ikB~;Øe

f’k{kd ik=rk ijh{kk ¼VsV½

iz’u i= II
cky fodkl
fodkl ,oa f’k{kk 'kkL=
¼d{kk 6 ls 8 rd½ ysoy &AA
dqy iz'u % 30
dqy vad % 30

•

cky fodkl % o`f) ,oa fodkl dh ladYiuk] fodkl ds fofHkUu vk;ke ,oa fl)kUr] fodkl dks izHkkfor
djus okys rÙo ¼fo’ks"k :i ls ifjokj ,oa fo|ky; ds lanHkZ es½a ,oa vf/kxe ls mudk lac/a kA

oa’kØe ,oa okrkoj.k dh Hkwfedk

•

vf/kxe dk vFkZ ,oa ladYiuk ,oa bldh izfØ;k;as] vf/kxe dks izHkkfor djus okys rÙoA

vf/kxe ds fl)kUr ¼O;ogkjokn] xSLVkYVokn] ckUMqjk ,oa I;kts½A

ckyd fdl izdkj fpUru ,oa vf/kxe djrs gS\a ¼Kkulajpukokn mikxe] vkuqHkfod vf/kxe] ladYiuk]
ekufp= fu:i.k] vUos"k.k ,oa leL;k lek/kku½

vfHkizsj.kk ,oa vf/kxe ds vfHkizsr

•

O;fDrxr
;fDrxr fofHkUurk;sa % vFkZ] izdkj ,oa O;fDrxr fofHkUurkvksa dks izHkkfor djus okys rÙo] tkfr] fyax]
Hkk"kk] leqnk;] tkfr ,oa /keZ ij vk/kkfjr O;fDrxr fofHkUurk;sAa

O;fDrRo % ladYiuk] izdkj o O;fDrRo dks izHkkfor djus okys rÙo bldk ekiu

cqf) % ladYiuk] fl)kUr ,oa bldk ekiu] cgqvk;keh cqf) ,oa blds vfHkiszr

•

fofo/k vf/kxedÙkkZvksa dh le> % fiNM+s gq;]s ekufld :Ik ls fiNM+]s izfrHkk’kkyh] l`tu'khy] oafpr
,oa vykHkkfUor] fo’ks"k&;ksX; ¼Specially abled½

vf/kxe dh dfBukb;k¡

lek;kstu dh ladYiuk ,oa rjhds] lek;kstu esa v/;kid dh Hkwfedk

•

f’k{k.k vf/kxe dh izfØ;k;s]a jk"Vªh; ikB~;p;kZ :ijs[kk&2005 ds lanHkZ esa f’k{k.k vf/kxe dh O;wg
jpuk;as ,oa fof/k;k¡A

vkdyu, ekiu ,oa ewY;kadu dk vFkZ ,oa mÌs’;] lexz ,oa lrr~ ewY;kadu] miyfC/k ijh{k.k dk
fuekZ.kA

fØ;kRed vuqlU/kku

f’k{kk dk vf/kdkj vf/kfu;e&2009 v/;kidksa dh Hkwfedk & ,oa nkf;RoA
 Syllabus
Teacher Eligibility Test (TET)
Paper-II (level - II)
( For a person who intends to be a teacher for Class VI to VIII)
Paper- Child Development and Pedagogy

•

Child Development : Concept of growth and development, Principles and dimensions of
development. Factors affecting development (especially in the context of family and school) and
its relationship with learning.

Role of Heredity and Environment

•

Meaning and Concept of learning and its processes. Factors Affecting learning

Theories of learning, , (Behaviourist, Gestaltism, Bandura and Piaget)

How children learn and think, Experiential learning, concept mapping, Investigatory approach,
Problem solving.

Motivation and Implications for Learning

•

Individual Differences :- Meaning, types and Factors Affecting Individual differences
Understanding individual differences on the basis of language, gender, community etc.

Personality :- Concept and types of personality, Factors responsible for shaping it. Its
measurement .

Intelligence : Concept, Theories and its measurement. Multidimensional Intelligence. Its
implication.

