English Pedalogy and Grammer For CTET UPTET MPTET and Other State TET Exams

CTET
English Pedagogy
&
Grammar
Writer
S.K. VERMA
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INDEX
S.No. Topic Page No.
1. Acquisition and Learning of Language ............................................ 1–46
2. Principle of Language Teaching .................................................... 47–54
3. Role of Grammar in Language Teaching ....................................... 55–59
4. Languages Skills ........................................................................... 60–80
5. Challenges of Teaching Language in a divesrse Classroom ......... 81–91
6. Teaching Learning Material .......................................................... 92–98
7. Assessment and Evaluation ........................................................... 99–111
8. Diagonstic and Remedial Teaching ............................................. 112–115
9. RTE and NCF ................................................................................ 116–123
Grammar
10. Parts Of Speech .................................................................................. 124
11. Noun .............................................................................................. 125-129
12. Pronoun ......................................................................................... 130-135
13. Adjectives ...................................................................................... 136-145
14. Verb ............................................................................................... 146-153
15. Adverb ........................................................................................... 154-163
16. Preposition .................................................................................... 164-174
17. Tenses ........................................................................................... 175-184
18. Modals ........................................................................................... 185-191

19. Conjunctions ................................................................................. 192-198
20. Subject-Verb-Agreement .............................................................. 199-202
21. Articles ......................................................................................... 203-209
22. Active And Passive Voice .............................................................. 210-221
23. Question Tags ............................................................................... 222-225
24. Paragraph .................................................................................... 226–309
25. Poem ............................................................................................. 310–327

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1 Acquisition and Learning
L anguage:- The expression of meaningful words is called language. We use

language to express our thoughts. Language is a systematic arrangement.
According to Sweet, “Expression of thoughts in phonetic words is language.”
According to Bendriya, “Language is a type of symbol. Language is a combination
of various signs and symbols by which a person expresses himself.
Acquisition of language
Assimilation of language while making adjustment with the environment is called
acquisition. A child acquires language through observation. He observes how
others communicate and imitates their style of talking. Example- a child learns his
mother tongue by acquisition.
Learning of Language
When a child modifies his behavior to learn a language, then it’s called “learning of
a language”. A child learns a language with the help of others.
Example- A child learns a second language.
Characteristics of Learning:-
1. Learning is an active process.
2. Learning is a combination of favorable experiences.
3. Learning is continues throughout life.
4. Learning is universal.
5. Learning is development.
6. Learning is a wise decision
7. Learning is a change in behavior
8. Learning is a target based activity
9. Learning is also possible by insight, re-enforcement, efforts etc.
Difference between Acquisition and Learning
Acquisition Learning
1. Acquisition takes place in enriched 1. Learning is based on the learner’s
language environment. attention rather than his environment.
2. Language acquisition is a 2. Learning requires efforts.
spontaneous and natural process.
3. In acquisition, use of various forms 3. In learning Grammar, course content
of the language is important. and teaching of a language is
important.
4. In acquisition, easy linguistic rules 4. In learning, defined rules of grammar
are made based on the linguistic must be learnt.
factors in the environment.
5. In acquisition, socio cultural qualities 5. In learning, different items of grammar
are easily assimilated. are assimilated.
6. In acquisition, various concepts 6. In learning, concepts can be created
are created in mother tongue. in both mother tongue & second
language.
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Saroha Publications
OBJECTIVES OF LANGUAGE LEARNING
Some of the objectives for classes’ I-V would include the following: [Primary stage
is from class I to V. It is further divided into 2 stages (Stage 1 covers classes 1 and
2 and Stage 2 covers classes 3 to 5)]
Expected Learning/Objectives at Stage- I (Classes I and II)
• To familiarize learners with the language primarily through spoken input in
meaningful situations (teacher talk, listening to recorded material, etc.)
• To help them comprehend spoken and written input provided by the teacher
(through mother tongue, signs, visuals, pictures, sketches, gestures, single
word questions and answers).
• To help learners build a working proficiency in the language, with the focus
on listening with understanding and speaking (words, phrases, small
sentences).
• To enable learners to recite and sing poems, songs and rhymes and enact
small plays or skits.
• To help them become visually familiar with texts and word(s), their meaning,
and understand the letter(s) and sounds of the language.
• To help them associate meaning with written and printed language.
• To use drawing and painting as introduction to writing and relate these
activities to oral communication.
Expected Learning/Objectives at Stage - II (Classes III, IV, and V)M
• To build on learners’ readiness for reading and writing.
• To provide print-rich environment to develop oral and written skills.
• To help learners understand the printed texts in terms of headings, paragraphs
and horizontal lines.
• To enrich learners’ vocabulary mainly through telling, retelling and reading
aloud of stories/folktales in English.
• To use appropriate spoken and written language in meaningful contexts/
situations.
• To give learners an opportunity to listen to sounds and appreciate the rhythm
and music of rhymes.
• To enable learners to relate words (poems and stories) with appropriate
actions and thereby provide understanding of the language.
• To familiarize learners with the basic process of writing.
Alternative Conception of Language Learning
Language learning can be divided into two concepts.
1. Behaviorist approach: - Under this approach, a language is learnt by practicing
again and again.
Example- Thorndike, Skinner, Pavlov etc fall in this category.
2. Cognitivist approach: - This approach focuses on assimilation of language
by mental approach.
Under this approach, a language is learnt with the help of mind. Example –
Psychologist Piaget, Vygotsky and Noam Chomsky etc advocated this
approach.
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Saroha Publications
Learning of Language According to Psychologists
According to Skinner and I.P Pavlov
Skinner and I.P Pavlov are considered as behaviorists. According to them a language
is learnt through practice, imitation and repetition. According to them, if a child
practices, repeats and imitates the language again and again then he can quickly
learn the language. A child can learn by imitating others. Learning a language by
repeating and imitating a teacher’s spoken words is called imitation approach.
According to Noam Chomsky
Skinner wrote in detail about language in his book ‘Verbal Behavior’. In the book,
learning a language is dependent on practice, imitation etc. Noam Chomsky reviewed
this book in ‘1959’ and shook the foundation of review of behaviorism according
to the review of Skinner Verbal Behavior.
Chomsky advocated that the capability to learn a language is present by
birth and without it learning is impossible. Chomsky contributed innate proposition
in development of a language. According to Chomsky, the pace at which children
without education acquire words and grammar cannot be interpreted on the mere
theories of learning. Children can even make those sentences which they’ve never
heard before. All the children have a special period for language development.
According to Chomsky language development is same as physical maturity and
requires proper care. A child is born with universal grammar. A child can understand
the grammar of every language he listens to.
According to Piaget
Behaviorists considered mind as a ‘blank slate’, whereas cognitivist Chomsky
advocated that language is already present in human mind. According to Piaget,
language development takes place on successful interaction between language
and its cognitive system with the environment. Piaget rejected the hypothesis that
claimed language capability is present by birth. According to Piaget’s Constructivist
approach, all cognitive system is developed by sensory motor mechanism by
which a child develops many schemata based on Assimilation and Accommodation.
According to him, a child learns a language by Egocentrism which means being
self centered. So a child learns a language by self centeredness.
According to Vygotsky
In Vygotoky’s language development, society & culture played an important role.
According to him, a child’s language is the result of his interaction with the society.
According to Vygotsky during language development, a child indulges in:-
1. Inner Speech
2. Social language
A child indulges in self talk as well interacts with the society. In his experiments,
Vygosky found that small children not only acquire composed text present in the
society but also learn difficult prewriting techniques. A child gradually keeps
learning complex words to form his vocabulary to interact with the outside word.
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Saroha Publications
Stephen Krashen’s Theory of Second Language Acquisition
One more theory on language acquisition is given by Stephens Krashen , according
to Stephen the language acquisition does not require extensive use of conscious
grammatical rules, and does not require tedious drill. Acquisition requires
meaningful interaction in the target language - natural communication - in which
speakers are concerned not with the form of their utterances but with the messages
they are conveying and understanding.
Here is the description of Krashen’s Theory of Second Language Acquisition
The Krashen’s theory of second language acquisition consists of five main
hypotheses:
1. Acquisition-Learning hypothesis;
2. Monitor hypothesis;
3. Natural Order hypothesis;
4. Input hypothesis;
5. Affective Filter hypothesis.
1. Acquisition-Learning hypothesis:-
According to Krashen there are two independent systems of second language
performance: Fist one is ‘the acquired system’ and the second one is ‘the
learned system’. The ‘acquired system’ or ‘acquisition’ is the product of a
subconscious process very similar to the process children undergo when
they acquire their first language. It requires meaningful interaction in the
target language - natural communication - in which speakers are concentrated
not in the form of their utterances, but in the communicative act.
2. Monitor hypothesis:-
The Monitor hypothesis explains the relationship between acquisition and
learning and defines the influence of the latter on the former. The monitoring
function is the practical result of the learned grammar.
3. Natural Order hypothesis:-
The Natural Order hypothesis is based on research findings that suggested
the acquisition of grammatical structures follows a ‘natural order’ which is
predictable. For a given language, some grammatical structures tend to be
acquired early while others late.
4. Input hypothesis:-
The Input hypothesis in Krashen’s attempt is to explain how the learner
acquires a second language – how second language acquisition takes place.
Here we need to be very clear that the Input hypothesis is only concerned
with ‘acquisition’, not ‘learning’. According to this hypothesis, the learner
improves and progresses along the ‘natural order’ when he/she receives
second language ‘input’ that is one step beyond his/her current stage of
linguistic competence.
5. Affective Filter hypothesis:-
The Affective Filter hypothesis embodies Krashen’s view that a number of
‘affective variables’ play a facilitative, but non-causal, role in second language
acquisition. The variables included are : motivation, self-confidence and
anxiety.
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Saroha Publications
Nature of Language:-
1. Language is a indicative resource of expression.
2. Language is related to thoughts.
3. Language is an acquired property, not an ancestral property.
4. Language is related to society and culture.
5. Language is learnt through imitation.
6. Language is a dynamic and changeable process.
7. Language follows the rule of synthesis to analysis.
8. Language is a behavioral subject.
9. Language cultivates various events of life.
10. Language is used in various references of life.
11. A language flourishes by the infusion of other languages.
12. The primary form of a language is based on signals because a child firstly
learns signs.
Parts of Language
Language can be divided into following parts:-
1. Phoneme – It is the smallest unit of language. It doesn’t have any meaning of
its own but when attached with a word it modifies it. In other words, a phoneme
is a unit of sound in speech. A phoneme doesn’t have any inherent meaning
by itself, but when you put phonemes together, they can make words.
Examples- a, b, c, d etc.
2. Phonology- It is defined as the study of sound patterns and their meanings,
both within and across languages.
3. Morpheme – It’s a small unit of a word. After acquiring the knowledge of
phoneme, a child starts learning words. Since mental development isn’t complete,
so a child speaks smaller words known as morpheme. In other words, it is the
smallest unit of a word that provides a specific meaning to a string of letters.
Examples – Car, Jar, Ram, Geeta, Dog, Cat etc.
4. Semantic – When all the words in a sentence have a meaning, then it’s
known as a semantic sentence. In this, language and the meaning of the
words is stressed. In other words, the study of the meaning in a language
conveyed by words, phrases and sentences is called semantic.
Example – A teacher drinks tea. In this sentence, every word has a meaning,
but we can’t say “Teacher eats tea”. because tea can’t be eaten. We can
only drink it.
5. Syntactically – It refers to the structure of the sentence. It means subject,
object and verb should be at the correct place. Syntactically, every word is
written in the order. In other words, in linguistics syntactically means the
study of the rules that govern the ways in which words combine to form
phrases, clauses, and sentences.
Example – Madam is drinking tea. In this sentence, all the words are in the
order. But if we write, “Madam tea drinking”, then the order of the sentence
becomes incorrect.
6. Ellipsis: An ellipsis (plural: ellipses) is a punctuation mark consisting of
three dots. Use an ellipsis when omitting a word, phrase, line, paragraph, or
more from a quoted passage. Ellipses save space or remove material that is
less relevant.
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Saroha Publications
Different forms of Language
1. Mother Tongue – It’s that language of the region where all the people use it
to speak, write and exchange their thoughts. It’s mostly learnt by acquisition.
2. Root Language – Every language is derived from some other language. All
the languages are a part of some language family. Root language is a language
from which another language is derived. Example – Many languages have
been derived from sanskrit.
3. Dialect – When all the people of a specified region speak the same language,
then it’s known as a dialect.
Example – Haryanvi, Gujrati, Rajasthani etc.
4. Foreign language- Apart from a country’s mother tongue, all other languages
are known as foreign languages. Example – Generally, Hindi is spoken in
India, so English, German, French etc are foreign languages.
Bi – Lingual and Polyglotism
A child who can speak two languages is called bilingual. A polyglot can speak five
to ten languages. Example – Hindi is prevalent in India, so if a child learns English,
then English becomes his second language. After learning both Hindi and English,
if a child also learns French, German etc then he’s known as a polyglot. Many
Indians use more than one language in their day-to-day life. So polyglotism is a
way of life here. Polyglotism increases cognitive and pedagogical efficiency.
Aim of mother tongue teaching
At Primary level (I – V)
1. To teach reading to students in such a manner that they can pronounce
corrects words.
2. To make student efficient in oral expression to express their mental feelings
correctly.
3. To develop efficiency in understanding different subjects.
4. To express mental thoughts verbally as well as in written form.
5. To teach etiquettes to children.
At Secondary Level (VI –VIII)
1. To encourage the nature of self study in students.
2. To develop the feeling of beauty in students.
3. To provide the knowledge of Grammar to understand the purity of language.
4. To achieve the fixed goals of primary level at secondary level.
At Higher secondary level (IX –XII)
1. To develop the habit of studying writings of high-profile writers and to
encourage self writing.
2. To develop the quality of interpreting beauty.
3. To understand the qualities and defects in a language.
4. To develop the nature of self study in students.
5. To develop high quality of self motivation & creativity.
6. To encourage participation in debates, story-telling and essay competitions.
Aims of teaching Hindi as a Mother Tongue
Thoughts originate from language. Firstly, a child expresses his thoughts in his
mother tongue and later on links the thoughts with the second language. The aim
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Saroha Publications
of teaching language to a child is to develop the skills of listening, speaking,
reading and writing. The aims of teaching Hindi as a mother tongue are as follows.
(i.e. Pitch).
1. Receptive Aim – It means to receive something. It means to assimilate by
listening or reading the content. We need to make the children capable of
listening and reading to fulfill receptive aim.
Example – Listening and reading are both receptive skills.
2. Productive Aim – Production means to present one’s ideas and thoughts
verbally or in writing in front of others. Expression of thoughts is very
important in a person’s life; otherwise he won’t be able to exchange his
thoughts. Productive skills should be developed in children so that they can
express themselves.
Example – Both writing and speaking are productive skills.
3. Critical Aim – The meaning of critical aim is to develop the skill of criticism.
After mental development, children start reviewing all the content, poems
etc after reading. They learn to differentiate under critical aim. It’s important
to create critical thinking so that a child can know about different areas of an
object.
4. Constructive Aim- It’s also known as creative aim. Constructive aim means
to create original composition. It’s the duty of the teacher to develop the
writing skills in children so that they can express their thoughts in written
words. Children should be asked to write about different areas like debates,
poems, stories, letters etc to develop their creativity.
5. Attitudinal Aim – It means to develop appropriate point of view, habits and
attitude in children. This aim lays stress on promoting sensitivity, love for
the country and humanity in the children.
Teaching of poetry
Vishwanath writes- “Poetry is a rhythmic sentence.”
Anandvardhan writes- “The soul of poetry is sound.”
According to Shyam Sundar Dass -”Poem is an artistic language that’s full of
feelings.”
After the interpretation of the findings of all the scholars, we can say that:-
1. Poetry is delightful.
2. In poetry rhythm, beat and music is important.
3. Poetry has a co-ordination with life.
4. Poetry has a feeling of beauty.
Aims of poetry Teaching
1. To make the students capable of reading poetry with correct emotions, pace
and rise and fall.
2. To make students capable of understanding the poem after reading it
themselves.
3. To boost the imagination power of students.
4. To make students understand the poem after someone else recites it.
5. To develop the liking for poems and literature in children.
6. To introduce children to human-life through poems.
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Saroha Publications
7. To impart the knowledge of a country’s customs, traditions etc through
poems.
8. To develop creativity in students so that they can create their own poems.
9. To make the students capable of critically reviewing poems.
10. To introduce various styles of poetry to the students.
Methods of Teaching Poetry
1. Dramatization Method- Many children poems and songs are based on drama.
Children are naturally inclined towards drama. So such children poems should
be selected which are related to the subject and can be read and operated
through drama. This method can be used individually as well as in groups.
2. Method of Singing- In this method, firstly a teacher himself reads the poem
with appropriate rhythm, beat and sounds. The teacher asks the students to
imitate his spoken words. Then both the students and the teacher sing the
poem.
3. Word- Meaning Methods- Under this method, a teacher explains the meaning
of words at the time of teaching. While reading each sentence of the poem,
the teacher explains the meaning of every difficult word and explains each
line in a simple language.
4. Method of Explanation- In this method, the teacher explains in detail the
important points while loudly reading the poem. The teacher explains the
poem and asks questions from the students and based on their answers
clarifies the meaning of the poem. This method is extremely beneficial for
poetry teaching at the secondary and higher levels
5. Critical Analysis Method- This method is the comprehensive and changed
form of the explanation method. Under this method, criticism of the poem
takes place. Under this method, a poem is critically interpreted on the basis
of art and emotion. The student learns the emotion, rhythm, and decoration
(rhetoric) qualities of the poem. This method is used in higher classes.
6. Detailed Discussion Method- This method is the developed form of
explanation method. Detail means discussion at length. In this method, a
teacher tries to explain each emotion and word in depth. A teacher tries to
philosophically explain and interpret various factors of a poem like emotion,
rhythm, ornaments etc. This method is beneficial only for the higher classes.
7. Comparative Method- In this method, a teacher compares the poem with
other poems. Taught poem can be compared to any similar poem by any
method.
8. Part of Factor Method- In this method, a teacher asks his students to orally
read the poem & then divides the poem in sequenced parts or pieces.
Questions are formed from each word and sentence to study every part in
detail.
Teaching of Prose
The prose has kept alive the cumulative knowledge of literature. Today the history,
culture and civilization of human species is protected by prose. By using prose,
the thoughts are exchanged among the human species.
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Saroha Publications
Aims of Teaching Prose
1. To impart students the right pace, rise & fall and rhythm.
2. To boost the nature of self study in students.
3. To impart the knowledge of scripts, vocabulary, idioms, phrases etc to
students.
4. To make the students capable of acquiring the meaning of emotions.
5. To boost the ability of silent reading, observation, comprehension and
imagination in students.
6. To build the interest of students in poetry.
7. To impart the knowledge of society, religion, country, religious beliefs,
customs and various parts of a human life to students.
8. To develop the power of criticism and creativity in students.
Methods of Teaching Prose
1. Meaning Explanation Method- In this method, a teacher explains the
meaning of the words in a sequence. This method is considered to be
unscientific because students remain passive.
2. Explanation Method- In this method, after verbal reading the teacher
explains the meaning of difficult words and explains the passage in a simple
language.
3. Question- Answer Method- In this method, a teacher asks questions from
the students. In this method, words and emotions are explained with the help
of questions and answers. The teacher while checking the previous
knowledge imparts new knowledge to the students.
4. Elective Method- At secondary level, the mixture of various methods can be
used to effectively explain the prose. Using more than one method for teaching
prose is called elective method.
5. Critical evaluation method- This method is used for higher classes. In this
method, the concept is taught and its various aspects are explained critically
by the teacher. Then the students are asked to evaluate the same prose in a
critical manner. This method should be used only when the students are
fully aware of all the aspects and skills of the prose and the language.
Steps Involved in Prose Teaching
Today every subject is taught according to the psychological system.
Psychologist Herbert also gave a psychological system for teaching prose.
Herbert advocated five formal steps in teaching prose:-
1. Preparation- The creation of environment by the teacher on entering the
class and before teaching is called preparation. The teacher uses recall
questions, lecture questions and obedient question for preparation.
2. Presentation- In this, a teacher sequentially links the previous knowledge of
students to new facts and explains related concepts in simple glossary.
3. Comparison- In this, a teacher teaches by trying to make an adjustment
between the previous and newly acquired knowledge by comparison. It
requires great effort from the teacher.
4. Generalization- The teacher generalizes the taught content by various means.
The teacher uses examples and rules for generalization.
– (9)–

