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023 English Language Previous Year Questions for CTET & TET Exams

English Language Previous Year Questions for CTET & TET Exams

Q1. The pterosaurs flew by
(1) jumping off a mountain ledge
(2) momentum gaines by running
(3) pushed by wind before take of
(4) jumping upwards with force
Ans: (1) Pterosaurs flew by jumping from cliffs, given in line 8 of para 3. Hence option (1).

Q2. A synonym for ‘compressed’ from the passage is
(1) launch
(2) strut
(3) dense
(4) light
Ans: (3) A synonym for ‘Compressed’ in the passage 3 line 4 is ‘dense’. Hence option (3)

Q3. The opposite of ‘controversial’ is
(1) questionable
(2) undisputed
(3) uncertain
(4) debatable
Ans: (2) Opposite of ‘controversial’ (efJeJeeoemheo) is ‘undisputed’. (efveefJe&Jeeo) Hence option (2)

Q4. It can be understood from the passage that scientists believe that the
(1) large wings helps pterosaurs to fly great distances
(2) pterosaurs walked on all fours
(3) hollow bones showed they evolved from bats.
(4) fossil remains explain how they flew.
Ans: (1) The wingspans of 8-12 metres, according to scientists in line 4-5 of para 1, helped pterosaurs to fly great distance through powered flight.

Q5. The skeleton of a pterosaur can be distinguished from a bird by the
(1) size if its wing span
(2) the anatomy of its wing span
(3) presence of hollow bones
(4) hook-like projections at the hind feet.
Ans: (2) Pterosaur can be distinguished from a bird by the anatomy of its wings which is clear from line 4 in para 2. Hence option (2)

Q6. Which is the characteristic of pterosaur?
(1) They hung upside down like bats before flight
(2) Lived mostly in the forest
(3) Flew to capture prey
(4) Unable to fold their wing fully at rest
Ans: (4) Characteristic of pterosaur is that it is unable to fold their wing fully at rest as the wing could only turn upward in an inverted v-shape, as is given in line 10 of para 2. Hence option (4)

Q7. The elongated finger in the _____ supported the outstretched wings.
(1) peterosaurs
(2) neither
(3) birds
(4) both
Ans: (1) The elongated finger in the pterosaur supported the outstretched wings, given in line 5 of para 2. Hence option (1)

Q8. The body of the pterosaurs was covered in
(1) feathers
(2) smooth skin
(3) scales
(4) fur
Ans: (4) The word hair-like in line 4 of para 3 suggests that the body of pterosaurs was covered in fur. Hence option (4)

Q9. Fossils often left scientists in doubt whether the peterosaur.
(1) ever existed at all
(2) their shape and gender
(3) how many lived at that period
(4) their size and weight
Ans: (4) The size and weight of the fossil of pterosaurs has intrigued scientists is clear from para 1. Hence option (4)
Directions : Read the given passage and answer the questions that follow (Q) Nos. 10 to 15) by selecting the most appropriate option: 1. A man found a cocoon of a butterfly. One day a small opening appeared. He sat and watched the butterfly for several hours as it struggled to force its body through that little hole. Then it seemed to stop making any progress. It appeared as if it had gotten as far as it could, and it could go no further. So the man decided to help the butterfly. He took a pair of (परीक्षा तिथि : 28-07-2013) scissors and snipped off the remaining bit of the cocoon. The butterfly then emerged easily. But it had a swollen body and small, shriveled wings. The man continued to watch the butterfly because he expected that, at any moment, the wings would enlarge and expand to be able to supported the body, which would contract in time. 2. Neither happened
In fact, the butterfly spent the rest of its crawing around with a swollen body and shriveled wings. It never was able to fly. What the man, in his kindness and haste, did not understand was that the restricting cocoon and the struggle required for the butterfly to get through the tiny opening were God’s way of forcing fluid from the body of the butterfly into its wings so that it would be ready for flight once it achieved its freedom from the cocoon.

