBLICATIONS (INDIA) LIMITED All Rights Reserved © Publisher No part of this publication m...

 C CRACKER Compiled & Edited by Arihant 'Expert Team' Arihant Publications (India) Ltd.  C CRACKER ARIHANT PUBLICATIONS (INDIA) LIMITED All Rights Reserved © Publisher No part of this publication may be re-produced, stored in a retrieval system or by any means, electronic, mechanical, photocopying, recording, scanning, web or otherwise without the written permission of the publisher. Arihant has obtained all the information in this book from the sources believed to be reliable and true. However, Arihant or its editors or authors or illustrators don’t take any responsibility for the absolute accuracy of any information published and the damage or loss suffered thereupon. All disputes subject to Meerut (UP) jurisdiction only. Administrative & Production Offices Regd. Office ‘Ramchhaya’ 4577/15, Agarwal Road, Darya Ganj, New Delhi -110002 Tele: 011- 47630600, 43518550 Head Office Kalindi, TP Nagar, Meerut (UP) - 250002 Tel: 0121-7156203, 7156204 Sales & Support Offices Agra, Ahmedabad, Bengaluru, Bareilly, Chennai, Delhi, Guwahati, Hyderabad, Jaipur, Jhansi, Kolkata, Lucknow, Nagpur & Pune. ISBN 978-93-24195-02-9 PRICE `485.00 PO No : TXT-XX-XXXXXXX-X-XX Published by Arihant Publications (India) Ltd. For further information about the books published by Arihant, log on to www.arihantbooks.com or e-mail at [email protected] Follow us on  C CRACKER CONTENTS SOLVED PAPER 2019 (December) 1-16 SOLVED PAPER 2019 (July) 1-18 SOLVED PAPER 2018 (December) 1-16 SOLVED PAPER 2016 (September) 1-18 20. Cognition and Emotion 99-102 CHILD DEVELOPMENT 21. Motivation and Learning 103-108 AND PEDAGOGY 1-114 22. National Curriculum Framework 2005 109-114 1. Concept of Development and its Relationship with Learning 3-7 2. Principles of Child Development 8-12 ENGLISH LANGUAGE 3. Influence of Heredity and Environment 13-16 AND PEDAGOGY 115-206 4. Socialisation Process 17-20 GRAMMAR 117-122 5. Piaget, Kohlberg and Vygotsky: 1. Unseen Passage 123-146 Constructs and Critical Perspectives 21-27 2. Unseen Poem 147-162 6. Concepts of Child-Centred and Progressive Education 28-33 7. Construct of Intelligence and PEDAGOGY Multi-Dimensional Intelligence 34-38 1. Learning and Acquisition 163-167 8. Language and Thought 39-43 2. Principles of Language Teaching 168-172 9. Gender Issues in Social Construct 44-47 3. Role of Listening and Speaking: 10. Individual Differences Among Learners 48-51 Functions of Language 173-177 11. Evaluation of Learning 52-56 4. Role of Grammar in Learning a Language 178-181 12. Evaluation of Achievement and Formation of Questions 57-61 5. Challenges of Teaching Language in a Diverse Classroom 182-185 13. Inclusive Education and Addressing Children from Diverse Backgrounds 62-65 6. Language Skills 186-191 14. Identifying and Addressing Disabled and 7. Evaluation of Comprehension and Learning Disability Children 66-72 Language Skills 192-196 15. Identifying and Addressing the Talented, 8. Teaching Learning Materials 197-201 Creative Specially-Abled Learners. 73-78 9. Remedial Teaching 202-205 16. Thinking and Learning in Children 79-82 17. Basic process of Teaching and Learning 83-89 {hÝXr ^mfm Ed§ {ejmemñÌ 207-304 18. Child: A Problem-Solver and as a Scientific Investigator. 90-93 {hÝXr ^mfm 209-219 19. Alternative Conceptions of Learning in 1. An{R>V JÚm§e 220-242 Children 94-98 2. An{R>V nÚm§e 243-257 C CRACKER {ejmemñÌ 6. Problems of Teaching in Mathematics 412-414 7. Error Analysis 415-420 1. A{YJ‘ Ed§ AO©Z 258-261 8. Diagnostic and Remedial Teaching 421-425 2. ^mfm {ejU Ho$ {gÕmÝV 262-266 3. ^mfm Ho$ H$m¶© Ed§ BgHo$ {dH$mg ‘| ~mobZo Ed§ gwZZo H$s ^y{‘H$m 267-270 ENVIRONMENTAL STUDIES 4. ^mfm A{YJ‘ ‘| ì¶mH$aU H$s ^y{‘H$m 271-274 AND PEDAGOGY 427-534 5. ^mfm¶r {d{dYVm dmbo H$jm-H$j H$s ENVIRONMENTAL STUDIES g‘ñ¶mE± 275-277 1. Family and Friend 429-431 6. ^mfm H$m¡eb 278-286 2. Plants and Animals 432-440 7. ^mfm ~moY (gwZZm, ~mobZm n‹T>Zm Ed§ 3. Food and Nutrition 441-449 {bIZm) ‘| àdrUVm H$m ‘yë¶m§H$Z 287-291 4. Water 450-455 8. {eúmH ghm¶H$ gm‘J«r 292-297 5. Shelter 456-459 9. CnMmamË‘H$ {ejU 298-303 6. Travel 460-469 7. Things We Know Do and Make 470-476 8. Biodiversity 477-478 MATHEMATICS AND PEDAGOGY 305-426 PEDAGOGY MATHEMATICS 1. Concept of Environmental Studies 479-486 1. Number System 307-325 2. Learning Principles 487-494 2. LCM and HCF 326-333 3. Scope and Relation to Science 3. Measurement System 334-349 and Social Science 495-497 4. Geometry and Shapes 350-365 4. Approaches and Method of Presenting Concepts 498-502 5. Problems Based on Arithmetic 366-373 5. Activity and Experimentation 503-514 6. Data Handling and Patterns 374-384 6. Continuous and Comprehensive Evaluation (CCE) 515-525 PEDAGOGY 7. Discussion 526-527 1. Nature of Mathematics 385-393 8. Teaching Aids/Materials 528-531 2. Place of Mathematics in Curriculum 394-398 9. Problems of Environmental Studies 3. Language of Mathematics 399-401 Teaching 532-534 4. Community Mathematics 402-404 5. Evaluation 405-411 PRACTICE SETS (1-2) 537-562  C CRACKER ABOUT CTET VALIDITY PERIOD OF CTET Throughout the world, teaching is looked at as CERTIFICATE one of the most respected and noble jobs a person The CTET is presently being conducted annually. The Validity can have and a good teacher not only shows the Period of CTET qualifying certificate for appointment will be seven right path that the students should follow but also years for all categories. prepares the human resource for the further development of the nation. There are various There is no restriction on the number of attempts a person can take exams for the appointment of the teachers. for acquiring a CTET Certificate. A person who has qualified Recently the as per the norms of the Right of CTET may also appear again for improving his/her score. Children to Free and Compulsory Education (RTE) Act, 