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CTET 2021: January, Paper 1 (main booklet)

  • Paper code: Paper 1
  • Language: Bilingual
  • 56 pages
CTET 2021 question paper, January 2021, Paper 1 (main booklet), page 1 of 56
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This booklet contains 56 printed pages.                    AAT-20-I                                   Test Booklet Code
                                                                                                                                  Test Booklet No.

             56                                           PAPER I /                      I
                                                 MAIN TEST BOOKLET /



                                                                                                                I
Do not open this Test Booklet until you are asked to do so.

Read carefully the Instructions on the Back Cover of this Test Booklet.
Bg narjm nwpñVH$m Ho$ {nN>bo AmdaU na {XE JE {ZX}em| H$mo ܶmZ go n‹T>| &
         INSTRUCTIONS FOR CANDIDATES
1.    The OMR Answer Sheet is inside this Test Booklet. When               1. OMR CÎma nÌ Bg narjm nwpñVH$m Ho$ AÝXa aIm h¡ & O~ AmnH$mo narjm
      you are directed to open the Test Booklet, take out the                 nwpñVH$m ImobZo H$mo H$hm OmE, Vmo CÎma nÌ {ZH$mb H$a n¥îR>- 1 Ed§
      Answer Sheet and fill in the particulars on Side-1 and                  n¥îR>- 2 na ܶmZ go Ho$db Zrbo/H$mbo ~m°b nm°B§Q> noZ go {ddaU ^a| &
      Side-2 carefully with blue/black ball point pen only.                2. narjm H$s Ad{Y 2½ K§Q>o h¢ Ed§ narjm ‘| 150 àíZ h¢ & H$moB© F$UmË‘H$
2.    The test is of 2½ hours duration and consists of 150                     A§H$Z Zht h¡ &
      questions. There is no negative marking.
3.    Use Blue/Black Ball Point Pen only for writing particulars
                                                                           3.  Bg n¥îR> na {ddaU A§{H$V H$aZo Ed§ CÎma nÌ na {ZemZ bJmZo Ho$ {bE
      on this page / marking responses in the Answer Sheet.                    Ho$db Zrbo/H$mbo ~m°b nm°B§Q> noZ H$m à¶moJ H$a| &
4.    The CODE for this Booklet is I. Make sure that the CODE              4. Bg nwpñVH$m H$m g§Ho$V I h¡ & ¶h gw{ZpíMV H$a b| {H$ Bg nwpñVH$m H$m
      printed on Side-2 of the Answer Sheet is the same as that on             g§Ho$V, CÎma nÌ Ho$ n¥îR>- 2 na N>no g§Ho$V go {‘bVm h¡ & ¶h ^r
      this Booklet. Also ensure that your Test Booklet No. and                 gw{ZpíMV H$a b| {H$ narjm nwpñVH$m g§»¶m Am¡a CÎma nÌ g§»¶m {‘bVo
      Answer Sheet No. are the same. In case of discrepancy, the
      candidate should immediately report the matter to the
                                                                               h¢ & AJa ¶h {^ÝZ hm| Vmo narjmWu Xÿgar narjm nwpñVH$m Am¡a CÎma nÌ
      Invigilator for replacement of both the Test Booklet and the             boZo Ho$ {bE {ZarjH$ H$mo VwaÝV AdJV H$amE± &
      Answer Sheet.                                                        5. Bg narjm nwpñVH$m ‘| nm±M ^mJ I II III IV Am¡a V h¢, {OZ‘| 150
5.    This Test Booklet has five Parts, I, II, III, IV and V, consisting       dñVw{ZîR> àíZ h¢, VWm à˶oH$ 1 A§H$ H$m h¡ …
      of 150 Objective Type Questions and each carries 1 mark :                ^mJ I        ~mb {dH$mg d {ejmemó                        àíZ g§. 1 30
      Part-I : Child Development and Pedagogy (Q. Nos. 1-30)
      Part-II : Mathematics                            (Q. Nos. 31-60)         ^mJ II J{UV                                           àíZ g§. 31 60
      Part-III : Environmental Studies                 (Q. Nos. 61-90)         ^mJ III n¶m©daU Aܶ¶Z                                 àíZ g§. 61 90
      Part-IV : Language I - (English/Hindi)          (Q. Nos. 91-120)         ^mJ IV ^mfm I A§J«oµOr {hÝXr                         àíZ g§. 91 120
      Part-V : Language II - (English/Hindi) (Q. Nos. 121-150)                 ^mJ V ^mfm II A§J«oµOr {hÝXr                        àíZ g§. 121 150
6.    Part-IV contains 30 questions for Language-I and Part-V
      contains 30 questions for Language-II. In this Test Booklet,
                                                                               ^mJ IV ‘| ^mfm I Ho$ {bE 30 àíZ Am¡a ^mJ V ‘| ^mfm II Ho$ {bE 30
      only questions pertaining to English and Hindi language have             àíZ {XE JE h¢ & Bg narjm nwpñVH$m ‘| Ho$db A§J«oµOr d {hÝXr ^mfm go
      been given. In case the language/s you have opted for as                 g§~§{YV àíZ {XE JE h¢ & ¶{X ^mfm I Am¡a ¶m ^mfm II ‘| AmnHo$
      Language-I and/or Language-II is a language other                        Ûmam MwZr JB© ^mfm E± A§J «oµOr ¶m {hÝXr Ho$ Abmdm h¡/h¢, Vmo
      than English or Hindi, please ask for a Supplement                       H¥$n¶m I H$moS> dmbr Cg ^mfm dmbr n[a{eîQ> narjm nwpñVH$m ‘m±J
      Test Booklet of I Code that contains questions on that
      language. The languages being answered must tally
                                                                               br{OE & {OZ ^mfmAm| Ho$ àíZm| Ho$ CÎma Amn Xo aho h¢ dh AmdoXZ nÌ ‘|
      with the languages opted for in your Application Form.                   MwZr JB© ^mfmAm| go Adí¶ ‘ob ImZr Mm{hE & ^mfmAm| H$m n[adV©Z
      No change in languages is allowed.                                       AZw‘ݶ Zht h¡ &
7.    Candidates are required to attempt questions in                      7. narjmWu ^mfm II ^mJ V Ho$ {bE, ^mfm gyMr go Eogr ^mfm MwZ| Omo CZHo$
      Language-II (Part-V) in a language other than the                        Ûmam ^mfm I ^mJ IV ‘| MwZr JB© ^mfm go {^ÝZ hmo &
      one chosen as Language-I (Part-IV) from the list of
      la nguages.
                                                                           8. a’$ H$m¶© narjm nwpñVH$m ‘| Bg à¶moOZ Ho$ {bE Xr JB© Imbr OJh na hr
8.    Rough work should be done only in the space provided in the              H$a| &
      Test Booklet for the same.                                           9. g^r CÎma Ho$db OMR CÎma nÌ na hr A§{H$V H$a| & AnZo CÎma ܶmZnyd©H$
9.    The answers are to be recorded on the OMR Answer Sheet                   A§{H$V H$a| & CÎma ~XbZo hoVw ídoV a§OH$ H$m à¶moJ {Z{fÕ h¡ &
      only. Mark your responses carefully. No whitener is allowed          10. ¶{X A§J«oµOr Am¡a {hÝXr g§ñH$aU Ho$ àíZm|/CÎmam| ‘| H$moB© {dg§J{V hmo Vmo
      for changing answers.
10.   In case of any discrepancy in the English and Hindi versions             A§J«oµOr g§ñH$aU A§{V‘ ‘mZm Om¶oJm &
      of questions/answers, English version will be taken as final.

Name of the Candidate (in Capital Letters) :


Roll Number               : in figures
                            in words
Centre of Examination (in Capital Letters) :


Candidate’s Signature :                                          Invigilator’s Signature :

Facsimile signature stamp of Centre Superintendent


                                                          I
CTET 2021 question paper, January 2021, Paper 1 (main booklet), page 2 of 56
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Text of page 2
I                                                    (2)                                                 P-I
                             PART – I / –I
            CHILD DEVELOPMENT AND PEDAGOGY /

Directions : Answer the following questions                 :   (.  1  30)  
(Q. Nos. 1 to 30) by selecting the correct/most               /    :
appropriate options.


1.    After getting hurt during a play                     1.            
      activity, Rohan started crying. Seeing                             ,
      this, his father responded, “Don’t
      behave like girls, boys don’t cry”. This                   “     ;  
      statement by the father                                      ”     –
      (1)   reflects gender stereotype.                          (1)      
      (2)   challenges gender stereotype.                        (2)     
      (3)   reduces gender bias.                                          
                                                                 (3)       
      (4)   promotes gender equality.
                                                                 (4)       

2.    In a progressive classroom
                                                           2.        –
      (1)   a teacher should follow fixed
            curriculum.                                          (1)      

      (2)   the emphasis should be              on
                                                                        
            competition among students.                          (2)      
      (3)   ample opportunities should be                              
            provided for construction of                         (3)        
            knowledge.
                                                                        
      (4)   students should be labelled on the
                                                                 (4)      
            basis of their academic scores.
                                                                           
3.    After observing that students are                    3.       ,    
      struggling to proceed further on an                        ,      
      ongoing activity, a teacher decides to
      provide cues and hints in form of                            –‘, , ’   
      what, why, how. According to Lev                                   
      Vygotsky’s theory, this strategy of                        ,     –
      teacher will
                                                                 (1)            
      (1)   demotivate the children to learn.                           /  
      (2)   act as a scaffold for learning.                      (2)    / 
      (3)   cause withdrawal tendency among                                
            students.                                            (3)   /  
      (4)   be meaningless in process of                                 
            learning.                                            (4)       
CTET 2021 question paper, January 2021, Paper 1 (main booklet), page 3 of 56
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Text of page 3
P-I                                                       (3)                                                      I
4.    Which of the following is correct in the                  4.           
      context of socialization of children ?                              ?
      (1)   School          is       a      secondary                (1)       
            socialization agent and family is a                                 
            primary socialization agent.                                       
      (2)   School is a primary socialization
                                                                     (2)       
            agent and peers are secondary
                                                                                
            socialization agents.                                             
      (3)   Peers are primary socialization
                                                                     (3)       
            agents and family is a secondary
                                                                                
            socialization agent.
                                                                              
      (4)   Family and mass-media both are
                                                                     (4)     - 
            secondary socialization agents.
                                                                                


5.    Theory     of    multiple            intelligence         5.   -       –
      emphasizes that
                                                                     (1)   -   
      (1)   Intelligence Quotient (IQ) can be
            measured only by objective tests.
                                                                                 
      (2)   Intelligence in one domain ensures                       (2)      ,  
            intelligence in all other domains.
                                                                                 
      (3)   There     are        several    forms   of
            intelligences.                                           (3)        
      (4)   There      are          no      individual
                                                                     (4)       
            differences in intelligence.
                                                                              