Saroha Publications
5. Application- In this method, a teacher tries to make his students apply the
learned knowledge in various fields.
Teaching of Story
Munshi Premchand writes- “Story is a creation in which the writer tries to
write about one part or one emotion of life.
Charles writes- “Story is a small creation of a passage in which real incidents
of life are presented in artistic form.
Aims of Story Teaching
1. To enable the students to tell stories and express their thoughts verbally.
2. To develop the skills of listening and understanding in students.
3. To develop the interest of literature in students.
4. To develop the skills of imagination and memory in students.
5. To make students aware of social values, religious practices, old literature
and various aspects of human life.
6. To develop interest and curiosity in students for the taught subject.
7. To encourage the students to write stories on their own.
Teaching of Play/Drama
Acharya Bharat Muni writes- “Drama is an experiment in which famous
historical or imaginative event is staged to the certain audience.
Aim of Teaching Drama
1. To introduce the students to the field of drama.
2. To impart the knowledge of words, idioms and phrases to students.
3. To develop the vocabulary, observation, imagination, perception etc of
students.
4. To introduce the students to various aspects of human life.
5. To teach students correct pronunciation, pace and sound.
6. To develop the quality of critical examination of drama in students.
Methods of Teaching Drama
1. Methods of Telling the Meaning- In this, a teacher himself does the loud
reading of drama and presents it to the students. The teacher himself explains
the meaning of words. The teacher only explains the plot of the drama and
doesn’t focus on other areas of the drama.
2. Method of Model Reading- In this method, a teacher presents the dialogues
of all the characters with appropriate emotions, body operation and
pronunciation.
3. Method of Stage Acting- In this method, children present the drama on
stage. The teacher monitors them.
4. Method of Acting in the Class- It is the modified form of stage acting. In this
method, students act in the class without any stage. It’s a psychological and
meaningful system. In this method, the students remain active and develop
their language skills.
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Saroha Publications
CTET Previous Year Questions June 2011 (Paper 1st Language 2nd)
4. Teachers do not give the meaning
June 2011 (Paper 1st Language 1st)
of new words to learners directly
1. Lalita, a teacher of young learners,
because
provides them with opportunities (A) Learners already know the
to play with clay, water and sand meaning of the words
so as to (B) Vocabulary will not be
(A) Build fine motor skills, enriched
especially of the fingers and (C) Learners do not like to be
thumb given the meaning of words
(B) Encourage play with no (D) It prevents learners from
other objective discovering the meaning
(C) Please them and make them through puzzling out using
happy clues
(D) Dirty their hands so that they 5. Which of the following is an
may learn to wash them instance of nonformal learning?
2. Mary, a young teacher, believes (A) Children learning through
in personalized learning because correspondence lessons
she thinks that (B) Children learning to draw
(A) Every person must be from their art teacher
exposed to learning (C) Children learning to cook
(B) Every learner is unique and from their parents
needs to be given a chance (D) Children learning a new game
to develop to the best of their from friends
ability June 2011 (Paper 2nd Language 1st)
(C) All learners must learn on 6. The Constructivist Approach to
their own learning means
(D) Children must enjoy their (A) Involving the students in a
learning variety of activities to
encourage them to learn new
3. A teacher can cater to the learning
words and structures by
styles of all the children by
accommodating them with
(A) Teaching every lesson
those that they have already
thoroughly and revising the
learnt through a process of
lessons
discovery
(B) Testing the children (B) Teaching rules of grammar
frequently and consolidating through
(C) Advising the children to join rigorous practice
drawing/dance/music (C) Helping learners acquire new
classes vocabulary by studying
(D) Employing a variety of literature intensively
teaching methods and (D) Teaching new words and
modes of assessment which structures using a variety of
cater to diversity among audio-visual aids followed by
learners practice through drill
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7. Which of the following is suitable (B) The teacher talking for most
for making students responsible of the time
for their own learning? (C) The teacher being alert to
(A) Discouraging students from spot the errors and correct
making decisions about how them
they learn best (D) Allowing students who are
(B) Using technology to chat not confident to have the
and network freedom to be quiet
(C) Encouraging students to ask 12. An effective lesson for teaching a
more and more questions language begins with
(D) Giving a lot of homework,
(A) Listing the learning
project work and
objectives of the lesson
assignments to improve
(B) Presenting the content of the
language skills of students
8. Ania, while teaching paragraph lesson
construction, should draw (C) Recapitulation and
attention to motivation through fun
(A) A large variety of ideas activity
(B) Originality of ideas (D) Writing on the blackboard
(C) Topic sentence, supporting 13. Some noise in the language class
details and connectors indicates
(D) A range of vocabulary (A) Indiscipline of learners
9. Communicative Language (B) Teacher’s lack of control over
Teaching is concerned with the class
(A) Teaching of vocabulary and (C) Incompetence of the teacher
grammar through rules of (D) Constructive activities with
spelling and language learners engaged in
(B) Teaching language to language learning
learners for written tests 14. Enquiry-based learning
(C) Interpreting grammar rules to (A) Does not place students in
suit the audience thought provoking situations
(D) Enhancing receptive and (B) Encourages quiet learners
productive skills such as (C) Does not nurture creative
speaking, listening, reading thinking in students
and writing
(D) Allows learners to raise
10. ‘Concrete Operational Stage’
questions
refers to those learners who are
15. Effective learning takes place
(A) Adolescents
(B) At middle level when students are
(C) Toddlers (A) Passive
(D) Adults (B) Interactive
June 2011 (Paper 2nd Language 2nd) (C) Quiet
11. Fluency in English can be (D) Good at preparing for
developed through examinations
(A) Creating opportunities to use 16. A play can be best taught by
the target language for (A) Making the students read it
communication silently a number of times to
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understand the story sight without a complicated
(B) Encouraging the students to analysis
stage the play after working (D) That needs proper visual
in groups to understand the understanding of the context
plot, characters etc. 20. A good introduction to a text
(C) Asking a number of should be
questions to test the (A) A detailed explanation of the
comprehension of the meaning of the text
students (B) Blocking the student’s active
(D) Conducting a test with involvement by means of
specific questions on the questioning
story and grammar items (C) Short and to the point
January 2012 (Paper 1st Language 1st) (D) Telling the students
17. The best way to sensitize young anything that they can find
learners to rhythm and intonation out for themselves by
is reading the text
(A) By making the learners listen 21. Scanning means darting over
to nursery rhymes and recite much of a text to search for
them effectively (A) Difficult movie
(B) By making the learners copy (B) A specific item or piece of
out simple poems in neat information that we wish to
handwriting discover
(C) By explaining the rules of (C) The central idea
phonetics in simple words (D) The opinion of the author
(D) By reading out poems in January 2012 (Paper 1st Language 2nd)
different meters and 22. The main responsibility of a
explaining them language teacher as a facilitator is
18. Knowledge of more than one (A) To provide a lot of
language information and make the
(A) Confuses the learners while learners listen to it
learning a new language (B) To strictly control the class
(B) Is very helpful in teaching and cover the syllabus in
and learning a new language quick time
(C) Cause interference in (C) To read the lessons aloud
learning a new language and provide explanation for
(D) Becomes a burden to the each line
teacher in the language (D) To create number of
classroom opportunities for the learners
19. A ‘sight word’ is a vocabulary item to use the language
(A) That is to be learned by heart meaningfully.
(B) That helps in judging the 23. Which of the following will help
effectiveness of the author’s learners take greater responsibility
style for their own learning?
(C) That the reader recognizes (A) Controlled writing tasks
and finds meaningful on (B) Peer assessment
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(C) Summative Assessment (D) Understand grammar better
(D) Supervised reading sessions 28. When young learners are asked
24. When young learners are taught to read a text silently, they should
to improve their spelling and be instructed
punctuation, they will (A) To infer the meaning of new
(A) Nurture their creativity words from the context and
(B) Sharpen their listening skills read with comprehension
(C) Improve their accuracy (B) To pay special attention to
(D) Enhance their fluency grammar items used in the
25. Instead of asking questions and passage
getting answers from her learner’s, (C) To read fast even if they don’t
a teacher gives some short texts comprehend the meaning
and asks her learners to frame (D) To stop reading whenever
questions. Her primary objective they encounter a difficult
is to word or phrase
(A) Make the learners realize the 29. The primary objective of using role
difficulties faced by teachers play is
in preparing question papers (A) To promote the reading habit
(B) Enhance the learners’ (B) To improve the
analytical and critical communicative competence
thinking (C) To develop acting talent
(C) Train the learners as good (D) To evaluate dialogue writing
question paper setters skill
(D) Take their help during January 2012 (Paper 2nd Language 1st)
examinations 30. Constructivist approach to
26. Under Constructivist Approach to language teaching expects the
language learning, learners are
teacher to
encouraged to
(A) Construct his own
(A) Avoid errors completely
curriculum
(B) Practice language drills
(B) Make learners prepare their
mechanically
own textbooks
(C) Learn the grammar rules by
(C) Help constructs knowledge
rote
using their experiences
(D) Discover the rules of
(D) Give pre-constructed
grammar from examples
knowledge to learners
27. After a story-telling session, the
31. When a test item expects the
leaners are asked to change the
ending of the story. This will help learners to use tense forms, voice,
the leaners connectors, prepositions and
(A) Develop library reference articles accurately, such an
skills approach can be called
(B) Evaluate the teacher’s (A) Integrated grammar testing
originally (B) Asserted grammar practice
(C) Become imaginative and (C) Mixed grammar task
creative (D) Improper grammar testing
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32. Minimal pairs are usually used to 38. Seating arrangement should be
give practice in flexible in a language classroom
(A) Vocabulary because
(B) Structures (A) It reduces the responsibility
(C) Pronunciation of the teacher
(D) Reading (B) It helps the teacher in
33. ‘Prediction’ as a subskill is maintaining discipline
associated with (C) It helps learners change their
(A) Summarizing places frequently
(B) Note making (D) It facilitates pair work and
(C) Reading group work
(D) Drafting 39. Learners acquire a language by
34. A teacher gives many sentences (A) Analyzing the structure of
and asks her students to arrange the language
them into a letter using appropriate (B) Studying the literature of that
connectors. The skill that is language
chiefly involved in this task is (C) Learning about the culture of
the speakers of that
(A) Expanding notes
language
(B) Organizing
(D) Using the language in a
(C) Rewriting
natural interactive
(D) Collecting information
environment
35. When a teacher uses lessons in
40. Teachers should not give corporal
Science and Social Science to
punishment to learners because
teach language, such an approach (A) It is risky
can be termed as (B) It creates stress and fear in
(A) Pluralistic language teaching learners
(B) Discipline-wise language (C) It is only an emotional release
teaching for the teachers
(C) Language across the (D) It makes parents very angry
curriculum 41. All-round development of a child
(D) Objective language teaching implies
January 2012 (Paper 2nd Language 2nd) (A) Harmonious development of
36. The most important feature of an physical, emotional and
effective language classroom is mental faculties
opportunity for learners to (B) Specialized training to make
(A) Interact (B) Evaluate the learner a ‘Jack of all
(C) Imitate (D) Relax Trades’
37. In learning a new language, (C) Following the natural stages