2009 The Ministry of Human STRUCTURE AND PATTERN Resource Development, Government of India has entrusted the responsibility of conducting the OF CTET Central Teacher Eligibility Test (CTET) to the All questions in CTET test will be Multiple Choice Questions Central Board of Secondary Education Delhi. (MCQs), each carrying one mark, with four alternatives out of Now it become compulsory for a person who which one answer will be correct. There will be no negative marking. aspires to become a teacher at elementary level (I There will be two papers of CTET. to VIII class) to qualify the Central Teacher (i) Paper I will be for a person who intends to be a teacher for Eligibility Test (CTET). classes I to V. (ii) Paper II will be for a person who intends to be a teacher for APPLICABILITY OF CTET classes VI to VIII. Note A person who intends to be a teacher for both levels (classes I ! The CTET shall apply to schools of the to V and classes VI to VIII) will have to appear in both the papers Central Government (KVS, NVS, Tibetan (Paper I and Paper II). Schools, etc) and schools under the administrative control of UT of Chandigarh and Andaman & Nicobar Islands. PAPER I (for Class I to V) Duration of examination : 150 minutes ! CTET may also apply to the unaided private schools, who may exercise the option of Subject Question No Marks considering the CTET. i Child Development and Pedagogy 30 30 ! Schools owned and managed by the State ii Language I (English) 30 30 Government/local bodies and aided schools iii Language II (Hindi) 30 30 shall consider the TET conducted by the State Government. However, a State Government iv Mathematics 30 30 can also consider the CTET if it decides not to v Environmental Studies 30 30 conduct the State TET. 150 Total 150 C CRACKER SYLLABUS (PAPER I ) CLASS I-V (c) Learning and Pedagogy 10 Ques. CHILD DEVELOPMENT ! How children think and learn; how and why AND PEDAGOGY 30 Ques. children ‘fail’ to achieve success in school performance. (a) Child Development ! Basic processes of teaching and learning; (Primary School Child) 15 Ques. children’s strategies of learning; learning as a ! Concept of development and its relationship social activity; social context of learning. with learning ! Child as a problem solver and a ‘scientific ! Principles of the development of children investigator’ ! Influence of Heredity & Environment ! Alternative conceptions of learning in ! Socialization processes: Social world & children, understanding children’s ‘errors’ as children (Teacher, Parents, Peers) significant steps in the learning process. ! Piaget, Kohlberg and Vygotsky: constructs ! Cognition & Emotions and critical perspectives ! Motivation and learning ! Concepts of child-centered and progressive ! Factors contributing to learning - personal & education environmental ! Critical perspective of the construct of Intelligence LANGUAGE I 30 Ques. ! Multi Dimensional Intelligence (a) Language Comprehension 15 Ques. ! Language & Thought ! Gender as a social construct; gender roles, ! Reading unseen passages : two passages one gender-bias and educational practice prose or drama and one poem with questions ! Individual differences among learners, on comprehension, inference, grammar and understanding differences based on diversity verbal ability (Prose passage may be literary, of language, caste, gender, community, scientific, narrative or discursive) religion etc. (b) Pedagogy of Language Development 15 Ques. ! Distinction between Assessment for learning ! Learning and acquisition and assessment of learning; School-Based ! Principles of language Teaching Assessment, Continuous & Comprehensive ! Role of listening and speaking; function of Evaluation: perspective and practice language and how children use it as a tool ! Formulating appropriate questions for ! Critical perspective on the role of grammar in assessing readiness levels of learners; for learning a language for communicating ideas enhancing learning and critical thinking in verbally and in written form the classroom and for assessing learner achievement. ! Challenges of teaching language in a diverse classroom; language difficulties, errors and (b) Concept of Inclusive education and disorders understanding children with ! Language Skills special needs 5 Ques. ! Evaluating language comprehension and ! Addressing learners from diverse backgrounds proficiency: speaking, listening, reading and including disadvantaged and deprived writing ! Addressing the needs of children with ! Teaching- learning materials: Textbook, learning difficulties, ‘impairment’ etc. multi-media materials, multilingual resource ! Addressing the Talented, Creative, Specially of the classroom abled Learners ! Remedial Teaching  C CRACKER (b) Pedagogical Issues 15 Ques. LANGUAGE II 30 Ques. ! Nature of Mathematics/Logical thinking; (a) Comprehension 15 Ques. understanding children’s thinking and ! Two unseen prose passages (discursive or reasoning patterns and strategies of making literary or narrative or scientific) with meaning and learning question on comprehension, grammar and ! Place of Mathematics in Curriculum verbal ability ! Language of Mathematics (b) Pedagogy of Language Development 15 Ques. ! Community Mathematics ! Evaluation through formal and informal ! Learning and acquisition methods ! Principles of language Teaching ! Problems of Teaching ! Role of listening and speaking; function of ! Error analysis and related aspects of learning language and how children use it as a tool and teaching ! Critical perspective on the role of grammar in ! Diagnostic and Remedial Teaching learning a language for communicating ideas verbally and in written form; ENVIRONMENTAL ! Challenges of teaching language in a diverse classroom; language difficulties, errors and STUDIES 30 Ques. disorders (a) Content 15 Ques. ! Language Skills I. Family and Friends: ! Evaluating language