CTET English MCQs with Answers Set 30

Answer: (c) using variety of ways to collect information about learner's performance and sharing it with learners and their parents.

Explanation:
1. At the primary stage assessment should be continuous, varied and supportive.
2. Collecting information in many ways and sharing it with learners and parents helps improvement; formal tests and pass/fail declaration do not.

Teacher's Note:
1. RTE and NCF favour continuous and comprehensive evaluation at the primary stage.
2. Avoid heavy testing and labelling of young learners.

Answer: (c) Portfolio

Explanation:
1. A portfolio is a purposeful collection of a learner's work over a period.
2. It shows progress and effort over time.

Teacher's Note:
1. Portfolios are a key tool of continuous assessment.
2. Anecdotal records are the teacher's short notes on observed behaviour.

Answer: (b) school language is more formal than home language

Explanation:
1. Home language is informal and spoken; the language of school is formal, standard and written.
2. This gap between home and school language creates difficulty.

Teacher's Note:
1. Teachers should build on the child's home language and move gradually to standard forms.
2. Do not treat the child's home variety as wrong.

Answer: (b) Using a prediction task

Explanation:
1. Pre-reading activities prepare learners and activate prior knowledge before reading.
2. Predicting from the title or pictures does this; paraphrasing and summarising come after reading.

Teacher's Note:
1. Stages: pre-reading, while-reading, post-reading.
2. Brainstorming, picture talk and prediction are typical pre-reading tasks.

Answer: (a) to be aware of ideas on a topic

Explanation:
1. Brainstorming is generating and sharing as many ideas on a topic as possible.
2. It makes learners aware of the ideas and vocabulary related to the topic.

Teacher's Note:
1. It is a common pre-writing and pre-reading activity.
2. In brainstorming, all ideas are welcome and not judged at first.

Answer: (c) achievement test

Explanation:
1. An achievement test measures what has been learned after teaching a unit or concept.
2. A diagnostic test is used to find learning difficulties, usually before or during teaching.

Teacher's Note:
1. Diagnostic = find weaknesses; placement = decide level; achievement = measure learning.
2. Check when the test is given and for what purpose.

Answer: (c) that is based on noting down everything that comes to mind, without concern for rules.

Explanation:
1. Freewriting is writing continuously whatever comes to mind.
2. The writer does not worry about grammar, spelling or form.

Teacher's Note:
1. It builds fluency and confidence and removes fear of mistakes.
2. Editing is done later, not during freewriting.

Answer: (d) Skimming

Explanation:
1. We usually run through the newspaper quickly to get the general idea of the news.
2. That is skimming.

Teacher's Note:
1. Skimming = gist; scanning = a specific detail.
2. We may scan for a particular item, but routine newspaper reading is skimming.

Answer: (b) teacher to connect the text with the previous knowledge of the learner.

Explanation:
1. Pre-reading activities activate learners' background knowledge.
2. This lets the teacher link the new text to what the learners already know.

Teacher's Note:
1. Prior knowledge makes comprehension easier.
2. Pre-reading is not for memorising.

Answer: (b) Scaffolding

Explanation:
1. Scaffolding is temporary, adjustable support given to help a learner perform within the zone of proximal development.
2. The support is removed as the learner becomes independent.

Teacher's Note:
1. Scaffolding is linked to Vygotsky and Bruner.
2. Reinforcement and conditioning belong to behaviourism.

Answer: (b) Treating her normally and providing support through audio material

Explanation:
1. Inclusive education means the child learns with others and is given appropriate support.
2. Audio material uses her listening strength; ignoring or excusing her is wrong.

Teacher's Note:
1. RTE and the RPwD Act support inclusion.
2. Use multisensory aids and high expectations for every learner.

Answer: (a) Formative

Explanation:
1. Collecting evidence of progress through varied activities during learning is formative assessment.
2. Summative assessment is done at the end of a term or course.

Teacher's Note:
1. Formative assessment guides teaching and gives feedback.
2. Continuous describes frequency, while formative describes purpose.

Answer: (b) Ask students to write in 7-8 sentences about what they have read.

Explanation:
1. Post-reading tasks should show and deepen understanding.
2. Writing in their own words about what they read requires comprehension; dictation, memorising and copying are mechanical.

Teacher's Note:
1. Good post-reading tasks: retelling, summarising, discussion, responding.
2. Avoid rote copying and memorising.

Answer: (b) offer formative feedback to their peers which further helps them to improve their drafts.

Explanation:
1. In peer review, learners read each other's drafts and give feedback.
2. The feedback helps the writer revise and improve the draft.

Teacher's Note:
1. Peer feedback should be constructive, not fault-finding.
2. It is part of the revising stage of the writing process.

