RELEVANT INFORMATION AND PART-WISE MODEL QUESTIONS FOR

TEACHER ELIGIBILITY TEST-2023 (TET-2023)

(For Primary)
Date of Exam.— 10/12/2023 (Sunday)
Time— 12:00 noon – 2:30 p.m.
To be conducted by
West Bengal Board of Primary Education
Acharya Prafulla Chandra Bhawan
DK 7/1, Sector-II, Bidhannagar
Kolkata-700091

STRUCTURE AND CONTENT

The entire test will be based on Multiple Choice Questions, MCQs [each carrying 1(one) mark] with four
alternatives out of which one answer will be correct as per the following distribution —

Part Content No. of MCQs Marks

A Child Development and Pedagogy 30 30
B Language I (Bengali/Hindi/Oriya/Telugu/Nepali/Santhali/Urdu) 30 30
C Language II (English) 30 30
D Mathematics 30 30
E Environmental Studies 30 30
Total 150 150

 There will be no negative marking.

 The question paper will be bilingual (Bengali & English) except Language I & II Papers.
 Duration of the examination : 150 minutes (2:30 Hrs.)
Qualifying Marks : A candidate, who scores 60% or above out of the full marks (150) in the
TET, will be considered as TET-2023 passed candidate. A relaxation by 5% (i.e. 55% or above)
will be the qualifying mark for SC, ST, OBC-A, OBC-B, PH/DA, EC, Ex-Servicemen and DH
(Death-in-harness) candidates.
However, qualifying the TET-2023 would not confer the right on any person
for recruitment/employment as it is only one of the eligibility criteria for
appointment.
Validity Period of TET-2023 Certificate
The validity period of TET qualifying certificate for appointment will be for lifetime for all
categories.
There is no restriction on the number of attempts a candidate can take part for acquiring
a TET certificate. A candidate who has qualified TET-2023 may reappear in the future TET
exams, if she/he so desires to improve her/his score.
 The candidate is required to produce the Admit Card downloaded from website for admission in
the examination hall/room. A candidate without possession of the valid Admit Card shall under
no circumstance, be permitted to appear for the examination by the Centre Superintendent/
Centre-in-Charge.
 Each candidate will be allocated a seat indicating her/his roll number. Candidates should find and
occupy only the seat assigned to them. Any candidate found to have changed her/his room or the
seat on her/his own other than allotted, her/his candidature shall be cancelled immediately and no
plea would be entertained thereafter.

 Any candidate reaching the venue allotted to her/him after the commencement of the examination
shall not be permitted to appear for the examination. The candidates shall report atleast 2 Hrs.
before the examination.

 Candidates are barred from carrying the following items inside the centres:—

(a) Any stationery item like textual material (printed or written), bits of papers, Geometry/Pencil
Box, Plastic Pouch, Calculator, Scale, Writing Pad, Pen drives, Eraser, Log Table, Electronic
Pen/ Scanner, Cardboard etc.

(b) Any communication devices like Mobile phones, Bluetooth, Earphones, Microphone, Pager,
Health band etc.

(c) Any Watch/Wrist watch, Camera, Wallet, Goggles, Handbags, Gold ornaments etc.

(d) Any other item which could be used for unfair means and for hiding communication devices/
gadgets like Camera, Bluetooth device etc.

 No candidate, without the special permission of the Invigilator concerned, will be allowed to
leave her/his seat or room of Examination until the entire duration of the examination is over.

 Smoking, Chewing gutka, Spitting or creating any such nuisances in the Examination Hall/Room
is strictly prohibited.

 No beverages like tea, coffee, cold drinks or any kind of snacks are allowed to be taken inside the
examination rooms or consumed during examination hours.

Nature and standard of questions

While designing and preparing the questions, the examining body shall take the following factors
into consideration:

 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,
communication, comprehension, abilities and pedagogical understanding of the subject.

 The test items in Language II (English) will focus on the elements of language, communication
and comprehension abilities and pedagogical understanding of the subject.

 The test items in Mathematics and Environmental Studies will focus on the concepts, problem
solving abilities and pedagogical understanding of the subjects.

 The questions in the tests for all segments/parts will be based on the topics of the prescribed
syllabus. The difficulty standard, as well as linkages of the question/content could be up to the
secondary stage.
 The syllabus and model questions are laid down below —

Structure and Content of Syllabus

Part-A : Child Development and Pedagogy 30 Questions

(a) Child Development:

 Concept and principles of development, growth and maturation, difference between growth and
development, relationship of development with learning
 Heredity & Environment as factors of development
 Socialization processes: Social world & children (Teachers, Parents, Peers)
 The important period of lifespan after Arnest James and Rousseau; physical, psychological and
social development according to each period of lifespan
 Physical, Social, Emotional, Language and Cognitive development; Views of Piaget, Kohlberg
and Vygotsky
 Personality : meaning, nature and theories (Freud, Erickson)
 Intelligence-meaning, nature and theories (Spearman, Thorndike, Guilford, Gardner, Sternberg)
and their implications
 Individual differences among learners and its educational implications in teaching learning process

(b) Concept of Inclusive education and understanding children with special needs:
 Addressing learners from diverse backgrounds including disadvantaged and deprived groups
 Addressing the needs of children with learning difficulties (physical, sensory, developmental and
behavioural or emotional) types of learning disabilities (dyscalculia, dysgraphia, dyslexia, nonverbal
learning disabilities)
 Addressing the Talented, Creative, Differently abled Learners, Learners with SLD
 Gender as a social construct; gender roles, gender-bias and educational practices

(c) Learning and Pedagogy:

