Download CTET MCQs for CTET : English
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Chapter-wise Objective Questions: English
View or download the dedicated English MCQ resource below. Practicing these 50 objective questions regularly builds familiarity with standard exam patterns and helps secure higher marks in final evaluations.
These 29 CTET English multiple choice questions cover English language teaching, pedagogy of language, grammar and language development. Each question has the correct answer with a step-by-step explanation and a short teacher's note, so you can practise for the Central Teacher Eligibility Test and check your understanding.
Multiple Choice Questions
(a) exciting
(b) dullish
(c) amazing
(d) amusing
Show Answer & Explanation
Answer: (b) dullish
Explanation:
1. Drab means dull, lacking brightness or interest.
2. Dullish is the closest in meaning; the other options all suggest interest or fun.
Teacher's Note:
1. Context helps: the passage speaks of dull colours and poor designs, so a negative word is needed.
2. Eliminate options with the opposite sense first.
(a) nasty
(b) mortal
(c) harmless
(d) pernicious
Show Answer & Explanation
Answer: (c) harmless
Explanation:
1. Hazardous means dangerous or risky.
2. Nasty, mortal and pernicious all suggest harm; harmless is the opposite.
Teacher's Note:
1. Three options are near-synonyms, which signals that the odd one out is the antonym.
2. Read each option against the given word, not against the sentence.
(a) Noun
(b) Verb
(c) Adjective
(d) Adverb
Show Answer & Explanation
Answer: (d) Adverb
Explanation:
1. Often tells how frequently something happens.
2. A word that modifies a verb phrase and shows frequency is an adverb.
Teacher's Note:
1. Adverbs answer how, when, where or how often.
2. Words ending in -ly are not the only adverbs; often, never and soon are adverbs too.
Can plants eat people? Probably not, but there are many plants that eat meat. Some of them are big. And they can eat small animals. One such famous meat-eating plant is the Venus Flytrap. It grows in dry parts of the United States. Its leaves are like the pages of a book. They can open and close very quickly. Inside the leaves, there are three small hairs. If a fly touch one of the hairs, the leaf closes quickly. The fly cannot go out. In about half an hour, the leaf presses the fly until it is dead. Then, the plant covers the fly and slowly eats it.
2. Why do plants do it? Most plants get what they need from the sun, the air, and the ground. In some places, the ground is very poor. It does not have all the important elements, especially nitrogen, so some plants eat meat to get what they need. Let us hope that some of the bigger plants do not get the same idea.
3. This carnivorous plant of the Sundew family is notable for its unusual habit of catching and digesting insects and other small animals. It grows in damp mossy areas. As photosynthetic plants, Venus Flytraps do not rely on carnivory for energy. The only member of its genus is commonly found in damp mossy areas. More than 600 known species of carnivorous plants constitute a very diverse group, in some cases having little more in common than their carnivorous habit.
The Venus Flytrap is a kind of a:
(a) plant
(b) animal
(c) machine
(d) food
Show Answer & Explanation
Answer: (a) plant
Explanation:
1. The passage opens by saying that there are many plants that eat meat and names the Venus Flytrap as one of them.
2. So the Venus Flytrap is a plant, even though it catches insects.
Teacher's Note:
1. In comprehension, the first lines often state the topic directly.
2. Do not be misled by the word eat: the plant is the eater, not an animal.
(a) adverb clause
(b) adjective clause
(c) coordinate clause
(d) noun clause
Show Answer & Explanation
Answer: (d) noun clause
Explanation:
1. The underlined clause is the object of the verb hope; it answers the question hope what?
2. A subordinate clause that does the work of a noun is a noun clause.
Teacher's Note:
1. Test: replace the clause with it or something; if that works, it is a noun clause.
2. Noun clauses often begin with that, what, whether or why.
(a) adjective
(b) adverb
(c) noun
(d) verb
Show Answer & Explanation
Answer: (a) adjective
Explanation:
1. In 'This carnivorous plant' the word describes the noun plant.
2. A word that describes a noun is an adjective.
Teacher's Note:
1. Carnivore is the noun; carnivorous is its adjective form.
2. Check which word is being described to decide the part of speech.
(a) climbers
(b) creepers
(c) herbivorous
(d) mammals
Show Answer & Explanation
Answer: (c) herbivorous
Explanation:
1. Carnivorous means flesh-eating.
2. Herbivorous means plant-eating, which is the opposite.
Teacher's Note:
1. Carnivorous and herbivorous are a standard antonym pair; omnivorous means eating both.
2. Climbers and creepers are plant types and unrelated to diet.
The crucified planet Earth
Should it find a voice
and a sense of irony,
might now well say of our abuse of it,
"Forgive them Father,
They know not what they do"
The irony would be that we know what we are doing.