Q10. The writer’s message in his/her essay is about
(1) not to have any problems
(2) needless struggles in life
(3) need for struggles in life
(4) escape pain at any cost.
Ans: (3) The message in this essay is about need for struggles in life, as is clear from lines 5 & 6 in para 2. Hence option (3)

Q11. The essay is _____in form
(1) factual
(2) argumentative
(3) decriptive
(4) discursive
Ans: (4) The essay is discursive (leke&âcetuekeâ) which means proceeding to a conclusion by reason or argument. Hence option (4)

Q12. A man noticed that the_____
(1) butterfly was hidden
(2) butterfly was emerging
(3) cocoon was growing
(4) cocoon was moving
Ans: (2) The man noticed that the butterfly was emerging from the cocoon. (Para 1 lines 2 & 3). Hence option (2)

Q13. The man’s first instinct was
(1) leave the cocoon alone
(2) keep watching
(3) help the butterfly
(4) leave the butterfly alone
Ans: (3) The man’s first instinct on seeing the butterfly stop moving was to help the butterfly. (Para 1 line 7). Hence option (3)

Q14. The natural process would have the wings of the butterfly
(1) unfold and stretch out
(2) I unfold and remain stiff
(3) fold up and remain snug
(4) half open and snug against the body
Ans: (1) In Natural process the wings of the butterfly would unfold and stretch out. Hence option (1)

Q15. A word that means ‘to make or become withered’ is
(1) moistened
(2) shrivelled
(3) folded
(4) wasted
Ans: (2) Shrivelled means ‘to make or become withered’. Hence option (2)
Directions : Answer the questions that follow by selecting the most appropriate option:
Q16. A ‘listening stimulus’
(1) presents input to separate groups of students who gather again to share what they listened
(2) enable students to discuss a set of criteria which they priortitize to complete and present a task
(3) presents an information gap activity such as giving directions
(4) is listening to a good commentary to review it.
Ans: (3) A’ listening stimulus’ presents an information gap activity such as giving directions. Hence option (3)

Q17. The ‘interactional routine’ during speaking assessment includes a
(1) negotiating meaning, taking turns and allowing others to take turns.
(2) comparing two or more objects/places/events for the assessor.
(3) describing one’s school or its environs informally.
(4) ‘telephone’ conversation with another
Ans: (1) The interactional routine during speaking assessment includes negotiating meaning, taking turns and allowing others to take turns. Hence option (1)

Q18. Retrieval skills in writing are
(1) note making and note taking
(2) organizing information while reading/listening
(3) diagramming and summarising
(4) abilities to do extensive reference work
Ans: (3) Retrieval (hegve: Øeeefhle) skills in writing are – diagramming and summarising. (meb#esheCe, meej) Hence option (3)

Q19. ‘Awareness raising’ grammar games encourage students to
(1) think consciously about the structures they have learnt
(2) use learnt structures to communicate with one another about a given theme
(3) collaborate in completing a given activity
(4) enage and feel about human relationships while the teacher controls the structures.
Ans: (4) ‘Awareness raising grammar games encourage students to engage and feel about human relationships. While the teacher controls the structures. Hence option (4)

Q20. Language acquisition
(1) is the memorization and use of necessary vocabulary
(2) is a technique intended to simulate the environment in which children learn their native language.
(3) involves a systematic approach to the analysis and comprehension of grammar as well as to the memorization of vocabulary.
(4) refers to the process of learning a native or a second language because of the innate capacity of the human brain.
Ans: (4) Language acquisition (Yee21. Noam Chomsky’s reference to “ deep structures” means a
(1) hidden set of grammatical rules learnt through intensive study.
(2) universal grammar underlying all lanmguages and corresponding to an innate capacity of the human brain.
(3) transformational grammar that has led in turn to increased interest in comparative linguistics
(4) a trend that English is the most common auxiliary language in the world
Ans: (2) Noam Chomsky’s reference to ‘deep structures’ means a universal grammar underlying all languages and corresponding to an innate capacity of the human brain. Hence option (2)

Q22. The bottom up model’ of curriculum is one where
(1) learning is based on a set of software to make curriculum more learner friendly.
(2) a need-based distance education with indirect influence on students
(3) the curriculum that allows freedom for student mobility with increased choice of curricular activity and encourages learning by doing.
(4) the learning process is geared towards career orientation.
Ans: (3) The ‘bottom up’ model of curriculum is one that allows freedom for student mobility with increased choice of curricular activity and encourages learning by doing. Hence option (3)

Q23. The Humanistic Approach is specifically tuned to the
(1) mastery of academic disciplines with all their characteristic features
(2) process where sequence is taught along with how to present the related contents.
(3) application of learnt structure, content, concepts and principals to new situations.
(4) processes that enable students to discover structures for themselves.
Ans: (4) The Humanistic Approach (ceeveJeJeeoer heæefle) is specifically turned to the process that enable students to discover structures for themselves. Hence option (4)

