Please keep at least one language enabled. || కనీసం ఒక భాషను ఎంచుకోండి.
Question 1
ప్రశ్న 1
Which classroom practice is most characteristic of the Grammar Translation Method?
Select an option first. || ముందుగా ఒక సమాధానాన్ని ఎంచుకోండి.
Explanation:
• Grammar Translation traditionally gives substantial attention to explicit grammar, vocabulary study and translation between languages.
• Recognised ELT descriptions note the method's historical use of rule and vocabulary memorisation and translation of texts.
• Physical response, task completion and information-gap exchange belong to other recognised teaching practices.
• Recognised ELT descriptions note the method's historical use of rule and vocabulary memorisation and translation of texts.
• Physical response, task completion and information-gap exchange belong to other recognised teaching practices.
వివరణ:
Question 2
ప్రశ్న 2
Which classroom procedure most clearly reflects Audio-lingualism?
Select an option first. || ముందుగా ఒక సమాధానాన్ని ఎంచుకోండి.
Explanation:
• Audio-lingualism is historically associated with behaviourist learning theory and extensive mechanical repetition.
• Drilling grammatical and phonological patterns is a characteristic classroom procedure of the method.
• Translation, open task completion and guided discovery are associated with different methodological choices.
• Drilling grammatical and phonological patterns is a characteristic classroom procedure of the method.
• Translation, open task completion and guided discovery are associated with different methodological choices.
వివరణ:
Question 3
ప్రశ్న 3
A teacher says 'Pick up the pencil', demonstrates the action, and pupils respond by physically doing it. Which recognised approach is most directly being used?
Select an option first. || ముందుగా ఒక సమాధానాన్ని ఎంచుకోండి.
Explanation:
• Total Physical Response links spoken language with physical actions carried out by learners.
• Commands involving concrete actions are a typical and well-documented use of TPR, especially with lower-level learners.
• The other options do not define comprehension through physical response to spoken commands.
• Commands involving concrete actions are a typical and well-documented use of TPR, especially with lower-level learners.
• The other options do not define comprehension through physical response to spoken commands.
వివరణ:
Question 4
ప్రశ్న 4
A beginner class is learning concrete action verbs such as 'jump', 'turn' and 'sit down'. Which strategy is most directly suited to linking the meanings of these verbs with immediate comprehension?
Select an option first. || ముందుగా ఒక సమాధానాన్ని ఎంచుకోండి.
Explanation:
• TPR is particularly suitable for concrete language that can be demonstrated physically, including action vocabulary and instructions.
• Hearing a verb and responding with the corresponding action directly links language with meaning.
• The other choices are much less directly aligned with the stated beginner-level comprehension objective.
• Hearing a verb and responding with the corresponding action directly links language with meaning.
• The other choices are much less directly aligned with the stated beginner-level comprehension objective.
వివరణ:
Question 5
ప్రశ్న 5
Which classroom practice best reflects the Direct Method as described in recognised ELT guidance?
Select an option first. || ముందుగా ఒక సమాధానాన్ని ఎంచుకోండి.
Explanation:
• The Direct Method is characterised by use of the target language and a strong emphasis on listening and speaking.
• Realia, visual aids and demonstrations can be used to establish meaning without routine first-language translation.
• Translation-based instruction and mechanical drilling as a defining basis belong to other methodological traditions.
• Realia, visual aids and demonstrations can be used to establish meaning without routine first-language translation.
• Translation-based instruction and mechanical drilling as a defining basis belong to other methodological traditions.
వివరణ:
Question 6
ప్రశ్న 6
Which limitation of the Direct Method is specifically identified in recognised ELT guidance?
Select an option first. || ముందుగా ఒక సమాధానాన్ని ఎంచుకోండి.
Explanation:
• A recognised criticism of the Direct Method is its assumption that a second language can be learned in essentially the same way as a first language.
• The conditions under which first and additional languages are learned can differ substantially.
• The other options wrongly attribute translation-centred or non-oral features to the Direct Method.
• The conditions under which first and additional languages are learned can differ substantially.
• The other options wrongly attribute translation-centred or non-oral features to the Direct Method.
