CTET English MCQs with Answers Set 20

Answer: (a) break – broke

Explanation:
1. Irregular verbs do not form the past tense with -ed.
2. Break – broke is irregular, while walk – walked is regular.

Teacher's Note:
1. Train – trainer is noun formation and happy – happier is comparison.
2. Check the past form for -ed.

Answer: (b) note-making

Explanation:
1. Gathering means collecting and organising information from a text.
2. Note-making does this by putting the main points in one's own words.

Teacher's Note:
1. Note-taking copies what is heard or read.
2. Note-making is more active and organised.

Answer: (b) intranet

Explanation:
1. An intranet is a private network within an organisation.
2. It lets members share resources inside the institution.

Teacher's Note:
1. The internet is public and worldwide.
2. Intranet = inside the institution.

Answer: (c) Modern Indian language and a classical language

Explanation:
1. Sanskrit is listed in the Eighth Schedule, which makes it a modern Indian language.
2. It is also a classical language.

Teacher's Note:
1. Language is not tied to a religion.
2. Remember: scheduled language and classical language.

Answer: (c) Language across the curriculum

Explanation:
1. Using content from other subjects in language work is language across the curriculum.
2. It treats language as a tool for learning every subject.

Teacher's Note:
1. NCF 2005 recommends language across the curriculum.
2. All teachers are language teachers.

Answer: (d) creating opportunities to use the target language for communication

Explanation:
1. Fluency comes through frequent use of the language.
2. So learners need many chances to communicate.

Teacher's Note:
1. Constant correction hurts fluency.
2. The teacher should talk less and let learners talk more.

Answer: (d) images and diagrams

Explanation:
1. Bruner's iconic mode represents knowledge through images and pictures.
2. Diagrams are also visual images.

Teacher's Note:
1. Bruner's modes are enactive, iconic and symbolic.
2. Symbols belong to the symbolic mode.

Answer: (b) listening comprehension

Explanation:
1. Learners hear the text and then show what they understood by telling or drawing.
2. This assesses listening comprehension.

Teacher's Note:
1. The input is oral, so it is a listening task.
2. Drawing is only a way of responding, not what is assessed.

Answer: (a) actively searching for answers using computers

Explanation:
1. The stem asks for classroom use of new technology as part of daily life.
2. Actively searching for answers with computers shows learners using it themselves.

Teacher's Note:
1. A whiteboard is old technology.
2. Learner use is more significant than teacher use.

Answer: (c) Asking questions

Explanation:
1. Questions make learners think about the text.
2. This builds understanding, whereas ticking or copying answers is passive.

Teacher's Note:
1. Use a mix of literal, inferential and evaluative questions.
2. Good questioning is a key teaching skill.

Answer: (c) an associate official language

Explanation:
1. Hindi is the official language of the Union.
2. English continues as an associate official language.

Teacher's Note:
1. English is not in the Eighth Schedule.
2. The Official Languages Act 1963 keeps English in use.

Answer: (a) A, B and C

Explanation:
1. Proficiency means using a language fluently, accurately and appropriately.
2. Efficiency is not one of the standard elements.

Teacher's Note:
1. Fluency, accuracy and appropriateness are the usual three.
2. Appropriateness means suiting the context.

Answer: (d) Error correction

Explanation:
1. She collects learners' errors and then deals with them together.
2. This is delayed error correction.

Teacher's Note:
1. Feedback is also possible, but the practice itself is error correction.
2. Correcting after the activity avoids interrupting fluency.

Answer: (c) Ensuring that the words spoken are intelligible to others

Explanation:
1. The aim for non-native speakers is intelligible speech, not a native accent.
2. So the key concern is that spoken words are understood by others.

Teacher's Note:
1. Intelligibility matters more than native-like pronunciation.
2. Mother-tongue interference should be reduced, not maintained.

Answer: (d) imaginative thinking

Explanation:
1. Conceptual and associative thinking depend on words and symbols.
2. Imaginative thinking works mainly through mental images rather than words.
3. So words are not essential for imaginative thinking.

Teacher's Note:
1. Thinking can run on words, images or sensations.
2. This item is ambiguous because perceptual thinking also needs no words, so follow the source key.