6.    According to Lawrence Kohlberg’s                          6.        , “
      theory, “Performing an act and doing                              ,   
      something because others approves                                ”,    _____
      it”, represents _________ stage of
                                                                         
      morality.
      (1)   Pre-conventional
                                                                     (1)   -
      (2)   Conventional                                             (2)   
      (3)   Post-conventional                                        (3)   -
      (4)   Formal conventional                                      (4)    
CTET 2021 question paper, January 2021, Paper 1 (main booklet), page 4 of 56
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I                                                  (4)                                               P-I
7.    Lev     Vygotsky’s    social-cultural              7.       -
      perspective of learning emphasizes                       ,    _____  
      importance of _________ in the                               
      learning process.
                                                               (1)  
      (1)   Cultural tools
      (2)   Attribution                                        (2) 

      (3)   Motivation                                         (3) 
      (4)   Equilibration                                      (4) 

8.    In his theory of cognitive development,            8.         
      Jean     Piaget    explains    cognitive                  ,    _____
      structures in terms of _________.                              
      (1)   Psychological tools
                                                               (1)  
      (2)   Stimulus-response association
                                                               (2) - 
      (3)   Zone of proximal development
                                                               (3)    
      (4)   Schemas
                                                               (4) /

9.    Pre-operational stage in Jean Piaget’s             9.          
      theory of cognitive development                          , -    
      characterizes _________.                                      ?
      (1)   Development of abstract thinking
                                                               (1)    
      (2)   Centration in thought
                                                               (2) /  
      (3)   Hypothetico deductive thinking
                                                               (3) - 
      (4)   Ability to conserve and seriate
            objects.                                           (4)       
                                                                      

10.   Which of the following statement is                10.            
      correct in context of development ?
                                                                 ?
      (1)   Development has the same rate of
            growth across cultures for                         (1)   ,    
            everyone.                                                      
      (2)   Development occurs only through                    (2)      
            learning that takes place in school.                           
      (3)   Development occurs only during                     (3)      
            the period of childhood.                                    
      (4)   Development           is     multi-                (4)     
            dimensional.
CTET 2021 question paper, January 2021, Paper 1 (main booklet), page 5 of 56
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P-I                                                   (5)                                                    I
11.   Sequence of development among                         11.         
      children from birth to adolescence is                            ?
      (1)   sensory, concrete, abstract.
                                                                  (1)   , , 
      (2)   abstract, sensory, concrete.
                                                                  (2)   , , 
      (3)   concrete, abstract, sensory.
                                                                  (3)   , , 
      (4)   abstract, concrete, sensory.
                                                                  (4)   , , 

12.   Individual differences in a progressive               12.        
      classroom should be treated as                                    ?
      (1)   a hindrance to the process of learning.
                                                                  (1)        
      (2)   a failure on the part of teacher.
                                                                  (2)        
      (3)   criteria for making ability-based
            groups.
                                                                  (3)   -   
                                                                         
      (4)   important    for    planning        of
            teaching-learning process.                            (4)   -   
                                                                           


13.   In an Inclusive classroom emphasis                    13.       _____   
      should be on                                                 
      (1)   performance oriented goals.
                                                                  (1)   - 
      (2)   undifferentiated instructions
                                                                  (2)   / 
      (3)   segregation of students based on
            their social identity.                                (3)         
                                                                        
      (4)   providing opportunities aiming at
            maximizing potential of individual                    (4)         
            children.                                                       


14.   According to Right of Persons with                    14.      (2016) 
      Disabilities Act (2016), which of the                       ,       
      following term is appropriate to use ?                        ?
      (1)   Retarded student                                      (1)  
      (2)   Handicapped student                                   (2)  
      (3)   Student with physical disability                      (3)      
      (4)   Student with crippled body                            (4)      
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I                                                     (6)                                                P-I
15.   In order to address the needs of                      15.         
      students who are facing learning                                ,   
      difficulties, a teacher should NOT
                                                                      ?
      (1)   use multiple audio-visual aids.
                                                                  (1) -    
      (2)   use constructive            pedagogical
                                                                  (2)    
            approaches.
                                                                          
      (3)   do individualized           educational
                                                                  (3)     
            planning.
                                                                  (4)     
      (4)   practice rigid structures           for
            pedagogy and assessment.                                        


16.   _________ is the primary identifying                  16.         
      feature of creativity.                                       ?
      (1)   Low comprehension                                     (1)  /
      (2)   Divergent thinking                                    (2)  
      (3)   Hyperactivity                                         (3) 
      (4)   Inattentiveness                                       (4) 


17.   In order to address learners from                     17.       
      diverse backgrounds, a teacher should                         ,    –
      (1)   avoid talking about aspects related                   (1)      
            to diversity.                                                 
      (2)   draw examples         from      diverse
                                                                  (2)       
            settings.
                                                                  (3)      
      (3)   use standardized assessment for
                                                                            
            all.
                                                                  (4)       
      (4)   use statements that strengthen
            negative stereotypes.
                                                                            
                                                                           

18.   Problem-solving       abilities     can   be          18.   -    
      facilitated by                                                   ?
      (1)   focusing on drill and practice.                       (1)      
      (2)   encouraging fixed process            of                      
            solving the problems.                                 (2)       

      (3)   encouraging use of analogies.
                                                                            
                                                                  (3)       
      (4)   generating fear among students.
                                                                  (4)        
CTET 2021 question paper, January 2021, Paper 1 (main booklet), page 7 of 56
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P-I                                                 (7)                                                       I
19.   Motivation to learn can be sustained                19.         
      by                                                            ?
      (1)   punishing the child.                                (1)     
      (2)   focusing    on     mastery-oriented                 (2) -   
            goals.                                                     
      (3)   giving very easy tasks to children.                 (3)     
      (4)   focusing on rote-memorisation.                             
                                                                (4)       

20.   Shame _________                                     20.    _____
      (1)   has no relation to cognition.                       (1)        
      (2)   can have negative impact on                         (2)      
            cognition.                                                  
      (3)   is very effective to motivate the                   (3)       
            children to learn.
                                                                          
      (4)   should be generated frequently in
                                                                (4)    -  
            teaching-learning process.
                                                                          

21.   Which of the following is most                      21.      -  
      effective mode of teaching-learning ?
                                                                     ?
      (1)   Rote memorization of content
                                                                (1) -    
      (2)   Exploration   of        relationships
                                                                (2)     
            between concepts
                                                                (3)     
      (3)   Observation without analysis
                                                                (4) /  
      (4)   Imitation and repetition


22.   A teacher should analyse the various                22.     ,    
      errors made by students on a given                               
      task because
                                                                , 
      (1)   she can decide degree              of
                                                                (1)       
            punishment accordingly.
                                                                           
      (2)   understanding of errors are
            meaningful in the teaching-                         (2)   , -
            learning process.                                               
      (3)   she can segregate those who made                    (3)       
            more errors in comparison to                                      
            others.                                                      
      (4)   learning is solely         based   on               (4)       
            correction of errors.                                       
CTET 2021 question paper, January 2021, Paper 1 (main booklet), page 8 of 56
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I                                                    (8)                                                P-I
23.   It is difficult for children to learn                23.         ,  –
      when
                                                                 (1)  -    
      (1)   information is presented            in
                                                                        
            disconnected chunks.
                                                                 (2)       
      (2)   they are intrinsically motivated.
      (3)   learning is socially contextualized.                 (3)      

      (4)   content is represented through                       (4) -     
            multiple ways.                                               

24.   Best state of learning is                            24.          ?
      (1)   high arousal, high fear.                             (1)  ,  
      (2)   low arousal, high fear.                              (2)  ,  
      (3)   moderate arousal, no fear.                           (3)  ,   
      (4)   no arousal, no fear.                                 (4)   ,   


25.   Constructivist view of learning                      25.         
      suggests that children ________                                  –
      construction of their own knowledge.                       (1)       
      (1)   have no role to play in
                                                                 (2)        
      (2)   are solely dependent on adults for                           
      (3)   play an active role in
                                                                 (3)      
      (4)   are solely dependent on textbooks
                                                                 (4)     -  
            in
                                                                          

26.   Which of the following belief is good                26.         - 
      for learning ?                                               ?
      (1)   Ability is improvable.                               (1)    
      (2)   Ability is fixed.                                    (2)    
      (3)   Efforts don’t make any difference.
                                                                 (3)       
      (4)   Failure is uncontrollable.
                                                                 (4)    

27.   Conceptual understanding among                       27.      - ,  
      students is likely to improve in the                            
      settings which emphasise on                                  ?
      (1)   competitions.                                        (1)   
      (2)   textbook-centric pedagogy.                           (2) -- 
      (3)   frequent examinations.                               (3)  
      (4)   inquiry and dialogue.                                (4)   
CTET 2021 question paper, January 2021, Paper 1 (main booklet), page 9 of 56
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P-I                                                 (9)                                                       I
28.   During a task, Saina is talking to                  28.      ,      
      herself about ways she can proceed on                              
      the task. According to Lev Vygotsky’s                            /
      ideas on language and thought; this                              ,  
      kind of ‘private speech’ is a sign of                      ‘ ’    ?
      (1)   Cognitive immaturity.                               (1)    
      (2)   Self-regulation.                                    (2)   : 
      (3)   Ego-centricism.                                     (3)   -
      (4)   Psychological disorder.                             (4)    



29.   Evaluation practices should aim at                  29.         –
      (1)   labelling of students.
                                                                (1)       
      (2)   segregation of students for ability-
                                                                (2)   -   
            based groups.                                                
      (3)   identifying students’ needs and                     (3)      
            requirements.                                                 
      (4)   identification of high-achievers for                (4)   -  - 
            prize distribution.                                             


30.   Individual differences in development               30.         
      of children can be attributed to                                 ?
      (1)   heredity only.                                      (1)     
      (2)   environment only.                                   (2)     
      (3)   neither heredity nor environment.                   (3)        
      (4)   interplay    of       heredity    and               (4)               
            environment.                                               
CTET 2021 question paper, January 2021, Paper 1 (main booklet), page 10 of 56
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Text of page 10
I                                             (10)                                                  P-I
                                        PART – II /  – II
                                       MATHEMATICS /
Directions : Answer the following questions by       :       
selecting the correct/most appropriate options.      /    :
31.   In how many ways, 48 small squares            31.   1 cm  1 cm  48    
      of 1 cm  1 cm can be arranged so                          ,
      that the resulting area is 48 cm2 ?
                                                             48 cm2  ?
      (1) 6
                                                          (1)    6
      (2) 4
                                                          (2)    4
      (3) 5
                                                          (3)    5
      (4) 2
                                                          (4)    2

32.   In school assembly, students of a class
                                                    32.           
      are standing in a line. Ruhi is 19th
                                                                    19
      from both ends. How many students
      are present in that class ?
                                                                  