comprehension and 1.1 Relationships proficiency: speaking, listening, reading and 1.2 Work and Play writing 1.3 Animals ! Teaching - learning materials: Textbook, multi-media materials, multilingual resource 1.4 Plants of the classroom II. Food ! Remedial Teaching III. Shelter IV. Water MATHEMATICS 30 Ques. V. Travel (a) Content 15 Ques. VI. Things We Make and Do ! Geometry b) Pedagogical Issues 15 Ques. ! Shapes & Spatial Understanding ! Concept and scope of EVS ! Solids around Us ! Significance of EVS, integrated EVS ! Numbers ! Environmental Studies & Environmental ! Addition and Subtraction Education ! Multiplication ! Learning Principles ! Division ! Scope & relation to Science & Social Science ! Measurement ! Approaches of presenting concepts ! Weight ! Activities ! Time ! Experimentation/Practical Work ! Volume ! Data Handling ! Discussion ! Patterns ! CCE ! Money ! Teaching material/Aids Problems  1 SOLVED CTET 2019 DEC PAPER I (CLASS I-V) SOLVED PAPER PAPER 8 DECEMBER, 2019 CTET Central Teacher’s Eligibility Test PAPER I (CLASS I-V) INSTRUCTIONS 1. This Question paper consists of 150 objective type questions, to be completed in maximum 2 hrs 30 min. 2. Each question carries 1 mark and there is no negative marking. 3. This paper has four parts : Part I Child Development and Pedagogy (Q. 1-30), Part II Mathematics (Q. 31-60), Part III Environmental Studies (Q. 61-90), Part IV Language I (English) (Q. 91-120) and Part V Language II (efnvoer) (Q. 121-150). PART I Child Development and Pedagogy Directions (Q.Nos. 1-30) Answer the following 5. Which of the following theorists while viewing children questions by selecting the correct/most appropriate as active seekers of knowledge emphasised the options. influence of social and cultural contents on their 1. The most critical period of acquisition and thinking? development of language is (1) John B Watson (2) Lev Vygotsky (3) Jean Piaget (4) Lawrence Kohlberg (1) pre-natal period (2) early childhood (3) middle childhood (4) adolescence 6. While working on a jig-saw puzzle, 5 years old Najma 2. Which of the following is a stage of moral development says to herself, ‘‘Where is the blue piece? No, not this proposed by Lawrence Kohlberg? one, darker one that would go here and make this (1) Latency Stage shoe’’. (2) The social contract orientation This kind of talk is referred to by Vygotsky as (3) Concrete operational stage (1) private speech (2) talk aloud (4) Industry vs Inferiority stage (3) scaffolding (4) egocentric speech 3. During classroom discussions, a teacher often pays more 7. Giving cues to children and offering support as and attention to boys than girls. This is an example of when needed is an example of (1) gender bias (2) gender identity (1) reinforcement (2) conditioning (3) gender relevance (4) gender constancy (3) modelling (4) scaffolding 4. Which of the following is an effective strategy to 8. Which of the following behaviours characterise the reduce children’s gender stereotyping and gender-role ‘concrete operational stage’ as proposed by Jean conformity? Piaget? (1) Discussion about gender bias (1) Hypothetico-deduction reasoning; propositional thought (2) Emphasising gender-specific roles (2) Conservation; class inclusion (3) Gender-segregated play groups (3) Deferred imitation; object permanence (4) Gender-segregated seating arrangement (4) Make-believe play; irreversibility of thought 2 CTET 2019 DEC PAPER I (CLASS I-V) SOLVED PAPER 9. Which of the following is a Piagetian construct in the 18. ‘Naive theories’ that children construct about various context of cognitive development of children? phenomenon (1) Schemas (2) Observational learning (1) should be ignored by the teacher (3) Conditioning (4) Reinforcement (2) should be punished by the teacher (3) should be ‘replaced’ by correct one through repetitive 10. Primary objective of Assessment should be memorisation (1) assigning rank to students (4) should be challenged by presenting counter evidence and (2) understanding children’s clarity and confusions about examples related concepts (3) labelling students as per their score 19. Child-centered pedagogy promotes (4) marking pass or fail in the report cards (1) exclusive reliance on text books (2) giving primacy to children’s experiences 11. Which of the following statements about intelligence is (3) rote memorisation correct? (4) labelling and categorisation of students base on ability (1) Intelligence is a fixed ability determined at the time of birth only 20. Emotions and cognition are ……… each other. (2) Intelligence can be accurately measured and determined by (1) completely separate from using standardised tests (2) independent of (3) Intelligence is a unitary factor and a single trait (3) inter-woven with (4) Intelligence is multi-dimensional and a set of complex abilities (4) not related to 12. Ruhi always thinks of multiple solutions to a problem 21. Which of the following statements about learning is many of which are original solutions. Ruhi is correct from a constructivist perspective? displaying characteristics of a/an (1) Learning is the process of reproduction and recall (1) creative thinker (2) Learning is the process of rote memorisation (2) convergent thinker (3) Learning is conditioning of behaviours by repetitive (3) rigid thinker association (4) egocentric thinker (4) Learning is the process of construction of knowledge by active engagement 13. In a situation of less participation of students belonging to a deprived group in teaching learning 22. Presenting students with clear examples and process, a teacher should non-examples (1) ask the children to withdraw from school (1) is an effective way to encourage conceptual change (2) accept this situation as it is (2) leads to confusion in the minds of students (3) lower her expectations from such students (3) causes gaps in their understanding of concepts (4) reflect on her own teaching and find ways to improve (4) focuses on procedural knowledge rather than conceptual student’s involvement understanding 14. In an inclusive classroom, a teacher ……… 23. Repeatedly asking children to engage in learning Individualised Education Plans. activities either to avoid punishment or to gain a (1) should not prepare reward (2) should occasionally prepare (1) decreases extrinsic motivation (3) should actively prepare (2) increase intrinsic motivation (4) should discourage the preparation of (3) would encourage children to focus on mastery rather than performance goals 15. The primary characteristic of children with ‘dyslexia’ (4) decreases children’s natural interest and curiosity involved includes in learning (1) attention deficit disorders (2) divergent thinking; fluency in reading 24. Which of the following practices promote meaningful (3) inability to read fluently learning? (4) engaging in repetitive locomotor actions (i) Corporal punishment (ii) Co-operative learning environment 16. The concept of ‘Inclusive Education’ as advocated in (iii) Continuous and comprehensive evaluation the Right to Education Act, 2009 is based on (iv) Constant comparative evaluation (1) the behaviouristic principles (1) (i), (ii) (2) a sympathetic attitude towards disabled (2) (ii), (iii) (3) a rights-based humanistic perspective. (3) (i), (ii), (iii) (4) mainstreaming of the disabled by offering them primarily (4) (ii), (iii), (iv) vocational education. 25. How can teachers facilitate understanding of complex 17. In the constructivist framework, learning is primarily concepts in children? (1) based on rote-memorisation (1) By delivering a lecture (2) centered around reinforcement (2) By organising competitive events (3) acquired through conditioning (3) By repetitive mechanical drill (4) focused on the process of meaning making (4) By providing opportunities for exploration and discussion CTET 2019 DEC PAPER I (CLASS I-V) SOLVED PAPER 3 26. A primary school teacher can encourage children to (3) Development is influenced by both heredity and environment become effective problem solvers by (4) Development is universal and cultural contents do not (1) offering materialistic rewards for every small tasks influence it (2) emphasising only on procedural knowledge 29. The primary cause of individual variations is (3) dismissing and penalising ‘incorrect answers’ (1) the genetic code received by the individuals from birth (4) encouraging children to make intuitive guesses and then parents brainstorming on the same (2) the inborn characteristics 27. In which of the following periods does physical growth (3) the environmental influences and development occur at a rapid pace? (4) the complex interplay between the heredity and the (1) Infancy and early childhood environment (2) Early childhood and middle childhood 30. Which of the following are examples of secondary (3) Middle childhood and adolescence socialising agency? (4) Adolescence and adulthood (1) Family and neighbourhood 28. Which of the following is not a principle of development? (2) Family and media (1) Development is lifelong (3) School and media (2) Development is modifiable (4) Media and neighbourhood PART II Mathematics Directions (Q.Nos. 31-60) Answer the following 37. One-sixth of the trees in a garden are Neem trees. Half questions by selecting the correct/most appropriate of the trees are Ashoka trees and the remaining are options. Eucalyptus trees. If the number of Neem trees is five, 31. Three brands of pens A, B and C are available in how many Eucalyptus trees are there in the garden? packets of 10, 12 and 24 respectively. If a shopkeeper (1) 5 (2) 10 (3) 15 (4) 20 wants to buy equal number of pens of each brand, 38. A train leaves Delhi on 29th August, 2019 at 16:30 h what is the minimum number of packets of each and reaches its destination on 31st August at 08:45 h. brand, he should buy? The total travel time of the journey is (1) A = 10, B = 12, C = 5 (2) A = 5, B = 12, C = 10 (1) 36 h 15 min (2) 38 h 45 min (3) A = 10, B = 5, C = 12 (4) A = 12, B = 10, C = 5 (3) 39 h 45 min (4) 40 h15 min 32. The side of a square is 4 cm. It is cut into 4 equal 39. In which of the following, lengths have been arranged squares. What is the area of each small square? in decreasing order? (1) 4 cm2 (2) 1 cm2 (1) 8500 mm, 800 cm 8 mm, 80 dm 8 cm, 8 m (3) 16 cm2 (4) 8 cm2 (2) 80 dm 8 cm, 8500 mm, 8 m, 800 cm, 8 mm (3) 8 m, 80 dm 8 cm, 8500 mm, 800 cm, 8 mm 33. Which of the following statements is not correct? (4) 8500 mm, 80 dm, 8 cm 800 cm 8 mm, 8 m (1) All prime numbers are odd numbers (2) There are infinitely many prime numbers 40. A, 180 cm long wire is formed into a rectangle. If the (3) A prime number has only two factors width of this rectangle is 30 cm, what is its length? (4) There are only four single digit prime numbers (1) 45 cm (2) 60 cm (3) 90 cm (4) 120 cm 34. A number that is divisible by all the numbers from 1 to 10 (both inclusive) is 41. When asked to write 44, some students of grade II wrote (1) 10 (2) 100 its as 404. As a teacher, how will you address this? (3) 604 (4) 2520 (1) correct their answer in their copies (2) explain principle of exchange using concrete material 35. Ayesha has only ` 5 and ` 10 coins with her. If the total (3) group them with those who have done it correctly number of coins she has is 25 and the amount of (4) tell them to find out correct answer money with her is ` 160, then the number of ` 5 and ` 10 coins with her are 42. The main purpose of introducing ‘mapping’ in the (1) 18 and 7 respectively (2) 10 and 15 respectively primary Mathematics curriculum is/are (3) 15 and 10 respectively (4) 20 and 5 respectively A. to promote spatial thinking B. to promote proportional reasoning 36. Evaluate C. to make subject easy and interesting 17. 5 × 3 − 21 ÷ 7 − 3 × 12. 