CTET English MCQs with Answers Set 24

Answer: (c) Fluency of the content

Explanation:
1. Free writing encourages learners to express ideas freely.
2. Fluency, the flow of ideas, matters most; accuracy can be improved later.

Teacher's Note:
1. In free writing do not over-correct.
2. Fluency first, then accuracy through editing.

Answer: (a) develop critical thinking ability in students.

Explanation:
1. Riddles and puzzles need reasoning and problem solving.
2. They therefore develop critical thinking along with language.

Teacher's Note:
1. They also add fun, but the main aim is thinking.
2. Select the educational purpose.

Answer: (d) plan for pair and group work so that they can interact with peers.

Explanation:
1. Vygotsky stressed social interaction in learning.
2. So the teacher should plan pair and group work.

Teacher's Note:
1. Vygotsky: social constructivism, ZPD, scaffolding.
2. Reject options that avoid interaction.

Answer: (d) Teachers do the error analysis and find patterns and then re-teach and clarify the areas to the learners.

Explanation:
1. Interrupting a speaker harms fluency and confidence.
2. Ignoring errors does not help learning.
3. Analysing error patterns and re-teaching is a systematic, constructive technique.

Teacher's Note:
1. Treat errors as signs of learning.
2. Delayed, pattern-based correction is preferred.

Answer: (b) Total Physical Response

Explanation:
1. Total Physical Response links language with physical action.
2. Learners respond to commands with movement.

Teacher's Note:
1. TPR was developed by James Asher.
2. The name itself points to the answer.

Answer: (c) Production

Explanation:
1. What children say or use is their language production.
2. What they understand is comprehension or reception.

Teacher's Note:
1. Reception is understanding; production is speaking or writing.
2. A phoneme is a sound unit.

Answer: (d) Collection, selection and usefulness

Explanation:
1. In the structural approach, structures are selected for usefulness and then graded.
2. As per the key, the option with selection and usefulness is (d).

Teacher's Note:
1. The question is loosely worded.
2. The key is retained as given.

Answer: (d) vocabulary

Explanation:
1. Finding the odd one out needs knowledge of word meanings and categories.
2. So the activity enriches vocabulary.

Teacher's Note:
1. Odd-one-out tasks build vocabulary and categorisation.
2. They do not need speaking or writing.

Answer: (c) meaningful to them

Explanation:
1. Children are motivated when activities connect with their interests and lives.
2. So activities meaningful to them motivate all children.

Teacher's Note:
1. Relevance drives motivation.
2. Not every child needs to plan the activity.

Answer: (d) Realia

Explanation:
1. Real objects used in teaching are called realia.
2. These are real objects from home.

Teacher's Note:
1. Realia make language concrete.
2. Show and Tell is a speaking activity.

Answer: (d) Eclectic method

Explanation:
1. The eclectic method selects and combines features of different methods.
2. A teacher can do this only if familiar with all methods.

Teacher's Note:
1. Eclectic means choosing the best from many.
2. It depends on teacher's knowledge.

Answer: (d) Asking learners to change the end of the story.

Explanation:
1. Options (a), (b) and (c) prepare for the reading and are pre-reading activities.
2. Changing the end of the story can be done only after reading it.

Teacher's Note:
1. Pre-reading: prediction and prior knowledge. Post-reading: extension and response.
2. Ask whether the story has been read.

Answer: (b) It is used to store the raw data and summary data.

Explanation:
1. A portfolio shows growth, strengths and weaknesses and holds samples of work.
2. It is not meant to store raw data and summary data like a database.

Teacher's Note:
1. Portfolio is a purposeful collection of learner's work.
2. Choose the option that is not about learner work samples.

Answer: (c) Comprehensible input

Explanation:
1. Input slightly above the learner's present level is Krashen's comprehensible input (i + 1).
2. Understanding it matches this idea.

Teacher's Note:
1. Comprehensible input is understood language slightly beyond current ability.
2. Output is what learners produce.

Answer: (d) Scanning

Explanation:
1. Learners look for specific pieces of information (the sports page, three headlines).
2. Reading quickly to locate specific details is scanning.
3. Skimming is for the general idea, so it does not fit.

Teacher's Note:
1. Scanning = searching for specific information; skimming = getting the gist.
2. Do not confuse the two: a named target such as a page or a date signals scanning.

Answer: (b) Behaviouristic approach

Explanation:
1. Behaviourism (Skinner) views learning as stimulus, response and reinforcement.
2. Repetition and drill build habits, as in the audio-lingual method.

