Meghalaya Teacher Eligibility Test

(MTET)

Handbook

DIRECTORATE OF EDUCATIONAL RESEARCH AND TRAINING,

NONGRIMMAW, LAITUMKRAH, SHILLONG - 793011

2026
 CONTENTS
1 Introduction ................................. 5

2 The Meghalaya Teacher Eligibility

Test ................................. 5

3. Eligibility to Apply for MTET 5

4. Age limit ................................. 7

5. Medium of Examination ................................. 7

6. Structure and Content Areas of MTET ................................. 7-8

7. Nature and Standard of Questions ................................. 8-9

8. Qualifying Marks ................................. 9

9. Duration ................................. 9

10. Centre ................................. 9

11. Mode of Application ................................. 9

12. Notes to candidates ................................. 9

13. Examination Fees & Fee Structure ................................. 10

14. Admit Card ................................. 10

15. Results ................................. 10

16. Certification ................................. 11

17. Error in the Certificate ................................. 11

18. Validity ................................. 11

19. Expulsion of Candidates ................................. 11

20. Sample OMR ................................. 12 - 15

21. Syllabus for Paper - I ................................. 18 - 36

22. Syllabus for Paper - II ......................................................................38 - 58

 (MTET)

1. Introduction
In accordance with the provisions of sub- section (1) of Section 23 of the RTE Act 2009, the National
Council for Teacher Education (NCTE) Vide Notification dated 23.08.2010 laid down the minimum
qualification for a person to be eligible for appointment as a teacher for teaching Classes I to VIII. It
had also been inter alia provided that one of the essential qualifications for a person to be eligible for
appointment as a teacher in any of the schools referred to in clause (n) of section 2 of the RTE Act
is that he/she should pass the Teacher Eligibility (TET) which will be conducted by the appropriate
Government in accordance with the Guidelines dated 11.02.2011 framed by the NCTE.

2. The Meghalaya Teacher Eligibility Test (MTET)

a. There shall be an eligibility test for all persons who are citizens of India and who are
permanent residents of Meghalaya,
i. In-service teachers teaching Classes I-V & Classes VI-VIII.
ii. desirous of applying for appointment as school teachers for Classes I-V & Classes VI-VIII.
b. This would apply to schools referred to in clause (n) of Section 2 of the RTE Act 2009, which
includes:
i. A school established, owned or controlled by the appropriate Government or a local
authority, referred to in sub-clause (i) of clause (n) of section 2 of the RTE Act.
ii. An aided school receiving aid or grants to meet whole or part of its expenses from the
appropriate Government or the local authority, referred to in sub-clause (ii) of clause (n)
of section 2 of the RTE Act and
iii. An unaided school not receiving any kind of aid or grants to meet its expenses from the
appropriate Government or the local authority, referred to in sub- clause (iv) of clause (n)
of section 2 of the RTE Act.

3. Eligibility to Apply for Meghalaya Teacher Eligibility Test (MTET)

Minimum Qualifications
A. In-service Teachers
All in-service teachers are eligible to apply provided that they are currently teaching in any
school within the State.
This provision is made in pursuance of the Supreme Court of India Judgment dated
September 01, 2025.
 B. Pre-Service Teachers
a. Classes I – V

Higher Secondary (or its equivalent) with at least 50% marks and 2-Year Diploma in Elementary
Education (by whatever name known)

OR

Higher Secondary (or its equivalent) with at least 45% marks and 2-Year Diploma in Elementary
Education (by whatever name known), in accordance with the NCTE (Recognition Norms & Procedure),
Regulations, 2002

OR

Higher Secondary (or its equivalent) with at least 50% marks and 4-Year Bachelor of Elementary
Education ([Link])

OR

Higher Secondary (or its equivalent) with at least 50% marks and 2-Year Diploma in Education (Special
Education)

OR

Graduation and 2-Year Diploma in Elementary Education (by whatever name known)

OR

A person who is pursuing any of the Teacher Education Courses (recognized by the NCTE or the RCI,
as the case may be) specified in the NCTE Notification dated 23rd August 2010.

b. Classes VI – VIII

Graduation and 2-year Diploma in Elementary Education (by whatever name known)

OR

At least 50% marks either in Graduation or in Post-Graduation and Bachelor of Education ([Link])

OR

Graduation with at least 45% and 1-Year Bachelor in Education ([Link]), in accordance with NCTE
(Recognition Norms and Procedure), Regulations issued from time to time in this regard.

OR

Higher Secondary (or its equivalent) with at least 50% marks and 4-Year Bachelor in Elementary
Education ([Link])

OR

Higher Secondary (or its equivalent) with at least 50% marks and 4 year B.A/[Link] or B.A. Ed./ [Link]. Ed.

OR

Graduation with at least 50% marks and 1-Year [Link]. (Special Education)
 OR

A person who is pursuing any of the Teacher Education Courses (recognized by the NCTE or the RCI,
as the case may be) specified in the NCTE Notification dated 23rd August 2010.

Note:
i. Relaxation up to 5% in the qualifying marks in the minimum Educational Qualification for eligibility
shall be allowed to the candidates belonging to reserved categories of Meghalaya for
SC/ST/OST and PwD.
ii. Only Diploma /Degree Course in Teacher Education recognized by the NCTE shall be
considered. However, in case of [Link] (Special Education) and [Link] (Special Education), a
course recognized by the RCI only shall be considered.
iii. A candidate has to ensure his/her eligibility in accordance to the above mentioned criteria.

4. Age Limit

There shall be no age limit for candidates applying for MTET.

5. Medium of Examination

The Medium of Examination shall be in English except for Language papers.

6. Structure and Content Areas of MTET

The Meghalaya Teacher Eligibility Test shall consist of a Written Examination as per the structure
and content areas given below:

i. All questions will be Multiple Choice Questions (MCQs) carrying one mark each.
ii. There will be no negative marking.
iii. The Written Examination will consist of t w o ( 2 ) Papers.

(a) Paper I will be for a candidate aspiring to be a teacher for Classes I – V.

(b) Paper II will be for a candidate aspiring to be a teacher for Classes VI – VIII.

(c) A candidate aspiring to be a teacher for both Classes I to V and for Classes VI – VIII will
have to appear in both papers (i.e., Paper I & Paper II)
 PAPER – I (for Classes I-V)
Total number of MCQs: 150
Structure and Content Areas

Total No. of Total

Sl. No. Content Areas
Questions Marks

i. Child Development and Pedagogy 30 MCQs 30 Marks

ii. Language I (Khasi/Garo/Assamese/Bengali/Hindi/Nepali) 30 MCQs 30 Marks

iii. Language II (English) 30 MCQs 30 Marks

iv. Mathematics 30 MCQs 30 Marks

v. Environmental Studies 30 MCQs 30 Marks

 PAPER - II (for Classes VI-VIII)
Total number of MCQs: 150
Structure and Content Areas

Total No. of Total

Sl. No. Content Areas
Questions Marks
i. Child Development and Pedagogy (Compulsory) 30 MCQs 30 marks

Language I (Compulsory) (Khasi/Garo/Assamese/Bengali/

ii. Hindi/Nepali/ Urdu/Mizo) 30 MCQs 30 marks

iii. Language II- Compulsory (English) 30 MCQs 30 marks

iv. (a) Mathematics & Science: For Mathematics and

Science Teacher
or
(b) Social Science: For Social Science Teacher
60 MCQs 60 marks

Note: For a candidate aspiring to be a teacher for Classes VI-VIII, he/she must appear in i, ii, iii and in either iv
(a) or iv (b).

7. Nature and Standard of Questions

a. Paper I:
i. The test items on Child Development and Pedagogy will focus on Educational Psychology
of teaching and learning, relevant to the age group of 6 – 11 years, focussing on
understanding the characteristics and needs of diverse learners, interaction with learners
and the attributes and qualities of a good facilitator of learning.
ii. The test items for Language-I, will focus on the proficiencies related to the medium of
instruction. (As chosen from list of prescribed language options in the application form).
iii. Language-II (English) - The test items in Language-II will focus on the elements of language,
communication and comprehension abilities.
iv. The test items in Mathematics and Environmental Studies will focus on the concepts,
problem solving abilities and pedagogical understanding of the subjects. In all these
subject areas, the test items shall be evenly distributed over different divisions of the
syllabus of that subject prescribed for Classes I – V.
v. The test items for Paper I will be based on the topics of the prescribed syllabus of the
State for Classes I – V, but their difficulty standard as well as linkages, could be up to
the Secondary Stage.

b. Paper II:
i. The test items on Child Development and Pedagogy will focus on Educational Psychology
of teaching and learning, relevant to the age group 11 – 14 years focussing on
understanding the characteristics, needs and psychology of diverse learners,
interaction with learners and the attributes and qualities of a good facilitator of
learning.

ii. The test items for Language – I will focus on the proficiency related to the medium of
instruction, as chosen from list of prescribed options in the Application Form.

iii. Language - II (English) - The test items in Language-II will focus on the elements of
 language, communication and comprehension abilities.
iv. The test items in Mathematics and Science, and Social Science will focus on the concepts,
problem solving abilities and pedagogical understanding of these subjects. The test
items shall be evenly distributed over different divisions of the syllabus of that subject as
prescribed for Classes VI-VIII.

v. The questions in the tests for Paper II will be based on the topics of the prescribed syllabus
of the State for Classes VI-VIII but their difficulty standard as well as linkages could be up
to the Senior Secondary Stage.

8. Qualifying Marks
The pass percentage for MTET is 60% with a relaxation of 15 % for SC/ST/OST of Meghalaya and
PwD candidates. i.e., the qualifying marks is 90 out of 150. The qualifying marks for SC/ST/OST of
Meghalaya and PwD candidates are 68 marks out of 150.

