Bihar TET - BETET 2011-12 - Teacher Eligibility Test MODEL SOLVED PAPER

अध्यापक पात्रता परीक्षा आदर्श प्रश्न (Bihar TET - BETET 2011-12 - Teacher Eligibility Test MODEL SOLVED PAPER)

1. ज का उच्चारण स्थान है-

(अ) कं ठ (ब) तालु (स)मुर्धा (द) दंत

2. संस्कृत भाषा का प्राचीनतम रूप कहां मिलता है?

(अ) ऋग्वेद (ब) उपनिषद (स) रामायण (द) महाभारत

3. 1000 का अभाज्य गुणनखंड क्या होगा?

(अ) 10&10&10 (ब) 2&5&5&10 (स) 2&2&2&5&5 (द) 2&2&2&5&5&5

4. एक आयत का क्षेत्रफल 50 वर्गमीटर है। यदि उसकी लंबाई 10 मीटर है, तो चौड़ाई क्या होगी?

(अ) 5 मी. (ब) 10 मी. (स) 7 मी. (द) 3 मी.

5. अगर हम एक कमरे में चालू फ्रिज रख दें तो कमरे का तापमान क्या होगा?

(अ) बढ़ जाएगा (ब) कम हो जाएगा (स) पहले जितना ही रहेगा (द) काफी कम हो जाएगा

6. यदि कोई व्यक्ति दूर की वस्तुओं को स्पष्ट नहीं देख सकता है तो उसकी दृष्टि में कौन-सा दोष होगा?

(अ) दूर दृष्टि (ब) निकट दृष्टि (स) दृष्टि वैषम्य (द) उपर्युक्त में से कोई नहीं 

7. परमाणु मुख्यत: किसका बना होता है? (अ) इलेक्ट्रान का (ब) प्रोट्रान का (स) न्यूट्रान का (द) इलेक्ट्रान, प्रोट्रान 

एवं न्यूट्रान का 

8. भारत में लोकसभा के लिए प्रथम चुनाव कब हुए थे? 

(अ) 1947 (ब) 1948 (स) 1949 (द) 1952 9. भारत में वन अनुसंधान संस्थान कहां स्थित है? 

(अ) मसूरी (ब) देहरादून (स) नैनीताल (द) पिथौरागढ़ 

10. गांधी जी ने सविनय अवज्ञा आंदोलन कब प्रारंभ किया था? (अ) 1920 (ब) 1928 (स) 1930 (द) 1942

 उत्तर

1. ब, 2. अ, 3. द, 4. अ, 5. अ, 6. ब, 7. द, 8. द, 9. ब, 10. स

अध्यापक पात्रता परीक्षा आदर्श-2

प्रश्न 1. भारत में सुपारी का सबसे अधिक उत्पादन किस राज्य में होता है? 

(अ) कर्नाटक (ब) केरल (स) असम (द) पश्चिम बंगाल 

2. वैदिक काल में किसका अस्तित्व नहीं था? 

(अ) गोत्र (ब) आश्रम (स) वर्ण (द) जाति 

3. गांधीजी का कौन-सा संघर्ष औद्योगिक श्रमिकों से संबंधित था?

 (अ) अहमदाबाद संघर्ष (ब) चम्पारण संघर्ष (स) खेड़ा संघर्ष (द) सूरत संघर्ष 

4. किस सुल्तान ने रक्त की शुद्धता पर काफी बल दिया? 

(अ) इल्तुतमिश (ब) बलबन (स) अलाउद्दीन खिलजी (द) रजिया 

5. शरीर के निर्जलीकरण के दौरान किसकी कमी हो जाती है? 

