Please keep at least one language enabled. || కనీసం ఒక భాషను ఎంచుకోండి.
Question 1
ప్రశ్న 1
According to the official TGTET Paper-I Language-II pedagogy syllabus, which set of skills is explicitly included under 'Development of Language skills'?
Select an option first. || ముందుగా ఒక సమాధానాన్ని ఎంచుకోండి.
Explanation:
• The official TGTET Paper-I English pedagogy syllabus explicitly lists Listening, Speaking, Reading and Writing (LSRW).
• These four skills form a central part of language-skill development.
• The syllabus does not restrict language development to only two skills or replace LSRW with the activities named in the other options.
• These four skills form a central part of language-skill development.
• The syllabus does not restrict language development to only two skills or replace LSRW with the activities named in the other options.
వివరణ:
Question 2
ప్రశ్న 2
Which classification of listening and speaking is standard in English-language teaching?
Select an option first. || ముందుగా ఒక సమాధానాన్ని ఎంచుకోండి.
Explanation:
• Listening is a receptive skill because the learner receives and interprets spoken language.
• Speaking is a productive skill because the learner produces spoken language to communicate.
• The two skills often support each other even though they are classified differently.
• Speaking is a productive skill because the learner produces spoken language to communicate.
• The two skills often support each other even though they are classified differently.
వివరణ:
Question 3
ప్రశ్న 3
A teacher wants pupils to practise attentive listening for the main idea of a short announcement. Which task is most directly aligned with that objective?
Select an option first. || ముందుగా ఒక సమాధానాన్ని ఎంచుకోండి.
Explanation:
• Listening for the main idea requires learners to process the overall meaning of what they hear.
• Selecting the best summary directly checks whether pupils understood the announcement's main message.
• Prediction is a pre-listening strategy, while noting time/place targets details and full transcription places a different, much heavier demand on listening.
• Selecting the best summary directly checks whether pupils understood the announcement's main message.
• Prediction is a pre-listening strategy, while noting time/place targets details and full transcription places a different, much heavier demand on listening.
వివరణ:
Question 4
ప్రశ్న 4
Before pupils listen to a short recording about a school picnic, which pre-listening activity is most appropriate?
Select an option first. || ముందుగా ఒక సమాధానాన్ని ఎంచుకోండి.
Explanation:
• Pre-listening activities can activate relevant background knowledge, generate interest and help learners predict content.
• Using the title and a related picture prepares pupils for the topic before the recording begins.
• Detailed answering, transcription and post-listening role-play are not appropriate substitutes for the stated preparation stage.
• Using the title and a related picture prepares pupils for the topic before the recording begins.
• Detailed answering, transcription and post-listening role-play are not appropriate substitutes for the stated preparation stage.
వివరణ:
Question 5
ప్రశ్న 5
Pupils are going to hear a railway announcement twice. The teacher wants them to listen for a specific detail on the second hearing. Which task is most appropriate?
Select an option first. || ముందుగా ఒక సమాధానాన్ని ఎంచుకోండి.
Explanation:
• Listening for specific information involves identifying a particular detail such as a number, time, name or place.
• Finding the announced platform number directly focuses attention on one specific detail in the recording.
• Summarising the overall purpose targets gist, prediction belongs before listening, and later discussion has a different objective.
• Finding the announced platform number directly focuses attention on one specific detail in the recording.
• Summarising the overall purpose targets gist, prediction belongs before listening, and later discussion has a different objective.
వివరణ:
Question 6
ప్రశ్న 6
After pupils listen to a short dialogue about choosing a birthday gift, which post-listening activity best integrates listening with speaking?
Select an option first. || ముందుగా ఒక సమాధానాన్ని ఎంచుకోండి.
Explanation:
• A post-listening stage can extend understanding by asking learners to respond to or use ideas from the listening text.
• Discussing a gift choice requires pupils to connect what they heard with meaningful spoken interaction.
• The other activities may support listening, writing or vocabulary, but they do not directly integrate the listening text with speaking.
• Discussing a gift choice requires pupils to connect what they heard with meaningful spoken interaction.
• The other activities may support listening, writing or vocabulary, but they do not directly integrate the listening text with speaking.
వివరణ:
Question 7
ప్రశ్న 7
Why is pair work especially useful when the objective of a lesson is to increase speaking practice?
