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CTET 2021: January, Paper 2 (main booklet)

  • Paper code: Paper 2
  • Language: Bilingual
  • 64 pages
CTET 2021 question paper, January 2021, Paper 2 (main booklet), page 1 of 64
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This booklet contains 64 printed pages.
             64
                                                         AAT-20-II                                      Test Booklet Code
                                                                                                                                   Test Booklet No.

                                                          PAPER II /                     II
                                                 MAIN TEST BOOKLET



                                                                                                               M
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§ n¥îR>-
       Answer Sheet and fill in the particulars on Side-1 and
       Side-2 carefully with blue/black ball point pen only.                   2 na ܶmZ go Ho$db Zrbo/H$mbo ~m°b nm°B§Q> noZ go {ddaU ^a| &
 2.    The test is of 2½ hours duration and consists of 150                 2. narjm H$s Ad{Y 2½ K§Q>o h¡ Ed§ narjm ‘| 150 àíZ h¢ & H$moB© F$UmË‘H$
       questions. There is no negative marking.                                 A§H$Z Zht h¡ & ‹
 3.    Use Blue/Black Ball Point Pen only for writing particulars           3.  Bg n¥îR> na {ddaU A§{H$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 M. Make sure that the CODE
       printed on Side-2 of the Answer Sheet is the same as that on         4. Bg nwpñVH$m H$m g§Ho$V M h¡ & ¶h gw{ZpíMV H$a b| {H$ Bg nwpñVH$m H$m
       this Booklet. Also ensure that your Test Booklet No. and                 g§Ho$V, CÎma nÌ Ho$ n¥îR>- 2 na N>no g§Ho$V go {‘bVm h¡ & ¶h ^r
       Answer Sheet No. are the same. In case of discrepancy, the               gw{ZpíMV H$a b| {H$ narjm nwpñVH$m g§»¶m Am¡a CÎma nÌ g§»¶m {‘bVo
       candidate should immediately report the matter to the                    h¢ & AJa ¶h {^ÝZ hm| Vmo narjmWu Xÿgar narjm nwpñVH$m Am¡a CÎma nÌ
       Invigilator for replacement of both the Test Booklet and the
       Answer Sheet.                                                            boZo Ho$ {bE {ZarjH$ H$mo VwaÝV AdJV H$amE± &
 5.    This Test Booklet has five Parts I, II, III, IV and V, consisting    5. Bg narjm nwpñVH$m ‘| nm±M ^mJ I II III IV Am¡a V h¢, {OZ‘| 150
       of 150 Objective Type Questions and each carries 1 mark :                dñVw{ZîR> àíZ h¢, VWm à˶oH$ 1 A§H$ H$m h¡ …
       Part-I : Child Development and Pedagogy (Q. Nos. 1-30)                   ^mJ I        ~mb {dH$mg d {ejmemó                        àíZ g§. 1 30
       Part-II : Mathematics and Science                (Q. Nos. 31-90)
       Part-III : Social Studies / Social Science      (Q. Nos. 31-90)          ^mJ II J{UV d {dkmZ                                     àíZ g§. 31 90
       Part-IV : Language-I (English/Hindi)           (Q. Nos. 91-120)          ^mJ III gm‘m{OH$ Aܶ¶Z/gm‘m{OH$ {dkmZ                   àíZ g§. 31 90
       Part-V : Language-II (English/Hindi) (Q. Nos. 121-150)                   ^mJ IV ^mfm I A§J«oµOr {hÝXr                           àíZ g§. 91 120
 6.    Candidates have to do questions 31 to 90 EITHER from
       Part-II (Mathematics and Science) OR from Part III (Social               ^mJ V ^mfm II A§J«oµOr {hÝXr                         àíZ g§. 121 150
       Studies/Social Science) as filled by the candidates in their         6. narjm{W©¶m| H$mo àíZ         go      ¶m Vmo ^mJ J{UV d {dkmZ ¶m
       online application form.                                                 ^mJ         gm‘m{OH$ Aܶ¶Z gm‘m{OH$ {dkmZ go H$aZo h¢ & O¡gm {H$
 7.    Part-IV contains 30 questions for Language-I and Part-V contains         narjmWu Zo AnZo Am°ZbmBZ AmdoXZ nÌ ‘| ^am h¢ &
       30 questions for Language-II. In this Test Booklet, only questions
       pertaining to English and Hindi language have been given.                ^mJ IV ‘| ^mfm I Ho$ {bE 30 àíZ Am¡a ^mJ V ‘| ^mfm II Ho$ {bE 30
       In case the language/s you have opted for as Language-I                  àíZ {XE JE h¢ & Bg narjm nwpñVH$m ‘| Ho$db A§J«oµOr d {hÝXr ^mfm go
       and/or Language-II is a language other than English or                   g§~§{YV àíZ {XE JE h¢ & ¶{X ^mfm I Am¡a ¶m ^mfm II ‘| AmnHo$
       Hindi, please ask for a Supplement Test Booklet of                       Ûmam MwZ r JB© ^mfm E± A§J «oµO r ¶m {hÝXr Ho$ Abmdm h¡/h¢ Vmo
       M Code that contains questions on that language. The                     H¥$n¶m M H$moS> dmbr Cg ^mfm dmbr n[a{eîQ> narjm nwpñVH$m ‘m±J
       languages being answered must tally with the languages
       opted for in your Application Form. No change in                         br{OE & {OZ ^mfmAm| Ho$ àíZm| Ho$ CÎma Amn Xo aho h¢ dh AmdoXZ nÌ ‘|
       languages is allowed.                                                    MwZr JB© ^mfmAm| go Adí¶ ‘ob ImZr Mm{hE & ^mfmAm| H$m n[adV©Z
 8.    Candidates are required to attempt questions in                          AZw‘ݶ Zht h¡ &
       Language-II (Part-V) in a language other than the
       one chosen as Language-I (Part-IV) from the list of                  8. narjmWu ^mfm II ^mJ V Ho$ {bE, ^mfm gyMr go Eogr ^mfm MwZ| Omo CZHo$
       languages.                                                               Ûmam ^mfm I ^mJ IV ‘| MwZr JB© ^mfm go {^ÝZ hmo &
 9.    Rough work should be done only in the space provided in the          9. a’$ H$m¶© narjm nwpñVH$m ‘| Bg à¶moOZ Ho$ {bE Xr JB© Imbr OJh na hr H$a| &
       Test Booklet for the same.                                           10. g^r CÎma Ho$db OMR CÎma nÌ na hr A§{H$V H$a| & AnZo CÎma ܶmZnyd©H$
 10.   The answers are to be recorded on the OMR Answer Sheet
       only. Mark your responses carefully. No whitener is allowed              A§{H$V H$a| & CÎma ~XbZo hoVw ídoV a§OH$ H$m à¶moJ {Z{fÕ h¡ &
       for changing answers.                                                11. ¶{X A§J«oµOr Am¡a {hÝXr g§ñH$aU Ho$ àíZm|/CÎmam| ‘| H$moB© {dg§J{V hmo Vmo
 11.   In case of any discrepancy in the English and Hindi versions             A§J«oµOr g§ñH$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


                                                              M
CTET 2021 question paper, January 2021, Paper 2 (main booklet), page 2 of 64
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M                                                     (2)                                                P-II
                             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.    During the period of childhood,                       1.         -
      development –                                               (1)          
      (1) is slow and cannot be measured.                                 
      (2) is multi-layered and complex.                           (2)      
      (3) consists only of quantitative changes.                  (3)       
      (4) is disorderly and disjointed.                           (4)      
2.    ‘Zone of proximal development’ is
      (1) the area between a child’s current                2.    ‘   ’   ?
            level of independent performance                      (1)        
            and the level of performance that the                             
            child could achieve with the help of                               
            adults and more skilled peers.
      (2) a range of tasks that the child
                                                                                 
            should be able to do as per her age                   (2)       
            but cannot.                                                        
      (3) the process where two individuals                                    
            who      begin     with    different                  (3)       
            understandings arrive at a shared                                    
            understanding.                                        (4)    ,  
      (4) the process in which children learn
            to perform tasks as set by the elder
                                                                              
            members in a society.                                           
3.    According to Jean Piaget, children in                 3.          
      formal operational stage                                      -
      (1) are capable of hypothetico-
                                                                  (1)    
            deductive        reasoning       and
            propositional thought.                                             
      (2) are bound by centration and                             (2)     
            irreversibly of thought.                                       
      (3) cannot conserve, classify and seriate.                  (3) ,     
      (4) begin to engage in make-believe                                   
            and symbolic play.
                                                                  (4)      
4.    At which stage of Lawrence Kohlberg’s
      theory of moral development do
                                                                             
      individuals     believe     that     actively         4.           
      maintaining the current social system                               
      ensures positive human relationships                              
      and societal order ?                                             
      (1) The punishment and obedience
            orientation                                                  ?
      (2) The social-order maintaining orientation                (1)    
      (3) The         instrumental      purpose                   (2) -  
            orientation                                           (3)   
      (4) The universal ethical principle
                                                                  (4)    
            orientation
CTET 2021 question paper, January 2021, Paper 2 (main booklet), page 3 of 64
Page 3 of 64
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P-II                                          (3)                                                     M
5.   Which of the following is a correctly          5.      -   
     matched pair of type of intelligence and                    
     end-state performance possibilities as               -    
     per Howard Gardner’s theory of                        ?
     multiple intelligences ?
            Types of              End-state
                                                                                 -
           Intelligence          performance                                               
                                  possibility                                               
     (1)   Spatial              – Therapist              (1)                     –   
     (2)   Intra-personal       – Salesperson
                                                         (2)                –   
     (3)   Linguistic           – Sculptor
     (4)   Bodily-kinesthetic   – Athlete
                                                         (3)                      –   
                                                         (4)    -    –   
6.   According to Lev Vygotsky –
     (1)   language plays an important role         6.       -
           in cognitive development of                   (1)         
           children.                                               
     (2)   children learn language through a
                                                         (2)    ‘  ’  
           ‘language acquisition device’.
                                                                 
     (3)   children’s cognitive development
           occurs in stages.                             (3)        
                                                                 
     (4)   maturation of schemas leads to
           cognitive development in children.            (4)        
                                                                    
7.   In a progressive classroom, assessment
     of learners during the process of
                                                    7.        –  
     teaching-learning –                                      -
     (1)   is not at all helpful in children’s           (1)          
           learning.                                     (2)        
     (2)   creates a hindrance in the process                     
           of children’s learning.
                                                         (3)        
     (3)   is helpful in identifying ‘high’,                    ‘ ’, ‘ ’ 
           ‘low’ and ‘non’ achievers for the                   ‘’    
           purposes of giving feedback to the                     
           parents.
                                                         (4)     ,    
     (4)   is very important since it gives
                                                                    
           insights        into       children’s
                                                                  - 
           understanding and helps the teacher
                                                                    
           to reflects on her pedagogy.
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M                                                   (4)                                               P-II
8.    An effective classroom strategy to                  8.            
      reduce      gender stereotyping  and                             
      broadening developmental possibilities                           ?
      for all sexes is
                                                                (1)       
      (1)   to ignore and dismiss biological
            differences among the sexes.
                                                                           
                                                                (2)      
      (2)   to reinforce gender roles         as
            portrayed in the society.                                    
      (3)   forming        same-sex       ability               (3)        
            groupings.                                          (4)      
      (4)   forming mixed-sex activity groups                            -  
            and promote discussion.                                     

9.    Multilingualism in a classroom needs to             9.          ____
      be understood as _________ by the                           
      teachers.
                                                                (1)    
      (1)   an asset and resource
                                                                (2)  
      (2)   a hindrance
                                                                (3)  
      (3)   a problem
                                                                (4)   
      (4)   a systemic issue

10.   A child-centered classroom is one in                10.   -   ,  -
      which                                                     (1)      
      (1)   the teacher uses the textbook as                              
            the only source of knowledge.                       (2) ,     
      (2)   the teacher segregates the children                          
            based on their abilities.                           (3)       
      (3)   the teacher uses rewards and                                 
            punishments to direct children’s                           
            behaviour.                                          (4)      
      (4)   the teacher is flexible and caters to                       
            needs of individual children.                             

11.   According to which theorist ‘cultural               11.        
      tools’ play an important role in cognitive                   ‘ ’ 
      development of children ?                                     ?
      (1)   Lev Vygotsky                                        (1)  
      (2)   Jean Piaget                                         (2)  
      (3)   Albert Bandura                                      (3)  
      (4)   B.F. Skinner                                        (4) .. 
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P-II                                         (5)                                                      M
12. Which of the following is NOT a suitable        12.        
     learning material for students who are
     partially sighted ?
                                                                
     (1) Large-print books
                                                             ?
      (2)   Three    dimensional     maps    and          (1)     
            charts                                        (2) -   
      (3)   Talking books, felt bulletin boards           (3)  ,   
      (4)   Small-print worksheets                        (4)    

13.   The underlying belief behind ‘inclusive       13.   ‘ ’      -
      education’ is
                                                          (1)         
      (1) segregation of children on the
           basis of their abilities and                             
           provisioning of vocational training                     
           accordingly.                                   (2)        ,
      (2)   diagnostic labelling of children                          ,
            based on their handicaps for                           
            identification of their limitations.
                                                          (3)   -    
      (3)   provisioning of special education                        
            institutions for children with
            different handicaps.                                 
      (4)   the philosophy that all children
                                                          (4)        
            have a right to get equal education                      
            in a regular school.                                  