multilingualism is of child development
(A) An asset (D) Providing vocational
(B) An interference education for the learner to
(C) A burden function in any work
(D) A methodology environment
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May 2012 (Paper 2nd Language 1st) 47. As a facilitator of learning the
42. A teacher should help the learners teacher should
acquire rich imagination and (A) Aim at finishing the syllabus
ability to think out of the box to in time
develop the learners’ skill of (B) Load the learners with extra
(A) Telling stories information about the theme
(B) Generating new ideas of the text
(C) Speaking well (C) Explain each lesson in detail
(D) Critical thinking (D) Provide enough opportunities
43. While asking the learners to read to expose the learners to hear
the text silently the teacher should and use the language
(A) Set a time limit 48. During dramatization when a
(B) Correct their written task teacher uses ‘empathy’ as one of
(C) Ask them to consult a the descriptors for assessing the
dictionary for understanding learners, she is assessing their
difficult words ability to
(D) Ask the learners to write the (A) Sympathize with the
summary character
44. Lexical cohesion devices are (B) Get into the skin of the
(A) Words’phrases used for character
connecting ideas (C) Appreciate the character
(B) Vocabulary (D) Critically analyze the
(C) Structures character
(D) Punctuation 49. Poetry recitation helps learners to
45. When a teacher uses ‘Realia’ to (A) Learn proper intonation and
teach vocabulary and grammar stress
she (B) Understand same sound
(A) Is using role play as a words
learning device (C) Learn rhythm
(B) Is using real objects, actions (D) Learn rhymes
and actual life situations
(C) Is using computer May 2012 (Paper 2nd Language 2nd)
technology 50. Which of these would be a valid
(D) Is teaching through true ‘Learning Objective’ for teaching
stories a drama?
46. To create and sustain interest in (A) The learners will be able to
learning speak fluently with correct
(A) Learning should not be stress and intonation
labeled as slow, average or (B) The learners will be able to
high achievers act effectively
(B) Learners should be told (C) The leaner’s will be able to
stories understand what is drama
(C) Involve the students in (D) The learners will have an
activities opportunity to dress up in
(D) Make them teach each other different costumes
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51. When language concepts are (C) Prefixes
taught using real life situations (D) Collocations
they are November 2012 (Paper 1st Lang 1st)
(A) Easily understood and used 56. Decorum in spoken language
(B) Not learnt well pertains to
(C) Being taught naturally and (A) Correct grammatical usage
so enable the learners to use (B) Voice quality or loudness
them easily (C) Clarity and purity of style
(D) Being taught in the same way (D) Appropriate gestures
as the learner ’s mother 57. “You ask, what is our aim? I can
tongue answer in one word: Victory.”
52. For story-mapping of a narrative Churchill asks a question and
text the learners can be asked to then goes on to answer it. Such
(A) Answer a question which question is
has the story in jumbled (A) A prompt
order (B) Explanatory
(B) Make a flow-chart depicting (C) Rhetorical
the sequence of the story (D) Stylized
(C) Draw pictures of every 58. A fellow traveler at the airport has
sequence just finished reading the
(D) Draw a map of the locations newspaper and you want him/her
mentioned in the story to pass it to you. Choose how you
53. Acquisition of vocabulary is will make the request.
(A) Cramming more words (A) Pass me the paper
(B) Learning big words (B) Pass me the paper, please
(C) Learning words in totality (C) Can you pass me the paper?
and yielding the power to (D) Could you possibly pass me
use them affectively the newspaper?
(D) Learning word families 59. Read the exchange.
54. For enabling her students to gain Teacher: Do you like to read a
mastery over English the teacher story book instead?
should Student: Yes.
(A) Regularly expose the Teacher: Yes, please.
learners to a variety of Here the Teacher
language inputs (A) Confirms the students’
(B) Constantly check the request
learners for all the errors they (B) Offers an alternative
make language activity
(C) Emphasize learning of (C) Relates language function
grammar with politeness
(D) Stop use of their vernacular (D) Makes a polite suggestion to
55. Which of the following is not start reading
taught as part of vocabulary? 60. Which is a function word?
(A) Homonyms (A) However (B) Booking
(B) Proverbs (C) Principal (D) Someone
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61. Strut, stride and trudge are words (B) Personification
that describe a manner of (C) Hyperbole
(A) Galloping (B) Running (D) Allegory
(C) Riding (D) Walking 66. The homonym of bier’ is
62. The documents have been (A) Bear (B) Beer
downloaded by the students. (C) Bare (D) Bar
The students have downloaded 67. A rhetorical question is asked
the documents. (A) To gather personal
The two given statements can be information
differentiated by drawing (B) To clarify a concept
students’ attention to the (C) For the sake of effect with no
(A) Use of ‘by’ in the passive answer needed
form (D) To get a feedback about what
(B) Differences in the others think about your
arrangement of words speech/writing
(C) Roles of the subject and 68. An example of linking adverbials
object in both sentences is
(D) Change in the verb forms (A) The (B) These
63. Which pair constitutes types of (C) So (D) Your
‘cognitive style’? 69. Language acquisition
(A) Individual/team work (A) Requires the memorization
(B) Project oriented/paper pencil and use of necessary
activity vocabulary
(C) Grammatical accuracy/ (B) Involves a systematic
fluency approach to the analysis and
(D) Field dependence/field comprehension of grammar
independence as well as to the memorization
64. The process of word formation of vocabulary
consists of (C) Refers to the process of
(A) Compounding and learning a native or a second
conversion language because of the
(B) Conversion and meaning innate capacity of the human
(C) Spelling and compounding brain
(D) Using synonyms or (D) Is a technique intended to
euphemisms simulate the environment in
November 2012 (Paper 1st Lang 2nd) which children learn their
65. ‘I loved Ophelia: forty thousand native language?
brothers 70. In the word ‘scarce’, the phonetic
Could not, with all their quantity transcription for ‘a’ is
of love (A) /e/ (B) /ea/
Make up my sum’. (C) /ie/ (D) /ae/
The phrase ‘forty thousand 71. What is taught is not what is learnt
brothers’ illustrates a figure of because
speech called (A) A teacher or learner can never
(A) Imagery fully master any discipline
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(B) Students pay attention November 2012 (Paper 2nd Lang1st)
during informal discussion 74. “You ask, what has my
(C) A teacher’s socio-economic government done for you? I can
level may differ widely from answer in two words: A lot!” the
the students’ question put here is
(D) Students possess different (A) A prompt
abilities, personalities and (B) Explanatory
come from a variety of (C) Rhetorical
backgrounds (D) Stylized
72. Learners are familiar with the 75. Your classmate has just finished
concept ‘cyberspace’ due to their reading a book from the library
cognitive overload. Therefore, that you wanted and you want
learners him/her to give it to you. Choose
(A) May end up studying more how you will make the request.
meaningful topics in class (A) Give me the book.
(B) May explore their own (B) Can you give me the book
interests according to their now?
own experience, background (C) Let me have the book now,
and perspective while please.
spending considerable time (D) Could you let me take the
navigating for content. book now?
(C) Usually omit studying 76. Read the exchange.
prescribed but important Teacher: Shall we go out to the
topics garden and find out the names of
(D) May be exposed to a those flowers near the wall?
sequential and cohesive Students: Yes, yes, yeah…
expository presentation Teachers: yes, Ma’am, please…
73. Constructivism is a theory where Here the teacher
students (A) Confirms the students’
(A) Study a variety of dissimilar request
samples and draw a well (B) Offers an alternative
founded conclusion language activity
(B) Form their own (C) Relates language function
understanding and with politeness
knowledge of the world, (D) Makes a polite suggestion to
through experiencing things start reading.
and reflecting on those 77. Which is a lexical word?
experiences (A) Some (B) Whether
(C) Are facilitated by the teacher (C) Principal (D) If
and use a variety of media to 78. Use of dialogues and avoiding
research and create their own unnecessary details pertain to
theories (A) Reports
(D) Construct their own learning (B) Story telling
aids, thereby gaining hands- (C) Writing a report or story
on experience. (D) Listening to a conversation
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79. I suggest that we all watch the research and create their own
movie “TIGER”. theories.
It has been suggested that we (C) Form their own understanding
watch the movie “TIGER” and knowledge of the world,
together. through experiencing things
The two given statements can be and reflecting on those
differentiated by drawing experiences
students’ attention to the (D) Construct their own learning
(A) Use of ‘by’ in the passive aids, thereby gaining hands-
form on experience
(B) The arrangement of words 83. Language acquisition
(C) Change in the verb forms (A) Requires the memorization and
(D) The roles of the subject and use of necessary vocabulary
object in both sentences (B) Involves a systematic
80. Speaker I: Can I borrow your approach to the analysis and
pencil, please? comprehension of grammar
Speaker 2: Why not? as well as to the memorization
During this exchange, while of vocabulary
assessing students’ speaking- (C) Refers to the process of
listening skills, mark/s would be learning a native or second
deducted for language because of the
(A) The first speaker, as the innate capacity of the human
question is framed brain
incorrectly. (D) Is a technique intended to
(B) The second speaker, as the simulate the environment in
response is framed which children learn their
incorrectly native language?
(C) Both, since it is a meaningless 84. Read the following examples of
exchange dangling modifiers used in
(D) Neither, as the context sentences by some students.
justifies this exchange Indicate how you will assess
November 2012 (Paper 2nd Lang1nd) them. [Max. 1 mark]
81. Iconic mode of learning is based Student 1: Having arrived late for
on a system of using practice, a written excuse was
(A) Symbols needed.
(B) Images and diagrams Student 2: Without knowing his
(C) Different types of graphs name, it was difficult to introduce
(D) A variety of activities him.
82. Constructivism is a theory where Student 3: the experiment was a
students failure not having studied the lab
(A) Study a variety of dissimilar manual carefully.
samples and draw a well- (A) Student 1: -1-
founded conclusion Student 2: -1-
(B) Are facilitated by the teacher Student 3: -0-
and use a variety of media to (B) Student 1: -1-
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Student 2: -0- 89. A ‘mental block’ associated with
Student 3: -0- English language learning is
(C) Student 1: -0- (A) Interest in Sports and Arts
Student 2: -1- (B) Disinterest in studies in
Student 3: -0- general
(D) Student 1: -0- (C) Lack of opportunities to use
Student 2: -1- English
Student 3: -1- (D) Dyslexia-a-disability
85. What is taught is not what is learnt 90. A company labels its frozen
because snacks 75% fat free rather than
(A) Students possess different contains 25% fat so that people
abilities, personalities and will view them more positively.
come from a variety of This is an example of a
backgrounds (A) Prototype
(B) Students pay attention (B) Phoneme
during informal discussion (C) Subjective utility
(C) A teacher’s socio-economic (D) Semantic slanting
level may differ widely from
91. When children first start to speak
the students’’
in sentences, their speech may be
(D) A teacher or learner can never
described as
fully master any discipline.
(A) Babbling
86. While writing a telegram, a
(B) Exceptionally soft
necessary feature to be applied is
(C) Telegraphic
(A) Personal touch
(B) Personal abbreviation (D) Multi-lingual
(C) Brevity 92. Which observation supports
(D) Neatness Noam Chomsky’s ideas about
87. The ‘value’ of a word in a text language acquisition?
means the (A) Children’s language
(A) Appropriate use of the word development follows a
in a particular contest similar pattern across
(B) Number of ways a word can cultures.
be used (B) The stages of language
(C) Dictionary meaning of a word development occur at about
(D) Significance of the word in a the same ages in most
particular context children.
July 2013 (Paper 1st Language 1st) (C) Children acquire language
88. A learner’s competence in English quickly and effortlessly.
will improve when she/he receives (D) All of these
............... of learning experience 93. What is the system of rules that
that is appropriate governs how words can be
(A) An equal level meaningfully arranged to form
(B) A slightly higher level phrases and sentences?
(C) A range of levels (A) Language (B) Syntax
(D) A slightly easier, lower level (C) Morpheme (D) Phoneme