Answer: (b) Constructive

Explanation:
1. Skilled readers build meaning by combining the text with their own knowledge.
2. This active building of meaning is constructive.

Teacher's Note:
1. Reading is a constructive process, not just decoding.
2. Fluency and decoding are necessary but not sufficient.

Answer: (d) Self-assessment

Explanation:
1. When learners judge their own progress, it is self-assessment.
2. In peer assessment classmates judge each other.

Teacher's Note:
1. Self-assessment builds reflection and learner autonomy.
2. Checklists and reflection journals help with it.

Answer: (b) Expository writing

Explanation:
1. Expository writing explains, informs or clarifies facts and ideas.
2. Persuasive writing convinces, narrative tells a story, descriptive paints a picture.

Teacher's Note:
1. Examples of expository writing: reports, explanations, how-to texts.
2. Identify the writer's purpose to find the type.

Answer: (c) aural-oral practice such as telling and listening to stories, rhymes, poems, riddles etc.

Explanation:
1. Language learning begins with listening and speaking before reading and writing.
2. Stories, rhymes and riddles give meaningful, enjoyable input.

Teacher's Note:
1. Follow the order: listening, speaking, reading, writing (LSRW).
2. Avoid rote alphabet drills and dictation at the start.

Answer: (d) Eclectic approach

Explanation:
1. An eclectic approach selects and combines the best techniques from various methods.
2. The choice depends on learners' needs and the context.

Teacher's Note:
1. Eclectic means 'selecting from many sources'.
2. It avoids dependence on a single method.

Answer: (d) Students are supported to do the role plays of their textbook.

Explanation:
1. Role plays bring real-life situations into class and give real communicative practice.
2. They are creative and not limited to the textbook, so the statement about only doing the textbook's role plays is the one not true of role plays in general.

Teacher's Note:
1. Role plays encourage experimenting with language in realistic contexts.
2. They should be open and creative, not scripted repetition.

Answer: (a) code-switching

Explanation:
1. Bilinguals move between their languages in conversation, which is commonly called code-switching.
2. Code-mixing is a closely related term, so this is a doubtful question.

Teacher's Note:
1. Strictly, code-switching alternates languages between sentences or clauses; code-mixing mixes within a sentence.
2. The key follows the source.

Answer: (d) Learn grammar by memorising its rules and through drills.

Explanation:
1. Effective grammar teaching uses real contexts and communication, with learners discovering rules.
2. Memorising rules and drills is the traditional method and is not effective.

Teacher's Note:
1. Teach grammar in context, inductively.
2. Rote memorisation does not lead to correct use.

Answer: (b) enhancing language skills and vocabulary.

Explanation:
1. Textbook activities and exercises are designed to practise and improve the language skills and vocabulary of learners.
2. They are not merely for keeping students busy or covering the text.

Teacher's Note:
1. Exercises should develop LSRW skills.
2. Use them as tools for learning, not just for completing the book.

Answer: (c) Thinking skill

Explanation:
1. The four skills are listening, speaking, reading and writing.
2. Thinking (reasoning) skill is treated as an additional language skill in NCF, since language is a vehicle of thought; oral and communication skills overlap with the four.

Teacher's Note:
1. Language and thought are closely linked.
2. The key follows the source and is doubtful.

Answer: (b) acquisition

Explanation:
1. Chomsky proposed the Language Acquisition Device (LAD), an innate mechanism for language.
2. It lets children form grammatical sentences and understand what they hear.

Teacher's Note:
1. LAD is linked to Chomsky's nativist view.
2. Do not confuse it with 'learning', which is a conscious process.

Answer: (d) know the gaps in the understanding of learners.

Explanation:
1. A diagnostic test identifies learners' strengths, weaknesses and gaps in understanding.
2. The teacher can then plan remedial teaching.

Teacher's Note:
1. Diagnostic = find difficulties; achievement = measure learning.
2. Results are used to help the learner, not to grade.

Answer: (c) Structural approach

Explanation:
1. The structural approach selects and grades sentence patterns and teaches them in order with practice.
2. It is based on structures of the language.

Teacher's Note:
1. Structural approach: selection, gradation, presentation and practice of patterns.
2. Communicative approach focuses on meaning and use.

Answer: (b) noting down points pertaining to a topic randomly.

Explanation:
1. Brainstorming is quickly noting down all ideas about a topic as they come.
2. Sequencing, topic sentences and conclusions come later.

Teacher's Note:
1. It is a pre-writing stage activity.
2. Ideas are organised after brainstorming.

Answer: (b) emergent literacy skills

Explanation:
1. Emergent literacy refers to the early behaviours and knowledge about reading and writing before formal instruction.
2. Handling a book correctly is one such behaviour.

Teacher's Note:
1. Book handling, scribbling and pretend reading are emergent literacy.
2. Exposure to books at home supports it.