5 D. to break the monotony of numbers (1) 52.5 (2) 12 (1) A and C (2) A and D (3) 120 (4) 50 (3) A and B (4) B and C 4 CTET 2019 DEC PAPER I (CLASS I-V) SOLVED PAPER 43. Which of the following topics are not part of primary 52. Identify the type of the following word problem. school Mathematics curriculum as per NCF 2005? ‘‘I have 6 pencils. Manish has two more than me. How (1) Tessellation (2) Symmetry (3) Patterns (4) Ratio many pencils does Manish have?’’ (1) Comparison addition (2) Comparison subtraction 44. Which of the following resources/TLM can be used by (3) Takeaway addition (4) Takeaway subtraction the teacher to show that two rectangles of different dimensions can have same area without using formula? 53. Which of the following is not true of the Hindu-Arabic A. Scale B. Graph paper system of numeration? C. Thread D. Tiles (1) The position of a digit in a number dictates its value (1) Only B (2) B and D (3) Only C (4) A and D (2) It is additive in nature (3) It follows the base 2 system 45. Which of the following could be contributing factor to (4) It is multiplicative in nature under achievement in Mathematics? (1) Gender (2) Socio-cultural background 54. Identify a desirable practice for teaching Geometry at (3) Nature of Mathematics (4) Innate ability of person primary level? (1) Geometry at primary level should be limited to recognition 46. Which of the following is the most appropriate strategy 1 1 of simple basic shapes to explain that is less than ? (2) The teacher should begin by giving clear definitions of 4 3 simple shapes and showing examples (1) using LCM method (2) using paper strips (3) Children should be given ample opportunities to develop (3) using Dienes blocks (4) using number chart an intuitive understanding of space 47. Which of the following is the most important aspect of (4) Developing extensive geometric vocabulary need not be an making lesson plan while teaching Mathematics to objective at primary level primary school children? 55. Which of the following is an indicator of mathematical (1) following the sequence of text book reasoning? (2) presenting mathematical concepts in structured manner (1) Ability to provide definitions of mathematical concepts (3) providing opportunities to students to allow construction (2) Ability to provide a justification for a mathematical of concepts procedure (4) writing activities and questions for reference (3) Ability to calculate efficiently 48. Which of the following cannot be considered a feature (4) Ability to recall the correct formulae in different situations of a constructivist Mathematics classroom? 56. The price list of vegetables in a super market is given (1) The role of language and dialogue in learning Mathematics as follows : is given due attention (2) The teacher acknowledges that students may construct Item Quantity Price (`) multiple understandings from a given interaction Tomato 1 kg 40 (3) Objective type test items are used as the primary means of Potato 2 kg 25 assessment. Carrot 250 g 20 (4) Connections between Mathematics and other curricular Bittergourd 1 kg 10 areas are highlighted Chillies 100 g 10 Lemon 4 pieces 10 49. Which of the following statements is in agreement with the constructionist view of mathematics? 1 1 Sanjay buys kg tomatoes, 1 kg potatoes, kg carrot, (1) Mathematics is about learning facts 2 2 (2) Mathematicions are required to discover the ‘truths’ 250 g chillies and 6 lemons. He gives a note of ` 200 to (3) Mathematics is entirely objective the bill clerk at the counter. How much money will he (4) Visualisation is an important aspect of Mathematics get back? (1) ` 112.50 (2) ` 87.50 50. Which of the following activities is best suited for the (3) ` 86.50 (4) ` 97.50 development of spatial understanding among children? (1) Drawing the top view of a bottle 57. I am a 2 digit number. (2) Locating cities on a map The digit in tens place and the digit in units place are (3) Noting the time of moon rise consecutive prime numbers. (4) Representing numbers on a number line The sum of digits is multiple of 3 and 4. The number is 51. Which of the following is not true with respect to the (1) 57 (2) 23 (3) 35 (4) 13 learning of Mathematics? (1) Ability to perform and excel in Mathematics is innate 58. The parking rates of car in a railway station parking (2) Teachers’ beliefs about learners have powerful impact on are depicted as follows. learning outcomes A. Upto 2 h - ` 50 (3) Students’ socio-economic background impacts their B. More than 2 h and upto 5 h - ` 75 performance in Mathematics C. After 5 hrs - ` 10 per extra hour upto 8 h. (4) School’s language of instruction can impact a child’s D. More than 8 h and upto 12 h - ` 150 performance in Mathematics E. More than 12 h and upto 24 h ` 250 CTET 2019 DEC PAPER I (CLASS I-V) SOLVED PAPER 5 Rajeev parks his car at 7.00 a.m. and comes back to 60. In a five digit number, the digit at ten’s place is 8, digit pick it up at 4.30 p.m. on the same day. How much at units place in one-fourth of the digit at ten’s place, money does he have to pay? the digit at thousands place is 0 digit at hundreds (1) ` 135 (2) ` 150 (3) ` 130 (4) ` 100 place is twice that of units place and the digit at ten 59. Which of the following is at third place when the thousands place is thrice the digit at unit’s place. numbers are arranged in ascending order? What is the number? 