CTET English MCQs with Answers Set 13

Answer: (d) for learning

Explanation:
1. Formative assessment takes place during teaching and gives feedback to improve learning.
2. It is therefore assessment for learning: option (d).

Teacher's Note:
1. Summative assessment is assessment of learning.
2. Formative = for learning; summative = of learning.

Answer: (a) Vocabulary

Explanation:
1. A word bank is a collection of words related to a theme.
2. Brainstorming and word banks bring up and collect words, so they build vocabulary.

Teacher's Note:
1. Word banks are a handy pre-writing and vocabulary tool.
2. Brainstorming alone generates ideas, but together with a word bank the focus is on words.

Answer: (d) during a lecture

Explanation:
1. Note-taking means jotting down key points as one listens.
2. It is most typical during a lecture, where information is heard once and must be recorded.

Teacher's Note:
1. Note-taking is a listening-writing study skill.
2. Teach students to write key words, not full sentences.

Answer: (d) relates language function with politeness

Explanation:
1. The teacher uses 'Shall we ...?' to make a suggestion.
2. The students move from informal 'yeah' to the polite 'Yes, Ma'am, please', so the function (suggesting) is linked with politeness.

Teacher's Note:
1. Language functions such as suggesting are expressed with polite forms like 'Shall we'.
2. The teacher is not starting reading; the activity is outdoor observation.

Answer: (b) the first speaker, as the question is framed incorrectly

Explanation:
1. 'Can I borrow your pencil, please?' is a correct, polite request.
2. 'Why not?' is a common informal way of agreeing, so the reply is acceptable.
3. The key marks the first speaker's question as incorrect, which does not fit; the key is kept with doubt.

Teacher's Note:
1. In speaking assessment, check appropriateness of the response in context, not only grammar.
2. 'Why not?' is a standard agreeing reply in informal speech.

Answer: (d) evaluate their existing competence

Explanation:
1. Needs analysis finds out what learners already know and what they need.
2. So it evaluates their existing competence before planning teaching.

Teacher's Note:
1. Needs analysis comes before course design.
2. It is not for ranking students against each other.

Answer: (c) reading and listening skills

Explanation:
1. Inferential questions need understanding of implied meaning in a text.
2. This is comprehension through reading or listening, so reading and listening skills are evaluated.

Teacher's Note:
1. Inference means reading between the lines.
2. Comprehension tasks can be for texts that are read or heard.

Answer: (c) students understand basic concepts/assumptions more easily

Explanation:
1. The bilingual approach uses the learner's home language along with the second language.
2. This helps learners grasp basic concepts easily.

Teacher's Note:
1. NCF 2005 treats the mother tongue as a resource.
2. Bilingual does not mean the mother tongue is banned.

Answer: (d) motivation

Explanation:
1. Motivation drives a learner to take part and keep learning.
2. Inhibition blocks learning, and a textbook or teacher alone is not enough.

Teacher's Note:
1. Motivation is a key affective factor in language learning.
2. A low affective filter (low anxiety) also helps learning.

Answer: (c) bottom-up approach

Explanation:
1. Process writing builds a text step by step: ideas, drafts, revision, final copy.
2. This gradual building from small parts is described as bottom-up in the source key.

Teacher's Note:
1. The stages are brainstorming, drafting, revising, editing and publishing.
2. The stages are flexible and can be repeated.

Answer: (d) Study skills

Explanation:
1. Reading and picking out points involves reading and noting.
2. Such combined skills of locating and organising information are study skills.

Teacher's Note:
1. Study skills include note-making, skimming and using references.
2. The discussion itself is only the next stage.

Answer: (b) Immersion

Explanation:
1. Only the target language is used to teach subjects.
2. This is the immersion approach.

Teacher's Note:
1. In immersion, the second language is the medium of instruction.
2. Bilingualism and multilingualism would use more than one language.

Answer: (a) in relation to its context

Explanation:
1. The same word can mean different things in different sentences.
2. So meaning depends on context.

Teacher's Note:
1. Teach vocabulary in context.
2. A dictionary is a support, not the only source.

Answer: (c) Present - Practice - Produce

Explanation:
1. PPP is a language-teaching model.
2. Its stages are Presentation, Practice and Production.

Teacher's Note:
1. The teacher first presents the structure, then controlled practice, then free use.
2. Order matters: presentation comes first.

