Please keep at least one language enabled. || కనీసం ఒక భాషను ఎంచుకోండి.
Question 1
ప్రశ్న 1
According to the official TGTET Paper-I Language-II syllabus, which pair is explicitly included under English pedagogy?
Select an option first. || ముందుగా ఒక సమాధానాన్ని ఎంచుకోండి.
Explanation:
• The official TGTET Paper-I English pedagogy syllabus explicitly includes teaching-learning materials in English.
• It also explicitly lists lesson planning as a separate pedagogy topic.
• The other options do not represent this stated syllabus pair.
• It also explicitly lists lesson planning as a separate pedagogy topic.
• The other options do not represent this stated syllabus pair.
వివరణ:
Question 2
ప్రశ్న 2
A teacher's objective is for pupils to listen to a short announcement and identify the announced time. Which resource-and-task combination is best aligned with that objective?
Select an option first. || ముందుగా ఒక సమాధానాన్ని ఎంచుకోండి.
Explanation:
• The objective specifically requires comprehension of spoken information, so pupils need an appropriate listening input.
• A short audio announcement plus a specific-information task directly practises and checks the intended listening outcome.
• The other resources may be useful for different objectives but do not directly require learners to identify information from spoken English.
• A short audio announcement plus a specific-information task directly practises and checks the intended listening outcome.
• The other resources may be useful for different objectives but do not directly require learners to identify information from spoken English.
వివరణ:
Question 3
ప్రశ్న 3
Which use of flashcards is most directly supported by recognised ELT guidance?
Select an option first. || ముందుగా ఒక సమాధానాన్ని ఎంచుకోండి.
Explanation:
• Flashcards are recognised visual resources in language teaching and are widely used for vocabulary presentation and practice.
• They can also serve as prompts for speaking, memory, identification and other language activities.
• They are a flexible teaching resource, not a replacement for all other language input or a tool limited to assessment records.
• They can also serve as prompts for speaking, memory, identification and other language activities.
• They are a flexible teaching resource, not a replacement for all other language input or a tool limited to assessment records.
వివరణ:
Question 4
ప్రశ్న 4
Pupils already know the spoken names of six classroom objects. The teacher now wants them to connect those familiar words with their written forms. Which TLM is most directly suited to that objective?
Select an option first. || ముందుగా ఒక సమాధానాన్ని ఎంచుకోండి.
Explanation:
• Word cards display written words and can help learners associate familiar spoken vocabulary with written forms.
• The objective is specifically word recognition in print, so a written-word resource directly serves it.
• An unrelated story or grammar explanation would not target the same form-recognition objective.
• The objective is specifically word recognition in print, so a written-word resource directly serves it.
• An unrelated story or grammar explanation would not target the same form-recognition objective.
వివరణ:
Question 5
ప్రశ్న 5
A teacher wants pupils to arrange four already learned sentences into the correct order for a short request-and-response exchange. Which TLM is most directly useful for the arranging stage?
Select an option first. || ముందుగా ఒక సమాధానాన్ని ఎంచుకోండి.
Explanation:
• Sentence cards allow learners to physically rearrange complete sentences and notice the logical order of an exchange.
• Because the objective is to sequence already learned sentences, one sentence per movable card directly supports the task.
• The other materials do not represent the sentences that pupils need to order.
• Because the objective is to sequence already learned sentences, one sentence per movable card directly supports the task.
• The other materials do not represent the sentences that pupils need to order.
వివరణ:
Question 6
ప్రశ్న 6
A Class III teacher is introducing the English names of common fruits. Which use of locally available material is most directly appropriate?
Select an option first. || ముందుగా ఒక సమాధానాన్ని ఎంచుకోండి.
Explanation:
• Realia means real objects used as classroom resources, and recognised ELT guidance recommends it for making vocabulary learning concrete and memorable.
• Familiar locally available objects can connect new English words with things pupils can directly see and identify.
• The alternatives do not provide the same direct support for learning the meanings and use of the target fruit vocabulary.
• Familiar locally available objects can connect new English words with things pupils can directly see and identify.
• The alternatives do not provide the same direct support for learning the meanings and use of the target fruit vocabulary.
వివరణ:
Question 7
ప్రశ్న 7
Which statement best reflects the pedagogical value of low-cost or locally available teaching-learning materials?
Select an option first. || ముందుగా ఒక సమాధానాన్ని ఎంచుకోండి.