Select an option first. || ముందుగా ఒక సమాధానాన్ని ఎంచుకోండి.
Explanation:
• Pair work can increase opportunities for learners to speak because many pairs can interact simultaneously.
• Open-class formats usually allow only one learner at a time to speak, while choral repetition is more controlled and individual preparation involves no interaction.
• Pair work still requires clear task setup and appropriate monitoring.
• Open-class formats usually allow only one learner at a time to speak, while choral repetition is more controlled and individual preparation involves no interaction.
• Pair work still requires clear task setup and appropriate monitoring.
వివరణ:
Question 8
ప్రశ్న 8
The main objective of a ten-minute lesson stage is to give every pupil meaningful speaking practice. Which teacher behaviour best supports that objective?
Select an option first. || ముందుగా ఒక సమాధానాన్ని ఎంచుకోండి.
Explanation:
• When meaningful speaking practice is the objective, learners need substantial time to produce language themselves.
• A well-prepared pair task can maximise learner talking time while the teacher supports and monitors.
• Extended teacher explanation, prolonged demonstration and choral repetition provide less learner-to-learner speaking time.
• A well-prepared pair task can maximise learner talking time while the teacher supports and monitors.
• Extended teacher explanation, prolonged demonstration and choral repetition provide less learner-to-learner speaking time.
వివరణ:
Question 9
ప్రశ్న 9
Which statement best distinguishes fluency from accuracy in speaking?
Select an option first. || ముందుగా ఒక సమాధానాన్ని ఎంచుకోండి.
Explanation:
• Fluency is associated with being able to communicate and keep spoken language flowing meaningfully.
• Accuracy concerns the correct use of language forms such as grammar, vocabulary or pronunciation targets.
• A learner may communicate fluently while still making some errors, so the two concepts should not be treated as identical.
• Accuracy concerns the correct use of language forms such as grammar, vocabulary or pronunciation targets.
• A learner may communicate fluently while still making some errors, so the two concepts should not be treated as identical.
వివరణ:
Question 10
ప్రశ్న 10
Pupils are practising a newly taught question form in a controlled accuracy drill. A learner repeatedly uses the wrong auxiliary. Which teacher response is most appropriate?
Select an option first. || ముందుగా ఒక సమాధానాన్ని ఎంచుకోండి.
Explanation:
• Controlled practice is commonly used to develop accuracy in a recently taught form.
• When a learner repeatedly produces the target form incorrectly, corrective support and another attempt directly serve the activity's objective.
• Delaying attention for an entire unit, abandoning the target form or merely increasing speed does not address the stated accuracy goal.
• When a learner repeatedly produces the target form incorrectly, corrective support and another attempt directly serve the activity's objective.
• Delaying attention for an entire unit, abandoning the target form or merely increasing speed does not address the stated accuracy goal.
వివరణ:
Question 11
ప్రశ్న 11
Pupils are involved in a fluency-focused pair discussion and minor errors are not blocking communication. Which teacher response is most appropriate?
Select an option first. || ముందుగా ఒక సమాధానాన్ని ఎంచుకోండి.
Explanation:
• During freer fluency work, excessive interruption can disrupt communication and reduce learners' willingness to keep speaking.
• Monitoring and noting recurring problems allows the teacher to provide useful delayed feedback after the task.
• This balances fluency with later attention to accuracy better than either constant interruption or withholding useful feedback entirely.
• Monitoring and noting recurring problems allows the teacher to provide useful delayed feedback after the task.
• This balances fluency with later attention to accuracy better than either constant interruption or withholding useful feedback entirely.
వివరణ:
Question 12
ప్రశ్న 12
Two pupils have different pieces of information about a class timetable and must ask and answer questions to complete the missing entries. What type of activity is this primarily?
Select an option first. || ముందుగా ఒక సమాధానాన్ని ఎంచుకోండి.
Explanation:
• In an information-gap activity, learners possess different information and need to communicate to complete the task.
• Each pupil must speak to ask or answer questions and listen to the partner's information.
• The task therefore integrates productive speaking with receptive listening for a meaningful purpose.
• Each pupil must speak to ask or answer questions and listen to the partner's information.
• The task therefore integrates productive speaking with receptive listening for a meaningful purpose.