Note: Qualifying the MTET would not confer a right on any candidate for recruitment/ employment
as it is only one of the eligibility criteria for appointment.

9. Duration
The duration of the Written Examination shall be 2 ½ (two and a half hours) for each paper.

Reporting Time - 8:00 AM

Paper I - 10:00 AM – 12:30 PM
Paper II - 2:00 PM – 4:30 PM

30 minutes extra will be given for Person with Disability (PwD).

10. Centre

The MTET will be conducted Sub-Divisional School Education Office (SDSEO)–wise.

11. Mode of Application

Application will be through online mode only.

12. Notes to candidates

i. Candidates need to visit the official website of the Education Department/DERT web portal.
ii. Candidates need to apply separate applications for Paper-I and Paper-II.
iii. An application form without the candidate’s recent passport size photo and signature will
be rejected.
iv. An application form should be carefully and completely filled in by the candidate.

v. Correspondence/ request pertaining to errors committed by a candidate will not be

entertained and such applications will be rejected.

vi. Applicants should create their own email ID for all MTET related correspondence.

vii. Applicants are instructed to go through the preview page of their application form
before the final submission.
viii. It is mandatory for candidates to retain the same address, contact number and email id
submitted in the applications for all correspondence.
ix. No change of address, contact number and email Id will be entertained, and DERT will not
 be held responsible for non-receipt of communication/letters, etc.
x. Candidates are to note down their OTP/ Password and other Login details.
xi. Candidates providing false and misleading information will be rejected/ disqualified at any
stage of the Examination Process.

MTET Application Form: Photograph and Signature

Document Details Size File Format

Recent passport size coloured photograph

Photograph 20 KB - 100 KB jpg/jpeg/png
against a white background

Signature Signature should be legible 20 KB - 100 KB jpg/jpeg/png

13. Examination Fees

Fees
Sl. No Levels
General SC/ST/OST of Meghalaya
1 Paper – I Rs. 1000 Rs. 500
2 Paper – II Rs. 1000 Rs. 500
3 For both papers (Paper I & II) Rs. 2000 Rs. 1000

Note: PwD candidates are exempted from paying Examination Fees.

14. Admit Card

Admit Cards can be downloaded from the official website of the Education Department at
www. [Link]

If a candidate is not able to download the Admit Card, he/she may report the matter to the concerned
Officer-in-Charge, at least 5 days before the date of the examination.

15. Results

a) The Answer Keys will be available in the official website [Link]

b) In case a candidate is not satisfied with any of the uploaded Answer Keys, he/she can contest
through written application via a valid personal email address to [Link]@[Link].

c) A s e p a r a t e N o t i c e w i l l b e i s s u e d r e l a t i n g t o t h e uploading of the Answer

Keys. [No application of contest will be entertained after the last date.]

d) The MTET results will be available in the official website of the Education Department at
[Link]
e) Re-evaluation of OMR Answer Sheet (s) will not be entertained at a ny cost.
16. Certification
The MTET Passed Certificate will be issued by the Directorate of Educational Research and Training to
the qualified candidates through the respective/concerned Officer-in-charge (DERT/DIETs).

17. Error in the Certificate

In case a candidate finds an error in the MTET Passed Certificate, the same may be reported
with a written application through respective/ concerned Officer-in-charge (DERT/DIETs)
within 45 days from the date of issuing of the certificate.

18. Validity

The v a l i di ty period of MTET qualifying certificate shall remain valid for life.

19. Expulsion of Candidates

i) Candidate (s) found using unfair means such as copying from fellow candidates, copying
from loose sheets or printed books or papers, writing or scribbling on any other materials for
writing the test will be expelled and will be barred from appearing the MTET in future.

ii) Answer sheets must be immediately taken away along with all the incriminating materials
found in his/her possession.
MEGHALAYA TEACHER ELIGIBILITY TEST

(MTET)

SYLLABUS FOR PAPER-I

 Meghalaya Teacher Eligibility Test (MTET)
Syllabus for Child Development and Pedagogy
Paper - I
Total Marks: 30

The Child Development and Pedagogy syllabus for the Paper-I is designed to assess the candidate’s
understanding of child development, teaching-learning processes, inclusive practices and assessment
strategies required to teach children in Classes I–V.

Key Competencies

The Child Development and Pedagogy syllabus for MTET aims to ensure that teacher candidates:

1. Demonstrate understanding of the nature and principles of child development, including

the physical, cognitive, social, emotional and moral aspects of development in children from
infancy to childhood.
2. Analyze factors influencing child development in diverse socio-cultural and gender contexts
to create supportive and inclusive learning environments.
3. Demonstrate an understanding of inclusive education and effectively support the learning
needs of children with disabilities and exceptional learners.
4. Apply child study methods such as observation, reflective journals, case studies and portfolios
to monitor and document children’s progress.
5. Implement developmentally appropriate teaching and learning strategies, including learner-
centered and constructivist approaches, to cater to diverse learning styles.
6. Utilize assessment techniques such as formative, summative and school-based assessments
to evaluate and enhance student performance.

Topics Sub-Topics
1. Understanding Child Development Concept and nature of development.

Stages of development: Infancy to childhood.

Factors affecting child development in socio-cultural contexts.

2. Aspects of Child Development Physical and motor development.

Cognitive development: Piaget’s stages of development.

Social and emotional development.

Moral development: Kohlberg’s theory.

Language and communication development.

3. Gender Development Concept of gender and sex.
Gender socialization during childhood.
Issues of gender inequality: Gender bias and inequities in
educational practices.

Role of the teacher in promoting gender equality and sensitivity.

 4. Methods of Child Study Methods of studying children:

Naturalistic observation and participant observation.

Case study and anecdotal records.

Reflective journals and student portfolios.

Questionnaires and unstructured interviews.

5. Inclusive Education and CWSN Concepts and meaning of inclusive education.

Difference between integrated and inclusive education.

Understanding disability: Types of disabilities and challenges

faced by learners.
Understanding exceptional learners: Gifted, talented, creative,
slow learners and underachievers.

Role of the teacher in creating inclusive classrooms and

supporting children with special needs (CWSN).
6. Learning and Pedagogy Concept of teaching and learning: Factors affecting learning.

Basic learning styles: Audio, visual and tactile/kinesthetic

learners.

How children learn: Observation, inquiry and exploration.

Teaching skills and classroom activities.

Steps in lesson planning: Pre-teaching, transaction of lessons

and post-teaching.

Approaches to teaching: Teacher-centered, learner-

centered
and constructivist approaches.
School internship experiences and reflective practices.
7. Assessment of Students’ Performance Assessment for, as and of learning.

Types of assessment: Formative, summative and diagnostic

assessment.

School-Based Assessment (SBA): Characteristics, features

and importance.

Techniques and tools of SBA: Activity-based assessments,

observation, rubrics and achievement tests.

Essential Readings
1. Understanding the Primary School Child, Basic Issues in Child Development – IGNOU.
2. How Children Learn? – Holt, J.
3. [Link] Curriculum Meghalaya (2015). DERT, Government of Meghalaya, Shillong.
 Meghalaya Teacher Eligibility Test (MTET)
Syllabus for English
Paper – I
Total Marks: 30
This syllabus is designed to assess the knowledge, skills and pedagogical competencies of teacher
candidates for teaching English at Classes I - V. It emphasizes foundational language skills, real-life
classroom applications and the use of innovative teaching approaches including assessments.

Key Competencies
The MTET English Paper I syllabus aims to assess the following key competencies in teacher candidates:
1. Develop Oral Language Skills: Facilitate effective listening and speaking for classroom
communication and expression.
2. Enhance Reading Skills: Guide students in understanding and analyzing diverse texts to foster
a love for reading.
3. Cultivate Writing Skills: Support purposeful writing across various forms to enhance clarity and
creativity.
4. Understand Classroom Dynamics: Adapt teaching strategies to address real classroom
situations effectively.
5. Utilize Learning Resources: Analyze and use textbooks and other resources to optimize teaching
and learning.
6. Apply Assessment Techniques: Implement diverse methods to evaluate and improve student
language skills.
7. Demonstrate Language Proficiency: Exhibit strong comprehension, grammar and verbal skills
to support foundational learning.

Topics Sub-Topics
1. Oral Language Development  Listening skills: Comprehension of instructions, classroom
discussions, poetry recitation, newspaper reading, stories, films
and note-taking.

 Speaking skills: Fluency in expressing, summarizing, analyzing,

critiquing and opinion-building.

2. Reading Skills  Reading with understanding: Comprehending various text types,

including stories, poems, plays, riddles, jokes, advertisements and
instructions for games.

 Using resources: Dictionary, encyclopedia, internet, newspapers,

magazines.

 Audience performance reading: Reading aloud effectively for an

audience.
3. Writing Skills
 Writing with a sense of purpose: Crafting meaningful written forms
such as letters, messages, notices, posters, slogans and labelling
diagrams/pictures.

 Reflective writing: Reporting on school events (e.g., assemblies,

annual sports, school day) and reflections about learners and their
performance.

4. Understanding Classroom
Situations  Textbook analysis: Examining books as effective learning resources
and their use in classroom teaching.

5. Assessment Techniques
 Daily classroom assessment: Evaluating students through various
activities such as comprehension, inference tasks, grammar
exercises and verbal ability.

6. Language Comprehension
 Reading unseen passages: Interpreting prose or poetry for
comprehension and inference.

 Grammar and composition: Assessing the ability to apply grammatical

rules and compose written pieces effectively.

Essential Readings

 [Link] Curriculum Meghalaya (2015). DERT. Government of Meghalaya: Shillong.

 MBOSE textbooks for English (Classes I to V)

 Meghalaya Teacher Eligibility Test
Syllabus for Mathematics
Paper – I
Total Marks: 30

The mathematics syllabus for Paper- I is designed to evaluate candidates’ knowledge, skills and
pedagogical competencies in teaching mathematics to young learners. It emphasizes foundational
mathematical concepts, problem-solving abilities and effective instructional strategies.

