TG TET Paper 1 - 3_English - Test 50 - English as a Second Language and Learning Problems

Question 1 ప్రశ్న 1

According to the official TGTET Paper-I Language-II syllabus, which topic is explicitly included under English pedagogy?

A Translation of every lesson into a single home language B Principles of English as a second language and problems of teaching/learning English C Only advanced literary criticism D Only the history of British universities

Question 2 ప్రశ్న 2

A teacher wants pupils to develop usable English rather than merely remember rules. Which classroom practice best supports this aim?

A Teach every lesson only through isolated word lists. B Give pupils meaningful opportunities to understand and use English for communication. C Require pupils to copy grammar definitions without using the language. D Prevent pupils from asking or answering questions in English.

Question 3 ప్రశ్న 3

A Class IV teacher selects a short English story that pupils can mostly understand from familiar words, pictures and context, while it also contains a small amount of new language. Which principle is best illustrated?

A Complete avoidance of new language B Mechanical translation of every word C Comprehensible input D Testing before providing any exposure

Question 4 ప్రశ్న 4

Which activity gives primary learners the clearest example of an authentic communicative task in English?

A Reciting an alphabet list without any communicative purpose B Planning a simple class picnic in pairs by discussing place, food and transport C Memorising the definition of 'request' five times D Copying twenty unrelated sentences from the board

Question 5 ప్రశ్న 5

Which strategy best increases useful exposure to English for young learners?

A Use English only for the final examination. B Present new words once and never use them again. C Provide understandable English through teacher talk, stories, conversations, audio and reading in varied contexts. D Avoid listening and reading so that pupils do not meet unfamiliar language.

Question 6 ప్రశ్న 6

A Telugu-speaking learner repeatedly says an English sentence using a word order that closely follows Telugu. What is the most defensible interpretation?

A The learner is deliberately refusing to learn English. B The error proves that the learner should stop using the home language completely. C Every error made by every learner is caused only by the first language. D The first language may be influencing the learner's developing English, so the teacher should diagnose the pattern and provide support.

Question 7 ప్రశ్న 7

Which statement about first-language influence in second-language learning is most accurate?

A It means a learner can never develop accurate English. B It can influence some learner errors, but errors can also arise from other learning processes such as overgeneralising a new rule. C It is the only possible cause of every grammatical error. D It has no possible influence on second-language learning.

Question 8 ప్రశ్న 8

In a multilingual primary class, pupils understand a difficult concept better after briefly discussing it in a familiar language and then completing the English task. Which teacher response is most consistent with current multilingual pedagogy?

A Replace English instruction permanently with only one home language. B Use the familiar-language support strategically when it improves comprehension and participation, while continuing to develop English. C Treat multilingual knowledge as evidence that pupils are incapable of learning English. D Ban all other languages regardless of whether pupils understand the task.

Question 9 ప్రశ్న 9

Which statement best reflects recent evidence about English-only instruction for linguistically diverse primary learners?

A Primary learners should receive instructions they cannot understand so that learning becomes faster. B English-only instruction is always the best approach in every context and for every learner. C An English-only approach can sometimes limit comprehension and participation, especially in early years, so language support should be responsive to learners' needs. D Using any familiar language necessarily prevents English development.

Question 10 ప్రశ్న 10

A pupil who normally uses the past tense correctly says 'Yesterday I goed home' while learning irregular verbs. How should the teacher view this type of learner error?

A As evidence that irregular verbs should never be taught. B As useful evidence of the learner's developing language system that may need teaching or feedback. C As a reason to punish the pupil for speaking. D As proof that the pupil has learned nothing.

Question 11 ప్రశ్న 11

During a fluent speaking activity, a normally accurate pupil makes one accidental pronunciation mistake because she is nervous and immediately corrects herself. Which description is most appropriate?

A It must be a permanent grammatical error. B It proves her first language has caused fossilisation. C It may be a slip rather than evidence that she has not learned the form. D It should automatically lead to stopping the activity and reteaching the entire course.

Question 12 ప్రశ్న 12

A teacher corrects every minor spoken mistake immediately while a shy Class III pupil is trying to tell a story. The pupil gradually stops volunteering to speak. Which change is most appropriate?

A Tell the pupil to remain silent until all grammar rules are memorised. B Allow the pupil to complete meaningful speech more often and give selective, supportive feedback instead of interrupting every minor error. C Increase the number of interruptions so no imperfect sentence is ever completed. D Remove all speaking activities from the course.

Question 13 ప్రశ్న 13

A young learner says 'He go to school every day.' Which teacher response is most supportive when the immediate goal is to model the correct form without embarrassing the learner?

A Ignore the learner permanently and never provide a correct model. B Respond naturally with a correct model such as, 'Yes, he goes to school every day.' C Tell the learner that making one error means English is too difficult for them. D Mock the learner's sentence in front of the class.

Question 14 ప్రశ్న 14

Several pupils understand written English but are afraid to speak because they fear being laughed at for mistakes. Which strategy best addresses this learning problem?

A Create a supportive atmosphere and begin with low-pressure pair or small-group speaking tasks. B Require each anxious pupil to give an unprepared long speech to the whole school immediately. C Stop speaking practice and use only written grammar tests. D Publicly rank pupils according to the number of mistakes they make.

Question 15 ప్రశ్న 15

A mixed-ability Class V has some pupils who understand a reading text easily and others who cannot follow it. Which teacher response is most appropriate?

A Give the strongest pupils all language practice and ask the others only to watch. B Remove every new word so that no learner ever meets language beyond what they already know. C Adjust support or materials so that learners receive input and tasks at accessible levels while working toward common learning goals. D Use one difficult text with no support and blame pupils who cannot understand it.

Question 16 ప్రశ్న 16

For primary learners beginning English, which topic is most suitable for initial meaningful communication?

A Only abstract linguistic theories requiring advanced academic knowledge B Only technical vocabulary from university-level engineering C Only unfamiliar legal terminology D Familiar topics such as family, school, food, games and daily routines

Question 17 ప్రశ్న 17

A primary teacher wants to make simple English classroom instructions understandable without translating every sentence. Which strategy is most appropriate?

A Avoid all non-verbal support because meaning should never be scaffolded. B Use clear language supported by gestures, pictures, demonstration and repetition where needed. C Give instructions once with no context and refuse to clarify them. D Speak in deliberately complex sentences at maximum speed regardless of pupil understanding.

Question 18 ప్రశ్న 18

Which classroom environment is most supportive of second-language development?

A One where pupils hear English only during examinations. B One with regular understandable input, meaningful interaction, opportunities to practise, and feedback that supports further learning. C One where learners copy rules but never listen, speak, read or write for a purpose. D One where mistakes are punished and pupils avoid taking linguistic risks.

Question 19 ప్రశ్న 19

A pupil can memorise isolated vocabulary lists but cannot understand the same words in simple stories or conversations. Which teaching adjustment is most appropriate?

A Increase the number of isolated lists while avoiding all context. B Stop revising the vocabulary after its first presentation. C Teach only dictionary spellings and prohibit pupils from using the words. D Recycle the vocabulary in meaningful contexts through stories, pictures, listening, speaking and short tasks.

Question 20 ప్రశ్న 20

Which statement gives the most balanced principle for teaching English as a second language to multilingual primary learners?

A Eliminate every learner error immediately and forbid all use of familiar languages in every circumstance. B Provide meaningful and comprehensible English exposure and opportunities to communicate, while using supportive scaffolding and learners' multilingual resources strategically when they help learning. C Assume all learners have identical language backgrounds and difficulties. D Make grammatical perfection a precondition for allowing pupils to communicate.

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