 Learning-meaning; nature; theories (Pavlov, Skinner, Thorndike, Gestalt) and their implications
 Concepts of child-centred, learner-centred and progressive education
 Teaching-meaning, nature, phases of teaching, levels of teaching
 Constructivism: nature, principles, types and 5E model
 Motivation and learning-Maslow’s theory, Achievement motivation
 Methods of teaching based on Lecture, Demonstration, Discussion, Discovery, Heuristic, Inductive,
Deductive, Project and Problem solving
 Bloom’s taxonomy of instructional objectives and learning outcomes
 Microteaching and Teaching skills
 Formative and Summative evaluation; Assessment for learning and Assessment of learning; School-
Based Assessment, Continuous & Comprehensive Evaluation, Diagnostic test
 Formulating appropriate questions for assessing learners, for enhancing learning and critical thinking
in the classroom and for assessing learner’s achievement
 Model Questions
Child Development & Pedagogy
English Version Bengali Version
1. There are some concepts in Pedagogy: 1. Œ¬Ûά±·øÊÀÓ¬ øfl¬Â≈ Ò±ı˛Ì± ’±ÀÂ, Œ˚˜Ú –
(I) Objectives (II) Aims (III) Goals (I) ά◊ÀV˙… (II) ˘é¬… (III) ‰”¬h¬±ôL øÚ˙±Ú±
There are some factors: øfl¬Â≈ ά◊¬Û±±Ú ’±ÀÂ, Œ˚˜Ú –
a. Student b. Teacher c. Nation a. ø˙鬱Ôπ b. ø˙é¬fl¬ c. Œ˙
Find out the best matching pair from the following ÚœÀ‰¬ Œfl¬±Ú ŒÊ±h¬±øȬ ¸ıÀ‰¬À˚˛ ˆ¬±À˘± ˜±Ú±Ú¸˝◊ ˝Àı Ó¬± ‡≈“ÀÊ
pairs: Œıı˛ fl¬èÚ∑
(A) (III, a) and (II, c) (B) (II, a) and (I, c) (A) (III, a) ¤ı— (II, c) (B) (II, a) ¤ı— (I, c)
(C) (I, a) and (II, b) (D) (I, c) and (III, b) (C) (I, a) ¤ı— (II, b) (D) (I, c) ¤ı— (III, b)

2. Which of the following is NOT an essential 2. ÚœÀ‰¬ı˛ Œfl¬±ÚøȬ õ∂±Ôø˜fl¬ ô¶Àı˛ı˛ ø˙é¬ÀÌı˛ ÊÚ… ’¬Ûøı˛˝±˚« ÚœøÓ¬
principle of teaching at primary level? Ú˚˛∑
(A) Principle of providing attention for individual (A) ı…øM궧±Ó¬La…Àfl¬ ˜”˘… Œı±ı˛ ÚœøÓ¬
difference (B) ¸ı˛˘ ŒÔÀfl¬ ÊøȬ˘Ó¬±ı˛ øÀfl¬ ’¢∂¸Àı˛ı˛ ÚœøÓ¬
(B) Principle of proceeding from simple to complex
(C) ¸±Ò±ı˛Ì ŒÔÀfl¬ øıÀ˙À¯ı˛ øÀfl¬ ’¢∂¸Àı˛ı˛ ÚœøÓ¬
(C) Principle of proceeding from general to specific
(D) ø˙鬱ÔπÀı˛ ˚ÀÔ©Ü ¬Ûøı˛˜±Ì Ó¬Ô… õ∂±ÀÚı˛ ÚœøÓ¬
(D) Principle of providing enough information to the
learner

3. According to Gardner’s theory of Multiple 3. ·±Î«¬Ú±Àı˛ı˛ ıU˜≈‡œ ı≈øX¬ı˛ ˜Ó¬ ’Ú≈¸±Àı˛ ë’Ú…Àı˛ Œ˜Ê±Ê ïmoodó,
Intelligence, ‘the capacity to detect and respond Œõ∂¯Ì± › ’±fl¬±e± ˙Ú±Mê fl¬ı˛±, › Œ¸&ø˘ı˛ õ∂øÓ¬ ˚Ô±˚Ô õ∂øÓ¬øSê˚˛±
appropriately to the moods, motivations and desires of ʱڱÀÚ±ı˛ 鬘Ӭ±íÀfl¬ ıÀ˘
others’ refers to (A) ˆ¬±¯±·Ó¬ ı≈øX¬
(A) linguistic intelligence (B) Œ˚ÃøMêfl¬-·±øÌøÓ¬fl¬ ı≈øX¬
(B) logical-mathematical intelligence (C) ’±ôL–ı…øMêfl¬ ı≈øX¬
(C) interpersonal intelligence (D) ’ôL–ı…øMêfl¬ ı≈øX¬
(D) intrapersonal intelligence

4. Which one of the followings is the correct sequence 4. ÚœÀ‰¬ı˛ Œfl¬±ÚøȬ ’ôL«‘¬ø©Ü˜”˘fl¬ ø˙‡ÀÚı˛ ¸øͬfl¬ ¬Û˚«±˚˛Sê˜∑
of steps for insightful learning? (A) õ∂døÓ¬, ¸≈lø‰¬ôLÚ, ’ôL«‘ø©Ü, ˚±‰¬±˝◊fl¬ı˛Ì
(A) preparation, incubation, insight, verification (B) õ∂døÓ¬, ¸≈lø‰¬ôLÚ, ˚±‰¬±˝◊fl¬ı˛Ì, ’ôL«‘ø©Ü
(B) preparation, incubation, verification, insight (C) õ∂døÓ¬, ’ôL«‘ø©Ü, ¸≈lø‰¬ôLÚ, ˚±‰¬±˝◊fl¬ı˛Ì
(C) preparation, insight, incubation, verification
(D) õ∂døÓ¬, ˚±‰¬±˝◊fl¬ı˛Ì, ¸≈lø‰¬ôLÚ, ’ôL«‘ø©Ü
(D) preparation, verification, incubation, insight

