PART IV
LANGUAGE I ENGLISH
LANGUAGE I ENGLISH
Directions: Answer the following questions by selecting the most appropriate option.
91. The spoken skills in a language teaching classroom can be developed through
(1) enabling activities with a focus on conversation skills leading to communicative competence
(2) group activities where learners can talk in whichever language they would like to
(3) engaging in small talk as confident agressive learners
(4) emotionally connecting with learners
Ans: (1)
92. Lalita, a teacher of young learners, provides them with opportunities to play with clay, water and sand so as to
(1) please them and make them happy
(2) dirty their hands so that they may learn to wash them
(3) build fine motor skills, especially of the fingers and thumb
(4) encourage play with no other objective
(1) please them and make them happy
(2) dirty their hands so that they may learn to wash them
(3) build fine motor skills, especially of the fingers and thumb
(4) encourage play with no other objective
Ans: (3)
93. How will a teacher best teach 'writing' skills to a class?
(1) Through dictation
(2) By asking students to learn articles and rewrite them
(3) By brainstorming ides and asking students to write in their own words
(4) By asking students to write neatly
(1) Through dictation
(2) By asking students to learn articles and rewrite them
(3) By brainstorming ides and asking students to write in their own words
(4) By asking students to write neatly
Ans: (3)
94. Mary, a young teacher, believes in personalised learning because she thinks that
(1) all learners must learn on their own
(2) children must enjoy their learning
(3) every person must be exposed to learning
(4) every learner is unique and needs to be given a chance to develop to the best of their ability
(1) all learners must learn on their own
(2) children must enjoy their learning
(3) every person must be exposed to learning
(4) every learner is unique and needs to be given a chance to develop to the best of their ability
Ans: (4)
95. In a diverse classroom, learners find it difficult to speak and write good English and often lapse into their mother-tongue because
(1) they do not have the ability to learn English
(2) they are slow learners
(3) they are not motivated to learn
(4) they lack enough competence and the structures of the two languages are different
(1) they do not have the ability to learn English
(2) they are slow learners
(3) they are not motivated to learn
(4) they lack enough competence and the structures of the two languages are different
Ans: (4)
96. A child studying in Class-III says: “I dranked the water.” It indicates that the child
(1) has overgeneralized the rule for marking past tense verbs, showing that learning is taking place
(2) is careless and needs to be told that she should be conscious of such errors
(3) has not learnt grammar rules properly
(4) should memories the correct sentence
(1) has overgeneralized the rule for marking past tense verbs, showing that learning is taking place
(2) is careless and needs to be told that she should be conscious of such errors
(3) has not learnt grammar rules properly
(4) should memories the correct sentence
Ans: (1)
97. Leena uses Big Reading Books in her language classes to
(1) use these illustrated colourful books for reading together
(2) use them for big students of different ages
(3) allow students to read at home
(4) ensure books carry a lot of information
(1) use these illustrated colourful books for reading together
(2) use them for big students of different ages
(3) allow students to read at home
(4) ensure books carry a lot of information
Ans: (1)
98. Grammar should be taught by
(1) giving clear explanations
(2) enabling practice in context
(3) asking students to learn rules
(4) making learners do written assignments
(1) giving clear explanations
(2) enabling practice in context
(3) asking students to learn rules
(4) making learners do written assignments
Ans: (2)
99. Children who are differently abled join a new school. Teachers give different reactions. Which one reflects the concept of inclusive education?
(1) "Good, it will provide a good opportunity for the children to learn to help each other and be supportive."
(2) "Such children should go to special schools where they will learn better."
(3) "Oh! How can I teach children who cannot even read? "
(4) "I'm worried that my class may not accept these children and some of the mischievous children may even harm the poor kids."
(1) "Good, it will provide a good opportunity for the children to learn to help each other and be supportive."
(2) "Such children should go to special schools where they will learn better."
