Download CTET MCQs for CTET : English
Review structured MCQ sets for CTET English. Built according to official CTET guidelines, these downloadable questions support daily revision and core concept reinforcement.
Chapter-wise Objective Questions: English
Access the complete set of multiple-choice questions for English below. This focused format allows students to isolate specific topics for thorough review and uninterrupted practice alongside official CTET textbooks.
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
(a) listening skills
(b) speaking skills
(c) reading skills
(d) writing skills
Show Answer & Explanation
Answer: (d) writing skills
Explanation:
1. Brainstorm, draft, edit and revise are the stages of process writing.
2. So it reflects writing skills.
Teacher's Note:
1. Remember the process-writing stages.
2. Drafting and editing are writing terms.
(a) the minimal disruption of school schedule
(b) how easy it is to learn/use the item
(c) how easy it is to teach the concept
(d) the frequency and range of use of the items
Show Answer & Explanation
Answer: (d) the frequency and range of use of the items
Explanation:
1. Syllabus selection uses frequency and range of items.
2. Ease and scheduling are not main criteria.
Teacher's Note:
1. Frequency and range are standard selection criteria.
2. Teachability is secondary.
(a) is used as the basis for discussing grammatical concepts
(b) involves periodic revision work by the teacher and students
(c) involves mostly self-study by students, using certain guidelines
(d) is practised in situations familiar to students
Show Answer & Explanation
Answer: (d) is practised in situations familiar to students
Explanation:
1. Familiar situations give meaning and context.
2. This makes acquisition more effective.
Teacher's Note:
1. Context aids learning.
2. Use real life situations.
(a) gives them ample opportunities to learn
(b) gives them useful information
(c) explains concepts and principles
(d) gives printed notes to students
Show Answer & Explanation
Answer: (a) gives them ample opportunities to learn
Explanation:
1. A good teacher is a facilitator.
2. She gives learners ample opportunities to learn.
Teacher's Note:
1. Constructivist view: teacher facilitates.
2. Information alone is not enough.
(a) To appreciate and enjoy the poem
(b) To give their opinions about the poem
(c) To become aware of the poet and her work
(d) To know the historical background of the poem
Show Answer & Explanation
Answer: (a) To appreciate and enjoy the poem
Explanation:
1. Recitation brings out rhythm and sound.
2. Its main purpose is appreciation and enjoyment.
Teacher's Note:
1. Poetry is for pleasure.
2. Background is secondary.
(a) A piece of work which enables learners to do an activity
(b) A piece of work for the parents to do their children's homework
(c) A piece of activity for teachers to do in the classroom
(d) A piece of work which exposes learners to language
Show Answer & Explanation
Answer: (a) A piece of work which enables learners to do an activity
Explanation:
1. A task is a goal-oriented piece of work learners do using language.
2. It enables them to carry out an activity.
Teacher's Note:
1. Tasks focus on meaning and outcome.
2. Learners, not teachers, do the task.
(a) homonym
(b) homophone
(c) antonym
(d) synonym
Show Answer & Explanation
Answer: (a) homonym
Explanation:
1. Same spelling and sound with different meaning is a homonym.
2. A homophone differs in spelling.
Teacher's Note:
1. Example: bank (river) and bank (money).
2. Homophones: write and right.
(a) give qualitative feedback about the child
(b) share the incidents recorded in the anecdotes
(c) compare their child with other children
(d) compare the current performance of the child with her previous performance
Show Answer & Explanation
Answer: (c) compare their child with other children
Explanation:
1. Comparing a child with others is discouraged under CCE.
2. The other options are good practice.
Teacher's Note:
1. Compare a child only with her own progress.
2. Avoid labelling.
(a) memory test
(b) diagnostic test
(c) placement test
(d) achievement test
Show Answer & Explanation
Answer: (b) diagnostic test
Explanation:
1. Remedial teaching depends on identifying weaknesses.
2. This is the purpose of a diagnostic test.
Teacher's Note:
1. Achievement tests measure what was learned.
2. Placement tests assign levels.
(a) presents an information gap activity such as giving directions
(b) presents input to separate groups of students who gather again to share it
(c) is listening to a good commentary to review it
(d) enables students to discuss a set of criteria that they prioritise to complete and present a task.
Show Answer & Explanation
Answer: (a) presents an information gap activity such as giving directions
Explanation:
1. An information gap activity such as giving directions needs learners to listen to get missing information.
2. So it acts as a listening stimulus, per the key.
Teacher's Note:
1. Other options describe jigsaw and ranking tasks.
2. Source key accepted.
(a) It consists of context-based relevant material for children such as pictures, rhymes, stories etc.
(b) Once the material is pasted on walls, it should not be removed for the whole session.
(c) Pictures / posters give children an opportunity to talk about things, persons and happenings.
(d) Encourage children to create their own poems, posters, stories etc. and display them in the class.
