CTET English MCQs with Answers Set 19

Answer: (d) gap-filling grammar exercises

Explanation:
1. Controlled practice limits the learner's choice and focuses on one structure.
2. Gap-filling exercises do this; composition is free practice and explaining is teacher talk.

Teacher's Note:
1. Practice moves from controlled to guided to free.
2. Explanation is presentation, not practice.

Answer: (c) speaking skill

Explanation:
1. Learners observe a picture and describe or talk about what they see.
2. This promotes speaking (and related vocabulary use) most directly.

Teacher's Note:
1. Pictures give a context to talk about.
2. They suit young learners with limited vocabulary.

Answer: (a) the means of evaluating whether these educational ends have been achieved or not

Explanation:
1. As defined here, a curriculum states purpose, content, strategies and experiences.
2. The means of evaluation are not part of this definition.

Teacher's Note:
1. Read 'does not state' carefully in such questions.
2. The source key follows the definition quoted.

Answer: (c) use of electronic media and information and communication technologies

Explanation:
1. The 'e' stands for electronic.
2. E-learning is learning with electronic media and ICT.

Teacher's Note:
1. Online courses and digital resources are examples.
2. It is not a type of language course.

Answer: (d) /flour/

Explanation:
1. The word flower is pronounced /ˈflaʊə/.
2. Of the given options, /flour/ is the closest to this sound, matching the 'ou' diphthong and the final schwa.

Teacher's Note:
1. Options are in rough respelling, not true IPA.
2. Flower and flour are homophones.

Answer: (d) informal and a combination of both formative and summative

Explanation:
1. Continuous assessment takes place throughout the year.
2. It combines informal, formative assessment with periodic summative assessment.

Teacher's Note:
1. CCE assesses day-to-day progress along with term-end tests.
2. It is not limited to formal tests or to informal checks alone.

Answer: (c) Think aloud protocol

Explanation:
1. Learners say aloud their thoughts while doing a task.
2. This strategy is called the think-aloud protocol.

Teacher's Note:
1. Think-aloud makes thinking processes visible to the teacher.
2. It is also used to model reading strategies.

Answer: (c) constructive activities with learners engaged in language learning

Explanation:
1. Language learning needs talk, discussion and group work.
2. So some noise shows that learners are actively engaged in constructive activities.

Teacher's Note:
1. An active classroom is not the same as an undisciplined one.
2. NCF 2005 supports learner participation.

Answer: (c) allows learners to raise questions

Explanation:
1. In enquiry-based learning, learners ask questions and investigate to find answers.
2. It therefore nurtures creative thinking; only (c) is a correct statement.

Teacher's Note:
1. The teacher acts as a facilitator.
2. Questions come from the learners.

Answer: (c) lead [metal] / lead [give direction]

Explanation:
1. Homographs are words with the same spelling but different meanings (and often sounds).
2. Lead (metal) and lead (to guide) are spelt alike.

Teacher's Note:
1. (a) is a homophone pair and (b) is a synonym pair.
2. In (d) the spellings differ.

Answer: (d) communicative

Explanation:
1. In the communicative approach, learners learn to communicate by communicating.
2. Interaction is both the means and the goal.

Teacher's Note:
1. Language is learnt through use.
2. Silent way and comprehension approaches give less place to interaction.

Answer: (d) communication of meaning and accuracy of language

Explanation:
1. Semantic function concerns the meaning that a structure expresses.
2. So learners must attend to both communication of meaning and accuracy.

Teacher's Note:
1. Form, meaning and use go together in grammar teaching.
2. Drills alone ignore meaning.

Answer: (c) scripting a skit in pairs

Explanation:
1. Formative assessment is ongoing and activity based.
2. Scripting a skit in pairs involves writing in a collaborative task; the others do not test writing or are summative.

Teacher's Note:
1. Formal tests are summative.
2. Dancing and model-making are not writing tasks.

Answer: (b) Verbs

Explanation:
1. The verb is the core of a sentence and links the subject, object and other parts.
2. Understanding the verb shows how the parts relate.

Teacher's Note:
1. Verbs show actions and states and decide the sentence pattern.
2. This is a doubtful question as pronouns also link ideas.