Answer: (c) achieving language learning across the curriculum

Explanation:
1. Learners use content from other subjects to produce English writing.
2. Using language as a tool in all subjects is language across the curriculum.

Teacher's Note:
1. NCF 2005 stresses that language learning is not limited to the language period.
2. Do not confuse this with finishing other syllabi.

Answer: (b) Computers

Explanation:
1. Linking schools, people, programmes and data needs networked technology.
2. Computers with the internet do this.

Teacher's Note:
1. This is an ICT in education idea.
2. Voice recorders and whiteboards work only locally.

Answer: (a) Efficiency

Explanation:
1. Proficiency is described through fluency, accuracy and appropriacy.
2. Efficiency is not one of these components.

Teacher's Note:
1. Remember the trio: fluency, accuracy, appropriacy.
2. Efficiency is a general word and not a language skill component.

Answer: (d) glide vowels

Explanation:
1. A diphthong is a vowel sound that glides from one vowel to another within one syllable.
2. So it is also called a glide vowel.

Teacher's Note:
1. Monophthongs are pure vowels; diphthongs glide.
2. English has 8 diphthongs in RP.

Answer: (d) both scholastic and co-scholastic areas

Explanation:
1. Continuous and Comprehensive Evaluation covers the whole child.
2. This includes scholastic (academic) and co-scholastic areas.

Teacher's Note:
1. Comprehensive means both academic and non-academic areas.
2. Continuous means assessment spread through the year.

Answer: (d) stem and a set of options

Explanation:
1. An MCQ has a stem that poses the problem.
2. It has a key and distractors together forming the options.

Teacher's Note:
1. Stem plus options is the basic structure.
2. The wrong options are called distractors.

Answer: (a) Extensive reading

Explanation:
1. Students read a whole story on their own, for general understanding and pleasure, before class.
2. Reading longer texts for overall meaning is extensive reading.

Teacher's Note:
1. Intensive reading is slow, detailed study of a short text under the teacher.
2. Extensive reading builds fluency and a reading habit.

Answer: (d) inclusive education

Explanation:
1. The statement stresses benefit for the differently abled, marginalised and disadvantaged children.
2. Education that includes all learners is inclusive education.

Teacher's Note:
1. Look for the key groups named: disabled, marginalised, difficult circumstances.
2. NCF 2005 and RTE both support inclusion.

Answer: (b) significance of the word in a particular context

Explanation:
1. Following Saussure, the value of a word comes from its relation to other words around it.
2. So it is the significance of the word in its particular context.

Teacher's Note:
1. Value differs from the dictionary meaning.
2. The same word can have different values in different texts.

Answer: (d) own perceptions of their ability

Explanation:
1. Motivation depends on how learners see themselves.
2. Self-efficacy, their own perception of their ability, strongly affects effort.

Teacher's Note:
1. Perceived ability matters more than actual ability for motivation.
2. Affective factors are central in second language learning.

Answer: (c) pays more attention to the areas of his/her interests

Explanation:
1. Gifted or specially able students show strong focus on topics that interest them.
2. The other options are unrelated to academic ability.

Teacher's Note:
1. Special ability appears as deep interest and attention.
2. Physical build says nothing about academic ability.

Answer: (c) they should be exposed to language orally

Explanation:
1. Language is learned first through listening and speaking.
2. So children should be exposed to the language orally before reading and writing.

Teacher's Note:
1. The natural order is listening, speaking, reading, writing.
2. Do not begin with the alphabet.

Answer: (c) Ability to read a text at ease with expression.

Explanation:
1. Reading fluency is smooth, easy reading at a good pace.
2. It includes proper expression.

Teacher's Note:
1. Fluency is not perfection.
2. Interpretation is comprehension, a separate skill.

Answer: (b) Recognising the topic

Explanation:
1. Top-down listening uses background knowledge and context to get the overall meaning.
2. Recognising the topic is a global task, while the others work with small details.

Teacher's Note:
1. Top-down means from meaning to details; bottom-up means from sounds to meaning.
2. Phonemes and intonation belong to bottom-up processing.