Download CTET MCQs for CTET : English
Explore reliable objective questions for English tailored for CTET learners. Utilizing these multiple-choice formats ensures thorough preparation and strengthens problem-solving speed for upcoming school assessments.
Chapter-wise Objective Questions: English
Access the complete set of multiple-choice questions for English below. This focused format allows students to isolate specific topics for thorough review and uninterrupted practice alongside official CTET textbooks.
These 30 CTET English multiple choice questions cover English language teaching, pedagogy of language, grammar and language development. Each question has the correct answer with a step-by-step explanation and a short teacher's note, so you can practise for the Central Teacher Eligibility Test and check your understanding.
Multiple Choice Questions
(a) an action used in ICT
(b) solving a complex puzzle
(c) to analyse and understand
(d) understanding a foreign language
Show Answer & Explanation
Answer: (c) to analyse and understand
Explanation:
1. Decoding is working out written symbols.
2. It means to analyse and understand.
Teacher's Note:
1. Decoding is the first step of reading.
2. Comprehension builds on it.
(a) children should be differentiated as boys and girls
(b) sex education from primary school onwards
(c) respectful approach towards defining gender roles
(d) promote co-education in high school.
Show Answer & Explanation
Answer: (c) respectful approach towards defining gender roles
Explanation:
1. Gender sensitization builds awareness of equality.
2. It means a respectful approach to gender roles.
Teacher's Note:
1. It challenges stereotypes.
2. It is not just co-education.
(a) Bottom-up model
(b) Scanning
(c) Skimming
(d) Top-down model
Show Answer & Explanation
Answer: (c) Skimming
Explanation:
1. Reading quickly for the gist is skimming.
2. Scanning is for specific details.
Teacher's Note:
1. Skim for the gist, scan for facts.
2. Top-down is a model, not a technique.
(a) Summative assessment
(b) Portfolio assessment
(c) Diagnostic test
(d) CCE
Show Answer & Explanation
Answer: (b) Portfolio assessment
Explanation:
1. Collecting student work over time is a portfolio.
2. Using it to assess is portfolio assessment.
Teacher's Note:
1. Portfolio shows progress.
2. CCE is a broad scheme.
(a) a large variety of ideas
(b) originality of ideas
(c) topic sentence, supporting details and connectors
(d) a range of vocabulary
Show Answer & Explanation
Answer: (c) topic sentence, supporting details and connectors
Explanation:
1. A paragraph has a topic sentence and supporting details.
2. Connectors link them.
Teacher's Note:
1. Teach structure first.
2. Coherence needs connectors.
(a) helps learners with multiple intelligences to perform well and learn better
(b) is a way of demonstrating her own knowledge
(c) only helps the bright learners
(d) is the best way to prepare students for an assessment
Show Answer & Explanation
Answer: (a) helps learners with multiple intelligences to perform well and learn better
Explanation:
1. Varied tasks suit learners with different strengths.
2. This follows Gardner's multiple intelligences.
Teacher's Note:
1. Differentiation caters to diversity.
2. It helps all learners.
The question put here is
(a) stylised
(b) a prompt
(c) explanatory
(d) rhetorical
Show Answer & Explanation
Answer: (d) rhetorical
Explanation:
1. The speaker asks and answers it himself.
2. A question asked for effect is rhetorical.
Teacher's Note:
1. Rhetorical questions need no answer.
2. They are used for emphasis.
Target: I must let the cat out of the house.
Error: I must let the house out of the cat.
(a) lexical selection error
(b) word-exchange error
(c) omission
(d) substitution
Show Answer & Explanation
Answer: (b) word-exchange error
Explanation:
1. 'Cat' and 'house' have swapped places.
2. This is a word-exchange error.
Teacher's Note:
1. It is a type of speech error.
2. Not a substitution as both words remain.
(a) Rapid drill work
(b) Detailed error feedback
(c) Spelling and grammar checking
(d) Formatting and font designs
Show Answer & Explanation
Answer: (c) Spelling and grammar checking
Explanation:
1. Accuracy in writing is about spelling and grammar.
2. Computers offer spelling and grammar checking.
Teacher's Note:
1. Checking tools give instant correction.
2. Design does not improve accuracy.
(a) grammar and rules of language
(b) using the target language as much as it is possible
(c) mother tongue and translation
(d) learners' background and talent
Show Answer & Explanation
Answer: (b) using the target language as much as it is possible
Explanation:
1. Exposure to the target language is the main need.
2. Use it as much as possible.
Teacher's Note:
1. Direct method supports this.
2. The mother tongue can help occasionally.
(a) dialogues between different actors
(b) a monologue
(c) silent still image made by actors posing as characters
(d) some musical instrument
Show Answer & Explanation
Answer: (c) silent still image made by actors posing as characters
Explanation:
1. A tableau is a frozen scene.
2. Actors pose silently as characters.
Teacher's Note:
1. Tableau means 'picture' in French.
2. It helps visualise scenes.
(a) The poem does not need an introduction of the poet in the beginning.