5. While teacher explores learners’ indirect and 5. ø˙‡Ú-ø˙é¬Ì õ∂øSê˚˛±˚˛ ø˙é¬fl¬ ˚‡Ú Ò±ı˛Ì± ·Í¬ÀÚı˛ Œé¬ÀS ø˙鬱Ôπı˛
general experience in concept formation in ’øÚø«©Ü › ¸±Ò±ı˛Ì ’øˆ¬:Ó¬± ’Ài§¯Ì fl¬ı˛ÀÓ¬ ‰¬±˝◊ÀıÚ, Ó¬‡Ú ÚœÀ‰¬ı˛
learning-teaching process, then which one of the Œfl¬±Ú ¬Û˚«±˚˛Sê˜øȬ ¸ı«±øÒfl¬ ¢∂˝ÌÀ˚±·… ˝Àı∑
followings will be most acceptable? (A) ¬Ûøı˛ø‰¬øÓ¬fl¬ı˛Ì ïExposureó  õ∂Ó¬…é¬Ì ïPerceptionó 
(A) Exposure  Perception  Abstraction 
øı˜” Ó « ¬ fl¬ı˛ Ì ï Abstraction ó  ¸±Ò±ı˛ Ì œfl¬ı˛ Ì
Generalization
(B) Exposure  Generalization  Abstraction 
ïGeneralizationó
Perception (B) ¬Ûøı˛ ø ‰¬øÓ¬fl¬ı˛ Ì ï Exposure ó  ¸±Ò±ı˛ Ì œfl¬ı˛ Ì
(C) Exposure  Abstraction  Generalization  ïGeneralizationó  øı˜”Ó«¬fl¬ı˛Ì ïAbstractionó 
Perception õ∂Ó¬…é¬Ì ïPerceptionó
(D) Exposure  Abstraction  Perception  (C) Ûøı˛ø‰¬øÓ¬fl¬ı˛Ì ïExposureó  øı˜”Ó¬« fl¬ı˛Ì ïAbstractionó
Generalization  ¸±Ò±ı˛ Ì œfl¬ı˛ Ì ï Generalization ó  õ∂Ó¬…é¬Ì
ïPerceptionó
(D) Ûøı˛ø‰¬øÓ¬fl¬ı˛Ì ïExposureó  øı˜”Ó¬« fl¬ı˛Ì ïAbstractionó
 õ∂Ó¬…é¬Ì ï Perception ó  ¸±Ò±ı˛ Ì œfl¬ı˛ Ì
ïGeneralizationó
Par t-B : Langua
art-B Languagge – I 30 Questions
(a) Langua
Languag ge Compr ehension:
Comprehension:
Reading of two unseen Passages — Questions from prose and questions from poetry may be given
based on comprehension, grammar and language ability.
(b) Peda
edaggogy of Langua
Languag ge De
Dev velopment:
— Learning and acquisition.
— Basis of Language Teaching Skills.
— Functions of Language skills – Role of listening and speaking: how learners use these as tools.
— Role of Grammar in Language learning for communication ideas both oral and written form.
— Difficulties and Challenges in Language teaching in diverse classrooms – errors and disorders.
— Teaching of first language in a multilingual classroom – transition from mono-lingual to multilingualism.
— Evaluation of language proficiency and comprehension.
— Development of Teaching learning materials – Textbooks, Teaching Materials, multi-media materials
with ICT, multilingual resources etc.
— Remedial Teaching
— Lesson Plan/design
— Microteaching
— Assessment and Evaluation
√Ú˜≈Ú± √õ∂ùü±ı˘œ