7.07, 7.70, 7.707, 7.007, 0.77 (1) 64082 (2) 64028 (1) 7.70 (2) 7.007 (3) 7.07 (4) 7.707 (3) 46028 (4) 60482 PART III Environmental Studies Directions Q. Nos. (61-90) Answer the following 67. High fever with shiver which can be treated with the questions by selecting the correct/most appropriate bark of Cinchona tree is options. (1) typhoid (2) malaria (3) chikungunya (4) dengue 61. A person boarded an express train on 29th November, 2019 at Surat (Gujarat) for Nagarcoil (Kerala). The 68. A doctor is located at X and his hospital is located at Y. train departed from Surat at 19:45 hours and reached There is no straight lane from the doctor’s house to the Nagarcoil at 11:45 hours on 1st December, 2019. If the hospital. So, the doctor first goes to A which is 600 m distance between Surat and Nagarcoil by train route is due east of X, then goes to B which is 450 m due south nearly 2120 km, the average speed of the train during of A, then to C which is 120 m due west of B and the journey was finally reaches the hospital at Y which is 90 m due (1) 132.5 km/h (2) 60 km/h north of C. With respect to the hospital the correct (3) 53 km/h (4) 45 km/h direction of the doctors house is 62. Which one of the following is a weight lifter of (1) North-East (2) North-West (3) South-East (4) South-West international fame? (1) Sunita Williams (2) Bachhendri Pal 69. ‘Cheraw’ is the dance form of the people of (3) Suryamani (4) Karnam Malleshwari (1) Jharkhand (2) Mizoram 63. Which of the following is a group of roots? (3) Manipur (1) Beetroot, Potato, Ginger (4) Meghalaya (2) Carrot, Turmeric, Ginger (3) Sweet Potato, Radish, Turmeric 70. Neighbouring states of Tamil Nadu are (4) Carrot, Beetroot, Radish (1) Andhra Pradesh, Odisha, Karnataka (2) Kerala, Andhra Pradesh, Maharashtra 64. Desert Oak is a tree which is found in (3) Karnataka, Chhattisgarh, Kerala (1) Abu Dhabi (2) Australia (4) Andhra Pradesh, Kerala, Karnataka (3) desert or Rajasthan (4) the desert of UAE 71. Which one of the following should not be the objective 65. Consider the following statements about Nepenthese, of teaching EVS at primary level as per NCF-2005? a plant which hunts. (1) To nurture the curiosity and creativity of the child A. This plant is found in Australia, Indonesia and particularly in relation to the natural environment Meghalaya in India. (2) To engage the child in exploratory and hands on activities B. It has a pitcher-like shape and the mouth is to acquire basic cognitive and psychomotor skills through covered by a leaf. observation, classification, inference, etc. C. It can trap and eat only small insects. (3) To train children to locate and comprehend relationships D. It emits a pleasant sound to attract small insects between the natural, social and cultural environment. which get trapped and cannot get out. (4) To develop precise quantitative skills among children The correct statements are (1) A and B (2) A and C through understanding of environmental issues. (3) B and D (4) A, B and C 72. EVS for classes-III to V is a subject area which 66. In which one of the following states of India is Dandi integrates seashore located where Mahatma Gandhi did his (1) the concepts and issues of Science famous march before independence? (2) the concepts and issues of Science, Social Studies and Environmental Education (1) Andhra Pradesh (3) the concepts and issues of Social Science and Science (2) Karnataka (4) the concepts and issues of Science and Environmental (3) Maharashtra Education (4) Gujarat 6 CTET 2019 DEC PAPER I (CLASS I-V) SOLVED PAPER 73. Which of the following is true w.r.t. EVS? D. Group learning help in completing the syllabus of (1) EVS is a subject taught from classes I to V EVS in time. (2) For classes I and II, EVS is taught through language and (1) A and D (2) B and D Mathematics (3) B and C (4) C and D (3) For classes II, III and IV, issues and concerns of EVS are 81. Which of the following is/are the most effective taught through language and Mathematics (4) For classes I and II, concerns and issues of EVS are taught resource for EVS learning? through Science and Social science A. Family members B. Members of the community C. Newspapers D. Classroom 74. Children get lot of space to learn EVS through (1) D only (2) C and D exploration. This indicates that (3) A, B and C (4) A and B (1) EVS is learnt through rote (2) EVS is learnt through information 82. Which of the following principle of learning is followed (3) EVS is child centred in EVS? (4) EVS is teacher centred (1) Global to local (2) Abstract to concrete (3) Unknown to known (4) Known to unknown 75. Which of the following is a subtheme under the theme suggested in the EVS syllabus? 83. Which of the following is not a tool for Formative (1) Family and Friends (2) Food Assessment of learning in EVS? (3) Animals (4) Things we make and do (1) Portfolio (2) Rating scale 76. Which of the following is a desirable practice for an (3) Anecdotal records EVS teacher? (4) Annual achievement test (1) Addressing multicultural dimensions of diverse classrooms (2) Encouraging children to provide important information 84. Which of the following should be avoided while related to the concepts of EVS assessing children in EVS? (3) Linear arrangement of six themes of EVS (1) Judging the answer given by children in terms of right or (4) Relying only in textbooks wrong. (2) Discuss ‘What we have learnt’ given at the end of each 77. Which of the following is/are important in constructing chapter of EVS textbook of class V knowledge in EVS by the children? (3) Use indicators for assessment A. Active participation of children. (4) Qualitative assessment of children’s learning B. Community members of children. 85. A teacher of class V conducts an activity in which she C. Text books of EVS. D. Description and definition given in the textbook of asks her children to drop some sugar on the ground EVS. and asks them to wait until the ants come there. (1) A, B and C (2) A and C Children can be given meaningful learning from this (3) A, C and D (4) C only activity if teacher………. (1) encourages her/his children to observe the activity 78. Children can be effectively engaged in EVS learning (2) encourages his/her children to share their experiences through (3) encourages her/his children to observe, share their A. Narratives experiences followed by discussion on the activity B. Stories (4) encourages her/his children to answer the questions at their C. Effective explanation of concepts by the teacher. home related to the activity D. Effective demonstration and explanation of concepts by the teacher. 