Show Answer & Explanation
Answer: (b) Once the material is pasted on walls, it should not be removed for the whole session.
Explanation:
1. A print-rich environment should be dynamic.
2. Material needs regular change, so (b) is incorrect.
Teacher's Note:
1. Display children's own work.
2. Change displays regularly.
(a) Eclectic approach
(b) Bottom-up approach
(c) Top down approach
(d) Language across curriculum approach
Show Answer & Explanation
Answer: (c) Top down approach
Explanation:
1. Starting with whole meaningful text and ending with letters moves from whole to parts.
2. That is the top-down approach.
Teacher's Note:
1. Bottom-up starts with letters.
2. Top-down starts with meaning.
(a) Relevant content, style and word limit
(b) Use of quotations, style and visual appeal
(c) Creativity, relevant content and visual appeal
(d) Creativity, fonts and visual appeal
Show Answer & Explanation
Answer: (c) Creativity, relevant content and visual appeal
Explanation:
1. A poster is judged on idea, message and look.
2. Creativity, relevant content and visual appeal cover these.
Teacher's Note:
1. Word limit and quotations are minor.
2. Choose broad criteria.
(a) speak in the target language
(b) read more books written in the target language
(c) write more in the target language
(d) watch more related bilingual films
Show Answer & Explanation
Answer: (b) read more books written in the target language
Explanation:
1. Academic forms appear in written texts.
2. Wide reading exposes learners to them.
Teacher's Note:
1. Reading gives exposure to formal register.
2. Speech tends to be informal.
(a) using methods and strategies to motivate and make learning more challenging in the class
(b) taking the help of an academic counselor who will address the class
(c) identifying the students who are 'unmotivated' and taking a special class for them
(d) encouraging learners to take their own time to complete assignments
Show Answer & Explanation
Answer: (a) using methods and strategies to motivate and make learning more challenging in the class
Explanation:
1. Motivation comes from engaging methods and suitable challenge.
2. The teacher should use such strategies in class.
Teacher's Note:
1. Avoid labelling learners.
2. Teacher-led strategies work best.
(a) Students underline difficult words from a text and make sentences with them
(b) Students learn to use the context to guess the meaning of new words
(c) Students memorise extensive word-lists of synonyms and antonyms
(d) Students consult a dictionary whenever they come across a new word
Show Answer & Explanation
Answer: (b) Students learn to use the context to guess the meaning of new words
Explanation:
1. Using context to guess meaning builds vocabulary in a meaningful way.
2. It also supports fluent reading.
Teacher's Note:
1. Avoid rote word lists.
2. Dictionary use at every new word breaks reading flow.
(a) speaking
(b) listening
(c) writing
(d) reading
Show Answer & Explanation
Answer: (c) writing
Explanation:
1. Young children make random marks before real letters.
2. This is the scribbling stage of writing.
Teacher's Note:
1. Emergent writing begins with scribbles.
2. Accept it as early writing.
(a) using English in different situations of life
(b) speaking English in British accent
(c) scoring good marks in the exams
(d) knowing the grammar of English
Show Answer & Explanation
Answer: (a) using English in different situations of life
Explanation:
1. Primary English aims at functional communication.
2. Learners should use it in real situations.
Teacher's Note:
1. Accent, marks and grammar are not the main aim.
2. Focus on use.
(a) the structural accuracy of the sentences
(b) correct pronunciation of words
(c) linguistic competence plus an ability to use the language appropriately
(d) the practice of selected and graded structure patterns
Show Answer & Explanation
Answer: (c) linguistic competence plus an ability to use the language appropriately
Explanation:
1. Communicative competence includes knowing the language and using it appropriately.
2. So (c) is correct.
Teacher's Note:
1. Hymes introduced communicative competence.
2. Structure drills belong to the structural approach.
(a) take their help during examinations
(b) make the learners realise the difficulties faced by teachers in preparing question papers
(c) enhance the learners' analytical and critical thinking
(d) train the learners as good question paper setters
Show Answer & Explanation
Answer: (c) enhance the learners' analytical and critical thinking
Explanation:
1. Framing questions needs understanding and analysis.
2. So it builds analytical and critical thinking.
Teacher's Note:
1. Higher-order thinking is the aim.
2. Question-making is a good strategy.
(a) use learnt structures to communicate with one another about a given theme
(b) think consciously about the structures they have learnt
(c) collaborate in completing a given activity
(d) engage and feel about human relationships while the teacher controls the structures
Show Answer & Explanation
Answer: (a) use learnt structures to communicate with one another about a given theme
Explanation:
1. Per the source key, these games get learners to use learnt structures to communicate about a theme.
2. The structures become noticeable through use.
Teacher's Note:
1. Doubtful: (b) also sounds plausible; source key retained.
2. Games make grammar meaningful.
(a) process where sequence is taught along with how to present the related contents
(b) mastery of academic disciplines with all their characteristic features
(c) application of learnt structure, content, concepts, and principles to new situations
(d) processes that enable students to discover structures for themselves
Show Answer & Explanation
Answer: (d) processes that enable students to discover structures for themselves
Explanation:
1. The humanistic approach values learner autonomy and self-discovery.
2. So it enables students to discover structures for themselves.
Teacher's Note:
1. Learner-centred and self-directed.
2. Rogers and Maslow are linked to humanism.
(a) Formulation of objectives, assessment of needs, evaluation, selection of texts/learning experiences
(b) Formulation of objectives, assessment of needs, selection of texts/learning experiences, evaluation
(c) Selection of texts/learning experiences, assessment of needs, formulation of objectives, evaluation
(d) Assessment of needs, formulation of objectives, selection of texts/learning experiences, evaluation
Show Answer & Explanation
Answer: (d) Assessment of needs, formulation of objectives, selection of texts/learning experiences, evaluation
Explanation:
1. First assess needs, then set objectives.
2. Then select content and experiences, and finally evaluate.
Teacher's Note:
1. This follows Taba's model.
2. Needs always come first.
(a) imitate the language spoken by adults
(b) learn second language easily
(c) communicate actively in second language
(d) generate grammar rules
Show Answer & Explanation
Answer: (d) generate grammar rules
Explanation:
1. LAD is an innate faculty.
2. It lets children work out the rules of grammar from input.
Teacher's Note:
1. Chomsky rejects imitation theory.
2. LAD concerns the first language.
(a) Deductive approach
(b) Constructivist approach
(c) Structural approach
(d) Natural approach
Show Answer & Explanation
Answer: (b) Constructivist approach
Explanation:
1. Learners plan and create while the teacher facilitates.
2. This is the constructivist approach.
Teacher's Note:
1. Teacher as facilitator is the cue.
2. Learners construct knowledge.
(a) provide the learners enough opportunities to relax in a language classroom
(b) have the sole aim of introducing variety in a language classroom
(c) enable the already over-worked teacher to preserve her energy thereby becoming more effective
(d) afford the learners opportunities to use the language in a focused manner for real-life interaction
Show Answer & Explanation
Answer: (d) afford the learners opportunities to use the language in a focused manner for real-life interaction
Explanation:
1. Different groupings give varied practice.
2. They offer focused language use for real-life interaction.
Teacher's Note:
1. Variety is not the sole aim.
2. Interaction builds communication.
(a) giving the learners a lot of assignments and projects that will lead to much practice
(b) correcting every mistake a learner makes and giving the relevant rule of grammar as immediate feedback
(c) giving extensive language drills in which learners practice language items mechanically
(d) enabling them to see the relationship between the prior knowledge and the new knowledge
Show Answer & Explanation
Answer: (d) enabling them to see the relationship between the prior knowledge and the new knowledge
Explanation:
1. Constructivism builds new knowledge on prior knowledge.
2. So linking the two is the way.
Teacher's Note:
1. Drills and constant correction are behaviourist.
2. Connect to what learners know.
(a) an information transfer activity
(b) a role play
(c) an information gap activity
(d) a controlled interview
Show Answer & Explanation
Answer: (c) an information gap activity
Explanation:
1. Each partner holds information the other lacks and they ask questions to fill the gaps.
2. That is an information gap activity.
Teacher's Note:
1. Information transfer means converting information from one form to another.
2. Pair worksheets with missing details are gap tasks.
(a) a teacher or learner can never fully master any discipline
(b) students pay attention during informal discussion
(c) a teacher's socio-economic level may differ widely from the students'
(d) students possess different abilities, personalities and come from a variety of backgrounds
Show Answer & Explanation
Answer: (d) students possess different abilities, personalities and come from a variety of backgrounds
Explanation:
1. Learners differ in ability, personality and background.
2. So each learns something different from the same teaching.
Teacher's Note:
1. Individual differences matter.
2. Plan for diversity.
(a) understanding, and responding in a paragraph, to literary works
(b) using appropriate volume, clarity and gestures in individual or group situations
(c) spelling common, frequently used words correctly
(d) listening actively and responding to others in small and large group situations
Show Answer & Explanation
Answer: (b) using appropriate volume, clarity and gestures in individual or group situations
Explanation:
1. Volume, clarity and gestures relate to delivery in speaking.
2. Other options are reading, writing or listening skills.
Teacher's Note:
1. Match each option to its skill.
2. Spelling is writing.
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Practice MCQs for CTET English
Download Multiple Choice Questions: English (CTET )
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Concept Clarification for English
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FAQs
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By solving our CTET English MCQs with Answers Set 04, CTET students can improve their accuracy and speed which is important as objective questions provide a chance to secure 100% marks in the .
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