Key Competencies

The Mathematics syllabus for the MTET aims to ensure that teacher candidates:

1. Demonstrate a clear understanding of the nature of mathematics, including its precision,

abstraction, sequential nature and application of patterns and logic.

2. Apply appropriate teaching strategies such as games, puzzles and play-based methods to
make mathematics engaging and accessible for young learners.

3. Relate and apply learning theories, such as those by Piaget and Skemp, to create developmentally
appropriate learning experiences.

4. Identify and address issues in learning mathematics, including language barriers and math
anxiety (mathematics phobia).

5. Utilize ICT tools and software effectively to enhance teaching and learning in mathematics.

6. Use assessment and evaluation techniques to monitor student progress and provide meaningful
feedback.

7. Demonstrate content mastery in numbers, measurements, geometry, patterns, data handling

and problem-solving to support the development of numeracy skills in young learners.

Topics Sub-Topics

1. Nature of Mathematics • Characteristics of mathematics: Precision, abstraction,

hierarchical/sequential structure, patterns and logic.
2. Pedagogical Approaches • Techniques of teaching mathematics: Games, puzzles, play-based
learning.

• Theories of learning mathematics: Piaget’s theory and Skemp’s

relational understanding of mathematics.

• Addressing c h a l l e n g e s i n learning mathematics: Overcoming

language barriers and reducing math anxiety.

• Use of ICT in teaching mathematics: Software tools and

applications.
3. Assessment and Evaluation
• Assessment methods: Formative and summative evaluation, tools
and techniques for assessing student understanding and skills.

4. Number Systems • Counting, place value and arithmetic operations (addition,

subtraction, multiplication, division).
• Problem-solving using natural numbers, whole numbers and basic
operations.
5. Fractions and Decimals • Concepts of fractions and decimals: Types, operations (addition,
subtraction, multiplication, division) and real-world applications.
6. Percentage • Understanding percentages and their practical applications in
problem-solving.
7. Measurement • Standard measurement concepts: Length, area, weight, volume,
time and money.
8. Geometry and Spatial
Understanding • Identifying and analyzing simple shapes and spatial attributes.

• Symmetry: Identifying symmetrical figures and understanding

the concept of symmetry.
• Solids around us: Recognizing three-dimensional shapes
and their properties.
9. Patterns and Logic • Numerical and geometrical patterns: Identification,
generation and analysis.
10. Data Handling • Sorting, classification, frequency distribution and simple
graph reading.

Essential Readings
• MBOSE textbooks for Class 1 to 5.
• [Link] Curriculum Meghalaya (2015). DERT. Government of Meghalaya: Shillong.
 Meghalaya Teacher Eligibility Test (MTET)
Syllabus for Environmental Studies (EVS)
Paper-I

Total Marks: 30

This EVS syllabus is designed to assess the knowledge, skills and pedagogical competencies of aspiring
Lower Primary teacher candidates in Environmental Studies (EVS). It emphasizes understanding
foundational concepts of EVS, connecting them to daily life and fostering a sense of environmental
responsibility.

Key Competencies

The EVS syllabus aims to ensure teacher candidates:

1. Demonstrate knowledge and understanding of the nature, scope and importance of EVS at the
elementary stage.
2. Apply learning objectives of EVS as outlined in the NCF 2005, emphasizing the integration of
EVS with daily life.
3. Use a variety of approaches to teaching-learning EVS, including observations, activities, group
work and field visits.
4. Design and apply assessment methods to evaluate students’ progress effectively in EVS.
5. Utilise diverse teaching-learning resources, including local materials and multimedia, to enhance
student understanding.
6. Analyse and teach concepts related to natural resources, biodiversity and sustainable practices,
with a focus on Meghalaya’s unique environment and culture.

Topics Sub-Topics

Introduction to EVS Nature, scope and importance of EVS at the elementary stage.

Relationship of EVS with Science and Social Science.

Environmental Studies and Environmental Education.

Aims and objectives of teaching EVS with reference to NCF

Learning Objectives
2005.

Approaches to Teaching-Learning Observations, activities, discussions, group work, field visits,

EVS projects, surveys and experimentation.

Assessment in EVS Types, purpose, tools and techniques of assessment in EVS.

Learning-Teaching Resources Local resource materials (e.g., newspapers, films, photographs).

Collections such as seeds, leaves, stamps, stones and local

maps.
Content Areas Natural resources: Air, water, soil and their conservation.

Plants and animals: Their significance in the environment.

 Food: Types and importance of healthy food.

Things around us: Public properties and their importance.

Biodiversity: Concepts, causes of loss and conservation.

Meghalaya’s physical features, vegetation, climate, wildlife,

origin and life of the Khasis and Garos and their occupations.
Environmental Conservation
Pollution: Causes, t y pes ( air, wat er , so i l , industrial) a nd
sustainable practices.

Essential Readings
 [Link] Curriculum Meghalaya (2015). DERT. Government of Meghalaya: Shillong.
 MBOSE textbooks for EVS (Classes III - V)
 Source Book in Assessment in EVS -NCERT
 Meghalaya Teacher Eligibility Test (MTET)
Syllabus for Khasi
Paper I
Total Marks: 30

This syllabus is designed to assess the knowledge, skills and pedagogical competencies of teacher
candidates for teaching Khasi at the Lower Primary Level (Classes I to V). It emphasizes foundational
language skills, real-life classroom applications and the use of innovative teaching approaches
including assessments.

Key Competencies

The MTET Khasi Paper I syllabus aims to assess the following key competencies in teacher candidates
:

• Ka jinglah ban shemphang ia ka jingthoh prous bym pat ju iohi da kaba pyniasnoh bad ki jait
skima ba u nongpule u la don lypa.
• Ka jinglah ban shemphang ia ka jingthoh poitri bym pat ju iohi da kaba pyniasnoh bad ki jait
skima ba u nongpule u la don lypa.
• Ka jingtip bad jingsngewthuh kumno ban pyndonkam ia ki sap bapher jong ka ktien ha ki
khep kiba iahab.

• Ka jingnang kumno ban pyndonkam ia ki buit, ki rukom hikai bapher bapher katkum ki jait
lynnong ha ka por hikai bad ka jingnang kumno ban pyndonkam ia ki rukom pynshongdor
bapher bapher.

• Ka jingtip bad jingsngewthuh ia ki jinglong tynrai jong ka ktien Khasi

Topics Sub-Topics
• Ka jingthoh bym pat ju iohi (unseen passage) Ban jubab ia ki jingkylli ba la ai halor ka jingthoh kaba ym pat ju iohi.

• Ka poim bym pat ju iohi (unseen poem) Ban jubab ia ki jingkylli ba la ai halor ka poim kaba ym pat ju iohi
• Ki sap bad bor jinglah bapher ha ka (a) Ki sap bapher:
jingpyndonkam ia ka ktien lajong bad
 Ka sap ban sngap – Ki jait jingsngap, ki jingkam ban pynroi ia ka,
ka jingpyndonkam ia kiwei pat ki jait ktien.
jingpyndonkam ia ka.
 Ka sap ban kren – Ki jait rukom kren, ki jingkam ban pynroi ia ka,
jingpyndonkam ia ka katkum ki khep bapher bapher, jingiadei para
briew bad ki jingthmu bapher bapher.
 Ka sap ban pule – Ki rukom pule bapher bapher, ki jingkam ban
pynroi ia ka, jingpyndonkam ia ka katkum ka jingkwah ne jingdawa,
ki jingbakla ha ka rukom pule kot.
 Ka sap ban thoh - Ki jait jingthoh bapher bapher, ki jingkam ban
pynroi ia ka, jingpyndonkam ia ka katkum ka jingkwah ne jingdawa.
(a) Jingpyndonkam bun ki jait ktien ha ka jinghikai (multilingualism):
 Ka ktien ba kren ha la їieng.
 Ka jingpyndonkam ia ka ktien kren ha ka jingim kaba manla
ka sngi.
 Kumno ka ktien khun/ktien tnat ka kylla ktien pdeng.
 Jingpynroi bad jingpyndonkam ia kiwei pat ki ktien, ha ki
skul/ki їieng ki sem ne ka imlang sahlang.
• Ki buit, rukom hikai bad ki rukom thew. (a) Ki buit bad rukom hikai:
1. Ki buit bad rukom hikai ia ki khynnah katkum ka rta bad
kyrdan pule.
2. Ki buit bad rukom hikai katkum ki jait lynnong bad jait
jingthoh.
3. Ki rukom pynkhreh ia ki lynnong hikai.
4. Ki rukom shna bad pynkhreh ia kino kino ki tiar iarap hikai.
5. Ki rukom pynkhih jingmut ia ki khynnah.
6. Ki rukom kylli jingkylli ia ki khynnah ha ka por ba hikai.
7. Ki rukom thew ia ka jingioh jinghikai ki khynnah ha ka por ba
dang hikai.
(a) Ki rukom pynshongdor:
1. Ka rukom shna ia ki jait jingkylli.
2. Ki buit pynshongdor ia ka jingtbit katkum ki jait jingtbit ha ka
ktien.
3. Ki buit pynshongdor jingtbit katkum ka rta bad kyrdan pule ki
khynnah.
4. Ki buit pynshongdor jingtbit katkum ki jait jingthoh ba la pule
da ki khynnah.
5. Ki tiar ban thew jingtbit ia ki khynnah.