Teacher's Note:
1. Behaviourism: language is learned through imitation, practice and reinforcement.
2. Constructivist and whole language approaches stress meaning and learner construction instead.

Answer: (c) Labelling everyday items in your classroom

Explanation:
1. Emergent literacy grows from a print-rich environment.
2. Labelling everyday items lets children link objects with printed words naturally.
3. Formal alphabet teaching and keeping books out of reach do not build early literacy.

Teacher's Note:
1. Provide print everywhere: labels, charts, picture books within reach.
2. Emergent literacy comes before, and is not the same as, formal instruction.

Answer: (c) both teachers and learners.

Explanation:
1. Errors show the teacher what needs to be taught again.
2. They also show learners what they have not yet mastered.
3. So the feedback is useful to both.

Teacher's Note:
1. Modern language teaching treats errors as evidence of the learner's developing interlanguage.
2. Avoid harsh correction; use errors for planning remedial work.

Answer: (d) Asking children to imitate elders

Explanation:
1. Interacting with a text, retelling and deriving grammar in context all involve making meaning.
2. Imitating elders is mechanical repetition without meaning-making.

Teacher's Note:
1. Meaning-based activities focus on understanding and expressing ideas.
2. Imitation and drill belong to behaviourist, form-focused practice.

Answer: (c) A cloze test

Explanation:
1. A cloze test deletes words at regular intervals (every nth word) from a passage.
2. Learners restore them using context, which tests comprehension.

Teacher's Note:
1. Cloze = fixed-ratio deletion; it differs from a random gap-fill exercise.
2. It tests reading comprehension and language sense together.

Answer: (a) Accuracy

Explanation:
1. This method teaches rules of grammar and translation between L1 and L2.
2. The aim is correct forms, so accuracy is emphasised over fluency or speaking.

Teacher's Note:
1. GTM stresses reading, writing and grammatical accuracy; speaking and pronunciation are neglected.
2. Fluency and appropriateness belong to the communicative approach.

Answer: (c) the writing system of a language and the conventions used in representing speech in writing.

Explanation:
1. Graphology (graphemics) studies a language's writing system.
2. It covers the symbols and conventions used to represent speech in writing.

Teacher's Note:
1. Do not confuse it with phonology (sounds) or lexicology (vocabulary).
2. Think: graph = writing.

Answer: (b) colloquial

Explanation:
1. Colloquial language is everyday, informal speech.
2. Collocation is a habitual word combination; a chunk is a fixed phrase; a clue is a hint.

Teacher's Note:
1. Colloquial expressions include slang and contractions like 'gonna'.
2. Match the definition with the term, not the sound of the word.

Answer: (a) language acquisition

Explanation:
1. The mother tongue is picked up naturally from the surroundings without formal teaching.
2. This subconscious process is called language acquisition.

Teacher's Note:
1. Krashen: acquisition is subconscious; learning is conscious and formal.
2. L1 is acquired; L2 in school is usually learned.

Answer: (b) indication for learning

Explanation:
1. Errors show how the learner's language is developing.
2. They indicate what the learner is yet to learn, so they are signs of learning.

Teacher's Note:
1. Treat errors as a normal part of the learning process.
2. Use them diagnostically instead of punishing learners.

Answer: (c) Chomsky

Explanation:
1. Noam Chomsky proposed the innate Language Acquisition Device (LAD).
2. It lets children discover the rules of language from the input they hear.

Teacher's Note:
1. Chomsky: nativist view; Skinner: behaviourist view.
2. LAD goes with Universal Grammar.

Answer: (a) enhancing vocabulary among learners

Explanation:
1. A semantic map is a diagram that links a word with related words and ideas.
2. This helps learners organise and extend vocabulary.

Teacher's Note:
1. Semantic maps show word relationships such as synonyms and categories.
2. Useful as a pre-reading or vocabulary tool.

Answer: (a) words which we understand when we listen to them and read them

Explanation:
1. Passive (receptive) vocabulary is made of words we recognise and understand.
2. We meet them in listening and reading but do not use them ourselves.

Teacher's Note:
1. Active (productive) vocabulary is used in speaking and writing.
2. Passive vocabulary is usually larger than active vocabulary.

Answer: (d) Only a, c and d

Explanation:
1. The key given is (d): a, c and d.
2. Interest and reward/punishment (reinforcement) are psychological factors; environment is also treated as one in this key.

Teacher's Note:
1. Psychological factors: interest, motivation, attitude, reinforcement.
2. Questions of this kind are ambiguous; follow the standard key.