CTET English MCQs with Answers Set 12

Answer: (b) it is used for communication

Explanation:
1. A tool is used to do a job, and the main job of language is communication.
2. So, as per the key, option (b) is correct.

Teacher's Note:
1. Language is viewed as a tool of communication.
2. Options (a), (c) and (d) are narrower functions.

Answer: (b) improving study skills

Explanation:
1. Intensive reading is the close, careful reading of a text, usually in class under the teacher's guidance.
2. It is aimed at developing study skills such as understanding detail and language.
3. As per the key, option (b) is correct.

Teacher's Note:
1. Intensive = close reading; extensive = reading for pleasure.
2. Option (c) is also close, so follow the standard key.

Answer: (a) Peer assessment

Explanation:
1. Learners assess each other's work in pairs, following the teacher's directions.
2. Assessment by peers is peer assessment.
3. So option (a) is correct.

Teacher's Note:
1. Peer assessment uses clear criteria given by the teacher.
2. 'Assessment' alone in (d) is too general to be the answer.

Answer: (d) science of knowing the origin of words.

Explanation:
1. Etymology traces the origin and historical development of words.
2. So option (d) is correct.

Teacher's Note:
1. Semantics is the study of meaning; etymology is the study of word origin.
2. Example: the word 'salary' comes from the Latin word for salt.

Answer: (b) familiarise the learner with the English sounds.

Explanation:
1. Rhymes give repeated exposure to the rhythm, stress and sounds of English.
2. So their main use is to familiarise learners with English sounds: option (b).

Teacher's Note:
1. Rhymes and songs are enjoyable and low-anxiety.
2. They help young learners with pronunciation and listening.

Answer: (c) Demonstrates hesitation to find words or use correct grammatical structures

Explanation:
1. Fluency is judged by how smoothly the speaker talks, with pauses and hesitation reducing it.
2. Option (c) is a fluency descriptor about hesitation, while (b) is about pronunciation and (d) about range.
3. So, as per the key, option (c) is correct.

Teacher's Note:
1. Rubrics describe levels of performance for each criterion.
2. Fluency and coherence descriptors talk about hesitation and logical development.

Answer: (d) English

Explanation:
1. The statement says the language is only one of the languages used for learning activities.
2. As per the key, option (d), English, is the answer.

Teacher's Note:
1. The question follows the NCF idea that English may be one of the languages used from the early stages.
2. The wording is unclear, so follow the key.

Answer: (c) Content and Language Integrated Learning

Explanation:
1. CLIL is the abbreviation for Content and Language Integrated Learning.
2. In it a subject is taught through a second language.
3. So option (c) is correct.

Teacher's Note:
1. CLIL teaches content and language together.
2. Example: teaching science in English.

Answer: (a) how, where and when it is used

Explanation:
1. Knowing a word is more than spelling or meaning; it includes its use.
2. This means knowing how, where and when it is used, so option (a) is correct.

Teacher's Note:
1. Word knowledge includes meaning, form, collocation and appropriate use.
2. Teach vocabulary in context.

Answer: (c) marked by the accent and regional expressions of the area where students grow up

Explanation:
1. The first language is acquired naturally in the home and community.
2. So it carries the accent and regional expressions of the area where the child grows up: option (c).

Teacher's Note:
1. First language acquisition is natural and not difficult.
2. School influences the second language more.

Answer: (d) understand how to make meaning and become more proficient in speaking and writing

Explanation:
1. In communicative teaching grammar serves meaning and use.
2. Learners learn it to make meaning and become better speakers and writers: option (d).

Teacher's Note:
1. Grammar is a means to communicate, not an end.
2. Option (d) covers both productive skills.

Answer: (a) Why did Mohan change his mind despite his parents' advice?

Explanation:
1. An inferential question needs the reader to read between the lines.
2. 'Why did Mohan change his mind?' needs reasoning from clues, while (b) is factual and (c), (d) are vocabulary.
3. So option (a) is correct.

Teacher's Note:
1. Types of questions: literal (facts), inferential (reasoning), evaluative (opinion).
2. 'Why' and 'how' questions are often inferential.

Answer: (c) enable learners to use the dictionary.

Explanation:
1. The main aims are to build active and passive vocabulary, use words in context and understand meaning.
2. Using the dictionary is a study skill and not a main aim of vocabulary teaching, so (c) is the exception.

Teacher's Note:
1. Vocabulary teaching aims at use of words, not dictionary skills.
2. Read 'not to' carefully in such questions.

Answer: (b) the learners should do the given exercise silently as silence is better for learning to occur.

Explanation:
1. A learner-centered class values views, interest and exploration, and the teacher is a facilitator.
2. Insisting on silence for all exercises restricts interaction, so (b) is what such a class should not be.

Teacher's Note:
1. Learner-centered classes encourage talk, discussion and activity.
2. Look for the odd one that goes against the idea.

Answer: (b) diagnosing problems and guiding the learners on how to improve.