(अ) सोडियम क्लोराइड (ब) पोटैशियम क्लोराइड (स) आरबीसी (द) डब्ल्यूबीसी 

6. किस उपन्यास को शरतचन्द्र ने लिखा? (अ) चरित्रहीन (ब) श्रीकांत (स) शेष प्रश्न (द) उपर्युक्त सभी

 7. एकलव्य किस गुरु का स्वघोषित शिष्य था? (अ) भीष्म (ब) परशुराम (स) द्रोणाचार्य (द) बलराम

 8. भारतीय शेयर बाजार का मुख्यालय कहां है? (अ) दिल्ली (ब) मुम्बई (स) कोलकाता (द) चेन्नई 

9. एशिया विकास बैंक का मुख्यालय कहां है? (अ) टोकियो (ब) बीजिंग (स) मनीला (द) बैंकाक 

10. ट्रांजिस्टर में अ‌र्द्धचालक के रूप में किसका प्रयोग किया जाता है? 

(अ) तांबा (ब) चांदी (स) ग्रेफाइट (द) जर्मेनियम 

CTET : Teaching and learning in the language classroom

CTET : Teaching and learning in the language classroom

Teaching and learning in the language classroom

Teaching and learning in the language classroom is aimed primarily at language teachers with some experience, and though it could be very useful for teachers to explore on their own, its main use is likely to be as a core textbook on in-service training courses. Throughout, it encourages teachers to reflect on issues in language teaching and learning on the basis of their own experience. Each chapter begins with an “introductory task” which focuses thought on the area to be considered and which in most cases invites teachers to identify aspects of their current ideas and practice on the issue. Similarly, the penultimate section of each chapter is a considerable list of “discussion topics and projects”, many of which are based on examples of teaching materials. These activities are likely to be most profitable when carried out in groups, and the most obvious way in which to exploit them is on a formal training course.
In between these discussion tasks, each chapter produces a highly concentrated but still readable exploration of the issues in the topic under consideration. Though the main subheadings in each chapter take the form of questions, such as “How do second language learners acquire vocabulary?” or “What role can self-access facilities play in language learning?”, these are questions which the author sets out to answer; they are not specifically addressed to the reader. The general pattern of each chapter is to move from more theoretical to practical considerations, and Hedge draws on both research and published teaching materials in exploring central issues in language teaching. The conclusions drawn are often fairly tentative, though; this is not a book which implies that there are clear and straightforward answers to the questions that concern language teachers, or which sets out to provide simplistic classroom “recipes”. After working through the chapters teachers should end up making more informed choices and decisions, but they will still be making the choices–Hedge views teachers as the “decision-makers in managing the classroom process” (1), and it is not her aim to usurp that role by spelling out some fixed set of classroom practices which she believes to be ideal. As she says in the introduction, her book is not “based on the belief that teachers sit at the feet of educationists and applied linguists waiting for ideas to drop, like crumbs, to sustain them”, since “experienced teachers are more robust and independent than that”(2). She recognises that neither theoretical nor classroom research can provide “a base for unshakeable principles of classroom practice”. Her aim is to help provide “a foundation of knowledge against which we can evaluate our own ideas about teaching and learning, to which we can apply for insights in our attempts to solve pedagogical problems, and from which we can draw ideas to experiment with in our own classrooms” (ibid.). Such an approach should appeal to the experienced teacher

CTET : Developmental Psychology

CTET : Developmental Psychology

Teacher Eligibility Test Developmental Psychology

Development

Psychologists interested in social and emotional development focus on relationships, the growth of social skills and social understanding, and the influence of the social world on emotional life. Social relationships begin with the attachments that infants develop with their caregivers. Social life expands considerably with the growth of peer relationships in childhood, romantic relationships in adolescence, marriage and child-rearing in adulthood, and friendships in the workplace, neighborhood, and elsewhere. The people in a person’s social world—parents, relatives, friends, and others—help to shape that person’s emotional life. They provide infants with a sense of security, provoke the first feelings of pride, shame, guilt, or embarrassment in young children, and offer experiences of nurturance, conflict, and love at all ages.

The importance of social relationships to the regulation of emotion is a topic that interests developmental scientists across the life course. A baby depends on caregivers to manage his or her distress, and children learn to manage emotions by seeking assistance and talking about their feelings with trusted adults. Adolescents rely on their peers for emotional understanding, and adults maintain emotional well-being through supportive friendships, especially in later life. Researchers are exploring these social influences on emotion regulation in observational studies of people of all ages, and through interviews with children, adolescents, and adults about how they manage their feelings.