(b) Learners may find out on their own about the poet.
(c) Learners should be able to discover the ideas and meaning of the poem.
(d) While teaching, a teacher should first give an introduction of the poet.
Show Answer & Explanation
Answer: (d) While teaching, a teacher should first give an introduction of the poet.
Explanation:
1. Learners should discover meaning themselves.
2. Starting with a teacher introduction is transmission, so it is not ideal.
Teacher's Note:
1. The teacher facilitates discovery.
2. Not-ideal question.
(a) writing
(b) speaking
(c) thinking
(d) reading
Show Answer & Explanation
Answer: (d) reading
Explanation:
1. Skimming is reading for the gist.
2. Scanning is reading for specific information.
Teacher's Note:
1. Both are reading strategies.
2. Use them for quick reading.
(a) homograph
(b) polysemy
(c) homonymy
(d) homonyms
Show Answer & Explanation
Answer: (b) polysemy
Explanation:
1. Polysemy is one word having several related meanings, e.g. 'head' of a person, of a school, of a river.
2. Homonymy involves unrelated meanings that share spelling or sound, so it does not fit.
Teacher's Note:
1. Related meanings means polysemy; unrelated meanings means homonymy.
2. Dictionaries list polysemous senses under one entry and homonyms under separate entries.
(a) Image, imagination, concept, proposition
(b) Imagination, language, concept, proposition
(c) Image, language, concept, proposition
(d) Image, language, imagination, proposition
Show Answer & Explanation
Answer: (c) Image, language, concept, proposition
Explanation:
1. Standard psychology texts list the building blocks of thought as mental images, language (symbols), concepts and propositions.
2. Imagination is a kind of thinking itself, not a building block, so options with it are rejected.
Teacher's Note:
1. Remember the four tools of thought: images, language, concepts, propositions.
2. Do not confuse a process (imagination) with an element of thought.
(a) First language interferes in the learning of second language
(b) First language supports the learning of second language
(c) Language learning has nothing to do with content learning
(d) Every language is different and learning of languages is also discrete
Show Answer & Explanation
Answer: (b) First language supports the learning of second language
Explanation:
1. Current pedagogy (NCF 2005) treats the mother tongue as a resource that supports learning an additional language.
2. The other options are one-sided or false, since language and content learning are linked.
Teacher's Note:
1. Cummins's interdependence idea: skills in L1 transfer to L2.
2. Interference is only a partial truth; the best answer stresses support.
(a) increasing the number of periods for the second language
(b) practice by using the second language more.
(c) recommending to choose another language closer to L1.
(d) being taught by only native speakers of L2.
Show Answer & Explanation
Answer: (b) practice by using the second language more.
Explanation:
1. Listening comprehension improves with more exposure and use of the language.
2. Only more practice in using the language addresses the difficulty directly.
Teacher's Note:
1. Language skills grow through use, not merely through more periods.
2. Native-speaker teachers are not a necessity.
(a) assessment of learning.
(b) assessment in learning.
(c) assessment as learning.
(d) assessment for learning.
Show Answer & Explanation
Answer: (a) assessment of learning.
Explanation:
1. Summative assessment is done at the end of a unit or term to judge what has been learnt.
2. This is called assessment of learning; formative is for learning.
Teacher's Note:
1. Of = summative, for = formative, as = self-assessment.
2. Unit tests and term exams are summative.
(a) listening and speaking
(b) reading and speaking
(c) writing and listening
(d) reading and listening
Show Answer & Explanation
Answer: (a) listening and speaking
Explanation:
1. Listening and speaking are oral-aural skills needing audio or live performance.
2. Reading and writing can be tested on paper.
Teacher's Note:
1. Oral skills need oral tasks like interviews, role play and audio recordings.
2. Pen-paper tests mostly judge reading and writing.
Speaker 2: Where did you go?
Speaker 1: Where?
Speaker 2: Yes, which place did you visit?