(3) "Oh! How can I teach children who cannot even read? "
(4) "I'm worried that my class may not accept these children and some of the mischievous children may even harm the poor kids."
Ans: (1)
100. The Right of Children to Free and Compulsory Education Act, 2009 stipulates that learning should be
(1) through activities in a child-friendly manner
(2) supported by extra coaching
(3) restricted to co-scholastic subjects
(4) carefully monitored by frequent testing
(1) through activities in a child-friendly manner
(2) supported by extra coaching
(3) restricted to co-scholastic subjects
(4) carefully monitored by frequent testing
Ans: (1)
101. A teacher can cater to the learning styles of all the children by
(1) advising the children to join drawing/dance/music classes
(2) employing a variety of teaching methods and modes of assessment which cater to diversity among' learners
(3) teaching every lesson thoroughly and revising the lessons
(4) testing the children frequently
(1) advising the children to join drawing/dance/music classes
(2) employing a variety of teaching methods and modes of assessment which cater to diversity among' learners
(3) teaching every lesson thoroughly and revising the lessons
(4) testing the children frequently
Ans: (1)
102. As part of a class project, a teacher planned a salad fruit celebration day in which all learners needed to participate. The boys protested as they felt that boys do not cook. The
teacher should
(1) make an attempt to counsel the boys, impressing upon them that gender stereotyping is not healthy
(2) respect the sentiments of the boys and allow them not to participate in the class project
(3) ignore such protests and tell the boys what she thinks of their bias
(4) complain to the head of the school seeking action against the boys
(1) make an attempt to counsel the boys, impressing upon them that gender stereotyping is not healthy
(2) respect the sentiments of the boys and allow them not to participate in the class project
(3) ignore such protests and tell the boys what she thinks of their bias
(4) complain to the head of the school seeking action against the boys
Ans:
103. Read the two sentences given below:
The lizard ate the fly.
The fly ate the lizard.
A teacher can use this example to explain that
(1) they are examples of reported speech
(2) they are a collection of words
(3) there is no difference in the two sentences because both have the same words
(4) when subject and object change positions, the meaning of the sentence changes
The lizard ate the fly.
The fly ate the lizard.
A teacher can use this example to explain that
(1) they are examples of reported speech
(2) they are a collection of words
(3) there is no difference in the two sentences because both have the same words
(4) when subject and object change positions, the meaning of the sentence changes
Ans: (4)
104. Ritu often makes errors in Subject-Verb concord. The teacher can help her by
(1) asking Ritu to learn the rules and scolding her
(2) asking Ritu to write the rules ten times in her notebook
(3) taking up many examples for the entire class and paying special attention to Ritu
(4) explaining to her the rules of grammar
(1) asking Ritu to learn the rules and scolding her
(2) asking Ritu to write the rules ten times in her notebook
(3) taking up many examples for the entire class and paying special attention to Ritu
(4) explaining to her the rules of grammar
Ans: (3)
105. Ria is unable to pronounce the words 'smile' and 'school' clearly. As her teacher, what will you do?
(1) Humiliate Ria by isolating her and asking her to repeat the words
(2) Asking the entire class to repeat the words and appreciating Ria when she repeats them correctly
(3) Make Ria repeat the 'words' many times
(4) Make Ria understand the meaning and sound pattern and get the class as a whole to listen to these words through an audio-visual medium
(1) Humiliate Ria by isolating her and asking her to repeat the words
(2) Asking the entire class to repeat the words and appreciating Ria when she repeats them correctly
(3) Make Ria repeat the 'words' many times
(4) Make Ria understand the meaning and sound pattern and get the class as a whole to listen to these words through an audio-visual medium
Ans: (4)
Directions: Read the passage given below and answer the questions that follow (Q. No. 106 to 114) by selecting the most appropriate option.