•

Understanding diverse learners : Backward, Mentally retarded, gifted, creative, disadvantaged
and deprived, specially abled .

Learning Difficulties.

Adjustment : Concept and ways adjustment. Role of teacher in the adjustment.

•

Teaching learning process, Teaching learning strategies and methods in the context of National
Curriculum Framework 2005.

Meaning and purposes of Assessment, Measurement and Evaluation. Comprehensive and
Continuous Evaluation. Construction of Achievement Test.

Action Research.

Right to Education Act 2009 (Role and Responsibilities of Teachers)
 IkkB~;Øe
fgUnh dqy iz'u & 30
dqy vad & 30

Hkk"kk & I ¼d{kk 6 ls 8 rd½ ysoy & II

• ,d vifBr x|ka'k esa ls fuEufyf[kr O;kdj.k lac/a kh iz'u %&

'kCn Kku] rRle] rn~Hko] ns'kt] fons'kh 'kCnA i;kZ;okph] foykse] ,dkFkhZ 'kCnA
milxZ] izR;;] laf/k vkSj leklA laKk] loZuke] fo'ks"k.k] vO;;A

• ,d vifBr x|ka'k esa ls fuEufyf[kr fcanqvksa ij iz'u %&

js[kkafdr 'kCnksa dk vFkZ Li"V djuk] opu] dky] fyax Kkr djukA fn, x,
'kCnksa dk opu dky vkSj fyax cnyukA

• okD; jpuk] okD; ds vax] okD; ds izdkj] inca/k] eqgkojs vkSj yksdksfDr;k¡A
• Hkk"kk dh f'k{k.k fof/k] Hkk"kk f'k{k.k ds mikxe] Hkk"kk n{krk dk fodklA
• Hkk"kk;h dkS'kyksa dk fodkl ¼lquuk] cksyuk] i<+uk] fy[kuk½ fganh Hkk"kk f'k{k.k esa
pqukSfr;k¡] f'k{k.k vf/kxe lkexzh] ikB~; iqLrd] cgq&ek/;e ,oa f'k{k.k ds vU;
lalk/kuA
• Hkk"kk f'k{k.k esa ewY;kadu] miyfC/k ijh{k.k dk fuekZ.k lexz ,oa lrr~ ewY;kadu]
mipkjkRed f'k{k.kA
 ENGLISH
Total Questions: 30
Total Marks : 30

LANGUAGE – I (CLASS 6 TO 8) LEVEL – II

• Unseen Prose Passage

Synonyms, Antonyms, Spellings, Word-formation, One Word Substitution

• Unseen Prose Passage

Parts of Speech, Tenses, Determiners, Change of Degrees

• Framing Questions Including Wh-questions, Active and Passive Voice,

Knowledge of English Sounds and Phonetic Symbols

• Principles of Teaching English, Methods and Approaches to English

Language Teaching

• Development of Language Skills, Teaching Learning Materials: Text books,

Multi-media Materials and other resources

• Continuous and Comprehensive Evaluation, Evaluating Language

Proficiency
 ikB~;Øe%
Øe%
laLd`re~
Hkk"kk&I ¼d{kk 6 ls 8 rd½ ysoy&II iz'uk%& 30
Hkk"kk&iz
Hkk"kk&izFkek ¼1½ iz'ukVk %&30
%&30

1- ,de~ vifBra x|ka'ke~ vk/kkjhd`R; fuEufyf[kr&O;kdj.k&lEcfU/ku% iz'uk%&

'kCn:i&/kkrq:i&dkjd&foHkfDr&milxZ&izR;;&lfU/k&lekl&loZuke&
fo'ks"k.k&vO;;s"kq iz'uk% A

2- ,de~ vifBra x|ka'ke~ vk/kkjhd`R; fuEufyf[kr&fcUnqlEcfU/ku% O;kdj.kiz'uk%]

js[kkfV
Vrins"kq fØ;kin&p;u&opu&ydkj&fyX&Kku&iz'uk%] foykse'kCn&
ydkjifjorZu&iz'uk% pA ¼ yV~&yM~-&y`V~&yksV~&fof/kfy³~ydkjs"kq½