Language–I—Bengali
øÚÀ«˙ – øÚ•ßø˘ø‡Ó¬ ·…±—˙øȬ ¬Û±Í¬ fl¬Àı˛ ¸—ø˙v©Ü õ∂ùü&ø˘ı˛ ï1 ¤ı— 2ó ¸˜≈À^ı˛ Ê˘ qø‡À˚˛ Œ˚ Ú≈Ú ˝Ó¬ Ó¬±Àfl¬ ı˘Ó¬ ¸ı«±ÚÀjı˛ ¸˜À˚˛ ëfl¬h¬fl¬B‰¬í
¸øͬfl¬ ά◊Mı˛ øÚı«±‰¬Ú fl¬èÚ – 龜Úfl¬±ı˛ ëëfl¬ı˛fl¬‰¬íí Ú≈Úó/ ¤˝◊ Ú≈Ú ˚±ı˛± fl¬ı˛Ó¬ ʱøÓ¬·Ó¬ ı‘øM ø˝À¸Àı,
¸ı«ˆ¬±ı˛ÀÓ¬ı˛ √õ∂Ò±Ú ‡±… ø¢ ˆ¬±Ó¬, ¸≈Ó¬ı˛±— √õ∂Ò±Ú ˙¸… ø¢ Ò±Ú/ Ó¬±ı˛± ø¢ ë›Eí/ ¤˝◊ ÊÀÚ… ¤Àfl¬ ëά◊øh¬í Ú≈Ú› ı˘± ˝Ó¬/ ¤ÀÀ˙ı˛ Œ˘±Àfl¬
˚Àıı˛ ‰¬±¯∏ ˝Ó¬/ ˚ı ‡±›˚˛± ˝Ó¬ ˜G¬ fl¬Àı˛ ïë˚ı±·”í, ı±—˘±˚˛ ëëʱά◊ííñ ¸À¯∏« ˙±fl¬ ‡≈ı ¬ÛÂj fl¬ı˛Ó¬, Œ¸ fl¬Ô± ˝◊-ø¸— ά◊À{°‡ fl¬Àı˛ Œ·ÀÂÚ/
¬ÛÀı˛ ˙søȬ ‡≈Àı˛ ˜±h¬› Œı±Á¬±Ó¬ó ’Ôı± Œˆ¬ÀÊ Â±Ó≈¬ fl¬Àı˛/ ¤ˆ¬±Àı ˚ı
‡±›˚˛± ¤‡Ú› √õ∂‰¬ø˘Ó¬ ’±ÀÂ/ ˜À˝À?±±Àh¬±ı˛ ˆ”¬ø˜·ˆ«¬ ŒÔÀfl¬ ·˜ ¬Û±›˚˛± 1. ë›Eíı˛ Œ˘±Àfl¬ ¸À¯∏« ˙±fl¬ ‡≈ı ¬ÛÂj fl¬ı˛ÀÓ¬Úñ ¤fl¬Ô± Œfl¬ ά◊À{°‡
Œ·À˘› ¤ÀÀ˙ ·À˜ı˛ √õ∂‰¬˘Ú ŒÓ¬˜Ú ø¢ Ú±/ ˆ¬±ı˛Ó¬ıÀ¯∏«ı˛ ˜≈¸˘˜±ÚÀı˛ fl¬Àı˛ÀÂÚ∑
’±·˜ÀÚı˛ ¬Ûı˛ ŒÔÀfl¬ ¤ÀÀ˙ ‡±…˙¸… ı˛+À¬Û ·À˜ı˛ √õ∂‰¬˘Ú ŒıÀh¬ ˚±˚˛ (A) √˝◊. ø¸Úƒ˝±
ά◊Mı˛¬Ûø}¬˜ › ά◊Mı˛ ˆ¬±ı˛ÀÓ¬/ ı±—˘± ŒÀ˙ ·À˜ı˛ ‰¬±¯∏ fl¬˜˝◊ ˝Ó¬ ıÀ˘ ˜ÀÚ (B) Ú‘. ø¸—
(C) ˝◊. ø¸—
˝˚˛/ fl¬Ì«¸≈ıÀÌ«ı˛ øÚfl¬È¬ıÓ«¬œ ı˛MꘑøMfl¬± øı˝±Àı˛ı˛ ÒT—¸ô¶∏”À¬Ûı˛ ˜ÀÒ… ˜±øȬ
(D) øı. ¬ÛAÚ±À˚˛fl¬
‡“≈Àh¬ ·˜ ¬Û±›˚˛± Œ·ÀÂ, ¸≈Ó¬ı˛±— ·˜ ’ʱڱ ø¢ ı˘± ˚±˚˛ Ú±/ ¸±Ó¬ ı˛fl¬˜
ıËœø˝ı˛ ˜ÀÒ… ˚ı ŒÒ±Ú ˙±˜±-Ò±Ú fl¬º≈ ˝◊Ó¬…±øı˛ ¸Àº Œ·±Ò”À˜ı˛ ά◊À{°‡
’±ÀÂ/ fl¬˘±˝◊À˚˛ı˛ ˜ÀÒ… ˜≈·, ë˜≈ƒ·ıÚœí › ëfl¬±Í¬˝◊h¬±í ï’Ô«±» ’±Ò≈øÚfl¬ 2. ·…±—˙ ’Ú≈¸±Àı˛ ¸ı«±Új Œ˚ Œ˙v±Àfl¬ı˛ ı…±‡…± fl¬Àı˛øÂÀ˘Ú Œ¸˝◊
ıÚ˜≈· › Œ‚À¸± ˜≈·ó, ˜±‚ › ˜qÀı˛ı˛ ά◊À{°‡ ¬Û±˝◊/ Œ˙v±fl¬øȬ fl¬œ∑
(A) √˙±fl¬— ˙øıÒ ¶ú‘Ó¬˜ƒ
¸À¯∏« ‚±øÚÀÓ¬ ø¬ÛÀ¯∏ ŒÓ¬˘ fl¬ı˛± ˝Ó¬/ øÓ¬˘ ŒÓ¬À˘ı˛ ı± ’Ú… Œfl¬±ÀÚ± ı˛fl¬˜ (B) ˙±fl¬— ˙øıÒ— ¶ú‘Ó¬˜ƒ
ŒÓ¬À˘ı˛ ά◊À{°‡ ŒÚ˝◊/ ’±Ú±ÀÊı˛ ά◊À{°‡ ¬Û±˝◊ ’˘±ı≈ ï= ˘±Î¬◊ó, fl≈¬É±G¬ (C) ˙±fl¬˜ƒ ˙øı— ¶ú‘Ó¬—
ï= ‰¬±˘fl≈¬˜Àh¬±ó, fl¬ı˛Àı˘ ï= fl¬ı˛˘±, ¸ı«±Újó, ˝◊BÂh¬ ï= ¤“‰¬h¬, ¸ı«±Újó, (D) ¬˙±fl¬— ¸øıÒ— ¶ú‘Ó¬—
ı±øÓ¬ºÚ ï= Œı&Úó, ¬ÛÀȬ±˘, fl¬fl«¬ı˛œ ï= fl“¬±fl≈¬h¬, ¸ı«±Újó, ˜”˘fl¬ ï= ˜”À˘±,
¸ı«±Újó, øÓ¬øôL√ø˘ ïŒÓ“¬Ó≈¬˘, ¸ı«±Újó ˝◊Ó¬…±ø/ fl¬±¬Ûh¬ fl¬±‰¬±˚˛ ı…ı˝+Ó¬ ˝Ó¬ øÚÀ«˙ – øÚ•ßø˘ø‡Ó¬ fl¬øıÓ¬±—˙øȬ ¬Û±Í¬ fl¬Àı˛ ¸—ø˙v©Ü õ∂ùü&ø˘ı˛ ï3 ¤ı— 4ó
ë˝øı˛Í¬±í ï’±Ò≈øÚfl¬ øı˛Í¬±ó/ ·±ÀÂı˛ ˜”˘, ëëfl¬ıœı˛íí ï= ά·±, Ù¬˘, fl¬±G¬ó, ¸øͬfl¬ ά◊Mı˛ øÚı«±‰¬Ú fl¬èÚ –
ëë’øÒı˛+Ϭˇíí ïøˆ¬Ó¬Àı˛ı˛ ˙“±¸ó, ±˘, Ù≈¬˘ ¤ı— ëëfl¬ıTfl¬íí ï= Œfl“¬±h¬ › Œ¬Û±˚˛±˘
’±ø˜ ˚‡Ú ŒÂ±ÀȬ± ø¢≈˜, ø¢≈˜ Ó¬‡Ú ŒÂ±ÀȬ±Ä
±Ó≈¬∑óñ¸ı˝◊ Œ˚ ’±Ú±Ê ı˛+À¬Û ı˛±iß± ˝Ó¬ Ó¬± ʱÚÀÓ¬ ¬Û±øı˛ ¸ı«±ÚÀjı˛
ά◊Mê ëë˙±fl¬— ˙øıÒ— ¶ú‘Ó¬˜ƒíí Œù≠±fl¬øȬı˛ ı…±‡…± ŒÔÀfl¬/ ¸ı«±Új ıÀ˘ÀÂÚ, ’±˜±ı˛ Â≈øȬı˛ ¸ºœ ø¢ Âøı ’“±fl¬±ı˛ Œ¬Û±ÀȬ±/
˜”˘ñ˜”À˘±, fl¬ı˛œı˛ñı“±À˙ı˛ Œfl“¬±h¬ ï’Ç≈¬ı˛ó, ’·ËñŒıÓ¬ √õ∂ˆ‘¬øÓ¬ı˛, Ù¬˘ñ ı±øh¬È¬± Ó¬±ı˛ ø¢ ı≈øÁ¬ ˙∫œ Úœı˛ Œ˜±Àh¬,
fl“¬±fl≈¬h¬ fl≈¬˜h¬± ˝◊Ó¬…±ø, fl¬±G¬ñÓ¬±À˘ı˛ Œ˜øÓ¬ ïëëÓ¬±Àh¬±¬Û˘ííó ˝◊Ó¬…±ø, Ú±·fl¬Ú…± ’±¸Ó¬ ‚±ÀȬ ˙“±À‡ı˛ ŒÚÃÀfl¬± ‰¬Àh¬/
’øÒı˛ + Ϭˇ ñ Ó¬±˘˙“ ± ¸ ˝◊ Ó ¬…±ø, Qfl¬ñŒÔ±h¬ ˝◊ Ó ¬…±ø, Ù≈ ¬ ˘ñıº±¸Ú ‰“¬±¬Û±ı˛ ˜ÀÓ¬± ’±„≈˘ øÀ˚˛ ŒıÌœı˛ ı“±ÒÚ ‡≈À˘