      (1) 38                                                ?
      (2) 37                                              (1)    38
      (3) 36                                              (2)    37
      (4) 40                                              (3)    36
                                                          (4)    40
33.   Asmita reaches school for a meeting           33.        8.30 am  15
      15 minutes before 8.30 am. She                              
      reached half an hour earlier than her                 ,      40
      colleague who is 40 minutes late for                        
      meeting. What is the scheduled time
                                                             ?
      of the meeting ?
      (1) 8.15 am                                         (1)    8.15 am
      (2) 9.10 am                                         (2)    9.10 am
      (3) 8.45 am                                         (3)    8.45 am
      (4) 8.05 am                                         (4)    8.05 am

                        SPACE FOR ROUGH WORK /
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P-I                                             (11)                                                       I
34.   A number is larger than half of 100. It          34.     100       
      is more than 6 tens and less than 8
                                                             6     8     
      tens. The sum of its digits is 9. The
      tens digit is the double of the ones                       9      
      digit. What is the number ?                                      ?
      (1)   72                                               (1)   72
      (2)   63                                               (2)   63
      (3)   54                                               (3)   54
      (4)   81                                               (4)   81

35.   The rates of various stationery items            35.     (-)  
      are given below :                                           
      A packet of crayons      -    ` 15.50
                                                                            -    ` 15.50
      A packet of pencils      -    ` 14.00
                                                                          -    ` 14.00
      A packet of sketch
      pens                     -    ` 22.50                               -    ` 22.50

      One scissors             -    ` 17.00                                        -    ` 17.00
      One eraser               -     ` 2.00                                         -     ` 2.00
      One sheet of glazed                                       
      paper                    -     ` 2.50
                                                              ()         -               ` 2.50
      A pack of decorative
      stickers                 -     ` 5.00                      -              ` 5.00
      Sohail buys one packet of crayons,                     
      two packets of pencils, one packet of
                                                                 ,   , 
      sketch pens, one scissors, 5 sheets of
      glazed papers and one pack of                            ,  ,   
      decorative stickers. How much would                    5        
      he be required to pay ?                                     ?
      (1)   ` 98.00
                                                             (1)   ` 98.00
      (2)   ` 86.50                                          (2)   ` 86.50
      (3)   ` 100.50                                         (3)   ` 100.50
      (4)   ` 102.00                                         (4)   ` 102.00

                       SPACE FOR ROUGH WORK /
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I                                                (12)                                                 P-I

36.   A train starts from Patna on 30th May,            36.       30 , 2020  23:40
      2020 at 23:40 hours and reaches                               1 , 2020 
      Mumbai on 1st June, 2020 at 5:15                        5:15         
      hours. What is the total travel time of                     ?
      train ?
                                                              (1)   28  20 
      (1)   28 hours 20 minutes
                                                              (2)   29  35 
      (2)   29 hours 35 minutes

      (3)   29 hours 15 minutes                               (3)   29  15 

      (4)   28 hours 25 minutes                               (4)   28  25 



37.   In a five digit number, the digit at the          37.           
      hundreds place is three-fourth of the                          -
      digit at ten thousands place and the                            
      digit at tens place is two-third of the                    -      
      digit at hundreds place. The digit at                          
      tens place is square of the smallest                           
      prime number and the digit at                                   
      thousands place is the largest single                          
      digit prime number. If the digit at unit                ,   
      place is the largest single digit odd
      number, then the number is                              (1)   87649

      (1)   87649                                             (2)   49327

      (2)   49327
                                                              (3)   83419
      (3)   83419
                                                              (4)   42937
      (4)   42937

                       SPACE FOR ROUGH WORK /
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Text of page 13
P-I                                              (13)                                                            I

38.   What should be subtracted from the                38.   17863    8008, 8088  8808
      sum of 8008, 8088 and 8808 to obtain                           ?
      17863 ?
                                                              (1)    6121
      (1)   6121
                                                              (2)    6131
      (2)   6131

      (3)   7041                                              (3)    7041


      (4)   7141                                              (4)    7141




39.   A bucket of 16 litres capacity is filled          39.   16        
      to the brim with water. Water from                                
      this bucket is to be transferred into
                                                              -         
      smaller utensils. A mug filled to
                                                                   (Mug)  50 
      capacity has to be dipped 50 times to
                                                                -   
      completely transfer the water in the
      bucket into the utensils. What is the                            ?
      capacity of the mug ?
                                                              (1)    225 mL
      (1)   225 mL
                                                              (2)    250 mL
      (2)   250 mL

      (3)   275 mL                                            (3)    275 mL

      (4)   320 mL                                            (4)    320 mL


                       SPACE FOR ROUGH WORK /
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I                                                (14)                                                  P-I
40.   A taxi meter shows charges of ` 50 for            40.        2   
      the first two kilometres of journey and                   ` 50       
      ` 16 for every subsequent kilometre
      travelled. Manju pays ` 258 as fare to                        ` 16  
      travel from her house to the railway                              
      station. How far is the railway station                     ` 258     
      from her home ?                                                ?
      (1) 12 km
                                                              (1)   12 km
      (2) 13 km
                                                              (2)   13 km
      (3) 15 km
                                                              (3)   15 km
      (4) 18 km                                               (4)   18 km
41.   The following table shows marks                   41.        
      obtained out of 100 by Maria and
                                                              100          
      Shehnaz in five subjects :
                        Maria     Shehnaz
                                                                                         
      English            74         81                                        74          81

      Maths               88         78                                         88          78

      Social Science      65         77                                 65          77

      Hindi               73         72                                        73          72

      Science              90         82                                       90          82
      Based on the table above identify the                          
      correct statement from among the                              :
      following :
                                                              (1)   ,   
      (1) Maria has scored more marks than
                                                                           
            Shehnaz in all the subjects except
            the languages.                                             
      (2) Maria has scored more marks than                    (2)        
            Shehnaz in only two subjects.                                 
      (3) Shehnaz’s aggregate marks in                        (3)       
            Maths and Science are more than
                                                                           
            Maria’s aggregate marks in these
            subjects.                                                    
      (4) The aggregate marks of Maria and                    (4)      
            Shehnaz are equal.                                         
                       SPACE FOR ROUGH WORK /
CTET 2021 question paper, January 2021, Paper 1 (main booklet), page 15 of 56
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Text of page 15
P-I                                             (15)                                                       I
42.   Which of the following is a desirable            42.     –   
      teaching-learning practice in the                             ?
      context of Mathematics ?
                                                             (1)        
      (1) Open ended questions should be
            avoided to prevent confusion.                           ( )     
      (2) Intuitive      understanding     of                (2)     
            concepts should be encouraged.                             
      (3) Open book tests should be
                                                             (3)       
            avoided.
      (4) Students should be told to follow                  (4)      
            the prescribed steps of solving                                
            problems.                                                 
43.   Following are some questions posed               43.         
      by the teacher in the mathematics                           :
      classroom :
      A.    What is the area of the rectangle
                                                             A.         , 
            whose one side is 5 cm and                               5 cm   30 cm  ?
            perimeter is 30 cm ?                             B.         
      B.    Find a set of numbers whose                              4  
            median is 4.
      C.    List all prime numbers between
                                                             C.    0-8     
            0-8.                                                      
      D.    Tell me anything mathematical                    D.          
            information you know about                               ,   
            rectangles.                                      (1) A  B       C  D
      (1)   A & B are closed ended questions
            and C & D are open ended
                                                                        
            questions.                                       (2) A, B  C       D
      (2)   A, B & C are closed ended and D                             
            is open ended question.                          (3) A       B, C  D
      (3)   A is closed ended and B, C & D
            are open ended questions.
                                                                        
      (4)   A & C are closed ended and B &                   (4) A  C       B 
            D are open ended questions.                            D      
                       SPACE FOR ROUGH WORK /
CTET 2021 question paper, January 2021, Paper 1 (main booklet), page 16 of 56
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Text of page 16
I                                                (16)                                                      P-I

44.   Which of the following is least likely            44.     -    
      to    impact    teaching-learning     in                       ?
      mathematics ?
                                                              (1)        
      (1)   Enhanced quality of feedback
                                                              (2)         
      (2)   Using results of assessment to

            modify teaching                                            

      (3)   Knowing      ways      in    which                (3)                       
            assessment        affected     the                           
            confidence of learners.
                                                                       
      (4)   Providing complete solutions to
                                                              (4)           
            students’ wrong answers.



45.   Rohit realises that square is both a              45.          
      rhombus and a rectangle. He is at
                                                                ,        
      what stage of Van Hiele’s visual
                                                                      ?
      thinking ?

      (1)   Level 0 (Recognition)
                                                              (1)    0 ()

      (2)   Level 1 (Analysis)                                (2)    1 ()

      (3)   Level 2 (Relationships)                           (3)    2 ()

      (4)   Level 3 (Deduction)                               (4)    3 ()

                         SPACE FOR ROUGH WORK /
CTET 2021 question paper, January 2021, Paper 1 (main booklet), page 17 of 56
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Text of page 17
P-I                                                (17)                                                       I
46.   “The sum of any two whole numbers
                                                          46.   “       
      is a whole number.”
                                                                   ”
      This property of whole numbers is
                                                                       
      referred to as
                                                                    
      (1)   closure property
                                                                (1)     
      (2)   commutative property                                (2)     
      (3)   associative property                                (3)     
      (4)   distributive property                               (4)     


47.   Which of the following statements                   47.     –   
      regarding    mathematics         teaching-                         ?
      learning is incorrect ?
                                                                (1)        
      (1)   Mathematical learning is a social
            process involving dialogue.
                                                                            

      (2)   Culture and context has no role in                  (2)          
            constructing            mathematical                             
            knowledge.
                                                                (3)        
      (3)   Mathematical knowledge can be
            created in primary class students                               
            through observation of pattern and                               
            generalisations.
                                                                        
      (4)   Argumentation and negotiation
            play an important role in creating                  (4)           
            mathematical knowledge.                                         
                         SPACE FOR ROUGH WORK /
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Text of page 18
I                                                      (18)                                                P-I

48.   Which of the following statements                       48.      ‘’    
      is/are true     regarding teaching                                    ?
      ‘Numbers’ at primary level ?
                                                                    A.        
      A.    Intuitive  understanding    of                                    
            numbers should be encouraged.
                                                                    B.         
      B.    Writing numbers should be
                                                                           
            taught in sequence.
      C.    Writing   of    numbers   as                            C.         
            Numerals     should  preceed                                       
            counting.
                                                                    D.        
      D.    Order irrelevance of numbers                                     
            should be encouraged.
                                                                    (1)   A  B
      (1)   A and B
                                                                    (2)   B  C
      (2)   B and C
      (3)   A and D                                                 (3)   A  D

      (4)   C and D                                                 (4)   C  D


49.   Which of the following is the most                      49.         
      important aspect of teaching of                                     
      mathematics at primary level ?                                  ?
      (1)   Making mathematics part              of                 (1)        
            children’s life experiences.                                    
      (2)   Developing rigour in calculations.                      (2)      
                                                                    (3)       
      (3)   Preparing for higher education
            and employment.                                                
                                                                    (4)      
      (4)   Promoting and        preparing       for
            technology.
                                                                           