14.   Needs of gifted and creative children can     14.       
      be addressed by                                           
      (1) giving challenging tasks and                      ?
           activities to prevent boredom.                 (1)       
      (2)   giving questions that       require                   
            convergent thinking.                          (2)       
      (3)   providing specific instructions to                   
            solve problems.                               (3)       
      (4)   administrating    memory        based                
            tests.
                                                          (4)      

15.   Children with ‘dyslexia’ can be               15.          
      identified by                                         ?
      (1) finding out their social and                    (1)      
            cultural context.                                   
      (2)   a thorough physical health check-             (2)      
            up.                                           (3)       
      (3)   analyzing their      reading     and                 
            writing skills.                               (4)    - 
      (4)   assessing their ability to solve                         
            complex higher-order problems.                      
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M                                                      (6)                                                 P-II
16.   Which of the following is NOT an                       16.        
      effective strategy to address learners                            
      from disadvantaged and deprived
      backgrounds ?                                                         ?
      (1)     Talk to the learners to understand                   (1)     
              their needs and challenges faced                                
              by them.                                                       
      (2)     Asking the learners to enroll for                    (2)     
              tuition outside of school so that                               ,  
              the teacher does not have to pay                                   
              much attention to them.
                                                                           
      (3)     Motivate the students to set                         (3)     
              moderately challenging goals and
              provide appropriate instructional
                                                                               
              support.                                                        
      (4)     Form collaborative groups to work                    (4)     
              on activities and encourage                                       
              students to support each other.                                   
                                                             17.         
17.   Physical and emotional health               of
      children _________ their learning.
                                                                     ____
                                                                   (1)       
      (1)     does not have any influence on
                                                                   (2)      
      (2)     plays an important role in
                                                                   (3)       
      (3)     is not related to
                                                                   (4)     
      (4)     has an insignificant role in
                                                             18.          
18.   To promote meaningful learning in the                           ____
      classrooms, a teacher should –
                                                                   (i)        
      (i)     help students to regulate their                                 
              own emotions and motivation.
                                                                            
      (ii)    categorize and label students                        (ii)      
              according to their performance
              and make ability-grouping.
                                                                              
                                                                         -    
      (iii)   promote dialogue and discussion
                                                                   (iii)      
              among children to build
              multiple perspectives.                                         
                                                                              
      (iv)    ignore diversity in the classroom
              and follow standard methods of                       (iv)      
              instruction.                                                    
      (1)     (i), (iii)                                                  
                                                                   (1)   (i), (iii)
      (2)     (ii), (iii)                                          (2)   (ii), (iii)
      (3)     (i), (iii), (iv)                                     (3)   (i), (iii), (iv)
                                                                   (4)   (i), (ii), (iii), (iv)
      (4)     (i), (ii), (iii), (iv)
CTET 2021 question paper, January 2021, Paper 2 (main booklet), page 7 of 64
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P-II                                      (7)                                                   M
19. Learning is a _________ and _________        19.   ,  ____  ____   
     process.
                                                       (1) ; 
     (1) complex; active
     (2) simple; linear                                (2) ; 
     (3) simple; individual                            (3) ; 
     (4) complex; passive                              (4) ; 
20.   A teacher should _________ the social,     20.          
      cultural,   religious   and   linguistic                ,
      diversity in her classroom to facilitate         , ,    ____
      meaningful learning.                              
      (1) dismiss                                      (1) 
      (2) ignore                                       (2)  
      (3) understand                                   (3) 
      (4) neglect                                      (4)  
21.   It is important to create _________        21.         ____
      learning environment in the classroom                  ____
      rather than _________ one.                         
      (1) collaborative; competitive                   (1) ; 
      (2) competitive; collaborative                   (2) ; 
      (3) fearful; facilitative                        (3) ; 
      (4) competitive; facilitative                    (4) ; 
22.   Which of the following is an example of    22.          
      effective motivational strategy to                     
      encourage students to learn ?                       ?
      (1) Providing scaffolding especially             (1)     
             when students learn a new skill.
                                                                    
      (2) Emphasis on completion of work
                                                       (2)        
             rather than learning.
      (3) Giving tasks that are very easy.
                                                              
                                                       (3)         
      (4) Creating a lot of opportunities for
                                                       (4)      
             competition.
                                                               
23.   Which of the following statements about    23.           
      children’s thinking is NOT correct ?                  ?
      (1) Children construct their own                 (1)   -  
            theories       about       various                     
            phenomenon around them.
                                                                 
      (2) Children cannot think of concepts
                                                       (2)       
            on their own and the primary role
            of teachers is to provide                             
            information.                                         
      (3) Children actively think about                (3)   -  
            various phenomenon around them                        
            and have an urge to explore.                         (-) 
      (4) Children are born with curiosity to                   
            learn about the world around               (4)      
            them.                                                   
CTET 2021 question paper, January 2021, Paper 2 (main booklet), page 8 of 64
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M                                                         (8)                                                P-II
24.   Children’s failure in school                              24.         -
      (1)     suggests      that     children     from                (1)        
              deprived backgrounds are not                                        
              capable of learning.                                            
      (2)     indicates that school has not been                      (2)         
              able to cater to the needs and                                     
              interests of these children.                                       
      (3)     proves that these children have                         (3)         
              genetic birth defects and hence                                    
              should be pulled out from school.                                  
      (4)     signifies that parents have not                         (4)         
              been able to support their children                                 
              to learn.                                                        

25.   By working in groups, teaching and                        25.     -     
      helping each other, children                                     -
                                                                      (1)       
      (1)     are able to reflect on their own
                                                                                
              thought processes and shift to a
                                                                                  
              higher level of cognitive activity.                            
      (2)     can develop misconceptions which                        (2)       , 
              interferes with their learning.                                     
                                                                      (3)         
      (3)     get distracted and hence it is an
                                                                                  
              ineffective pedagogical strategy.
                                                                      (4)     
      (4)     develop competitive tendencies                                 ,     /
              that hinder learning.                                             

26.   In a _________ classroom teachers                         26.    ____     -
      adapt      their     pedagogy         and    vary                      
      assessment      to     cater     to    individual
                                                                             
      students.
      (1)     teacher-centric                                         (1)   -
      (2)     progressive                                             (2)   
      (3)     textbook-centric
                                                                      (3)   - 
      (4)     behaviouristic
                                                                      (4)   
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P-II                                        (9)                                                      M
27. Which of the following statements about             27.           
     development is correct ?
                                                                 ?
      (1)   There is a lot of cultural diversity
                                                              (1)     - 
            in the development of children.
                                                                      
      (2)   Children across the world follow
            the same sequence and exact time                  (2)        
            of development.                                                
      (3)   Development occurs in a neat,                     (3)  ,   
            orderly     set     of      stages                        
            predetermined by genetic factors.
                                                                        
      (4)   Development is simple and uni-
                                                              (4)     -
            dimensional.
                                                                     
28.   Which of the following is a major                 28.         
      hallmark of the period of middle
      childhood ?                                                    ?
      (1)   Emergence of make-believe play.                   (1)   -   
      (2)   Development of logical thought                    (2)        
            that is concrete in nature.                                  
      (3)   Rapid development of motor skills                 (3)        
            and overall physical growth.
                                                                        
      (4)   Development    of     scientific
            reasoning and ability to think                    (4)         
            abstractly.                                                 

29.   School _________          socialization      of
      children.
                                                        29.        ____
      (1)   does not play any role in                         (1)        
      (2)   plays very little role in                         (2)        
      (3)   is a primary agency of                            (3)      
      (4)   is a secondary agency of                          (4)      

30.   Which of the following theorists
      proposed that children’s thinking is
                                                        30.         
      qualitatively different from that of                            
      adults ?                                                      ?
      (1)   Jean Piaget                                       (1)  
      (2)   Lev Vygotsky                                      (2)  
      (3)   Howard Gardner                                    (3)  
      (4)   Lawrence Kohlberg                                 (4)  
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M                                                 (10)                                                   P-II
 IMPORTANT : Candidates have to do questions                                         31    90               II
 31 to 90 EITHER from Part - II (Mathematics                                        III
 and Science) OR from Part - III (Social Studies /
 Social Science).

                                  PART - II / - II
                         MATHEMATICS AND SCIENCE /

Directions : Answer the following questions by            :       
selecting the correct/most appropriate options.
                                                         /    :
31.   If 0.139 + 0.75 + 2.105 – (1.001)                 31.    0.139 + 0.75 + 2.105 – (1.001) 
      1.1 = 2 – k, then the value of k is                      1.1 = 2 – k ,  k   
      (1) 0.8925                                               (1)    0.8925
      (2) 0.982                                                (2)    0.982
      (3) 0.1071                                               (3)    0.1071
      (4) 0.1075                                               (4)    0.1075
               3           5
32.   If a = –   and b = , then which of the                                3        5
               4           6                             32.    a = – 4  b = 6 ,     
      following does not lie between a and b ?
                                                                a  b      ?
      (1) 0
                                                               (1)    0
              1
      (2) –                                                             1
              2                                                (2)    –
                                                                        2
              2                                                         2
      (3) –                                                    (3)    –
              5                                                         5
              7                                                         7
      (4) –                                                    (4)    –
              9                                                         9

33.   The product of 1.7  104 and                       33.   1.7  104  12.5  10–6   
      12.5  10–6 is expressed in the                             k  10n    
      standard form as k  10n. The value of                     (2k + n)   
      (2k + n) is
      (1) 2.125                                                (1)    2.125
      (2) 1.125                                                (2)    1.125
      (3) 2.25                                                 (3)    2.25
      (4) 3.25                                                 (4)    3.25
                        SPACE FOR ROUGH WORK /
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P-II                                             (11)                                                   M
34. Two numbers are in the ratio 3:5. If                34.     3:5       
      12 is added to both the numbers, then                     12  ,    5:7 
      the ratio becomes 5:7. The sum of the                            
      given two numbers is
                                                              (1)   32
      (1)      32
                                                              (2)   40
      (2)      40
                                                              (3)   48
      (3)      48
                                                              (4)   56
      (4)      56

35.   The marked price of an article is
                                                        35.        ` 840   
      ` 840. A shopkeeper gives a discount
                                                                     15%
      of 15% on the marked price and still
                                                                  ,     19%
      makes a profit of 19%. What is the                                 ?
      cost price of the article ?
                                                              (1)   ` 540
      (1)      ` 540
                                                              (2)   ` 580
      (2)      ` 580

      (3)      ` 600                                          (3)   ` 600

      (4)      ` 640                                          (4)   ` 640

            5x – 7       4x – 3
36.   If           + 2 =        + 4x, then the                     5x – 7        4x – 3
              3            4                            36.       3
                                                                          + 2 =
                                                                                   4
                                                                                        + 4x , 
      value of (8x + 5) is                                    (8x + 5)   
      (1)      6
                                                              (1)   6
      (2)      7
                                                              (2)   7
      (3)      9
                                                              (3)   9
      (4)      13
                                                              (4)   13
                         SPACE FOR ROUGH WORK /
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M                                               (12)                                                   P-II
37.   Let                                              37.    
      P = 12xy – 10y2 – 18x2,                                P = 12xy – 10y2 – 18x2,
      Q = 14x2 + 12y2 + 9xy, and                             Q = 14x2 + 12y2 + 9xy, 
      R = 5y2 – x2 + xy
                                                             R = 5y2 – x2 + xy  
      then (P + Q) – R =
                                                              (P + Q) – R =
      (1)   22xy – 3x2 + 3y2
                                                             (1)    22xy – 3x2 + 3y2
      (2)   22xy + 3x2 – 3y2
                                                             (2)    22xy + 3x2 – 3y2
      (3)   20xy – 7x2 – 3y2
                                                             (3)    20xy – 7x2 – 3y2
      (4)   20xy – 3x2 – 3y2
                                                             (4)    20xy – 3x2 – 3y2

              1                                                         1                          1
38.   If x4 + 4 = 322, x  0, then one of the
             x                                         38.    x4 + 4 = 322, x  0 ,   x – x 
                                                                        x
                    1
      values of x –  is                                      
                 x
                                                             (1)    2
      (1)   2
                                                             (2)    4
      (2)   4
                                                             (3)    6
      (3)   6
                                                             (4)    8
      (4)   8


39.   If 15x2 – 26x + 8 = (Ax + B) (Cx + D),           39.    15x2 – 26x + 8 = (Ax + B) (Cx + D)
      where A and C are positive integers,
      then what is the value of (2A + B – C –
                                                             , , A  C   , 
      2D) ?                                                  (2A + B – C – 2D)     ?
      (1)   0                                                (1)    0
      (2)   1                                                (2)    1
      (3)   2                                                (3)    2
      (4)   3                                                (4)    3
                          SPACE FOR ROUGH WORK /
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P-II                                          (13)                                      M
40. In ABC and DEF, if AB = EF,                    40.   ABC  DEF   AB = EF,
     BC = DE and CA = FD, then                             BC = DE  CA = FD , 
      (1)   ABC ≅ DEF
                                                           (1)   ABC ≅ DEF
      (2)   ABC ≅ FED
                                                           (2)   ABC ≅ FED
      (3)   ABC ≅ EFD
                                                           (3)   ABC ≅ EFD
      (4)   ABC ≅ DFE                                    (4)   ABC ≅ DFE

41.   Which of the following can be the              41.           
      sides of a right angled triangle ?
                                                               ?
      (1)   20 cm, 21 cm and 31 cm
                                                           (1) 20 cm, 21 cm  31 cm
      (2)   35 cm, 77 cm and 88 cm
                                                           (2) 35 cm, 77 cm  88 cm
      (3)   15 cm, 32 cm and 57 cm
                                                           (3) 15 cm, 32 cm  57 cm
      (4)   65 cm, 72 cm and 97 cm
                                                           (4) 65 cm, 72 cm  97 cm
42.   The number of edges of a polyhedron,
      which has 7 faces and 10 vertices, is
                                                     42.      7   10 
                                                                   
      (1)   13
                                                           (1)   13
      (2)   14
                                                           (2)   14
      (3)   15
                                                           (3)   15
      (4)   17
                                                           (4)   17
43.   In ABC, the side AB is produced to
      E and side CA is produced to D.                43.   ABC ,  AB  E   
      If BAD = 125 and EBC =                            CA  D     
      100then which of the following is                  BAD = 125  EBC = 100 ,
      true ?
                                                                   ?
      (1)   ABC is an isosceles triangle.
                                                           (1)   ABC    
      (2)   AB > BC
                                                           (2)   AB > BC  
      (3)   Difference between ABC and
            ACB is 35                                    (3)   ABC  ACB   35  
      (4)   Difference between BAC and                    (4)   BAC  ACB   20  
            ACB is 20
                       SPACE FOR ROUGH WORK /
CTET 2021 question paper, January 2021, Paper 2 (main booklet), page 14 of 64
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M                                                       (14)                                                    P-II
44.   In trapezium PQRS, PQ || SR and the                      44.    PQRS , PQ || SR   PQ 
      ratio of PQ to SR is 3:2. If the area of                       SR   3:2     
      the trapezium is 480 cm2 and the                                480 cm2   PQ  SR 
      distance between PQ and SR is 12 cm,
      then the length of SR is                                          12 cm ,  SR   
      (1) 24 cm                                                      (1)    24 cm
      (2) 32 cm                                                      (2)    32 cm
      (3) 36 cm                                                      (3)    36 cm
      (4) 48 cm                                                      (4)    48 cm

45.   A rectangular sheet of paper 88 cm  10 cm               45.   88 cm  10 cm    
      is folded without overlapping to make a                              ,
      cylinder of height 10 cm. What is the
                                                                       10 cm    
      capacity (in litres) of the cylinder ?
                22                                                         ( )  
      (Take  = )                                                            22
                 7
                                                                     ? ( = 7 )
      (1) 5.54
      (2) 6.16                                                       (1)    5.54
      (3) 7.392                                                      (2)    6.16
                                                                     (3)    7.392
      (4) 8.624
                                                                     (4)    8.624
46.   The volume of a cube is 2197 cm3.
      What is its lateral surface area
                                                               46.       2197 cm3   
      (in cm2)?                                                         (cm2 )   ?
      (1)    676                                                     (1)    676
      (2)    576                                                     (2)    576
                                                                     (3)    845
      (3)    845
                                                                     (4)    1014
      (4)    1014

47.   What is the mean of the range, mode                      47.      , ,  
      and median of the data given below ?                                ?
      5, 10, 3, 6, 4, 8, 9, 3, 15, 2, 9, 4, 19, 11, 4                5, 10, 3, 6, 4, 8, 9, 3, 15, 2, 9, 4, 19, 11, 4
      (1) 8                                                          (1) 8
      (2) 9                                                          (2) 9
      (3) 10                                                         (3) 10
      (4) 12                                                         (4) 12
                           SPACE FOR ROUGH WORK /
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P-II                                                  (15)                                                 M
48.    Which of the following is most                        48.        
       appropriate strategy for introducing                             
       the concept of multiplication of two                                
       decimal numbers in the middle school ?                          ?
       (1)   The algorithm should be used to                       (1)         -
             introduce the concept.                                            
       (2)   The process should be visually                        (2)        
             represented.                                                  
       (3)   Multiplication       as      repeated                 (3)        ,
             addition should be emphasized.                                -   
       (4)   Multiplication    as      inverse   of                (4)        ,
             division should be emphasized.                                  