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94. A twelve-year-old child enjoys (B) Application of learnt
using puns. This enjoyment structure, content; concepts
indicates that she has and principals to new
(A) Semantic slanting situations.
(B) Deducting reasoning (C) Processes that enable
(C) Mental blocks students to discover
(D) Metalinguistic awareness structures for themselves.
95. Did you really _________ the (D) Process where sequence is
money yesterday? taught along with how to
(A) Knead (B) Kneed present the related contents.
(C) Need (D) Needed 100. Assessing reading at Class VII,
96. You don’t smoke,.........? [Tag can be done most effectively
question] through a
(A) Have you (B) Are you (A) Spoken quiz based on the
(C) Do you (D) Don’t you meanings of the words and
97. A ‘critical period’ during language expressions
learning is (B) Written test based the
(A) The period during which characters and events in the
language can be acquired story/text
with greater ease than any (C) An oral interview to find out
other time. how much they have read
(B) The length of time before a (D) Writing a 50 word book/text
comprehensive assessment review as a small project
takes place in class. 101. The learning experiences that offer
(C) Best preparatory period for a vicarious experience in learners
any language project are
(D) Special time set aside for (A) Real objects and specimens
(B) Abstract words, case study
students to intensively
(C) Display boards, film clips
practice language use.
(D) Field trips, observations
98. The ‘Natural Order’ in the process
102. Language acquisition
of learning English suggests that,
(A) Is the memorization and use
children
of necessary vocabulary
(A) Are slow at learning to speak
(B) Involves a systematic
when not in school
approach to the analysis and
(B) Learn to read and write
comprehension of grammar
simultaneously as well as to the memorization
(C) Are able to speak first and of vocabulary
then listen (C) Refers to the process of
(D) Acquire some language learning a native or a second
structures earlier than others. language because of the
July 2013 (Paper 1st Language 2nd) innate capacity of the human
99. The Humanistic Approach is brain.
specifically tuned to the (D) Is a technique intended to
(A) Mastery of academic simulate the environment in
disciplines with all their which children learn their
characteristic features native language.
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103. Noam Chomsky’s reference to Students ought to leave the
“deep structures” means a school premises at 12.30 pm
(A) Hidden set of grammatical The two given statements can be
rules learnt through intensive differentiated by drawing
study students’ attention to the
(B) Transformational grammar (A) Differences in the
that has led in turn to arrangement of words
increased interest in (B) Meaning conveyed by the
comparative linguistics. modals/verb modifiers
(C) A trend that English is the (C) The roles of the subject and
most common auxiliary object in both sentences
language in the world. (D) Absence of change in the
(D) Universal grammar verb form
nd nd
underlying all languages and July 2013 (Paper 2 Language 2 )
corresponding to an innate 109. Compounding is
capacity of the human brain. (A) Stringing together older
nd
July 2013 (Paper 2 Language 1 ) st words like the formation of
earthquake from earth and
104. A person sitting behind you in a
quake
cinema starts talking on the mobile
(B) Removing seeming affixes
phone and you want to tell him/
from exiting words, such as
her to stop. Choose how you will
forming edit from editor
make the request.
(C) Joining parts of two or more
(A) “Stop talking so loudly!”
older words, such as forming
(B) “Please don’t use the mobile smog.
phone inside the theatre.” (D) Forming new words from
(C) “Can’t you not use the existing ones by adding
mobile phone, please?” affixes to them like shame +
(D) “Could you possibly stop less + ness – shamelessness
using the mobile phone 110. Constructivism is a theory where
here?” students
105. Exemplar for homonym would be (A) Study a variety of dissimilar
(A) Aisle/isle (B) Beer/bear samples and draw a well-
(C) Stale/stall founded conclusion
(D) Stock/stoke (B) Form their own understanding
106. Which is a lexical world? and knowledge of the world,
(A) Love (B) Is through experiencing things
(C) The (D) Might and reflecting on those
107. While learning about the passive experiences.
voice form, students learn about (C) Are facilitated by the teacher
(A) Use of ‘by’ and use a variety of media to
(B) Position of verbs research and create their own
(C) Position of nouns theories.
(D) Use of verb form (D) Construct their own learning
108. Students can leave the school aids, thereby gaining hands-
premises at 12.30 pm on experience.
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111. E-learning refers to 116. Which of the following resources
(A) Acquisition of the mother will he3lp to break down
tongue communication barriers and
(B) Learning English language enable children to study and learn
as the first language in both L1 and L2?
(C) Use of electronic media and (A) Multilingual
information and (B) Multimedia
communication technologies (C) More textual
(D) A language course for foreign (D) Communicative
languages 117. Students learning a language often
112. Abilities for adaptive and positive lack confidence when speaking
behaviour that enable students to due to the language’s unique
deal effectively with everyday pronunciation rules. One way to
demands and challenges are overcome this problem is
(A) Multiple intelligences (A) Children reading aloud in
(B) Learning domains class
(C) Life skills (B) Using game-like activities
(D) Learning methods which require verbal
113. The following is a conditional interactions in the classroom
sentence (C) Conducting special speech
(A) I have to go to work therapy with a counselor
(B) If the sea is stormy, the waves (D) Correcting errors whenever
are high. they happen
(C) Shut the door. 118. The contemporary target
(D) It’s a sunny day, isn’t it? language classroom is a
February 2014 (Paper 1st Language 1st)
confluence of varied languages
114. “Children deserve most of the
and language abilities. Teachers
credit for the language that they
should restructure their practices
acquire.” This observation implies
by exposing students to
that in modern classrooms
(A) Summaries and simplfi9ed
(A) Students pursue their own
versions of the learning
lines of enquiry
materials, e.g., stories,
(B) Students need not attend L2
grammar notes, etc.
classes
(B) Worksheets with a variety of
(C) Students may choose L2 on
tasks which cover the
their own
(D) The teacher establishes the syllabus and students give
task and supports of their responses in class under
facilitates learning teacher’s guidance
115. Types of ‘text media’ are (C) Appropriate challenges
(A) Audio discs and tapes based on the syllabus, in a
(B) Illustrations and diagrams secure evnione3ment,
(C) Motion pictures and opportunities for all students
documentaries to explore ideas and gain
(D) Digital e-books, e-journals mastery.
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(D) Adequate self-explanatory 121. Learning a new language after
notes, either prepared by puberty leads to ——— of a
teacher or from material foreign language.
writers. (A) Difficulty in acquisition
119. Some criteria for the selection of (B) Normal acquisition
language items should involve (C) Greater mastery
(A) Enough worksheets for (D) Loss of mastery
practice 122. An activity that requires a class
(B) Everyday vocabulary and to design and present a
sentences PowerPoint on the importance of
(C) Their learn ability, coverage water conservation in a target
and teach ability language is a ————— activity
(D) A focus on language rules (A) Multidisciplinary
February 2014 (Paper 1st Language 2nd) (B) Science project
120. Learners lack confidence to speak (C) Group
in the target language in class (D) Language practice
where the main language of 123. To enable students to distinguish
conversation is the local between academic and spoken
vernacular. This challenge can be forms of a target language I a
met by bilingual class, they should be
(A) Allowing students to speak encouraged to
about whatever they can, (A) Speak in the target language
irrespective of the (B) Read more books written in
grammatical errors, enhance the target language
their vocabulary and (C) Write more in the target
gradually make corrections. language
(B) Allowing students to watch (D) Watch more related bilingual
English films as motivation, films
practice a drill consisting of 124. Providing learning support to
useful sentences and pupils who lag far behind their
vocabulary with regular counterparts in school
correction of grammatical performance includes.
errors. (A) Giving more activities for
(C) Insisting on students’ using language practice
only the target language (B) Providing extra notes and
irrespective of the coaching
grammatical errors, enhance (C) Allow them to complete
their vocabulary with regular assignments without time
feedback on their limits
performance (D) Initially adapting school
(D) Instructing them to speak curricula and teaching
slowly and self-correct strategies
grammatical errors, enhance 125. Students who do not have the
their vocabulary with a list opportunities to use the target
of useful words. language outside the classroom
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demonstrate much lower levels of (C) Go from concrete to abstract
language competency. This can texts
be overcome by. (D) The teacher models the
(A) Conducting tests writing and speaking styles
periodically to motivate them which learners copy
to learn February 2014 (Paper 2nd Language 1st)
(B) Giving them a set of 128. Providing students ______ can
commonly used sentences encourage second language
and vocabulary which they acquisition
are expected to use (A) Adequate speaking and
(C) Setting separate tasks which writing assignments
are easier, with more time to (B) The opportunity to voice
complete them their opinions and to problem
(D) Engaging them in specific solve in the target language
language-focused tasks (C) Frequent feedback on
which are indirectly spoken and written outputs
monitored by their group (D) Informal interviews
leaders. 129. Generally speaking the first
126. A foreign/non-mother tongue language is
language teacher often faces the (A) Marked by the characteristic
problem of a class full of reluctant, difficulty in mastering it
unmotivated learners. This can be (B) Marked by the influences of
helped by the school environment the
(A) Using methods and child is studying in
strategies to motivate and (C) Marked by the accent and
make learning more regional expressions of the
challenging in the class area where students grow up
(B) Taking the help of an (D) Influenced by the grammar
academic counselor who will and style of second
address the class language
(C) Identifying the students who 130. Language learning is better
are ‘unmotivated’ and taking achieved if what students learn
a special class for them. (A) Is closer in form and sound
(D) Encouraging learners to take to their mother tongue
their own time to complete (B) Helps them improve their
assignments. chances of college admission
127. Language learners learn to do by (C) Is functional in terms of their
doing. Which activity supports life values and goals
this observation? (D) Is in a controlled classroom
(A) Opportunities to practice as environment
it helps with habit formation 131. In the communicative classroom,
(B) Encourage the use of their learners acquire the grammar of
mother tongue to promote second language to
better understanding of the (A) Enhance their formal
meaning of prescribed text communication skills
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(B) Write confidently the class as students will talk
(C) Understand second language less
better while reading/listening 135. A student has difficulty in
to it applying the learned knowledge,
(D) Understand how to make for example, in word problem, the
meaning and become more student also fails to translate
proficient in speaking and sentences into equations for
writing identify the variables. A possible
132. Structures in second language are solution to this problem could be
better assimilated, in a (A) Pairing him/her with high
pedagogical practice achievers
(A) Through meaningful (B) Giving carefully designed
interaction with interesting assignment – simpler simple
content complex
(B) Insisting on accuracy, (C) Allowing more time to
explicit instruction in rules complete the same activity
(C) Through repetition and (D) Giving only simple
practice of commonly used assignments to boost their
syntax confidence
(D) Through application of learnt February 2014 (Paper 2nd Lang2nd)
structures in discrete 136. Two competency areas, which
language items give a language learner in
133. While learning a language, the progress the ability to
_________ instruction provides communicate competently, are
opportunities for independent (A) Linguistic and socio-cultural
study; a wide range of reference (B) Discourse and accent
material and immediate feedback (C) Audio and expressive
about achievement (D) Grammar and phonetic
(A) Programmed 137. Communicative competence is a
(B) Computer aided subset of functional grammar and
(C) Direct its approach in teaching will allow
(D) Distance students to