D  Personality Development

The study of personality development explores how the distinctive qualities of people develop over life: their characteristic social and emotional dispositions, self-concept, views of the world, and ways of acting and thinking. Personality development is closely related to social and emotional development, but it is also much broader. It encompasses the emergence of a distinctive temperament early in life, growth in self-understanding and identity, formation of personal goals and values, and the influence of one’s adult roles—such as marital partner, parent, and worker.

One of the scientific challenges of studying personality development is determining the extent to which personality is based on family upbringing or on genetically inherited dispositions. Certainly, parents influence their children’s personalities in many important ways: in the examples they provide, in their warmth and style of discipline, and in the security or insecurity they inspire. But parents and their biological children are also genetically related, and studies of identical twins raised by different families have concluded that much of the resemblance between parents’ and children’s personalities is based on hereditary similarity. Even so, many characteristics in children are not easily explained by heredity, which makes continued study of the interaction of genes and family influence—nature and nurture—important to developmental science.

E  Moral Development

Moral development concerns the development of moral values and behavior. Moral values are beliefs about what is right and wrong; moral behavior refers to actions consistent with these beliefs. Moral development is closely tied to other aspects of psychological growth. The ability to think and reason enables moral judgment, social and emotional development leads to moral values and empathy, and personality development includes the growth of conscience. Moral development is a lifelong process, especially as individuals encounter new and more complex ethical dilemmas in relations with peers, at the workplace, and in intimate relationships.

Young children acquire a sense of right and wrong partly through parental discipline but also in everyday conversations with their parents, who convey simple lessons about people’s feelings, the consequences of breaking rules, and what it takes to be a “good boy” or “good girl.” Another resource for early moral growth is the empathy that young children feel for the distress of others. For example, when parents or peers are upset, toddlers often look concerned and try to assist them. Psychologists continue to explore how interaction between parents and their young children contributes to the development of conscience and to the growth of caring for other people.

Moral development also influences the development of “prosocial” or altruistic behavior—actions such as sharing, cooperating, and helping performed for the benefit of others without expectation of a reward. Studies indicate that the motivation to act altruistically emerges very early. Young children are motivated to do the right thing primarily because they want to maintain warm relationships with caregivers and others who matter to them—not simply to avoid punishment, as was once believed

CTET: Understanding Children with social need

CTET: Understanding Children with social need

Understanding Children with social need for Teacher Eligibility Test

Developmental Psychology

INTRODUCTION

Developmental Psychology, study of changes in human behavior and thought from infancy to old age. Developmental psychology is the study of how people change over time, but it also investigates how and why certain characteristics remain consistent over the life course. A child changes dramatically in size, physical coordination, and thinking capacity while maturing into an adult, for example, but may also maintain the same basic temperament while growing up.

Traditionally, developmental psychologists have focused on child development, believing that most formative experiences of life occur during infancy and childhood. The early years are indeed a time of extremely rapid development, when children acquire motor skills, thinking abilities, social skills, capacities for feeling and regulating emotion, and other characteristics that will last a lifetime. But psychologists have more recently turned their attention to adolescence and adulthood, recognizing that development continues throughout the life span. The study of adult development focuses on the unique experiences of this stage of life and examines how adults maintain and refine their capabilities as they age.

In studying development, researchers seek answers to many basic questions: In what ways do early experiences influence later growth? To what extent does heredity influence individual characteristics? What roles do the family, community, and culture play in a person’s development? How does the developing mind actively create understanding from everyday experiences? How do children acquire language? How does change in one area, such as physical growth, influence other aspects of development, such as social growth? What forms of parental discipline are effective in helping children’s moral growth? Answers to these and other questions can offer important practical guidance to those who care for children. For all individuals, understanding how we have become the people we are today contributes to greater self-awareness and greater appreciation of the forces that shape all people.