49.    Which of the following is a narrow                    49.          
       aim of teaching mathematics ?                                  ?
       (1)   To      encourage           systematic                (1)     
             reasoning among students.                                      
       (2)   To develop students’ ability to                       (2)      
             argue the truth and falsity of                                    
             statements.                                                     
       (3)   To make students proficient in                        (3)     
             handling numbers and number                                       
             operations.                                                      
       (4)   To         develop           students’                (4)     
             generalization abilities.                                      
                           SPACE FOR ROUGH WORK /
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Text of page 16
M                                                         (16)                                                   P-II
50.   Which of the following is most                             50.         
      appropriate        strategy for        teaching                          
      students     to      solve       mathematical
                                                                            ?
      problems ?
                                                                       (1)     
      (1)   Guess and verify approach should
            be strictly discouraged.                                              
      (2)   The list of formulae required for                                  
            solving the given set of problems                          (2)         
            should       be     provided     in     the                             
            beginning.                                                             
      (3)   Teacher           should     begin      by                 (3)        
            explaining the steps required for
                                                                                     
            obtaining the solutions of the
                                                                               
            problems.
                                                                       (4)     
      (4)   Students should be encouraged to
            view     a    problem from many                                          
            perspectives.                                                        

51.   Identify the incorrect statement from                      51.          
      among the following :
      (1)   Hypothesis         have      a   role    in
                                                                       (1)        
            construction         of     mathematical                             
            knowledge.
                                                                       (2)          
      (2)   The notion of argumentation is
            central to mathematics.                                    (3)        
      (3)   Mathematical               communication
                                                                                 
            involves precise use of language.
      (4)   Conjectures do not have utility in                         (4)        
            constructing                mathematical
                                                                                  
            knowledge.

                              SPACE FOR ROUGH WORK /
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Text of page 17
P-II                                               (17)                                                      M
52. Which of the following is a desirable                 52.        
     strategy for assessing students’
     learning in mathematics ?
                                                                        
     (1) Same tasks should be given to all                        ?
           students for parity.                                 (1)      
     (2) Students’       incorrect  answers                                
           should be ignored.                                   (2)      
     (3) Students’ justification of their
           responses should be an important
                                                                        
           basis of assessment.                                 (3)      
     (4) Development of mathematical                                       
           vocabulary should not be a basis                              
           of assessment.
                                                                (4)      
53.   For a given figure to be a triangle, the                             
      condition that it is a union of three
      segments is                                         53.            
      (1) a necessary but not a sufficient                          
            condition.
      (2) a sufficient but not a necessary                      (1)          
            condition.
      (3) both necessary and sufficient
                                                                (2)    ,      
            condition.                                          (3)          
      (4) neither necessary nor sufficient
            condition.                                          (4)            

54.   Consider the following statements :                 54.        :
      A = If n is even, then n2 is even.                        A =  n  ,  n2   
      B = If n2 is not even, n is not even.                     B =  n2   ,  n    
      C = If n2 is even, then n is even.                        C =  n2  ,  n   
      D = If n is not even, then n2 is not even.                D =  n   ,  n2    
      Which of the following statements is                             ?
      true ?                                                    (1) C, A    
      (1) C is converse of A.                                   (2) D, A    
      (2) D is converse of A.
                                                                (3) B, A    
      (3) B is inverse of A.
                                                                (4) D, A    
      (4) D is contraposition of A.
                        SPACE FOR ROUGH WORK /
CTET 2021 question paper, January 2021, Paper 2 (main booklet), page 18 of 64
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Text of page 18
M                                                (18)                                                 P-II
55.   Which of the following teaching-                  55.        
      learning resources in mathematics
      cannot be used for visually challenged
                                                                    
      students ?                                                       ?
      (1) GeoGebra                                            (1) 
      (2) Taylor’s abacus                                     (2)   
      (3) Tiles                                               (3) 
      (4) GeoBoard                                            (4) 
56.   Which of the following statements is              56.           ?
      true ?
      (1) Mathematics consists of all the                     (1)        
             theorems proved in mathematics                                
             books.                                           (2)      
      (2) A person good in arithmetical                                     
             computation is also good in
             Mathematics and vice-versa.
                                                                     :     
      (3) Intuition has no role in generating                 (3)       
             mathematical knowledge.                                    
      (4) Mathematical statements can be                      (4)       
             conditional.
57.   Which of the following statements is              57.         
      NOT correct regarding differently                              
      abled children of dyslexia in
      mathematics learning in an inclusive
                                                                        ?
      classroom ?                                             (1)      
      (1) Dyslexia has an impact in a                                   
            person’s co-ordination of verbal                               
            and spatial aspects of numbers.                   (2)      
      (2) Visual patterns in mathematics                                  
            help in overcoming difficulties
            experienced by dyslexic children.
                                                                           
                                                              (3)      
      (3) Dyslexic children may have
            difficulty in writing down their                              
            ideas in systematic and organized                             
            manner.                                           (4)      
      (4) Dyslexia impacts only language                                  
            learning not mathematics learning.                       
                       SPACE FOR ROUGH WORK /
CTET 2021 question paper, January 2021, Paper 2 (main booklet), page 19 of 64
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P-II                                            (19)                                                 M
58. The number of distinct prime factors               58.   6-       
     of the largest 6-digit number is
                                                                 
      (1)   3
                                                             (1)   3
      (2)   4
                                                             (2)   4
      (3)   5
                                                             (3)   5
      (4)   6
                                                             (4)   6

59.   If the 8-digit number 179x091y is
      divisible by 88, then what is the value          59.    8-  179x091y, 88 
      of (x – y) ?                                            ,  (x – y)     ?
      (1)   1
                                                             (1)   1
      (2)   2
                                                             (2)   2
      (3)   3
                                                             (3)   3
      (4)   4
                                                             (4)   4

              11     13         15
60.   Let a =    ,b=    and c =    be three                                    11      13          15
              13     14         17
                                                       60.      a = 13, b = 14  c = 17
      fractions. Which of the following is
      true ?                                                            ?
            13 11 15                                               13 11 15
      (1)     <  <                                           (1)     <  <
            14 13 17                                               14 13 17
            15 13 11
      (2)     <  <                                                 15 13 11
            17 14 13                                         (2)     <  <
                                                                   17 14 13
            11 15 13
      (3)     <  <                                                 11 15 13
            13 17 14                                         (3)     <  <
                                                                   13 17 14
            11 13 15
      (4)     <  <                                                 11 13 15
            13 14 17                                         (4)     <  <
                                                                   13 14 17

                       SPACE FOR ROUGH WORK /
CTET 2021 question paper, January 2021, Paper 2 (main booklet), page 20 of 64
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Text of page 20
M                                               (20)                                                        P-II
Directions : Answer the following questions by          :       
selecting the correct/most appropriate options.
                                                       /    :
61.   Which of the following represents                61.          
      correct matching set ?                                   ?
      (a) helps in the     (i) Cartilage                     (a)    (i) 
          movement of body
          by contraction                                              
          and relaxation.                                            
      (b) Hard structure            (ii) Muscles             (b)    (ii) 
          which forms the                                            
          skeleton
                                                             (c)     (iii) -
      (c) Part of skeleton          (iii) Rib-cage
          which can be bent
                                                                      
                                                             (d)     (iv) 
      (d) Joins the chest           (iv) Bones
          bone and back                                             
          bone together to                                           
          form an enclosure
                                                                   
      (1) (a) (i), (b) (iii), (c) (ii), (d) (iv)
                                                             (1)   (a) (i), (b) (iii), (c) (ii), (d) (iv)
      (2) (a) (ii), (b) (iv), (c) (i), (d) (iii)
                                                             (2)   (a) (ii), (b) (iv), (c) (i), (d) (iii)
      (3) (a) (iii), (b) (ii), (c) (i), (d) (iv)
                                                             (3)   (a) (iii), (b) (ii), (c) (i), (d) (iv)
      (4) (a) (iv), (b) (iii), (c) (ii), (d) (i)
                                                             (4)   (a) (iv), (b) (iii), (c) (ii), (d) (i)
62.   Which of the following glands in
      human beings secretes more than two              62.           
      hormones ?                                                   ?
      (1) Adrenal                                            (1) 
      (2)    Pituitary                                       (2) 
      (3)    Pancreas                                        (3) 
      (4)    Thyroid                                         (4) 
63.   Which of the following statements is             63.           ?
      true ?
                                                             (1)      
      (1) All metals are solids.
                                                             (2)      
      (2)    All metals are hard.
      (3)    All non-metals are gases.                       (3)      
      (4)    All non-metals are non-ductile.                 (4)    ( )   

64.   ‘Y’ is a man-made fibre obtained                 64.   ‘Y’  -  ()  
      from a natural source. What could be                           ‘Y’ 
      ‘Y’ ?
                                                                ?
      (1)    Rayon
                                                             (1) 
      (2)    Nylon                                           (2) 
      (3)    Acrylic                                         (3) 
      (4)    Jute                                            (4) 
CTET 2021 question paper, January 2021, Paper 2 (main booklet), page 21 of 64
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P-II                                                 (21)                                                     M
65.    Study the following table :                          65.          :
       Fuel       Calorific     State    Ignition                  -   
                   value                  temp.                     A                         
        A           High        solid      high                     B                        
        B      Moderate          gas       high                     C                       
        C      Moderate          gas     moderate                   D                        
        D           Low         liquid        low
                                                                           
       Which is best suited as domestic fuel ?                       ?
       (1)    A                                                   (1)    A
       (2)    B                                                   (2)    B
       (3)    C                                                   (3)    C
       (4)    D                                                   (4)    D


66.    Species restricted to a particular area              66.           
       are referred to as                                               -
       (1)    Endangered species                                  (1)  
       (2)    Extinct species                                     (2)  
       (3)    Endemic species                                     (3)  
       (4)    Migratory species                                   (4)  

67.    Metal ‘X’ displaces metal ‘Y’ from its               67.    ‘X’,  ‘Y’   -
       salt solution but is not able to displace                         Z  
       metal ‘Z’ from its salt solution.                                
       Identify the most reactive metal.                                
       (1)    X                                                      ?
       (2)    Y                                                   (1)    X
                                                                  (2)    Y
       (3)    Z
                                                                  (3)    Z
       (4)    Cannot be determined.                               (4)          
68.    Light rays from an object fall on a                  68.           
       surface and get reflected in a                               :      
       completely diffused manner. What                                    
       can you say about the nature of image                            ?
       of the object ?
                                                                  (1)      
       (1)    It will be virtual and of same size.                          
       (2)    It will be real and enlarged.                       (2)      
       (3)    It will be virtual and enlarged.                    (3)      
       (4)    No image will be formed.                            (4)     
CTET 2021 question paper, January 2021, Paper 2 (main booklet), page 22 of 64
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M                                                (22)                                                P-II
69.   In order to slide a huge box lying on             69.           
      the ground in her room, Reshma                                 
      should apply a force which is greater                          ?
      than which of the following forces ?                    (1)  
      (1) Static friction
                                                              (2)  
      (2) Gravitational force
      (3) Normal force                                        (3)  
      (4) Muscular force                                      (4)  
70.   Identify the correct statement from               70.           _____
                                                                                            
      among the following :                                    
      (1) The lower the frequency of the                      (1)     ,  
             vibration, higher is the pitch.                             
      (2) The loudness of sound is
                                                              (2)       
             determined by the frequency of
             vibration.
                                                                           
      (3) Sound cannot travel through                         (3)        
             vacuum.                                          (4)      
      (4) Pitch of sound is determined by its                            
             amplitude.
                                                        71.           
71.   Which of the following sets comprises                            ?
      liquids which are poor conductors of                    (1)   , , 
      electricity ?
                                                              (2)  ,   , 
      (1) tap water, shampoo, honey
      (2) salt solution, lemon juice, vinegar                 (3) ,  ,  
      (3) shampoo, vegetable oil, distilled                   (4)   , ,   
             water                                      72.         
      (4) sugar solution, vinegar, lemon juice                     ?
72.   Which of the following sets comprises                   (1)  ,  ,  
      chemical changes ?                                               
      (1) Boiling of water, breaking of                       (2)    ,   ,
            glass, rusting of iron                                      - 
      (2) Dissolving salt in water, digestion                 (3)  ,  ,  
            of food, shredding of paper.                               
      (3) Cooking of food, boiling of water,                  (4)    ,   ,
            dissolving sugar in water.
      (4) Rusting of iron, burning of paper,
                                                                        
            digestion of food                           73.          
73.   Neena was cycling to the market to                               
      buy some grocery items. The market                       4 km      10  12
      is 4 km away from her home. She                         km/h         
      travels at a speed of 12 km/h for first                        
      10 minutes. On her way she meets her                    15        
      friend Nikhat and stops to chat with                      8 km/h     
      her for 15 minutes. She resumes her                             
      journey at a speed of 8 km/h. What is                     ?
      her average speed for the journey ?
                                                              (1)   6 km/h
      (1) 6 km/h
      (2) 8 km/h                                              (2)   8 km/h
      (3) 10 km/h                                             (3)   10 km/h
      (4) 4 km/h                                              (4)   4 km/h
CTET 2021 question paper, January 2021, Paper 2 (main booklet), page 23 of 64
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Text of page 23
P-II                                                (23)                                                     M
74.    Which of the following will not be                  74.           
       helpful in the process of separating a                           
       mixture of salt and water ?                                ?
       (1) Decantation                                           (1) 
       (2) Filteration                                           (2) 
       (3) Distillation                                          (3) 
       (4) Boiling                                               (4) 