1. Max Weber laid the foundation for my belief that decent and hard-working people with high aspirations make great nations, no matter what the odds are. This was the first piece of the development puzzle for me. Mahatma Gandhi opened my eyes to the importance of good leadership in raising the aspirations of people, making them accept sacrifices to achieve a grand vision, and most importantly, in converting that vision into reality. He unleashed the most powerful instrument for gaining trust - leadership by example. He ate,
dressed, travelled and lived like the poor. Walking the talk was extremely important to the Mahatma who understood the pulse of our people like no other Indian leader. The biggest lesson for me from Gandhi's book and life is the importance of leading by example. I realized fairly early that this was the second piece of the development puzzle.
2. Frantz Fanon's book on the colonizer mindset of elites in a post-colonial society opened my eyes to the role of the bureaucracy and the elite in decelerating the progress of the poor and the disenfranchised. The colonial mindset of the 'dark elite in white masks" in a post-colonial society - the mindset that the ruled and the rulers have different sets of rights and responsibilities with a huge asymmetry in favour of the rulers - was indeed the third piece of the development puzzle. I see this attitude of the Indian elite every day in
how they send their children to English medium schools while forcing the children of the poor into vernacular schools, extol the virtues of poverty while living in luxury, and glorify the rural life while they sit comfortably in cities.
Source: A Better India, A Better World'
- N.R. Narayana Murthy (Adapted)
- N.R. Narayana Murthy (Adapted)
106. The main purpose of the author in the above passage is to
(1) delineate the lesson he has learnt for the development of a nation
(2) prioritise goals for only economic development of India
(3) discuss the different writers he has read
(4) argue why India should not be considered a developed country
Ans: (1)
107. The first piece of the development puzzle, according to the author, is
(1) imbuing the citizens of the country with decency and aspirations
(2) the need for making people understand the importance of leading an idealistic and simple life
(3) creating a team of industrious people for a national cause
(4) the importance of decent, inspired and industrious people for a nation's development
(1) imbuing the citizens of the country with decency and aspirations
(2) the need for making people understand the importance of leading an idealistic and simple life
(3) creating a team of industrious people for a national cause
(4) the importance of decent, inspired and industrious people for a nation's development
Ans: (4)
108. Mahatma Gandhi proved that only leadership by example can
(1) gain the trust of the people so that they are willing to make sacrifices for a larger cause
(2) inspire people to eat, dress, travel and live like the poor
(3) mobilise the people of a country against colonial rule
(4) fully and properly understand the pulse of the people of a country
(1) gain the trust of the people so that they are willing to make sacrifices for a larger cause
(2) inspire people to eat, dress, travel and live like the poor
(3) mobilise the people of a country against colonial rule
(4) fully and properly understand the pulse of the people of a country
Ans: (1)
109. The expression 'walking the talk' means
(1) being diplomatic in one's behaviour an words
(2) practising what one preaches
(3) addressing public gatherings in an election campaign
(4) talking to the common people by mingling with them
(1) being diplomatic in one's behaviour an words
(2) practising what one preaches
(3) addressing public gatherings in an election campaign
(4) talking to the common people by mingling with them
Ans: (2)
110. The colonial mindset of 'dark elite in white masks' with reference to the passage is
(1) looking down upon the poor and the disenfranchised
(2) the bureaucratic practice of according topmost priority to confidentiality in official dealings
(3) discriminating people on the basis of the colour of their skin
(4) an assumption that the administrators and politicians have more rights and privileges than the common people
(1) looking down upon the poor and the disenfranchised
(2) the bureaucratic practice of according topmost priority to confidentiality in official dealings
(3) discriminating people on the basis of the colour of their skin
(4) an assumption that the administrators and politicians have more rights and privileges than the common people
Ans: (4)
111. Extolling 'the virtues of poverty while living in luxury' is an instance of
(1) the ideal of a good government
(2) the need to make people adopt a simple life
(3) the hypocrisy of the people of our country
(4) practising what you preach
(1) the ideal of a good government
(2) the need to make people adopt a simple life
(3) the hypocrisy of the people of our country
(4) practising what you preach
Ans: (3)
112. 'I realized fairly early that this was the second piece of the development puzzle.' The underlined part of this sentence is a/an
(1) Noun clause
(2) Verb clause
(3) Adjective clause
(4) Adverbial phrase
(1) Noun clause
(2) Verb clause
(3) Adjective clause
(4) Adverbial phrase
Ans: (1)
113. Pick out a word or phrase from the second paragraph of the passage that means the same as 'to make (something) go slower'.
