CTET English MCQs with Answers Set 07

Answer: (d) Students tell their version of a story based on some hints and apply it to a problem-solving situation

Explanation:
1. Speaking is best practised through oral, interactive tasks.
2. Telling a story from hints is open, spontaneous speaking.
3. The others rely on writing, reading or formal reporting.

Teacher's Note:
1. Choose the activity with the most learner talk.
2. Hints support but do not script the speech.

Answer: (c) bilingual technique

Explanation:
1. Cues in the first language for second-language activities are a bilingual technique.
2. Learners respond in the target language using the structure.
3. The other options do not fit.

Teacher's Note:
1. Bilingual technique uses L1 as a support in L2 teaching.
2. This differs from the Direct method.

Answer: (b) learning styles

Explanation:
1. Visual, auditory and tactile are learning styles.
2. Multimedia gives each style suitable material.
3. So it caters to learning styles.

Teacher's Note:
1. Match the clue words to the VAK learning styles.
2. Learning styles are not disabilities.

Answer: (b) Dysgraphia

Explanation:
1. Dysgraphia is a learning disability affecting writing and handwriting.
2. Dyscalculia affects mathematics.
3. Dysphasia and aphasia affect speech and language.

Teacher's Note:
1. Graph- in dysgraphia relates to writing.
2. Dyslexia: reading; dyscalculia: maths.

Answer: (c) theoretical knowledge of a language

Explanation:
1. Speaking needs pronunciation, cultural conventions and grammar.
2. Theoretical knowledge about the language is not needed for speaking.
3. So (c) is the exception.

Teacher's Note:
1. Knowing about a language differs from using it.
2. Read 'does not involve' carefully.

Answer: (b) learners' previous knowledge in constructing their new knowledge using authentic tasks

Explanation:
1. Constructivism says learners build new knowledge on prior knowledge.
2. Authentic tasks support this construction.
3. The other options are transmission-based.

Teacher's Note:
1. Knowledge is constructed, not transmitted.
2. Prior knowledge is the starting point.

Answer: (b) Total physical response

Explanation:
1. Learners carry out the teacher's commands with actions.
2. This is Total Physical Response.
3. The other methods do not rely on physical response to commands.

Teacher's Note:
1. TPR uses commands and movement.
2. It suits young beginners.

Answer: (c) Dictionary

Explanation:
1. Travelogues, one-act plays and memoirs are literary forms.
2. A dictionary is a reference work.
3. So it is not literature.

Teacher's Note:
1. Literature is imaginative or creative writing.
2. Reference works inform; they do not narrate.

Answer: (d) Language games provide competitive environment to the learners to win the game by any means

Explanation:
1. Language games give context, reduce stress and include shy learners.
2. Winning by any means promotes unfair play.
3. So (d) is not appropriate.

Teacher's Note:
1. Games should aim at language use, not winning at all costs.
2. Read for extreme phrases like 'by any means'.

Answer: (b) And

Explanation:
1. Function words have grammatical roles.
2. 'And' is a conjunction.
3. The other words are content words.

Teacher's Note:
1. Conjunctions, prepositions and articles are function words.
2. Nouns, verbs and adjectives are content words.

Answer: (b) letters-words-phrases-sentences

Explanation:
1. The alphabetic method starts from letters.
2. It proceeds to words, then phrases, then sentences.
3. This matches option (b).

Teacher's Note:
1. It is a bottom-up method.
2. It starts from the smallest unit, the letter.

Answer: (a) find out deficiencies of the students with a view to planning remedies.

Explanation:
1. Diagnostic tests locate weaknesses.
2. Findings guide remedial teaching.
3. Aptitude and proficiency tests serve other purposes.

Teacher's Note:
1. Diagnosis is followed by remediation.
2. Placement and proficiency tests are different.

Answer: (b) Guided writing

Explanation:
1. In guided writing the teacher supports learners step by step.
2. Feedback and direction are given continuously.
3. Free writing has little teacher control.

Teacher's Note:
1. Controlled, guided, free is the usual sequence.
2. Guided writing is the middle stage.

Answer: (b) it is an authentic material covering various genres.

Explanation:
1. Literature is authentic language in many genres.
2. This exposes learners to rich language use.
3. Worksheets, teacher abilities and only vocabulary are not the main point.

Teacher's Note:
1. Authentic material is a key advantage of literature.
2. 'Only' in an option usually makes it wrong.

Answer: (a) comprehend

Explanation:
1. This is a cloze exercise.
2. Choosing suitable words needs understanding of the passage.
3. So it assesses comprehension.

Teacher's Note:
1. Cloze tests assess reading comprehension and language sense.
2. Spelling is only a side check.