75.    Which of the following properties of                75.           
       light can be used to explain the                                 
       phenomenon of shadow formation ?                               ?
       A. Light travels in a straight line.
       B. Light travels at a high speed.                         A.        
       C. Light is composed of seven colours.                    B.        
       D. Light does not pass through                            C.    ()     
           opaque objects.                                       D.        
       (1) A and B                                               (1) A  B
       (2) B and C
                                                                 (2) B  C
       (3) C and D
                                                                 (3) C  D
       (4) D and A
                                                                 (4) D  A
76.    Identify the correct statement from
       among the following :                               76.          :
       (1) The proportion of fine particles in                   (1)       
             sandy soil is relatively higher than                               
             in the clayey soil.
                                                                 (2)        
       (2) The amount of large and fine
             particles is about the same in                                    
             clayey soil.                                        (3)        
       (3) The proportion of large particles                                   
             in loamy soil is relatively higher                  (4)       
             than in the sandy soil.
       (4) The proportion of fine particles in                                  
             clayey soil is relatively higher              77.    ‘X’   ()  
             than in the loamy soil.
                                                                         
77.    Deficiency of vitamin ‘X’ causes                           ‘Y’      
       bleeding of gums. This vitamin is
       essential for absorption of mineral ‘Y’
                                                                  ‘X’  ‘Z’      ‘X’,
       and ‘X’ is found in food ‘Z’. Identify                    ‘Y’  ‘Z’   :
       X, Y and Z.                                               (1) X- D, Y-, Z-
       (1) X-vitamin D, Y- calcium, Z-milk                               
             product                                             (2) X- C, Y-, Z- 
       (2) X-vitamin C, Y-iron, Z-citrus                                  
             fruits
                                                                 (3) X- B, Y-, Z-
       (3) X-vitamin B, Y-calcium, Z-green
                                                                           
             leafy vegetables
                                                                 (4) X- A, Y-, Z-
       (4) X-vitamin A, Y-phosphorus,
                                                                         
             Z-poultry products
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M                                                    (24)                                                 P-II
78.   Which of the following statement best                 78.          
      describes the nature of science ?                                  ?
      (1)   science is a system of beliefs.                       (1)       
      (2)   science is social in nature.                          (2)      
      (3)   scientists are totally objective in                   (3)       
            their work.                                                    
      (4)   the scientific method is the only                     (4)      
            guide for conducting research.                                  

79.   Cognitive   validity        in       science          79.         
      curriculum means                                              -
      (1)   inclusion of how concepts of                          (1)           
            science evolve over time.                                            
      (2)   adaptation of content as per the                      (2)          
            cognitive level of learners.
                                                                              
      (3)   dilution of content                                   (3)      -  
      (4)   inclusion of appropriate          fun                 (4)           
            elements of science.
                                                                             

80.   According to N.C.F. 2005 in the upper                 80.   ... 2005  ,  
      primary stage science curriculum,
                                                                         
      which    of    the    following     is
      recommended ?                                                    ?
      a. Concepts should be linked to                             a.      
         making      sense of everyday                                        
         experience.                                              b.   / 
      b. Concepts should be arrived at from                                
         activities/experiments.
                                                                  c.          
      c. Concepts should be taught through                                 
         disciplinary approach.
                                                                  d.       
      d. Along with concepts, laws and
                                                                             
         theories need to be introduced
                                                                  (1)      a, b  c
      (1)   a, b and c
                                                                  (2)      a  b
      (2)   a and b
                                                                  (3)      a, b  d
      (3)   a, b and d
                                                                  (4)      a  d
      (4)   a and d
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P-II                                                  (25)                                                    M
81.    From the following, identify the                      81.         
       statement that is true about science.                            
       (1)   Scientists  rely  heavily on                          (1)         
             imagination to carry out their                                     
             work.
                                                                   (2)       
       (2)   All scientific ideas are discovered
                                                                                
             and     tested     by     controlled
             experiments.                                          (3)         
       (3)   When a theory has been supported                                  
             by a great deal of scientific                                    
             evidence, it becomes law.                             (4)      ,   
       (4)   In time, science will be able to solve                           
             most of society’s problems.                                   

82.    Ishu was given an individual task of                  82.           
       collecting weather reports for a week.                              
       Identify where Ishu went wrong from                                
       the assessment indicators given below :                          
       (1)   She tabulates data from a website
                                                                   (1)         
             everyday.
                                                                            
       (2)   She arrives at conclusion that rain
             may or may not take place in the                      (2)           
             coming week.                                                        
       (3)   She concludes that decreased                          (3)         
             humidity increases the likelihood
                                                                                 
             of rainfall.
                                                                   (4)        
       (4)   She understands that range of
             maximum        and      minimum                                  
             temperature varies everyday.                                 

83.    Which of the following is a useful                    83.        
       strategy to understand conceptual                                 
       gaps in learners ?                                             ?
       (1)   organizing quiz sessions                              (1)      
                                                                   (2)    
       (2)   observing practical skills
                                                                           
       (3)   using concept maps
                                                                   (3)      
       (4)   giving homework regularly                             (4)    
CTET 2021 question paper, January 2021, Paper 2 (main booklet), page 26 of 64
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M                                               (26)                                                     P-II
84.   To encourage more girls to take up               84.           
      sciences, you may adopt all of the                        ,    
      following strategies, except                              ,     
      (1) use gender sensitive language and                  (1)      
            encourage your students to do so.                             
      (2) be mindful that girls always                                     
            dominate discussion in science
                                                             (2)       
            classroom.
      (3) invite women scientists to visit                               
            your classroom.                                  (3)        
      (4) engage students in examining                       (4)        
            myths and stereotypes about                                   
            science.
                                                       85.         
85.   Science teachers need to ask more                         –
      divergent questions because                            a.       
      a. it stimulates and develops critical                        
         thinking.                                           b.        
      b. it directs students to correct
         answers.
                                                                     
      c. it helps develop thinking strategies                c.         
      d. it helps in assessing creative                      d.      
         behaviour in a learner.                                       
      (1) a, b, c                                            (1)    a, b, c
      (2) a, c, d                                            (2)    a, c, d
      (3) only b
      (4) only a
                                                             (3)     b
                                                             (4)     a
86.   Using demonstrations in classroom                86.          
      predominantly involves learners in
      (1) visual and auditory learning
                                                                 
      (2) visual learning only                               (1)     
      (3) visual, auditory and kinesthetic                   (2)    
           learning                                          (3) ,     
      (4) auditory and kinesthetic learning                  (4)     
                                                       87.          
87.   Give the sequence of planning for
      your science classroom using inquiry
                                                                    
      approach in teaching concept of                             
      density.                                               a.       
      a. allow students to determine                                    
         relationship between objects that                   b.       
         float and sink.                                                
      b. allow students to play with water                   c.       
         in a tub with different objects.
      c. ask students to design a small boat
                                                                    1    
         that can carry 1 kg of weight.                          
      (1) a  b  c                                          (1)    abc
      (2) c  b  a                                          (2)    cba
      (3) b  c  a                                          (3)    bca
      (4) b  a  c                                          (4)    bac
CTET 2021 question paper, January 2021, Paper 2 (main booklet), page 27 of 64
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P-II                                                 (27)                                                             M
88.    ‘Y’ is a plant which does not have                   88.   ‘Y’      
       Chlorophyll. What could ‘Y’ be ?                           ()     ‘Y’   
                                                                   ?
       (1)   Cuscuta
                                                                  (1)    ()
       (2)   Algae
                                                                  (2)   
       (3)   Pitcher plant                                        (3)    ( )
       (4)   Maple tree                                           (4)    


89.    Which of the following statements is                 89.           ?
       correct ?                                                  (1)        
       (1)   Large intestine is wider and                                  
             shorter than small intestine.
                                                                  (2)        
       (2)   Absorption of digested food takes
                                                                          
             place in large intestine.

       (3)   Assimilation of food takes place
                                                                  (3)          
             in large intestine.
                                                                  (4)         
       (4)   Large intestine has finger like                                    
             projection called villi.



90.    Which of the following statements is                 90.          
       NOT true regarding life cycle of silk                                ?
       worm and production of silk fibres ?
                                                                  (1)         
       (1)   The larvae of silk moths are called                         
             as caterpillars.
                                                                  (2)   /   
       (2)   The       pupa        develops   into
                                                                           
             caterpillar.
                                                                  (3)       
       (3)   Silk fibres are proteins secreted by
                                                                           
             caterpillars.
                                                                  (4)          
       (4)   The silk yarn is obtained from the
                                                                            
             cocoon of the silk moth.
CTET 2021 question paper, January 2021, Paper 2 (main booklet), page 28 of 64
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M                                                   (28)                                                   P-II
    IMPORTANT : Candidates have to do                                                   31    90
    Question Nos. 31 to 90 EITHER from Part -
    II (Mathematics and Science) OR from                                 II                          III
    Part - III (Social Studies / Social Science).
                                          PART - III /           - III
            SOCIAL STUDIES / SOCIAL SCIENCE
Directions : Answer the following questions by
selecting the correct/most appropriate options.             :       
31.    Consider the statements A, B, C about
                                                                 /    
       Autumn season in India and choose                   31.         A, B 
       the correct answer :                                      C       
       A.    This season is also known as the                      
             south-west monsoon season.                          A.       - 
       B.    Winds blow from the Bay of                                       
             Bengal and Arabian sea towards                      B.       ,    
             the land in this season.
       C.    This season is marked by the
                                                                               
             onset and advance of monsoon.                       C.          
       (1) A and B are true, C is false.                                   
       (2) A and C are true, B is false.                         (1) A  B  , C   
       (3) B and C are true, A is false.                         (2) A  C  , B   
       (4) A, B, C all are false.                                (3) B  C  , A   
                                                                 (4) A, B  C    
32.    Which of the following rivers form the              32.            ‘
       ‘Sunderban Delta’ ?                                          ’     ?
       (1) Ganga and Brahmaputra
                                                                    (1)   
       (2) Narmada and Tapi
                                                                    (2)   
       (3) Mahanadi and Godavari
                                                                    (3)   
       (4) Krishna and Kaveri
                                                                    (4)   

33.    Identify the atmospheric layer from                 33.         A  B   
       the given features A and B :                                      :
       A.    Meteorites burn up in this layer                       A.          -
             on entering from the space.                                           
       B.    Temperature declines with                              B.           
             increasing height in this layer.
       (1) Troposphere
                                                                              
                                                                    (1)             (2) 
       (2) Stratosphere
                                                                    (3)              (4) 
       (3) Mesosphere
       (4) Thermosphere
                                                           34.         
34.    Insolation is associated with                                (1)    
       (1) Air pressure                                             (2)    
       (2) Seasonal winds                                           (3)    
       (3) Solar energy                                             (4)       
       (4) Exosphere and its gases                                       
CTET 2021 question paper, January 2021, Paper 2 (main booklet), page 29 of 64
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P-II                                             (29)                                                   M
35.    Match the following with appropriate             35.        
       choices :                                                :
       a. Coniferous        i.   Eastern
                                                              a.       i.     
           forests               margin of the
                                 continents                                           
       b. Mediterranean ii. Hardwood                          b.      ii.   
           vegetation            trees                                          
       c. Tropical          iii. Softwood                     c.      iii.   
           evergreen             evergreen
           forests               trees
                                                                              
       d. Temperate         iv. West and                      d.   iv.  
           evergreen             south-west                                          
           forests               margin of the                                        -
                                 continents                                           
       (1) a-i, b-ii, c-iii, d-iv                             (1)   a-i,     b-ii,   c-iii,   d-iv
       (2) a-iii, b-iv, c-ii, d-i                             (2)   a-iii,   b-iv,   c-ii,    d-i
       (3) a-iii, b-ii, c-iv, d-i                             (3)   a-iii,   b-ii,   c-iv,    d-i
       (4) a-i, b-iv, c–ii, d-iii                             (4)   a-i,     b-iv,   c–ii,    d-iii
36.    Consider the two statements and                  36.           
       choose the correct option :                                :
       Statement (A) : Sahara once used to
                                                               (A) :     
          be a lush green plain.
       Statement (B) :       Cave painting in                     -   
          sahara depicts rivers, crocodiles,                   (B) :      
          elephants, lions, cattle and goats.                    , , , ,   
       (1) (A) is false, but (B) is true.                          
       (2) (A) is true, but (B) is false.                     (1) (A)  ,  (B)   
       (3) Both (A) and (B) are true.
                                                              (2) (A)  ,  (B)   
       (4) Both (A) and (B) are false.
                                                              (3) (A)  (B)    
37.    Consider the statements A, B, C on                     (4) (A)  (B)    
       dolphin and choose the correct
       answer :                                         37.         A, B  C 
       A.   Dolphins are found in the fresh                          
            water of river Ganga and                           :
            Brahmaputra.
       B.   Dolphin sanctuary is located in
                                                              A.          
            the state of Bihar.                                          
       C.   The presence of dolphin is an                     B.        
            indicator of the health of the                            
            river.
       (1) A, B, C all are correct.
                                                              C.         
       (2) A and C are correct but B is                                  
            incorrect.                                        (1) A, B  C    
       (3) B and C are correct but A is                       (2) A  C  ,  B   
            incorrect.
       (4) A and B are correct but C is                       (3) B  C  ,  A   
            incorrect.                                        (4) A  B  ,  C   
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M                                                 (30)                                                       P-II
38.   Biogas is essentially a mixture of                 38.           
      (1) Methane and Carbon dioxide                             ?
      (2) Methane and Nitrogen
                                                               (1)    
      (3) Methane and Hydrogen
      (4) Methane and Helium                                   (2)   
                                                               (3)   
39.   Consider the statements A and B                          (4)   
      about resources and choose the
      correct answer.                                    39.        A  B  
      A.    All resources have economic
                                                                      
            value.
      B.    Time and technology are two                        A.            
            important factors that can                         B.         
            change substance into resource.                                 
      (1) A is false, but B is true.                                      
      (2) A is true, but B is false.                           (1) A  ,  B   
      (3) Both A & B are true and B is the
            correct explanation of A.                          (2) A  ,  B   
      (4) Both A & B are true but B is not a                   (3) A  B     B 
            correct explanation of A.                                    A  
                                                               (4) A  B     B 
40.   Choose the correct group of                                        A  
      conventional sources of energy from
      the following :
      (1) Oil, natural gas, firewood
                                                         40.            
      (2) Coal, firewood, biogas                                 :
      (3) Hydel power, geothermal energy,                      (1)  ,  , 
             tidal energy                                      (2) , , 
      (4) Nuclear energy, solar energy,                        (3) -, - , 
             hydel power
                                                                      