134. A dual-language classroom (A) Learn structures and use
consisting of students speaking them accurately
a native language and the target (B) Use structures in a range of
language is beneficial because it output texts
(A) Motivates target language (C) Learn grammar through
speaking students learn meaningful communication
another language and vice (D) Enable teachers expose
versa students to grammar in the
(B) Offers an opportunity for lower classes
separate project work 138. When students work in pairs or
(C) Justifies conducting more groups, they just end up chatting
activities in each language in their own language. This can
(D) Causes less distractions in be overcome/monitored by
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(A) Giving an easy task, so that learning style is
they may chat less (A) Loud
(B) Writing notes on the board, (B) Quiet
so that they will not use L1 (C) Print-orientated
(C) Increasing the difficulty level (D) Focused
of task 143 ...............education is to use the
(D) Instructions for the task and student’s native language to
objectives to be made clear teach some academic content
first while simultaneously providing an
139. Learners who develop an additional L2 instruction.
increased awareness of their own (A) Multilingual
style of learning and teacher’s (B) Bilingual
awareness of students’ individual (C) Basic
style enhance _______ learning (D) Humanistic
(A) Group September 2014 (Paper 1st Lang1st)
(B) Biased 144. The teaching of reading by
(C) Cooperative associating characters or groups
(D) Individualistic of characters with sounds is the
140. An early emphasis on linguistic ________ method.
accuracy along with prompt error (A) Morphemic
correction in L2 class at Class V (B) Direct
level results in students (C) Phonic
(A) Mastering the language (D) Whole-language
more quickly 145. Language is taught by beginning
(B) Failure to achieve requisite with simple sentences instead of
proficiency required of that the initial sounds and blends. This
level implies that
(C) Learning only the minimum (A) Communication is based on
or less complete sentences
(D) Not learning at all (B) Pronunciation has no place
141. Poverty of stimulus with respect in language acquisition
to language acquisition among (C) Grammar and pronunciation
young children implies that they have equal place in language
would teaching
(A) Express themselves (D) Grammar is an important
ungrammatically basis of communication
(B) Read later 146. Vocabulary in the target language
(C) Not recognize human should be kept under control, i.e.
language graded. This can be done by
(D) Need more stimulus at home (A) Teachers providing a short
for learning language list of words that are
142. Considering students’ learning commonly used
styles broadens the approaches (B) Students learning and
taken to help language-related practicing in the context of
problems. An example of a real situations
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(C) Students write/speak using acquisition. An example would be
a graded list of new words (A) Teacher-directed learning in
(D) Students read a prescribed the classroom
book and take a vocabulary (B) Collaboration of students in
quiz learning situation
147. To achieve communicative (C) Home-work designed to use
competence, learners need to be parents’ support
competent in four aspects: (D) Students receive feedback
linguistic, sociolinguistic, for error correction regularly
discourse, and strategic, September 2014 (Paper 1st Lang2nd)
competences. Here, ‘linguistic 151. According to language
competence’ concerns students’ acquisition theory, when there is
(A) Use of syntax, lexis and a lack of sufficient information in
structures the language input, there is a
(B) Expression of meaning of universal grammar that applies to
what they communicate all
(C) Use of formats and stylistic (A) Colloquial languages
devices (B) Modern languages
(D) Content organization and use (C) Classical languages
of vocabulary (D) Human languages
148. The teacher’s cues for activities 152. For English as a second language,
are given in the first language, in ‘acquisition-poor environment’ is
a second language class. This one where
_____ exploits the communicative (A) Hindi/Mother tongue is the
potential of a given structure lingua franca
(A) Sandwich approach
(B) English language is used
(B) Communicative approach
only in the classroom
(C) Bilingual technique
(C) English is not spoken at home
(D) Structural technique
at all
149. The second language classroom
(D) Access to any learning
is a confluence of varied
material is unavailable to
languages. Teachers should give
students
their students
153. Selection of language items while
(A) Adequate self-explanatory
determining the second language
notes
syllabus should take into account
(B) Summaries and simplified
version of texts ...............................
(C) Worksheets with a variety of (A) The minimal disruption of
tasks while covering the school schedule
syllabus (B) How easy it is to learn/use
(D) Comfortable environments to the item
develop requisite skills (C) How easy it is to teach the
150. “…… supply ‘comprehensible concept
input’ in low anxiety situations” (D) The frequency and range of
is the basis of language use of the items
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154. Grammar gains its prominence in (B) Involves periodic revision
language teaching, particularly in work by the teacher and
English as a foreign language. students
Accuracy in language use can be (C) Involves mostly self-study
achieved through by students, using certain
(A) Intensive practice with guidelines
sentence patterns (D) In practiced in situations
(B) Grammar is taught as the basis familiar to students
for all four language skills September 2014 (Paper 2nd Lang1st)
(C) Reading more books written 158. The ‘acquired system’ or
in the target language
‘acquisition’ of a language is the
(D) Integrating knowledge of
(A) Formal skills development
structures with use and
(B) Subconscious process of
meaning
learning
155. “Some research has shown that
(C) Input-output process
developing students’ native
(D) Self-monitoring of learning
language skills leads to higher
159. Language teachers have to do a
scores academically over the long
‘needs analysis’ of their students
term in English.” A bilingual class
to
would be characterized by
(A) Measure their learning ability
(A) The use of students’ native
(B) Find out students’ interest in
language in the second
the choice of language
language class
(C) Compare the achievement
(B) Revision work done in the
levels among the students
native language
(D) Evaluate their existing
(C) More guided translation
activities, individual/ competence
collaborative 160. The ‘question’: How will I achieve
(D) The re-formulation of my teaching goal?, in the design
concepts, structure-use in of a language instruction, which
the native language helps the teacher to ‘keep the
156. Motivation is an important factor lesson on target’ is/are the
in language learning. For example, (A) Objectives
in Class VI, ______ may be done. (B) Methodology
(A) Memorization and use of (C) Evaluation
necessary vocabulary (D) Documentation
(B) Systematic analysis and use 161. In this example, there is a deviation
of structures from the apparently intended form
(C) Use of visual devices and of an utterance. Identify the error.
game-like exercises Target: I must let the cat out of the
(D) Use of the mother tongue as house.
the ‘medium’ Error: I must let the house out of
157. Second language acquisition is the cat.
more effective when it (A) Lexical selection error
(A) Is used as the basis for (B) Word-exchange error
discussing grammatical (C) Omission
concepts (D) Substitution
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162 ..........................is the particular (C) Language transfer
way a learner prefers to learn a (D) Phonology
second or foreign language 167. The second language course is
(A) Cognitive style organized on elements of human
(B) Cognitive process society and the natural world,
(C) Behaviorist approach without relying on printed text.
(D) Literal approach This is called the
163. The focus is on using the ...................................method.
language rather than analysis of (A) Situational
the language, and grammar is (B) Natural
taught implicitly rather than (C) Grammar-translation
explicitly. (D) Language immersion
(A) Direct approach 168. Emphasis on interaction as both
(B) Communicative approach the means and the ultimate goal
(C) Grammar-translation Method of learning a language underlines
(D) Structural method the _________ approach.
164. The benefit of the bilingual (A) Comprehension
approach in a second language (B) Silent way
classroom si that (C) Immersion
(A) Students gain confidence in (D) Communicative
the mother tongue 169. Student generated corrections are
(B) Students stop using their important in language learning
mother tongue altogether because
(C) Students understand basic (A) Students revise and edit the
concepts/assumptions more errors in their own writing or
easily speech
(D) There is less, distraction for (B) They indicate active
students in the class engagement in the learning
165. Individualized educational process
programmes with intensive (C) More time can be given to
support to help students to grammar drills before
cuspidate their basic knowledge production
is referred to as (D) Teachers can conduct more
(A) Advanced study programmes remedial classes
(B) Introductory courses 170. Smaller class size for slow learners
(C) Remedial coaching facilitates greater personalized
(D) Revision sessions instruction in the new language
September 2014 (Paper 2nd Lang2nd) because of
166. The process of second language (A) Incidental learning, informal
acquisition is influenced by assessment and more
languages that the learner already interaction
knows. The influence (B) Disciplined approach, les
is...................................... interaction and formal
(A) Inter language assessment
(B) Systemic errors (C) More interaction, flexible
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schedule and authentic of the chapter after
assessment discussing them with each
(D) Language focused, formal other.
assessment and flexible (B) Students write a movie
schedule review of a movie they
171. Considering learning styles watched recently.
broadens the approach taken in (C) Students write on the topic,
the management of language- “My School”.
related problems. Some students (D) Students write a letter to the
prefer to get new information in principal expressing their
written directions or verbal opinion on a school related
information. Their learning style issue.
is 175. Which one of the following is an
(A) Auditory example of Basic Interpersonal
(B) Visual Communication Skills (BICS)?
(C) Kinesthetic (A) Discussing response to a
(D) Manipulative story in a small group in the
172. The ‘sandwich-technique’ is a classroom
bilingual method which has a (B) Taking notes during a
three phase structure of lecturer or a talk
(A) Listening-writing-repetition (C) Negotiating turn taking with
(B) Drills with levels of difficulty a peer during free play
(C) Presentation – practice – (D) Explaining a procedure to a
production peer during an experiment.
(D) Error correction –re 176. B.F. Skinner claimed that language
production (as drill) is learnt through
February 2015 (Paper 1st Language 1st) (A) Reinforcement and engagement
173. Role Play should be an integral (B) Drill and practice
part of every language classroom (C) Immersion and employment
because (D) Repetition and approximation
(A) It is an effective classroom 177. A language textbook for class 1
management technique starts with poems and stories
(B) It enables students to engage (complete text) and ends with the
in meaningful talk alphabet. Which approach does
(C) It enables students to this kind of arrangement reflect in
memorize the story language pedagogy?
(D) It enables girls and boys to (A) Top-down approach
interact freely. (B) Aesthetic approach
174. A language teacher wants her (C) Bottom-up approach
students to write for an authentic (D) Eclectic approach
audience and purpose. What 178. In the primary classes, it is
would be the best writing task to recommended that children
achieve this? should be taught in their mother
(A) Students write answers to tongue because
questions given at the end (A) It creates a natural
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environment dictionary whenever they
(B) Children develop self- come across a new word
confidence (D) Students underline difficult
(C) It promotes regional words from a text and make
languages sentences with them.
(D) It enables children to 182. Children’s oral language
comprehend development forms an important
179. A student of class V has just read foundation for learning literacy.
a text about the water problems of Which of the following classroom
a community living on the practices enables oral language
outskirts of a city. After reading development?
the chapter, the student remarks (A) Chorus reading of a story in
how difficult it must be to struggle the textbook along with the
for water every day. Which teacher
comprehension strategy does this (B) Practicing the correct
remarks reveal? pronunciation of words in a
(A) Summarizing chorus
(B) Metacognition (C) Participating in role-plays on
(C) Inferential reading favorite stories
