CTET English MCQs with Answers Set 03

Multiple Choice Questions (MCQs) for CTET : English

Explore reliable objective questions for English tailored for CTET learners. Utilizing these multiple-choice formats ensures thorough preparation and strengthens problem-solving speed for upcoming school assessments.

Practice English MCQs for CTET

Navigate directly to the 50 objective questions for English using the digital viewer below. Each practice set includes verified answer keys, allowing students to instantly cross-check their work and identify areas requiring further revision.

These 30 CTET English multiple choice questions cover English language teaching, pedagogy of language, grammar and language development. Each question has the correct answer with a step-by-step explanation and a short teacher's note, so you can practise for the Central Teacher Eligibility Test and check your understanding.

Multiple Choice Questions

Question 1: The English language has ______ consonant sounds.
(a) 24
(b) 21
(c) 22
(d) 23
Show Answer & Explanation

Answer: (a) 24

Explanation:
1. English has 44 sounds in all.
2. Of these, 24 are consonants and 20 are vowels.

Teacher's Note:
1. Consonant letters are 21, but sounds are 24.
2. Do not confuse letters with sounds.

Question 2: Which of the following is a value associated with an inclusive classroom?
(a) Competition
(b) Envy
(c) Sympathy
(d) Collaboration
Show Answer & Explanation

Answer: (d) Collaboration

Explanation:
1. Inclusive classrooms stress working together.
2. Collaboration is the value.

Teacher's Note:
1. Inclusion needs participation of all.
2. Sympathy suggests pity, not equality.

Question 3: When young learners seem to lose interest in a lesson, the teacher should
(a) tell a story or conduct an interesting activity
(b) ask them to sit quietly for some time
(c) allow them to go out and play
(d) ask them to sleep for a while
Show Answer & Explanation

Answer: (a) tell a story or conduct an interesting activity

Explanation:
1. Young learners respond to stories and activities.
2. These bring back attention.

Teacher's Note:
1. Change the activity, not the child.
2. Never punish loss of interest.

Question 4: According to NCF 2005, learning of English aims
(a) to enable knowledge acquisition through literacy and its development into an instrument of abstract thought
(b) to subsume the languages that a child acquires naturally from her/his home and societal environment
(c) to introduce standard sign language in English for children with language related impairments
(d) to provide adequate facilities at the state level for instruction in English at the primary stage of education
Show Answer & Explanation

Answer: (b) to subsume the languages that a child acquires naturally from her/his home and societal environment

Explanation:
1. NCF 2005 followed the source key, which is option (b).
2. This is doubtful: NCF treats multilingualism as a resource and does not want the home language replaced.

Teacher's Note:
1. NCF 2005 favours a multilingual approach.
2. Check the wording of the options.

Question 5: Notes can be made using a flowchart or a web diagram. The study skill involved is
(a) storing
(b) summarising
(c) retrieving
(d) gathering
Show Answer & Explanation

Answer: (b) summarising

Explanation:
1. Flowcharts and web diagrams condense the main points of a text.
2. This is summarising.

Teacher's Note:
1. Notes reduce text to key ideas.
2. Graphic organisers aid revision.

Question 6: Slow learners fail to grasp effectively and mix up words and structures easily. Teachers can remediate by beginning with
(a) setting drills for practice
(b) pairing them with 'clever' students
(c) identifying the areas of difficulty
(d) preparing a summary of the content
Show Answer & Explanation

Answer: (c) identifying the areas of difficulty

Explanation:
1. Remedial work starts with diagnosis.
2. The teacher must first find the areas of difficulty.

Teacher's Note:
1. Diagnose before you treat.
2. Do not label learners 'clever' or 'slow'.

Question 7: In the case of vocabulary use, grammar provides a pathway to learners to
(a) speak in formal situations with greater accuracy and confidence
(b) re-tell listening inputs into oral output
(c) combine lexical items into meaningful and communicative expression
(d) draft formal pieces of writing in higher classes
Show Answer & Explanation

Answer: (c) combine lexical items into meaningful and communicative expression

Explanation:
1. Words alone do not communicate.
2. Grammar helps combine them into meaningful expressions.

