CTET English MCQs with Answers Set 06

Answer: (b) Action research

Explanation:
1. A teacher studies a classroom problem, finds causes and plans remedies.
2. This is the cycle of action research.
3. It is done by the practitioner in her own classroom.

Teacher's Note:
1. Action research: identify problem, plan, act, reflect.
2. It aims at improving one's own practice.

Answer: (d) Total Physical Response

Explanation:
1. In Total Physical Response (TPR) learners respond to commands with physical action.
2. The method was developed by James Asher.
3. No spoken response is required at first.

Teacher's Note:
1. TPR links language to movement and suits beginners.
2. Think of 'Simon says' type commands.

Answer: (a) Writing

Explanation:
1. Flower and Hayes proposed a cognitive process model of writing.
2. They saw writing as a problem-solving activity in which the writer sets goals and solves rhetorical problems.
3. So the skill is writing.

Teacher's Note:
1. Their model includes planning, translating and reviewing.
2. Remember: Flower and Hayes = writing process.

Answer: (a) advanced writing

Explanation:
1. Writing instruction is staged from controlled to guided to free writing.
2. The final, most independent stage goes beyond these as advanced writing.
3. So advanced writing is the last among the options.

Teacher's Note:
1. Stages move from teacher control toward learner independence.
2. This question is ambiguous in the sources; the given key is kept.

Answer: (c) Language immersion

Explanation:
1. In language immersion learners are surrounded by the target language through listening and speaking.
2. Printed text is not the main means of learning.
3. Grammar-translation depends heavily on text.

Teacher's Note:
1. Immersion programmes teach through the language, not about it.
2. Check which option avoids text entirely.

Answer: (c) Local

Explanation:
1. Local comprehension means understanding specific details in the text.
2. Global comprehension means grasping the overall idea.
3. Inferential means reading between the lines.

Teacher's Note:
1. Local = details; global = gist.
2. Scanning for a fact is a local task.

Answer: (c) Asking closed ended questions.

Explanation:
1. Patient listening, chances to express and discussions all promote talk.
2. Closed questions invite one-word answers.
3. So they help least.

Teacher's Note:
1. Open-ended questions draw out extended speech.
2. Closed questions suit quick checking, not fluency.

Answer: (c) memorise the answers to the questions.

Explanation:
1. Textual exercises aim at creativity, self-expression and language exposure.
2. Rote memorisation of answers is contrary to this aim.
3. So option (c) is what they are not meant for.

Teacher's Note:
1. Constructivist classrooms discourage rote learning.
2. Read 'not to' carefully in such questions.

Answer: (a) critical

Explanation:
1. The listener is judging whether the speaker is sincere.
2. Evaluating and judging what is heard is critical listening.
3. Comprehension listening only seeks to understand.

Teacher's Note:
1. Critical listening = evaluate and judge.
2. Sympathetic listening offers emotional support.

Answer: (c) appropriate challenges based on the syllabus, in a secure environment, opportunities for all students to explore ideas and gain mastery

Explanation:
1. A diverse class needs inclusive practice.
2. Appropriate challenge in a secure environment lets every learner explore and gain mastery.
3. The other options dilute content or rely on notes and worksheets.

Teacher's Note:
1. Inclusive teaching keeps high expectations for all with support.
2. Avoid options that simplify away learning.

Answer: (c) their learnability, coverage and teachability

Explanation:
1. Selection of language items follows principles of learnability, coverage and teachability.
2. Worksheets and rules are not selection criteria.
3. Everyday vocabulary is only part of coverage.

Teacher's Note:
1. Remember the trio: frequency or coverage, learnability, teachability.
2. These apply to syllabus design.

Answer: (d) Inferential reading

Explanation:
1. The remark is not stated in the text.
2. The student infers the community's hardship from what was read.
3. That is inferential reading.

Teacher's Note:
1. Inference = reading between the lines.
2. Metacognition would be thinking about one's own understanding.

Answer: (a) there is a discontinuity between her home environment and the school curriculum

Explanation:
1. Rani's experience in Delhi differs from the Assamese context of the topic.
2. The problem is a mismatch between home background and the curriculum.
3. Blaming the child or her background is a deficit view.

Teacher's Note:
1. NCF 2005 asks that curriculum connect to the child's context.
2. Avoid deficit explanations of learner difficulty.

Answer: (b) Top-down approach

Explanation:
1. The book moves from whole texts to smaller units like letters.
2. Going from whole to part is the top-down approach.
3. Bottom-up starts with letters and sounds.

Teacher's Note:
1. Top-down = meaning first; bottom-up = parts first.
2. Whole-language ideas are top-down.

Answer: (c) It promotes whole language approach

Explanation:
1. Stories give language in complete, meaningful context.
2. This supports the whole language approach, integrating all skills.
3. The other options are narrower benefits.

Teacher's Note:
1. Whole language treats language as a meaningful whole.
2. Stories combine listening, speaking, reading and writing.