41.   Match the types of natural resources                     (4)  ,  , -
      (B) with their classification (A) :
               A                        B                41.        
        (Classification         (Resource Type)                     :
            Basis)                                                           A                           B
      a. Level of           i.    Actual &                      (  )              (  )
         development &            Potential                    a.                i.     
         use
      b. Origin             ii.  Biotic &
                                                                                             
                                 Abiotic                       b.                       ii.   
      c. Distribution       iii. Ubiquitous                    c.                      iii.  
                                 and localised                                                    
      d. Stock              iv. Renewable                      d.                      iv.  
                                 and Non-                                                         
                                 renewable
                                                               (1)    a-i,       b-ii, c-iii,    d-iv
      (1) a-i, b-ii, c-iii, d-iv
                                                               (2)    a-ii,      b-i, c-iv,      d-iii
      (2) a-ii, b-i, c-iv, d-iii
                                                               (3)    a-iii,     b-iv, c-i,      d-ii
      (3) a-iii, b-iv, c-i, d-ii
                                                               (4)    a-iv,      b-iii, c-ii,    d-i
      (4) a-iv, b-iii, c-ii, d-i
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P-II                                              (31)                                                     M
42.    Statement (A) : Around 12,000 years               42.    (A) :  12,000   
          ago, a shift to relatively warmer                       ,        
          conditions led to development of                            
          grasslands in many areas in India.                    (B) : , , ,  
       Statement (B) : There was an increase in
          the number of deer, antelopes, goat,
                                                                        
          sheep and cattle.                                    (1) (A)  ,  (B)   
       (1) (A) is true but (B) is false.                       (2) (A)  ,  (B)   
       (2) (A) is false but (B) is true.                       (3) (A)  (B)     (A) 
       (3) Both (A) and (B) are true and (B)                           (B)  
             is the reason for (A).                            (4) (A)  (B)   ,  (A) 
       (4) Both (A) and (B) are true but (B)                           (B)   
             is not the reason for (A).
                                                         43.   ‘’       
43.    Which of the following is true in the
       context of ‘sites’ ?
                                                                 ?
       A.    These are places where remains                    A.             
             of past were found.                               B.              
       B.    These are found only on earth’s                   C.              
             surface.                                          D.             
       C.    These are found only buried                                 
             under the earth.                                  (1)  A
       D.    They are never found under sea                    (2)  A  B
             or a river.
                                                               (3)  A, B  C
       (1) A only
       (2) A and B only                                        (4)  D
       (3) A, B and C only
       (4) D only                                        44.         :
44.    The Harappans made                                      A.       
       A.    Seals out of stone                                B.           
       B.    Pots with yellow designs                          C.        
       C.    Spindle whorls made of iron                       D.        
       D.    Gold vessels                                      (1)  A  C
       (1) A and C only                                        (2)  A  D
       (2) A and D only                                        (3)  A, B  C
       (3) A, B and C only
                                                               (4)  B, C  D
       (4) B, C and D only
45.    A megalithic burial had remains of                45.          
       two skeletons. An appropriate way for
       figuring out a female’s skeleton from
                                                                        
       among the two would be to look at                            :
       A.    the bone structures                               A.      
       B.    the ornaments on the skeletons                    B.        
       C.    size of the skeletons                             C.      
       D.    utensils for cooking food found                   D.          
             with skeletons.                                          
       (1) only A                                              (1)  A
       (2) only A and B
                                                               (2)  A  B
       (3) only A and C
       (4) only D                                              (3)  A  C
                                                               (4)  D
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M                                                (32)                                                  P-II
46.   Arrange the following in ascending                46.          
      order starting from the earliest period                    :
      A.    Beginning of the composition of
            the Vedas
                                                              A.         
      B.    Beginning of the building of                      B.         
            megaliths.                                        C.         
      C.    Settlements of Farmers at Inamgaon
                                                              D.     
      D.    Charaka
                                                              (1)   A, B, C, D
      (1)   A, B, C, D
                                                              (2)   B, C, D, A
      (2)   B, C, D, A
                                                              (3)   C, D, B, A
      (3)   C, D, B, A                                        (4)   D, C, B, A
      (4)   D, C, B, A
                                                        47.          
47.   Arrange the following in descending
      order (backward) starting from the                      ()     :
      recent period :
                                                              A.        , , 
      A.    Increase in the use of iron,
                                                                     
            cities, punch marked coins.
      B.    Beginning of the use of iron in                   B.           
            the subcontinent.
      C.    Settlement in Arikamedu port                      C.        
      D.    Beginning of the composition of                   D.          
            Sangam literature.
                                                              (1)   A, C, B, D
      (1)   A, C, B, D
      (2)   A, B, C, D                                        (2)   A, B, C, D
      (3)   C, D, A, B                                        (3)   C, D, A, B
      (4)   C, D, B, A                                        (4)   C, D, B, A


48.   Statement (A) : Chola temples were                48.    (A) :   , 
         the hub of religious, social and                              
         cultural life.
                                                               (B) :    
      Statement (B) : Chola bronze images
         were of deities but sometimes also
                                                                        
         of devotees.                                              
      (1)   (A) is true, but (B) is false.                    (1) (A)  ,  (B)   
      (2)   (A) is false, but (B) is true.                    (2) (A)  ,  (B)   
      (3)   Both (A) and (B) are true and (B)                 (3) (A)  (B)     (A) 
            is the correct explanation of (A).
                                                                       (B)  
      (4)   Both (A) and (B) are true, but (B)
            is not the correct explanation of                 (4) (A)  (B)   ,  (A) 
            (A).                                                       (B)   
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P-II                                               (33)                                                   M
49.    Statement (A) : The authors of                     49.    (A) :     
          ‘tawarikhs’ during the Delhi
          Sultans advised on preserving an
                                                                   ‘’    ‘
          ideal social order based on                              ’  ‘’  
          ‘birthright’        and        ‘gender                        
          distinctions’.
                                                                     
       Statement (B) : Their ideas were
          shared by everybody.                                   (B) :      
       (1) (A) is true but (B) is false.                             
       (2) (A) is false but (B) is true.                        (1) (A)  ,  (B)   
       (3) Both (A) and (B) are true and (B)                    (2) (A)  ,  (B)   
             is the correct explanation of (A).                 (3) (A)  (B)     (A) 
       (4) Both (A) and (B) are true, but (B)                            (B)  
             is not the correct explanation of                  (4) (A)  (B)   ,  (A) 
             (A).
                                                                         (B)   
50.    Statement (A) : Raziya changed her                 50.    (A) :     
          name on her inscriptions and                                   
          pretended she was a man.                                      
       Statement (B) : Authors of tawarikhs                      (B) :     
          used social and gender differences
          to argue that men are superior to                               
          women.                                                            
       (1) (A) is true, but (B) is false.                       (1) (A)  ,  (B)   
       (2) (A) is false, but (B) is true.                       (2) (A)  ,  (B)   
       (3) Both (A) and (B) are true and (B)                    (3) (A)  (B)     (A) 
             is the correct explanation of (A).                           (B)  
       (4) Both (A) and (B) are true but (B)                    (4) (A)  (B)   ,  (A) 
             is not the correct explanation of                            (B)   
             (A).
                                                          51.    (A) : ,    
51.    Statement (A) : Akbar, Jahangir and                         -- ( )   
          Shahjahan followed the idea of
          Sulh-i-Kul (universal peace) as                              
          principles of governance.                              (B) :      
       Statement (B) : Akbar’s interactions                          -    
          with people connected with faiths,                             
          made him realise that religious                              ,    
          scholars who emphasised rituals
          and dogmas were often bigots.
                                                                    
                                                                (1) (A)  ,  (B)   
       (1) (A) is true, but (B) is false.
                                                                (2) (A)  ,  (B)   
       (2) (A) is false, but (B) is true.
                                                                (3) (A)  (B)     (A) 
       (3) Both (A) and (B) are true and (B)
             is the reason for (A).                                      (B)  
                                                                (4) (A)  (B)     (A) 
       (4) Both (A) and (B) are true but (B)
             is not the reason for (A).                                  (B)   
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M                                                (34)                                                 P-II
52.   Statement (A) : Under the Delhi                   52.    (A) :     
         Sultans and the Mughals, the                                   
         hierarchy between social classes
                                                                  
         decreased.
      Statement (B) : The tribal societies                     (B) :    
         were not divided into numerous                               
         unequal classes.
                                                              (1) (A)  ,  (B)   
      (1) (A) is true, but (B) is false.
                                                              (2) (A)  ,  (B)   
      (2)   (A) is false, but (B) is true.
      (3)   Both (A) and (B) are true and (B)                 (3) (A)  (B)     (A) 
            is the correct explanation of (A).                        (B)  
      (4)   Both (A) and (B) are true, but (B)                (4) (A)  (B)   ,  (A) 
            is not the correct explanation of                         (B)   
            (A).

                                                        53.    (A) :     
53.   Statement (A) : Bahadur Shah Zafar
         wrote letters to all the chiefs and                           
         rulers to organise a confederacy of                            
         Indian states to fight the British.                         
      Statement (B) : Bahadur Shah Zafar’s                     (B) :     1857 
         decision to bless the rebellion of                             
         1857 changed the entire situation
                                                                       
         dramatically.
                                                                   
      (1) (A) is true but (B) is false.
                                                              (1) (A)  ,  (B)   
      (2)   (A) is false, but (B) is true.
                                                              (2) (A)  ,  (B)   
      (3)   Both (A) and (B) are true and (B)
                                                              (3) (A)  (B)     (A) 
            was ensured because of (A).
                                                                     (B)    
      (4)   Both (A) and (B) are true but (A)
            has no relationship with (B).                     (4) (A)  (B)   ,  (A)
                                                                      (B)       
54.   Which of the following is FALSE in                54.       , 
      the context of women, caste and                                 
      reform during the colonial period ?
                                                                  ?
      (1) Pandita Ramabai founded a
                                                              (1)       
           widow’s home at Poona.
      (2) The knowledge of ancient texts
                                                                        
           helped the reformers promote new                   (2)        
           laws.                                                          
      (3)   Vidyasagar suggested that widows                  (3)   -  
            could remarry.                                            
      (4)   Prarthana Samaj drew only upon                    (4)       
            Hindu texts.                                             -  
CTET 2021 question paper, January 2021, Paper 2 (main booklet), page 35 of 64
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P-II                                                 (35)                                                  M

55.    The state of Telangana was earlier                   55.          
       part of which state of India ?                               ?
       (1)   Madhya Pradesh                                       (1)    
       (2)   Karnataka                                            (2)   
       (3)   Maharashtra                                          (3)   
       (4)   Andhra Pradesh                                       (4)    

56.    Consider the following statements and                56.          
       select the option that indicates the                               :
       correct role of media in a democracy :
                                                                  A.          
       A.    It should provide information to
                                                                           
             citizens through news.
       B.    It should provide the point of                       B.         
             view of the advertiser, through                                  
             its news programmes.
                                                                  C.           
       C.    It must discuss the views of all
             sections.
                                                                  (1)    A  B
       (1)   Only A and B                                         (2)    B  C
       (2)   Only B and C                                         (3)    A  C
       (3)   Only A and C
                                                                  (4)   A, B  C
       (4)   A, B and C


57.    Which of the following advertisements                57.         
       is not an example of gender stereotype ?                    (-)   
       (1)   A girl playing football in an                         ?
             advertisement for a sports shoe.                     (1)       
       (2)   A mother making tea in an                                     
             advertisement for a tea brand.                       (2)         
       (3)   A woman doing makeup in an                                  
             advertisement for a lipstick.                        (3)       

       (4)   A woman being dropped by her                               -  
             husband      to   office   in      an                (4)        

             advertisement for a car.                                     ()   
CTET 2021 question paper, January 2021, Paper 2 (main booklet), page 36 of 64
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M                                                 (36)                                                     P-II
58.   Identify the continent from the given              58.      A  B   
      features A and B :                                           :
      A.    It is the smallest continent that
                                                               A.            
            lies entirely in the Southern
            Hemisphere.                                                       
      B.    It is also called an ‘Island                       B.      ‘ ’     
            continent’.
                                                               (1)    
      (1)   Antarctica
                                                               (2)    
      (2)   Australia
                                                               (3)     
      (3)   South America
      (4)   Africa                                             (4)    

                                                         59.       -     ,
59.   As we move away from the sun in the
      solar system,                                            (1)           
      (1)   time taken by planets to complete                               
            one orbit around the sun increases.
                                                               (2)           
      (2)   time taken by planets to complete                               
            one orbit around the sun
            decreases.                                         (3)       :    
      (3)   size of the planets decreases
            gradually.                                         (4)           
                                                                              
      (4)   planets very close to the sun are
            made up of gases and liquids and                                   
            the planets far away from the sun
            are made up of rocks.
                                                         60.         
60.   Imagine if the earth is not inclined                          ,
      towards the plane of its orbit, then                     A.           
      A.    the circle of illumination will                              
            match with longitudinal lines.                     B.          
      B.    the circle of illumination will                               
            match with latitudinal lines.
                                                               C.          
      C.    there will be no seasonal                                    
            variation in a particular region.
                                                               D.          
      D.    there will be more seasonal                                 
            variation in a particular region.
                                                                    
      Choose the correct option.
                                                               (1) A  C
      (1)   A and C
                                                               (2) A  D
      (2)   A and D
                                                               (3) B  C
      (3)   B and C
                                                               (4) B  D
      (4)   B and D
CTET 2021 question paper, January 2021, Paper 2 (main booklet), page 37 of 64
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Text of page 37
P-II                                              (37)                                                 M
61.    A Gram Panchayat is elected for a                 61.    ,      
       term of how many years in India ?
                                                                    ?
       (1) 5
                                                               (1) 
       (2) 6
                                                               (2) 
       (3) 4
       (4) 3                                                   (3) 
                                                               (4) 
62.    What is the designation of the person
       in-charge of a police station ?                   62.           ?
       (1) Station House Officer                               (1)   
       (2) Police Superintendent                               (2)  
       (3) Officer on Special Duty                             (3)    
       (4) Home Inspector                                      (4)  
63.    The Amendment brought about in                    63.         2005
       2005 to the Hindu Succession Act                               
       provided for which of the following ?                    ?
       (1) Right of minority communities to                    (1)    
             open religious schools.
                                                                          
