CTET English MCQs with Answers Set 16

Answer: (b) Situational Language Teaching

Explanation:
1. In Britain in the 1970s, CLT replaced the Situational Language Teaching approach.
2. SLT's structure-and-situation drills failed to build communicative competence.

Teacher's Note:
1. CLT came from Hymes's communicative competence.
2. The Oral Approach was another name for SLT.

Answer: (b) Process approach

Explanation:
1. The stages are prewriting discussion, outlining, drafting and editing.
2. This sequence of stages is the process approach to writing.

Teacher's Note:
1. Process writing: plan, draft, revise, edit.
2. Product approach copies a model text.

Answer: (d) Realia

Explanation:
1. Observation schedules, portfolios and assignments are used to assess learners.
2. Realia are real objects used as teaching aids, not assessment tools.

Teacher's Note:
1. Realia = real-life objects for teaching.
2. Portfolios show growth over time.

Answer: (a) proceeds from whole to part

Explanation:
1. In the top-down process the reader starts with the whole meaning, background knowledge and predictions.
2. Then she checks smaller parts like words.

Teacher's Note:
1. Top-down = meaning first; bottom-up = letters and words first.
2. Good readers use both.

Answer: (c) linguistic and socio-cultural

Explanation:
1. Communicative competence needs knowledge of the language system (linguistic) and of appropriate use in society (socio-cultural).
2. Other options are not competency areas.

Teacher's Note:
1. Hymes: knowing what is appropriate matters beyond grammar.
2. Canale and Swain also add discourse and strategic competence.

Answer: (a) print-oriented

Explanation:
1. Learning styles are ways learners prefer to take in information, such as print-oriented, aural, visual or kinesthetic.
2. Focused, loud and quiet describe behaviour or temperament.

Teacher's Note:
1. Styles concern how the learner takes in information.
2. Print-oriented learners prefer reading and writing.

Answer: (d) Bilingual

Explanation:
1. Bilingual education uses two languages: the mother tongue for content and the second language for teaching.
2. This matches the description.

Teacher's Note:
1. Bilingual = two languages of instruction.
2. Multilingual would involve more than two.

Answer: (a) Motivation

Explanation:
1. A learner must want to learn before effort and exposure bring results.
2. Words and grammar are learnt in the process, so they are not pre-requisites.

Teacher's Note:
1. Motivation is the main affective factor in language learning.
2. Krashen's affective filter is lowered by motivation.

Answer: (c) dictation

Explanation:
1. Dictation requires learners to listen, recall and write words correctly.
2. With teacher correction it gives practice in spelling.

Teacher's Note:
1. Dictation links hearing and writing.
2. Dictionaries help only when the learner already suspects an error.

Answer: (d) reading the text in parts for details

Explanation:
1. Intensive reading is careful, detailed reading of a short text, usually in parts, under the teacher's guidance.
2. Reading for pleasure is extensive reading.

Teacher's Note:
1. Intensive = detail, extensive = volume and pleasure.
2. Intensive reading builds language knowledge.

Answer: (a) Language across curriculum

Explanation:
1. Language skills such as vocabulary and debate are developed using content of another subject.
2. This is the strategy known as language across the curriculum.

Teacher's Note:
1. Every teacher is a language teacher.
2. Subject content gives a context for language practice.

Answer: (a) tail question

Explanation:
1. A question tag is a short question added at the end of a statement, e.g. 'It is cold, isn't it?'
2. Because it comes at the tail, it is also called a tail question.

Teacher's Note:
1. Positive statement takes negative tag and vice versa.
2. Tags are added at the end.

Answer: (a) periodic assessment of learning

Explanation:
1. CCE means regular, periodic assessment of learners' progress in all aspects.
2. Among the options, periodic assessment of learning fits best.

Teacher's Note:
1. CCE covers scholastic and co-scholastic areas.
2. It is not only a series of tests.

Answer: (a) that test inference, interpretation and evaluation besides comprehension

Explanation:
1. Good comprehension tests go beyond literal recall to higher-order thinking.
2. Inference, interpretation and evaluation do this.

Teacher's Note:
1. Include literal, inferential and evaluative questions.
2. Do not turn a reading test into a grammar or writing test.

Answer: (c) integrating different language skills

Explanation:
1. Group discussion uses listening and speaking, and letter writing uses writing (and reading).
2. Linking them is integration of language skills.