                         SPACE FOR ROUGH WORK /
CTET 2021 question paper, January 2021, Paper 1 (main booklet), page 19 of 56
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Text of page 19
P-I                                                  (19)                                                      I
50.   Which of the following activities is                  50.       
      most likely to develop spatial                                  ( 
      reasoning among students ?
                                                                  )     
      (1)   Identifying patterns in a number-
                                                                   ?
            chart
                                                                  (1)        
      (2)   Solving Sudoku puzzles
                                                                  (2)      
      (3)   Identifying tessellating figures
                                                                  (3)     
      (4)   Drawing bar graphs to represent                       (4)       
            data
                                                                          

51.   Which of the following is most                        51.          
      suitable for teaching children the
                                                                         ?
      concept of fractions ?
      (1)   Abacus                                                (1) 
      (2)   Geoboards                                             (2) 
      (3)   Number charts                                         (3)  
      (4)   Cuisenaire rods                                       (4)  

52.   Which of the following statements is
                                                            52.           
      NOT correct with regard to nature of
      mathematics ?                                                     ?
      (1)   Argumentation skill is important                      (1)         
            in construction of mathematical
                                                                          
            knowledge.
      (2)   Mathematical       concepts        are                (2)       
            hierarchical in nature.                                      
      (3)   Primary level mathematics is
            concrete and does not require                         (3)         
            abstraction.                                                     
      (4)   Mathematics     uses    special                       (4)          
            vocabulary to communicate ideas
            precisely.
                                                                              
                        SPACE FOR ROUGH WORK /
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I                                                  (20)                                                 P-I

53.   In which of the following statements,               53.          
      number ‘three’ is used in ordinal sense ?                       ?

      (1)   I live on the third floor of this                   (1)          
            building.
                                                                       
      (2)   This house has three rooms.
                                                                (2)         
      (3)   All   groups     have   three   team
            members.                                            (3)          

      (4)   This box contains many sets of                      (4)          
            three pencils.                                             



54.   Identify the correct statement.                     54.       :

      (1)   If two figures have same area,                      (1)         ,
            their perimeters are equal.                                    

      (2)   If    two   figures     have    same                (2)         ,
            perimeter, their areas are equal.                              

      (3)   The units of perimeter and area
                                                                (3)        
            are same.                                                   
                                                                (4)        
      (4)   The shape of figure determines
            the perimeter.
                                                                          

                        SPACE FOR ROUGH WORK /
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P-I                                               (21)                                                     I
55.   Identify the correct statement with                55.          
      respect    to    the    mathematics                       
      curriculum.
      (1)   The foundation of algebraic
                                                               (1)       
            thinking can be laid at primary                                
            level.
                                                               (2)        
      (2)   The concept of fractions should be
                                                                           
            introduced only at upper primary
            level.                                             (3)         
      (3)   The concept of negative numbers                              
            should be introduced at primary                               
            level for better understanding.

      (4)   The concept of area-measurement
                                                               (4)   -    
            should be introduced only at                                  
            upper primary level.                                      

56.   Identify the correct statement with                56.         
      regard to introducing the concept of                            
      triangles at primary level.
                                                                
      (1)   Definition of a triangle should be                 (1)       
            provided first.
                                                                       
      (2)   Children should only be exposed                    (2)        
            to equilateral triangles to avoid
                                                                           
            confusion.
                                                               (3)       
      (3)   Children should be exposed to
            triangles of all types but exposure
                                                                          
            to other figures should be avoided.                           
                                                               (4)        
      (4)   Children should be exposed to
            triangles of all types and also to                           
            other figures.                                            

                        SPACE FOR ROUGH WORK /
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Text of page 22
I                                              (22)                                               P-I

57.   In a division sum, the divisor is 5             57.        ,  

      times the quotient and twice the                      5         

      remainder. If the remainder is 5, what
                                                             5 ,     ?

      is the number ?
                                                            (1)   52
      (1)   52

                                                            (2)   15
      (2)   15


      (3)   25                                              (3)   25


      (4)   48
                                                            (4)   48




58.   The sum of five consecutive numbers             58.        20   
      is 20. What is the sum of first three                        ?
      consecutive numbers ?
                                                            (1)   5
      (1)   5
                                                            (2)   9
      (2)   9

                                                            (3)   11
      (3)   11


      (4)   12                                              (4)   12


                        SPACE FOR ROUGH WORK /
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P-I                                            (23)                                                      I

59.   A wire in the form of a square                  59.         144 cm2  
      encloses an area of 144 cm2. How                                
      much area is enclosed if the same wire                     16 cm , 
      is bent in the form of a rectangle of
                                                                ?
      length 16 cm ?

                                                            (1)   124 cm2
      (1)   124 cm2

      (2)   48 cm2                                          (2)   48 cm2


      (3)   128 cm2                                         (3)   128 cm2

      (4)   96 cm2                                          (4)   96 cm2




60.   Amongst the following fractions, the            60.          
      largest and second largest fractions,                    :  :
      respectively are
                                                                  5,3,1,2,3
            5,3,1,2,3                                             6 4 2 3 5
            6 4 2 3 5
                                                                  5      3
            5     3
                                                            (1)
                                                                  6
                                                                     4
      (1)     and
            6     4
                                                                  5      3
            5     3
                                                            (2)
                                                                  6
                                                                     5
      (2)     and
            6     5
                                                                  3      2
            3     2
                                                            (3)
                                                                  5
                                                                     3
      (3)     and
            5     3
                                                                  3      1
            3     1
                                                            (4)
                                                                  4
                                                                     2
      (4)     and
            4     2
                         SPACE FOR ROUGH WORK /
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Text of page 24
I                                                 (24)                                                 P-I
                                    PART – III / – III
                           ENVIRONMENTAL STUDIES /

Directions : Answer the following questions by            :       
selecting the correct/most appropriate options.
                                                         /    :
61.   Which one of the following is NOT a                61.           
      Union Territory of India ?                                   ?
      (1)   Laddakh                                            (1) 
      (2)   Jammu & Kashmir
                                                               (2)   
      (3)   Manipur
                                                               (3) 
      (4)   Chandigarh
                                                               (4) 

62.   Which among the following produce                  62.         
      crude oil (Petroleum) ?                                  ()    ?
      (1)   Bombay High and West Bengal                        (1)     
      (2)   Assam and Odisha                                   (2)   
      (3)   Gujarat and Tamil Nadu                             (3)   
      (4)   Bihar and Bombay High
                                                               (4)    

63.   The Constitution of our country was                63.         
      prepared under the leadership of                               ?
      (1)   Mohandas Karamchand Gandhi                         (1)   
      (2)   Sardar Vallabh Bhai Patel
                                                               (2)    
      (3)   Dr. Bhim       Rao   Baba   Saheb
                                                               (3) .     
            Ambedkar
      (4)   Sarvapalli Dr. Radha Krishnan                      (4)  .  

64.   Consider the following functions for               64.           
      plants :                                                     :
      A.    To give support to the plant                       A.         
      B.    To provide humus                                   B.        
      C.    To store food                                      C.       /   
      D.    To absorb water and minerals                       D.           
      The functions of roots are                                     :
      (1)   A and B only                                       (1)  A  B
      (2)   C and D only                                       (2)  C  D
      (3)   B, C and D                                         (3) B, C  D
      (4)   A, C and D                                         (4) A, C  D
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P-I                                             (25)                                                     I

65.   Pochampalli is a town of Southern                65.         
      State of India which is famous for its                        
      beautifully designed bright-coloured                        
      Pochampalli sarees and for the special                    ,   
      kind of weave which is also called                       ,        
      Pochampalli. This town is now a part                        ?
      of
                                                             (1)   
      (1)   Karnataka
                                                             (2)   
      (2)   Kerala
                                                             (3)   
      (3)   Telangana
                                                             (4)   
      (4)   Tamil Nadu



66.   Select from the following a group of             66.           
      eatables each member of which is rich                         
      in iron.                                                   
      (1)   Jaggery, Amla, Tomato                            (1)   , , 
      (2)   Amla, Spinach, Jaggery                           (2)   , , 
      (3)   Amla, Cabbage, Tomato                            (3)   , , 
      (4)   Cabbage, Amla, Spinach                           (4)   , , 


67.   Select from the following a group of             67.          
      birds each member of which is able to                         
      see distinctly the object four times as                       
      far as we can see.                                       
      (1)   Doves, Crows, Peacocks                           (1)   , , 
      (2)   Eagles, Pigeons, Parrots                         (2)   , , 
      (3)   Crows, Kites, Nightingales                       (3)   , , 
      (4)   Eagles, Kites, Vultures
                                                             (4)   , , 
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I                                              (26)                                                      P-I

68.   In which one of the following states            68.           
      most villagers construct their wooden                        
      houses 3 to 3.5 m above the ground on                      3  3.5   
      strong bamboo pillars with sloping
                                                               ?
      roofs ?
                                                            (1)    
      (1)      Rajasthan
      (2)      Laddakh
                                                            (2)    
      (3)      Assam                                        (3)    
      (4)      Odisha                                       (4)    

69.   With respect to the location of Delhi           69.           
      on the map of India the directions of                  (  )  
      the locations of Gandhinagar (Capital                 (  )   : 
      of Gujarat) and Patna (Capital of
      Bihar) respective are                                 (1)    -  -
      (1)      south-east and south-west                    (2)    -  -
      (2)      south-west and south-east
                                                            (3)    -  -
      (3)      north-east and south-west
                                                            (4)    -  -
      (4)      south-west and north-east



70.   Which one of the following did                  70.           
      experiments with pea plants and                                
      found that pea plant has some traits                           
      which come in pairs - such as rough or
                                                                ,   ,  
      smooth, tall or short, yellow or green
                                                            , 
      etc. ?

      (1)      Dr. M.S. Swaminathan
                                                            (1)    . .. 

