OTET Paper 2 Syllabus | OTET Paper 2 Exam Pattern 2019 | Odisha TET

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OTET Paper 2 Syllabus OTET Paper 2 Exam Pattern
OTET Paper 2 Syllabus OTET Paper 2 Exam Pattern

Odisha Teacher Eligibility Test is commonly known as OTET. This exam is the combination of two papers one is OTET Paper 1 and other is OTET Paper 2. Odisha Teacher Eligibility Test‘s Paper 2 Exam Pattern and Syllabus is shared in this article. OTET Paper 2 Syllabus and OTET Paper 2 Exam Pattern is available in detail form.

All the candidates preparing for the exam can check this out and must follow this for better preparation of the OTET 2019 Exam.

OTET Paper 2 Exam Pattern

SubjectNo. of QuestionsMarks
Child Development and pedagogy3030
Language I (Odia, Urdu, Hindi, Telugu, Bengali)3030
Language II (English)3030
Total9090

Optional Paper

AreaNo. of QuestionsMark
For Mathematics, Science Teachers60 (30 Ques from mathematics and 30 Ques from science)60
For Social studies Teachers60 (30 Ques from History and Political Science and 30 Ques from Geography)60
Note: In each subject area 20 Ques will be set from contents & 10 Ques from Pedagogy

 

OTET Paper 2 Syllabus

Unit – I: Child Development (Focus on Upper Primary School Children) 

  • Features of Physical, Cognitive, Social, Emotional & Moral development during pre-adolescence and adolescence
  • Effect of Heredity and Environment on development
  • Needs and problems of adolescents
  • Individual differences among learners

Unit – II: Learning 

  •  Learning as meaning-making knowledge and construction
  • How children learn – observation, initiation, trial, error, experience
  • Learning as a social activity
  • Rote learning and meaningful learning
  • Factors affecting learning
  • Strategies for promoting lessons
  • Addressing learners from a diverse background including disadvantaged and deprived
  • Addressing the needs of children with learning difficulties and impairment
  • Addressing the Talented, creative and specially-abled learners

Unit – III: Curriculum Teaching-Learning Approaches and Evaluation 

  • Teacher-centred, learner-centred and learning-centred approaches
  • Principles of curriculum organization
  • Teaching-learning aids
  • Continuous comprehensive assessment of learning, planning and designing achievement tests, rating scale, checklist
  • Test reliability and validity
  • Date representation – mean, mode and median and standard deviation

Section B : Language 1 (Odia / Urdu / Hindi / Telugu / Bengali) 30 marks 

GROUP A (PEDAGOGY) 

Unit – 1 : Learning Odia / Urdu / Hindi / Telugu / Bengali at Upper 

  • Primary Level
  • Aims and objectives of learning Odia / Urdu / Hindi / Telugu /
  • Bengali as the first language
  • Principles of teaching mother tongue
  • Development of language skills (speaking, reading, writing and
  • listening)

Unit – 2: Teaching Language

  • Intensive and Extensive reading skills at the upper primary level
  • The teaching of non-detailed and detailed texts (prose, poetry)
  • The teaching of composition and creative writing
  • Teaching of grammar
  • Challenges of teaching Odia / Urdu / Hindi / Telugu / Bengali in multi-lingual context

Unit – 3: Assessment of Language 

  • Assessment of learning Odia / Urdu / Hindi / Telugu / Bengali language – listening, speaking, reading and writing
  • Planning and designing achievement tests and other tools for assessment

GROUP B (CONTENT) 

Unit – 4: Elements of Odia / Urdu / Hindi / Telugu / Bengali Language 

  • Comprehension of two unseen passages (one from prose/drama and other from the poem) with test items on comprehension, vocabulary and grammar.

Unit – 5: Language Items 

  • Parts of speech (noun, pronoun, verb, adverb, adjectives, conjunction)
  • Formation of words (pre-fix and suffix)
  • Vocabulary (spelling and meaning of synonym and antonym)
  • Phrases and idioms

Unit – 6: Contribution of famous literates for development of Odia / Urdu / Hindi / Telugu /Bengali language

  • Odia-Fakir Mohan Senapati, Gangadhar Meher, Radhanath Ray,
  • Surendra Mohanty, Gopinath Mohanty
  • Urdu – Altaf Hussain Hali, Niaz Fatepuri, Ali Sardar Jafri, Amir
  • Khusroo, Majrooh Sultanpuri
  • Hindi – Bharatendu Harischandra, Mahavir Prasad Dwivedy,
  • Prem Chand, Jayashankar Prasad, Suryakanta Tripathy Nirala
  • Bengali – Rabindra Nath Tagore, Sarat Chandra Chattopadhyay,
  • Tarasankar Bandopadhyay, Kazi Nazrul Islam, Bibhuti Bhusan
  • Bandopadhyay
  • Telugu – Srinanthadu, Gurajuda Appa Rao, Kandukuri
  • Veeresalingam, Arudra, C. Narayan Reddy

Section C: Language II (English) 30 marks 

GROUP A (PEDAGOGY) 