86. Consider the following list : (1) A, C, D (2) A and B Tortoise, Crocodile, Crow, Duck, Fish (3) C and D (4) A, B and C In this list which one of the following is different from the others? 79. Objective/s of EVS teacher who encourages his/her (1) Fish (2) Crow children to observe animals and make pictures on their (3) Crocodile (4) Tortoise own is/are to A. Develop creativity of children 87. The correct match of term of Column-I with that of B. Develop observation and design skills of children Column-II is C. Develop aesthetic sense of children Column I (City/State) Column II (Most Liked Food) (1) A only (2) A and C A. Hongkong I. Boiled tapioca with any cury (3) B only (4) A, B and C B. Kerala II. Fish cooked in mustard oil 80. In EVS learning of crafts and arts while working in C. Kashmir III. Sea fish cooked in coconut oil groups, is encouraged because D. Goa IV. Chholay Bhature V. Cooked Snakes A. Group learning is easier and very effective strategy for teachers to tackle the problem of indiscipline of (1) A-V, B-II, C-III, D-IV the class. (2) A-V, B-I, C-II, D-III B. Group learning promotes peer learning. (3) A-V, B-III, C-II, D-I C. Group learning improves social interactions. (4) A-III, B-II, C-IV, D-I CTET 2019 DEC PAPER I (CLASS I-V) SOLVED PAPER 7 88. Which one of the following bird’s species moves its 90. Consider the following statements about neck back and forth with a jerk. elephants : (1) Owl (2) Crow (3) Barbet (4) Mynah A. Elephant do not rest very much, they sleep 2 to 4 89. Consider the following description of houses: hours only in a day. B. An adult elephant can eat more than 200 kg of A. In Rajasthan the villagers live in mud houses with leaves and twigs in a day. roofs of thorny bushes. B. In Manali (Himachal Pradesh) houses are made on C. They love to play with mud and water, the mud bamboo pillers. keeps their skin cool. C. In Leh two floor houses are made of stones. The D. In elephant herd the oldest female elephant decides ground floor is for animals and for storing everything. necessary things. The correct statements are The correct statement(s) is/are (1) A, B and C (2) B, C and D (1) A and B (2) B and C (3) A and C (4) Only C (3) C, D and A (4) A, B and D PART IV Language I [English] Directions (Q. Nos. 91-99) Read the passage given 91. What makes the earth forests of Tholing and Tsparang below and answer the questions that follow by selecting look amazing? the correct/most appropriate options. (1) The ruins on the banks of the Sutlej (2) Abundance of flora and fauna 1. Kangri Karchok, the Kailash Purana of the Tibetans describes (3) Cool breeze that makes people feel drowsy the sacred elephant-mouthed river or Langchen Khambab as a (4) Pillars formed by rocks resembling a forest long and extensive river that rises from the ‘lake unconquerable’, the Tso Maphan or Manasarovar that flows 92. Langchen Khambab is a boon for the North of India from the mountainous regions of Tibet. According to this holy because book, this cold river with its sands of gold, circles the holy (1) it is a major source of water supply and power generation Manasarovar seven times before taking its course to the west. (2) it brings along with it mountain soil and minerals 2. The Langchen Khambab flows down from the red coloured (3) the prosperity of the whole of India depends on it mountains of the Kanglung Kangri Glacier in the Trans- (4) it abounds in aquatic animals Himalayan region of Tibet, channelling its way through the 93. Read the following sentences : earth, forests of Tholing and Tsparang of the Gugi Kingdom. A. Kangri Karchok is a holy book of the Tibetans. These earth forests are full of pillars formed by rocks that B. Langchen Khambab is responsible for rich collectively appear like a forest from afar - an ‘out of the cultivation of various types of fruits in the world’ landscape that was formed by geological movements Himachal Pradesh. of the earth and erosion by wind and water. The Khyunglung (1) A is true, B is false (2) B is true, A is false ruins also lies on the northern bank of the Sutlej river in this (3) Both A and B are true (4) Both A and B are false valley which was once known as the ‘Garuda Valley’. 94. Which one of the following words is most similar in 3. This mighty river then flows north-west for about 260 km meaning to the word ‘gigantic’ as used in the passage before entering Himachal Pradesh through Shipki La cutting across the formidable Himalayan ranges of Zanskar, the (Para 3)? Greater Himalaya and the Dhauladhar. Subsequently, the (1) Terrifying (2) High waters meander through the gigantic Kinnaur (3) Formidable (4) Huge Kailash-Jorkanden Range at Reckong Peo creating the 95. Which one of the following words is the most opposite terrifying Sutlej gorge. Then it streams into Shimla, Kullu, in meaning to the word ‘sacred’ as used in the passage Mandi and Bilaspur and is responsible for the rich cultivation (Para 1)? of grapes, apples and apricots all along its banks. After its (1) Pure (2) Noble confluence with the River Spiti at Khab it is known as Sutlej. (3) Unholy (4) Moral 4. It is 1,448 km in length, making it the longest among the five 96. Which part of the following sentence contains an rivers of Punjab. Extensively used for irrigation, it is error? topographically divided into the Upper Sutlej Basin and I am not in best position to advise you in this matter Lower Sutlej Basin. It leaves the Himachal boundary to enter the plains of the Punjab at the Bhakra Dam, the second (a) (b) (c) (d) highest gravity dam and a major point of water supply and (1) (a) (2) (b) electricity generation for the North of India. (3) (d) (4) (c) 8 CTET 2019 DEC PAPER I (CLASS I-V) SOLVED PAPER 97. Which part