ï= ı±fl¬¸Ú±ó ˝◊Ó¬…±ø, fl¬ıTfl¬ñŒfl¬±G¬fl¬ ïı“±À˙ı˛ Œfl“¬±h¬∑ó/ ¸ı«±Új ¤˝◊ ‚Ú fl¬±À˘± ‰≈¬À˘ı˛ &ÀB fl¬œ ŒÏ¬Î¬◊ øÓ¬ Ó≈¬À˘/
‡±… ˙±fl¬&ø˘ ά◊À{°‡ fl¬Àı˛ÀÂÚ,ñ븢≈¬Û…í ï¸≈˘À¬Û±ó, ëqøF’±í, ë¸≈ı˛¸≈Úœí Œı˛Ã^-’±À˘±˚˛ Á¬˘fl¬ øÀ˚˛ øıj≈ı±øı˛ı˛ ˜ÀÓ¬±
’Ô«±» qqøÚ, ëø˝˘˜=¡œí ’Ô«±» Œ˝À˘=¡± ı± ø˝—À‰¬/ ˜±øȬı˛ í¬ÛÀı˛ ¬Ûh¬Ó¬ Á¬Àı˛ ˜≈Mê± ˜±øÚfl¬ fl¬Ó¬/
 Ú±·Àfl¬˙Àı˛ı˛ Ó¬˘±˚˛ ıÀ¸ ¬ÛΩÙ≈¬À˘ı˛ fl≈¬“øh¬ ÒœÀı˛ ÒœÀı˛ Úœı˛ í¬ÛÀı˛ Ú±˜˘ Úœı˛ı ¬Û±À˚˛,
”Àı˛ı˛ ŒÔÀfl¬ Œfl¬ øÓ¬ Ó¬±ı˛ ¬Û±À˚˛ı˛ Ó¬˘±˚˛ “≈øh¬/ ±˚˛± ˝À˚˛ Œ·˘ fl¬‡Ú ‰“¬±¬Û±·±ÀÂı˛ ±À˚˛/
¤fl¬øÚ Œ¸˝◊ Ú±·fl≈¬˜±ı˛œ ıÀ˘ ά◊ͬ˘, Œfl¬ ›/ ¸g¬…±À˜À‚ı˛ Œ¸±Ú±ı˛ ’±ˆ¬± ø˜ø˘À˚˛ Œ·˘ ÊÀ˘/
Êı±ı Œ¬ÛÀ˘, ˚˛± fl¬Àı˛ ’±˜±ı˛ ı±øh¬ Œ˚À˚˛±/ ¬Û±Ó¬˘ ı˛±øÓ¬ Ó¬±ı˛±-·“±Ô± ’±¸Ú ˙”Ú…Ó¬À˘/
ı˛±Ê√õ∂¸±Àı˛ Œά◊øh¬ Œ¸Ô±˚˛ Œù´Ó¬ ¬Û±ÔÀı˛ ·“±Ô±,
˜G¬À¬Û Ó¬±ı˛ ˜≈Mê±Á¬±˘ı˛ Œ±˘±˚˛ ı˛±Ê±ı˛ ±Ӭ±/ 3. ëı˛±Ê√õ∂±¸±Àı˛ Œά◊øh¬ Œ¸Ô±˚˛ Œù´Ó¬ ¬Û±ÔÀı˛ ·“±Ô±íñ øÚ•ßÀı˛‡ ˙søȬı˛
Œ‚±h¬¸›˚˛±øı˛ Δ¸Ú… Œ¸Ô±˚˛ ‰¬À˘ ¬ÛÀÔ ¬ÛÀÔ, ’Ô« fl¬œ∑
(A) √ø‡h¬øfl¬ Z±ı˛
ı˛Mêıı˛Ú ÒTʱ ›Àh¬ øÓ¬øı˛˙À‚±h¬±ı˛ ı˛ÀÔ/ (B) ˜øjı˛ fl¬Àé¬ı˛ Z±ı˛
’±ø˜ Ô±øfl¬ ˜±˘À=¡ÀÓ¬ ı˛±Êı±·±ÀÚı˛ ˜±˘œ, (C) &lfl¬Àé¬ı˛ Z±ı˛
Œ¸˝◊‡±ÀÚÀÓ¬ ˚”Ôœı˛ ıÀÚ ¸g¬…±√õ∂œ¬Û Ê;±ø˘/ (D) ¸ı˛ Z±ı˛
ı˛±Êfl≈¬˜±ı˛œı˛ Ó¬Àı˛ ¸±Ê±˝◊ fl¬Úfl¬‰“¬±¬Û±ı˛ ά±˘±,
ŒıÌœı˛ ı“±ÒÚ-Ó¬Àı˛ ·“±øÔ Œù´Ó¬fl¬ı˛ıœı˛ ˜±˘±/ 4. 댂±h¬¸›˚˛±øı˛ Δ¸Ú… Œ¸Ô±˚˛ ‰¬À˘ ¬ÛÀÔ ¬ÛÀÔíñ Œ‚±h¬¸›˚˛±øı˛
Δ¸ÀÚ…ı˛ ÒTʱı˛ ı˛„ fl¬œ › ¸ºœ Œ‚±h¬±ı˛ ¸—‡…± fl¬Ó¬∑
˜±ÒıœÀÓ¬ Òı˛˘ fl≈¬“øh¬, ’±ı˛ ˝Àı Ú± Œøı˛ñ (A) ¬ÛœÓ¬ıı˛Ú › ˙ (B) Úœ˘ıı˛Ú › ¬Û=¬±˙
Ó≈¬ø˜ ˚ø ¤¸ Ó¬Àı Ù≈¬È¬Àı ŒÓ¬±˜±˚˛ Œ‚øı˛/ (C) ı˛Mêıı˛Ú › øÓ¬øı˛˙ (D) ˝øı˛»ıı˛Ú › ‰¬ø{°˙
ά◊ͬÀı ŒÊÀ· ı˛„Ú&B ¬Û±À˚˛ı˛ ’±¸ÚøȬÀÓ¬,
¸±˜ÀÚ ŒÓ¬±˜±ı˛ fl¬ı˛Àı Ú‘Ó¬… ˜˚˛”ı˛-˜˚˛”ı˛œÀÓ¬/ 5. Úœı˛ı ¬Û±Àͬı˛ øÚ•ßø˘ø‡Ó¬ ά◊ÀV˙…&ø˘ı˛ ˜ÀÒ… Œfl¬±Ú ά◊ÀV˙…øȬ
ıÀÚı˛ ¬ÛÀÔ ¸±øı˛ ¸±øı˛ ı˛ÊÚœ·g¬±˚˛ ¸ıÀÔÀfl¬ Œıø˙ ˚≈øMê˚≈Mê∑
(A) ˙sˆ¬±G¬±ı˛ ı‘øX¬
ı±Ó¬±¸ ŒÀı ’±fl≈¬˘ fl¬Àı˛ Ù¬±&øÚ ¸g¬…±˚˛/ (B) ˚Ô±˚Ô Î¬◊B‰¬±ı˛ÀÌı˛ ’ˆ¬…±¸ øÚ˜«±Ì
ı˘ÀÓ¬ ı˘ÀÓ¬ ˜±Ô±ı˛ ά◊¬Ûı˛ ά◊h¬˘ ˝“±À¸ı˛ ˘, (C) ø˙鬱ÔπÀfl¬ øÚÀÊı˛ ˜ÀÓ¬± fl¬±ÀÊ ı…ô¶ ı˛±‡±
Ú±·fl≈¬˜±ı˛œ ˜≈À‡ı˛ í¬ÛÀı˛ Ȭ±Ú˘ Úœ˘±=¡˘/ (D) ¬Û±Í¬ ïTextó-¤ı˛ ˜”˘ Ò±ı˛Ì±øȬÀfl¬ ˜ÀÚ±À˚±· ¸˝fl¬±Àı˛ ı≈ÀÁ¬
øÚÀÓ¬ ¸±˝±˚… fl¬ı˛±
Par t-C : Langua
art-C Languag ge – II (English) 30 Questions
(a) Compr ehension:
Comprehension:
Unseen passages with questions on comprehension, grammar and vocabulary.
(b) Peda gogy of Langua
edag Languag ge Development:
Dev
 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
• Approaches, Methods and Techniques of Teaching English
• Evaluating language comprehension and proficiency: speaking, listening, reading and writing
• Teaching Learning Materials (TLM): Textbook, multi-media, multi-lingual resources to be used in
classroom teaching
• Lesson Plan/Design
• Microteaching
• Assessment and Evaluation
• Remedial Teaching
Model Questions