(D) Read aloud (D) Memorizing and reciting
February 2015 (Paper 1st Language 2nd) poems individually or in a
180. Of the following, which one of the chorus.
most important prerequisite for 183. Which one of the following would
language learning, whether first or be the best evidence to
second? demonstrate to parents and
(A) Skills-based instruction administrators what students can
(B) A multilingual approach do with language?
(C) An input-rich (A) Lists of course goals and
communicational1environment objectives
(D) A structural - situation (B) Marks in a test
approach (C) Poems or paragraphs written
181. A teacher of class III realizes that by students
vocabulary development is an (D) National curriculum and
important factor in enabling syllabi
students to become better readers. 184. Before students start reading a
Of the following, which might be story titled, ‘Brave Bittoo’ the
a good strategy for vocabulary teacher initiates a discussion with
development? them on “bravery’. What is the
(A) Students learn to use the teacher trying to achieve through
context to guess the meaning this activity?
of new words (A) Activate the intellectual
(B) Students memorize extensive stance of students
word-lists of synonyms and (B) Activate enthusiasm in
antonyms students
(C) Students consult a (C) Activate the efferent stance
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in students The moon smiled at the stars
(D) Activate the previous around her.
knowledge of students (A) Metaphor (B) Oxynoron
February 2015 (Paper 2nd Language 1st) (C) Personification
185. Anshu is teaching Englihs to class (D) Simile
VI students and her class seems 190. Active vocabulary consists of
to be noisy. She is probably words which
(A) Teaching a crowded class (A) We use frequently in our daily
(B) Not bothered about the life
noise (B) Are difficult
(C) Having group work (C) We recognize and understand
(D) Not able to manage the class (D) We use occasionally
186. One of the objectives of teaching 191. Constructivist approach to
vocabulary is not to learning does not emphasize
(A) Be able to use words in (A) That authentic task in a
different contexts meaningful context should be
(B) Enable learners to use the used
dictionary (B) That leaner ’s construct
(C) Understand the meaning of knowledge for themselves
words (C) Knowledge construction
(D) Develop active and passive instead of knowledge
vocabulary reproduction
187. Giving effective feedback to the (D) Teaching as the transmission
leaners means of knowledge from the
(A) Diagnosing problem and enlightened to the
guiding the leaners on how unenlightened.
to improve February 2015 (Paper 2nd Lang 2nd)
(B) Giving appropriate time and 192. ................................is a prerequisite
space for corrections to learning language.
(C) Focus on positive aspects as (A) Motivation
well as areas of development (B) Knowing words and their
(D) Correcting their mistakes in meanings
the class (C) Knowledge of grammar
188. Which one of the following (D) Reading stories
recommended the ‘Three 193. Cognitive Code Approach
Language Formula’? focuses more......................
(A) National Policy on Education (A) Vocabulary
1968 (B) Spelling
(B) National Policy on Education (C) Grammar rules
1986 (D) Pronunciation
(C) Kothari Commission 1966 194. According to which one of the
(D) Chatto padhyaya Commission follow linguists, language cannot
1985 be substandard maybe
189. Point out the figure of speech nonstandard?
used in the sentence given below: (A) William Labov
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(B) Stephen Krashen 201. Mind-mapping helps the students
(C) Chomsky to
(D) Basil Bernstein (A) Learn passively each of the
195. Which one of the following is not linguistic items
a language component? (B) Memorize the grammar rules
(A) Structure (C) Use literary devices more
(B) Script effectively in their writing
(C) Vocabulary (D) Brainstorm, explore any idea
(D) Sound and expand it
196. Decoding stands for _______ September 2015 (Paper 1st Lang1st)
(A) Deciphering the sounds in 202. In a constructivist classroom,
words and sentences language learning should be based
(B) Only recognizing the on:
difference between sounds (A) Drill and practice of
(C) Failure to understand the grammatical items.
given text (B) The transaction of the
prescribed textbook by the
(D) Passing on a message to
teacher.
others
(C) Learners’ previous
197. Constructivist approach to
knowledge in constructing
language learning promotes
their new knowledge using
__________.
authentic tasks.
(A) A child-centered approach
(D) The assumption that English
(B) A teacher-centered approach
language can only be learnt
(C) Culture of silence if the teacher transmits it to
(D) Classroom noise the learners.
198 .................. is the father of modern 203. A’ teacher is reading a lesson from
linguistics. class III textbook about a girl Nina
(A) Bloomfield who is not interested in attending
(B) Chomsky a marriage party as she does not
(C) Chaucer want to leave the sparrow alone
(D) Ferdinand de Saussure locked in her house, Suddenly a
199. A phoneme is a................... boy, AH stands up and tells the
(A) Technique to improve teacher how one day he saved an
pronunciation injured pigeon which was lying in
(B) Sound pattern his balcony. All’s reaction to the
(C) Lexical item story can be described as :
(D) Single sound unit (A) Connecting the text with his
200. In order to have language personal experience.
proficiency, which one is not (B) Interrupting the teacher in
essentially required? between.
(A) Efficiency (C) An opportunity to use oral
(B) Appropriacy language in the class.
(C) Accuracy (D) His attention seeking nature
(D) Fluency in the class.
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204. The theory of Universal Grammar removing speaking defects,
was formulated by : (C) Correcting mistakes
(A) Stephen Krashen immediately.
(B) Steven Pinker (D) Reading aloud in the
(C) Jean Piaget classroom.
(D) Noam Chomsky 209. Why is story felling most
205. Dictionary is a very important tool important in an English language
for learning a language. Which of class at primary level?
the following is least important (A) It creates fun in the class.
about the use of dictionary? (B) It is useful for developing
(A) Check the spelling of a word. integrated language skills.
(B) Looking the meaning of a (C) It develops moral values
word. among the students’.
(C) Check the passive voice of a (D) It improves students’
word. vocabulary.
(D) Check the part of speech of a 210. A good teacher is one who:
word. (A) Gives printed notes to
206. Learning to speak in a second students
language does not involve: (B) Gives them ample
(A) Second language opportunities to learn.
grammatical knowledge, (C) Gives them useful
(B) Its pronunciation. information
(C) Culturally bound speaking (D) Explains concepts and
events. principles.
(D) Theoretical knowledge of a 211. Which of the following helps in
language. learning the second language
September 2015 (Paper 1st Lang2nd) without using the printed text?
207. Who strongly maintains that (A) Grammar-translation method
language is learnt by imitation of (B) Situational approach
stimuli and reinforcement of (C) Natural approach
correct responses? (D) Language immersion
(A) B.F. Skinner 212. A person, who is a fluent speaker,
(B) Albert Bandura is likely to possess:
(C) Kurt Lewin (A) Verbal-linguistic ability
(D) Tolman (B) Logico-mathematical ability
208. During the process of language (C) Bodily-kinesthetic ability
learning, students lack (D) Musical ability
confidence in their pronunciation. 213. Which approach emphasizes
How can one overcome this? interaction as the means and the
(A) Organizing play like tasks in goal of learning a language?
which children can talk to (A) Silent way
one another. (B) Communicative
(B) Providing scope for special (C) Oral-aural
activities with the help of (D) Immersion
language experts for
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214. The Linguist, Noam Chomsky (B) Know the spelling.
maintains that every child has an (C) Know how to write the words.
innate Language Acquisition (D) Know the spelling, meanings
Device (LAD) that he/she uses for: and how they are pronounced.
(A) Semantics 219. A word gets its meaning:
(B) Phonemes (A) From its origin
(C) Universal Grammar (B) In relation to its context
(D) Complex words (C) From dictionary only
215. The structural approach (D) Spelling
advocates: 220. When we sing a rhyme in an
(A) Using mother tongue English language classroom, we:
(B) Resorting to fluency (A) Teach learners to understand
(C) Selection and gradation of the words.
material (B) Teach them to learn to sing.
(D) Assessing learners’ (C) Familiarize the learner with
performance the English sounds.
216. According to socio-cultural (D) Teach them to read.
theory of Vygotsky : 221. A teacher reads out the text and
(A) Culture helps in language explains it word-for-word in
development. English. What method/approach
(B) Self-directed speech is the does she adopt in her class?
lowest stage of the (A) Direct method
scaffolding. (B) Structural approach
(C) Children can think in abstract (C) Communicative language
terms if abstract material is teaching
provided at a lower age. (D) Task based language
(D) Children think in different teaching
domain and do not take a 222. While learning vocabulary,
complete perspective. learners connect one word with its
217. What is the main purpose of related words and the words which
poetry recitation in a language can occur before and after it.
classroom? What is this technique called?
(A) To know the historical (A) Collocation
background of the poem. (B) Conversation
(B) To appreciate and enjoy the (C) Dictation
poem. (D) Note making
(C) To give their opinions about 223. In a constructivist classroom while
the poem. teaching a poem which of the
(D) To become aware of the poet following is not ideal?
and her works. (A) While teaching, a teacher
September 2015 (Paper 2nd Lang1st) should first give an
218. In order to know the correct introduction of the poet.
pronunciation of English words, (B) The poem does not need an
the learner should introduction of the poet in the
(A) Know the meanings only. beginning.
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Saroha Publications
(C) Learners may find out on their (C) A regional language
own about the poet. (D) A foreign language
(D) Learners should be able to 229. Observation on a student’s
discover the ideas and special academic ability includes:
meaning of the poem. (A) Pays more attention to the
224. Etymology is: areas of his/her interests.
(A) Science of knowing the origin (B) Has a proper physical
of words. stature.
(B) Science of Pedagogy. (C) Accepts others’ abilities and
(C) Science of study of skills.
language. (D) Gives unexpected and
(D) Science of meaning of words. illogical answers.
225. Teachers in an English medium 230. A Phoneme is:
school use only English to teach (A) A single unit of sound
Science, Social Science and (B) A single unit of a word
Mathematics. What approach do (C) A dipthong
they adopt? (D) A vowel sound
(A) Bilingualism 231. Which one of the following
(B) Multilingualism considers words and word chunks
(C) Immersion as basis for language learning?
(D) Multidisciplinary approach (A) Word approach
226. The first generation learners are (B) Lexical approach
those who are: (C) Grammar-translation method
(A) The first from their family to (D) Dictionary approach
come to school. 232. A non-fictional text is classified
(B) Coming first time to school and organized through:
to seek admission. (A) Synonyms and Antonyms
(C) Learning Hindi for the first (B) Simile and Rhetoric
time. (C) Central theme and Meanings
(D) Learning English for the first (D) Story and Plot
time. 233. Which one of the following is
227. The whole language perspective NOT a poetic device?
is: (A) Metaphor
(A) Teaching of micro skills first. (B) Alliteration
(B) Teaching of LSRW (C) Imagery
separately. (D) Morpheme
(C) Teaching of language skills 234. The Idea of ‘comprehensible
in an integrated manner. input’ was first used by:
(D) Teaching for application. (A) Chomsky (B) Vygotsky
September 2015 (Paper 2nd Lang2nd) (C) Steplen Krashen
228. What is the status of English in (D) N.S. Prabhu
India? It is: 235. If a teacher wants to develop the
(A) An associate official understanding of a text among her
language. class students, what will be the
(B) The official language best method?
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Saroha Publications
(A) Asking questions (B) The use of mother tongue will
(B) Writing answers on the facilitate learning
blackboard, (C) The use of mother tongue will
(C) Making students to tick the create interference
answer in the textbook, (D) The mother tongue should
(D) Asking students to pay not be used by the learners
attention to the classroom. 241. The most important factor which
February 2016 (Paper 1st Language 1st) is responsible for the
236. Which one of the following in the differentiation between language
most important prerequisite for learning and language acquisition
language learning? is
(A) List of aims and objectives (A) Grammar of language
of the language to be learnt (B) Assessment in language
(B) Providing a good textbook to (C) Textbook of language
children to learn the language (D) Language environment
(C) Using structural-structural 242. The maximum participation of