When the last living thing
has died on account of us,
how poetical it would be
If Earth could say,
in a voice floating up
perhaps from the floor
of the Grand Canyon
"It is done"
People did not like it here.
Who is the speaker of the line, "Forgive them, Father, they know not what they do" in the above poem?
(a) The Earth
(b) People
(c) The heavens
(d) The planets
Show Answer & Explanation
Answer: (a) The Earth
Explanation:
1. The poem says that the crucified Earth, if it found a voice, might say these words about our abuse of it.
2. So the speaker of the line is the Earth.
Teacher's Note:
1. The line echoes Christ's words on the cross, here given to the Earth.
2. Read the sentence that introduces a quotation to find who says it.
(a) Personification
(b) Conceit
(c) Allegory
(d) Paradox
Show Answer & Explanation
Answer: (a) Personification
Explanation:
1. Earth is given the human experiences of crucifixion, a voice and a sense of irony.
2. Giving human qualities to a non-human thing is personification.
Teacher's Note:
1. Personification: non-living things act or feel like humans.
2. Do not confuse it with metaphor, which only compares two unlike things.
(a) People did not like being on Earth.
(b) Earth itself no longer welcomes humans.
(c) God did not grant them forgiveness.
(d) Man has recklessly ruined and exploited nature.
Show Answer & Explanation
Answer: (d) Man has recklessly ruined and exploited nature.
Explanation:
1. The poem speaks of our abuse of the Earth and of everything living dying on account of us.
2. So the fear arises from human destruction and exploitation of nature.
Teacher's Note:
1. Choose the cause stated in the poem, not an effect or a guess.
2. The irony is that we know what we are doing.
(a) hyperbole
(b) sarcasm
(c) paradox
(d) metonymy
Show Answer & Explanation
Answer: (b) sarcasm
Explanation:
1. The Earth's final remark is a bitter understatement about the ruin humans have caused.
2. Saying the opposite of the grim reality in a cutting tone is sarcasm.
Teacher's Note:
1. Sarcasm uses ironic remarks to criticise.
2. Hyperbole exaggerates; this line does the opposite.
Love came to Flora asking for a flower
That would of flowers be undisputed queen,
The lily and the rose, long, long had been
Rivals for that high honor. Bards of power
Had sung their claims. The rose can never tower
Like the pale lily with her Juno mien' -
'But is the lily lovelier?' Thus between
Flower-factions rang the strife in Psyche's bower.
'Give me a flower delicious as the rose
And stately as the lily in her pride' -
'But of what colour?' 'Rose-red', Love first chose,
Then prayed, 'No, lily-white - or, both provide;'
And Flora gave the lotus, 'rose-red' dyed,
And 'lily-white', the queenliest flower that blows.
Which of the following attributes is not associated with the lily?
(a) The colour red
(b) Stateliness
(c) The colour pale white
(d) Loveliness
Show Answer & Explanation
Answer: (a) The colour red
Explanation:
1. The lily is called pale, stately (Juno mien, in her pride) and lovely.
2. Red belongs to the rose, so it is not an attribute of the lily.
Teacher's Note:
1. Rose is linked with red and delicious; lily with white and stately.
2. Match each attribute to the right flower in the text.
(a) listening strategies, active viewing, and motivating the students to use authentic language material.
(b) active viewing and listening.
(c) the students to watch more such movies.
(d) listening strategies by verbal clues and to appreciate the actions of actors, and to write a review.
Show Answer & Explanation
Answer: (a) listening strategies, active viewing, and motivating the students to use authentic language material.
Explanation:
1. Captions let learners link spoken words with print, supporting listening strategies and active viewing.
2. A film is authentic language material, which also motivates learners; option (a) covers all these aims.
Teacher's Note:
1. Choose the most complete option that fits the teaching aim.
2. Captions support comprehension; they do not by themselves lead to review writing.
Assertion (A): A child in his early childhood stage uses more verbs than nouns and ignores the grammar rules.
Reason (R): They lack vocabulary range.
(a) (A) is true, but (R) is false.
(b) Both (A) and (R) are true, but (R) is not the correct explanation of (A).