Language-II—English
Read the following passage carefully and answer the it would take drastic steps to pacify the rebellious part of the
question nos. 1 and 2: empire. Persia was ruled by one man. In Athens, however,
The victory of the small Greek democracy of Athens over all citizens helped to rule. Ennobled by this participation,
the mighty Persian empire in 490 BC is one of the most Athenians were prepared to die for their city state. Perhaps
famous events in history. Darius, King of the Persian Empire, this was the secret of the remarkable victory at Marathon,
was furious because Athens had interceded for the other Greek which freed them from Persian rule. On their way to
city states in revolt against the Persian domination. In anger Marathon, the Persians tried to fool some Greek city states
the King sent an enormous army to defeat Athens. He thought by claiming to have come in peace. The frightened citizens
of Delos refused to believe this. Not wanting to abet the In particular, there was a pair of squirrels that lived in the
big oak tree outside the cottage. Squirrels are rare in
conquest of Greece, they fled from their city and did not return Mussoorie though common down the valley. This couple
until the Persians had left. must have come up for the summer. They became quite
friendly, and although they never got around to taking food
1. The people of Delos ran away because they were from our hands, they were soon entering the house quite
(A) bold (B) wise freely. The sitting room window opened directly onto the
(C) impatient (D) annoyed oak tree whose various denizens—ranging from tag-beetles
to small birds and even an acrobatic bat—took to darting in
2. The people of Delos did not want to __________ the and out of the cottage at various times of the day and night.
conquest of Greece.
(A) end (B) think about
(C) support (D) day dream about
3. The synonym of ‘denizen’ is
Read the following passage carefully and answer the (A) army (B) students
question nos. 3 and 4: (C) occupants (D) animals
It was a cold, wet and windy March evening when Prem
came back from the village with his wife and first-born child,
then just four months old. In those days, they had to walk to
the house from the bus stand; it was a half-hour walk in the 4. “I would carry him into the garden, and later, up
cold rain, and the baby was all wrapped up when they entered the steep gravel path to the main road.” This sentence is
the front room. Finally, I got a glimpse of him. And he of me, an example of
and it was a friendship at first sight. Little Rakesh (as he was (A) Simple past tense
(B) Past perfect tense
to be called) grabbed me by my nose and held on. He did not
(C) Past continuous tense
have much of a nose to grab, but he had a dimpled chin and I
(D) Past perfect continuous tense
played with it until he smiled.
The little chap spent a good deal of his time with me during
those first two years in Maplewood—learning to crawl, to
toddle, and then to walk unsteadily about the little sitting 5. According to NCF (National Curriculum
room. I would carry him into the garden, and later, up the Framework) 2005, multilingualism in a language
steep gravel path to the main road. Rakesh enjoyed these classroom should be seen as
little excursions, and so did I, because in pointing out trees, (A) a challenge to second language teaching.
flowers, birds, butterflies, beetles, grasshoppers, et al, I was (B) a hindrance to second language acquisition.
giving myself a chance to observe them better instead of just (C) a shortcoming in second language teaching.
taking them for granted. (D) a resource in teaching second language.
Par t-D : Ma
art-D thema
Mathema tics
thematics 30 Questions
(a) Content:
(1) Geometry (2) Shapes (3) Numbers (4) Addition & Subtraction (5) Multiplication
(6) Division – Division Algorithm (7) Area & Perimeter (8) Time (9) Patterns (10) Money
(b) Peda gogical Issues:
edag
1. Nature, characteristics and theoretical aspects of Mathematics education
2. Aims and objectives of teaching Mathematics at primary stage
3. Relevant curriculum and resource in Mathematics learning
4. Mathematics teacher and teaching learning methods and approaches
5. Pedagogic content knowledge
6. Planning for teaching Mathematics
7. Evaluation of Mathematics learning
8. Mathematical problems based on deep concept to justify the teaching ability based on application
concerning pedagogical issues
Model Questions
Mathematics
English Version Bengali Version
1. The digit, whose place value in a number, does not 1. ¸—‡…±ı˛ ˜ÀÒ… Œ˘‡± Œ˚ ’ÀǬı˛ ¶ö±Úœ˚˛ ˜±Ú Ó¬±ı˛ ¶ö±ÀÚı˛ ά◊¬Ûı˛
depend on the place is øÚˆ«¬ı˛˙œ˘ Ú˚˛ Œ¸øȬ ˝˘
(A) √7 (B) 9 (A) √7 (B) 9
(C) 0 (D) 1 (C) 0 (D) 1