       (2) Right of women to have an equal
             share in family property.                         (2)     
       (3) Right of Hindu community to                                    
             have special laws governing                       (3)      
             marriage.                                                   
       (4) Right of men to protect                             (4)       
             themselves       from       paying                             
             compensation after divorce.                 64.        
64.    Who is considered as the final                               ?
       interpreter of the Indian Constitution ?                (1)   
       (1) President of India
                                                               (2) 
       (2) Parliament
                                                               (3) 
       (3) Judiciary
                                                               (4)  
       (4) Attorney General
                                                         65.   ( ) , 1989 
65.    The (Prevention of Atrocities) Act,                            
       1989 was enacted to provide justice to                         ?
       which of the following communities ?
                                                               (1)   
       (1) Dalits and Minorities
                                                               (2)   
       (2) Minorities and Tribals
                                                               (3)   
       (3) Tribals and Dalits
                                                               (4)  
       (4) Only Minorities
                                                         66.         
66.    A political system having more than
       one level of government can be
                                                                    _____   
       described as ________.                                   
       (1) Secular                                             (1) 
       (2) Liberal                                             (2) 
       (3) Republican                                          (3) 
       (4) Federal                                             (4) 
CTET 2021 question paper, January 2021, Paper 2 (main booklet), page 38 of 64
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Text of page 38
M                                                 (38)                                                     P-II
67.   Which of the following policies                    67.         
      promotes social justice ?                                     ?
      A.   Reservation      of     seats in                    A.        
           government employment for
           listed dalit candidate.
                                                                           
      B.   Enacting Minimum Wages Act                          B.         
      (1) Only A                                               (1)  A
      (2) Only B                                               (2)  B
      (3) Both A and B                                         (3) A  B 
      (4) Neither A nor B                                      (4) A  B   

68.   In a discussion on architecture of New             68.          
      Delhi, a teacher should focus on                              :
      discussing :                                             (1)       
      (1) how tourists look at the buildings.
                                                               (2)         
      (2) how to view the buildings from a
            distance.                                          (3)       
      (3) superiority of its style over Old                             
            Delhi                                              (4)       
      (4) how it asserted British importance                             
            and created sense of awe

69.   The teaching of History must be done               69.          :
      with the focussed objective of                           (1)     ,   
      (1) transmitting what happened in the                    (2)      ,  
            pasts.                                                    
      (2) memorising how it happened in                        (3)        
            the pasts.                                                  
      (3) identifying issues which are
                                                               (4)    
            relevant in the present.
                                                                       
      (4) developing performing abilities of
            the learners.
                                                         70.        
70.   What can be the purpose of                                       ?
      introducing current affairs in social
      science classroom ?                                      A.           
      A.    Promote interest in the issues of                  B.    
            the country.                                                
      B.    Develop skills of analysis and                     C.      
            critical evaluation.                                       
      C.    Build interest in the subject by                   D.     
            providing sensational news.
                                                                          
      D.    Help the learner relate school
            learning to life outside of school.
                                                                       
      Choose the correct option :                                   :
      (1) A, B, C are true.                                    (1) A, B, C   
      (2) A, B, D are true.                                    (2) A, B, D   
      (3) A, C, D are true.                                    (3) A, C, D   
      (4) B, C, D are true.                                    (4) B, C, D   
CTET 2021 question paper, January 2021, Paper 2 (main booklet), page 39 of 64
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Text of page 39
P-II                                                 (39)                                                     M
71.    The objective of discussing ‘equality’               71.        ‘’ 
       in a social science classroom is to                              :
       A. address issues of dignity with the                      A.      
          learners.                                                         
       B. sensitize    learners           towards                 B.      
          respecting everyone.
                                                                            
       C. build upon values enshrined in the                      C.        
          Constitution.
                                                                  D.       
       D. explain that all differences leads                                  
          to inequality.
                                                                       :
       Choose the correct option :                                (1) A, B, C   
       (1) A, B, C are true.                                      (2) A, B, D   
       (2)   A, B, D are true.                                    (3) A, C, D   
       (3)   A, C, D are true.                                    (4) B, C, D   
       (4)   B, C, D are true.                              72.         
                                                                        
72.    In order to address the diversity that                         :
       exists in the class and in society, a
       social science teacher needs to                            A.            
       A.    include examples of multiple                                       
             cultures in the class discussions.                   B.           
       B.    take up only examples that are                                     
             relevant to the majority.                            C.            
       C.    encourage students to share                                        
             their personal experiences in the                             
             class.                                                    :
       Choose the correct option :                                (1) A  C   
       (1) A and C are true.                                      (2) B  C   
       (2)   B and C are true.                                    (3)  B   
       (3)   Only B is true.                                      (4) A  B   
       (4)   A and B are true.                              73.         
                                                                   :
73.    Assessment in social science should
                                                                  (1)     
       emphasise :
                                                                               
       (1) identification of learners who are
                                                                  (2)      
             failing.
                                                                             
       (2)   testing learners writing abilities in
                                                                  (3)      
             the class.
                                                                             
       (3)   measuring        retention        of
                                                                  (4)     
             information by learners.
                                                                                           
       (4)   evaluation of learners ability to
             extrapolate their learning to
                                                                              
             various life situations.                                      
CTET 2021 question paper, January 2021, Paper 2 (main booklet), page 40 of 64
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Text of page 40
M                                                   (40)                                                P-II
74.   An example of secondary source is                    74.        :
      (1)   C.A. Bayly’s An Illustrated                          (1) ..     
            History of Modern India                                       
      (2)   James Mill’s A History of British                    (2)       
            India
                                                                        
      (3)   Constitution of India
                                                                 (3)   
      (4)   Painting by Abanindranath Tagore
                                                                 (4)    

75.   To discuss on women’s education in                   75.          
      colonial India, students could refer to
      the following autobiography :                                    
                                                                      ?
      (1)   Tarabai Shinde’s Stripurushtulna
                                                                 (1)    - 
      (2)   Rashsundari Devi’s Amar Jiban
                                                                 (2)     
      (3)   Rokeya     Sakhawat        Hossain’s
            Sultana’s Dream                                      (3)       
                                                                 (4)   
      (4)   Sattanar’s Manimekalai

76.   The teaching of Geography should                     76.           
      develop perspectives related to issues                          :
      concerning
      A.    Resources and Conservation
                                                                 A.       
      B.    Development and Displacement
                                                                 B.       
      C.    Challenges to Unity in Diversity
                                                                 C.          
      D.    Human Development
                                                                 D.      
      Choose the correct option :
                                                                      :
      (1)   only A and B                                         (1)  A  B

      (2)   only A and D                                         (2)  A  D

      (3)   A, B and C                                           (3) A, B  C

      (4)   A, B and D                                           (4) A, B  D


77.   An active social science classroom                   77.        
      would encourage learners to                                     :
      (1)   keep discussions minimal                             (1)     
      (2)   be focussed      on     reading   the                (2) -      
            textbook
                                                                 (3)       
      (3)   listen to the lectures and rely on                           
            what is being shared.
                                                                 (4)      
      (4)   participate in challenging projects.
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P-II                                              (41)                                                     M
78.    Which of the following are true about             78.             
       End-Text questions ?                                           ?
       A.    Encourage learners to explain                     A.         
             concepts in their own words and                                 -
             debating on issues.
                                                                             
       B.    Project work, compare and
                                                               B.      ,    
             contrast are types of end-text
             questions.                                                      
       C.    Expands on the learners’
                                                                        
             understanding of concepts and                     C.          
             relate with what has been taught                             
             earlier.                                                    
       Choose the correct option :                                  :
                                                               (1) A, B  C   
       (1) A, B and C are true.
                                                               (2) A  B   
       (2)   A and B are true.
                                                               (3) A  C   
       (3)   A and C are true.                                 (4) B  C   
       (4)   B and C are true.
                                                         79.       
79.    The social and political life textooks :                  :
       A.    Include     definitions    and                    A.         
             descriptions of socio-political                                
             issues.
                                                               B.          
       B.    Portray      institutions    and                                
             processes as if they functioned
             as envisioned in the Constitution                             
       C.    Provide     diverse    concrete
                                                                          
             examples of people and regions.                   C.           
       Choose the correct option :
                                                                            
                                                                    :
       (1) A and B
                                                               (1) A  B
       (2)   A and C
                                                               (2) A  C
       (3)   B and C                                           (3) B  C
       (4)   A, B and C                                        (4) A, B  C

80.    After narrating Dr. Ambedkar’s
                                                         80.   .       
       experience on the way to Koregaon, a                      ,    ,
       teacher asks, ‘Do you think people at                   “        .
       the station discriminated against Dr.                         
       Ambedkar and his brothers ?’                             ?”
       In this question, which skill is the                             
       teacher emphasising ?                                    ?
       (1) comparing experiences                               (1)     
       (2)   infer from situations                             (2)     
       (3)   cause and effect                                  (3)    
       (4)   hypothesizing situation                           (4)       
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M                                                    (42)                                                 P-II
81.   To introduce the theme ‘Markets’,                     81.   ‘’        
      which would be the best pedagogical                               ?
      method ?
                                                                  (1)       
      (1)    textbook reading and discussion.
                                                                  (2)       
      (2)    inviting a shopkeeper for an                                
             interview to the class.
                                                                  (3)       
      (3)    showing      pictures   of    various                      
             markets.
                                                                  (4)     - 
      (4)    locating major markets around the                            
             school on a map.

                                                            82.   ‘     
82.   ‘This is the glory of God,                                     
      Defilement exists within.
                                                                      
      The body is polluted from within,
                                                                      
      Be sure of it says the Mahari Chokha’
                                                                        ’
      As a teacher, how would you interpret
                                                                      ,    
      this poem and discuss with your
      learners ?
                                                                       
                                                                    ?
      (1)    Human purity is fixed at birth.
                                                                  (1)        
      (2)    Human purity is determined by
                                                                  (2)       ,
             the work we do.
                                                                              
      (3)    Human purity is determined by
                                                                  (3)     
             our thoughts and beliefs.
                                                                               
      (4)    Human purity can be achieved by
                                                                  (4)       
             seeking God’s blessing.
                                                                              
83.   Social Science curriculum at the                      83.        
      upper primary stage focuses on :
                                                                       :
      A.    Understanding earth           as   the
                                                                  A.        
            habitat of life forms
                                                                         
      B.    Studying own region, state and
                                                                  B.  ,       
            country
      C.    Studying India’s past and current                     C.       
            development                                                  
      Choose the correct option :                                      :
      (1)    only A                                               (1)  A
      (2)    only A and B                                         (2)  A  B
      (3)    A, B and C                                           (3) A, B  C
      (4)    only A and C                                         (4)  A  C
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P-II                                              (43)                                                 M
84.    Using a globe and a source of light,              84.          
       teacher can demonstrate the following                          
       concepts :
                                                                 ?
       A.    Rotation
                                                               A.    
       B.    Day – Night
                                                               B.    -
       C.    Seasonal Variations
       D.    Distribution of Rainfall
                                                               C.     
       Choose the correct option;
                                                               D.      
       (1) A, B and C                                               :
       (2) A, B and D                                          (1) A, B  C
       (3) A, C and D                                          (2) A, B  D
       (4) B, C and D                                          (3) A, C  D
                                                               (4) B, C  D
85.    As a teacher, you can make
       interlinkages while discussing ‘Iron
                                                         85.           ‘
       smelters and factory owners’, a theme                       ’  
       in History with which one of the                              
       following chapters of geography                               
       textbook ?                                                 ?
       A.    Mineral Resources                                 A.     
       B.    Industries                                        B.    
       C.    Power Resources                                   C.     
       D.    Inside our earth                                  D.       
       Choose the correct option :                                  :
       (1)   A, B and C                                        (1) A, B  C
       (2)   A, B and D                                        (2) A, B  D
                                                               (3) A, C  D
       (3)   A, C and D
                                                               (4) B, C  D
       (4)   B, C and D
                                                         86.       ,     ‘
86.    In a city school, the best method to                     ’      
       introduce ‘Types of Forests’ in a                          :
       geography class would be to                             (1)        
       (1)   organize a field visit to a forest                        
             near to the school.                               (2)        -
       (2)   make a PowerPoint presentation                             
             on forests in the region.                         (3)      
       (3)   screen a documentary on different                         
             types of forests.                                 (4)        
       (4)   divide learners into small groups                           
             to work on types of forests.                             
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M                                                  (44)                                                  P-II
87.   To develop practical skills among                   87.   ‘’      
      learners      while      discussing
      ‘earthquakes’ teacher should focus
                                                                     
      upon                                                          :
      (1)   Types of earthquakes                                (1)   
      (2)   Precautions during earthquake                       (2)      
      (3)   Present cases of earthquakes                              
      (4)   An activity on earth’s movement                     (3)       
                                                                (4)        
88.   The local people of the Tawa reservoir              88.         1990  
      area organised to demand which right
      related to their livelihood in the 1990s ?                       
      (1)   Cultivation rights
                                                                    ?
      (2)   Fishing rights                                      (1)    

      (3)   Horticulture rights                                 (2)    

      (4)   Commercial Forestry rights                          (3)    
                                                                (4)    

89.   Choose the description that best
      represents diversity from among the                 89.         
      following.                                                    ?
      (1)   It leads to discrimination among
            people.
                                                                (1)          
      (2)   It leads to similarity of people.                   (2)          
      (3)   It accepts       differences   among                (3)          
            people.
                                                                (4)        
      (4)   It accepts       inequality    among                        
            people.


90.   In the context of democracy in India,               90.          
      which of the following statements is                           ?
      false ?
                                                                (1)      
      (1)   A small section of Indian
            population could vote even before                               
            independence of India.                                      
      (2)   India  adopted      representative                  (2)      
            democracy after independence.                                
      (3)   In India people participate                         (3)        
            indirectly in the working of the
            government.                                                 
      (4)   The first general election after                    (4)      1950  
            independence was held in 1950.                             
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P-II                                               (45)                                               M
                                                 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              91.    Thoughts affect us when our
and answer the questions (Q. Nos. 91 – 99)
                                                              (1) job is affected.
that follow by selecting the correct/most
appropriate options :                                         (2) sleep is disturbed.
                                                              (3) learning is affected.
       The very nature of the mind is                         (4) pride is hurt.
restlessness. It cannot stay at one place or hold
one thought for long. For every thought that
                                                       92.    Read the following statements :
appears, there are comments, judgements and
                                                              A.   Our reading decides the filter in
associations. Thinking is a continuous activity
                                                                   our minds.
with the mind jumping from one thought to
another from morning till night. Like clouds in               B.   The filter in our mind controls
the sky or waves in the ocean, thoughts appear                     our likes but not dislikes.
and disappear as if in ceaseless activity.                    (1) Both A and B are correct.
                                                              (2) Both A and B are incorrect.
       However, all thoughts that pass through
our mind do not affect us. But we get affected                (3) A is correct and B is incorrect.
when our ego is hit. Then the mind whirls and                 (4) A is incorrect and B is correct.
creates a tornado of restlessness within. A
variety of probable scenarios crop up ‘how             93.    Which of the following statements is
dare he insult me; what does she think of                     incorrect ?
herself ? Where I am not respected, I will not                (1)   Each one of us has an inborn filter
go; if he speaks thus, I will reply so’. And so it
                                                                    in our mind.
goes on and on.
                                                              (2)   We like to be respected when we
      We have an inbuilt filter in our mind                         go somewhere.
which chooses the types of thoughts or subjects
                                                              (3)   The filter in our minds influences
that we like to brood upon. We are not born
with this filter but we acquire it over the years                   our actions.
with the kind of books we read, the company                   (4)   Our thoughts do not remain stuck
we keep and the subjects we are interested in.                      at one point.