• Ka kramar bad ki jinglong tynrai jong ka (a) Ka Kramar

ktien Khasi
1. Ki adverb
2. Ki dak sangeh
3. Ka rukom pyndonkam ia kajuh ka kyntien ha ka dur jong ka
Noun ne ka Berb ne kiwei pat ki jait klas kyntien.
(b) Ki jinglong tynrai jong ka ktien
1. Ki sur sawa ha ka ktien Khasi
2. Ki ktien kynnoh
3. Ki ktien phawer pharshi
4. Ki ktien ba iajan jingmut/iapher jingmut

Essential Readings

• [Link] Curriculum Meghalaya (2015). DERT, Government of Meghalaya, Shillong.

• Khasi textbooks (Classes I to V) prescribed by MBOSE.

 Meghalaya Teacher Eligibility Test (MTET)
Syllabus for Garo
Paper - I

Total Marks: 30
This syllabus is designed to assess the knowledge, skills and pedagogical competencies of
teacher candidates for teaching Garo at the Lower Primary Level (Classes I to V). It emphasises
foundational language skills, real-life classroom applications and the use of innovative teaching
approaches including assessments.

Key Competencies
The MTET Garo Paper I syllabus aims to assess the following key competencies in teacher
candidates:

• Ku·sik aganani ba ku·riting aganna man·ani kam bewalrangko skie ra·a.

• Songsalni obostao ku·sikko nangani kri jakkalna sapa.

• Mingbri ku·sikko skie ra·anio changa-sapanirangni gamchatanirangko skie ra·na man·a.

• Skie ra·ram biapo changa-sapanirangko aro skianio nanggipa bosturangko uie jakkalna sapa.

• Knatimna sapanirangko namdapatani cholrangko skie ra·a.

• Aganna sapanirangko namdapatani cholrangko skie ra·a.

• Poraina sapanirangko namdapatani cholrangko skie ra·a.

• Sena sapanirangko namdapatani cholrangko skie ra·a.

• Sentenceko u·ie uko rikna sapaniko, subject aro predicateko , object aro parts of speechni gimin u·ie
uarangko jakkalna sapa.

Topics Sub-Topics
• Ku·sik aganani ba ku·riting aganna • Noko agangipa ku·sik ba skulo agangipa ku·sik
man·ani kam bewal • Ku·sikni Kamrang Ku·sikko man·ani
• Songsalni obostao ku·sikko • Bi·sani Ma·ani Ku·sik (Child’s Mother Language)/ Noko agangipa ku·sik aro
jakkalani uni gamchatan Standard Ku·sik aro Dialectrang
• Mingbri Ku·sikko skie ra·anio • Knatimna sapanirang
changa-sapanirangni • Aganna sapanirang
gamchatanirang • Poraina sapanirang
• Sena sapanirang

• Skie ra·ram biapo changa- • Mingbri changa-sapanirangko jakkale dingtangmanchagipa katta

sapanirangko jakkalani bichongko skiani bewalrang Skichakram biapo lessonko skina, skianio kra-
ma·gapgipa bosturangko jakkalani
• Maikai knatimna sapanirangko • Golpoko knatimani
namdapatgen? • Poedoko knatimani
• Agangrikaniko knatimani
• Maikai aganna sapanirangko • Golpo aganani
namdapatgen? • Dakmesokani
• Agangrikani
• Dialogue aro Role Playrang
• Mingani (Recitation)
• Gitrang
• Rhymerang
• Poedorang
• Ku·sikko jakkale kal·anirang (Language Games) Ma·rap- ma·rap
ring·taitaianirang ba mingtaitaianirang (Chants)

• Maikai poraina sapanirangko

• Golpoko u·i-ma·sie poraiani
namdapatgen?
• Poedoko u·i-ma·sie poraiani
• Katta grigipa noksani ki·taprang
• Noksako poraiani ba noksa gnanggipa ki·tapko poraiani Skigipani gam·e
poraiani

• Maikai sena sapanirangko

• Chitti seani aro dorgasto (Application) seani
namdapatgen
• Paragraph seani
• Punctuationko tik ong·e jakkalani
• Noksako bikote salani
• Environmental print aro skichakramo gapchipe noksa ba seanirangko
bikotani

• Grammarko skiani • Sentence aro uko rikani

• Subject aro predicate
• Object
• Parts of speech

Essential Reading :
 A e s o p n i Golporang: Tura Book Room.
 H i s t o r y of Garo Literature: M.S. Sangma.
 A ·chik Grammar: E.G. Philips, M.A, Tura Book Room, West Garo Hills
 D .[Link] Curriculum Meghalaya (2015). DERT, Government of Meghalaya, Shillong.
 Garo textbooks (Classes I-V) prescribed by MBOSE.
 Meghalaya Teacher Eligibility Test (MTET)
Syllabus for Hindi
Paper - I
Total Marks: 30
This syllabus is designed to assess the knowledge, skills and pedagogical competencies of teacher
candidates for teaching Hindi at the Lower Primary Level (Classes I to V). It emphasizes foundational
language skills, real-life classroom applications and the use of innovative teaching approaches
including assessments.

Key Competencies
The MTET Hindi Paper I syllabus aims to assess the following key competencies in teacher candidates:
Hindi Bhasa main sahitya ke vibhinna vidhaon/rupon jaise kavita, kahani, nibandh, lekh aur natak aadi
ko samajh kar padh sakenge aur apne rai, vichar, bhav aadi ko tarkik rup main maukhik, sanketik evam
likhit roop main abhivyakth kar sakenge.
Bhasha Kaushal ke vibhinna rupon ke prabhavi vikas aur Hindi vyakaran ki samajh se sahi aur
prabhavshali bhasha paryog main sahayak aur saksham honge.

Topics
Unit I: PADYA (POETRY)
1. Prakriti ka Sandesh
2. Ham Anek, Kintu EK
3. Kadamb ka Ped
4. Meri Abhilasha Hai
Unit II: GADYA (PROSE)
1. Hamare Ped Paudhe
2. Imandari shrestha Niti
3. Do Bailon ki katha
4. Kaki
Unit III: Vyakaran Aur Rachana
1. Bhasha Kaushal Vikas
2. Varna: Swar, Vyanjan aur Matrayen
3. Sangya
4. Ling
5. Vachan
6. Vilom Shabda
7. Anek Shabdon ke liye EK shabda

Essential Readings
 [Link] Curriculum Meghalaya (2015). DERT, Government of Meghalaya, Shillong.
 Hindi textbooks (Classes I to V) prescribed by MBOSE.
 Meghalaya Teacher Eligibility Test (MTET)
Syllabus for Assamese
Paper - I
Total Marks: 30
This syllabus is designed to assess the knowledge, skills and pedagogical competencies of teacher
candidates for teaching Assamese at the Lower Primary Level (Classes I to V). It emphasises
foundational language skills, real-life classroom applications and the use of innovative teaching
approaches including assessments.

Key Competencies
The MTET Assamese Paper I syllabus aims to assess the following key competencies in teacher
candidates:

1. Asamiya bhashar utpatti aru iyar bikash samparke jyan aharan kariba pariba
2. Asamiya sahityar bikkhyat sahityik kisumanar bishaye jyan labh kariba pariba

3. Grammar

 Padar bibhinna Prakar sambandhe buji loi Asamiya bhasha kowa aru llikhanar khetrat iyar
shuddha byabahar kariba pariba

 Karak aru iyer prakarar bishaye sampurna jyan aharan kari Asamiya bhasha kaote aru
lihkote iyer shuddha byabahar kariba pariba

 Lingar bibhinna byabahar samparke jyan aharan kariba pariba

4.

 Sikhsar khetrat matribhashar gurutta kenekuwa tak janiba pariba

 Matribhasha shikar udyeshya samparke buji paba

Topics Sub-Topics
 Asamiya Bhasar Janma Aru Bikash a. Asamiya bhashar utpatti
b. Upabhasha
c. Asamiya Manya bhasha aru Upabhasha

 Asamiya Sahityar Nirbasita Sahityikar Madhab Kandali, Ram Saraswati, Sankardev, Madhabdev,
Parichay Lakhminath Bezbaruah, Jyotiprashad Agarwala, Rajanikanta
Bardaloi, Hemchanda, Goswami.

 Pad prakaran Bisheshya,Bisheshan,Sarbanam,Kriya

 Karak Karta, Karma, Karan, Sampradan, Apadan, Adhikaran

 Linga Punglinga, Streelinga, Ubhaylinga

 Shikkhar khetrat matribhashar gurutta

 Matribhasha shikkhanar lakkhya aru udyeshya

Essential Readings

 [Link] Curriculum Meghalaya (2015). DERT, Government of Meghalaya, Shillong.

 Assamese Textbook (Classes I to V) prescribed by MBOSE.

 Asamiya Bhasar Bibhinna Dish; Mat Aru Bitarkita Mat: Dr. Ramesh Pathak, Jyoti Prakash,
Guwahati, Assam.

 Asamiya Sahityar Samikkhatmak Ittibitta: Satyendranath Sharma,

 Rasana Bisitra: Dharmasingha Deka, Bohol Byakaran: Satyanath Bora

 Asamiya matribhasha shikkhan paddhati; Haliram Das

 Meghalaya Teacher Eligibility Test (MTET)
Syllabus for Bengali
Paper - I
Total Marks: 30

This syllabus is designed to assess the knowledge, skills and pedagogical competencies
of teacher candidates for teaching Bengali at the Lower Primary Level (Classes I to V). It
emphasizes foundational language skills, real-life classroom applications and the use of
innovative teaching approaches including assessments.

Key Competencies

The MTET Bengali Paper 1 syllabus aims to assess the following key competencies in teacher
candidates:

1. Exhibit understanding of the constructivist approach in language learning.

2. Promote reading skills and comprehension across various texts, types and contexts.

3. Foster writing skills purposefully.

4. Display proficiency in applying grammatical concepts effectively.

Topics Sub-Topics

Swarborno, Bynjamborno, Konthya Borno, Talabyaborno, Murdhanya

 Barna
Borno, Dontya Borno, Ostoborno, Alpo Pram Borno, Mohapranborno.