      (2)      Gregor Johann Mendel                         (2)      
      (3)      George Mestral                               (3)     
      (4)      Charles Darwin                               (4)     
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P-I                                              (27)                                                      I

71.   Which of the following is one of the six          71.         2005 
      themes suggested in the EVS syllabus                          
      as per NCF 2005 ?                                            ?
      (1)   Material                                          (1) 
      (2)   Natural Resources                                 (2)  

      (3)   Things we make and do                             (3)         
                                                              (4)      
      (4)   How things work


72.   What should be avoided in anecdotal               72.         
      records ?                                                ?
      a.    Identifying mainly problematic                    a.         
            situations                                                
      b.    Making        statements       of                 b.         
            judgement
                                                              c.        
      c.    Identifying     strengths     and
                                                                     
            weaknesses
                                                              d.          
      d.    Identifying child’s areas of
            interests and relationships, etc.
                                                                      
      (1)   a and b                                           (1)   a  b

      (2)   c and d                                           (2)   c  d

      (3)   a, b and c                                        (3)   a, b  c
      (4)   a, c and d                                        (4)   a, c  d


73.   How will you plan for an integrated               73.          
      EVS classroom ?                                           ?
      (1)   Combine two or more subject                       (1)           
            areas into one lesson.                                   
      (2)   Separate all the subjects into a
                                                              (2)        
            different plans.
                                                                      
      (3)   Arrange separate teachers for
                                                              (3)        
            science and social science.
                                                                         
      (4)   Arrange      separate  teacher
            specializing in environmental                     (4)       
            science                                                     
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I                                                  (28)                                                 P-I
74.   Puneet gave his class V learners an                 74.       5    
      outline of human body and asked                                   
      them to draw the digestive system                                  
      before teaching chapter on food.
                                                                  
      Puneet wanted to
                                                                (1)     
      (1)   test if learners      could   make
            labelled diagrams.                                             
      (2)   elicit learners’     ideas    about                 (2)      
            digestion.                                                    
      (3)   identify learners      with    good                 (3)      
            drawing skills.                                              
      (4)   evaluate learners on the process of                 (4)      
            digestion.                                                   

75.   Which of the following is not correct               75.         
      with respect to formative assessment ?                         ?
      (1)   It is to be reported in every                       (1)       
            quarter of report card.                                        
      (2)   It helps the teacher in taking                      (2)       
            timely action for enhancing                                      
            learning.                                                     
      (3)   It is to monitor student’s progress.                (3)       
      (4)   Any information on learning of                              
            child can help in formative
                                                                (4)       
            assessment.
                                                                              
76.   Smita wanted to sensitize her learners              76.         
      about     gender     disparity    and                           
      stereotypes related to work. What                               
      should Smita choose to do in her class
                                                                       
      from the following suggestions ?
                                                                 ?
      (1)   Present students with stereotypical
                                                                (1)      
            models.
                                                                       
      (2)   Show flashcards of different kinds
                                                                (2)       
            of work.
                                                                       
      (3)   Ask only boys to sweep the
                                                                (3)       
            classroom daily.
                                                                         
      (4)   Invite a student’s mother to class                  (4)        
            who is an auto driver.
                                                                           
CTET 2021 question paper, January 2021, Paper 1 (main booklet), page 29 of 56
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P-I                                                 (29)                                                         I

77.   Smayan of class V usually does not do                77.    V      
      his given class work. The best                                       
      measure to address the situation could                            
      be to
                                                                 (1)        
      (1)   talk to him to find his difficulty                              
            and adjust class work accordingly.                               
      (2)   make another child help complete                     (2)          
            his class work.                                                  
      (3)   talk to parents and counsel them.
                                                                 (3)   -      
      (4)   give him alternative and simpler                            
            home work.
                                                                 (4)         

78.   Muskan organized a debate on the                     78.     “    
      topic ‘Use of diesel vehicles in                              ”   
      transportation should be prohibited’.
                                                                 -      
      What is the purpose of organizing this
      debate by Muskan in classroom ?
                                                                       - 
                                                                      ?
      (1)   She wants to sensitize students on
            the need to ban diesel vehicles                      (1)          
            completely in transportation.                                   
      (2)   It would help in knowing                                         
            student’s views and correcting
            them.
                                                                 (2)          
                                                                            
      (3)   She wants to sensitise students on
            advantages of using modern                           (3)         
            vehicles.                                                         
      (4)   It helps students in appreciating
                                                                 (4)          
            multiple perspectives on this
            issue.
                                                                              

79.   Mapping skills in EVS help develop                   79.      
      (1)   the skill of drawing landscapes                      (1)      
                                                                         
      (2)   the skill of      predicting      and
                                                                 (2)      
            calculating
                                                                          
      (3)   recording skill                                      (3)       
      (4)   understanding of relative position                   (4)       
            of places                                                     
CTET 2021 question paper, January 2021, Paper 1 (main booklet), page 30 of 56
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I                                                   (30)                                                   P-I

80.   The integrated nature of EVS helps to                80.        
      (1)   reduce the curriculum load and                       (1)       
            introduce specific topics.                                       
      (2)   reduce curriculum load and help                      (2)       
            children to learn meaningfully.                                 
      (3)   follow child-centered approach                       (3)      
            and introduce larger number of                                  
            concepts.                                                     
      (4)   learn      from   information     and                (4)       
            description provided.
                                                                        

81.   Which of the following is NOT a                      81.          
      broad indicator of EVS assessment ?                             ?
      (1)   Co-operation                                         (1) 
      (2)   Concern for justice                                  (2)    
      (3)   Concern for equality                                 (3)    
      (4)   Concept mapping                                      (4)  

82.   There is a paragraph in class V EVS                  82.          
      textbook        based   on    Al-Biruni’s                    -   
      observation of construction of ponds                          5    -
      in India some thousand years ago.                                  
      What would be the purpose of                                    ?
      including this paragraph ?                                 a.          
      a.    It helps learners to identify                                    
            sources of history.                                  b.        
      b.    It helps learners to improve                                     
            their recording of observations.                             
      c.    It helps learners to appreciate                      c.        1000 
            technology present       in India                               
            some 1000 years back.                                            
      d.    It helps learners to appreciate                      d.          
            the role of evidence in history.                                 
      (1)   a, b, c                                                     
                                                                 (1)   a, b, c
      (2)   a, c, d                                              (2)   a, c, d
      (3)   only a & d                                           (3)    a  d
      (4)   only a & c                                           (4)    a  c
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P-I                                              (31)                                                           I

83.   With over fifty students in her class,            83.           
      Vani wants to engage them in an                                
      activity which involves maximum                         ,       
      number of senses to enhance learning.                             
      Which of the following activities will
                                                                     ?
      be suitable for this purpose ?
                                                              (1)          
      (1)   inviting resource persons from
            community to demonstrate their
                                                                          
            skills.                                           (2)         
      (2)   encouraging group discussion.                     (3)     -     -
      (3)   using smart classroom for relevant                           
            a-v material.
                                                              (4)           
      (4)   organizing field trip to a nearby
                                                                       
            place.


84.   Why does Iqra encourage her learners              84.        
      to read newspaper and magazines in                      -      
      EVS ?                                                        ?
      (1)   These are entertaining resources
                                                              (1)         
            available.
                                                              (2)          
      (2)   These help learners to engage
                                                                          
            with the real world.
      (3)   These help learners to become                     (3)         
            independent.                                                
      (4)   These     help   learners   become                (4)          
            competitive.


85.   Questioning as a strategy in teaching-            85.   -      
      learning of EVS is used for                                   
      (1)   Maintaining discipline                            (1)         
      (2)   Drawing attention                                 (2)       
      (3)   Promoting adherence to rules                      (3)           
      (4)   Arousing curiosity in classroom                   (4)    -      
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I                                               (32)                                                  P-I

86.   In which one of the following states             86.            

      the meaning of “Torang” is jungle ?                      –  ?

      (1)   Assam                                            (1)   

      (2)   Odisha                                           (2)   

      (3)   Mizoram                                          (3)   

      (4)   Jharkhand                                        (4)   




87.   Your house is located at X and your              87.     X     
      school is located at Y. Although your                   Y      
      school is just opposite but you cannot                        
      go straight because of the busy                                
      highway in between. So, you first go                           125 m 

      125 m due south, then cross a 100 m                     ,     100 m  

      long subway which is due east and                                

      finally reach your school at Y which is                125 m   Y    

      125 m due north. With respect to                         Y     X   

      school at Y your house at X is                            ?

      (1)   125 m due south                                  (1)   125 m  


      (2)   100 m due east                                   (2)   100 m  


      (3)   100 m due west                                   (3)   100 m  


      (4)   125 m due north                                  (4)   125 m  
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P-I                                              (33)                                                        I

88.   A boy boarded a train on 4th June,                88.         
      2020 at Nagarcoil for Madgaon. The                       4 , 2020     
      train departed at 22:30 hours from                          22.30   
      Nagarcoil and reached Madgaon at                          6 , 2020  04:30 
      04:30 hours on 6th June, 2020. If the
                                                                     
      distance covered by the train during
                                                                1145 km   ,  
      this time interval is 1145 km, the
      average speed of the train was nearly
                                                                    ?
      (1)    36.5 km/h                                        (1)   36.5 km/h

      (2)    38.5 km/h                                        (2)   38.5 km/h
      (3)    40.5 km/h                                        (3)   40.5 km/h
      (4)    42.5 km/h                                        (4)   42.5 km/h


89.   Which one of the following statements             89.         
      is NOT true for the honeybees and                               ?
      beehives ?
                                                              (1)           
      (1)    Every beehive has one queen bee
                                                                       
             that lays eggs.
                                                              (2)        
      (2)    Male bees are very important for
                                                                       
             the hives.

      (3)    Most of the bees in the hive are                 (3)         
             worker bees.                                              
      (4)    There are only a few males in the                (4)         
             hive.                                                   


90.   Today we cannot think of food                     90.           
      without chillies. These were brought                             
      to our country by traders coming                         
      from
                                                              (1)    
      (1)    Afghanistan
                                                              (2)    
      (2)    England
                                                              (3)     
      (3)    South America
      (4)    South Africa
                                                              (4)     
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I                                                 (34)                                                P-I
                                                PART – IV
                                              LANGUAGE – I
                                                ENGLISH

     IMPORTANT : Candidates should attempt questions from Part – IV (Q. No. 91-120),
                 if they have opted for ENGLISH as LANGUAGE – I only.