Explanation:
1. Effective feedback identifies the problem and guides the learner on how to improve.
2. So option (b) is correct.

Teacher's Note:
1. Feedback should be specific and forward-looking.
2. Public correction of mistakes can discourage learners.

Answer: (a) speaking and listening

Explanation:
1. In role play learners speak and respond to each other in assumed roles.
2. So it promotes both speaking and listening: option (a).

Teacher's Note:
1. Role play is a communicative activity.
2. It builds fluency and confidence.

Answer: (a) connecting previous knowledge and taking the learner into the text.

Explanation:
1. Pre-reading activities prepare learners for the text.
2. They link prior knowledge and lead the learner into the text: option (a).

Teacher's Note:
1. Examples: predicting from the title, discussion, pictures.
2. They also create interest.

Answer: (a) constructor of knowledge/language.

Explanation:
1. NCF 2005 is based on constructivism.
2. It views the learner as an active constructor of knowledge: option (a).

Teacher's Note:
1. NCF 2005 discourages rote learning and treats learners as active.
2. The learner is not a passive receiver.

Answer: (d) pronunciation

Explanation:
1. Minimal pairs are two words that differ in only one sound, such as pin and bin.
2. They train learners to hear and produce sound differences, so they give practice in pronunciation: option (d).

Teacher's Note:
1. Minimal pairs are used for listening and pronunciation drills.
2. Examples: ship/sheep, bat/pat.

Answer: (c) organizing

Explanation:
1. The learners must arrange given sentences in a logical order with connectors.
2. This is the skill of organizing ideas: option (c).

Teacher's Note:
1. Organizing ideas and linking them with connectors give coherence.
2. The content is already given, so nothing is collected or expanded.

Answer: (b) integrated grammar testing

Explanation:
1. The item tests several grammar areas together in one task.
2. This is integrated grammar testing: option (b).

Teacher's Note:
1. Integrated testing assesses many items in connected text, such as an editing task.
2. Discrete testing assesses one item at a time.

Answer: (a) aisle/isle

Explanation:
1. Aisle and isle are pronounced the same but are spelt differently and mean different things.
2. Beer/bear, stale/stall and stock/stoke are pronounced differently, so only (a) fits.

Teacher's Note:
1. Strictly, homonyms share both spelling and sound (bank/bank) and homophones share only sound.
2. Among the options, only aisle/isle sound the same.

Answer: (d) evaluation

Explanation:
1. In Bloom's taxonomy remembering and understanding are lower-order skills.
2. Analysing, evaluating and creating are higher-order skills.
3. Of the options, evaluation is higher order: option (d).

Teacher's Note:
1. Revised Bloom: remember, understand, apply, analyse, evaluate, create.
2. Application is generally treated as middle-level.

Answer: (c) A cloze test

Explanation:
1. Deleting words from a text at regular intervals, such as every fifth word, is the cloze procedure.
2. So the test is a cloze test: option (c).

Teacher's Note:
1. Cloze tests check overall language and reading ability.
2. Fill in the blanks usually removes chosen words, not every nth word.

Answer: (d) Associate Official Language

Explanation:
1. The Constitution makes Hindi the official language of the Union.
2. English continues for official use as an associate official language, so option (d) is correct, as per the key.

Teacher's Note:
1. India has no national language under the Constitution.
2. English is also a link language in practice, but its legal status is associate official.

Answer: (d) Graphophonic cues

Explanation:
1. Sound-symbol (letter-sound) correspondence is graphophonic knowledge.
2. Cues from it are graphophonic cues: option (d).

Teacher's Note:
1. Reading cues: graphophonic, syntactic (grammar), semantic (meaning).
2. Graphic cues refer only to the printed shapes.

Answer: (a) Bottom-up approach

Explanation:
1. Moving from small units (sounds, words) to larger ones (sentences) is the bottom-up approach.
2. The top-down approach starts with overall meaning and prior knowledge.
3. So option (a) is correct.

Teacher's Note:
1. Bottom-up = decode from sounds to meaning; top-down = use context and knowledge.
2. Good listening uses both.

Answer: (d) Language endangerment

Explanation:
1. When the number of speakers of a language is falling and it is at risk of disappearing, it is endangered.
2. Language death is when the last speaker is gone, so option (d) fits here.

Teacher's Note:
1. Endangerment is the stage before language death.
2. Revival is the effort to bring a language back.

Answer: (a) Realia

Explanation:
1. Real objects brought into the classroom for teaching are called realia.
2. So option (a) is correct.

Teacher's Note:
1. Realia make language learning concrete.
2. Examples: fruits, coins, tools, newspapers.

Answer: (c) Extensive reading for pleasure

Explanation:
1. Reading for information, vocabulary and analysis can be tested with written questions.
2. Extensive reading for pleasure is personal, long term and cannot be tested in a formal written exam.
3. So option (c) is correct.

Teacher's Note:
1. Reading for pleasure can be seen through reading logs and discussion.
2. Not everything can be assessed by a written test.