3- laLd`rkuqokn%]okP;ifjorZue~ ¼yV~&ydkjL;½ okD;s"kq&iz'ufuekZ.kke~]v'kqf)la'kks/kue~]

laLd`rlwDr;% A

4- ¼i½ laLd`rHkk"kk&f'k{k.k&fo/k;%A

¼ii½ laLd`rHkk"kk&f'k{k.k&fl)kUrk%A

5- laLd`rHkk"kkdkS'kyL; fodkl%] ¼Jo.ke~] lEHkk"k.ke~] iBue~] ys[kue~½A

laLd`rk/;kiuL; vf/kxelk/kukfu] ikB~;iqLrdkfu] laiz"s k.kL; lk/kukfuA

6- laLd`rHkk"kk&f'k{k.kL; ewY;kVu&lEcfU/ku% iz'uk%] ekSf[kd&fyf[kriz'ukuka izdkjk%]

lrrewY;kVue~] mipkjkRedf'k{k.ke~A
 Hkk"kk&I ¼d{kk 6 ls 8 rd½ ysoy&II
flU/kh Hkk"kk&I
ulqj tk c Vqfdjk ¼iSjkxzkQ½ ¼x|ka'k½ nlhZ fdrkcfu [kka lokb gwUnk mUgfu Vqdjfu eka fgu
rjg tk lqoky iqfN;k osnkaA

y¶tfu th tk.k] Mqf[k;fu v[kjfu th ekuk] vnn] ftal] bLe] flQr] tehj] Qby] t+eku
ox+Sjg lka okLrks j[kanM+ lqokyA

Vqfdjs esa dks bLrykgq ;k igkdks gqts mu th ekuk] Vqfdjs tks muoku] v[ykdh fl[;k
oxSjgA

¼i½ xkYgkb.k tk vB y¶t+&eqf[rlj tk.kA fla/kh Hkk"kk th fy[kkoV] fyfi;qfu th tk.kA

¼ii½ y¶t+fu th tk.k] lkxh ekuk okjk v[kj] y¶t+fu th jpuk vfx;kfM+;wa ,sa
iNkfM+;Aaw
¼iii½ t+eku] ftal] vnn] bLrykg ,sa igkdk
¼iv½ fla/kh Hkk"kk ls[kkj.k] i<+kb.k tk rjhdkA 'kkfxZnfu [ks fla/kh Hkk"kk
ls[kkj.k tk dkjxj rjhdkA
¼v ½ fla/kh Hkk"kk cq/k.k] xkYgkb.kq] i<+.k] fy[k.k] fl[k.k ,sa ls[kkj.k tk rjhdk]
nlhZ fdrkcfu esa Hkk"kk tks Kku] 'kkfxZnfu [ks dfgM~fu rjhdfu lka fM;.k
?kqfjtsA
¼vi½ fla/kh Hkk"kk i<+.k] i<+kb.k] fy[k.k] xkYgkb.k tks ewY;kaduA ft+ckuh ,sa fyf[kr
lqokyfu tk fdLe] fla/kh Hkk"kk mEns uewus ls[kkj.k tk [kkl rjhdkA
 IkkB~;Øe
fganh dqy iz'u & 30
dqy vad & 30
Hkk"kk & II ¼d{kk 6 ls 8 rd½ ysoy & II

• ,d vifBr x|ka'k vk/kkfjr fuEufyf[kr O;kdj.k laca/kh iz'u %&

'kCn Kku] rRle] rn~Hko] ns'kt] fons'kh 'kCnA milxZ] izR;;] laf/k] lekl]
laKk] loZuke] fo'ks"k.k] fØ;k] fyax] opu] dkyA

• ,d vifBr i|ka'k ij vk/kkfjr fuEufyf[kr fcanqvksa ij iz'u %&

Hkko lkSna ;Z
fopkj lkSan;Z
ukn lkSna ;Z
f'kYi lkSna ;Z
thou n`f"V

• okD; jpuk] okD; ds vax] okD; ds Hksn] inca/k] eqgkojs] yksdksfDr;k¡A dkjd
fpg~u] vO;;A
• Hkk"kk f'k{k.k fof/k] Hkk"kk f'k{k.k ds mikxe] Hkk"kk;h n{krk dk fodklA

