CTET English MCQs with Answers Set 11

Answer: (d) Thematic vocabulary learning

Explanation:
1. Learners collect words from their surroundings and sort them by categories or themes.
2. Learning vocabulary organised around themes is thematic vocabulary learning.
3. So option (d) is correct.

Teacher's Note:
1. Thematic grouping helps learners connect words and remember them.
2. Real-life collection makes the learning meaningful.

Answer: (a) reading a text for detailed information

Explanation:
1. Intensive reading means reading a short text carefully and closely.
2. The aim is to understand details, language and meaning.
3. So option (a) is correct; reading for pleasure is extensive reading.

Teacher's Note:
1. Intensive = close, detailed, usually in class; extensive = long, for pleasure.
2. Skimming and scanning are other reading strategies.

Answer: (d) Materials for language learning

Explanation:
1. The newspaper is a resource the teacher brings to the class to support learning.
2. Resources and texts used in teaching are materials for language learning.
3. So option (d) is correct.

Teacher's Note:
1. Authentic materials like newspapers show real language use.
2. The activity is the technique; the newspaper is the material.

Answer: (b) the opportunity to voice their opinions and to problem solve in the target language

Explanation:
1. Second language acquisition improves when learners use the language meaningfully.
2. Voicing opinions and solving problems in the target language gives purposeful communication.
3. So option (b) is correct.

Teacher's Note:
1. Meaningful interaction helps acquisition more than mechanical assignments.
2. Use tasks like discussion and problem solving.

Answer: (c) motivating students to complete a task at the end

Explanation:
1. A speaking activity has a purpose when learners speak in order to achieve some result.
2. Motivating them to complete a task at the end gives that goal.
3. So option (c) is correct.

Teacher's Note:
1. Task-based speaking gives a real purpose to talk.
2. Stress on accuracy or interruptions reduce fluency.

Answer: (c) use information in its context to correctly guess its rough area of meaning.

Explanation:
1. Good readers guess the meaning of unfamiliar words from the context.
2. This keeps them reading and helps them understand the whole text.
3. So option (c) is correct.

Teacher's Note:
1. Contextual guessing is a key reading sub-skill.
2. Looking up every word breaks the flow of reading.

Answer: (d) Descriptive

Explanation:
1. Describing a place so that the reader can picture it is descriptive writing.
2. Narrative tells a story, expository explains facts and argumentative persuades.
3. So option (d) is correct.

Teacher's Note:
1. Descriptive writing appeals to the senses.
2. Learn the four types: narrative, descriptive, expository, argumentative.

Answer: (b) we use frequently in our daily life.

Explanation:
1. Active (productive) vocabulary is the set of words we can use in speaking and writing.
2. These are words used frequently in everyday life.
3. Words we only recognise belong to passive vocabulary, so (b) is correct.

Teacher's Note:
1. Active = used; passive = understood only.
2. A learner's passive vocabulary is usually larger.

Answer: (b) techniques

Explanation:
1. A method is a plan made up of the techniques and procedures a teacher uses in class.
2. So, as per the key, option (b) is correct.

Teacher's Note:
1. Approach is the theory, method is the plan, technique is the classroom activity.
2. The wording of this question is ambiguous; follow the key.

Answer: (a) learning grammar in a given context.

Explanation:
1. Functional grammar studies how grammar is used to create meaning in real situations.
2. So it is learnt in a given context, not through isolated rules or technical terms.
3. Option (a) is correct.

Teacher's Note:
1. Functional grammar = grammar in context.
2. Contrast it with the traditional rule-based approach.

Answer: (a) reading the text for pleasure.

Explanation:
1. Extensive reading means reading longer texts for general understanding and enjoyment.
2. So it is reading for pleasure, option (a).
3. Reading closely for details is intensive reading.

Teacher's Note:
1. Extensive reading builds fluency and the reading habit.
2. Encourage learners to read storybooks of their choice.

Answer: (c) pronunciation

Explanation:
1. Contrastive (minimal) pairs are words that differ by only one sound, such as ship and sheep.
2. They help learners to hear and produce sound differences.
3. So option (c) is correct.

Teacher's Note:
1. Minimal pairs are a classic pronunciation and listening tool.
2. Practise them through listening and repetition drills.

Answer: (d) reading

Explanation:
1. Prediction means guessing what a text will say from the title, pictures and clues.
2. It is a reading sub-skill used before and during reading.
3. So option (d) is correct.

Teacher's Note:
1. Other reading sub-skills are skimming, scanning, inferring and guessing meaning from context.
2. Prediction activates prior knowledge.

Answer: (b) to address gaps in learning

Explanation:
1. Remedial teaching is given after diagnosing learning difficulties.
2. Its purpose is to address gaps in learning.
3. So option (b) is correct.

Teacher's Note:
1. Sequence: diagnosis, then remedial teaching, then re-assessment.
2. It is defined by its purpose, not by the timing.

Answer: (d) To rank the learners on the basis of marks

Explanation:
1. Assessment is meant to check learning, find needs and improve teaching.
2. Ranking learners on marks promotes competition and labelling, so it is not a legitimate purpose in the current view (NCF, RTE).
3. So option (d) is correct.

Teacher's Note:
1. Under CCE the aim is to support each learner and not to compare learners.
2. Ranking can harm self-esteem.

Answer: (b) "Please don't use the mobile phone inside the theatre."

Explanation:
1. A suitable request is polite, direct and clear.
2. Option (b) is polite with 'please' and states clearly what is not to be done.
3. Option (a) is rude, (c) is grammatically faulty and (d) is over-hedged.

