CTET English MCQs with Answers Set 22

Answer: (b) Listening and speaking

Explanation:
1. Sunil must first listen and understand what Ajay and Abha said.
2. He must then respond and continue the talk by speaking.
3. So both listening and speaking are tested.

Teacher's Note:
1. Conversation is interactive, so it uses receptive and productive oral skills together.
2. Do not choose a single skill when the task needs a response to what was heard.

Answer: (a) is processing the language

Explanation:
1. In the silent period a learner listens but does not yet speak much.
2. During this time the learner is taking in and processing the new language.
3. So (a) is correct.

Teacher's Note:
1. The silent period is a normal stage of second language acquisition.
2. Never treat silence as failure to learn; do not force speech.

Answer: (a) visual

Explanation:
1. Learners who learn best by seeing are called visual learners.
2. Visual mediums such as pictures, charts and videos suit them.
3. So the blank is 'visual'.

Teacher's Note:
1. Match learning style to medium: visual-pictures, auditory-listening, kinaesthetic-movement.
2. Use multimodal input for ELL students.

Answer: (b) Listening

Explanation:
1. The teacher speaks and students only respond by matching and raising a hand.
2. They must understand the spoken statement.
3. So listening is tested.

Teacher's Note:
1. Check who produces language: here only the teacher speaks.
2. A non-verbal response task usually tests listening comprehension.

Answer: (c) Vocabulary

Explanation:
1. Finding an antonym depends on knowing word meanings.
2. This is a word-meaning relationship, not sentence structure.
3. So the subskill is vocabulary.

Teacher's Note:
1. Synonyms, antonyms and word meanings test vocabulary.
2. Grammar items test form, such as tense or agreement.

Answer: (a) Vygotsky's Zone of Proximal Development

Explanation:
1. In guided reading the teacher supports small groups reading slightly challenging texts.
2. This support lets learners do what they cannot yet do alone.
3. That is Vygotsky's Zone of Proximal Development.

Teacher's Note:
1. Guided reading, scaffolding and ZPD are linked ideas.
2. Associate teacher support with Vygotsky.

Answer: (d) Read-aloud

Explanation:
1. Modelling fluency means students hear expressive, smooth reading.
2. The teacher must read the text aloud.
3. So read-aloud is the strategy.

Teacher's Note:
1. Skimming and scanning are speed strategies for gist and specific details.
2. Silent reading cannot be heard, so it cannot model fluency.

Answer: (a) So that students can acquire new vocabulary on their own

Explanation:
1. No teacher can teach every word.
2. Strategies such as using context and word parts help learners find meanings themselves.
3. So students can acquire new vocabulary independently.

Teacher's Note:
1. The aim is learner autonomy.
2. The other options are too general or less direct.

Answer: (d) a, b and d

Explanation:
1. Statements b and d describe the modern facilitator role.
2. Statement c, reproducing the text, is a poor role.
3. Statement a, planning what and how to teach, is part of the teacher's role, so a, b and d fit.

Teacher's Note:
1. Modern language teaching is learner-centred and the teacher facilitates.
2. Eliminate any option containing c.

Answer: (d) (A) is true, but (R) is false.

Explanation:
1. Children enter school already competent in at least one language for their age, so (A) is true.
2. The reason says they cannot demonstrate their abilities, which is not accepted; they can use their language, and the school should value it.
3. So (A) is true and (R) is false.

Teacher's Note:
1. Language education assumes children arrive with rich home-language competence.
2. Diversity is a resource, not a barrier.

Answer: (d) Pragmatics

Explanation:
1. Changing the way one speaks to suit listener and situation is language use in context.
2. The study of language use in social context is pragmatics.

Teacher's Note:
1. Semantics deals with meaning, pragmatics with appropriate use.
2. Think of register and politeness for pragmatics.

Answer: (c) Articles writing

Explanation:
1. Spelling and digraphs are basic mechanics.
2. Using words in sentences is a higher step.
3. Writing articles needs ideas, organisation and expression, the highest level.

Teacher's Note:
1. Writing grows from letters to words to sentences to paragraphs to extended texts.
2. Pick the option needing most composition.

Answer: (a) teacher

Explanation:
1. In TPR the teacher gives commands and models the actions.
2. Students respond physically.
3. The teacher directs the whole process and plays the central role.

Teacher's Note:
1. TPR was developed by James Asher and links language with action.
2. Remember: teacher commands, student acts.

Answer: (c) egocentric to socialized

Explanation:
1. Piaget held that young children first use egocentric speech, talking for themselves.
2. With maturity speech becomes socialized, directed at others.
3. So egocentric to socialized.

Teacher's Note:
1. Vygotsky argued the opposite: social speech turns into private speech.
2. Do not mix up the two views.