వివరణ:
Question 7
ప్రశ్న 7
Which statement about Audio-lingualism is best supported by recognised contemporary ELT guidance?
Select an option first. || ముందుగా ఒక సమాధానాన్ని ఎంచుకోండి.
Explanation:
• Audio-lingualism developed around behaviourist ideas and extensive mechanical practice of language patterns.
• Contemporary ELT guidance notes that it has largely fallen out of use as a complete methodology as other views of language learning developed.
• Translation and guided discovery are not its defining classroom characteristics.
• Contemporary ELT guidance notes that it has largely fallen out of use as a complete methodology as other views of language learning developed.
• Translation and guided discovery are not its defining classroom characteristics.
వివరణ:
Question 8
ప్రశ్న 8
Student A has train departure times but no fares; Student B has fares but no departure times. They must ask each other questions to complete both timetables. Which technique is this?
Select an option first. || ముందుగా ఒక సమాధానాన్ని ఎంచుకోండి.
Explanation:
• In an information-gap activity, different learners possess information that their partners need.
• The missing information creates a genuine reason to ask questions, listen, clarify and exchange meaning.
• Translation, choral drilling and physical response do not describe the interaction pattern in this scenario.
• The missing information creates a genuine reason to ask questions, listen, clarify and exchange meaning.
• Translation, choral drilling and physical response do not describe the interaction pattern in this scenario.
వివరణ:
Question 9
ప్రశ్న 9
A teacher wants pupils to practise asking for an item, explaining a problem and responding politely in a shop-like situation. Which technique best provides a safe rehearsal of that interaction?
Select an option first. || ముందుగా ఒక సమాధానాన్ని ఎంచుకోండి.
Explanation:
• Role-play lets learners enter an imaginary or simulated situation and practise language needed for real-life interactions.
• Recognised ELT guidance notes that role-play can provide a safe environment for rehearsing realistic situations.
• Copying and choral repetition provide less opportunity to manage the two-way interaction described in the objective.
• Recognised ELT guidance notes that role-play can provide a safe environment for rehearsing realistic situations.
• Copying and choral repetition provide less opportunity to manage the two-way interaction described in the objective.
వివరణ:
Question 10
ప్రశ్న 10
A teacher wants learners to practise one newly taught passive structure accurately before moving to freer use. Which activity is the best example of controlled practice?
Select an option first. || ముందుగా ఒక సమాధానాన్ని ఎంచుకోండి.
Explanation:
• Controlled practice restricts learners' language so that they repeatedly practise a particular target form.
• Completing cue-based sentences requiring the passive directly targets accurate production of that structure.
• Open discussion, unrestricted role-play and free journal writing are much less controlled.
• Completing cue-based sentences requiring the passive directly targets accurate production of that structure.
• Open discussion, unrestricted role-play and free journal writing are much less controlled.
వివరణ:
Question 11
ప్రశ్న 11
After learners have practised the present passive through tightly controlled exercises, the teacher asks them to describe a process of their own choice using the target form as freely as possible. What type of stage is this?
Select an option first. || ముందుగా ఒక సమాధానాన్ని ఎంచుకోండి.
Explanation:
• Free practice gives learners more freedom to produce previously focused language in a less restricted context.
• Describing a chosen process after controlled passive practice is a recognised example of freer production.
• The scenario is therefore not translation, physical-response work or merely teacher modelling.
• Describing a chosen process after controlled passive practice is a recognised example of freer production.
• The scenario is therefore not translation, physical-response work or merely teacher modelling.
వివరణ:
Question 12
ప్రశ్న 12
In the PPP framework, which stage is intended to give learners an opportunity to use the target language more freely after presentation and controlled practice?
Select an option first. || ముందుగా ఒక సమాధానాన్ని ఎంచుకోండి.
Explanation:
• PPP stands for Presentation, Practice and Production.
• The production stage follows the controlled practice stage and aims to give learners freer use of the target language.
• Translation and pre-testing are not the third stage represented by the final 'P' in PPP.
• The production stage follows the controlled practice stage and aims to give learners freer use of the target language.