• Hkk"kk;h dkS'kyksa dk fodkl ¼lquuk] cksyuk] i<+uk] fy[kuk½ f'k{k.k vf/kxe

lkexzh&ikB~; iqLrd] cgq&ek/;e ,oa f'k{k.k ds vU; lalk/kuA
• Hkk"kk f'k{k.k esa ewY;kadu] ¼lquuk] cksyuk] i<+uk] fy[kuk½ miyfC/k ijh{k.k dk
fuekZ.k] lexz ,oa lrr~ ewY;kadu] mipkjkRed f'k{k.kA
 ENGLISH

Total Questions: 30
Total Marks : 30

LANGUAGE – II (CLASS 6 TO 8 ) LEVEL - II

• Unseen Prose Passage

Linking Devices, Subject-Verb Concord, Inferences

• Unseen Poem

Identification of Alliteration, Simile, Metaphor Personification, Assonance,

Rhyme

• Modal Auxiliaries, Phrasal Verbs and Idioms, Literary Terms : Elegy,

Sonnet, Short Story, Drama

• Basic knowledge of English sounds and their Phonetic Transcription

• Principles of Teaching English, Communicative Approach to English

Language Teaching, Challenges of Teaching English: Language Difficulties,
Errors and Disorders

• Methods of Evaluation, Remedial Teaching

 ikB~
ikB~;Øe%
Øe%
laLd`re~
Hkk"kk&II ¼d{kk 6 ls 8 rd½ ysoy&II iz'uk%& 30
Hkk"kk&f}rh;k
Hkk"kk&f}rh;k ¼2½ iz'ukVk %& 30

1- ,de~ vifBra x|ka'ke~ vk/kkjhd`R; fuEufyf[kr&O;kdj.k lEcfU/ku% iz'uk% &

'kCn:i&/kkrq:i&dkjd&foHkfDr&milxZ&izR;;&lfU/k&lekl&ydkj&loZuke&
fo'ks";&fo'ks"k.k&fyX
X&vO;;s"kq iz'uk% A

2- ,de~ vifBra i|ka'ka ok 'yksde~ vk/kkjhd`R; fuEufyf[kr&fcUnqlEcfU/ku% O;kdj.k

iz'uk%A

lfU/k&lekl&dkjd&izR;;&NUn&ydkjlEcfU/ku% iz'uk%A

fo'ks";&fo'ks"k.k&fyX
X lEcfU/ku% iz'uk%A

3- laLd`rkuqokn%] Loj&O;atu&mPpkj.kLFkkukfu] okP;ifjorZue~ ¼yV~ydkjs½]

v'kqf)la'kks/kue~] laLd`rlwDr;% A

4- ¼i½ laLd`rHkk"kk&f'k{k.k&fo/k;%A

¼ii½ laLd`rHkk"kk&f'k{k.k&fl)kUrk%A

¼iii½ laLd`rf'k{k.kkfHk#fpizz'uk%A

5- laLd`rHkk"kkdkS'kyL; fodkl% ¼Jo.ke~] lEHkk"k.ke~] iBue~] ys[kue~½

laLd`rf'k{k.ks&vf/kxelk/kukfu] laLd`rf'k{k.ks leLrlaisz"k.kL; lk/kukfu]

laLd`rikB~;iqLrdkfuA

6- laLd`rHkk"kkf'k{k.kL; ewY;kV
VulEcfU/ku% iz'uk%A

ekSf[kd&fyf[kriz'ukuka izdkjk%] lrrewY;kV

Vue~] mipkjkRed&f'k{k.ke~A
 Hkk"kk&II ¼d{kk 6 ls 8 rd½ ysoy&II
flU/kh Hkk"kk&II

ulqj tks fgdq Vqfdjks ¼iSjkxzkQ½ ¼x|ka'k½ nlhZ fdrkcfu [kka lokb gwUnks] mu Vqdjs eka fgu
rjg tk lqoky iqfN;k osnkaA

y¶t+fu th tk.k] Mqf[k;fu v[kjfu th ekuk] vnn] ftal] bLe] flQr] t+ehj] Qby] teku
oxSjg lka okLrks j[kanM+ lqokyA Vqfdjs esa dks bLrykgq ;k igkdks gqts mu th ekuk] muoku]
v[ykdh fl[;kA