Answer: (c) Using many languages while speaking and in teaching-learning in classroom.

Explanation:
1. Translanguaging is the flexible use of all the languages a learner knows.
2. It draws on them together during speaking and learning.
3. So (c) is correct.

Teacher's Note:
1. It treats learners' languages as one connected resource.
2. It differs from strict one-language-only teaching.

Answer: (d) Decoding of the text, the words and phrases.

Explanation:
1. Reading aims at meaning making, linking with prior knowledge and inferring.
2. Decoding is only a means or early step, not the final objective.
3. So (d) is the answer.

Teacher's Note:
1. Reading is comprehension, not just decoding.
2. NCF stresses meaning-making.

Answer: (b) visual

Explanation:
1. Preferring written information over spoken is a preference for seeing.
2. Written text is visual input.
3. So the style is visual.

Teacher's Note:
1. Auditory learners prefer listening.
2. Reading and writing preference is often grouped with visual.

Answer: (d) know the group in learners understanding.

Explanation:
1. A diagnostic test finds learners' strengths and weaknesses.
2. It shows where learners stand so teaching can be planned.
3. This matches (d), knowing learners' understanding.

Teacher's Note:
1. Diagnostic tests inform teaching and are not meant for grading.
2. Remedial teaching follows a diagnosis.

Answer: (b) Children learn languages through imitation and reinforcement.

Explanation:
1. Chomsky proposed an innate language faculty and universal grammar.
2. He supports the critical period idea and shared structures across languages.
3. Learning by imitation and reinforcement is the behaviourist view, which he rejected.

Teacher's Note:
1. Chomsky criticised Skinner's behaviourist account.
2. Nativism versus behaviourism is a favourite CTET contrast.

Answer: (a) it enables children to comprehend.

Explanation:
1. Children understand best in the language they know from home.
2. Instruction in it ensures comprehension of concepts.
3. So (a) is the main reason.

Teacher's Note:
1. NCF and NEP recommend home language as the medium in the early years.
2. Comprehension is the academic reason.

Answer: (b) Phoneme

Explanation:
1. A phoneme is the smallest sound unit that changes meaning, as in pin and bin.
2. A morpheme is the smallest meaningful unit, but it is larger.
3. A grapheme is a written symbol.

Teacher's Note:
1. Phoneme is about sound, grapheme about writing, morpheme about meaning.
2. Minimal pairs show phonemic contrast.

Answer: (a) grammatical competencies

Explanation:
1. A functional syllabus is organised around language functions such as requesting or apologising.
2. Learners use appropriate structures for these functions.
3. This develops grammatical competence in use, as the key states.

Teacher's Note:
1. Functions link grammar structures with communicative purposes.
2. Among the options, grammar is the only language competence listed.

Answer: (a) Reading

Explanation:
1. Dyslexia is a specific learning difficulty in reading.
2. Writing difficulty is dysgraphia.

Teacher's Note:
1. Dyslexia reading, dysgraphia writing, dyscalculia mathematics.
2. Spelling problems are often a result of reading difficulty.

Answer: (d) Speaking

Explanation:
1. Pronunciation, stress and intonation concern producing spoken language.
2. They are therefore subskills of speaking.

Teacher's Note:
1. Stress and intonation also help in listening, but they are produced in speaking.
2. Choose the productive skill here.

Answer: (b) Map

Explanation:
1. Direction words such as north, left, turn right are used on a map.
2. A map task sheet lets learners practise giving and following directions.

Teacher's Note:
1. Choose the material that matches the objective.
2. Maps are ideal for directions and places.

Answer: (a) Reading, writing, listening and speaking

Explanation:
1. The four basic skills are listening, speaking, reading and writing (LSRW).
2. Only option (a) lists them.

Teacher's Note:
1. Listening and reading are receptive; speaking and writing are productive.
2. Understanding and communicating are not skills in this list.

Answer: (a) Emergent literacy

Explanation:
1. Skills developing before formal reading instruction form early literacy.
2. This is termed emergent literacy.

Teacher's Note:
1. It includes print awareness, listening and early writing.
2. Home and pre-school experiences build it.

Answer: (d) Dialogic reading

Explanation:
1. Dialogic reading is an interactive shared picture-book reading in which the adult and child talk about the book.
2. The children are actively engaged, which fits dialogic reading.

Teacher's Note:
1. Dialogic reading uses prompts and questions to involve the child.
2. The key word is active engagement.

Answer: (b) Speaking and writing skills

Explanation:
1. Learners describe pictures aloud, which develops speaking.
2. They can also write sentences or a story based on them.
3. So speaking and writing are developed, as the key states.

Teacher's Note:
1. Picture-based tasks provide content for oral and written expression.
2. Both are productive skills.