• Translation and pre-testing are not the third stage represented by the final 'P' in PPP.
వివరణ:
Question 13
ప్రశ్న 13
Which is a recognised limitation or criticism of the PPP framework?
Select an option first. || ముందుగా ఒక సమాధానాన్ని ఎంచుకోండి.
Explanation:
• A recognised criticism of PPP is that learners in a freer production stage may communicate successfully without necessarily using the target structure as intended.
• This raises questions about whether controlled practice automatically becomes spontaneous language use.
• The other options misrepresent the documented Presentation–Practice–Production framework.
• This raises questions about whether controlled practice automatically becomes spontaneous language use.
• The other options misrepresent the documented Presentation–Practice–Production framework.
వివరణ:
Question 14
ప్రశ్న 14
Which statement best captures the central principle of Task-Based Learning (TBL)?
Select an option first. || ముందుగా ఒక సమాధానాన్ని ఎంచుకోండి.
Explanation:
• In TBL, the task itself is central and learners use language in order to complete a meaningful outcome.
• Recognised descriptions emphasise real communication and meaning-focused language use during task completion.
• Translation and mechanical repetition are not the defining principles of task-based learning.
• Recognised descriptions emphasise real communication and meaning-focused language use during task completion.
• Translation and mechanical repetition are not the defining principles of task-based learning.
వివరణ:
Question 15
ప్రశ్న 15
In a typical task-based lesson, what is an appropriate procedure after learners have completed a meaningful task?
Select an option first. || ముందుగా ఒక సమాధానాన్ని ఎంచుకోండి.
Explanation:
• Recognised descriptions of TBL include attention to useful language after learners have worked on the communicative task.
• This allows the teacher and learners to notice forms or difficulties that emerged from meaningful language use.
• Word-for-word translation and silent copying are not defining post-task procedures in TBL.
• This allows the teacher and learners to notice forms or difficulties that emerged from meaningful language use.
• Word-for-word translation and silent copying are not defining post-task procedures in TBL.
వివరణ:
Question 16
ప్రశ్న 16
Which advantage of Task-Based Learning is supported by recognised ELT guidance?
Select an option first. || ముందుగా ఒక సమాధానాన్ని ఎంచుకోండి.
Explanation:
• Task-based work can be useful in mixed-ability classes because learners can participate in the same communicative experience at different levels.
• Learners may complete a common task while their language differs in accuracy or complexity.
• TBL does not require identical output, nor does it remove the value of monitoring or later attention to language.
• Learners may complete a common task while their language differs in accuracy or complexity.
• TBL does not require identical output, nor does it remove the value of monitoring or later attention to language.
వివరణ:
Question 17
ప్రశ్న 17
A teacher presents several examples of a grammatical pattern and guides learners with questions until they formulate the rule themselves. Which approach to grammar teaching is this?
Select an option first. || ముందుగా ఒక సమాధానాన్ని ఎంచుకోండి.
Explanation:
• In an inductive approach, learners infer or discover a grammatical rule from examples or guided exploration.
• It contrasts with a deductive approach, in which the teacher presents the rule first.
• Translation and drilling are different classroom procedures and do not define the guided-discovery sequence.
• It contrasts with a deductive approach, in which the teacher presents the rule first.
• Translation and drilling are different classroom procedures and do not define the guided-discovery sequence.
వివరణ:
Question 18
ప్రశ్న 18
A teacher's immediate objective is to explain a new grammar rule clearly first and then have learners apply that stated rule in examples. Which approach is most directly aligned with this sequence?
Select an option first. || ముందుగా ఒక సమాధానాన్ని ఎంచుకోండి.
Explanation:
• In a deductive approach to grammar, the rule is presented first and learners then produce or analyse language based on it.
• This directly matches the stated sequence of explanation followed by application.
• Inductive teaching reverses the direction by guiding learners to infer the rule from examples.
• This directly matches the stated sequence of explanation followed by application.
• Inductive teaching reverses the direction by guiding learners to infer the rule from examples.