Unit – 1: Learning English at Upper Primary Level

  • Importance of learning English
  • The objective of learning English

Unit – 2: Development of English Language Skills 

  1. Basic skills of language (listening, speaking, reading, writing), the interdependence of skills
  2. The teaching of prose, poetry and composition
  3. The teaching of creative writing
  4. Principles of language teaching
  5. Challenges of teaching English as a second language at the upper primary level

Unit – 3: Assessment of learning the English Language 

  • Assessment of comprehension and language skills (listening, speaking, reading and writing)

GROUP B (CONTENT) 

Unit – 4: Comprehension 

  • Two unseen passages (one from prose/drama and another from the poem) with questions on comprehension, grammar)

Unit – 5: Language Items 

  • Parts of speech, tense, voice change and change of narration, use of the article, use of punctuation mark
  • Vocabulary – meaning and spelling

Section D: Mathematics (only for Mathematics and Science Teacher) 30 marks

GROUP A (PEDAGOGY) 

Unit – 1: Mathematics at Upper Primary Stage 

  • Nature of Mathematics – logical, systematic, abstractions,
  • pattern, mathematical language
  • Aims and objectives of teaching Mathematics
  • Specific objectives of teaching Mathematics

Unit – 2 : Methods and Approaches to Teaching-Learning Mathematics 

  • Methods: induction, deduction, analysis and synthesis
  • Approaches: Constructivist and activity-based

Unit – 3: Evaluation in Mathematics

  • Formal and informal evaluation
  • Error analysis
  • Remedial and enrichment programmes

GROUP B (CONTENT) 

  • Unit – 4: Number System
  • Number System (focus on real and rational numbers)
  • Properties in different number systems

Unit – 5: Algebra 

  • Basic concepts: terms, co-efficient, powers
  • Algebraic equations and their applications (with one variable)
  • Polynomials – operations in polynomials
  • Laws of indices
  • Identities

Unit – 6: Commercial Arithmetic

  • Percentage and its application (profit and loss, simple and
  • compound, interest, banking, rebate)
  • Ratio and proportion
  • Variation and its application
  • Square, square root, cube, cube root of natural numbers

Unit – 7: Shapes and Spatial Relationship 

  • Triangles and Quadrilaterals
  • Angles, complementary and supplementary angles, opposite angles, exterior angles of the triangle
  • Angle sum property
  • Parallel lines and properties relating to parallel lines
  • Congruency and similarities
  • Menstruations (area and circumference of a circle, higher-order problems relating to the area of a square, triangle, rectangle, parallelogram, trapezium, Pythagorean theorem)

Section E: Science (only for Mathematics and Science Teacher) 30 marks 

GROUP A (PEDAGOGY) 

Unit – 1: Nature of Science 

  • Aims and objectives of teaching-learning science at the upper primary stage

Unit – 2: Methods and Approaches 

  • Methods: Observation, Experimentation, Discovery, Project and Problem-solving
  • Approaches: Integrated approach, constructivists approach

Unit – 3: Evaluation in Science 

  • Tools and techniques for assessing learning in Science

GROUP B (CONTENT) 

Unit – 4: Physical Science 

  • Metal, non-metal and metalloid
  • Elements and compounds
  • Symbol, valence and chemical equation
  • Acid, base and salt
  • The physical and chemical change in matters
  • Force, motion, friction, pressure in solid, liquids and gases
  •  Electricity and current chemical effects of electric current
  • Refraction and reflection of light
  • Solar system and planets

Unit – 5: Life Science 

  • Biological adaptation among living beings
  • Respiration and transpiration
  • Soil and forest resource
  • Cell structure and function of cell organelle
  • Micro-organisms
  • Adolescence in human being

Section F: Social Study (only for Social Study Teacher) 30 marks 

GROUP A (PEDAGOGY) 

Unit – 1: Aims and Objectives of Teaching Social Studies 

  • Importance of teaching-learning Social Sciences at upper
  • primary stage
  • Aims and objectives of teaching-learning Social Sciences
  • Specific objectives of teaching-learning Social Science

Unit – 2: Methods and Approaches 

  • Methods: Survey, fieldwork/trips, project, group work
  • Approaches: Activity-based, theme-based

Unit – 3: Evaluation in Social Science 

  • Tools and technique for assessment of learning in Social Science
  • Diagnostic assessment and remedial teaching

GROUP B (CONTENT) 

Unit – 4: History and Political Science 

  • Methods of historical studies, social, economic and political
  • conditions of the sultanate, Moghul and British period
  • Slave, Khiligi, Tughlaq, Lodi Dynasty
  • East India Company, British Crown, Impact of British rules,
  • Ancient period, Kharabela, Ashoka
  • Soma, Garganga, Surya, fall of Odisha, Odisha under Moghuls
  • The nationalist movement in India
  • Development of Nationalism and Europe

Unit – 5: Political Science 

  • Indian Constitution
  • Human Rights
  • Governance at Central, State and Local level
  • Political Parties and pressure group

Unit – 6: Geography 

  • Odisha Geography – physical features, climate, agriculture and
  • industry
  • Natural resources (land, water, forest and wild animals,
  • minerals)
  • Atmosphere, biosphere and hydrosphere
  • Earth – crust, internal structure, landscape (hills and mountains, plateau, plains, rivers)
  • Temperature zones of the earth

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