Explanation:
• NCERT guidance encourages locally available, low-cost, no-cost, teacher-made and contextualised materials where appropriate.
• Their value depends on how well they support the learners, context and intended learning.
• No teaching material is automatically best for every objective, and using local materials does not remove the need for planning.
• Their value depends on how well they support the learners, context and intended learning.
• No teaching material is automatically best for every objective, and using local materials does not remove the need for planning.
వివరణ:
Question 8
ప్రశ్న 8
Which use of the classroom board is most pedagogically purposeful in an English lesson?
Select an option first. || ముందుగా ఒక సమాధానాన్ని ఎంచుకోండి.
Explanation:
• The board can support presentation, organisation of key language and clear demonstration of classroom tasks.
• Recognised young-learner guidance recommends using the board to show and demonstrate work before pupils carry it out.
• Mechanical copying or giving answers in advance does not make purposeful use of the board for the stated learning process.
• Recognised young-learner guidance recommends using the board to show and demonstrate work before pupils carry it out.
• Mechanical copying or giving answers in advance does not make purposeful use of the board for the stated learning process.
వివరణ:
Question 9
ప్రశ్న 9
Which statement best describes the role of a textbook in lesson planning?
Select an option first. || ముందుగా ఒక సమాధానాన్ని ఎంచుకోండి.
Explanation:
• A course book or textbook can provide useful structure and ready-made material for teaching.
• Recognised lesson-planning guidance emphasises that materials may need adaptation because particular classes differ in needs, level and context.
• The textbook supports planning but does not replace decisions about objectives, activities, resources or assessment.
• Recognised lesson-planning guidance emphasises that materials may need adaptation because particular classes differ in needs, level and context.
• The textbook supports planning but does not replace decisions about objectives, activities, resources or assessment.
వివరణ:
Question 10
ప్రశ్న 10
A teacher is choosing between picture flashcards, an audio clip, sentence cards and a real object. What should be the primary basis for selecting among them?
Select an option first. || ముందుగా ఒక సమాధానాన్ని ఎంచుకోండి.
Explanation:
• Teaching resources should be selected because they help learners achieve the intended lesson objective.
• Learner age, level, context and practical availability can also affect whether a resource is suitable.
• Price or habit alone does not establish pedagogical alignment.
• Learner age, level, context and practical availability can also affect whether a resource is suitable.
• Price or habit alone does not establish pedagogical alignment.
వివరణ:
Question 11
ప్రశ్న 11
According to NCERT's planning guidance, which set contains recognised components of a teaching plan?
Select an option first. || ముందుగా ఒక సమాధానాన్ని ఎంచుకోండి.
Explanation:
• NCERT identifies intended competencies or learning outcomes and lesson objectives as major elements of planning.
• It also includes activities, sequence and duration, content and materials, support for learners who need it, and methods of assessment.
• A plan limited to a title, page numbers or attendance omits essential instructional elements.
• It also includes activities, sequence and duration, content and materials, support for learners who need it, and methods of assessment.
• A plan limited to a title, page numbers or attendance omits essential instructional elements.
వివరణ:
Question 12
ప్రశ్న 12
Which lesson objective is written as the clearest observable learning outcome?
Select an option first. || ముందుగా ఒక సమాధానాన్ని ఎంచుకోండి.
Explanation:
• A useful learning outcome describes what learners should be able to do by the end of the lesson.
• Asking and answering three simple questions is observable and can be checked through learner performance.
• Vague statements and descriptions of teacher activity do not provide the same clear evidence of learner achievement.
• Asking and answering three simple questions is observable and can be checked through learner performance.
• Vague statements and descriptions of teacher activity do not provide the same clear evidence of learner achievement.
వివరణ:
Question 13
ప్రశ్న 13
Why should a teacher consider pupils' prior learning when planning a new English lesson?
Select an option first. || ముందుగా ఒక సమాధానాన్ని ఎంచుకోండి.
Explanation:
• NCERT planning guidance explicitly includes awareness of children's prior learning.
• Knowing what learners already understand helps the teacher plan suitable starting points, scaffolding and progression.
• Prior knowledge guides new teaching; it does not mean avoiding new learning or assuming all pupils are identical.
• Knowing what learners already understand helps the teacher plan suitable starting points, scaffolding and progression.
• Prior knowledge guides new teaching; it does not mean avoiding new learning or assuming all pupils are identical.
వివరణ:
Question 14
ప్రశ్న 14
The lesson outcome is 'Pupils will be able to use four newly learned food words to state what they like and dislike.' Which activity is best aligned with this outcome?
