CTET English MCQs with Answers Set 08

Answer: (c) Syntax

Explanation:
1. Syntax is the system of rules for arranging words.
2. A phoneme is a sound unit and a morpheme a meaning unit.
3. 'Language' is too general.

Teacher's Note:
1. Syntax = sentence structure.
2. Do not confuse it with semantics.

Answer: (d) Do you

Explanation:
1. A question tag after a negative statement is positive.
2. The auxiliary matches 'don't', which is 'do'.
3. So the tag is 'do you?'

Teacher's Note:
1. Positive statement takes a negative tag, and the reverse.
2. Use the same auxiliary as the statement.

Answer: (d) Behaviouristic approach

Explanation:
1. Behaviourism sees learning as habit formation.
2. It uses stimulus, response and reinforcement.
3. The other approaches do not stress habits.

Teacher's Note:
1. Skinner is linked with behaviourism.
2. The Audiolingual method follows it.

Answer: (b) group discussion and peer interaction

Explanation:
1. Constructivism values interaction.
2. Learners build understanding through discussion with peers.
3. Syllabus completion and error correction are not central.

Teacher's Note:
1. Social interaction builds knowledge.
2. Think of Vygotsky.

Answer: (d) It helps to achieve the objectives laid down in the curriculum

Explanation:
1. A textbook is a tool for the curriculum.
2. It helps achieve the curricular objectives.
3. It is neither the only source nor final.

Teacher's Note:
1. Textbooks are resources, not the curriculum.
2. Reject absolute statements.

Answer: (c) build fine motor skills, especially of the fingers and thumb

Explanation:
1. Handling clay, water and sand uses the small muscles of the hand.
2. This strengthens the fingers and thumb needed later for holding a pencil and writing.

Teacher's Note:
1. Early childhood activities have developmental aims, not just fun.
2. Fine motor skill means small-muscle control of the hands and fingers.

Answer: (b) employing a variety of teaching methods and modes of assessment which cater to diversity among learners

Explanation:
1. Learners differ in styles (visual, auditory, kinaesthetic and so on).
2. Using varied methods and assessment tools gives every style a chance.

Teacher's Note:
1. Differentiated instruction is the key idea for diverse classrooms.
2. Thorough teaching or frequent tests do not by themselves address style differences.

Answer: (c) taking up many examples for the entire class and paying special attention to Ritu

Explanation:
1. Grammar is best learnt through many examples in context, not rote rules.
2. Whole-class examples with extra attention to Ritu support her without embarrassing her.

Teacher's Note:
1. Avoid scolding and rote copying in grammar teaching.
2. Inductive, example-based practice is preferred at school level.

Answer: (d) walking

Explanation:
1. Strut, stride and trudge are all ways of moving on foot at a steady pace.
2. They are verbs of walking.

Teacher's Note:
1. Grouping words by meaning helps vocabulary building.
2. Compare galloping and running, which are faster actions.

Answer: (d) neither

Explanation:
1. The question is clear and appropriate.
2. A short answer is natural in conversation; a full sentence is not needed, so neither speaker loses marks.

Teacher's Note:
1. Elliptical replies are normal in real speech.
2. Assess communication, not complete-sentence form.

Answer: (c) concrete

Explanation:
1. Films let students see and hear real situations.
2. This gives a concrete experience, unlike purely verbal descriptions.

Teacher's Note:
1. Audio-visual aids make learning concrete.
2. Dale's cone places such experiences near the concrete end.

Answer: (a) listening with concentration for specific information needed for a task

Explanation:
1. Students must listen closely to pick out which items to put in the box.
2. They then act on that specific information, which is listening for a task.

Teacher's Note:
1. Task-based listening checks understanding through action.
2. Distinguish it from post-listening, which is a stage of a lesson.

Answer: (d) comfortable environments to develop requisite skills

Explanation:
1. Learners come with different home languages and need to feel safe using the new one.
2. A comfortable, low-anxiety environment lets them develop language skills.

Teacher's Note:
1. Low anxiety supports language acquisition (Krashen's affective filter).
2. NCF 2005 treats multilingualism as a resource.

Answer: (b) explaining to the parents about the child's characteristics and abilities

Explanation:
1. The problem lies in the parents' expectations.
2. Helping parents understand the child's strengths and limits makes their expectations realistic.

Teacher's Note:
1. Parent counselling is part of inclusive education.
2. Address the cause of the problem directly.