       That is why some people are obsessed            94.    Which part of speech is the underlined
with football, cricket or fashion while others
                                                              word in the following expression ?
could not care less for such things. This filter is
                                                              ‘But we get affected’
built day by day by our actions, suggestions,
teachings and influence of others. We can                     (1)   Verb
ultimately choose our own filter. So let us learn             (2)   Adjective
to build our filter wisely and strengthen it                  (3)   Adverb
daily.                                                        (4)   Particle
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M                                              (46)                                            P-II
95.   Which part of speech is the underlined          Directions : Read the poem given below and
      word in the following expression ?                    answer the questions (Q. Nos. 100 –
                                                            105) that follow by selecting the
      ‘It cannot stay at one place.’
                                                            correct/most appropriate options :
      (1)   Determiner
      (2)   Pronoun                                   That time of year thou mayst in me behold,
      (3)   Particle                                  When yellow leaves, or none, or few do hang
                                                      Upon those boughs which shake against the cold
      (4)   Adverb
                                                      Bare ruined choirs, where late the sweet birds sang.

96.   ‘as if in ceaseless activity’                   In me thou seest the twilight of such day,
      The word ‘ceaseless’ means                      As after sunset fadeth in the west,
                                                      Which by and by black night doth take away,
      (1)   permanent
                                                      Death’s second self that seals up all in rest.
      (2)   continuous
      (3)   temporary                                 In me thou seest the glowing of such fire,
      (4)   flawless                                  That on the ashes of his youth doth lie,
                                                      As the death-bed, whereon it must expire,
                                                      Consumed with that which it was nourished by.
97.   ‘creates a tornado of restlessness’
      The word ‘tornado’ here means                   This thou perceiv’st, which makes thy love
                                                      more strong,
      (1)   waterfall                                 To love that well, which thou must leave ere
      (2)   confusion                                 long.

      (3)   storm
      (4)   mixture                                   100. The poet’s life, today, is like ______
                                                           season.
                                                             (1)    spring
98.   Thoughts are compared to                               (2)    autumn
      (1)   comments                                         (3)    winter
      (2)   judgements                                       (4)    summer
      (3)   associations
      (4)   clouds                                    101. In this season the branches have
                                                           _______ leaves.

99.   The process of thinking continues                      (i)    few
      from                                                   (ii)   no
      (1)   day to day                                       (1)    only (i)
      (2)   week to week                                     (2)    only (ii)
      (3)   morning to night                                 (3)    either (i) or (ii)
      (4)   year to year                                     (4)    neither (i) nor (ii)
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P-II                                         (47)                                             M
102. What did the branches of the trees             Directions : Answer the following questions
     enjoy earlier ?                                           by     selecting       the     most
                                                               appropriate options.
     (1)     a ruined group of singers

     (2)     sweet songs of birds                   106. What are the three components of
                                                         PPP model of teaching ?
     (3)     bright light of the sun
                                                         (1)   Present – Practice – Produce
     (4)     darkness after the sunset                   (2)   Product – Practice – Present
                                                         (3)   Pre-teaching – Practice teaching –
                                                               Produce result
103. What does ‘Death’s second self’ stand               (4)   Pre – conception – Practice by
                                                               teacher – Post conception
     for ?

     (1)     sleep that gives rest                  107. A teacher of class VIII discussed
                                                         ‘determiners’ in her classroom
     (2)     a dying fire
                                                         through a short text in which
                                                         determiners occur many times and
     (3)     ashes of one’s youth
                                                         learners were made to notice them in
                                                         use. This was followed by learners
     (4)     setting sun
                                                         using the same in their own language
                                                         for particular purposes. Teacher then
                                                         brought to the notice of the learners,
104. ‘That on the ashes of his youth doth                the uses of determiners in contexts.
                                                         What strategy did the teacher employ
     lie’,                                               in her classroom ?
     Which figure of speech has been used                (1)   Structured teaching
     in the underlined phrase ?                          (2)   Consciousness raising
                                                         (3)   Task based language teaching
     (1)     Simile
                                                         (4)   Communical language teaching
     (2)     Metaphor

     (3)     Personification                        108. A teacher found some of the aspects of
                                                         language learning e.g. reading with
     (4)     Alliteration
                                                         understanding a text on scientific
                                                         concepts. She decided to pick students
                                                         who find it difficult on the particular
105. The theme of the poem is                            aspects. She took separate session for
                                                         them to support them read and
     (1)     the idea of death                           understand such text. What is she
                                                         trying to do here ?
     (2)     the change of seasons                       (1)   Remedial teaching
     (3)     love                                        (2)   Higher Order skills
                                                         (3)   Thinking skills
     (4)     songs of the birds
                                                         (4)   Feedback teaching
CTET 2021 question paper, January 2021, Paper 2 (main booklet), page 48 of 64
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M                                                   (48)                                          P-II
109. A teacher wanted her students to                      112. What is the following activity known
     learn vocabulary effectively. Which of                     as in vocabulary learning ?
     the following ways should she adopt to
                                                                Find words which can befriend the
     teach vocabulary in her classroom ?
                                                                word ‘rain’. e.g. heavy rain.
     (1)   Write all the new words on the
           blackboard       and   write     their               (1)   Collocation
           meanings in the language of
                                                                (2)   Phrase
           teaching.
                                                                (3)   Word groups
     (2)   Ask her learners to underline the
           difficult words in a lesson and                      (4)   Word web
           find   their    meanings   in    their
           language,

     (3)   Ask them to find the meanings of                113. A teacher asks her learners to join

           the words in the dictionary.                         sentences to make a short paragraph,

     (4)   Ask them to group the words into                     inserting supplied connectors and
           meaningful categories and use                        coherence markers like (but, and,
           them in real life purposes.                          however, because, although, etc.)

                                                                What is this approach to writing
110. A reader gets the hints based on
                                                                known as ?
     sound-symbol         correspondences     to
     decode and comprehend the text.                            (1)   Control composition
     What is this known as ?                                    (2)   Controlled-to-free writing approach
     (1)   Graphic cues
                                                                (3)   Free-writing approach
     (2)   Graphophonic cues
                                                                (4)   Communicative approach
     (3)   Metalinguistic cues
     (4)   Syntactic cues
                                                           114. An assessment done at the end of six

111. India’s language-in-education policy is                    months of one term is ________.
     known as ________.
                                                                (1)   Summative assessment
     (1)   National language formula
                                                                (2)   Formative assessment
     (2)   Three language formula
                                                                (3)   Semester assessment
     (3)   Language in education
     (4)   Official language policy                             (4)   Remedial assessment
CTET 2021 question paper, January 2021, Paper 2 (main booklet), page 49 of 64
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P-II                                             (49)                                      M
115. A teacher asks her learners of                     118. Denotative meaning of a word is
     class VIII to read a novel by an Indian                 _________.
     author and asks them to write an
                                                             (1)   factual meaning or basic meaning
     essay giving their views on the novel.
     What is this known as a reading
                                                             (2)   much more than what a word
     activity ?
                                                                   actually means
     (1)   Intensive reading
     (2)   Extensive reading                                 (3)   figurative meaning
     (3)   Reading for information
                                                             (4)   grammatical meaning
     (4)   Scanning


116. A teacher selected a text from a
                                                        119. ‘We    acquire    …        language   by
     newspaper and dropped every fifth
     word and asked her learners to supply                   understanding input that is a little
     the missing words. What is a test                       beyond our current level of (acquired)
     known as ?
                                                             competence.’ What is this pedagogical
     (1)   A cloze test
                                                             concept known as ?
     (2)   Fill in the blanks
     (3)   Complete       the   comprehensible               (1)   Output hypothesis
           paragraph
     (4)   Writing test                                      (2)   Interaction hypothesis

                                                             (3)   Input hypothesis
117. Multilingualism as a strategy is
                                                             (4)   Thinking hypothesis
     (1)   using the languages of learners for
           teaching-learning of languages
           and content subjects.
     (2)   teaching-learning of at least three          120. What is the status given to English by
           languages and content in mother
                                                             the Indian Constitution ?
           tongue.
     (3)   teaching of all subjects in English               (1)   Official Language
           medium and teaching Indian
           languages as a language.                          (2)   Associate Official Language

     (4)   teaching of a foreign language                    (3)   National Language
           along with Indian languages
           through the medium of the state                   (4)   Link Language
           language.
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M                                                       (50)                                                   P-II
                                                       – IV
                                                       – I
                                                       
     :   – IV .. 91  120)           – I 
                   

       ( 91                   91.            
 99 )                                   -
               -                           (1)     
                                (2)     
            
                                  (3)     
  , ‘                               (4)     
 ?         , 
     ?  -               92.         ,  
          ’ 
                                  (1)       
         , ‘                        (2)       
        ?’  
     , ‘                            (3)       
          ’                            (4)        
              
   ,                      93.         _____
      , ‘, 
,       ,                         (1)          
   ’                                 (2)        
     
                                                                       (3)        
                                                    
,        ,                              (4)        
                                        
 ,        
-         
                                                                 94.   ‘-’    -
          
         1960                      (1)     
  100 , 200   4  100                       (2)     
        
                                    (3)     
                                        (4)      
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P-II                                                 (51)                                                   M
                                                                   ( .
95.    ‘ ’      -              100  105 )      
       (1)                                           :
       (2)                                                      ,
       (3)                                                        
                                                                                  ,
       (4)    
                                                                                  
96.    ‘ ’    , :                                      ,
       (1)    –                                                      -    
                                                                          ,
       (2)    – 
                                                                           
       (3)    – 
                                                                                  ,
       (4)    –                                                            
                                                                                  
97.    ‘ -      …….’
                                                                                    
                -
                                                                       ,
       (1)    
                                                                          
       (2)    
       (3)                                       100.          ?
       (4)                                            (1)     
                                                                   (2)      
                                                                   (3)     
98.           ,                          (4)     
         -
       (1)                                  101.         
                                                                     ?
       (2)       
                                                                   (1)       
       (3)                                         (2)      
       (4)                                              (3)  -      
                                                                   (4)      
99.           
           ?                                 102.           
                                                                       ?
       (1)     
                                                                   (1)        
       (2)                                          (2)        
       (3)                                                (3)        

       (4)                                              (4)         
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M                                             (52)                                                  P-II
103.       ‘’   -          107.      -   
                                                                    -
       (1)   
                                                            (1)       
       (2)                                                     
       (3)                                            (2)       
                                                                       
       (4)   
                                                            (3)        
                                                                    
104.                               (4)        
        -                                                     
       (1)   
                                                     108.          
       (2)                                                -
       (3)                                            (1)        
       (4)                                                     
                                                            (2)          
                                                            (3)        
105.        -                                     
       (1)                               (4)          

       (2)     
                                                     109.   , , ,   _____
       (3)                                      
       (4)                                      (1)    
                                                            (2)    
 –                          (3)   
            :                                (4)   

                                                     110.           
106.         –
                                                                 _____  
       (1)                                
       (2)                                 (1)      
                                                            (2)   -  
       (3)      
                                                            (3)      
       (4)      
                                                            (4)   -  
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P-II                                               (53)                                                  M
111.        -             116.          
               ?                   _____     
       (1) -                                            (1)  
       (2)                                          (2)  
                                                                 (3)      
       (3)   
                                                                 (4)    
       (4) 
                                                          117.           ?
112.                                (1)      
       -                                          
        ?                                                   (2)      
       (1)                                      
       (2)    -                       (3)       -
                                                                   
                                                                 (4)      
       (3)    :    
                                                                              
       (4)        

                                                          118.          
113.          
                                                                         
           ____   ____  
                                                                 _____    
       (1) ,                                        (1)   
       (2) ,                                        (2)   
       (3) ,                                          (3)   
       (4) ,                                         (4)   


114.        _____                 119.           
                                                                 ‘ ’     
           
                                                                        
       (1) 
                                                                   