¼i½ uT+e] fgdq cSrq ;k dfork ¼i|ka'k½ eka fgu rjg tk lqoky iqfN;k osna k&
muoku] dfov tks ukyks] 'kkbjhv th tk.k] 'kkbjhv ts mlwyfu] Nan] vyadkjfu th
eqf[rlj tk.k] Mqf[k;fu v[kjfu th ekuk oxSjgA fla/kh Hkk"kk th vkbZoVs k ¼o.kZekyk½
th tk.k] fla/kh fyfi;qfu] uT+e ,sa ulqj ckcr tk.kA
¼ii½ xzkej&xkYgkb.k tk vB y¶t+&eqf[rlj tk.kA ft+n] vnn] ftal b[rykg] igkdk ,sa
pof.k;wAa
¼iii½ [kr] nj[okLr] et;wu fy[k.k tk rjhdkA
¼iv½ fla/kh Hkk"kk ls[kkj.k i<+kb.k tk rjhdk 'kkfxnZfu [ks fla/kh Hkk"kk
ls[kkfjts] mu tk dkjxj rjhdkA
¼v ½ fla/kh Hkk"kk cq/k.k] xkYgkb.kq] i<+.k] fy[k.k] fl[k.k ,sa ls[kkj.k tk rjhdk]
nlhZ fdrkcfu esa Hkk"kk tks Kku] 'kkfxnZfu [ks dfgM+fu rjhdfu lka fM;.k
?kqfjtsA
¼vi½ fla/kh Hkk"kk i<+.k] i<+kb.k] fy[k.k] xkYgkb.k] tks ewY;kaduA ft+ckuh ,sa
fyf[kr lqokyfu tk fdLe] fla/kh Hkk"kk mEns uewus ls[kkj.k tk [kkl rjhdkA
 ikB~;Øe
f’k{kd ik=rk ijh{kk ¼VsV½
iz’u i= II
¼ml O;fDr ds fy, tks d{kk 6 ls 8 rd dk xf.kr vkSj foKku dk f’k{kd cuuk pkgrk gS ½
(iv) a xf.kr vkSj foKku
¼iz’u i= ds bl Hkkx ls 30 vadksa ds 30 cgqfodYih iz’u xf.kr rFkk 30 vadksa ds 30 cgqfodYih iz’u foKku
ls iwNs tk,¡x½s
•
?kkrkad % leku vk/kkj dh ?kkrh; la[;kvksa dk xq.kk rFkk Hkkx] ?kkrkad fu;eA
chth; O;atd % chth; O;atdksa dk ;ksx] O;odyu] xq.kk ,oa Hkkx] loZlfedk,aA
xq.ku[k.M % ljy chth; O;atdksa ds xq.ku[k.MA
lehdj.k % ljy ,d?kkrh; lehdj.kA
oxZ vkSj oxZey
w
?ku vkSj ?kuewy
•
C;kt % ljy C;kt] pØo`f) C;kt] ykHk & gkfu]
vuqikr ,oa lekuqikr % lekuqikrh Hkkxksa esa foHkktu] lk>kA
izfr’krrk] tUe o e`R;q nj] tula[;k o`f)] gklA
•
js[kk rFkk dks.k % js[kk[k.M] ljy ,oa oØ js[kk,a] dks.kksa ds izdkj]A
leryh; vkd`fr;k¡ % f=Hkqt] f=Hkqtksa dh lokZaxlerk] prqHkqZt rFkk o`ŸkA
leryh; vkd`fr;ksa dk {ks=Qy % f=Hkqt] vk;r] lekUrj prqHkZqt ,oa leYkEc prqHkqZtA
i`"Bh; {ks=Qy rFkk vk;ru& ?ku] ?kukHk ,oa yEco`rh; csyuA
•
lkaf[;dh % vkadM+ksa dk laxzg ,oa oxhZdj.k] ckjEckjrk caVu lkfj.kh] feyku fpg~u] LrEHk ¼ckj½ ys[kkfp= ,oa vk;r
ys[kkfp=] o`Ÿkh; xzkQ ¼ikbZ fp=½ A
ys[kkfp= ¼xzkQ½ % fofHkUu izdkj ds ys[kkfp=A
•
xf.kr dh izd`fr ,oa rdZ 'kfDr
ikB~;Øe esa xf.kr dh egRrk
xf.kr dh Hkk"kk
lkeqnkf;d xf.kr
•
ewY;kdau
mipkjkRed f'k{k.k
f'k{k.k dh leL;k;sa
A xf.kr vkSj foKku
foKku
•
lw{e tho% thok.kq] ok;jl] dod ( ¼ykHkdkjh ,oa vykHkdkjh½
ltho& ikS/ks ds fofHkUu Hkkx] ikniksa esa iks"k.k] ’olu ,oa mRltZu] ikni vkSj tarq dksf’kdkvksa dh lajpuk vkSj
dk;Z] dksf’kdk foHkktuA
ekuo ’kjhj ,oa LokLF; & lw{e thoksa ls QSyus okys jksx ¼{k; jksx] [kljk] fMIFkhfj;k] gStk] VkbQkbM½] jksxksa ls
cpko ds mik;( ekuo ’kjhj ds fofHkUu ra=( laØked jksx ¼QSyus ds dkj.k vkSj cpko½ ( Hkkstu ds izeq[k vo;o
vkSj budh deh ls gksus okys jksx] larqfyr HkkstuA
tUrq iztuu ,oa fd’kksjkoLFkk % tuu dh fof/k;k¡ % ySfxad ,oa vySfxad] fd’kksjkoLFkk ,oa ;kSoukjEHk % 'kkfjjhd
ifjoZru] tuu esa gkekZUs l dh Hkwfedk] tuukRed LokLF;