Answer: (c) gender neutral language

Explanation:
1. “Cameraman” is masculine, yet the person is a girl.
2. “Cameraperson” avoids reference to gender, so it is gender-neutral language.

Teacher's Note:
1. Prefer neutral terms such as chairperson and firefighter.
2. Teachers model unbiased language for learners.

Answer: (c) expression of ideas

Explanation:
1. Writing is first about communicating ideas.
2. Grammar, length and handwriting are secondary and can be refined later.

Teacher's Note:
1. Process writing gives priority to content and ideas over form.
2. Over-correcting grammar early can discourage young writers.

Answer: (b) He has used invented spellings

Explanation:
1. The child spells words as they sound.
2. This is invented (phonetic) spelling, a normal stage in early writing.

Teacher's Note:
1. Invented spelling shows the child understands sound-letter links.
2. Accept it and gradually guide towards conventional spelling.

Answer: (a) in an integrated manner

Explanation:
1. Listening, speaking, reading and writing support each other.
2. They should therefore be taught together, not in isolation.

Teacher's Note:
1. The integrated approach is stressed in NCF 2005.
2. Isolated skills teaching is outdated.

Answer: (a) both process and product-oriented

Explanation:
1. Assessment looks at how learners learn (process) and what they achieve (product).
2. So it is both process and product oriented.

Teacher's Note:
1. Formative assessment focuses on process; summative on product.
2. Good assessment uses both.

Answer: (d) that the reader recognises and finds meaningful on sight without a complicated analysis

Explanation:
1. A sight word is recognised instantly without sounding it out.
2. The reader finds it meaningful on sight.

Teacher's Note:
1. Examples are the, was and said.
2. Sight words support reading fluency.

Answer: (d) Critical evaluation

Explanation:
1. A review is a considered judgement of a work, such as a book or film.
2. It involves critical evaluation of its merits.

Teacher's Note:
1. Book and film reviews are critical writing tasks.
2. Assessment and evaluation are broader terms.

Answer: (c) missing part

Explanation:
1. A cloze test deletes words from a passage.
2. The learner supplies the missing part.

Teacher's Note:
1. The term comes from “closure” in Gestalt psychology.
2. Deletion may be every nth word.

Answer: (d) reading and writing

Explanation:
1. The structural approach teaches graded sentence patterns through drill and practice.
2. Mastery of structures is then used in reading and writing.

Teacher's Note:
1. The source key gives (d); this item is doubtful because the approach also stresses oral drills.
2. Check against your textbook if unsure.

Answer: (c) intensive reading

Explanation:
1. Reading the text thoroughly and answering detailed questions needs close reading.
2. That is intensive reading.

Teacher's Note:
1. Skimming gets the gist; scanning finds specific facts.
2. Extensive reading is long, for pleasure.

Answer: (d) Transcripting

Explanation:
1. Connecting, predicting and synthesizing are reading comprehension strategies.
2. Transcripting means copying or writing out, which is not a reading sub-skill.

Teacher's Note:
1. Other sub-skills are inferring, questioning and visualising.
2. Note the word “not” in the stem.

Answer: (b) writing

Explanation:
1. Planning ideas and then producing text are stages of the writing process.
2. This is the generating and drafting phase.

Teacher's Note:
1. The writing process: prewriting, drafting, revising, editing, publishing.
2. Writing is a process, not just a product.

Answer: (d) digital e-books, e-journals

Explanation:
1. Text media present written text.
2. E-books and e-journals are text; the others are audio, visual or audio-visual.

Teacher's Note:
1. Classify media by the form of the content.
2. Discs are audio and films are audio-visual.

Answer: (b) using game-like activities which require verbal interactions in classroom

Explanation:
1. Games create a relaxed setting with real talk.
2. This lowers anxiety and builds confidence.

Teacher's Note:
1. Constant correction harms confidence.
2. Fun interaction is the best route to fluency.

Answer: (d) to provide qualitative feedback on students' learning

Explanation:
1. Formative assessment happens during learning.
2. Its purpose is feedback that helps learners and teachers improve.

Teacher's Note:
1. Formative is assessment for learning.
2. Ranking and scoring belong to summative assessment.

Answer: (b) reinforcement and engagement

Explanation:
1. Skinner's behaviourism holds that language is learnt through operant conditioning.
2. Correct responses are reinforced; the keyed option names reinforcement.

Teacher's Note:
1. Behaviourism: stimulus, response, reinforcement.
2. Contrast with Chomsky's innatist view.