       (2) 
                                                                 (1) 
       (3)                                               (2) 
       (4)                                                 (3) 
                                                                 (4) 
115.           
                          120.   -     
        _____                                 -
       (1)                                 (1)     
                                                                 (2)     
       (2)     
                                                                 (3)      
       (3)    
                                                                 (4)       
       (4)     
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M                                                 (54)                                              P-II
                                                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                     Kamaladevi went with her mother to
and answer the questions (Q. Nos. 121 – 128)
that follow by selecting the correct/most              Seva Sadan and saw her exhorting women even
appropriate options :                                  older than her to become literate. She heard her
                                                       read to them from the newspapers, magazines
       The richness of her childhood                   and extracts from books by social reformers
experience came from living a life, which              and nationalists, followed by discussions and
embraced tradition on one hand and exposure            saw their attitudes changing. Girjabai’s love for
to the world of change, of questioning and             music was shared by Kamaladevi and she was
questing on the other. Her father’s progressive        encouraged to learn North Indian and Carnatic
                                                       music. This love of music was a great source of
ideas, his involvement in bringing about
                                                       peace for Kamaladevi in her later years.
change in the restricted Brahminical society,
his encouragement of Kamaladevi to follow
                                                       121. Her father did not believe in
her own inclinations and yet give her an
                                                            (1) removing brahminical restrictions
opportunity to study in a school and participate
                                                            (2) giving freedom to children
in all the social functions with which he was               (3) allowing children to join the
involved, as a Senior Revenue Official, gave                      adults in their activities
her confidence. The example of her                          (4) female education
grandmother, who lived the life of a scholar
and fearless woman, who travelled alone                122. Which of the following statements is
without any fear of any social disapproval or               NOT correct of her grandmother ?
adverse consequences, was a fitting example to              (1) She believed that women should
                                                                 lead a secure life.
Kamaladevi, who later travelled all over the
                                                            (2) She loved to read books.
world, often risking her life.
                                                            (3) She was not afraid of social
      Girjabai, her mother was a dominant                        criticism.
influence throughout her childhood and youth                (4) She travelled unescorted.
who set an example by overcoming all
difficulties without a murmur. She discarded           123. Which of the following statements is
meaningless social customs and observances.                 correct about her mother ?
She championed the cause of women. Her                      (1) She struggled through life
conviction was that a woman must educate                          smilingly.
                                                            (2) She observed faithfully all the
herself, so that she could be independent and
                                                                  social customs.
her insistence that Kamaladevi should not only
                                                            (3) She preferred studies to sports.
study, but also participate in cultural activities
                                                            (4) She did not believe in adult
and sports, enriched her daughter’s life.
                                                                  literacy.
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P-II                                              (55)                                         M
124. Study the following statements :                    128. Which two contradictory kinds of
     A.    Kamaladevi’s mother read to                        experience did Kamaladevi have in
                                                              her childhood ?
           her from newspapers and
           magazines.                                           (1)    Questioning and Questing
                                                                (2)    Tradition and Change
     B.    Music was a source of great
                                                                (3)    Childlike and Adult
           comfort to her.
                                                                (4)    Social and Individual
     (1)   A is right and B is wrong.
     (2)   A is wrong and B is right.                    Directions : Read the passage given below
     (3)   Both A and B are right.                       and answer the questions (Q. Nos. 129-135)
                                                         that follow by selecting the correct / most
     (4)   Both A and B are wrong.                       appropriate options.
                                                                 The goal of independence was achieved in
125. ‘which embraced tradition’                          India through a prolonged struggle, during which,
     The word ‘embraced’ here means                      the far-sightedness of the leaders of the freedom
                                                         movement resulted in giving a final shape to our
     (1)   disused
                                                         social and economic goals to be achieved after
     (2)   performed                                     freedom. This vision imagined to build a self-
     (3)   pleased                                       reliant nation through maximum utilization of the
                                                         resources in men and materials, and the
     (4)   followed
                                                         establishment of a noble and liberal society. It has
                                                         been an article of faith amongst the policy
126. ‘an example         by    overcoming   all          planners in India that while economic strength
     difficulties’                                       determined the scope and quality of political
                                                         freedom for millions, the quality of freedom
     The word ‘overcoming’ means
                                                         depends on increased work and production in
     (1)   reaching                                      factories. It leads to just and equal distribution of
     (2)   not coming                                    wealth among the people so that the poor can also
                                                         enjoy the benefit of freedom. This, it is
     (3)   conquering
                                                         recognized, is possible only through increased
     (4)   over bearing                                  employment opportunities in the society.
                                                                In human terms, democracy means
127. ‘living a       life,    which   embraced           availability of equal opportunities to all the
     tradition,                                          people irrespective of caste, creed, sex and
     Which part of speech is the underlined              religion to develop their personalities. It means
     word ?                                              access to education in Arts, Science and
                                                         Humanities and also awareness of our age old
     (1)   Adjective
                                                         values and traditions. It needs to be emphasized
     (2)   Adverb                                        that the Indian policy has been based on a
     (3)   Pronoun                                       concern for the individual not only as a worker
     (4)   Determiner                                    working for the economic development of the
                                                         society but also as an end in itself.
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M                                                    (56)                                        P-II
      In the Indian context, the concept of                 132. ‘while economic strength determined
national    development    goes     far   beyond                 the scope’
economic growth; it is concerned with the                        The word ‘determined’ means
creation of a nation united in one purpose, of
                                                                 (1)     established
people speaking different languages, professing
                                                                 (2)     decried
different religions and rooted in a variety of
cultures.                                                        (3)     preferred

                                                                 (4)     rejected

129. Our leaders’ vision of independent
      India was based on                                    133. ‘our social and economic goal’
      (1)    boycott of foreign goods
                                                                 Part of speech of the underlined word
      (2)    development of defence forces                       is
      (3)    economic self-reliance
                                                                 (1)     Pronoun
      (4)    diversification of employment
                                                                 (2)     Determiner

                                                                 (3)     Interjection
130. In addition to economic growth our
      society, as a consequence, also needs                      (4)     Conjunction

      (1)    development of countryside.
      (2)    to give importance to cultural                 134. ‘In the Indian context, the concept of’
             variety.                                            The word ‘concept’ means
      (3)    to   pay   attention   to    climatic               (1)     Curiosity
             changes.
                                                                 (2)     Idea
      (4)    just and equitable distribution of
             wealth.                                             (3)     Care

                                                                 (4)     Inception
131. Study the following statements :
      A.     Along with economic growth, we
                                                            135. The Independence was achieved in
             also want to develop a united
             nation with one aim.                                India
      B.     A noble and liberal society                         (1)     through a long struggle
             depends entirely on economic
             wealth.                                             (2)     by self-reliant leadership
      (1)    A is right and B is wrong.                          (3)     through violent means
      (2)    A is wrong and B is right.
      (3)    Both A and B are right.                             (4)     by making use of every resource

      (4)    Both A and B are wrong.                                     available
CTET 2021 question paper, January 2021, Paper 2 (main booklet), page 57 of 64
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P-II                                                   (57)                                               M
Directions : Answer the following questions                   139. A teacher arranges her learners into
      by selecting the most appropriate                            pairs and give them a text of two
      options.                                                     paragraphs. One learner in the pair
                                                                   reads out the text to the other and the
                                                                   partner takes the dictation. Then the
136. ‘Habit formation through repetition’                          process is reversed. What is this
     is a component of which method ?                              known as ?
     (1)    Communicative approach                                 (1)   Jig-saw dictation

     (2)    Audio lingualism                                       (2)   Partial dictation

     (3)    Task based language teaching                           (3)   Running dictation
                                                                   (4)   Composition dictation
     (4)    Constructivism

                                                              140. ‘Mechanics’ of language in speaking
137. A teacher of class VII asks her                               skills includes ________.
     learners to bring at least two or three                       (1)   pronunciation,       grammar   and
     objects from home and she asks them                                 vocabulary
     to    exchange    the        objects    among                 (2)   clarity of message
     themselves. She now asks them to                              (3)   social and cultural rules of using
     describe the objects in their hands in                              language
     at least ten sentences. What are the                          (4)   script, words and sentences
     objects    known        as     in      language
     teaching-learning materials ?                            141. Jatin Ragav is reading fast, looking
                                                                   for specific information in a
     (1)    Realia                                                 machinery manual. What is this
                                                                   reading sub skill known as ?
     (2)    Home objects
                                                                   (1)   Skimming
     (3)    Teachers materials
                                                                   (2)   Scanning
     (4)    Inputs for language learning                           (3)   Bottom up reading
                                                                   (4)   Critical reading

138. Which one of following components is
     a process in the Top Down approach                       142. Here are some sets of words in some
                                                                   pattern. Find what are these known as
     to teaching-learning of listening ?                           in teaching-learning of pronunciation ?
     (1)    Discriminating between intonation                      bit-bet, did-dead, hid-head, lid-lead,
                                                                   miss-mess, pin-pen, lock-luck
            compounds
                                                                   (1)   Contrastive pairs
     (2)    Discriminating between phonemes
                                                                   (2)   Comparable pairs
     (3)    Recognising prominent details                          (3)   Vowels
     (4)    Recognising the topic                                  (4)   Stress and intonation
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M                                               (58)                                          P-II
143. Words which one recognizes when one               147. A teacher asked her learners to watch
     hears or sees them are ________.                       a movie two days ago and now she
                                                            asks them to have a discussion on
     (1)   Productive vocabulary                            what would they do, if they were the
                                                            hero/heroine of the movie ? What is
     (2)   Receptive vocabulary                             this assessment task known as ?
                                                            (1) Extrapolative task
     (3)   Explicit vocabulary
                                                            (2) Critical pedagogy
     (4)   Implicit vocabulary                              (3) Speaking task
                                                            (4) Thinking task

144. What does ‘free-writing approach’ to
                                                       148. What does fluency in reading mean ?
     writing promote ?
                                                            (1) Ability to read a text at ease with
     (1)   Understanding    of     form   and                    expression.
           accuracy                                         (2) Ability to read a text without any
                                                                 mistake at all.
     (2)   Grammatical accuracy                             (3) Ability to interpret the text.
     (3)   Understanding of the content and                 (4) Ability to read without any
           fluency                                               grammatical errors.

     (4)   Syntax and language use                     149. Which of the following statements are
                                                            true of languages in India ?
                                                            a.    English is the official language
145. ‘Pedagogical Grammar’ means that                             of India.
     ________.                                              b.    Hindi is the national language of
                                                                  India.
     (1)   All grammar teaching should be
                                                            c.    Hindi is the official language of
           rule focussed.                                         India.
     (2)   Teaching grammar in context                      d.    English is the associate official
                                                                  language of India.
     (3)   Begin from form and move on to                   (1) ‘a’ and ‘b’ are true.
           use.                                             (2) ‘c’ and ‘d’ are true.
     (4)   Teaching through immersion                       (3) ‘a’ and ‘d’ are true.
                                                            (4) ‘b’ and ‘c’ are true.

146. Which one of the following is not                 150. ‘Declarative Knowledge’ in learning
     advocated as an element for                            grammar refers to ________.
     assessment in a poem ?                                 (1) knowing the rules of a grammatical
                                                                  item.
     (1)   Poetic devices
                                                            (2) knowing how to do a grammatical
     (2)   Theme of the poem                                      item.
                                                            (3) knowing the ideas and concepts in
     (3)   Grammar                                                learning.
     (4)   Vocabulary                                       (4) knowing to use a dictionary
CTET 2021 question paper, January 2021, Paper 2 (main booklet), page 59 of 64
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P-II                                                       (59)                                                        M
                                                          – V
                                                          – II
                                                           
     :   – V .. 121  150)           – II 
                   

       (..                                  
121  128 )                                        
                                                                     
                                                                            –
                
                                                                             “  !      
        
                                                                               , 
          
                                                                        -      
        
                                                                       ,     
          
                                                                           
 –
                                                                                    
        “      –     !
                                                                                
           
                                                                      ,        
         
                                                                      ”
          
-       ,                        121. “    ……”     
     ,                               –
        , 
                                       (1)      ,    
   ,                                   (2)       ,    
      -   ,
                                        (3)       ,    
         , -                             (4)      ,     
            
                                122.         
    ,                                         
     - ?                                    :
,   ,          
     -                                   (i)          
         ?”                               (ii)         
               
                                        (iii)        
                                                                  (1)      (i)
                                          (2)     (i)  (ii)
    ,      ,
                                         (3)     (ii)  (iii)
                                     (4)      (iii)
CTET 2021 question paper, January 2021, Paper 2 (main booklet), page 60 of 64
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Text of page 60
M                                                   (60)                                                      P-II
123.     , “   ……”                         (
        –                                             129  135 )     
       (1)                          :
       (2)                                    -       
       (3)                                     
                                                                
       (4)         
                                                                        
                                                              ,       
124.         ,  -                       
       (1)                                      -      
       (2)       
                                                                       
                                                                   ,   
                
                                                                        
       (3)                              
       (4)                               ,  
                                                               ,    
                                                                -     
125. “ ”    :  -
                                                                      
       (1)   ,                                             
       (2)   ,                                           
       (3)   ,                                        ,      
       (4)   ,                                              
                                                                         
126. ‘   !’                                              , ‘  
                                            ’  
       (1)                                                     
       (2)  
                                                                        
                                                               
       (3)  
                                                                           
       (4)                                                 
127. ‘’       
                                                                    
                                                                       
          ?                                                  
       (1)                                                           
       (2)                                                      
       (3) ‘’                                                    
       (4)                                                      
                                                                       
128.          ,  -                    
       (1)                                             
       (2)                                       
       (3)        
                                                                      
                                                                   
       (4)        
CTET 2021 question paper, January 2021, Paper 2 (main booklet), page 61 of 64
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Text of page 61
P-II                                                         (61)                                                   M
129.         ?                               135. ‘  -     
       (1)                                                 ’ –
       (2)                                         -
                                                                   (1)    :    
       (3)    -                       (2)       
       (4)                                            (3)        
                                                                           (4)       
130.         
         -                                                   –            
       (1)   – 
                                                                               :
       (2)      
       (3)                                         136.           
       (4)      
                                                                                   
                                                                               -
131.          -                                     (1)        
       (1)                                      (2)   -  
       (2)                                              
       (3)                               (3)       
       (4)                                            (4)        

132.                                       137.       2005   
               -                                _____       
       (1)   -                                          (1) 
       (2)                                        (2) 
       (3)  –                                 (3) 
       (4)                                 (4) 
               
                                                                    138.     -     
133. ‘’                                             ?
          –                                              (1) 
       (1) 
                                                                           (2) 
       (2) 
                                                                           (3) 
       (3) 
                                                                           (4) 
       (4) 

134.                              139.      -   _____
          -                                                         
       (1)                                                    (1) -  
       (2)    -:                                  (2) -  
       (3)                                      (3) - 
       (4)                                      (4) - 
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M                                                      (62)                                            P-II
140.       _____                         146.     -  
       (1)                                                          –
       (2)                                                     (1)      
       (3)                                                           
       (4)                                                   (2)      
141.      -                                  
                                                                   (3)     
          –
                                                                           
       (1)  
                                                                   (4)     
       (2)    
                                                                           
       (3)  
                                                              147.         
       (4)  
                                                                        -
142.                                     (1)    ,  
               /                               
        ?                                                      (2)        
       (1) -                                                          
       (2) -                                               (3)        
       (3) -                                            (4)      
       (4) -                                            148.      - “  
143.                                ,      !  
           -                                                ?”  
                                                                         _____  
       (1) -
                                                                        
       (2) 
                                                                   (1)                (2) 
       (3) 
                                                                   (3)               (4) 
       (4) 
                                                              149.       
144.    -                                -  
                                 ?
       (1)                              (1)       
       (2) -                                                ?
       (3) ,                         (2)     -   ?
                                                                   (3)      
       (4) ..    
                                                                             ?
145. ‘                             (4)        
                                            
                            150.        
          ?’   -                                        -
       (1)                          (1)   
       (2)                                      (2)   
                                                                   (3)   
       (3)          
                                                                   (4)   
       (4)         
CTET 2021 question paper, January 2021, Paper 2 (main booklet), page 63 of 64
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P-II           (63)           M
       SPACE FOR ROUGH WORK
CTET 2021 question paper, January 2021, Paper 2 (main booklet), page 64 of 64
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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.
2. Out of the four alternatives for each question, only
    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.
4. Handle the Test Booklet and Answer Sheet with care,
    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             5.
    Code and Number as given in the Test Booklet /
    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.
12. Use of Electronic / Manual Calculator is prohibited.
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.

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