(1) decelerating
(2) vernacular
(3) disenfranchised
(4) dark elite
(1) decelerating
(2) vernacular
(3) disenfranchised
(4) dark elite
Ans: (1)
114. 'Development' is a noun with '-ment' as a suffix. Which of the following will become a noun if we add the suffix '-ment' to it?
(1) Enchant
(2) Endure
(3) Extort
(4) Enter
(1) Enchant
(2) Endure
(3) Extort
(4) Enter
Ans: (1)
Directions: Read the poem given below and answer the questions that follow (Q. No. 115 to 120) by selecting the most appropriateoption.
On A Tired Housewife
Here lies a poor woman who was always tired,
She lived in a house where help wasn't hired:
Her last words on earth were: 'Dear friends,
I am going
To where there's no cooking, or washing, or sewing,
For everything there is exact to my wishes,
For where they don't eat there's no washing of dishes.
I'll be where loud anthems will always be ringing,
But having no voice I'll be quit of the singing.
Don't mourn for me now, don't mourn for me never,
I am going to do nothing for ever and ever.'
Anonymous
115. The woman described in the poem
(1) lived in her own house
(2) worked in the house of a rich man
(3) was very busy doing chores
(4) was no more
She lived in a house where help wasn't hired:
Her last words on earth were: 'Dear friends,
I am going
To where there's no cooking, or washing, or sewing,
For everything there is exact to my wishes,
For where they don't eat there's no washing of dishes.
I'll be where loud anthems will always be ringing,
But having no voice I'll be quit of the singing.
Don't mourn for me now, don't mourn for me never,
I am going to do nothing for ever and ever.'
Anonymous
115. The woman described in the poem
(1) lived in her own house
(2) worked in the house of a rich man
(3) was very busy doing chores
(4) was no more
Ans: (4)
116. The woman was always tired because
(1) she did all the household work without any help
(2) she had hardly anything to eat
(3) she was physically very weak
(4) she was suffering from a serious ailment
(1) she did all the household work without any help
(2) she had hardly anything to eat
(3) she was physically very weak
(4) she was suffering from a serious ailment
Ans: (1)
117. The woman wanted to go to a place where
(1) people would take good care of her
(2) people would sincerely mourn for her
(3) people didn't sing or dance
(4) people didn't cook, wash or sew
(1) people would take good care of her
(2) people would sincerely mourn for her
(3) people didn't sing or dance
(4) people didn't cook, wash or sew
Ans: (4)
118. The woman's account in the poem shows
(1) how a woman can escape from work
(2) how we should help each other
(3) how overworked a housewife is
(4) that there is no work in heaven
(1) how a woman can escape from work
(2) how we should help each other
(3) how overworked a housewife is
(4) that there is no work in heaven
Ans: (3)
119. 'For everything there is exact to my wishes,' In this line, the word ‘exact' can be interpreted to mean
(1) according
(2) leading
(3) contrary
(4) contributing
(1) according
(2) leading
(3) contrary
(4) contributing
Ans: (1)
120. The rhyme pattern in the poem is
(1) aa, bb, cc, dd, ee
(2) aa, ab, bc, cd, de
(3) ab, ab, ab, ab, ab
(4) aa, ab, cd, cd, ee
(1) aa, bb, cc, dd, ee
(2) aa, ab, bc, cd, de
(3) ab, ab, ab, ab, ab
(4) aa, ab, cd, cd, ee
Ans:
No comments:
Post a Comment