 Pad O Pader Prakarbhed Bishesya, Bishesan, Sarbonam, Abyoy O Kriya

 Linga Pariborton swar sandhi and byanjan sandhi

 Biparit Shabdo Ishwarchandra Vidyasagar, Bankimchandra Chattopadhyay, Rabindranath

Thakur, Sharat Chandra Chattopadhyay, Bibhuti Bhuran Bondyapadhyay.
Nazrul Islam

 Bakya Songkochon (Ek Nirbachita Gadya

Kothay Prakash) a. Chuti by Rabindranath Thakur
b. Aashcharjya prani by Satyajit Roy
c. Ganga nadi by Lila Mazumdar Padya
a. Ishwarchandra Vidyasagar by Madhusadan Dutta
b. Maaby Debendranath Sen
c. Debatar sthan by Satyendranath Dutta
  Sandhi bicched Suggested books:

Ucchatara bangla byakaran by Bamandeb Chakraborty ,Akshay malancha

publication.
Adhunik bangla byakaran by Somnath Chakraborty, C h a y a prakashini.
praibet limited.
Bangla byakaran O Nirmiti by Amal Pal
Vani Bichitra by Piyush Dey , Bani prakashni
Galpaguccha by Rabindranath Thakur, Vishwa Bharati Prakashana
Shaj para (part eight) Subhas Bhattacharjee

(Sangkalak ), Shishu Sahitya Sangsad.

 Sahitiyik Porichiti

 Nirbaachata gadya O padya

Essential Readings

 [Link] Curriculum Meghalaya (2015). DERT, Government of Meghalaya, Shillong.

 Bengali textbooks (Classes I to V) prescribed by MBOSE.

 Meghalaya Teacher Eligibility Test (MTET)
Syllabus for Nepali
Paper - I
Total Marks: 30

This syllabus is designed to assess the knowledge, skills and pedagogical competencies
of teacher candidates for teaching Nepali at the Lower Primary Level (Classes I to V). It
emphasizes foundational language skills, real-life classroom applications and the use of
innovative teaching approaches including assessments.

Key Competencies

The MTET Nepali Paper I syllabus aims to assess the following key competencies in teacher
candidates:

1. Exhibit understanding of the constructivist approach in language learning.

2. Promote reading skills and comprehension across various texts, types and contexts.

3. Foster writing skills purposefully.

4. Display proficiency in applying grammatical concepts effectively.

Topics Sub-Topics
Unit I a. Sunai (hearing)

Adhayan Kausal (simple pedagogy and b. Bolai (speaking)

teaching skills)
c. Padhai (Reading)

d. Lekhai (writing)

Unit-II a. Surya Bikram Gewali- Motilal Subedi

Jeewom Vyaktitwa (life and works) b. Laxmi Prasad DevKota-Sarad Gewali

c. Tirot Sing-Ym Lal Adhikari

d. Ram Singh Thakuri- Tek Narayan Upadhaya

Unit-III a. Biralo - Krishna prasad Gewali

Kavita Rakatha (Poetry and Story) b. Janma Bhumi - Hari Bhakta Katuwal
c. Bhagya Mani ko Bhutai Kamaro - Nima Chhring Sherpa
d. Jayanta ko bihe - Boge Newar

Unit IV a. Prani haru dwara atma raksha bbhinna tarika - Surya

Nivandha RaPrabandha (Essay and Prasad Adhikari

Prose) b. Mahasagarko atma Katha -Paras Mani Pradhan
c. Nepali jatiko pragati - Jagat chettri
d. Nepali Ukhan -Raj Narayan
Unit – V a. Varna, Matra ra Shabdharuko Sanyojan
Vyakaran RaRachana (Grammar and
Composition) b. Vakya Vinyas
c. Shabd Vibhag (Naam, Sarvanaam, Kriya ra Vishesham Ko
Parichay)
d. Sandhi, Samas ra Vachya.

Essential Readings
 [Link] Curriculum Meghalaya (2015). DERT, Government of Meghalaya, Shillong.
 Nepali textbooks (Classes I to V) prescribed by MBOSE.
MEGHALAYA TEACHER ELIGIBILITY TEST

(MTET)

SYLLABUS FOR PAPER-II

 Meghalaya Teacher Eligibility Test (MTET)
Syllabus for Child Development and Pedagogy
(Paper II: Upper Primary Level)

Total Marfis: 30
The MTET Child Development and Pedagogy syllabus for Class VI-VIII Level assesses teacher
candidates’ knowledge of child development, inclusive education, learning theories and assessment
methods. It aims to equip candidates with the skills needed to meet the learning needs of students in
Classes VI–VIII effectively.

Key Competencies

The Child Development and Pedagogy syllabus for MTET aims to ensure that teacher candidates:
1. Demonstrate an understanding of growth and development during childhood and adolescence,
along with the factors influencing development in diverse socio-cultural contexts.

2. Analyse various aspects of child development, including physical, cognitive, socio-emotional

and moral development and their implications for classroom learning.

3. Understand the concept of gender development, recognize gender biases in educational

practices and promote gender-sensitive classroom approaches.

4. Apply appropriate methods of child study, such as observation, portfolios, reflective journals
and case studies, to assess and document children’s progress.

5. Develop strategies to support inclusive education and effectively address the learning needs
of Children with Special Needs (CWSN).

6. Implement constructivist teaching-learning approaches (e.g., Piaget, Vygotsky) that prioritise

learner-centered pedagogy.

7. Use diverse assessment techniques, including formative, summative and school-based

assessments, to evaluate student learning outcomes and provide remedial measures.

Topics Sub-Topics
1. Understanding Child • Meaning and concept of growth and development.
Development
• Developmental characteristics of childhood and adolescence.

• Development of children in socio-cultural contexts and its relationship

to learning.

• Factors influencing development.

2. Aspects of Development • Physical and motor development.

• Cognitive development (Piaget’s theory of cognitive development).

• Socio-emotional development.

• Moral development (Kohlberg’s theory of moral development).

3. Gender Development • Difference between gender and sex.

• Stages of gender development.

• Stereotypes in gender development.

• Gender bias and its influence on educational practices.

• Gender identity within families and in matrilineal societies.

4. Methods of Child Study • Cross-sectional, longitudinal and case studies.

• Naturalistic and participant observation.

• Reflective journals and student portfolios.

• Anecdotal records, interviews and narratives.

• Piaget’s clinical method of child study.

5. Inclusive Education and • Concepts and meaning of inclusive education.

Children with Special Needs
(CWSN) • Difference between integrated and inclusive education.

• Understanding disabilities and types of disabilities.

• Barriers and challenges to inclusive education.

6. Learning and Pedagogy • Concept of learning and factors affecting learning.

• Information processing approaches: Working memory, long-term

memory, attention, encoding and retrieval.

• Piaget’s constructivism: Relationship between learning and

development.

• Vygotsky’s constructivism: Scaffolding and the Zone of Proximal

Development (ZPD).
• Teacher-centred vs. learner-centred approaches to teaching.
• Teaching skills and activities for active learning.
• Steps in lesson preparation: Pre-teaching, teaching transactions,
post-teaching (including lesson planning).
• Use of learning resources and teaching-learning materials (TLMs).
7. Assessment of Students’ • Concepts of assessment: Assessment for learning, assessment as
Performance learning and assessment of learning.
• School-Based Assessment (SBA): Purpose, features and techniques.
• Formative and summative assessment methods.
• Tools and techniques for assessment: Activity-based assessments,
observation, rubrics and achievement tests.
• Blueprint design and types of questions.
• Diagnosis of learning difficulties and strategies for remedial teaching.

Essential Readings
1. Understanding the Primary School Child, Basic Issues in Child Development – IGNOU.
2. [Link] Curriculum Meghalaya (2015). DERT, Government of Meghalaya, Shillong.
 • Reading beyond textbooks: Encouraging critical engagement with
diverse texts.

4. Writing Skills • Writing as a process and purpose-driven activity: Emphasis on

audience, purpose and process over product.

• Connecting reading and writing to reinforce comprehension and

creativity.
5. Assessment in Language
• Process-oriented assessment in constructivist classrooms:
Learning
Evaluating content over form and structure.

• Use of portfolios and reflective journals for ongoing evaluation.

6. Reflective practices
• Writing reports, maintaining student profiles and analysing
classroom challenges.

7. Language Comprehension and • Reading unseen passages (prose/poetry) for comprehension and
Grammar
inference.

• Composition and grammar: Application of grammatical rules in

writing and speaking.

Essential Readings

1. [Link] Curriculum Meghalaya (2015). DERT. Government of Meghalaya: Shillong.

2. Hunsakes, R.A. (1990) Understanding and Developing the Skills of Oral Communication:
Speaking and listening, 2nd edition, New York, NY.

3. Parrot. M. (1993) Tasks for Language Teachers Cambridge: Cambridge University Press:
Cambridge.

4. Crystal, D (1999) The Cambridge Encyclopaedia of the English Language. Cambridge University
Press: Cambridge.
 Meghalaya Teacher Eligibility Test (MTET)
Syllabus for Mathematics
Paper II

Total Marks: 30

The Mathematics syllabus for Paper II evaluates candidates’ knowledge, understanding and
pedagogical skills in mathematics for teaching Classes VI-VIII. It emphasizes developing mathematical
thinking, problem-solving abilities and practical applications in real-life scenarios.

Key Competencies

The Mathematics syllabus for the MTET aims to ensure that teacher candidates:

1. Understand the foundational structure of mathematics, including axioms, definitions,

conjectures, proofs and counterexamples.

2. Relate mathematical concepts taught in the classroom to real-life applications and

foster practical problem-solving skills.