Teacher's Note:
1. Grammar is the system that joins words.
2. It is needed at every level.

Question 8: Why is story telling most important in an English language class at primary level?
(a) It is useful for developing integrated language skills
(b) It develops moral values among the students
(c) It improves students' vocabulary
(d) It creates fun in the class
Show Answer & Explanation

Answer: (a) It is useful for developing integrated language skills

Explanation:
1. A story involves listening, speaking, reading and writing.
2. So it develops integrated language skills.

Teacher's Note:
1. Stories give language in context.
2. Moral values and fun are secondary gains.

Question 9: Which approach emphasizes interaction as the means and the goal of learning a language?
(a) Communicative
(b) Oral-aural
(c) Immersion
(d) Silent way
Show Answer & Explanation

Answer: (a) Communicative

Explanation:
1. The Communicative approach treats language as a tool for communication.
2. So interaction is both how the language is learned and what is to be achieved.

Teacher's Note:
1. Communicative Language Teaching stresses meaningful use over rote form.
2. Do not confuse it with the Oral-aural (audio-lingual) approach, which relies on drills.

Question 10: According to socio-cultural theory of Vygotsky
(a) self-directed speech is the lowest stage of the scaffolding
(b) children can think in abstract terms if abstract material is provided at a lower age
(c) children drink in different domain and then do they take a complete perspective
(d) culture helps in language development
Show Answer & Explanation

Answer: (d) culture helps in language development

Explanation:
1. Vygotsky held that learning and thinking develop through social interaction and cultural tools.
2. Language is the main cultural tool, so culture helps language development.

Teacher's Note:
1. Socio-cultural means culture and society shape cognition.
2. Private speech is a tool for self-regulation, not a stage of scaffolding.

Question 11: A teacher of Class V is practising 'interactive listening' in the class. She should focus on
(a) listening and observing speaker's attitude
(b) listening to word stress and intonation
(c) listening to the pronunciation
(d) listening and responding
Show Answer & Explanation

Answer: (d) listening and responding

Explanation:
1. Interactive listening means the listener takes part in the exchange.
2. So the focus is on listening and responding.

Teacher's Note:
1. Interactive listening is two-way, unlike one-way listening to a lecture.
2. Stress and pronunciation are sub-skills, not the interactive element.

Question 12: Poetry teaching is generally meant for
(a) learning grammar
(b) learning punctuation
(c) enjoyment and appreciation
(d) language learning
Show Answer & Explanation

Answer: (c) enjoyment and appreciation

Explanation:
1. Poetry is taught mainly to develop pleasure in and appreciation of language.
2. Grammar and punctuation are not its primary aim.

Teacher's Note:
1. Treat poems as a source of joy, not grammar material.
2. The same idea appears in many CTET questions on poetry.

Question 13: Any of a wide variety of exercises, activities or devices used in the language classroom for realising lesson objectives is known as
(a) Approach
(b) Method
(c) Technique
(d) Syllabus
Show Answer & Explanation

Answer: (c) Technique

Explanation:
1. Anthony's hierarchy: approach, method, technique.
2. A technique is the specific classroom activity used to achieve objectives.

Teacher's Note:
1. Approach is theory, method is plan, technique is the actual activity.
2. Syllabus is a list of content.

Question 14: Which one of the following methods of teaching cannot be used interchangeably with each other?
(a) Correlative method
(b) Reference method
(c) Incidental method
(d) Direct method
Show Answer & Explanation

Answer: (d) Direct method

Explanation:
1. Correlative, reference and incidental methods are supportive techniques that overlap and can be used together.
2. The Direct method is a full method with its own principles (no translation), so it cannot be swapped freely.

Teacher's Note:
1. Direct method forbids use of the mother tongue.
2. Supportive methods blend easily with others.

Question 15: Who would be the implementer of education?
(a) Curriculum
(b) Teacher
(c) Education Department
(d) Student
Show Answer & Explanation

Answer: (b) Teacher

Explanation:
1. The teacher carries out the curriculum in the classroom.
2. Hence the teacher is the implementer.