వివరణ:
Question 13
ప్రశ్న 13
A Class III pupil is reluctant to speak English because she fears making mistakes in front of the whole class. Which strategy is the best initial response?
Select an option first. || ముందుగా ఒక సమాధానాన్ని ఎంచుకోండి.
Explanation:
• Lower-pressure pair work can give an anxious learner meaningful speaking time with less public performance pressure.
• Familiar topics and gradual increases in challenge can help build confidence while preserving speaking opportunities.
• Immediate public performance or postponing speech does not provide the same supportive progression.
• Familiar topics and gradual increases in challenge can help build confidence while preserving speaking opportunities.
• Immediate public performance or postponing speech does not provide the same supportive progression.
వివరణ:
Question 14
ప్రశ్న 14
A teacher wants pupils to improve spoken intelligibility. Which activity is most directly relevant?
Select an option first. || ముందుగా ఒక సమాధానాన్ని ఎంచుకోండి.
Explanation:
• Pronunciation is an important component of spoken intelligibility because listeners need to recognise the words and phrases being produced.
• Listening to a model and practising the target pronunciation directly addresses spoken production.
• Silent copying and letter counting do not provide direct practice in producing understandable speech.
• Listening to a model and practising the target pronunciation directly addresses spoken production.
• Silent copying and letter counting do not provide direct practice in producing understandable speech.
వివరణ:
Question 15
ప్రశ్న 15
Which task most directly assesses a pupil's listening comprehension of simple spoken directions?
Select an option first. || ముందుగా ఒక సమాధానాన్ని ఎంచుకోండి.
Explanation:
• Listening comprehension can be assessed by checking whether a learner understands and responds appropriately to spoken language.
• Carrying out the direction provides observable evidence that the pupil understood the spoken instruction.
• The other tasks do not require comprehension of the direction that was heard.
• Carrying out the direction provides observable evidence that the pupil understood the spoken instruction.
• The other tasks do not require comprehension of the direction that was heard.
వివరణ:
Question 16
ప్రశ్న 16
A teacher wants to assess pupils' ability to express a familiar idea orally, not their ability to recite memorised text. Which task is most appropriate?
Select an option first. || ముందుగా ఒక సమాధానాన్ని ఎంచుకోండి.
Explanation:
• Describing a familiar picture in one's own words requires the learner to formulate and express meaning orally.
• This gives more direct evidence of spontaneous oral expression than reproducing a memorised text.
• Silent copying and grammar identification do not assess speaking ability.
• This gives more direct evidence of spontaneous oral expression than reproducing a memorised text.
• Silent copying and grammar identification do not assess speaking ability.
వివరణ:
Question 17
ప్రశ్న 17
During pair speaking, what is the most appropriate teacher role after the task has been clearly explained and pupils have begun successfully?
Select an option first. || ముందుగా ఒక సమాధానాన్ని ఎంచుకోండి.
Explanation:
• Effective monitoring helps the teacher see whether learners are on task, identify difficulties and gather information for feedback.
• During communicative pair work, monitoring should support rather than unnecessarily dominate the interaction.
• Taking over conversations or constantly interrupting reduces learner speaking opportunities.
• During communicative pair work, monitoring should support rather than unnecessarily dominate the interaction.
• Taking over conversations or constantly interrupting reduces learner speaking opportunities.
వివరణ:
Question 18
ప్రశ్న 18
A teacher is preparing a listening lesson for young learners. Which sequence best reflects a recognised listening-lesson framework?
Select an option first. || ముందుగా ఒక సమాధానాన్ని ఎంచుకోండి.
Explanation:
• A recognised listening framework includes pre-listening, while-listening and post-listening stages.
• Pre-listening prepares learners, while-listening tasks focus attention and understanding, and post-listening work can consolidate or extend learning.
• The other sequences do not constitute a coherent listening-skills lesson.
• Pre-listening prepares learners, while-listening tasks focus attention and understanding, and post-listening work can consolidate or extend learning.
• The other sequences do not constitute a coherent listening-skills lesson.
వివరణ:
Question 19
ప్రశ్న 19
Which activity most clearly integrates listening and speaking rather than practising only one of them?
Select an option first. || ముందుగా ఒక సమాధానాన్ని ఎంచుకోండి.