•
cy ,oa xfr & cyksa ds izdkj ¼is’kh; cy] ?k’kZ.k cy] xq:Ro cy] pqEcdh; cy] fLFkj oS|qr cy] vkfn½ (nkc
xfr ds izdkj ¼js[kh;] ;n`PN] o`Ÿkkdkj] dEiu xfr] vkorZ xfr½] pkyA
ÅtkZ ds izdkj] ÅtkZ ds ijEijkxr rFkk oSdfYid òksr] ÅtkZ laj{k.kA
Å"ek & Å"ek ds mi;ksx] Å"ek dk vknku&iznku] rki dh vo/kkj.kk] xyu] DoFku ,oa ok"iu] la?kuu ,oa
m?oZikru] nSfud thou esa Å"eh; izlkj ds mnkgj.k] Å"ek ds dqpkyd ,oa lqpkyd] Å"ek dh lapj.k fof/k;ka
¼pkyu] laogu vkSj fofdj.k½A
izdk’k ,oa /ofu & izdk’k ds lzksr] Nk;k dk cuuk] izdk’k dk ijkorZu] lery niZ.k esa izfrfcEc cuuk] /ofu ds
izdkj] /ofu lapj.k] /ofu ds vfHky{k.k] izfr/ofu] ’kksj vkSj ’kksj de djus ds mik;A

•
foKku ,oa izkS|ksfxdh & nSfud thou esa foKku dk egRo] la’ysf"kd js’ks rFkk IykfLVd & la’ysf"kd js’kksa ds xq.k/keZ
,oa izdkj] IykfLVd ,oa blds xq.k/keZ] fMVtsZVa ] lhesVa vkfn( fpfdRlk ds {ks= esa foKku ,oa izkS|ksfxdh ¼,Dl fdj.k]
lh-Vh- LdSu] ’kY; fpfdRlk] vYVªklkm.M rFkk ystj fdj.ksa½] nwjlapkj ds {ks= es& a QSDl e’khu] dEI;wVj] bUVjusV]
bZ&esy rFkk osclkbV dh lkekU; tkudkjhA
lkSj e.My & pUnzek ,oa rkjs] lkSj ifjokj&lw;Z ,oa xzg] /kwedsrq] rkjk e.MyA