3. Utilise appropriate teaching methods (e.g., inductive-deductive, problem-solving,

project-based learning) to make mathematical concepts engaging and accessible.

4. Incorporate ICT tools and resources into teaching to enhance students’ mathematical
understanding.

5. Apply effective assessment and evaluation techniques to measure students’ progress

and provide constructive feedback.

6. Appreciate and Utilise community mathematics programs and resources to promote

collaborative learning and local context integration.

7. Demonstrate proficiency in key mathematical concepts, including numbers, geometry,

algebra and statistics and their relevance to real-world contexts.

Topics Sub-Topics

1. Foundations of Mathematics • Building blocks of mathematics : Definitions, axioms, conjectures,

proofs and counter examples.

• Place of Mathematics in the school curriculum.

• Mathematics outside the classroom: Relating mathematical

concepts to daily life.
2. Teaching Methods in Mathematics • Methods of teaching mathematics: Inductive-Deductive,
Analysis-Synthesis, Problem-solving, Project-based learning
and Discovery methods.
 • ICT tools and resources: Learning apps, software and interactive
tools for teaching mathematics.

• Community Mathematics: Using local resources and collaborative

programs to enhance learning.

3. Assessment and Evaluation • Assessment techniques: Formative and summative assessments

and tools for evaluating mathematical understanding and
application.
4. Number Systems
• Natural numbers, whole numbers, integers and rational numbers.

• Prime and composite numbers, divisibility, factors and multiples.

• Finding LCM and HCF and their applications in real-life problem-

solving.
5. Ratio and Proportion
• Concepts of ratio and proportion and their applications.

6. Algebra
• Introduction to algebra: Variables, coefficients and constants.

• Linear equations and algebraic identities e.g., (a ± b)2, (a2-b2) and

their applications.

7. Geometry • Lines, angles, triangles and their properties.

• Symmetry: Reflection, line of symmetry and symmetrical figures.

• Area and perimeter of triangles, rectangles, parallelograms and

circles, including applications.
8. Statistics and Data Handling
• Measures of central tendency: Mean, median and mode.

• Bar graphs: Reading, interpreting and representing data graphically.

 Meghalaya Teacher Eligibility Test (MTET)
Syllabus for Science
Paper II

Total Marfis : 30

The MTET Science syllabus for this Level (Classes VI–VIII) is designed to assess the knowledge, skills
and pedagogical competencies of teacher candidates. It emphasizes conceptual understanding,
application of scientific knowledge and innovative teaching strategies appropriate for the Upper
Primary level.

Key Competencies

The Science syllabus for MTET aims to ensure that teacher candidates:

1. Understand the nature of science and its key aspects, including scientific knowledge, inquiry
and attitudes.

2. Apply the objectives of science education as outlined in the NCF 2005, focusing on holistic
and contextual learning.

3. Use effective assessment techniques to monitor and support students’ progress, including
remedial teaching.

4. Employ innovative teaching-learning approaches such as observation, experimentation and

concept mapping to connect science to real-life scenarios.

5. Utilise diverse teaching-learning resources, including local materials, ICT, field trips and
science exhibitions, to foster a deeper understanding of scientific concepts.

6. Demonstrate a comprehensive understanding of key scientific concepts, including motion,

heat, light, states of matter and biological processes in plants and animals.

Topics Sub-Topics

Nature of Science
Scientific knowledge and inquiry.

Scientific methods and attitudes.

Learning Objectives
Aims and objectives of teaching Science as outlined in NCF 2005.

Assessment
Types, purpose, tools and techniques of assessment in Science.

Remedial teaching strategies.

Approaches to Teaching-Learning Observation, experiment, hands-on activities and concept

mapping.

Application of inquiry-based and experiential learning methods.

Teaching-Learning Resources
Local resources, ICT, textbooks, laboratories, films and field trips.

Organization of science exhibitions and use of visual aids.

Science Content Areas Motion: Different views and principles of motion.

Heat and Temperature: Concepts and applications.

Light and Electricity: Understanding basic principles and their

real-life implications.

States of Matter: Properties and applications of solids, liquids and

gases.

Acids, Bases and Salts: Identification, properties and their

applications.

Water and Air: Properties and their importance in daily life.

Plant and Animal Cells: Structure and functions.

Biological Processes: Nutrition, respiration, locomotion and

movement in plants and animals.

Essential Readings
 [Link] Curriculum Meghalaya (2015). DERT. Government of Meghalaya: Shillong.
 MBOSE textbooks for Science (classes VI to VIII)
 Meghalaya Teacher Eligibility Test (MTET)
Syllabus for Social Science
Paper II:

Total Marks: 60

The MTET Social Science syllabus for this Level (Classes VI–VIII) assesses candidates’
understanding of key concepts, historical and geographic knowledge, civic principles and pedagogical
strategies. It emphasizes critical thinking, reflective learning and interdisciplinary teaching approaches.

Key Competencies

The Social Science syllabus for MTET aims to ensure that teacher candidates:

1. Understand the nature and scope of Social Science, including their distinct purposes and integration
in the school curriculum.
2. Apply a variety of pedagogical strategies, such as inquiry-based learning, cooperative learning and
contextualization teaching, to make Social Science engaging and meaningful.
3. Demonstrate proficiency in historical, geographic, political and economic concepts, including local,
national and global contexts.
4. Utilize diverse learning resources, including print, non-print and digital media, to enhance the teaching-
learning process.
5. Design and apply effective assessment tools and techniques, including formative, summative
assessments and to evaluate student understanding.
6. Relate Social Science concepts to real-life scenarios, promoting active citizenship and critical thinking
in learners.
Main Topic Sub Topics
1. Nature and Scope of Social • Concept of Social Science.
Science • Differences between Social Science and Social Science.
• Aims of Social Science Education.
• Approaches in Social Sciences: Systematic and Regional Approach.
• Traditional and Modern Approach.
• Reconstruction of History through evidences.
• Inter-Disciplinary Approach.
• Theme based approach.
• Inquiry and Reflective Approach.
2. Pedagogical Strategies • Oral Histories.
• Issue based learning.
• Co-operative Learning.
• Experiential Learning.
• Concept Mapping and Mind Mapping.
• Discovery Learning.
• Problem Solving.
• Contextualization.
• Inquiry learning.
• Digital Pedagogy.
3. Learning Resources • Print; Non-Print; Digital Learning Resources.
4. Assessment for Social Science • Formative and Summative Assessment.

• Assessment Techniques and Tools.

• Recording, Reporting and Documentation of assessment outcomes.

5. Social Science Knowledge History
• Sources of History.
• Earliest civilizations.
• The Mughal Empire in India.

• Indian National Movements and Contributions of Tirot Sing, Kiang

Nangbah and Pa Togan Sangma in the Indian National Movement.

• Partition, Transfer of Power and Making of the Indian constitution.

• Hill State Movement in Meghalaya.
Civics

• The Indian Constitution: Preamble and Salient Features of Indian Constitution.

• Organs of the Government.

• Forms of Government: Democracy (Direct, Indirect and Representative

Democracy) and Dictatorship.

• Structure of Government: Unitary and Federal, Parliamentary and

Presidential Government.

• Concept of Nation and State.

• Social Structure and Social Stratification.

• Community and Socio-Political groups.

• Government for Development.

• Understanding Media.

Geography

• Map: Features and Types.

• The Earth and its Movements.

• Rocks and Minerals.

• Weather and Climate.

• Drainage system.

• Oceans Currents.

• Physical features of India G Meghalaya.

• Resources of India (Land and soil, Water, Forest, Minerals).

• Agriculture of India G Meghalaya.

• Manufacturing Industries of India.

• Transport and Communication of India.

• Demography of India and Meghalaya.
 Economics

• Sectors of the Indian Economy.

• Understanding Banking; Types of Accounts.

• Consumer Right and Protection.

Essential Readings
• Pedagogy in Social Sciences by S.K. Mangal and U. Mangal.
• D El Ed Curriculum, DERT, 2015.
• MBOSE Social science Textbooks.
• NCERT Social Science Textbooks.
• Source Books on Assessment for Classes VI-VIII.
• Pedagogy in Social Sciences, NISHTHA, NCERT Officials

Additional Readings
• National Curriculum Framework-School Education-2023.
• National Curriculum Framework-2005.
• Learning Curve, Azim Premji Foundation.

• Coded Learning Outcomes (Social Science), DERT Publication.

 Meghalaya Teacher Eligibility Test (MTET)
Syllabus for Khasi
Paper II

Total Marks: 30
This syllabus is designed to assess the knowledge, skills and pedagogical competencies
of teacher candidates for teaching Khasi at the Upper Primary Level (Classes VI to VIII). It
emphasizes developing language proficiency, applying pedagogical approaches and fostering
reflective and inclusive classroom practices.

Key Competencies
The MTET Khasi Paper II syllabus aims to assess the following key competencies in teacher
candidates:

• Ka jinglah ban shemphang ia ka jingthoh prous bym pat ju iohi da kaba pyniasnoh bad ki jait skima ba u
nongpule u la don lypa.

• Ka jinglah ban shemphang ia ka jingthoh poitri bym pat ju iohi da kaba pyniasnoh bad ki jait skima ba u
nongpule u la don lypa.

• Ka jingtip bad jingsngewthuh kumno ban pyndonkam ia ka skima bad kumno ka jabieng ka leh haba ngi
pyrshang ban sngewthuh ia kaei kaei kaba ngi pule.

• Ka jingtip bad jingsngewthuh ia ki jait jingthoh ba bunjait bad kumno ki iapher kawei na kawei pat.

• Ka jingtip bad jingsngewthuh ia ki rukom hikai ba bun jait ba dei ban pyndonkama katkum ki jait lynnong.

• Ka jingnang ban pynshongdor ia ka jinglah jong ki khynnah da kaba pyndonkam ia ki buit bad tiar
pynshongdor kiba iahab katkum ki khep.