Answer: (a) students pursue their own lines of enquiry

Explanation:
1. If children do most of the acquiring, learners should be active.
2. Classrooms should let them pursue their own enquiry.
3. The teacher facilitates rather than controls.

Teacher's Note:
1. Learner-centred teaching treats children as active constructors.
2. The statement stresses learner agency.

Answer: (a) correlate with assessment and achievement

Explanation:
1. Textbook learning should connect with what is assessed and achieved.
2. This links teaching, assessment and outcomes.
3. Cost and sparing use are not about gaining skills.

Teacher's Note:
1. Alignment of teaching, material and assessment matters.
2. This question is weakly worded; the given key is kept.

Answer: (b) dyslexia

Explanation:
1. Dyslexia is a specific learning disability in reading.
2. Aphasia is acquired language loss; autism is a developmental disorder of social communication.
3. 'Impairment' is a general term.

Teacher's Note:
1. Dyslexia affects decoding and spelling.
2. Remember: dys-lexia, trouble with words.

Answer: (d) Negotiating turn taking with a peer during free play

Explanation:
1. BICS is everyday, social, context-supported language (Cummins).
2. Negotiating turns in free play is such language.
3. The other options are academic language (CALP).

Teacher's Note:
1. BICS = playground language; CALP = classroom academic language.
2. BICS develops in about 1-2 years, CALP in 5-7.

Answer: (a) Passive vocabulary should be learnt by heart

Explanation:
1. Good vocabulary teaching links words with context and prior knowledge.
2. Learning by heart is rote memorisation.
3. So (a) is not appropriate.

Teacher's Note:
1. Words are learnt in context, not by rote.
2. Connect new words to the learner's world.

Answer: (c) Inductive method

Explanation:
1. Learners first see examples.
2. The rule is stated afterwards.
3. Going from examples to the rule is the inductive method.

Teacher's Note:
1. Inductive: examples then rule; deductive: rule then examples.
2. Inductive teaching suits young learners.

Answer: (b) improve their reading skill

Explanation:
1. Dictation builds concentration, spelling and listening.
2. It does not directly develop reading.
3. So (b) is correct.

Teacher's Note:
1. Dictation integrates listening and writing.
2. Read 'does not' carefully.

Answer: (a) points out the error in general and lets the student try to correct himself first.

Explanation:
1. Self-correction builds awareness.
2. Pointing out the error generally invites the learner to try first.
3. Immediate direct correction interrupts fluency and confidence.

Teacher's Note:
1. Prefer indirect, supportive correction.
2. Do not ignore errors, and do not embarrass the learner.

Answer: (c) is a rich resource for promoting multilingualism.

Explanation:
1. Labels in many languages expose learners to different languages.
2. This values every language in the room.
3. So the classroom is a rich resource for multilingualism.

Teacher's Note:
1. NCF 2005 treats multilingualism as a resource.
2. A print-rich, multilingual environment helps all learners.

Answer: (a) to help learners to understand and analyse the pictures.

Explanation:
1. Reading a picture book means reading the pictures.
2. Learners understand and analyse them.
3. Drawing and fun are not the meaning of reading.

Teacher's Note:
1. Picture reading builds visual literacy and prediction.
2. Pictures carry story meaning.

Answer: (b) communicative approach

Explanation:
1. The communicative approach uses authentic, interactive tasks.
2. Learners talk and take part actively.
3. Other methods are teacher-controlled.

Teacher's Note:
1. CLT focuses on meaningful communication.
2. Authentic tasks are its hallmark.

Answer: (b) by making the learners listen to nursery rhymes and recite them effectively

Explanation:
1. Rhythm and intonation are learnt by hearing and saying.
2. Nursery rhymes give natural practice.
3. Copying and rules do not train the ear.

Teacher's Note:
1. Young learners learn sound patterns through listening and recital.
2. Avoid theory-based options for children.

Answer: (b) to improve pronunciation and accuracy

Explanation:
1. Oral drills involve repetition of forms.
2. This gives practice in pronunciation and accuracy.
3. Fluency and comprehension need other tasks.

Teacher's Note:
1. Drills target accuracy, not free expression.
2. Distinguish accuracy practice from fluency practice.

Answer: (d) it helps learners associate words with objects they see in real life

Explanation:
1. Real objects link words with real things.
2. This builds meaning through association.
3. The other options are false or too absolute.

Teacher's Note:
1. Concrete before abstract for young learners.
2. Avoid 'only' in options.

Answer: (a) practice by collaboratively completing tasks where structures are used integratively, in variety of real life situations

Explanation:
1. Modals are best learnt in use.
2. Collaborative real-life tasks integrate the structure with meaning.
3. Isolated sentence practice does not transfer.

Teacher's Note:
1. Teach grammar in context.
2. Use collaborative tasks to remediate.