•
inkFkZ dh lajpuk & ijek.kq ,oa v.kq] ijek.kq dh lajpuk( RkRo] ;kSfxd vkSj feJ.k( inkFkZ dh v’kqf);ksa dk
i`FkDdj.k( rRoksa ds izrhd] ;kSfxdksa ds jklk;fud lw= rFkk jklk;fud lehdj.kA
jklk;fud inkFkZ & vkWDlkbM] gfjr x`g izHkko vkSj oSf’od rkiu] gkbMªkd s kcZu ¼lkekU; tkudkjh½] vEy] {kkj vkSj
yo.k] vkWDlhtu xSl] ukbVªkstu xSl] ukbVªkt s u pØ] dks;yk] isVªksfy;e rFkk izkd`frd xSlA

•
foKku dh lajpuk ,oa izd`fr
izkd`frd foKku % y{; ,oa mÌs’;
foKku dks le>uk
foKku dh f’k{k.k fof/k;ka

•
uokpkj
ikB~; lkexzh@lgk;d lkexzh
ewY;kadu
leL;k,sa
mipkjkRed f’k{k.k
 Syllabus
Teacher Eligibility Test (TET)
Paper II
(For a person who intends to be a teacher for classes VI to VIII)
(iv)a Mathematics and Science
(30 Multiple choice questions of Mathematics and 30 Multiple choice questions of Science will be asked
from this part of the question paper)

•
 Indices : Multiplication and division of numbers on equal bases, Laws of Indices.
 Algebraic expressions: Addition, Subtraction, Multiplication and Division, Identities
 Factors : factors of simple algebraic expressions
 Equations : Simple linear equation.
 Square & Square Root
 Cube & Cube Root

•
 Interest : Simple interest, Compound interest, Profit - Loss.
 Ratio and Proportion : Division into proportional parts, Partnership.
 Percentage, Birth and Death rate, Population growth, Depreciation,

•
 Lines and Angles : Line segment, straight and curved lines, types of angles.
 Plane figures : Triangles, Congurence of triangles, Quadrilaterals and Circle.
 Area of Plane figures : Triangles, Rectangles, Parallelograms and Trapeziums.
 Surface Area and Volume : cube, cuboid and right circular cylinder.

•
 Statistics : collection and classification of data, frequency distribution table, Tally marks, bar
graph and histogram, circular graph (pai diagram).
 Graph: Various types of graphs.

•
 Nature of Mathematics/Logical thinking
 Place of Mathematics in Curriculum
 Language of Mathematics
 Community Mathematics