వివరణ:
Question 19
ప్రశ్న 19
A learner says, 'I have been there yesterday.' The teacher replies, 'Oh, you went there yesterday?' while continuing the conversation and without explicitly naming the error. Which technique is this?
Select an option first. || ముందుగా ఒక సమాధానాన్ని ఎంచుకోండి.
Explanation:
• Reformulation occurs when the teacher repeats a learner's intended message in a correct form without explicitly pointing out the error.
• The teacher preserves the learner's meaning while providing the appropriate past form 'went'.
• Information gaps, TPR and Grammar Translation describe different techniques or methodologies.
• The teacher preserves the learner's meaning while providing the appropriate past form 'went'.
• Information gaps, TPR and Grammar Translation describe different techniques or methodologies.
వివరణ:
Question 20
ప్రశ్న 20
A teacher must choose among drilling, role-play, TPR and an information-gap activity. The objective is for learners to exchange missing timetable information by asking and answering questions. Which choice is best aligned with that objective?
Select an option first. || ముందుగా ఒక సమాధానాన్ని ఎంచుకోండి.
Explanation:
• The stated objective requires learners to exchange information that one person has and another lacks.
• An information-gap activity is specifically designed around this need to communicate in order to complete missing information.
• TPR targets physical response, choral drilling provides controlled repetition, and the described role-play lacks the information gap required by the objective.
• An information-gap activity is specifically designed around this need to communicate in order to complete missing information.
• TPR targets physical response, choral drilling provides controlled repetition, and the described role-play lacks the information gap required by the objective.
వివరణ:
Answer Key సమాధానాల పట్టిక
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Question 1 ప్రశ్న 1Answer: B. Learners translate texts and study grammatical rules and vocabulary explicitly. సమాధానం: B.
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Question 2 ప్రశ్న 2Answer: A. Learners repeatedly drill a model dialogue and practise grammatical and sound patterns through controlled repetition. సమాధానం: A.
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Question 3 ప్రశ్న 3Answer: B. Total Physical Response సమాధానం: B.
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Question 4 ప్రశ్న 4Answer: B. Use TPR so learners hear each verb and demonstrate its meaning through action. సమాధానం: B.
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Question 5 ప్రశ్న 5Answer: A. The teacher uses the target language and explains new vocabulary through objects, pictures or demonstrations rather than routine translation. సమాధానం: A.
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Question 6 ప్రశ్న 6Answer: A. It assumes that second-language learning can take place under essentially the same conditions as first-language learning. సమాధానం: A.
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Question 7 ప్రశ్న 7Answer: B. It relies heavily on mechanical repetition and drilling and is much less common as a complete modern methodology than it once was. సమాధానం: B.
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Question 8 ప్రశ్న 8Answer: A. Information-gap activity సమాధానం: A.
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Question 9 ప్రశ్న 9Answer: A. Role-play in which one pupil is the customer and another is the shop assistant సమాధానం: A.
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Question 10 ప్రశ్న 10Answer: A. Learners complete sentences from cues that require the target passive form. సమాధానం: A.
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Question 11 ప్రశ్న 11Answer: A. Free practice సమాధానం: A.
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Question 12 ప్రశ్న 12Answer: B. Production సమాధానం: B.
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Question 13 ప్రశ్న 13Answer: A. The freer production stage may not actually elicit the target form because learners can use other language to communicate. సమాధానం: A.
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Question 14 ప్రశ్న 14Answer: A. The central objective is to complete a meaningful task, with language serving as a tool for achieving that outcome. సమాధానం: A.
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Question 15 ప్రశ్న 15Answer: A. Discuss or focus on useful language that arose from the task. సమాధానం: A.
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Question 16 ప్రశ్న 16Answer: A. It allows learners of different ability levels to engage in the same communicative task while producing language with different degrees of accuracy. సమాధానం: A.
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Question 17 ప్రశ్న 17Answer: A. Inductive సమాధానం: A.
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Question 18 ప్రశ్న 18Answer: A. Deductive approach సమాధానం: A.
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Question 19 ప్రశ్న 19Answer: B. Reformulation సమాధానం: B.
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Question 20 ప్రశ్న 20Answer: A. Information-gap activity సమాధానం: A.