Teacher's Note:
1. Skills should be taught in an integrated way.
2. Oral work can be a base for writing.

Answer: (a) stringing together older words like the formation of earthquake from Earth and quake

Explanation:
1. Compounding joins two whole words to make a new word, as in earthquake.
2. Option (b) is back-formation, (c) is blending, and (d) is affixation.

Teacher's Note:
1. Compound = whole word + whole word.
2. Blending uses only parts of words.

Answer: (c) course content

Explanation:
1. In a subject-centred curriculum the subject matter is the base.
2. So learning experiences are organised around course content.

Teacher's Note:
1. Compare child-centred, which uses learners' interests.
2. Subject-centred stresses content and organisation of knowledge.

Answer: (c) life skills

Explanation:
1. This is the WHO definition of life skills.
2. They help individuals deal with demands of daily life.

Teacher's Note:
1. Life skills include decision making, empathy and communication.
2. Multiple intelligences are Gardner's theory.

Answer: (c) Project work

Explanation:
1. Groups plan, collect information, write and present a report on a theme.
2. This planned, collaborative work with a final product is project work.

Teacher's Note:
1. A project has stages: plan, collect, produce, present.
2. An assignment is usually a single task.

Answer: (a) Grammar

Explanation:
1. Poems are assessed for appreciation: vocabulary, poetic devices and theme.
2. Grammar is not a focus of poetry assessment as poets bend grammar for effect.

Teacher's Note:
1. Assess understanding and appreciation, not rules.
2. Poetic licence allows unusual grammar.

Answer: (c) knowing the rules of a grammatical item.

Explanation:
1. Declarative knowledge is knowing 'that', i.e. facts and rules.
2. Knowing how to use a grammar item is procedural knowledge.

Teacher's Note:
1. Declarative = know that; procedural = know how.
2. Good grammar teaching moves from the first to the second.

Answer: (d) grammar in context to connect grammar points with real life context

Explanation:
1. Pedagogical grammar is grammar organised for teaching and learning a language.
2. It teaches grammar points in context linked with real life.

Teacher's Note:
1. It is function- and use-oriented.
2. Not mere memorising of rules.

Answer: (b) first language in the school curriculum

Explanation:
1. In Indian schools English is a medium of instruction, or taught as a second or third language.
2. It is not offered as the first language (mother tongue) in the curriculum.

Teacher's Note:
1. Three-language formula: first is mother tongue or regional language.
2. English can be L2 or L3.

Answer: (c) A-ii, B-iii, C-iv, D-i

Explanation:
1. Personal writing is a diary (ii); study writing includes synopses (iii).
2. Creative writing is a travelogue (iv); public writing is a letter of complaint (i).

Teacher's Note:
1. Personal = for self; public = for a wider audience.
2. Study writing is notes and summaries.

Answer: (a) aptitude test

Explanation:
1. Aptitude tests measure potential or capacity to learn a particular skill.
2. Achievement tests measure what has already been learnt.

Teacher's Note:
1. Aptitude = potential; achievement = past learning.
2. Attitude refers to feelings and beliefs.

Answer: (c) creating opportunities for them to listen to a variety of sources and people and engage in listening activities

Explanation:
1. Listening grows with varied input and active tasks.
2. Only option (c) gives both variety and engagement.

Teacher's Note:
1. Listening should be integrated with other skills.
2. Passive listening or constant teacher talk is less useful.

Answer: (b) falling-rising

Explanation:
1. A trailing 'however...' signals something unsaid or a contrast to follow.
2. The falling-rising tone expresses reservation.

Teacher's Note:
1. Fall-rise suggests doubt or something left unsaid.
2. Falling is for finality.

Answer: (c) students possess different abilities, personalities and come from a variety of backgrounds

Explanation:
1. Each learner interprets new input through own abilities, personality and background.
2. So the same teaching leads to different learning.

Teacher's Note:
1. Learners are individuals; learning is constructed.
2. Plan for individual differences.

Answer: (a) refers to the process of learning a native or second language because of the innate capacity of the human brain

Explanation:
1. Acquisition is the natural, largely unconscious process of picking up a language, attributed to the brain's innate capacity.
2. Options (b) and (d) describe a technique or formal study, not acquisition.

Teacher's Note:
1. Acquisition is a process; a technique or method is something teachers use.
2. Krashen: acquisition is subconscious, learning is conscious.