CTET English MCQs with Answers Set 18

Answer: (c) an asset

Explanation:
1. NCF 2005 treats the many languages in a child's classroom as a resource.
2. Knowing several languages supports learning a new one, so multilingualism is an asset.

Teacher's Note:
1. The National Focus Group on Teaching of English stresses multilinguality as a resource.
2. Avoid the old view that the mother tongue only interferes.

Answer: (c) a paragraph

Explanation:
1. A paragraph is a group of related sentences built around one main idea.
2. An essay deals with many ideas, so it is larger than a single self-contained unit.

Teacher's Note:
1. A paragraph usually has a topic sentence, supporting sentences and a conclusion.
2. Remember: one paragraph, one idea.

Answer: (c) value

Explanation:
1. Love, peace, care and concern for others are human values.
2. Education that develops these is called value education.

Teacher's Note:
1. Value education aims at moral, social and emotional growth.
2. It is different from academic or vocational education, which build knowledge or job skills.

Answer: (b) brainstorming, outlining, drafting, revising, proof-reading and writing the final draft

Explanation:
1. The process approach treats writing as a series of stages.
2. These are pre-writing (brainstorming, outlining), drafting, revising, editing or proof-reading and the final draft.

Teacher's Note:
1. Option (b) is the only one that lists the complete cycle.
2. The focus is on the process, not only the finished product.

Answer: (b) decode messages moving from sounds to words, phrases, clauses and other grammatical elements to sentences

Explanation:
1. Bottom-up processing starts from the smallest units, the sounds.
2. The listener builds up through words, phrases and clauses to the meaning of whole sentences.

Teacher's Note:
1. Top-down processing is the reverse and uses prior knowledge and context.
2. Good listening uses both together.

Answer: (c) using the languages of learners as a strategy in school

Explanation:
1. Seeing multilingualism as a resource means the languages children already know are used in learning.
2. So learners' own languages become a strategy in the classroom.

Teacher's Note:
1. This is the NCF 2005 view of the multilingual classroom.
2. It is about using the languages present, not merely teaching many of them.

Answer: (a) interactive

Explanation:
1. Constructivist theory holds that learners build knowledge by doing and interacting.
2. Interaction with peers, teacher and materials makes learning effective, unlike passivity or silence.

Teacher's Note:
1. Vygotsky stressed social interaction in learning.
2. A silent classroom is not necessarily a learning classroom.

Answer: (a) Teaching all the learners to sweep, wash and sew in the craft class without any gender discrimination

Explanation:
1. Stereotypes are broken when all children take part equally in the same activities.
2. Options (b), (c) and (d) reinforce traditional roles; (a) treats boys and girls alike.

Teacher's Note:
1. Gender-sensitive teaching avoids stereotyped tasks and images.
2. Practice, not just talk, changes beliefs.

Answer: (a) Children interact in the target language through tasks that require multiple intelligences

Explanation:
1. A child-centred classroom gives learners an active role and varied, meaningful tasks.
2. Interaction in the target language through tasks suiting different intelligences fits this; the others are teacher-controlled or isolated.

Teacher's Note:
1. Gardner's multiple intelligences support varied tasks.
2. Obedience-based teaching is teacher-centred.

Answer: (c) Individualised instruction

Explanation:
1. Modelling, lecture and demonstration are led and controlled by the teacher.
2. Individualised instruction is tailored to each learner's pace and needs, so it is learner-centred.

Teacher's Note:
1. Teacher-centred means the teacher is the main source of information.
2. Group work and individual pacing are learner-centred.

Answer: (b) natural

Explanation:
1. The Natural Approach (Krashen and Terrell) stresses exposure to meaningful language without formal text.
2. Content is drawn from everyday life, society and nature.

Teacher's Note:
1. The natural method imitates how a child acquires the mother tongue.
2. Grammar translation relies heavily on printed text.

Answer: (b) inductive method

Explanation:
1. In the inductive method learners see examples first and work out the rule themselves.
2. The deductive method gives the rule first.

Teacher's Note:
1. Inductive means from examples to rule.
2. Deductive means from rule to examples.

Answer: (c) presentation-practice-production

Explanation:
1. The sandwich technique places the mother tongue between target-language phases.
2. Its three phases follow the familiar presentation, practice and production sequence.

Teacher's Note:
1. It combines the target language and the learner's first language.
2. The PPP model is also used in many structural lessons.

Answer: (a) show him his mistakes and ask him to repronounce them?

Explanation:
1. A teacher should give constructive feedback and not ignore errors.
2. Showing the mistakes and having the word pronounced again links sound to spelling.