Answer: (a) a piece of work which involves engagement with language

Explanation:
1. A task is a goal-oriented activity in which learners use language to achieve an outcome.
2. So it is a piece of work involving engagement with language.

Teacher's Note:
1. Focus is on meaning, not on form alone.
2. A task is more than a homework assignment.

Answer: (b) form-focussed teaching

Explanation:
1. This method teaches grammar rules and translation of sentences.
2. So it is form-focussed rather than meaning or use focussed.

Teacher's Note:
1. It gives little attention to speaking and listening.
2. The communicative approach is the opposite, focusing on use.

Answer: (b) for specific information

Explanation:
1. Global listening is listening for the general idea or gist.
2. Listening for specific information is selective or intensive listening, so it is not global.

Teacher's Note:
1. Global means overall understanding.
2. Selective listening picks out details.

Answer: (b) acrostic

Explanation:
1. In an acrostic the first letters of the lines, read down, spell a word or name.
2. An epic is a long narrative poem and a haiku is a short Japanese form.

Teacher's Note:
1. Acrostic poems are popular classroom activities.
2. Alliteration repeats initial sounds within lines.

Answer: (a) homonyms

Explanation:
1. Words with the same spelling and the same sound but different unrelated meanings are homonyms (e.g. bank).
2. Homographs differ in sound and homophones differ in spelling.

Teacher's Note:
1. Polysemy is one word with related meanings.
2. Homonyms satisfy both conditions in the question.

Answer: (a) an activity where the target language is used by the learner for a communicative purpose.

Explanation:
1. In TBLL a task has a clear outcome and learners use the target language to communicate.
2. Mere teacher-designed work or textbook exercises do not need a communicative purpose.

Teacher's Note:
1. Tasks focus on meaning, with form noticed afterwards.
2. Information-gap activities are typical tasks.

Answer: (b) Associate official language

Explanation:
1. Hindi is the official language of the Union.
2. English is used as an associate official language, and is not listed in the Eighth Schedule.

Teacher's Note:
1. The Official Languages Act 1963 allows English to continue.
2. Do not confuse it with the 22 scheduled languages.

Answer: (a) learning only the minimum or less

Explanation:
1. Early stress on accuracy and constant correction makes children afraid of mistakes.
2. They then risk little and learn only the minimum or less.

Teacher's Note:
1. Young learners need to try language freely.
2. Absolute options like 'not at all' are too strong.

Answer: (d) function, appearance, use

Explanation:
1. A factual description of equipment covers what it looks like, what it does and how it is used.
2. These are appearance, function and use.

Teacher's Note:
1. Factual writing is objective and precise.
2. Location and users are not needed in the description.

Answer: (d) Logical sequence

Explanation:
1. Process writing (for example, describing a process) shows steps in the order they happen.
2. So a logical sequence must be followed.

Teacher's Note:
1. Sequence words such as first, then and finally help.
2. Organisation is general, whereas sequence is the key to a process.

Answer: (b) Ferdinand de Saussure

Explanation:
1. Ferdinand de Saussure is called the father of modern linguistics.
2. His Course in General Linguistics began structural linguistics.

Teacher's Note:
1. Chaucer is the father of English poetry.
2. Chomsky is linked with generative grammar.

Answer: (d) using prior knowledge of the subject and the ideas in the text as clues to the meanings of unknown words

Explanation:
1. Prediction uses what the reader already knows plus clues in the text.
2. It helps in guessing what comes next and the meanings of unknown words.

Teacher's Note:
1. Paraphrasing and previewing are different strategies.
2. Prediction links prior knowledge with text clues.

Answer: (c) carefully to what is said and responding

Explanation:
1. In interactive listening the listener takes part in the conversation.
2. She listens carefully and responds.

Teacher's Note:
1. Examples are conversations and discussions.
2. Listening for stress or mood is more specific.

Answer: (b) accuracy

Explanation:
1. Grammar knowledge helps learners use correct forms.
2. So it mainly improves accuracy.

Teacher's Note:
1. Fluency comes from practice in use.
2. Numeracy is about numbers.

Answer: (a) knowledge and skill

Explanation:
1. Ability refers to what learners know and can do.
2. A mixed ability group differs in knowledge and skill.

Teacher's Note:
1. Heterogeneous means made up of different kinds.
2. Differentiated instruction helps such classes.