Answer: (d) Three language formula

Explanation:
1. India recommends teaching three languages in school.
2. This policy is called the Three Language Formula.

Teacher's Note:
1. It covers the mother tongue/regional language, Hindi and English.
2. NCF 2005 supports it.

Answer: (a) grammar-translation

Explanation:
1. The grammar-translation method focuses on grammar rules and translation.
2. Speaking and pronunciation are mostly ignored.

Teacher's Note:
1. Audio-lingual stresses pronunciation drills.
2. GT is mostly reading and writing based.

Answer: (c) synthesizing

Explanation:
1. Putting pieces of information together while reading is synthesizing.
2. Skimming is quick reading; inferring is reading between the lines.

Teacher's Note:
1. Synthesizing is combining ideas to get an overall understanding.
2. Do not confuse it with paraphrasing, which means restating.

Answer: (b) Receptive vocabulary are words we recognize when we hear or see and productive vocabulary are words we speak or write

Explanation:
1. Receptive vocabulary is understood when heard or read.
2. Productive vocabulary is used in speaking and writing.

Teacher's Note:
1. Receptive vocabulary is usually larger than productive.
2. Remember: receive = hear/read, produce = speak/write.

Answer: (b) Top down model

Explanation:
1. The reader begins with prior knowledge and general cues.
2. Moving from general to specific is the top-down model.

Teacher's Note:
1. Bottom-up starts from letters and words.
2. Interactive uses both together.

Answer: (c) is functional in terms of their life values and goals

Explanation:
1. Learning is better when it is meaningful and useful to the learner.
2. Functional use related to life values and goals gives this.

Teacher's Note:
1. Relevance and purpose boost motivation.
2. Learning in controlled settings alone does not give real use.

Answer: (d) Extensive reading

Explanation:
1. Reading a whole novel for general understanding and enjoyment is extensive reading.
2. Intensive reading deals with short texts studied in detail.

Teacher's Note:
1. Extensive reading builds fluency and a reading habit.
2. Scanning is looking for specific information.

Answer: (a) through meaningful interaction with interesting content

Explanation:
1. Structures are acquired best when used in meaningful communication.
2. Interesting content keeps learners engaged.

Teacher's Note:
1. Prefer communicative contexts to drills.
2. Rule insistence alone does not help acquisition.

Answer: (d) Relevance, logical organization of content, a direct style

Explanation:
1. A report must be relevant and well organised.
2. It should be written in a direct, plain style.

Teacher's Note:
1. Assess content and organisation first, not just format.
2. Reports avoid literary embellishment.

Answer: (d) Personification

Explanation:
1. The moon is given a human action, smiling.
2. Giving human qualities to a non-living thing is personification.

Teacher's Note:
1. Simile uses like or as; metaphor states one thing is another.
2. Look for human actions given to objects.

Answer: (a) Dictating notes

Explanation:
1. Process writing involves brainstorming, drafting, revising and proof-reading.
2. Dictating notes is product-oriented and not part of it.

Teacher's Note:
1. Learners create their own text in process writing.
2. Dictation limits creativity.

Answer: (b) improving students' spontaneous sensitivity.

Explanation:
1. Brainstorming means quickly producing ideas freely.
2. It encourages spontaneous thinking, as the source key says.

Teacher's Note:
1. Brainstorming is a pre-writing activity.
2. Do not judge ideas while brainstorming.

Answer: (c) Creating a sub-text

Explanation:
1. Creating a sub-text means drawing out the meaning beneath the text.
2. This helps learners interpret rather than just copy or restate.

Teacher's Note:
1. Go beyond the surface meaning of prose.
2. This item follows the source key.

Answer: (d) Language across the curriculum

Explanation:
1. Language is being taught through other subjects.
2. This is called language across the curriculum.

Teacher's Note:
1. Every subject teacher is a language teacher.
2. NCF 2005 promotes this idea.

Answer: (c) Open-ended question

Explanation:
1. There is no single correct answer.
2. Learners can answer imaginatively, so it is open-ended.

Teacher's Note:
1. Open-ended questions encourage creativity.
2. They differ from closed questions with a fixed answer.

Answer: (a) love

Explanation:
1. Lexical (content) words carry meaning: nouns, main verbs, adjectives, adverbs.
2. 'Love' is a lexical word; the others are function words.

Teacher's Note:
1. Function words (articles, auxiliaries, modals) mainly show grammar.
2. Ask: does the word have its own meaning?