TG TET Paper 1 - 3_English - Test 55 - Reading, Writing and Communicative Skills

Question 1 ప్రశ్న 1

According to the TGTET Language-II pedagogy syllabus, which area is explicitly included under development of language skills?

A Listening, Speaking, Reading and Writing (LSRW), along with communicative skills B Only handwriting and spelling C Only translation and grammar memorisation D Only reading aloud and dictation

Question 2 ప్రశ్న 2

Which classification of reading and writing is standard in language teaching?

A Reading is productive and writing is receptive. B Both reading and writing are receptive. C Reading is receptive and writing is productive. D Both reading and writing are productive.

Question 3 ప్రశ్న 3

A learner needs to read a webpage quickly to understand its general topic before deciding whether to read it carefully. Which reading skill is most appropriate?

A Scanning B Skimming C Editing D Dictation

Question 4 ప్రశ్న 4

A learner needs to find the departure time of one train in a timetable as quickly as possible. Which reading skill is most appropriate?

A Scanning B Skimming C Free writing D Choral reading

Question 5 ప్రశ్న 5

Which statement best reflects recognised reading pedagogy?

A Good readers must always read every text word by word at the same speed. B The purpose for reading can influence how a learner chooses to read a text. C Scanning should be used only when the reader wants the overall main idea. D Skimming requires the reader to understand every individual word before continuing.

Question 6 ప్రశ్న 6

Before pupils read a short informational text about recycling, which activity is the clearest example of a useful pre-reading task?

A Ask pupils to use the title and pictures to predict what ideas may appear. B Ask pupils to edit the author's grammar before they have seen the text. C Ask pupils to write a final summary before reading anything. D Ask pupils to memorise every unknown word that might possibly occur.

Question 7 ప్రశ్న 7

Which sequence best reflects a recognised framework for making a reading lesson purposeful and communicative?

A Pre-reading preparation → while-reading task → post-reading follow-up B Post-reading follow-up → pre-reading prediction → no reading C Grammar test → spelling test → silent copying D Give all answers → read nothing → collect notebooks

Question 8 ప్రశ్న 8

A teacher wants pupils to become more independent readers. Which practice best supports that objective?

A Teach them to choose reading strategies such as predicting, skimming and scanning according to purpose. B Require them to translate every word before deciding what a text is about. C Tell them that reading strategies are unnecessary if they know the alphabet. D Allow them to read only when the teacher gives the meaning of every sentence first.

Question 9 ప్రశ్న 9

Which sequence best represents a process-writing approach?

A Planning ideas → drafting → revising → editing → producing or sharing the finished text B Editing punctuation → publishing → planning → avoiding revision C Copying a model exactly → submitting it → beginning to think about the topic D Writing one final version immediately → forbidding any change

Question 10 ప్రశ్న 10

Pupils have produced a first draft of a short message. Which teacher action best supports the revising stage of process writing?

A Ask pupils to reread the draft and improve its clarity, completeness and organisation before final editing. B Tell pupils that a first draft must never be changed. C Mark only handwriting speed and ignore the meaning of the message. D Publish every draft immediately before anyone rereads it.

Question 11 ప్రశ్న 11

In a process-writing lesson, when is feedback especially useful if the purpose is to help learners improve the same piece of writing?

A Between drafts, when learners still have an opportunity to revise the text B Only after the final work has been graded and no revision is allowed C Before learners know the writing topic D Only after the writing has been permanently discarded

Question 12 ప్రశ్న 12

A teacher wants pupils to practise writing for a clear real-life communicative purpose. Which task is best aligned with that aim?

A Write a short message to an absent classmate explaining what homework to complete. B Copy the same sentence fifteen times without an audience or purpose. C Arrange isolated words alphabetically without creating a message. D Underline punctuation marks in ten unrelated sentences.

Question 13 ప్రశ్న 13

A Class V teacher wants to help pupils prepare to write a short description of their school garden. Which support is most appropriate before drafting?

A Brainstorm useful ideas and vocabulary, discuss what information readers need, and organise key points. B Insist that pupils begin the final version immediately without thinking or planning. C Correct a finished text that pupils have not yet written. D Give pupils an unrelated spelling test and treat it as complete writing preparation.

Question 14 ప్రశ్న 14

Which classroom task most clearly integrates reading and writing without requiring a comprehension passage in the test question itself?

A Pupils examine several short model notices for their purpose and layout, then write their own notice for a school event. B Pupils read a list of words and then count only the letters in each word. C Pupils copy a model notice exactly and are not allowed to change any information. D Pupils write isolated letters without reading any meaningful text.

Question 15 ప్రశ్న 15

A teacher's objective is to develop both reading and oral communicative skills from a short classroom text. Which follow-up activity is best aligned with that objective?

A After reading, pupils discuss the main ideas in pairs and relate them to their own experience. B After reading, pupils silently copy every sentence without discussing meaning. C After reading, the teacher speaks for the rest of the lesson while pupils do not respond. D After reading, pupils count punctuation marks but do not communicate.

Question 16 ప్రశ్న 16

Which statement best distinguishes fluency and accuracy in writing?

A Fluency concerns expressing meaning and generating text with reasonable flow, while accuracy concerns correctness of language forms. B Fluency means perfect spelling, while accuracy means writing as many words as possible. C Fluency and accuracy are identical and can never be emphasised differently. D Accuracy concerns only handwriting, while fluency concerns only punctuation.

Question 17 ప్రశ్న 17

A teacher wants pupils to generate ideas freely before later improving grammatical accuracy. Which sequence best balances writing fluency and accuracy?

A Allow an initial draft focused on communicating ideas, then guide learners to revise and edit language in a later stage. B Correct every word before pupils are allowed to put a complete idea on paper. C Tell pupils that grammar never matters in any final piece of writing. D Require pupils to copy a perfect model instead of generating any ideas of their own.

Question 18 ప్రశ్న 18

A teacher wants to assess pupils' ability to scan written information. Which assessment task has the best validity for that specific skill?

A Give a short timetable and ask pupils to locate one specified departure time quickly. B Ask pupils to write a paragraph about their favourite journey. C Ask pupils to pronounce ten transport words aloud. D Ask pupils to explain the definition of the word 'scanning' from memory.

Question 19 ప్రశ్న 19

A teacher wants to assess functional writing rather than only knowledge about writing. Which task is most appropriate?

A Ask pupils to write a short invitation for a stated school event, with a clear audience and necessary details. B Ask pupils only to define the word 'invitation'. C Ask pupils to identify five nouns in unrelated sentences. D Ask pupils to copy the word 'invitation' twenty times.

Question 20 ప్రశ్న 20

Which task best illustrates integrated-skills assessment involving both reading input and written output?

A Pupils read a simple event schedule and write a short message telling a friend when and where to meet. B Pupils copy the schedule exactly without using its information for another purpose. C Pupils read the schedule aloud only, with no written response. D Pupils write an unrelated spelling list without reading any information.

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