•
 Evaluation
 Remedial Teaching
 Problems of Teaching
 A Mathematics and Science Level -2
Science
•
 Micro-organisms: Bacteria, virus, fungi (Beneficial & Harmful)
 Living Being: different parts of plants, nutrition in plants, respiration and excretion, plant cell
and animal cell- their structure and Funcation, Cell Division
 Human body and health: Diseases spread by micro-organisms, (tuberculosis , measles ,
diphtheria, cholera, typhoid); prevention from diseases; different systems of human body ;
infectious diseases (reasons of spreading and prevention); Major components of food and
diseases developed due to their deficiency; Balanced diet;
 Animal Reproduction and Adolescence: Methods of Reproduction; Sexual and asexual.
Adolescence and puberty: Changes in body, role of hormones in reproductions, Reproductive
health
•
 Force and Motion: Types of forces- (muscular force, frictional force, gravitational force,
magnetic force, electrostatic force),Pressure.
Types of motion (linear, zigzag, circular, vibrating, periodic) speed.
Types of energies- traditional and alternative sources of energy; energy conservation;
 Heat: applications of heat; transformation of heat, concept of temperature; melting, boiling and
evaporation; condensation and sublimation; examples of thermal expansion in daily life;
insulator and conductor of heat; Methods of heat transfer (conduction, convention and radiation).
 Light & Sound: sources of light, formation of shadow, reflection of light, image formation in
plane mirror, Types of sound, sound propagation Characteristics of sound, echo, noise and
methods to reduce noise.
•
 Science and Technology: Importance of science in daily life; Synthetic Fibers & Plastics-Types
and characteristics of synthetic fibers. Plastic and its properties, Plastic and environment,
detergents, cement, etc.; Science and Technology in medical field (X-ray, C.T. Scan, Surgery,
Ultrasound and LASER) ; In the field of Telecommunication - general information about fax
machine, computer, internet, e-mail and website.
 Solar System: Moon and stars, Solar family-Sun and Planets, Comets, Constellation
•
 Structure of Matter; Atom and molecule; structure of atom; element, compound and mixture;
separation of impurities of substances; symbols of elements; chemical formulae of compounds
and chemical equations.
 Chemical Substances: Oxides, green house effect and global warming, Hydrocarbon
(Introductory knowledge), Acide, Alkali and salt, Oxygen gas, Nitrogen gas and nitrogen cycle,
Coal, Petroleum and natural gas
•
 Nature & Structure of Sciences
 Natural Science : Aims & objectives
 Understanding the Science
 Methods of Science teaching
•
 Innovation
 Text Material/Aids
 Evaluation
 Problems
 Remedial Teaching
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 Syllabus
Teacher Eligibility Test (TET)
Paper II
( For a person, who intends to be a Social Science Teacher for
Classes VI to VIII)
IV (b) - Social Studies
(60 Multiple choice questions of 60 Marks will be asked from this part of the question paper.)

• Indian Civilization, Culture and Society –

Indus valley civilization, Vedic culture, Indian Society : Characteristics , Family, Marriage,
Gender Sensitization, Rural Life and Urbanization.
• Mauryan & Gupta Empires and Post-Gupta Period –
Political history & administration, contribution to Indian culture, Cultural achievement of
Gupta’s age, India (600-1000 AD) Indian cultural contacts with the outside world.
• Medieval and Modern Period –
The Bhakti and Sufi Movement, Mughal-Rajput relations; Mughal administration, social,
Economic and cultural conditions during the Medieval period, British policies towards Indian
states, Revolt of 1857, Impacts of British Rule on Indian Economy, Renaissance and Social
reforms, Indian National Movement (1919-1947)
• Indian Constitution and Democracy -
Preamble, Fundamental rights and Fundamental duties, Secularism and Social justice.
• Government : Composition and Functions –
Parliament, President, Prime minister and Council of Ministers; State Government;
Panchayati raj and Urban Self -Government.
• Main Components of the Earth –
lithosphere, hydrosphere, atmosphere, biosphere; types of rocks; Interior and Exterior forces
modifying earth’s surface
• Resources and Development
Types of Resources, Conservation of Resources, Soils, Minerals and Power Resources,
Agriculture, Industries, Human Resources.
• Geography and Resources of India –
Physiographic regions, Climate, Natural vegetation, Wild Life, Multipurpose projects,
Agriculture crops, Industries, Transportation, Population, Public amenities, Economic and
Social Programmes of Development, Consumer awareness
• Geography and Resources of Rajasthan -
Physical regions, Water conservation and Harvesting, Agriculture Crops, Minerals and
Energy resources, Transport, Industries, Population.
• History and Culture of Rajasthan –
Ancient Civilizations and Janpadas, Freedom Struggle in Rajasthan; Integration of
Rajasthan; Heritage and Culture of Rajasthan (Forts, Palaces, Fairs, Festivals, Folk-arts,
Handicrafts), Rajasthani Literature, Tourism, Conservation of Heritage.
• Pedagogical Issues – I
Concept & Nature of Social Science/Social Studies; Class Room Processes, activities and
discourse; Problems of teaching Social Science/Social Studies; Developing critical
thinking.
• Pedagogical Issues – II
Enquiry/Empirical Evidence; Teaching Learing Material and Teaching Aids; Projects
Work; Evaluation.