approach while teaching students by possible while
(D) Children’s motivation to learn teaching English by the teacher
the language using authentic tasks through
237. The rise and fall of tone is (A) Communicative approach
(A) Pronunciation (B) Grammar translation method
(B) Stress (C) Direct method
(C) Strain (D) Structural approach
(D) Intonation February 2016 (Paper 1st Language 2nd)
238. Which one of the following is the 243. Stephen krashen’s theory of
most important about storytelling? second language acquisition does
(A) It enhances graded pattern not consist of
and structure. (A) The Input Hypothesis
(B) It promotes whole language (B) The acquisition Learning
approach. Hypothesis
(C) It is an effective way of (C) The Learn ability Hypothesis
learning vocabulary. (D) The Natural Order
(D) It broadens their knowledge Hypothesis
about various authors. 244. The use of dictionary does not
239. Dictation does not help learners help learners to
to (A) Be proficient in oral
(A) Improve their reading skill communication
(B) Improve their spelling (B) Find the meaning of words
(C) Enhance their listening (C) Check the part of speech of a
comprehension word
(D) Increase their concentration (D) Find out how to say a word
240. While learning English as a second 245. Constructivism in language
language learning focuses on
(A) There is no role of mother (A) Engaging learners in
tongue in learning L2 exploring new knowledge
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(B) The role of imitation 250. When a child learns a language
(C) Memorizing grammar rules naturally, without much practice,
(D) The dominant role of the it is called
teacher in the classroom (A) Language adaptation
246. The major objective of teaching (B) Language learning
English at primary level is (C) Language acquisition
(A) Speaking English in British (D) Language generalization
accent 251. The communicative approach to
(B) Scoring good marks in the teach English focuses on
exams (A) Correct pronunciation of
(C) Knowing the grammar of words
English (B) Linguistic competence plus
(D) Using English in different an ability to use the language
situations of life appropriately
247. In learning a language, students’ (C) The practice of selected and
talking time should be increased graded structure patterns
because (D) The structural accuracy of
the sentences
(A) Teachers feel relaxed while
February 2016 (Paper 2nd Language 1st)
students are talking
252. Which one of the following is not
(B) They enjoy spending time
true about the status of English
talking with their friends
language across the world?
(C) They can learn the correct
(A) English as a heritage
pronunciation from each
language
other (B) English as a native language
(D) They use the target language (C) English as a foreign language
for various purposes (D) English as a second language
248. Which one of the following is not 253. The study of words and their
true in relation to the use of meanings is known as
children literature? (A) Linguistics (B) Semantics
(A) Their reading proficiency (C) Phonetics (D) Syntax
deteriorates and gets worse. 254. Structural approach lays stress on
(B) It helps in developing (A) Improving fluency
learners’ imagination (B) Developing accuracy
(C) It broadens their mental (C) Developing linguistic
horizon. competence
(D) It makes them understand (D) Selection and gradation of
and respect diverse cultures. materials
249. While assessing a group work, a 255. Learning to read means
teacher should not focus on (A) Reading aloud
(A) Cooperative learning (B) Decoding letters of alphabet
process into sounds
(B) Assessing each child’s work (C) Decoding the structure of a
(C) Taking initiatives in work language
(D) Showing concern for others (D) Decoding the meaning
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Saroha Publications
256. Contrastive pairing is used for reference to their value
teaching-learning of system
(A) Writing (B) Are multilingual
(B) Speaking (C) Are bilingual
(C) Pronunciation (D) Share community
(D) Reading membership and linguistic
257. Functional grammar refers to communication
(A) Learning grammar in 262. Activating learners’ schema means
isolation (A) Dealing with learners having
(B) Learning grammar in a given learning difficulties
context (B) Showing a picture and asking
(C) Learning grammar by learners to write a story
knowing the technicalities of (C) Making a link between the
language topic and learners’
(D) Learning grammar through background knowledge and
the rules of language experience
258. Lata, an English language teacher (D) Making a link between the
of Class VII, divides the class into textbook and its structural
pairs to read a sequence of patterns and grammatical
pictures and then describe it to items
each other. What is this activity 263. As per Noam Chomsky’s theory,
pedagogically known as? the role of Language Acquisition
(A) Assignment Device (LAD) is to
(B) Group work (A) Learn languages in formal
(C) Teacher-facilitated reading schools
(D) Peer, interaction (B) Imitate the language of
259. While teaching a prose text, which adults
one of the following activities a (C) Generate grammar rules
teacher must undertake? (D) Memorize grammar rules
(A) Paraphrasing the text 264. Yasmin, an English language
(B) Transcription teacher, gave her students group
(C) Creating a sub-text work to explore an area and asked
(D) Consulting a dictionary them to find important notices and
260. Which one of the following is not names of places and streets to
a language component? document them to write a report.
(A) Sound system This activity is known as
(B) Manuscript (A) Peer work
(C) Grammar (B) Project work
(D) Speech (C) Assignment
February 2016 (Paper 2nd language 2nd) (D) activity-based learning
261. A speech community refers to a 265. Mrudusmita, while teaching a
group of people who lesson on atoms from the science
(A) Share homogeneity with textbook, gave her students
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Saroha Publications
activities based on the theme. The 271. Which of the following is not a
activities included vocabulary and form of literature?
debate on the uses of atomic (A) One-Act Play
energy. What is this strategy (B) Dictionary
known as? (C) Memoir
(A) Language of science (D) Travelogue
(B) Language through science 272. Which of the following is not
(C) Language across curriculum appropriate about language
(D) Language in other subjects games?
September 2016 (Paper 1st Lang1st) (A) Language games create a
266. Home language is ____ in a natural stress free and natural
way. environment where learners
(A) Promoted (B) Acquired can learn English, the way
(C) Learnt (D) taught they learnt L 1.
267. Which of the following is not true (B) Language games create an
while teaching the learners in their environment even for the shy
mother tongue at primary level? learners to participate.
(A) It helps children in learning (C) Language games provide
in a natural environment. competitive environment to
(B) It develops self-confidence the learners to win the game
in the child. by any means.
(C) It makes learning easy. (D) Language games create a real
(D) It is helpful in the intellectual world context in the
development of the child. classroom and enhance the
268. Communicative language teaching usage of English.
lays emphasis on: September 2016 (Paper 1st Lang2nd)
(A) Grammatical competency 273. Language is not:
(B) language use (A) Social (B) Arbitrary
(C) Form (C) Symbolic (D) Instinctive
(D) writing 274. When language development is a
269. An intonation may not be a ____ deliberate and conscious effort,
tone. language is:
(A) Sliding (B) Rising (A) Brushed up (B) Learned
(C) Falling (D) Loud (C) Acquired (D) Honed
270. A teacher asks the learners to think 275. What is a ‘task’ in task-based
of ideas quickly about the topic: language learning?
‘Save Water’ and also asks them (A) A piece of work for the
to not down their ideas before parents to do their children’s
writing the article on ‘Save Water’. homework
She is focusing on: (B) A piece of activity for
(A) Brainstorming teachers to do in the
(B) Assessment classroom
(C) Checklist (C) A piece of work which
(D) Drill exposes learners to language
(D) A piece of work which
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Saroha Publications
enables learners to do an (C) Facilitate the teaching-
activity learning process
276. Travelogue is a genre of: (D) Be a source of entertainment
(A) Bibliography 283. While providing feedback to the
(B) Literature parents, a teacher should not :
(C) Poetry (A) Share the incidents recorded
(D) Criticism in the anecdotes
277. The most important aspect of an (B) Compare their child with
effective language classroom is to other children
provide learners with an (C) Compare the current
opportunity to: performance of the child with
(A) Interfere (B) Assess her previous performance
(C) Imitate (D) Interact (D) Give qualitative feedback
278. A word with same spelling and about the child
same pronunciation as another, but September 2016 (Paper 2nd Lang1st)
with a different meaning is a/an : 284. Language is a tool because:
(A) Homophone (B) Antonym (A) It is used for communication
(C) Synonym (D) Homonym (B) It is used for processing ideas
279. A shorter form of a group of words, (C) It is used for thinking
which usually occurs in an (D) It is used for conveying ideas
auxiliary verb, is : 285. Children can best learn a language
(A) commector when they have :
(B) contraction (A) A proficient language
(C) conjunction teacher
(D) connotation (B) Inhibition
280. Poetry teaching is generally meant (C) Motivation
for: (D) a good textbook
(A) Learning punctuation 286. TBLT in second language
(B) Enjoyment and appreciation teaching is :
(C) Language learning (A) Task Book Language
(D) Learning grammar Teaching
281. Reading English as a second (B) Tool-Based Language
language means: Teaching
(A) Reading for grammar (C) Task-Based Language
(B) Meaning making Teaching
(C) Decoding of letters and (D) Task-Based Language
words Training
(D) Reading aloud 287. The second language should be
282. A good teaching-learning material taught through:
(TLM) can best: (A) Using the target language as
(A) Help the teacher to transact much as it is possible
material without any (B) Mother tongue and
modification translation
(B) Help the learners acquire a (C) Learners’ background and
language talent
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Saroha Publications
(D) Grammar and rules of (D) Explaining the grammatical
language rules in the text
288. There are 44 sounds in English. 293. Intensive reading is aimed at
Out of these, how many sounds helping the learners read a text for:
are vowels and how many are (A) Improving study skills
consonants respectively? (B) Accuracy
(A) 5, 39 (B) 22, 22 (C) Pleasure only
(C) 10, 34 (D) 20, 24 (D) Information
289. A speech community refers to a 294. Process writing approach could be
community which: described as:
(A) Speaks different dialects (A) Horizontal approach
(B) Uses different languages (B) Bottom-up approach
(C) Speaks the same language (C) Top-down approach
(D) Connects by virtue of a link (D) Vertical approach
language 295. Abeera, an English teacher,
290. Pedagogical grammar is: describes a scene and asks the
(A) Learning of meanings learners to draw what they have
through form heard. This is a :
(B) Learning of rules first and (A) Picture story
then the meanings of words (B) Mutual dictation
(C) Learning of grammar in (C) Picture dictation
context through use (D) Picture composition
(D) Learning of grammar through
prose and poetry September 2016 (Paper 2nd Lang2nd)
291. Which of the following ways is 296. When children are introduced to
not appropriate for teaching a English as a second language:
reading text? (A) They should read first
(A) Teacher reads out and (B) They should begin with
explains the text line-by-line. letters of alphabet
(B) Learners are made into (C) They should be exposed to
groups and asked to read by language orally
taking turns. (D) They should begin writing
(C) Learners read individually first
and discusses with their 297. Eclecticism in language teaching
friends the ideas of the text. refers to using:
(D) Learners divide the text into (A) All the methods to teach
small chunks and read. language
292. Post-reading tasks are meant for: (B) Appropriate strategies from
(A) Assessing the learning and various methods of teaching
connecting it to real-life (C) The best method of teaching
situations (D) Technology to teach
(B) Giving the meaning of language
difficult words 298. Which of the following approaches/
(C) Introducing the main idea of methods advocates linguistic
the text competence and performance?
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Saroha Publications
(A) Communicative approach 300. A teacher of Class VII while
(B) Grammar-translation method teaching the poem, The Solitary
(C) Direct method Reaper by William Wordsworth
(D) Structural approach asks children to find how the last
words of each line sound. What
299. The concept of transformative-
is she trying to draw the attention
generative grammar was given by: of learners to?
(A) Bruner (A) Theme of the poem
(B) Ferdinand Saussure (B) Spelling of words
(C) Noam Chomsky (C) Rhyme scheme
(D) Piaget (D) Vocabulary
ANSWER KEY
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English Pedalogy and Grammer For CTET UPTET MPTET and Other State TET Exams