Teacher's Note:
1. Curriculum is the plan; the teacher puts it into action.
2. Policy makers frame, teachers implement.

Question 16: The multilingual nature of the Indian classroom must be used as a resource so that
(a) every child feels secure and accepted.
(b) every child learns at the same pace.
(c) children can learn many languages.
(d) the teacher develops language proficiency.
Show Answer & Explanation

Answer: (a) every child feels secure and accepted.

Explanation:
1. Using children's languages values their identity.
2. This makes every child feel secure and accepted, as NCF 2005 advises.

Teacher's Note:
1. Children learn at different paces, so (b) is wrong.
2. Multilingualism is a resource, not a problem.

Question 17: The major aim of teaching poetry is
(a) vocabulary development.
(b) enjoyment and appreciation.
(c) development of grammar.
(d) making learners become poets.
Show Answer & Explanation

Answer: (b) enjoyment and appreciation.

Explanation:
1. Poetry aims to give aesthetic pleasure and appreciation.
2. Vocabulary and grammar are secondary gains.

Teacher's Note:
1. The aim is not to make poets.
2. Keep poetry lessons joyful.

Question 18: While drafting a notice, students may be instructed to use ______ language.
(a) direct
(b) intrigue
(c) descriptive
(d) elaborate
Show Answer & Explanation

Answer: (a) direct

Explanation:
1. A notice must be short and clear.
2. So direct language is used.

Teacher's Note:
1. Notices give brief, precise information.
2. Avoid long descriptions.

Question 19: Students who do not have the opportunities to use the target language outside the classroom, demonstrate much lower levels of language competency. This can be overcome by
(a) conducting tests periodically to motivate them to learn
(b) giving them a set of commonly used sentences and vocabulary which they are expected to use
(c) setting separate tasks which are easier, with more time to complete them
(d) engaging them in specific language-focused tasks which are indirectly monitored by their group leaders
Show Answer & Explanation

Answer: (d) engaging them in specific language-focused tasks which are indirectly monitored by their group leaders

Explanation:
1. Learners need real use of the language.
2. Language-focused group tasks give practice with peer support.

Teacher's Note:
1. Practice, not testing, builds competence.
2. Peer monitoring lowers anxiety.

Question 20: A Hindi-speaking teacher gets posted in a primary school which is situated in a remote area of Rajasthan. Since she does not know the local language, she faces lots of problems. She should
(a) try to get a posting to a Hindi speaking area
(b) focus on the textbook as a source of standard Hindi
(c) use the child's language as a resource while teaching
(d) encourage the community to learn standard Hindi
Show Answer & Explanation

Answer: (c) use the child's language as a resource while teaching

Explanation:
1. NCF 2005 advises treating the home language as a resource.
2. The teacher should draw on the child's language while teaching.

Teacher's Note:
1. Do not impose a standard language.
2. Learn from the children and community.

Question 21: If a student is making pronunciation errors, the best way to help him/her is to
(a) provide him/her with correct pronunciation without any humiliation
(b) call his/her parents and complain
(c) scold him/her in class for incorrect pronunciation
(d) mock at him/her in class for incorrect pronunciation
Show Answer & Explanation

Answer: (a) provide him/her with correct pronunciation without any humiliation

Explanation:
1. Errors are part of learning.
2. Gentle modelling of the correct form helps without harming confidence.

Teacher's Note:
1. Never humiliate a learner.
2. Positive correction builds confidence.

Question 22: Constructivism in language learning focuses on
(a) the dominant role of the teacher in the classroom
(b) engaging learners in exploring new knowledge
(c) the role of imitation
(d) memorising grammar rules
Show Answer & Explanation

Answer: (b) engaging learners in exploring new knowledge

Explanation:
1. Constructivism says learners build knowledge actively.
2. So learners explore new knowledge.

Teacher's Note:
1. Teacher is a facilitator.
2. Imitation and rote belong to behaviourism.