Directions : Read the passage given below             3.     I stayed there for hours, watching the
and answer the questions         that follow                 water descend, drop by drop, into a tiny
(Q. Nos. 91 to 99), by selecting the correct/
                                                             casement in the rocks. Each drop
most appropriate options :
                                                             reflected creation. That same spring, I
                                                             later discovered, joined other springs to
1.    Each drop represents a little bit of                   form a swift, tumbling stream, which
      creation and of life itself. When the                  went cascading down the hill into other
      monsoon brings to northern India the
                                                             streams until, in the plains, it became
      first rains of summer, the parched earth
                                                             part of a river. And that river flowed into
      opens its pores and quenches its thirst
                                                             another mightier river that kilometres
      with a hiss of ecstasy. After baking in
      the sun for the last few months, the land              later emptied into the ocean. Be like
      looks cracked, dusty and tired. Now,                   water, taught Laotzu, philosopher and
      almost overnight, new grass springs up,                founder of Taoism. Soft and limpid, it
      there is renewal everywhere, and the                   finds its way through, over or under any
      damp earth releases a fragrance sweeter                obstacle. It does not quarrel; it simply
      than any devised by man.                               moves on.
2.    Water brings joy to earth, grass, leaf-
      bud, blossom, insect, bird, animal and
                                                      91.    Children respond to the first rains of
      the pounding heart of man. Small
      children run out of their homes to romp                summer by
      naked in the rain. Buffaloes, which have               (1)   giving shouts of joy.
      spent the summer listlessly around lakes
                                                             (2)   floating paper boats in water.
      gone dry, now plunge into a heaven of
      muddy water. Soon the lakes and rivers                 (3)   running and playing in the rain.
      will overflow with the monsoon’s                       (4)   singing songs.
      generosity. Trekking in the Himalayan
      foothills, I recently walked for
      kilometres        without    encountering       92.    The tiny spring issuing from the rock
      habitation. I was just scolding myself
                                                             is hidden by
      for not having brought along a water-
      bottle, when I came across a patch of                  (1)   thick moss.
      green on a rock face. I parted a curtain of            (2)   maiden hair fern.
      tender maiden hair fern and discovered a
                                                             (3)   bushes and creepers.
      tiny spring issuing from the rock-nectar
      for the thirsty traveller.                             (4)   tall grass.
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P-I                                            (35)                                                  I
93.   To become part of a river, a tiny drop
                                                      97.   Which part of the following sentence
      has to
                                                            contains an error ?
      (1)      have a lot of strength.
                                                            He knew       that he will     go back
      (2)      depend on external forces.                      (a)            (b)            (c)
      (3)      suffer a lot.                                on his promise
                                                                          .
                                                                   (d)
      (4)      merge its identity.
                                                            (1)   (a)
94.   Which of the following words is most
                                                            (2)   (b)
      similar in meaning to the word
      ‘pounding’ as used in para 2 of the                   (3)   (c)
      passage ?
                                                            (4)   (d)
      (1)      shaking
      (2)      benumbing
      (3)      palpitating                            98.   Which of the following statements is
      (4)      sinking
                                                            not true ?

                                                            (1)   There is renewal everywhere.
95.   Which one of the following words is
      most opposite in meaning to the word                  (2)   New grasses spring up.
      ‘descend’ (para 3) as used in the
                                                            (3)   The sweltering heat comes to an
      passage ?
                                                                  end.
      (1)      flow
      (2)      ascend                                       (4)   The damp earth releases a sweet

      (3)      hover                                              fragrance.

      (4)      zoom

                                                      99.   The earth does not look _______
96.   Which part of speech is the underlined
                                                            before the onset of the monsoon.
      word in the following sentence ?
      Almost overnight new grass spring up.                 (1)   cracked

      (1)      Preposition                                  (2)   brown
      (2)      Pronoun
                                                            (3)   dusty
      (3)      Adjective
      (4)      Adverb                                       (4)   tired
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I                                             (36)                                         P-I
Directions : Read the poem given below and           102. Which of the following statements is
       answer the questions that follow (Q.               not true in the context of the poem ?
       Nos. 100 to 105) by selecting the
       correct/most appropriate options :                 (1)    The tree welcomes the snow on its
I think that I shall never see                                   bosom.
A poem lovely as a tree.
                                                          (2)    The tree symbolizes strength and
A tree whose hungry mouth is prest                               stability.
Against the earth’s sweet flowing breast;
                                                          (3)    The tree allows birds to build their
A tree that looks at God all day,                                nests in it.
And lifts her leafy arms to pray;
                                                          (4)    It lives closely with rain.
A tree that may in Summer wear
A nest of robins in her hair;
                                                     103. Name the figure of speech used in
Upon whose bosom snow has lain;                           lines 3 and 4.
Who intimately lives with rain.
                                                          (1)    Simile
Poems are made by fools like me,
                                                          (2)    Personification
But only God can make a tree.
                                                          (3)    Metonymy
100. The tree presses its mouth against the               (4)    Alliteration
      sweet earth’s flowing breast to

      (1)    express its gratitude to it.            104. Identify and name the figure of speech
                                                          used in ‘Poems are made by fools like
      (2)    draw sustenance from it.                     me’.

      (3)    draw inspiration from it.                    (1)    Metaphor

                                                          (2)    Personification
      (4)    express its love for it.
                                                          (3)    Simile

                                                          (4)    Hyperbole

101. The tree prays to God by
                                                     105. The word, ‘mouth’ in line 3 refers to
      (1)    swinging its branches.
                                                          the ________ of the tree.

      (2)    lifting her arms.                            (1)    crown
                                                          (2)    branches
      (3)    producing fruit and flowers.
                                                          (3)    trunk
      (4)    providing shade to travellers.               (4)    roots
CTET 2021 question paper, January 2021, Paper 1 (main booklet), page 37 of 56
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P-I                                                 (37)                                                      I
Directions : Answer the following questions                109. In a language class students are
      by selecting the most appropriate                          memorizing the dialogues through
      options.
                                                                 drill and practice and the teacher is
                                                                 correcting     their       pronunciation,
106. A      language    teacher   firstly,   asks
                                                                 mistakes     immediately.     They    are
     students to introduce themselves to
                                                                 practising the dialogues in chorus. The
     each other in the class. Then she asks
     them to introduce their friend to each                      teacher is following the

     other. This activity will help them to                      (1)   Direct method
     increase
                                                                 (2)   Natural method
     (1)     BICS
                                                                 (3)   Audiolingual method
     (2)     CALP
     (3)     PPPP                                                (4)   CLT method

     (4)     ELT
                                                           110. The oral errors of the students can be
107. Literature should be included in                           best corrected if the teacher

     language classroom because                                  (1)   corrects an error directly after the
                                                                       student has made the error.
     (1)     it helps learners to be budding
                                                                 (2)   points out the error in general and
             writers.
                                                                       lets the student try to correct
     (2)     it gives exposure to different                            himself first.
             grammatical forms and structures.
                                                                 (3)   ignores the error as it may hamper
     (3)     it develops moral values among                            their learning.
             the learners.                                       (4)   asks other students to help him as
     (4)     it   exposes them to       different                      peer tutoring is must in schools.
             genres, culture and social issues.
                                                           111. As a pair activity the teacher gives her
                                                                learners almost the same pictures and
108. A teacher makes her learners respond
                                                                asks them to find the difference
     to her actions and speech only by
                                                                between the two students, ask each
     bodily movements. What is this known                       other questions to discover how the two
     as ?                                                       pictures are different. This can be a
     (1)     Total Physical Response                             (1)   grammar activity
     (2)     Task Based Language Teaching                        (2)   speaking activity
     (3)     Communicative Approach                              (3)   cloze based activity

     (4)     Play-way method                                     (4)   crosswords activity
CTET 2021 question paper, January 2021, Paper 1 (main booklet), page 38 of 56
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I                                              (38)                                             P-I
112. A student of class IV is having some             117. A teacher is facing the problem of
     problem in writing. She may have                      students’ poor spelling. She listed the
     (1) dyslexia                                          probable causes for it and then
     (2) dysgraphia                                        decided to frame some steps to
                                                           overcome it. This whole process is
     (3) dysphasia
                                                           (1)   Problem solving
     (4) dyscalculia
                                                           (2)   Improving spelling
113. It specifies the rules which govern the               (3)   Action research
     arrangement of words into phrases,                    (4)   Applied research
     clauses and sentences.
     (1) Discourse
     (2) Semantics                                    118. Reading picture book means
     (3) Syntax                                            (1)   exposing learners to different
     (4) Cohesion                                                styles of drawing.
                                                           (2)   to help learners to understand and
114. A teacher of class VI has labelled the                      analyse the pictures.
     classroom objects such as blackboard,                 (3)   to help learners to draw neat and
     door, window, fan, table, chair etc. in                     colourful pictures.
     different languages (Hindi, English,                  (4)   that children love pictures and it
     Urdu, Sanskrit etc). Here the                               will be a fun loving class.
     classroom as a whole
     (1) is learning through grammar
           translation method.                        119. Before starting a new chapter from a
     (2) is creating a language confusion in               textbook, a teacher should at first
           students.                                       focus on ________.
     (3) is focusing on three language                     (1)   the background setting of story, its
           formula.                                              history etc.
     (4) is a rich resource for promoting                  (2)   the work profile of the poet/writer.
           multilingualism.
                                                           (3)   relating the story with the
                                                                 previous experiences of learners.
115. The assessment process not only
                                                           (4)   the grammatical structures in the
     assesses students’ learning but also
                                                                 chapter and difficult words.
     assesses teacher’s teaching process.
     This statement is
     (1) fully wrong                                  120. Teacher asks learners to read aloud in
     (2) fully right                                       the English class. This way of reading
     (3) partially right                                   will
     (4) baseless                                          (1)   enable learners to develop reading
                                                                 skill with understanding.
116. The language which is learnt from                     (2)   enable learners to read with
     environment without any explicit                            correct pronunciation using the
     teaching is                                                 punctuation marks.
     (1) First language                                    (3)   enable a learner to be a fast reader.
     (2) Second language                                   (4)   help the teacher to complete the
     (3) Third language                                          syllabus within the stipulated
     (4) School language                                         time.
CTET 2021 question paper, January 2021, Paper 1 (main booklet), page 39 of 56
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P-I                                                     (39)                                                  I
                                                       – IV
                                                       – I
                                                       
       :   – IV .. 91  120)           – I 
                     
 –                           91.          
           (91  99 )                            ?
                                              (1)     
                                                                   (2)     
              
                                                                   (3)     
 ,                            (4)     
      
    ,                 92.         
                                                                      ?
   , , , ,  
                                                                   (1)        
        ,
                                                                   (2)       
                            (3)       
,                            (4)       
     -     
                     93.    - ,  –

,                            (1)      
                                                                   (2)         
          
                                                                   (3)       
           
                                                                   (4)          
                                   
,         
                                                             94.   , , ,    
          
                                                                      ?
       ,                       (1)      
                               (2)      
         ,                   (3)        
                                              (4)     -  
CTET 2021 question paper, January 2021, Paper 1 (main booklet), page 40 of 56
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Text of page 40
I                                             (40)                                                    P-I
95.        ?                                 (
      (1)                                       100  105 )     

      (2)                                       
      (3)   
                                                            
      (4)   
                                                          ,     
96.      –
                                                            -  ,
        _____     
                                                , ,  ,
      (1)                                           ,     
      (2)   
                                                            -,
      (3)   
                                                            ,
      (4)   
                                                        -      
97.   ‘-’    –
                                                          ,    ,
      (1)   
                                                          ,    
      (2)   
      (3)                                              ,     

      (4)   

                                                     100.     -     
98.         ?                           ,  –
      (1)                                               (1)         
      (2)                                             (2)         
      (3)                                               (3)         
      (4)                                                (4)         


99.          ?               101. ‘     ’     –

      (1)                                             (1)         
      (2)                                           (2)         
      (3)                                             (3)         
      (4)                                              (4)        
CTET 2021 question paper, January 2021, Paper 1 (main booklet), page 41 of 56
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P-I                                           (41)                                                         I
102.          –                   –        
                                                                 :
       (1)    

       (2)                                   106.       _____     

       (3)                                           (1)     
       (4)                                          (2)     