The study of human development requires an especially broad and integrative approach. Thus, developmental psychology incorporates ideas from almost every other area of psychology, including social psychology, cognitive psychology, biopsychology, clinical psychology, and educational psychology. It also draws from many other fields concerned with human behavior. These include sociology, biology (especially genetics and evolutionary biology), anthropology, and economics. The variety of fields relevant to developmental psychology reflects the complexity of human growth and change

CTET Science : Paper-II (Practice Paper 03)

CTET Science : Paper-II (Practice Paper 03)

Science for Paper-
1. Balanced diet should have

(a) Protein 2/5, fat 3/5, carbohydrate 1/5

(b) Protein 3/5, fat 1/5, carbohydrate 2/5

(c) Protein 1/5, fat 1/5, carbohydrate 3/5

(d) Protein 1/2, fat ¾, carbohydrate 1/4

2. Which of the following statements about a balanced chemical equation is not true?

(a) Mass is conserved only

(b) Atoms are conserved only

(c) Molecules are conserved only

(d) All of these

3. Atomic theory was given by

(a) John Dalton

(b) Neils Bohr

(c) E. Rutherford

(d) J.J Thomson

4. If we open a bottle of perfume, its smell spreads in the entire room within a short time

due to the process of

(a) Evaporation

(b) Sublimation

(c) Diffusion

(d) Solution

5. Which out of the following is a heterogeneous mixture?

(a) Milk

(b) Soil

(c) Smoke

(d) All of these

6. Carbon dioxide is a compound because:

(a) It exists as solid liquid and gas.

(b) It contains hydrogen and oxygen.

(c) It contains two different elements joined by chemical bonds.

(d) It can be split up into simpler substance by chemical means

7. Which of the following is neither an element nor a compound?

(a) Saline water

(b) Carbon dioxide

(c) Mercury

(d) Sodium chloride

8. Atomicity of Aluminium is

(a) 1

(b) 2

(c) 3

(d) 4

9. The chemical formula of a compound containing 2 atom of hydrogen and 1 atom of

sulphur is

(a) H2SO4

(b) SO2

(c) H2S

(d) H2O

10. When magnesium is burnt in air. It produces magnesium oxide. The correct chemical

reaction is:

(a) Mg +O2 ®MgO

(b) 2 2Mg +O ®2MgO

(c) 2Mg + 2O®2MgO

(d) 2 Mg2 +O ®2MgO

CTET Characteristics of learning

CTET Characteristics of learning

Characteristics of learning
1. All children are naturally motivated to learn and are capable of learning

2. Understanding and developing the capacity for abstract thinking, reflection and work are the most important aspects of learning

3.Children learn in a variety of ways - through experience, making and doing things, experimentation, reading, discussion, asking, listening, thinking , reflecting, and expressing oneself in speech or
writing both individually and with others. They require opportunities of all these kinds in the course of their development

4. Teaching something before the child is cognitively ready takes away real learning. Children may ‘remember’ many facts but they may not understand them or be able to relate them to the world
around them

5.  Learning takes place both within the school and outside school. Learning is enriched if these two arenas interact with each other. Art and work provide opportunities for holistic learning that is rich
in tacit and aesthetic components. Such experiences are essential to be learnt through direct experience and integrated with life

6.  Learning must be paced so that it allows learners to engage with concepts and deepen the understanding rather than remembering only to forget after examinations. At the same time learning must  provide variety and challenge, and be interesting and engaging Boredom is a sign that the task may have become mechanically repetitive for the child and of little cognitive value

7. Learning can take place with or without mediation. In the case of the latter, the social context and interactions, especially with those  who are capable, provide avenues for learners to work at cognitive
levels above their own

CTET 2012 : Education Meaning Purpose Philosophy

CTET : Education Meaning Purpose Philosophy

What is Education?
Education is a continuing voyage of discovery, an everlasting quest to achieve the fullest wisdom and stature that God meant for us.
The word education comes from the Latin educare, to draw out. In a broad sense it means not only to elicit creative thought and knowledge from the student, but to draw  humankind out of the predicament it is in.

What are the The Purpose of Education?