Answer: (c) supplements teaching-learning process

Explanation:
1. TLM is meant to support and enrich teaching.
2. Its basic role is to supplement the teaching-learning process.
3. Cost and home preparation are side points.

Teacher's Note:
1. Aids support the teacher; they do not replace teaching.
2. Choose the option stating the core function.

Answer: (c) It should be based on the guiding principles of curriculum and syllabus

Explanation:
1. A textbook is a tool to achieve curricular aims.
2. It must follow the guiding principles of curriculum and syllabus.
3. The other options are not essential.

Teacher's Note:
1. Curriculum alignment is the first test of a textbook.
2. Avoid absolute statements like 'no difficult words'.

Answer: (d) motivate and energise the learners

Explanation:
1. A warm-up activity creates interest.
2. It readies learners for the lesson.
3. So it motivates and energises them.

Teacher's Note:
1. Warm-ups are part of lesson planning.
2. Reject options that show a negative purpose.

Answer: (d) short and to the point

Explanation:
1. An introduction should create interest and prepare learners briefly.
2. It should not give away what they can discover or explain the whole text.
3. So it should be short and to the point.

Teacher's Note:
1. Leave discovery to the learner.
2. Over-explaining before reading removes the purpose of reading.

Answer: (b) using symbols and abbreviations instead of words

Explanation:
1. Note-taking must be quick and brief.
2. Symbols and abbreviations save time and space.
3. Copying or elaborate writing defeats the purpose.

Teacher's Note:
1. Notes are a personal record, not full sentences.
2. Selecting key points is the other main skill.

Answer: (d) All of the above

Explanation:
1. Chomsky argued language is innate.
2. Universal patterns, similar timing and fast effortless acquisition all support this.
3. So all of the above.

Teacher's Note:
1. These are standard evidences for nativism.
2. The 'poverty of the stimulus' is another argument.

Answer: (b) Official Language Act, Article-343

Explanation:
1. Article 343 deals with the official language of the Union.
2. The Official Languages Act, 1963 allowed English to continue as an associate official language.
3. The other options are not acts.

Teacher's Note:
1. NCF and the Three Language Formula are policy documents.
2. Remember: Official Languages Act 1963.

Answer: (d) Participating in role-plays on any one of their favourite scenes

Explanation:
1. Oral language grows through meaningful, interactive speaking.
2. Role-plays let learners use language in context.
3. The other options are mechanical repetition.

Teacher's Note:
1. Prefer interactive tasks over rote repetition.
2. Role-play builds fluency and confidence.

Answer: (a) know the gaps in learners' understanding

Explanation:
1. A diagnostic test finds strengths and weaknesses.
2. It shows the gaps in learning.
3. The teacher can then plan remedial teaching.

Teacher's Note:
1. Diagnose first, then remediate.
2. It is not meant for grading or reporting.

Answer: (a) enabling activities with a focus on conversation skills leading to communicative competence

Explanation:
1. Speaking improves with purposeful conversation activities.
2. These lead to communicative competence.
3. The other options are vague or not focused on English speech.

Teacher's Note:
1. Communicative competence is the goal of speaking tasks.
2. Pick the option that is specific to speaking skill.

Answer: (a) through activities in a child-friendly manner

Explanation:
1. The RTE Act 2009 calls for child-friendly, child-centred learning.
2. It stresses activity-based learning and no fear or stress.
3. It does not promote extra coaching or frequent testing.

Teacher's Note:
1. RTE also supports continuous and comprehensive evaluation.
2. It prohibits physical punishment and mental harassment.

Answer: (d) Make Ria understand the meaning and sound pattern and get the class as a whole to listen to these words through an audio-visual medium

Explanation:
1. Humiliation and mere repetition are poor practice.
2. Meaning and sound pattern with audio-visual support teach pronunciation in an engaging, supportive way.
3. So option (d) is best.

Teacher's Note:
1. Never humiliate a learner.
2. Pronunciation improves through listening to good models.

Answer: (d) appropriate gestures

Explanation:
1. Decorum means behaving in a suitable, proper manner.
2. In speaking this covers appropriate gestures and manner.
3. Grammar, loudness and style are different aspects.

Teacher's Note:
1. Decorum concerns propriety and etiquette.
2. Body language is part of speaking.

Answer: (c) recognise words to understand their meanings

Explanation:
1. Decoding is translating written symbols into sounds and words.
2. This lets the reader recognise words and get their meanings.
3. Skimming for gist is a different strategy.

Teacher's Note:
1. Decoding is a basic reading skill; comprehension builds on it.
2. Do not confuse decoding with skimming.

Answer: (a) with the larger goals and processes of Educational Programmes

Explanation:
1. NCF 2005 wants technology woven into the larger goals and processes of education.
2. It should not be an add-on.
3. So option (a) matches.

Teacher's Note:
1. Technology is a means, not an end.
2. Reject 'add-on' statements.