During the assessment of students' speaking-listening skills, mark/s would be deducted during this exchange for
(a) Speaker 1
(b) Speaker 2
(c) Both
(d) Neither
Show Answer & Explanation
Answer: (a) Speaker 1
Explanation:
1. Speaker 2 asked a clear question and merely rephrased it politely.
2. Speaker 1 failed to listen and respond to the plain question 'Where did you go?', so marks are lost for Speaker 1.
Teacher's Note:
1. Listening assessment looks at whether the listener understood and responded properly.
2. Asking for clarification is fine only if the message was unclear.
(a) by knowing meanings of difficult words
(b) by seeing them on sight
(c) by teachers from text books
(d) by using words in meaningful contexts
Show Answer & Explanation
Answer: (d) by using words in meaningful contexts
Explanation:
1. Sight words are recognised instantly, without sounding out, through repeated meeting.
2. This repeated exposure comes best by using words in meaningful contexts.
Teacher's Note:
1. Sight words (the, was, said) are learnt by frequent contextual exposure.
2. Isolated memorising of word lists is less effective.
It has been suggested that we watch the movie 'TIGER' together.
The two given statements can be differentiated by drawing students' attention to the
(a) the roles of the subject and object in both sentences
(b) use of 'by' in the passive form
(c) the arrangement of words
(d) change in the verb forms
Show Answer & Explanation
Answer: (a) the roles of the subject and object in both sentences
Explanation:
1. In the first sentence the speaker (I) is the subject who suggests; in the second the doer of the suggestion is left out.
2. So the difference lies in the roles of subject and object in the two sentences.
Teacher's Note:
1. Impersonal passive constructions drop the agent.
2. Look at who does the action in each sentence.
(a) Cognitive style
(b) Cognitive process
(c) Behaviourist approach
(d) Literal approach
Show Answer & Explanation
Answer: (a) Cognitive style
Explanation:
1. Cognitive (learning) style is a learner's characteristic preferred way of perceiving and processing information.
2. The other terms do not describe a personal preference.
Teacher's Note:
1. Styles are preferences; strategies are chosen actions.
2. Examples are visual, auditory and kinesthetic styles.
(a) 20, 24
(b) 5, 39
(c) 22, 22
(d) 10, 34
Show Answer & Explanation
Answer: (a) 20, 24
Explanation:
1. English has 20 vowel sounds (12 pure vowels and 8 diphthongs).
2. The remaining 44 − 20 = 24 are consonant sounds.
Teacher's Note:
1. Do not confuse 5 vowel letters with 20 vowel sounds.
2. Sounds and letters (26) are different counts.
(a) continuous assessment
(b) assessment of learners while learning
(c) periodic conduct of exams
(d) continuous testing
Show Answer & Explanation
Answer: (b) assessment of learners while learning
Explanation:
1. CCE assesses learners all through the learning process, in scholastic and co-scholastic areas.
2. It is therefore assessment while learning, not exam-based testing.
Teacher's Note:
1. CCE stresses regular, formative feedback.
2. It is not mere continuous testing.
(a) Free-writing approach
(b) Communicative approach
(c) Controlled composition
(d) Controlled-to-free writing approach
Show Answer & Explanation
Answer: (d) Controlled-to-free writing approach
Explanation:
1. Learners are guided with supplied connectors, which is control, and move towards producing a connected paragraph.
2. This stepwise shift from guided to independent writing is the controlled-to-free approach.
Teacher's Note:
1. Stages: controlled, guided, free.
2. Free-writing gives no such support.
(a) Task based language teaching
(b) Communicative language teaching
(c) Structured teaching
(d) Consciousness raising
Show Answer & Explanation
Answer: (d) Consciousness raising
Explanation:
1. Learners are first made to notice a grammar item in a text and then reflect on its use.
2. Drawing attention to forms for discovery is consciousness raising.
Teacher's Note:
1. Consciousness raising is noticing before explaining.
2. It suits inductive grammar teaching.
Find words which can befriend the word 'rain'. e.g. heavy rain.
(a) Word groups
(b) Word web
(c) Collocation
(d) Phrase
Show Answer & Explanation
Answer: (c) Collocation
Explanation:
1. Words that commonly occur together, like 'heavy rain', are collocations.
2. Finding such partner words is a collocation activity.
Teacher's Note:
1. Collocation means habitual word partners (strong tea, not powerful tea).
2. Word webs group by meaning, not partnership.
(a) SLT
(b) Silent way
(c) CLL
(d) CLT
Show Answer & Explanation
Answer: (c) CLL
Explanation:
1. Community Language Learning (Curran) treats learners as whole persons, with feelings and intellect.
2. It is based on counselling learning.
Teacher's Note:
1. CLL is a humanistic method.
2. The teacher acts as counsellor.
(a) an asset
(b) an interference
(c) a burden
(d) a methodology
Show Answer & Explanation
Answer: (a) an asset
Explanation:
1. Knowing several languages gives learners resources to draw on.
2. NCF 2005 treats multilingualism as a resource.
Teacher's Note:
1. Look for the positive framing in policy.
2. Multilingualism is a classroom resource, not a problem.
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FAQs
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