To restore in man the image of his Maker, to bring him back to the perfection in which he was created, to promote the development of body, mind, and soul, that the divine purpose in his creation might be realized–this was to be the work of redemption. This is the object of education, the great object of life.

Education enables humans to achieve their fullest personal, spiritual, mental, social, and physical potentials. The ability of being educated is what distinguishes humans from  animals. Education transforms an individual and allows her to effect change in her environment.

What is The Meaning of Education?
True education means more than the pursual of a certain course of study. It means more than a preparation for the life that now is. It has to do with the whole being, and with the whole period of existence possible to man. It is the harmonious development of the physical, the mental, and the spiritual powers. It prepares the student for the joy of service in this world and for the higher joy of wider service in the world to come.

TET/CTET Science study notes for paper-II

TET/CTET Science study notes for paper-II

Metals are solids at room temperature with the exception of mercury and gallium, which are liquids at room temperature. Gallium and Caesium melt below 30c . So if room temperature is around 30c, they may also be in liquid state
Metals are hard but not brittle, except zinc at room temperature.
Metals, in their pure state, have a shining surface. This property is called metallic luster e.g., gold, silver and copper

Metals can be beaten into thin sheets known as foils. This property is called malleability. Gold and silver are the most malleable metals.

The ability of metals to be drawn into thin wires (except sodium, potassium, calcium, lead etc.)is called ductility. Gold is the most ductile metal. It is because of their malleability and ductility that metals can be given different shapes according to our needs like for making cooking vessels or making jewellery.
Metals are generally hard except sodium and potassium, which are soft and can be cut with a knife.
When metals strike a hard surface produce a sound and are said to be sonorous like iron or aluminum
Metals have high melting points but gallium and caesium have very low melting points.
Metals have 1 to 3 electrons in the outermost shell of their atoms. The greater the number of shells and lesser the number of valence electrons, the greater is the reactivity of the metal.
Metals are good conductors as they have free mobile electrons. Silver and copper are the two best conductors of heat and electricity. Lead is the poorest conductor of heat. Bismuth, mercury and iron are also poor conductors.
Metals have high density and are very heavy except sodium, potassium, calcium etc. Iridium and osmium have the highest densities where as lithium has the lowest density.
Metals have high melting and boiling point except mercury, cesium, gallium, tin, lead. Tungsten has the highest melting point where as silver has low boiling point. Sodium and potassium have low melting points.
Metals always ionize by losing electrons and become positively charged ion or Cation
 Na - 1e- à Na+
Metals are always deposited at the cathode during electrolysis.
Metals lose electrons and hence get oxidized. Hence They are reducing agents.
Metals generally form basic oxides, some of which are also amphoteric, such as aluminium oxide, zinc oxide, lead oxide etc.
Metals usually do not form hydrides by reacting with hydrogen except those of sodium, potassium and calcium.
Metal react with chlorine and produce chlorides, which are electrovalent.
Metals on reaction with dilute acids they give respective salt and hydrogen.


Properties of Non-metalsNon-metals exist in two of the three states of matter at room temperature: gases (oxygen) and solids (carbon). These have no metallic lustre, and do not reflect light.
Non-metals are not lustrous, except iodine and diamond which is the most lustrous of all the substances
Non-metals are usually not hard exception is diamond which is the hardest substance.
Non-metals are very brittle, and cannot be rolled into wires or pounded into sheets.
Non-metals are poor conductors of heat and electricity except for carbon in the form of graphite and the gas carbon
Non-metals have a tendency to gain or share electrons with other atoms. They are electronegative in character. By gaining electron form anions
Non-metals generally form acidic or neutral oxides with oxygen.
Non-metals have 4, 5, 6 or 7 electrons in the valence shell. If it has 8 electrons, it is called a noble gas. Lesser the number of shells and greater the number of valence electrons, greater is the reactivity of the non-metal.
Non-metals gain electrons to form anions and hence get reduced and act as a oxidizing agents.
Non-metal gain or share electron so exhibit both electrovalency or covalency.
Non-metals are always deposited at the anode during electrolysis.
Non-metals generally form acidic oxides when react with oxygen. Some oxides are neutral, such as nitrous oxide, nitric oxide, carbon monoxide water etc
Non-metals produce chlorides, which are covalent when, react with chlorine

Non-metals  form hydrides when react with hydrogen , e.g. NH3, PH3, HCl,  HBr, HI, H2S, H2O etc.