2. Which of the following symbols is unique for 2. øÚ•ßø˘ø‡Ó¬&ø˘ı˛ ˜ÀÒ… Œfl¬±Ú ø‰¬˝êøÈ ·øÌÀÓ¬ı˛ ˆ¬±¯±ı˛ ÊÚ…˝◊
mathematical language? Œfl¬ı˘˜±S õ∂À˚±Ê…∑
(A) ? (B) @ (A) ? (B) @
(C) % (D) & (C) % (D) &
 3. What is the difference between the place values of 3. 1715271-¤ı˛ 7 ≈øȬı˛ ¶ö±Úœ˚˛ ˜±ÀÚı˛ ’ôLı˛ ˝˘
two 7’s in 1715271? (A) 699930 (B) 996930
(A) 699930 (B) 996930 (C) 0 (D) 30699
(C) 0 (D) 30699

4. In order to motivate a learner to learn geometry, 4. Ê…±ø˜øÓ¬ øı¯À˚˛ ø˙鬱Ôπı˛ ˜ÀÒ… Œõ∂¯Ì± ʱ·±ÀÓ¬ øÚ•ßø˘ø‡Ó¬
which one of the following is not required? Œfl¬±ÚøȬı˛ õ∂À˚˛±ÊÚ ŒÚ˝◊∑
(A) Problems arising from life (A) ÊœıÚ ŒÔÀfl¬ ά◊æ≤Ó¬ ¸˜¸…±
(B) Folding of papers (B) fl¬±·ÀÊı˛ ˆ¬±“Ê
(C) Mathematical game (C) ·±øÌøÓ¬fl¬ Œ‡˘±
(D) Complex problems on geometry (D) Ê…±ø˜øÓ¬ ¸—Sê±ôL ÊøȬ˘ ¸˜¸…±

5. Ram loses a 100 m race to Faruk by 10 m. Distance 5. 100 m ŒÃh¬ √õ∂øÓ¬À˚±ø·Ó¬±˚˛ ı˛±˜, Ù¬±èÀfl¬ı˛ fl¬±À 10 m-¤
that can be covered by Faruk when Ram covers a Œ˝Àı˛ ˚±˚˛/ ı˛±˜ ˚‡Ú 9·9 m ˚±˚˛ Ó¬‡Ú Ù¬±èÀfl¬ı˛ Z±ı˛± ’øÓ¬Sê±ôL√ ”ı˛Q
distance of 9·9 m is ˝Àı
(A) 10 m (B) 9·1 m (A) 10 m (B) 9·1 m
(C) 11 m (D) 12 m
(C) 11 m (D) 12 m