(c) (A) is false, but (R) is true.
(d) Both (A) and (R) are true and (R) is the correct explanation of (A).
Show Answer & Explanation
Answer: (c) (A) is false, but (R) is true.
Explanation:
1. Young children's early vocabulary is dominated by nouns (names of objects and people), not verbs, so (A) is false.
2. Their vocabulary range is limited, so (R) is true.
Teacher's Note:
1. Early speech is noun-heavy and telegraphic, built of content words.
2. Always test the assertion first and then the reason.
(a) Consulting reference materials
(b) Using opportunities for practice
(c) Confused state of mind
(d) Focusing on collocations
Show Answer & Explanation
Answer: (a) Consulting reference materials
Explanation:
1. Looking up a meaning means using a dictionary or other source.
2. This is the strategy of consulting reference materials.
Teacher's Note:
1. Language learning strategies include using dictionaries, guessing from context and practising.
2. Match the action in the example to the strategy named.
(A) The silent way considers language learning as a mental activity.
(B) According to the 'Silent Way' learner is a scientist or explorer building up his/her understanding of language from exposure to and experience of it.
(a) (A) is right but (B) is wrong.
(b) (B) is right but (A) is wrong.
(c) (A) and (B) both are right and (A) is the cause of (B).
(d) (A) and (B) both are wrong.
Show Answer & Explanation
Answer: (c) (A) and (B) both are right and (A) is the cause of (B).
Explanation:
1. Gattegno's Silent Way treats learning as a cognitive, problem-solving process.
2. Because learning is a mental activity, the learner works like an explorer building up the language; so both are right and (A) leads to (B).
Teacher's Note:
1. In the Silent Way the teacher stays silent and learners discover the language.
2. Learner autonomy and discovery are key words for this method.
(a) teacher as expositor and student as listener
(b) teacher as authoritative and student as silent recipient
(c) teacher and student as partners in learning language
(d) teacher as guide and student as follower
Show Answer & Explanation
Answer: (c) teacher and student as partners in learning language
Explanation:
1. Modern constructivist views of language teaching, including NCF, promote a learner-centred classroom.
2. Teacher and students therefore work as partners in learning.
Teacher's Note:
1. Avoid options that make the learner passive.
2. Even guide and follower leaves the learner in a passive role.
(a) teaching language primarily in all classes
(b) teaching language with the help of all subjects
(c) teaching language in specific periods
(d) teaching language with extra-curricular activities
Show Answer & Explanation
Answer: (b) teaching language with the help of all subjects
Explanation:
1. Language across the Curriculum holds that every subject teacher is also a language teacher.
2. Language is thus developed through all subjects.
Teacher's Note:
1. Language is the medium of learning in every subject.
2. It is not limited to the language period.
Shiva has written the letter.
He wrote it yesterday.
Shiva has completed the novel.
He completed it yesterday.
Hence, the focus of the teacher is on:
(a) Structural Practice
(b) Functional Practice
(c) Functional Communication Practice
(d) Social Interaction Practice
Show Answer & Explanation
Answer: (a) Structural Practice
Explanation:
1. The drill repeats a fixed sentence pattern, present perfect followed by simple past.
2. Practice that focuses on grammatical form is structural practice.
Teacher's Note:
1. Structural practice is controlled and form-focused.
2. Communicative practice involves meaning and real interaction.
(a) Fill in the blanks
(b) Grammar task
(c) Cloze activity
(d) Task for grammar
Show Answer & Explanation
Answer: (c) Cloze activity
Explanation:
1. A passage with words deleted at regular intervals, such as every fifth word, is a cloze test.
2. Learners restore the missing words from context.
Teacher's Note:
1. Cloze = regular deletion; a rational cloze deletes chosen word types.
2. It tests overall language and reading comprehension.
(a) Language for all
(b) Multilingualism and the power of language
(c) Three language formula
(d) Multilanguage learning and the power of language
Show Answer & Explanation
Answer: (b) Multilingualism and the power of language
Explanation:
1. NEP 2020 has a section titled 'Multilingualism and the Power of Language'.
2. It stresses learning in the mother tongue and multilingualism.
Teacher's Note:
1. Remember the NEP section heading.
2. The three language formula is a policy tool, not the policy's description of language.
(a) multi-linguistic awareness
(b) phonemic awareness
(c) symbolic awareness
(d) perceptual skill
Show Answer & Explanation
Answer: (a) multi-linguistic awareness
Explanation:
1. Thinking and talking about languages is language (metalinguistic) awareness.
2. Phonemic awareness concerns only sounds, so the broader term in option (a) fits.
Teacher's Note:
1. Awareness of how languages work and differ is an asset in a multilingual class.
2. Do not narrow it to sounds only.
(a) Symbolism
(b) Scaffolding
(c) Metacognition
(d) Conservation
Show Answer & Explanation
Answer: (c) Metacognition
Explanation:
1. Metacognition is thinking about one's own thinking and monitoring it.
2. Scaffolding is support from others and conservation is a Piagetian concept.
Teacher's Note:
1. Flavell introduced the term metacognition.
2. Planning, monitoring and evaluating are its main parts.
(a) A television guide for the week.
(b) An essay written by a classroom teacher.
(c) Newspapers, hoardings and brochures.
(d) A reality show on a television channel.
Show Answer & Explanation
Answer: (b) An essay written by a classroom teacher.
Explanation:
1. Authentic texts are produced for real communication and not for teaching.
2. An essay written by a teacher for the class is prepared for teaching, so it is not authentic.
Teacher's Note:
1. Authentic texts include newspapers, ads, guides and brochures.
2. The test is the purpose for which it was written.
(a) practice grammar.
(b) practice critical reading.
(c) understand the process of writing.
(d) understand the writer's style.
Show Answer & Explanation
Answer: (c) understand the process of writing.
Explanation:
1. Arranging jumbled sentences shows how ideas are sequenced and linked in a text.
2. This builds understanding of how writing is organised.
Teacher's Note:
1. Sequencing tasks develop coherence and cohesion.
2. Such tasks do not mainly test grammar.
(a) Piaget's Theory
(b) Krashen's Theory
(c) Bruner's Theory
(d) Vygotsky's Theory
Show Answer & Explanation
Answer: (d) Vygotsky's Theory
Explanation:
1. The teacher gives clues and a model so that students can do what they could not do alone.
2. This temporary support within the zone of proximal development is Vygotsky's scaffolding.
Teacher's Note:
1. Scaffolding with the ZPD points to Vygotsky.
2. Bruner also used the term scaffolding, but the ZPD is Vygotsky's.
(a) Cognitive constructivism
(b) Social Constructivism
(c) Behaviourism
(d) Structuralism
Show Answer & Explanation
Answer: (a) Cognitive constructivism
Explanation:
1. Students individually organise information about a story into a graphic organiser.
2. This is individual mental construction of meaning, which is cognitive constructivism.
Teacher's Note:
1. Cognitive constructivism (Piaget) stresses individual construction; social constructivism stresses interaction.
2. Graphic organisers help learners structure knowledge.
A. Creativity
B. Communication
C. Collaboration
D. Critical thinking
Choose the correct answer from the options given below:
(a) A, B and C
(b) A, B and D
(c) B, C and D
(d) A, C and D
Show Answer & Explanation
Answer: (a) A, B and C
Explanation:
1. Dramatising a story needs imagination (creativity), speaking (communication) and group work (collaboration).
2. Critical thinking is not the main aim of this activity.
Teacher's Note:
1. The 4Cs are creativity, communication, collaboration and critical thinking.
2. Match each to what students actually do.
A. Teaching explicitly about the structures and grammatical features of spoken and written texts.
B. Linking spoken and written texts to the social and cultural contexts of their use.
C. Designing units of work which focus on developing skills in relation to whole texts.
(a) Task based language teaching
(b) Text based instruction
(c) The Lexical approach
(d) Cooperative language learning
Show Answer & Explanation
Answer: (b) Text based instruction
Explanation:
1. The principles centre on whole texts, their structure and their social context.
2. This is the description of text-based instruction (genre approach).
Teacher's Note:
1. Text-based instruction treats the text as the unit of teaching.
2. Task-based teaching centres on tasks and the lexical approach on word chunks.
Free study material for English
Multiple Choice Questions (MCQs) for CTET English
Download Multiple Choice Questions: English (CTET )
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Concept Clarification for English
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FAQs
You can get most exhaustive CTET English MCQs with Answers Set 32 for free on StudiesToday.com. These MCQs for CTET are updated for the 2026-27 academic session as per CTET examination standards.
Yes, our CTET English MCQs with Answers Set 32 include the latest type of questions, such as Assertion-Reasoning and Case-based MCQs. 50% of the CTET paper is now competency-based.
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