                                                            (3)     
103. ‘’     –
                                                            (4)     
       (1)   

       (2)   
                                                     107.           
       (3)   
                                                              ?
       (4)   
                                                            (1)            

                                                            (2)     -  :   
104. ‘’  -  –
                                                            (3)     -     
       (1)    + 

       (2)    +                                        (4)            

       (3)    + 

       (4)    +                                108.   -     
                                                                  _____, 
                                                              _____   - 
105.          
                                                            _____     
         -
                                                            (1)    , , 
       (1)      

       (2)                                 (2)    , , 

       (3)                                     (3)    , , 

       (4)                                   (4)    , , 
CTET 2021 question paper, January 2021, Paper 1 (main booklet), page 42 of 56
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I                                                 (42)                                             P-I
109.      -                                 112.         
                                                                       
       (1)                                 ?
       (2)    :     
                                                                (1)   -
       (3)        
                                                             (2)   

       (4)                           (3)    

                                                                (4)    
110.      -   
            –
                                                         113.           ‘’
       ‘        
                                                                  ‘’      
        ?’      ?
                                                                   _____    
            ?
                                                                (1)   
       (1)     
                                                                (2)   -
       (2)      
                                                                (3)    
       (3)       
                                                                (4)   
       (4)      


                                                         114.    :    
111.          
            ?                             _____    

       (1)                                           (1)   

       (2)                                         (2)   

       (3)                                          (3)   

       (4)                                        (4)   
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P-I                                                  (43)                                                    I
115.     _____                  118.        _____  _____ 
                                             

       (1)                                                (1)   , 

       (2)                                                     (2)   , 

       (3)                                                 (3)   , 

       (4)                                                  (4)   , 




116.                         119.     -   
              ?                              _____    
                                                                    
       (1)    
                                                                   (1)    
       (2)   -
                                                                   (2)   -
       (3)   -
                                                                   (3)     
       (4)   -
                                                                   (4)    



117.                   _____             120.       -  
                                                      ,  –

       (1)                                             (1)       

       (2)                                          (2)         

       (3)                                          (3)          

       (4)                                    (4)        
CTET 2021 question paper, January 2021, Paper 1 (main booklet), page 44 of 56
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I                                                (44)                                            P-I
                                               PART – V
                                             LANGUAGE – II
                                               ENGLISH

     IMPORTANT : Candidates should attempt questions from Part – V (Q. No. 121-150),
                 if they have opted for ENGLISH as LANGUAGE – II only.

Directions : Read the passage given below             6.     Studies suggest that people who space
and answer the questions that follow (Q. No.                 words widely like freedom and
121 to 128) by choosing the correct/most                     independence, whereas those choosing
appropriate options :                                        to write with small spaces prefer to be
                                                             among others and do not like to be
1.    The study of handwriting is known as                   alone.
      graphology and it has been practised for
      hundreds of years. Professional forensic
      graphologists have worked on many               121. A graphologist can give accurate
      court cases to use handwriting to link               information about
      suspects with crimes.                                (1) a person’s popularity graph.
2.    Handwriting is particularly important                (2) a person’s mental health.
      legally in the case of signatures and                (3) setbacks a person is likely to face
      proving whether signatures are real or                     in future.
      forged can be pivotal. Graphologists also            (4) a person’s chances of success.
      work to verify whether autographs are
      real or fake.
                                                      122. A person who writes with large letters
3.    Some handwriting analysts also study
      writing samples to determine personality             that cross over to the top line is likely
      types and some businesses commission                 to be
      this analysis before hiring new                      (1) outgoing.
      employees. The method is even                        (2) introverted.
      sometimes used to help couples see if                (3) aggressive.
      they are compatible. According to                    (4) diffident.
      graphologists, there is very little you
      can’t tell from a persons’ handwriting.
                                                      123. An attention seeking, confident person
4.    From psychological conditions like high              writes with
      blood pressure and schizophrenia to                  (1) tiny letters.
      personality traits like dominance and
                                                           (2) cursive letters.
      aggression : if you write by hand,
      graphologists can analyse you.                       (3) large letters.
                                                           (4) rounded letters.
5.    Everything from the size of your letters
                                                      124. Read the following statements :
      to how closely you space words can
      reveal intricate details of your                       A.    Graphology has been practised
      personality. In general, the size of your                    for thousands of years.
      letters can reveal whether you are shy or              B.    A person’s handwriting reveals
      outgoing. Compared to a standard lined
      sheet of paper, if you write with tiny                       everything about him.
      letters that do not reach the top line, you            (1)   A is true and B is false.
      are likely to have a timid and introverted             (2)   A is false and B is true.
      personality. If you write with large
      letters that go over the topline, you are              (3)   Both A and B are true.
      likely to be the opposite : outgoing,                  (4)   Both A and B are false.
      confident and attention seeking.
CTET 2021 question paper, January 2021, Paper 1 (main booklet), page 45 of 56
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P-I                                            (45)                                                     I
125. Which one of the following words                 Directions : Read the passage given below
     is similar in meaning to the word,                     carefully and answer the questions
     ‘verify’ (Para-2) as used in the                       that follow (Q. Nos. 129 to 135) by
                                                            selecting the correct/most appropriate
     passage ?
                                                            options.
     (1)   Clarify
     (2)   Confirm                                    1.   There is something we all want to do,
     (3)   Notify                                          although few of us readily admit it : Get
                                                           rid of guests.
     (4)   Discover
                                                      2.   For nine months in the year, only my
                                                           closest friends come to see me. Then,
126. Which one of the following words is                   when temperatures start soaring in the
     opposite in meaning to ‘reveal’ (Para-                plains, long-lost acquaintances suddenly
                                                           remember that I exist, and people whom
     5) as used in the passage ?
                                                           I am barely able to recognize appear at
     (1)   Blacken                                         the front door, willing to have me put
     (2)   Repeal                                          them up for periods ranging from six
                                                           days to six weeks.
     (3)   Conceal
                                                      3.   Occasionally, I am the master of the
     (4)   Teal                                            situation I inform them that the cottage
                                                           is already bursting, that people are
                                                           sleeping on the floor. If the hopefuls
127. Which part of speech is the underlined                start looking around for signs of these
     word in the following sentence ?                      uncomfortable guests, I remark that they
     Graphologists can verify whether the                  have all gone out for a picnic.
     autographs are real or fake ?                    4.   The other day I received visitors who
                                                           proved to be more thick-skinned than
     (1)   Adverb
                                                           most. The man was a friend of a friend
     (2)   Preposition                                     of an acquaintance of mine. I had never
     (3)   Pronoun                                         seen him before. But on the strength of
                                                           this distant relationship, he had brought
     (4)   Conjunction                                     his family along.
                                                      5.   I tried the usual ploy but it didn’t work.
128. Which of the following statements is                  The man and his family were perfectly
     not true ?                                            willing to share the floor with any others
                                                           who might be staying with me.
     Handwriting is used by graphologists
     to                                               6.   So I made my next move. ‘I must warn
                                                           you about the scorpions’, I said. The
     (1)   nail criminals.
                                                           scorpion-scare is effective with most
     (2)   verify genuineness of signatures.               people. But I was dealing with
     (3)   help couples to determine their                 professionals. The man set his son
           suitability to each other.                      rolling up the carpet. ‘Sometimes
     (4)   predict about a person’s future                 centipedes fall from the ceiling’, I said
           criminal tendency.                              desperately.
CTET 2021 question paper, January 2021, Paper 1 (main booklet), page 46 of 56
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I                                                  (46)                                         P-I
7.   We were now interrupted by someone                   132. Which one of the following words is
     knocking on the front door. It was the                    similar in meaning to the word,
     postman with a rejected manuscript, his                   ‘readily’ (Para 1) as used in the
                                                               passage ?
     arrival inspired me to greater
                                                               (1)   frankly
     inventiveness.
                                                               (2)   easily
8.   ‘I’m terribly sorry’, I said, staring hard
     at a rejection slip. ‘I’m afraid I have to                (3)   efficiently
     leave immediately. A paper wants me to                    (4)   plainly
     interview the Maharishi. I hope you
     won’t mind. Would you like the name of               133. Which one of the following words is
     a good hotel ?’                                           opposite in meaning to the word,
9.   ‘Oh, don’t worry about us’, said the                      ‘soaring’ (Para 2) as used in the
                                                               passage ?
     woman expansively. ‘We’ll look after
     the house while you are away.’                            (1)   hovering
                                                               (2)   exasperating