TET/CTET Maths sample papers

TET/CTET Maths sample papers

 

1. A student gets an aggregate of 60% marks in five subjects in the ratio 10 : 9 : 8 : 7 : 6. If the

passing marks are 50% of the maximum marks and each subjects has the same maximum

marks, in how many subjects did he pass the exam?

(a) 2     (b) 3     (c) 4     (d) 5

2 P, Q and R are three consecutive odd numbers in ascending order. If the value of three

times P is three less than two times R, find the value of R.

(a) 5 (b) 7 (c) 9 (d) 11

3. If log2[log7(x2 - x + 37) ] = 1, then what could be the value of x?

(a) 3 (b) 5 (c) 4 (d) None of these

4. After a discount of 11.11%, a trader still makes a gain of 14.28%. At how many percent

above the cost price does he mark his goods?

(a) 28.56% (b) 35% (c) 22.22% (d) None of these

5. An old man has Rs. (1! + 2! + 3! + ...+ 50!), all of which he wants to divide equally

(without fractions) among his n children. Then, n may be

(a) 5 (b) 7 (c) 9 (d) 11

6. A dealer buys dry fruit at Rs.100, Rs. 80 and Rs. 60 per kg. He mixes them in the ratio 3 : 4: 5 by weight, and sells them at a profit of 50%. At what price does he sell the dry fruit?

(a) Rs. 80/kg (b) Rs. 100/kg (c) Rs. 95/kg (d) None of these

7. An express train travelling at 80 kmph overtakes a goods train, twice as long and going

at 40 kmph on a parallel track, in 54 seconds. How long will the express train take to

cross a station 400 m long?

(a) 36 sec (b) 45 sec (c) 27 sec (d) None of these

8. A student, instead of finding the value of 7/8th of a number, found the value of 7/18th of

the number. If his answer differed from the actual one by 770, find the number.

(a) 1584 (b) 2520 (c) 1728 (d) 1656

9. P and Q are two integers such that P ? Q = 64. Which of the following cannot be the value

of P + Q?

(a) 20 (b) 65 (c) 16 (d) 35

10. The average marks of a student in ten papers are 80. If the highest and the lowest scores

are not considered, the average is 81. If his highest score is 92, find the lowest.

(a) 55 (b) 60 (c) 62 (d) Cannot be determined.

11. If the roots, x1, and x2, of the quadratic equation x2 - 2x + c = 0 also satisfy the equation

7x2 - 4x1 = 47, then which of the following is true?

(a) c = - 15 (b) x1 = - 5, x2 = 3

(c) x1 = 4.5, x2 = - 2.5 (d) None of these

12. The sum of the areas of two circles which touch each other externally is 153?. If the sum of their radii is 15, find the ratio of the larger to the smaller radius.

(a) 4 (b) 2 (c) 3 (d) None of these

13. If m and n are integers divisible by 5, which of the following is not necessarily true?

(a) m - n is divisible by 5. (b) m2 - n2 is divisible by 25.

(c) m + n is divisible by 10 (d) None of the above.

14. Which of the following is true?

(a) 7³² = (73)² (b) 7³² > (73)2 (c) 7³² < (73)2 (d) None of these

15. A man earns x% on the first 2000 rupees and y% on the rest of his income. If he earns Rs

700 from Rs 4000 and Rs 900 from Rs 5000 of income, find x.

(a) 20 (b) 15 (c) 35 (d) None of these

Answers

1. (c) 2. (b) 3. (c) 4. (a) 5. (c) 6. (d) 7. (c) 8. (a) 9. (d) 10. (b) 11. (a) 12. (a) 13. (c) 14. (b) 15. (b)