• Ka jingtip bad jingsngewthuh ia ki jinglong tynrai jong ka ktien Khasi.

Topics Sub-Topics

• Ka jingthoh bym pat ju iohi (unseen Ban jubab ia ki jingkylli ba la ai halor ka jingthoh prous kaba ym
passage pat ju iohi.

• Ka poim bym pat ju iohi (unseen poem) Ka skima (schema) – Kaei ka skima, ki jait skima, rukom
pyndonkam ia ka haba pule kot,
kumno u nonghikai u tei ia ka ha ki nongpule, kumno u khynnah
u pyndonkam ia ka.
(b). Ki rukom shemphang ia ka jingthoh ba ngi pule: Top-down
model, Bottom-up model bad Interactive model.
(c). Ki jait bad rukom pule ia kano kano ka jait jingthoh –
Summarizing, Skimming, Scanning, Know-Want-Learnt (KWL),
Survey- Question- Read- Write and Recite (SQ3R), note-
taking, think aloud.

• Ki bynta kiba iasnoh bad ka jingpyrshang Ki rukom thoh ba bun jait: Ki jait jingthoh creative, expository,
sngewthuh ia kaei ba ngi pule expressive, summarizing, arguing/persuading, narrating,
evaluating, analyzing, responding, examining/investigating,
thoh shithi, thoh application, thoh notice, pyndap form.
• Ki rukom thoh jingthoh ha ki kyrdan ba (a) Ki rukom hikai ba bun jait ha ka kyrdan Upper Primary
kham shalor
(b) Ka plan hikai
(c) Ka mind mapping bad concept mapping
(d) Ki tiar iarap hikai

• Kumno ban hikai ia ka ktien (a) Continuous and comprehensive evaluation

(b) Ki buit (techniques) thew jingtip – Observation, Oral testing,
Written Test, Practical work
(c) Ki tiar (tools) ban thew jingtip ha ka jingnang ia ka ktien:
Port-folio, Questionnaire, Check-list, Rubric, Observation
schedule, Rating scale, Anecdotal records worksheet,
homework, project work

• Ki rukom thew jingtip bad pynshongdor (a) Ka Kramar

1. Ki adverb
2. Ki dak sangeh
3. Ka rukom pyndonkam ia kajuh ka kyntien ha ka dur jong
ka Noun ne ka Berb ne kiwei pat ki jait klas kyntien.
(b) Ki jinglong tynrai jong ka ktien
1. Ki Sur sawa ha ka Ktien Khasi
2. Ki Ktien Kynnoh
3. Ki Ktien phawer pharshi
4. Ki Ktien ba iajan jingmut/їapher jingmut

• Ka kramar bad ki jinglong tynrai jong ka

ktien Khasi

Essential Reading :

 [Link] Curriculum Meghalaya (2015). DERT, Government of Meghalaya, Shillong.

 Khasi textbooks (Classes VI to VIII) prescribed by MBOSE.
 Meghalaya Teacher Eligibility Test (MTET)
Syllabus for Garo
Paper II

Total Marks: 30
This syllabus is designed to assess the knowledge, skills and pedagogical competencies of teacher
candidates for teaching Garo at the Upper Primary Level (Classes VI to VIII). It emphasizes developing
language proficiency, applying pedagogical approaches and fostering reflective and inclusive
classroom practices.

Key Competencies
The MTET Garo Paper II syllabus aims to assess the following key competencies in teacher candidates:

• Schemani gimin tale u·ia aro uko jakkale poraiae u·iani aro miksonganiko bikotna sapa.
• Poraianio tarisamsoaniko name ma·sie uko nangani kri jakkalna sapa.
• Sentenceara maia, uni niamrangko aro maidakgipa bewalrango jakkala uko u·ie ra·na
man·a.
• Dingtang dingtang skiani bewalrang aro skina tarisamsoanirangko jakkale prose aro
poetryko skiani bewalrangko jakkalna sapa.
• Dingtang dingtang seani bewalrangko masie ra·na man·a.
• Continuous aro Comprehensive Evaluation-o pangchake dingtang dingtang porikka
ra·ani cholrangko u·ie jakkalna sapa.
• Songsalo agan-me·apa aro Katta Ku·jikseko maikai somoini kri jakkale uarangni
ning·tugipa miksonganirangko aro bewalrangko u·ie ra·ani

Topics Sub-Topics
• Poraie u·iani aro miksonganiko bikotani-
Schema theory • Miksongani (meaning)
• Kam (role)
• Schemako jakkalani (activating Schema)
Schemako ong·atani (building Schema)

• Poraianina tarisamsoani • KWL

• SQ3R
• See ra·aniko tariani (Note- taking)
• Kan·dike agangopani (Summarising)
• Skimming
• Scanning
Miksonganiko bikotaniko mesokna skigipani gam·e
chanchiani

• Grammarko skiani Poraianio tarisamsoaniko name ma·sie uko nangani kri

jakkalna sapa.
• Dingtang dingtang skiani bewalrang aro skina Sentenceara maia, uni niamrangko aro maidakgipa
tarisamsoanirangko jakkale maikai prose aro bewalrango jakkala uko u·ie ra·na man·a.
poetryko skigen.

• Curriculumko ga·bate Seani (writing across the Dingtang dingtang skiani bewalrang aro skina
curriculum) tarisamsoanirangko jakkale prose aro poetryko skiani
bewalrangko jakkalna sapa.

• Porikka niani (Assessment): Continuous aro Continuous aro Comprehensive Evaluation-o pangchake
Comprehensive Evaluation dingtang dingtang porikka ra·ani cholrangko u·ie jakkalna
sapa.

• A·chik ku·siko bikote seani (Composition) Songsaloagan-me·apa aro Katta Ku·jikseko maikai somoini
kri jakkale uarangni ning·tugipa miksonganirangko aro
bewalrangko u·ie ra·ani

Essential Readings

1. A·chik Grammar, E.G. Philips, M.A, Tura Book Room, West Garo Hills, Meghalaya.
2. Handbook on Continuous and Comprehensive Evaluation: Directorate of Educational Research
G Training (DERT). Meghalaya, Shillong.
3. A·chik Composition by Keneth M. Momin. Tura Book Room, Tura
4. [Link] Curriculum Meghalaya (2015) DERT, Government of Meghalaya: Shillong.
5. Garo Textbooks (Classes VI to VIII) prescribed by MBOSE.
 Meghalaya Teacher Eligibility Test (MTET)
Syllabus for Hindi
Paper II
Total Marks: 30
This syllabus is designed to assess the knowledge, skills and pedagogical competencies of teacher
candidates for teaching Hindi at the Upper Primary Level (Classes VI to VIII). It emphasises developing
language proficiency, applying pedagogical approaches and fostering reflective and inclusive
classroom practices.

Key Competencies
The MTET Hindi Paper II syllabus aims to assess the following key competencies in teacher candidates:

Hindi Bhasa main sahitya ke vibhinna vidhaon/rupon jaise kavita, kahani nivandh, lekh aur natak aadi
ko samajh kar padh sakenge aur apne rai, vichar, bhav aadi ko tarkik rup main maukhik, sanketik
evam likit roop main abhivyakth kar sakenge.

Bhasha Kaushal ke vibhinna rupon ke prabhavi vikas aur Hindi vyakarna ki samajh se sahi aur
prabhavshali bhasha paryog main sahayak aur saksham honge.

Topics
Unit I: PADYA
1. Pushpa Ki Abhilasha
2. Christmas ka Bara Din
3. Basanti Hawa
4. Krishna Ki Chetavani
Unit II: GADYA
1. Namak Ka Daroga
2. Galta Loha
3. Bharatmata
4. Adarsh Mahila-Sita
Unit III: Vyakaran Aur Rachana
1. Bhasha Kaushal Vikas
2. Sarvanam
3. Visheshan
4. Kriya
5. Sandhi
6. Paryayavachi Shabda
7. Vilom Shabda
8. Muhavare Aur Lokoktiyan

Essential Readings

• [Link] Curriculum Meghalaya (2015). DERT, Government of Meghalaya, Shillong.

• Hindi textbooks (Classes VI to VIII) prescribed by MBOSE.
 Meghalaya Teacher Eligibility Test (MTET)
Syllabus for Assamese
Paper II
Total Marks: 30

This syllabus is designed to assess the knowledge, skills and pedagogical competencies of teacher
candidates for teaching Assamese at this Level (Classes VI to VIII). It emphasizes developing
language proficiency, applying pedagogical approaches and fostering reflective and inclusive
classroom practices.

Key Competencies

The MTET Assamese Paper II syllabus aims to assess the following key competencies in teacher
candidates:

• Asamiya bhasha aru Asamat basabas kara bibhinna janagosthir bishaye jyan labh Kariba pariba
• Asamiya sahityar Jonaki jugar bibhinna sahittikar sahittik nidarshan samparke jyan labh Kariba
pariba
• Matribhashar prayojaniyata aru iyar upajogitar bishaye buji paba
• Natta Bidhi aru Shatta Bidhir niyam samuh jani loi iyaksuddhakoi byabahar Kariba pariba
• Sandhir bibhinna prakarsamuhar bishaye jani loi Asamiya bhasha kaote aru likhote nar Shuddha
byabahar Kariba pariba
• Pratay samparke jani loi iyar Shuddha byabahar Kariba pariba

Topics Sub-Topics
Asamiya bhasha aru Asamar janagosthi a. Asamiya bhashar Parichay

b. Asamar bibhinna janagosthisamuhar parichay

Asamiya Sahityar Buranji[Jonaki jug] Lakkhinath Bejbaruah, Chandra Kumar Agarwala,

Hemchandra Goswami ittadi (all others sahittik)

Matribhashar prayojaniyata aru upajogita

Shraban, Kirtan,Pathan,Likhan, Uccharan adir
dharana

Natta Bidhi aru Shatta Bidhi Natta Bidhi aru Shatta Bidhir niyamsamuh

Sandhi prakaran Swar sandhi,Byanjan sandhi,Bisarga sandhi

Pratay Krit pratay,Taddhit pratay

Essential Readings

• [Link] Curriculum Meghalaya (2015) DERT, Government of Meghalaya: Shillong.