Question 23: Which one of the following is not true in relation to the use of children's literature?
(a) It makes them understand and respect diverse cultures
(b) Their reading proficiency deteriorates and gets worse
(c) It helps in developing learners' imagination
(d) It broadens their mental horizon
Show Answer & Explanation

Answer: (b) Their reading proficiency deteriorates and gets worse

Explanation:
1. Children's literature improves reading, imagination and cultural awareness.
2. Saying proficiency worsens is false.

Teacher's Note:
1. Read the 'not true' stem carefully.
2. Literature builds reading habits.

Question 24: Under Constructivist Approach to language learning, learners are encouraged to
(a) discover the rules of grammar from examples
(b) avoid errors completely
(c) practise language drills mechanically
(d) learn the grammar rules by rote
Show Answer & Explanation

Answer: (a) discover the rules of grammar from examples

Explanation:
1. Constructivism favours discovery.
2. Learners infer grammar rules from examples.

Teacher's Note:
1. This is the inductive way of teaching grammar.
2. Errors are seen as learning steps.

Question 25: Retrieval skills in writing are
(a) organising information while reading/listening
(b) note making and note taking
(c) diagramming and summarising
(d) abilities to do extensive reference work
Show Answer & Explanation

Answer: (c) diagramming and summarising

Explanation:
1. Retrieval skills involve bringing back and condensing information from stored or read material.
2. Diagramming and summarising fit this per the key.

Teacher's Note:
1. Source key accepted; the term is not standard so treat with care.
2. Summarising is a typical retrieval skill.

Question 26: The bottom up model of curriculum is one where
(a) a need-based distance education with indirect influence on students
(b) learning is based on a set of software to make curriculum more learner friendly
(c) the curriculum allows freedom for student mobility with increased choice of curricular activity and encourages learning by doing
(d) the learning process is geared towards career orientation
Show Answer & Explanation

Answer: (c) the curriculum allows freedom for student mobility with increased choice of curricular activity and encourages learning by doing

Explanation:
1. A bottom-up curriculum starts from learners' needs and experience.
2. It gives freedom of choice and learning by doing.

Teacher's Note:
1. Top-down is imposed from authorities.
2. Bottom-up is learner centred.

Question 27: Story telling and listening to stories play an important role because stories
(a) help the teacher to maintain classroom discipline
(b) help to teach and learn new and difficult words
(c) use many structures of grammar and help children to learn them
(d) present language as a whole
Show Answer & Explanation

Answer: (d) present language as a whole

Explanation:
1. Stories show language in a complete, meaningful context.
2. Hence they present language as a whole.

Teacher's Note:
1. Whole language is a key idea in language teaching.
2. Avoid teaching items in isolation.

Question 28: A teacher of class V wishes to teach a complex language structure from the syllabus. She should
(a) use a grammar game with a focus on this complex structure
(b) ask students to memorise the rules
(c) not teach the complex structure and avoid it
(d) focus on listening-speaking practice instead of teaching grammar
Show Answer & Explanation

Answer: (a) use a grammar game with a focus on this complex structure

Explanation:
1. Young learners learn best through play.
2. A grammar game focuses on the structure in an enjoyable way.

Teacher's Note:
1. Rote rules are ineffective.
2. Never skip syllabus content.

Question 29: According to National Curriculum Framework, 2005, 'English in India is a ______ in a multilingual country.'
(a) an associate language
(b) a first language
(c) a foreign language
(d) a global language
Show Answer & Explanation

Answer: (d) a global language

Explanation:
1. NCF 2005 says English in India is a global language in a multilingual country.
2. It is not a foreign or first language.

Teacher's Note:
1. The position paper stresses a multilingual view.
2. English is a window to the world.

Question 30: The Right of Children to Free and Compulsory Education Act, 2009 has included all round development of the child as one of the aims of education because
(a) it nurtures the physical, mental and emotional aspects of the child
(b) it ensures that every child is a part of a workforce
(c) every child grows rapidly between six to fourteen years
(d) proper health care is essential
Show Answer & Explanation

Answer: (a) it nurtures the physical, mental and emotional aspects of the child

Explanation:
1. All-round development covers physical, mental and emotional growth.
2. That is why it is an aim of education.

Teacher's Note:
1. Education is not only for jobs.
2. Think of the whole child.

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