129. Which one of the following ploys does                     (3)   falling
     the author not use to get rid of                          (4)   deteriorating
     unwanted guests ?
     (1)   The place      is   infested     with          134. Which part of the following sentence
           scorpions.                                          contains an error ?
     (2)   Centipedes fall from the ceiling.                   Both Raghunath as well as Ravish
                                                                              (a)
     (3)   There is acute water scarcity.
                                                               have given their consent
     (4)   He has already too many guests.                         (b)          (c)
                                                               to the new proposal
                                                                        (d)
130. Which of the following does not apply
     to the unwelcome guests ?                                 (1)   (d)
     (1)   They are utterly shameless.                         (2)   (a)
     (2)   They want to enjoy themselves at                    (3)   (c)
           the author’s expense.                               (4)   (b)
     (3)   They are thick-skinned.
     (4)   They don’t have enough money to
           stay at a hotel.                               135. Which of the following is true ?
                                                               People who visit the author at the
131. The postman delivered to the author
                                                               onset of the summer are
     (1) a letter inviting him to interview
          the Maharishi.                                       (1)   his old school mates.
     (2) his rejected manuscript alongwith
          a cheque.                                            (2)   his closest friends and relatives.
     (3) his rejected manuscript alongwith                     (3)   people whom he hardly knows.
          a rejection slip.
     (4) a letter commissioning him to                         (4)   his colleagues.
          write a new novel.
CTET 2021 question paper, January 2021, Paper 1 (main booklet), page 47 of 56
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P-I                                             (47)                                                     I
Directions : Answer the following questions            140. As     per   Stephen    Krashen,     “The
      by selecting the most appropriate                     effective language teacher is someone
      options.                                              who can provide input and help make
                                                            it    _________    in   a    low   anxiety
136. Which one of the following activities
                                                            situation.
     comes under CALP ?
     (1) Writing book reviews                               (1)    easier
     (2) Making reservations
                                                            (2)    grammatical
     (3) Answering calls
     (4) Making an appointment for a                        (3)    comprehensible
          saloon
                                                            (4)    fluent
137. The branch of linguistics that deals
     with the explanation of the relation
     between language and society is                   141. A teacher divides the class into groups
     known as _________                                     of five and asks them to discuss what
     (1) Societal language                                  they would do if they were caught in
     (2) Psycholinguistics                                  one of the following situations :
     (3) Sociolinguistics
     (4) Anthropological linguistics                              Their friend falls down in the
                                                                   play field and is hurt…..
138. Formative assessment helps in                                They are trapped in a building
     (1) assessing a teacher’s efficiency in
                                                                   on fire…….
         teaching.
     (2) providing qualitative feedback to                        They are stuck up in a traffic
         learners to improve.                                      jam…….
     (3) creating an environment where
         learners can compete with each                     This activity is based on ________
         other.                                             (1)    Grammar translation method
     (4) engaging learners in meaningful
                                                            (2)    Audio lingual approach
         tasks and preparing them for
         competitive exams.                                 (3)    Communicative        Language
                                                                   Teaching (CLT) Approach
139. Communicative language teaching
     method in English lays stress on giving                (4)    Structural Approach
     opportunities     to     learners     to
     participate in a purposeful talk in the
     classroom as it promotes                          142. The one that cannot be further
     (1) the use of mother tongue freely in                 divided into smaller grammatically
           the classroom.                                   meaningful components is _________
     (2) learners to encounter with real life
                                                            (1)    a phoneme
           situations.
     (3) their written expression in the                    (2)    a morpheme
           classroom.                                       (3)    a diphthong
     (4) learners to minimize spelling and
           grammatical errors.                              (4)    syntax
CTET 2021 question paper, January 2021, Paper 1 (main booklet), page 48 of 56
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I                                                 (48)                                               P-I
143. Alka, a student of class III often                  147. Creating a reading corner in the
     makes a mistake between /sh/ and /s/.                    classroom helps ________
     As a language teacher your                               (1) children to learn and revise their
     interpretation will be                                         syllabus thoroughly.
                                                              (2) to provide opportunities to
     (1)   Alka is a careless student.                              children     to    select     books
     (2)   It’s due to influence of her dialect                     independently as per their interest.
                                                              (3) the children but burdens the
           or language.
                                                                    teacher to maintain a register and
     (3)   Alka’s pronunciation is not clear                        keep record of their work.
           hence you will give her more                       (4) to share the responsibility of the
           practice.                                                librarian as the books are issued
                                                                    by the teacher.
     (4)   As a teacher you will ignore such
           silly mistakes.                               148. Small kids at their initial stage love to
                                                              move pen and pencil in to and fro or
                                                              up and down position. This way of
144. A language teacher asks students to                      writing is _________
     make a butterfly with paper by                           (1) drawing
     following her instructions. This                         (2) scribbling
     activity will help the students to                       (3) invented writing
     develop _________.                                       (4) zig-zag writing
     (1) paper making skill
                                                         149. In a language classroom a teacher is
     (2) listening comprehension                              asking students to interact in groups
     (3) paper folding skill                                  and then share their personal
     (4) reading comprehension                                response to the poem with each other.
                                                              This task promotes social interaction
                                                              as advocated by _________
145. A language teacher asks students to
                                                              (1) Chomsky
     collect flowers to make a flower scrap                   (2) Piaget
     book. She also asks them to write the                    (3) Skinner
     name of each flower in their language                    (4) Lev Vygotsky
     and in English. This activity will help
     her to promote _________.                           150. In a language classroom you have
                                                              asked students to write down the
     (1) a love for nature                                    directions for reaching your home
     (2) integration of subjects                              from school. When students have
     (3) multilingualism                                      written down the directions, they will
     (4) language across the curriculum                       then present their directions in pairs
                                                              to each other. This activity will help to
                                                              increase
146. In which of the following the role of                    (1) their CALP (Cognitive Academic
     the learner is that of an independent                          Language Proficiency).
     learner ?                                                (2) their        Basic      Interpersonal
     (1) Teaching Aid                                               Communication Skills (BICS).
                                                              (3) their directional sense which a
     (2) Building as a Learning Aid
                                                                    student often confuses.
     (3) Teaching learning materials                          (4) the integration of language with
     (4) Integrated materials                                       science.
CTET 2021 question paper, January 2021, Paper 1 (main booklet), page 49 of 56
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P-I                                                     (49)                                                       I
                                                       – V
                                                       – II
                                                        
        :   – V .. 121  150)           – II 
                      

        ( .                  122.           ?
121  128 )   /    
                                                                       (1)   
  
                                                                       (2)   
                                        (3)   
                               (4)   
        
        ,   
                                                                123.          ,
                                -
          –                       (1)          
,        
                                                                       (2)        
         
                                                                       (3)         
    ,     
                                                                       (4)         
         
          
                                                                124.         –
     
                                                                       (1)   
             
                                                                       (2)   
         
                                                                       (3)    
      
                                                                       (4)   

121.            
                                                                125. ‘ ’  ‘’ _____   
          -
        (1)     –                                              (1)   

        (2)                                                   (2)   
        (3)                                                   (3)   
        (4)                                                     (4)   
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I                                                   (50)                                                      P-I
126. ‘’  -  –                        , :      
       (1)    +                                    

       (2)   : +                                            
                                                              ,        
       (3)   : +                                             
       (4)    +                                            
                                                                     
                                                              ,   -  
127.     -      ?                        ,  
       (1)                                                     , 
                                                                     
       (2)   
                                                                    
       (3)                                                          
       (4)                                                        
                                                                -    
                                                                 
128.      _____    
        
                                                           129.        -
       (1)                                                 (1) 
       (2)                                               (2) 

       (3)                                                 (3) 
                                                                  (4) 
       (4)   

                                                           130.           
        ( .                    ?
129  135 )   /                          (1)  
  :
                                                                  (2)  
     ,                          (3)  
         50                  (4)  
          
         
                      131.     -      ?
                            (1)  
                             (2)  
                               (3)  
           
                                                                  (4)  
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P-I                                           (51)                                                         I
132.        –                       –        
                                                                 :
       (1)   
       (2)   
                                                     136.          –
       (3)   
                                                            (1)    
       (4)   
                                                            (2)   -

133. ‘:                          (3)    
        ’      –
                                                            (4)    
       (1)   
       (2)   
       (3)                                       137.        -
                                                                    –
       (4)   
                                                            (1)      

134.        –                                (2)       
       (1)    –                                       (3)    :
       (2)    – 
                                                            (4)    
       (3)    – 
       (4)    – 
                                                     138.         - 
                                                                    -
135.         - 
         ?                                             (1)    - /  

       (1)                                 (2)       
       (2)                                (3)       
       (3)        
                                                            (4)       
       (4)                                
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I                                                     (52)                                                      P-I
139.       -                     142.      -   
           -                                           -     ?

       (1)    -                                         (1)           
                                                                              
       (2)   -   
                                                                    (2)          -
       (3)      
                                                                               
       (4)   ,    
                                                                    (3)            
                                                                              
140.    –                             (4)           
                                                 
          -

       (1)                                         143.     -    , 
       (2)                                                -

       (3)                                                 (1)          

       (4)                                                 (2)     -    
                                                                    (3)           

141.                            (4)           
         ‘  ’    
                               144.          
            ,                      -       
         ‘’ ‘’                            : _____  
           -                                               
       (1)                                        (1)     
       (2)                                        (2)     
       (3)                                  (3)     
       (4)                                         (4)     
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P-I                                                    (53)                                                       I
145. ‘  ’  _____                   148.       _____   
                                                                  _____       


       (1)                                                    (1)   , 
                                                                     (2)   , 
       (2)    
                                                                     (3)   , 
       (3)    
                                                                     (4)   , 
       (4)    

                                                              149.    ,      
                                                                         _____  _____ 
146.          
                                                                            
         -     ?
                                                                     (1)   , 
       (1)    ‘ ’    
                                                                     (2)   , 
       (2)    ‘ ’    
                                                                     (3)   , 
               
                                                                     (4)   , 
       (3)    ‘ ’     
               
                                                              150.         
       (4)    ‘   ’                                 
                                                                         
                                                                           ?
147. ‘’ _____                               (1)           

       (1)                                           (2)      - 
                                                                              
       (2)        
                                                                     (3)       
       (3)                                             

       (4)                                        (4)     – 
                                                                                
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I           (54)           P-I
    SPACE FOR ROUGH WORK
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P-I            (55)          I
      SPACE FOR ROUGH WORK
CTET 2021 question paper, January 2021, Paper 1 (main booklet), page 56 of 56
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(56)
READ THE FOLLOWING INSTRUCTIONS
CAREFULLY:
                                                                  1.
1. The manner in which the different questions are to
    be answered has been explained in the Test Booklet
    which you should read carefully before actually
    answering the questions.
2. Out of the four alternatives for each question, only           2.
    one circle for the correct answer is to be darkened                 OMR   2
    completely with Blue/Black Ball Point Pen on
    Side-2 of the OMR Answer Sheet. The answer once
    marked is not liable to be changed.
3. The candidates should ensure that the Answer Sheet             3.
    is not folded. Do not make any stray marks on the
    Answer Sheet. Do not write your Roll No. anywhere
    else except in the specified space in the Answer Sheet.
4. Handle the Test Booklet and Answer Sheet with care,            4.
    as under no circumstances (except for discrepancy
    in Test Booklet Code or Number and Answer Sheet
    Code or Number), another set will be provided.
5. The candidates will write the correct Test Booklet
    Code and Number as given in the Test Booklet /                5.
    Answer Sheet in the Attendance Sheet.
6. A machine will read the coded information in the OMR
    Answer Sheet. Hence, no information should be left
    incomplete and it should not be different from the
    information given in the Admit Card.
7. Candidates are not allowed to carry any textual                7.
    material, printed or written, bits of papers, pager,
    mobile phone, electronic device or any other material
    except the Admit Card inside the examination hall/
    room.
8. Mobile phones, wireless communication devices
    (even in switched off mode) and the other banned
    items should not be brought in the examination halls/
    rooms. Failing to comply with this instruction, it will
    be considered as using unfair means in the
    examination and action will be taken against them
    including cancellation of examination.                        9.
9. Each candidate must show on demand his / her Admit
    Card to the Invigilator.
                                                                  10.
10. No candidate, without special permission of the Centre
    Superintendent or Invigilator, should leave his / her seat.
11. The candidates should not leave the Examination Hall/         11.
    Room without handing over their Answer Sheet to the
    Invigilator on duty and sign the Attendance Sheet
    twice. Cases where candidate has not signed the
    Attendance Sheet second time will be deemed not to
    have handed over the Answer Sheet and dealt with as
    an unfair means case. The candidates are also
    required to put their left hand THUMB impression in
    the space provided in the Attendance Sheet.
12. Use of Electronic / Manual Calculator is prohibited.          12.
13. The candidates are governed by all Rules and                  13.
    Regulations of the Examining Body with regard to
    their conduct in the Examination Hall/Room. All cases
    of unfair means will be dealt with as per Rules and
    Regulations of the Examining Body.                            14.
14. No part of the Test Booklet and Answer Sheet shall
    be detached under any circumstances.
15. On completion of the test, the candidate must hand            15.
    over the Answer Sheet to the Invigilator in the
    Hall / Room. The candidates are allowed to take
    away this Test Booklet with them.

I
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Source: Central Board of Secondary Education. Question paper published by Central Board of Secondary Education.