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1. Acquisition and Learning of Language ............................................ 1–46

2. Principle of Language Teaching .................................................... 47–54

3. Role of Grammar in Language Teaching ....................................... 55–59

4. Languages Skills ........................................................................... 60–80

5. Challenges of Teaching Language in a divesrse Classroom ......... 81–91

6. Teaching Learning Material .......................................................... 92–98

7. Assessment and Evaluation ........................................................... 99–111

8. Diagonstic and Remedial Teaching ............................................. 112–115

9. RTE and NCF ................................................................................ 116–123

11. Noun .............................................................................................. 125-129

12. Pronoun ......................................................................................... 130-135

13. Adjectives ...................................................................................... 136-145

14. Verb ............................................................................................... 146-153

15. Adverb ........................................................................................... 154-163

16. Preposition .................................................................................... 164-174

17. Tenses ........................................................................................... 175-184

18. Modals ........................................................................................... 185-191

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20. Subject-Verb-Agreement .............................................................. 199-202

21. Articles ......................................................................................... 203-209

22. Active And Passive Voice .............................................................. 210-221

23. Question Tags ............................................................................... 222-225

24. Paragraph .................................................................................... 226–309

25. Poem ............................................................................................. 310–327

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1 Acquisition and Learning

L anguage:- The expression of meaningful words is called language. We use

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