Explanation:
• The direction task requires one learner to produce spoken language while the other listens for meaning and acts on it.
• Exchanging roles gives both pupils practice in speaking and listening.
• The other activities are silent, listening-only or controlled pronunciation practice without meaningful listening-speaking exchange.
• Exchanging roles gives both pupils practice in speaking and listening.
• The other activities are silent, listening-only or controlled pronunciation practice without meaningful listening-speaking exchange.
వివరణ:
Question 20
ప్రశ్న 20
Which row contains three classroom decisions that are all well aligned with recognised listening-and-speaking pedagogy?
Select an option first. || ముందుగా ఒక సమాధానాన్ని ఎంచుకోండి.
Explanation:
• A main-idea task directly supports listening for gist.
• Pair interaction can increase opportunities for learners to use spoken English, while monitoring supports the teacher's facilitator role.
• Selective delayed feedback is appropriate for many fluency-focused tasks because it addresses recurring issues without unnecessarily disrupting communication.
• Pair interaction can increase opportunities for learners to use spoken English, while monitoring supports the teacher's facilitator role.
• Selective delayed feedback is appropriate for many fluency-focused tasks because it addresses recurring issues without unnecessarily disrupting communication.
వివరణ:
Answer Key సమాధానాల పట్టిక
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Question 1 ప్రశ్న 1Answer: A. Listening, Speaking, Reading and Writing సమాధానం: A.
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Question 2 ప్రశ్న 2Answer: C. Listening is receptive; speaking is productive. సమాధానం: C.
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Question 3 ప్రశ్న 3Answer: B. Listen to the announcement and choose the statement that best summarises its main message. సమాధానం: B.
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Question 4 ప్రశ్న 4Answer: A. Ask pupils to predict what they may hear from the title and a picture of the picnic. సమాధానం: A.
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Question 5 ప్రశ్న 5Answer: A. Identify the platform number announced for the train. సమాధానం: A.
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Question 6 ప్రశ్న 6Answer: A. Ask pairs to discuss which gift they would choose and explain why. సమాధానం: A.
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Question 7 ప్రశ్న 7Answer: B. Use pair work so many learners can speak simultaneously. సమాధానం: B.
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Question 8 ప్రశ్న 8Answer: B. Set up a clear pair-speaking task, provide needed language support, and give pupils most of the stage time to talk. సమాధానం: B.
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Question 9 ప్రశ్న 9Answer: A. Fluency concerns communicating smoothly and sustaining meaning, while accuracy concerns using language forms correctly. సమాధానం: A.
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Question 10 ప్రశ్న 10Answer: A. Provide or elicit the correct form and give the learner another opportunity to practise it accurately. సమాధానం: A.
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Question 11 ప్రశ్న 11Answer: B. Monitor the discussion, note selected recurring problems, and give focused feedback afterwards. సమాధానం: B.
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Question 12 ప్రశ్న 12Answer: A. An information-gap activity integrating listening and speaking సమాధానం: A.
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Question 13 ప్రశ్న 13Answer: A. Begin with short, supportive pair-speaking activities on familiar topics and gradually build her confidence. సమాధానం: A.
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Question 14 ప్రశ్న 14Answer: A. Listen to a clear model of target words or phrases and practise producing them with attention to pronunciation. సమాధానం: A.
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Question 15 ప్రశ్న 15Answer: A. The pupil hears 'Put the red pencil under the book' and carries out the instruction correctly. సమాధానం: A.
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Question 16 ప్రశ్న 16Answer: A. Ask each pupil to describe a familiar picture briefly in their own words. సమాధానం: A.
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Question 17 ప్రశ్న 17Answer: A. Monitor unobtrusively, check that pupils are on task, note useful feedback points, and assist when needed. సమాధానం: A.
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Question 18 ప్రశ్న 18Answer: A. Pre-listening preparation → while-listening comprehension task → post-listening follow-up సమాధానం: A.
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Question 19 ప్రశ్న 19Answer: A. Pupil A gives simple route directions while Pupil B listens and traces the route on a map, then they exchange roles. సమాధానం: A.
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Question 20 ప్రశ్న 20Answer: A. Listening for gist → give a main-idea task | Speaking practice → use pair interaction to increase learner talk | Fluency feedback → monitor and address selected recurring problems after the task సమాధానం: A.