Teacher's Note:
1. Register depends on the situation: be polite but clear with strangers.
2. Avoid double negatives like 'Can't you not'.

Answer: (b) semantic linker

Explanation:
1. Ellipsis means leaving out words that are understood from the context.
2. It is a cohesive device that links parts of a text, so it works as a linker of meaning.
3. As per the key, option (b) is correct.

Teacher's Note:
1. Cohesive devices include reference, substitution, ellipsis and conjunctions.
2. Example: 'I like tea and she, coffee.'

Answer: (b) "How many books are there?"

Explanation:
1. A funnel or restrictive question narrows the response to a specific short answer.
2. 'How many books are there?' can only be answered with a number.
3. The others invite open, broad answers, so (b) is correct.

Teacher's Note:
1. Closed questions limit answers; open questions invite long answers.
2. Use open questions for discussion and closed ones for facts.

Answer: (d) Statements A and C are true

Explanation:
1. Current views hold that early rule teaching adds little, so A is true and B is false.
2. Grammar should be taught from meaning (use in context) to form, so C is true and D is false.
3. So A and C are true: option (d).

Teacher's Note:
1. Teach grammar in context first and rules afterwards (inductive approach).
2. The source of statement D was garbled and is restored as 'from form to meaning'.

Answer: (b) a rule governed system

Explanation:
1. Language has systematic rules of sounds, words and sentences.
2. The most accurate description among the options is that language is a rule-governed system.
3. So option (b) is correct, as per the key.

Teacher's Note:
1. Language is also arbitrary, symbolic and creative.
2. Grammar is the set of rules that govern it.

Answer: (c) learners begin their schooling in mother tongue and move on to add many (at least two) languages in school

Explanation:
1. Mother tongue based multilingual education begins schooling in the child's home language.
2. Other languages (at least two more) are then added gradually.
3. So option (c) is correct.

Teacher's Note:
1. This is in line with NCF 2005 and NEP 2020.
2. Mother tongue is the base, not the only language.

Answer: (a) involving the students in a variety of activities to encourage them to learn new words and structures by accommodating them with those that they have already learnt through a process of discovery

Explanation:
1. In constructivism learners build new knowledge on what they already know.
2. This happens through activities and discovery, with new items accommodated with earlier learning.
3. So option (a) is correct.

Teacher's Note:
1. Constructivism is associated with Piaget and Vygotsky.
2. Drill and rule teaching reflect behaviourist or traditional approaches.

Answer: (d) enhancing receptive and productive skills such as speaking, listening, reading and writing

Explanation:
1. CLT aims to develop the ability to use language for communication.
2. This means developing all four skills, receptive and productive.
3. So option (d) is correct.

Teacher's Note:
1. CLT focuses on fluency and meaningful use more than on rules.
2. Key aim: communicative competence.

Answer: (a) enabling all learners to cook and sew irrespective of gender

Explanation:
1. Stereotypes are broken when all learners take part in the same activities regardless of gender.
2. Option (a) does this directly, while (b) and (d) strengthen stereotypes.
3. So option (a) is correct, as per the key.

Teacher's Note:
1. Avoid gender-typed roles in activities and textbooks.
2. Option (c) is positive but less direct than (a).

Answer: (b) compounding and conversion

Explanation:
1. Word formation includes processes such as affixation, compounding and conversion.
2. Only option (b) names two real word-formation processes; meaning, spelling, synonyms and euphemisms are not.
3. So option (b) is correct.

Teacher's Note:
1. Compounding joins words (classroom); conversion changes the word class without changing form (a walk, to walk).
2. The same question appears with the options in another order.

Answer: (a) Could you let me take the book now?

Explanation:
1. A request to a classmate should be polite and tactful.
2. 'Could you ...?' is the most polite and indirect form among the options; (b) is an order, and (c) and (d) are more direct.
3. So option (a) is correct.

Teacher's Note:
1. 'Could' sounds more polite than 'can' in requests.
2. Match the level of politeness to the situation.

Answer: (c) ellipsis

Explanation:
1. Cohesive devices link the parts of a text; they include reference, substitution, ellipsis and conjunctions.
2. Proposition, imagery and content words are not cohesive devices.
3. So ellipsis, option (c), is correct.

Teacher's Note:
1. Ellipsis = leaving out words that can be understood from the context.
2. Cohesion is about linking within a text.

Answer: (b) subconscious process of learning

Explanation:
1. In Krashen's theory, acquisition is a natural and subconscious process, like a child picking up a first language.
2. Learning, by contrast, is conscious and formal.
3. So option (b) is correct.

Teacher's Note:
1. Acquisition = subconscious; learning = conscious. The Monitor is a self-checking device.
2. Self-monitoring belongs to the monitor hypothesis, not to acquisition.

Answer: (b) Communicative Approach

Explanation:
1. Focus on use of language and implicit grammar teaching is a feature of the Communicative Approach.
2. Grammar-translation and structural methods teach rules explicitly.
3. So option (b) is correct.

Teacher's Note:
1. CLT gives priority to meaning and fluency.
2. Implicit teaching means learners pick up rules through use.

Answer: (c) remedial coaching

Explanation:
1. Individual attention and intensive support for those who lack basic knowledge is remedial teaching.
2. So option (c), remedial coaching, is correct.

Teacher's Note:
1. Remedial work follows diagnosis of the learner's difficulties.
2. It is for those lagging behind, unlike advanced courses.