• Assamese Textbooks (Classes VI to VIII) prescribed by MBOSE.
• Asamiya Sahityar Samikkhatmak Itibrita, by Satyendranath Sharma
• Asamiya matribhashar sikkhan paddhati by Haliram Das
• Bhashabijyan by Upendranath Goswami
 Meghalaya Teacher Eligibility Test (MTET)
Syllabus for Bengali
Paper II

Total Marks: 30

This syllabus is designed to assess the knowledge, skills and pedagogical competencies of
teacher candidates for teaching Bengali at the Upper Primary Level (Classes VI to VIII). It
emphasizes developing language proficiency, applying pedagogical approaches and fostering
reflective and inclusive classroom practices.
Key Competencies
The MTET Bengali Paper II syllabus aims to assess the following key competencies in teacher
candidates:
1. Exhibit understanding of the constructivist approach in language learning.
2. Promote reading skills and comprehension across various texts, types and contexts.
3. Foster writing skills purposefully.
4. Display proficiency in applying grammatical concepts effectively.

Topics Sub-Topics
• Dhwani paribartan a. Swarsangati, Swarbhakti, Apinihiti, Abhishruti
Bomobiparjoy Swaragam, Bornodwitto, Samibhabon.
• Sandhi Bicched
• Sadhubhasa theke cholita bhasay O Chalita
theke sadhu bhasay paribartan.

• Somaccharita Bhinnartak Shobdo

• Arthasaha Bagdhara
• Shabda bhandar Tatsama Shabda, Tadbhaba Sabda, Ardha Tatsama Shabda
• Samas Byas bakya soha somar nirnoy
• Bakya Songkochon (Ek Kothay Prakash)
• Sahityik Parichiti Ishwarchandra Vidyasagar, Micheal Madhusudan Dutta
Rabindranath Thakur, Kazi Nazrul Islam, Sharat Chandra
Chattopadhyay, Tarashankar Bondyapadhyay Shanka Gosh.
• Nirbachita Gadya O Padya Gadya
• Postmaster -by Rabindranath Tagore
• Samudrer swadh-by Manik Bandyopadhaya
• Bharatbassha-by S. Wazed Ali
• Padya
• Bharat tirtha- Rabindranath Tagore
• kandari hushiyar- Nazrul Islam
• Banglar mukh- by Jibonananda Dash

Essential Readings
• [Link] Curriculum Meghalaya (2015). DERT. Government of Meghalaya: Shillong.
• Bengali textbooks (Classes VI to VIII) prescribed by MBOSE.
 Meghalaya Teacher Eligibility Test (MTET)
Syllabus for Nepali
Paper II
Total Marks: 30

This syllabus is designed to assess the knowledge, skills and pedagogical competencies of teacher
candidates for teaching Nepali at this Level (Classes VI to VIII). It emphasizes developing language
proficiency, applying pedagogical approaches and fostering reflective and inclusive classroom
practices.

Key Competencies

The MTET Nepali Paper II syllabus aims to assess the following key competencies in teacher candidates:

1. Exhibit understanding of the constructivist approach in language learning.

2. Promote reading skills and comprehension across various texts, types and contexts.
3. Foster writing skills purposefully.
4. Display proficiency in applying grammatical concepts effectively.

Topics Sub-Topics
Unit I a. Vidharu ko Parichay
Adhayan Kausal (simple pedagogy and
teaching skills) b. Drutvachan Kala (Development of Speed Reading
Skills)
c. Agragati Kushalta (Progress Ability)
d. Bhashik Kalako Gyan (knowledge of language Skills)
Unit-II a. Babu Mani Singh Gurung - Chet Narayan Joshi
Jeewom Vyaktitwa (life and works)
b. Captain Bhuvan Singh Rai - Gangadhar Pathak
c. Shahid Durga Malla - Sita Ram Powdel
d. Charlie Chaplin -D.P. Joshi

a. Upahar- Bikram Bir Thapa

Unit-III b. Chhimeki - Guru Prasad Mainali
Katha Rakavita (Story and Poetry) c. Sahashi jahan Ubhincha - Madhav Prasad Ghimire
d. Khukuri Bhanda Kalam Veer - Anamika Rai
Unit IV a. Hawa Jahaj - Dr. Sanata Ram Joshi
NibandhRa Gadhya Akayan- (Essay and
Prose) b. Meghalaya - Chandra Mani Adhikari
c. Anukaran Sabda - Shiv Kumar Rai
d. Chitthi - Badri Nath Bhattarai

a. Linga, Vachan
Unit – V b. Paryawachi Shabda
Vyakaran RaRachana (Grammar and
Composition) c. Karak ra Bhibhaktai ra Upsarga
d. Viparitarthak Shabda

Essential Readings
• [Link] Curriculum Meghalaya (2015). DERT, Government of Meghalaya, Shillong.
• Nepali textbooks (Classes VI to VIII) prescribed by MBOSE.
 Meghalaya Teacher Eligibility Test (MTET)
Syllabus for Urdu
Paper II
Total Marks: 30
This syllabus is designed to assess the knowledge, skills and pedagogical competencies of teacher
candidates for teaching Urdu at this Primary Level (Classes VI to VIII). It emphasizes developing language
proficiency, applying pedagogical approaches and fostering reflective and inclusive classroom practices.

Key Competencies
The MTET Urdu Paper II syllabus aims to assess the following key competencies in teacher candidates:

• To understand and reflect on objectives of language teaching in terms of language skills-listening

and speaking, reading, writing, grammar vocabulary and so on.

Topics Sub-Topics
[A] Language comprehension Unseen passages:
Two passages one prose or drama and one poem with questions on
comprehensions,inference,grammer and verbal ability (prose passage
may be literary,scientific or discursive)
[Gair nazri iqtabasat padhna] : 2 ektibas,ek nasar ya drama aur ek
nazm jis me tafheem,maakhaj,qawaid aur zabani salahiyaton per mubni
sawalaat pooche jayenge.(nasri iqtibaas, adbi,scienci,wazahati ya
istadaali ho sakta hai

[B]. Pedagogy of Language Zaban ki nash-o-nama ka ilm Tadrees:

Development: 1. Learning and acquisition (aamojash aur iktisab /hasuli)
2. Principles of language teaching (tadrees zaban ke asool nazaryat)
3. Role of listening and speaking, function of language and how children
use it as a tool. (sunne aur bolne ka kirdar,zaban ka kaam,aur bache
zaban ko bator waseela kaise istemal karte hain)
4. Critical perspective on the role of Urdu grammar in learning a language
for communicating ideas verbally and in written form. (zabani aur
tehreeri taur per khiyalaat ki tarseel keliye zaban ki aamojash me
qawayed ke kirdaar ka tanquidi pehlu)
5. Challenges of teaching urdu language in a diverse classroom,
language difficulties, error and disorder (kaseer laasani zamayat
me zaban ki tadrees ke masail, zaban ki pecheedgiyan, galtiyan aur
naqayes)
6. Language skills (zabani maharatein)
7. Evaluating language comprehension and proficiency: speaking,
listening, reading and writing Urdu language. (zaban ki tafheem aur
salahiyat ka andaj-o-qadar karna,urdu adab sunna,bolna,parhna aur
likhna)
8. Teaching-Learning material: Textbook, multi- media, material,
multilingual resource of the classroom. (Tadreesi, aamojashi, mawad
dari kitaab, multimedia mewaad, class room ke kaseer laasani
wasayal.)
9. Remedial teaching. (islaahi tadrees)

Essential Readings

• Urdu textbooks (Classes VI to VIII) prescribed by MBOSE.

 Meghalaya Teacher Eligibility Test (MTET)
Syllabus for Mizo
Paper II
Total Marks: 30
This syllabus is designed to assess the knowledge, skills and pedagogical competencies of teacher
candidates for teaching Mizo at the Upper Primary Level (Classes VI to VIII). It emphasises developing
language proficiency, applying pedagogical approaches and fostering reflective and inclusive
classroom practices.

Key Competencies
The MTET Mizo Paper II syllabus aims to assess the following key competencies in teacher candidates:

• read, and learn to seek information, gain knowledge and learn how to apply in practical life.
Helps them to know and understand the meaning of life and responsibility.
• help in reciting poems, words, poetical words and phrases, learn more words, pronunciation,
correct reading and knowledge.
• use and learn correct words and grammatically correct sentences. Helps to know more new
words and knowledge.

Topics Sub-Topics
Prose 1. Sihchangnei i thawnthu
2. Zuk leh hmuam
3. Thailungi
4. Ho Mai Mai
5. Nungcha
6. Liandova te unau

Poetry 1. Lawmthu Kan Hrilh Che

2. Bei La, Beinawn Rawh
3. Aw Chhandamtu Sual Leh Buaina Karah -
4. Tlawmngaihna Hlu
5. Kanu Hmangaihna Aw Nern Chuan
6. Zotui Thiang Te

Grammar 1. Gender
2. Comprehension

Essential Readings

 Thanseia-MBSE
 [Link]-MBSE
 C. Saikhuma-MBSE Zosapthara-MBSE Suakliana-MBSE Thanga-MBSE Rokunga- MBSE
[Link]-MBSE
 C. Chhuanvawra-MBSE Kaphleia- MBSE
 Lettu-Biakliana-MBSE
 Mizo School textbooks (Classes VI to VIII) prescribed by MBOSE.