Q24. A ‘special needs language classroom’ is ideally
(1) exclusively furnished
(2) has extra teachers to help regular teachers
(3) located separate
(4) integrates all types of learners.
Ans: (4) A special needs language class ideally integrates all types of learners. Hence option (4)

Q25. One of the challenges of ‘Behavious Management’ in a senior class is
(1) students readiness to use the smart board
(2) teachers lack of self-confidence
(3) student’s lack of self-study skills
(4) teachers preference to conduct group rather than individual work.
Ans: (2) one of the Challenges of Behaviour Management in a senior class is the teacher’s lack of self-confidence. Hence option (2)

Q26. To inculcate a ‘Never Give Up Attitude’, a suitable activity is the one when students
(1) sang two popular songs and exhibited some of their art and craft works during the parentteacher meet.
(2) managed to get the Principal’s permission to go out and play during the English period.
(3) made modifications to their paper planes and tested them again, experimented with the best way to get them to go the distance and shared their finding.
(4) in groups created graphs about the difficult situations that students have had to face in life.
Ans: (3) To inculcate a ‘Never Give Up Attitude’ a suitable activity is the one when students made modifications to their paper planes and tested them again to go the distance and shared their finds. Hence option (3)

Q27. Assessing reading at Class VII, can be done most effectively through a
(1) spoken quiz based on the meanings of word and expressions.
(2) writing a 50 word book/text review as a small project
(3) written test based the characters and events in the story/text.
(4) an oral interview to find out how much they have read.
Ans: (2) An effective assessment of reading at class VII can be done through writing a 50 word review of a book or text as a small project. Hence option (2)

Q28. Curriculum development follows the following sequence
(1) Formulation of objectives, assessment of needs, selection of texts/learning experiences, evaluation.
(2) Formulation of objectives, assessment of needs, evaluation selection of texts/learning experiences
(3) Selection of texts/learning experiences, assessment of needs, formulation of objectives, evaluation
(4) Assessment of needs, formulation of objectives, selection of texts/learning experiences evaluatuion
Ans: (4) Correct sequence in Curriculum Development is Assessment of needs, formulation of objectives, selection of texts, learning experiences, evaluation. Hence option (4)

Q29. The learning experiences that offer a vicarious experience to learners are
(1) real objects and specimens
(2) field trips observations
(3) abstract words, case study
(4) display boards, film clips
Ans: (4) The learning experiences that offer a vicarious (mLeeveeheVe) experience to learners are – display boards, & film clips. Hence option (4)

Q30. In Computer Audio Instruction [CAI], the ‘simulation mode’ is where learners
(1) experience real life systems and phenomena.
(2) get problems which are solved by a process of trial and error
(3) receive bits of info rmation followed by questions with immediate feedback.
(4) a series of exercises with repetition practice.
Ans: (1) In Computer Audio Instruction (CAI) the ‘simulation mode’ is where learners experience real life system and phenomena. Hence option (1)
Directions (Q. Nos. 1-9) : Read the given passage and answer the questions that follow by selecting the most appropriate option.
Raja Ravi Verma was the Indian King and painter whose paintings brought a momentous turn in Indian art. His works on great Indian epics Ramayana and Mahabharata brought the omnipresent deities to the surroundings of earthy world. This showed excellent fusion of Indian traditional art with European realism. These paintings influenced future generation artists and also influenced the literature and films. His representation of mythological characters has become a part of the Indian imagination of the classics. His style is criticized for being too gaudy and sentimental. Ravi Verma was born on April 29th, 1848 in Kilimanoor Palace in Kerala. Ravi Verma was brought up in an environment of art and culture. At the age of seven he started painting the figures of animals, acts and scenes from daily life on the wall with charcoal. As he grew up, he was exposed to the famous painting of Italian painters. Here, he was using indigenous paints made from leaves, flowers. He enhanced his creativity by listening to the music of veterans, watching Kathakali, a folk dance form, going through the manuscripts preserved in ancient families and listening to the artistic interpretation of epics. Raja Ravi Verma is most remembered for his painting of beautifully sari-clad women, who were depicted as graceful and shapely.

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