of speech is the underlined word in the 104. Which literary device is used in the expression, ‘to do following sentence : and die’? I don’t know why he is so hostile to me. ( 1) Assonance (2) Alliteration (1) Adjective (2) Adverb (3) Simile (4) Personification (3) Preposition (4) Pronoun 105. In the first stanza of the extract, the soldiers are 98. ‘Lake unconquerable’ refers to (1) talking to each other about their personal problems (1) Langchen Khambab river (2) Lake Mansarovar (2) waiting for their commander’s order (3) Lake Rakshatal (4) The Sutlej river (3) thinking about the result of the war (4) seen riding fast to the enemy territory 99. According to Kangri Karchok, Langchen Khambab does not/is not 106. In the multilingual classroom learners can interact (1) have sands of gold ………. (2) circle the Manasarovar seven times (1) in the medium of instruction followed by the school (3) flow very gently through the hills (2) in their own language and can be a mix of words from more (4) a cold river than one language (3) only in the language prescribed in three-language formula Directions (Q. Nos. 100-105) Read the extract given (4) In the language with which the teacher is familiar below and answer the questions that follow by selecting 107. Diagnostic tests are administered to ……. the correct/most appropriate options. (1) find out deficiencies of the students with a view to planning Light Brigade remedies By Alfred Tennyson (2) assess the suitability of a candidate for a specific Half a league, half a league, programme Half a league onward, (3) test the language proficiency of students for providing All in the valley of Death them jobs Rode the six hundred. (4) judge the students’ capabilities ‘‘Forward the Light Brigade! 108. Structural approach gives more importance to ………. Charge for the guns !’’ he said. (1) speech and reading (2) reading only Into the valley of Death (3) speech only (4) reading and writing Rode the six hundred. 109. Which among the following does not come under Forward, the Light Brigade!’’ meaning based activities? Was there a man dismay’d ? (1) Interacting with the text Not tho’ the soldier knew (2) Using previous knowledge Some one had blunder’d. (3) Reading the text and then narrating the same to peers Theirs not to make reply, (4) Reading out every word aloud and translating it Theirs not to reason why, 110. ……… comprehension is the skill of reading a piece of Theirs but to do and die. text closely or intensely for the purpose of extracting Into the valley of Death specific information from the text. Rode the six hundred. (1) Inferential (2) Global (3) Local (4) Transactional 100. The expression 'the valley of death' refers to (1) the place where the dead soldiers are lying buried 111. It is a type of writing in which the teacher provides (2) the impending death of soldiers the situation and helps the class to prepare it. The (3) the house of death teacher continuously provides feedback, direction and (4) a nightmarish place expansion of ideas to the learners. 101. Which of the following statements not true? (1) Controlled writing (2) Guided writing The military discipline teaches the soldiers: (3) Free writing (4) Product writing (l) to do and die 112. A teacher asked the students of class V to read the text (2) to obey their commander’s order thoroughly. Then she asked them to answer the (3) to act tactfully in the battlefield questions with reference to the context (RTC). In this (4) not to ask any question process she is encouraging students for ………. 102. Which of the following adjectives does not apply to the (1) skimming (2) scanning soldiers? (3) intensive reading (4) extensive reading (1) courageous (2) disciplined 113. The term ‘Comprehensible input’ is associated with …. (3) patriotic (4) impractical (1) Lev Vygotsky (2) Stephen Krashen 103. Name the figure of speech used in ‘the Valley of (3) Noam Chomsky (4) James Asher Death’. 114. Which one of the following is not a sub-skill of reading? (1) Metaphor (2) Simile (1) Connecting (2) Predicting (3) Synecdoche (4) Metonymy (3) Synthesising (4) Transcripting CTET 2019 DEC PAPER I (CLASS I-V) SOLVED PAPER 9 115. Which one of the following is least important in 118. ‘Language is arbitrary’ means that enhancing speaking skill of children ? (1) something is determined by judgement and for a specific (1) Listening patiently to children’s talk reason (2) Giving them an opportunity to express their feelings and (2) it is based on a valid reason and not on chance ideas (3) there is a strong relation between the words of a language (3) Asking closed ended questions and their meaning (4) Organising discussions on a given topic (4) there is no inherent relation between the words of a language and their meaning 116. At primary level literature is helpful in developing language of learners as 119. The teacher observed that Pravin could not write a (1) it encourages the learners to complete the worksheets based paragraph on her own even after brainstorming the on it topic. However, she was able to write it under adult or (2) it is an authentic material covering various genres. peer guidance. (3) it develops teachers’ interpretative, creative and critical This guidance is called ……. abilities. (1) Team teaching (4) it is a good basis for the only expansion of vocabulary. (2) Counselling (3) Scaffolding 117. A teacher prepares a worksheet and removes every (4) Socialisation seventh word from the text. Then she asks the learners to read the text after that they were asked to 120. The purpose of textual exercise is not to complete the worksheet with missing word. The task (1) develop creativity among learners given on the worksheet is a (2) provide opportunity to express themselves (1) speaking task (2) writing task (3) memorise the answers to the questions (3) cloze test (4) open test (4) give exposure to language learning PART V Yee