Teacher's Note:
1. Ignoring errors lets them become fixed habits.
2. Feedback should be supportive, not humiliating.

Answer: (b) honing the abilities of listening, speaking, reading, writing and meaning-making

Explanation:
1. The communicative approach aims at using language for real communication.
2. So it develops listening, speaking, reading, writing and meaning-making together.

Teacher's Note:
1. Its goal is communicative competence (Hymes).
2. Grammar is taught in context, not as isolated rules.

Answer: (d) Lexical approach

Explanation:
1. The lexical approach (Michael Lewis) holds that language is made of lexical chunks.
2. Words and multi-word chunks are therefore the basis of learning.

Teacher's Note:
1. Collocations and fixed phrases are lexical chunks.
2. Grammar translation is built on rules and translation.

Answer: (d) dictation

Explanation:
1. Spelling is practised in written form.
2. Dictation makes learners write words they hear, which checks and improves spelling.

Teacher's Note:
1. Dictation links listening with correct writing.
2. Pronunciation drills help speech, not spelling.

Answer: (b) Communicative approach

Explanation:
1. Competence (knowing the language) and performance (using it) come from Chomsky and Hymes.
2. The communicative approach aims at communicative competence, joining knowledge with use.

Teacher's Note:
1. Chomsky separated competence from performance.
2. The communicative approach stresses using language appropriately.

Answer: (c) Noam Chomsky

Explanation:
1. Transformational-generative grammar was proposed by Noam Chomsky in Syntactic Structures (1957).
2. Saussure is linked with structural linguistics.

Teacher's Note:
1. Chomsky also proposed the Language Acquisition Device.
2. Remember Chomsky for generative grammar and universal grammar.

Answer: (a) using real objects, actions and real-life situations

Explanation:
1. Realia means real objects from everyday life used in teaching.
2. Such objects, actions and situations make meaning concrete.

Teacher's Note:
1. Examples of realia are coins, fruits, tickets and menus.
2. Realia suit young learners and beginners especially.

Answer: (d) direct method

Explanation:
1. The direct method uses only the target language in the classroom.
2. No translation is used, as meaning is shown through objects and actions.

Teacher's Note:
1. Grammar translation depends on the mother tongue.
2. The direct method is also called the natural method.

Answer: (a) Cognitive Academic Language Proficiency

Explanation:
1. CALP is Jim Cummins's term for Cognitive Academic Language Proficiency.
2. It is the language needed for academic study, unlike everyday BICS.

Teacher's Note:
1. BICS means Basic Interpersonal Communication Skills.
2. CALP takes longer to develop than BICS.

Answer: (b) Presenting grammar form in a natural discourse, then explaining how the form is made and used.

Explanation:
1. Grammar is best learnt in meaningful context.
2. Showing the form in natural discourse and then explaining its formation and use is the contextual approach.

Teacher's Note:
1. Isolated rules and single sentences give little sense of real use.
2. NCF favours teaching grammar in context.

Answer: (b) instructions for the task and objectives to be made clear first

Explanation:
1. Learners drift into L1 when the task purpose is unclear.
2. Clear instructions and objectives keep them focused on the target language.

Teacher's Note:
1. Clear, purposeful tasks and teacher monitoring help.
2. A harder or easier task does not solve the problem.

Answer: (a) cooperative

Explanation:
1. Awareness of learning styles by both learner and teacher leads to working together.
2. This enhances cooperative learning.

Teacher's Note:
1. Cooperative learning builds on individual strengths.
2. Learning styles differ among learners.

Answer: (b) single sound unit

Explanation:
1. A phoneme is the smallest unit of sound that can change meaning.
2. For example, /p/ and /b/ separate 'pat' and 'bat'.

Teacher's Note:
1. A phoneme is a sound, not a letter.
2. Phonemes are written between slashes.

Answer: (c) Script

Explanation:
1. Language components are sound, structure and vocabulary.
2. Script is only the system of writing used to represent a language.

Teacher's Note:
1. Many languages share a script, and some have none.
2. Components are the core of the language itself.

Answer: (b) recognize how intonation is used

Explanation:
1. Good listening includes noticing features such as intonation, stress and tone.
2. The other options are too absolute or belong to other skills such as speaking and spelling.

Teacher's Note:
1. Words like 'every' and 'each and every' usually mark wrong options.
2. Listening involves sounds, stress and intonation.

Answer: (b) expressing ideas without giving much attention to spelling and grammar

Explanation:
1. Free writing is writing freely on a topic to express ideas.
2. Accuracy of spelling and grammar is not the focus at that stage.

Teacher's Note:
1. Errors are corrected later during editing.
2. Free writing builds fluency and confidence.