Par t-E : En
art-E vir
Environmental Studies
vironmental 30 Questions
(a) Content:
 Biotic and Abiotic Environment, Social Environment
 Environmental Geography
 Environment related historical events
 Ecology and ecosystem, food chain
 Atmosphere, land and water
 Environmental pollution: Soil pollution, Water pollution, Air pollution, Sound pollution, Ocean
pollution, Pesticide pollution, Plastic pollution
 Plants, animals and biodiversity
 Natural resources
 Conservation strategies of Biodiversity: Sanctuary, National Park, Biodiversity Reserve, Threatened/
Endangered plants and animals, Loss of species
 Forests, Oceans, Mountains, Rivers and Lakes
 Energy sources: Conventional and non-conventional
 Natural calamities: Floods, Cyclones, Famines, Volcanic activities
 Waste and waste management
 Global environmental issues: Global Warming, Ozone hole, El-nino phenomenon, Red tides, Algal
bloom, Oil spill
 Environment and health
 Migration of animals, emigration and immigration of humans
 Bioremediation
 Techniques of growing plants and animals
(b) Pedagogical Issues:
edag
 Concept and scope of EVS
 Significance of EVS, integrated EVS
 Environmental Studies & Environmental Education
 Learning principles
 Scope and relation to Science and Social Science
 Approaches of presenting concepts, activities; Lesson plan/design
 Observation, Data Collection, Experimentation/Practical work
 Discussion, Explanation, Drawing inference, Judgement and justification
 Assessment and Evaluation
 Lesson Plan/Design
 Remedial Teaching
  CCE
 Teaching learning materials/aids
 Problem solving and Reflective teaching practices in EVS
 Scope of ICT in teaching EVS

Model Questions
Environmental Studies
English Version Bengali Version
1. Which one of the followings is an ecofriendly 1. øÚ•ßø˘ø‡Ó¬&ø˘ı˛ Œfl¬±ÚøȬ ¬Ûøı˛Àı˙ı±g¬ı ’ˆ¬…±¸∑
practice? (A) fl¬±¬ÛÀh¬ı˛ ı…±· ı…ı˝±ı˛ Ú± fl¬ı˛±
(A) Not using a cloth bag (B) ˙sı±øÊ ı…ı˝±ı˛ fl¬ı˛±
(B) Using sound crackers (C) ’õ∂À˚˛±ÊÚœ˚˛ ’±À˘± › ¬Û±‡± Ê;±ø˘À˚˛ ı˛±‡±
(C) Unnecessarily switching on lights and fans (D) ı…øMê·Ó¬ Œ˜±È¬ı˛ ·±øh¬ ı…ı˝±ı˛ Ú± fl¬Àı˛ ¬Û±À˚˛ Œ˝“ÀȬ ı± ¸±˝◊Àfl¬˘
(D) Going to school on foot or bicycling instead of ‰¬±ø˘À˚˛ øı…±˘À˚˛ ˚±›˚˛±
using a private motor car

2. Which one of the following is associated with 2. øÚ•ßø˘ø‡Ó¬&ø˘ı˛ Œfl¬±ÚøȬ ëıv…±fl¬Ù≈¬È¬ øάøʸí-¤ı˛ ¸±ÀÔ ¸•Ûøfl«¬Ó¬∑
‘Blackfoot disease’? (A) ˜±ı˛fl¬±øı˛ (B) ’±À¸«øÚfl¬
(A) Mercury (B) Arsenic (C) fl¬…±Î¬ø˜˚˛±˜ (D) Œ¸À˘øÚ˚˛±˜ ¤ı— ’±˚˛ı˛Ú
(C) Cadmium (D) Selenium and Iron

3. The main disadvantage of observation based study 3. ¬Ûøı˛Àı˙øı…± ¬Û±Àͬ ¬Û˚«Àıé¬Ì ¬ÛX¬øÓ¬ı˛ õ∂Ò±Ú ’¸≈øıÒ±ı˛ øfl¬øȬ
in Environmental Studies is— ˝˘ñ
(A) It creates a bonding between the teacher and the (A) ¤˝◊ ¬ÛX¬øÓ¬øȬ ø˙é¬fl¬ ø˙鬱ÔπÀı˛ ˜ÀÒ… ¸—À˚±· ΔÓ¬øı˛ fl¬Àı˛
learner (B) ¤˝◊ ¬ÛX¬øÓ¬øȬ ø˙鬱ÔπÀı˛ ¬Û˚«Àıé¬Ì 鬘Ӭ± ı‘øX¬ fl¬Àı˛
(B) It helps to increase the observational ability of (C) ¤˝◊ ¬ÛX¬øÓ¬øȬÀÓ¬ øı¯À˚˛ı˛ ¸ı ’Ò…±˚˛&ø˘ı˛ ø˙é¬Ì ¸y¬ı Ú˚˛
the students (D) ¤˝◊ ¬ÛX¬øÓ¬øȬÀÓ¬ ø˙鬱Ôπı˛± ¶§±ÒœÚˆ¬±Àı ø‰¬ôL±ˆ¬±ıÚ±ı˛ ¸≈À˚±·
(C) It is not possible to teach all the chapters of the
subject
(D) Students get the scope for thinking independently

4. Which of the following is not a source of lead? 4. ÚœÀ‰¬ı˛ Œfl¬±ÚøȬ ¸œ¸±ı˛ ¤fl¬øȬ ά◊»¸ Ú˚˛∑
(A) Paint (A) ı˛—
(B) Distilled water (B) ¬Û±øÓ¬Ó¬ Ê˘
(C) Cosmetics (C) õ∂¸±ÒÚœ ¸±˜¢∂œ
(D) Children’s toys (D) ø˙qÀı˛ Œ‡˘Ú±

5. Which one of the following objects are 5. øÚ•ßø˘ø‡Ó¬&ø˘ı˛ Œfl¬±Ú Œfl¬±Ú ıd&ø˘ Êœı±Ì≈-’øıÀ˚˛±Ê… ıÊ«…∑
non-biodegradable wastes? (A) Ó¬ı˛fl¬±øı˛ı˛ Œ‡±¸±, ¬Û±Ó¬±, ¬Û±¬Ûøh¬
(A) Vegetable peels, Leaves, Petals (B) õ∂±Ìœı˛ Œ˝±ıÀ˙¯, ·±ÀÂı˛ ά±˘, ¬Û‰¬± Ù¬˘
(B) Animal debris, Branches of trees, Rotten fruits (C) õ≠±øà¬fl¬ Œı±Ó¬˘, fl¬ø•Ûά◊Ȭ±Àı˛ı˛ ˚La±—˙, ı…±È¬±øı˛
(C) Plastic bottles, Computer parts, Batteries (D) fl¬±·ÊʱӬ ıÊ«…, ‡±…ʱӬ ıÊ«…, fl¬À•Û±à¬
(D) Paper waste, Food waste, Compost