Select an option first. || ముందుగా ఒక సమాధానాన్ని ఎంచుకోండి.
Explanation:
• The outcome requires pupils to use the new vocabulary to communicate personal likes and dislikes.
• Pair work with relevant prompts directly requires the target words in the intended communicative function.
• Copying or unrelated activities do not demonstrate that pupils can use the vocabulary for the stated purpose.
• Pair work with relevant prompts directly requires the target words in the intended communicative function.
• Copying or unrelated activities do not demonstrate that pupils can use the vocabulary for the stated purpose.
వివరణ:
Question 15
ప్రశ్న 15
The intended outcome is 'Pupils will be able to identify five classroom-object words when they hear them.' Which assessment is best aligned with that outcome?
Select an option first. || ముందుగా ఒక సమాధానాన్ని ఎంచుకోండి.
Explanation:
• Assessment alignment requires pupils to demonstrate the same type of ability described in the intended outcome.
• Hearing the words and selecting the corresponding objects directly assesses spoken-word recognition.
• Writing, grammar explanation and copying measure different abilities.
• Hearing the words and selecting the corresponding objects directly assesses spoken-word recognition.
• Writing, grammar explanation and copying measure different abilities.
వివరణ:
Question 16
ప్రశ్న 16
Which lesson sequence is the most coherent for introducing and practising a small set of new vocabulary?
Select an option first. || ముందుగా ఒక సమాధానాన్ని ఎంచుకోండి.
Explanation:
• Coherent lesson stages have a logical relationship and build toward the intended learning outcome.
• The first sequence connects preparation, presentation, practice, meaningful use and assessment in a purposeful progression.
• The other sequences break the relationship between objectives, teaching, practice and checking learning.
• The first sequence connects preparation, presentation, practice, meaningful use and assessment in a purposeful progression.
• The other sequences break the relationship between objectives, teaching, practice and checking learning.
వివరణ:
Question 17
ప్రశ్న 17
Why should lesson-plan timings be realistic rather than merely filling every minute in advance?
Select an option first. || ముందుగా ఒక సమాధానాన్ని ఎంచుకోండి.
Explanation:
• Recognised lesson-planning guidance recommends coherent lesson stages with realistic estimates of timing.
• Timing helps teachers balance activities and protect time for stages needed to achieve the learning outcome.
• Effective planning does not mean mechanically following a schedule when classroom evidence shows sensible adjustment is needed.
• Timing helps teachers balance activities and protect time for stages needed to achieve the learning outcome.
• Effective planning does not mean mechanically following a schedule when classroom evidence shows sensible adjustment is needed.
వివరణ:
Question 18
ప్రశ్న 18
During a planned pair activity, pupils need more time than expected because they are engaged and using the target English productively. What is the most appropriate response?
Select an option first. || ముందుగా ఒక సమాధానాన్ని ఎంచుకోండి.
Explanation:
• Recognised lesson-planning guidance treats a plan as a guide rather than an inflexible script.
• Teachers can adapt timing when learners are engaged and the activity is making productive use of lesson time.
• Flexibility should still serve the learning aims rather than ignore them.
• Teachers can adapt timing when learners are engaged and the activity is making productive use of lesson time.
• Flexibility should still serve the learning aims rather than ignore them.
వివరణ:
Question 19
ప్రశ్న 19
A class includes several pupils who need extra support to complete a planned reading-to-word-matching activity. Which planning decision is most appropriate?
Select an option first. || ముందుగా ఒక సమాధానాన్ని ఎంచుకోండి.
Explanation:
• NCERT identifies specific strategies for children who need extra help as a component of teaching plans.
• Appropriate scaffolding can help learners participate in the same intended learning while receiving additional support.
• Ignoring needs or replacing the learning goal with unrelated work weakens access and alignment.
• Appropriate scaffolding can help learners participate in the same intended learning while receiving additional support.
• Ignoring needs or replacing the learning goal with unrelated work weakens access and alignment.
వివరణ:
Question 20
ప్రశ్న 20
Which lesson plan is the most internally coherent?
Select an option first. || ముందుగా ఒక సమాధానాన్ని ఎంచుకోండి.
Explanation:
• A coherent plan aligns the intended outcome with the resources, learner activity and assessment.
• In the correct plan, every component directly supports recognition of spoken colour words.
• The other plans contain major mismatches between the stated language outcome and the materials, activities or assessment.
• In the correct plan, every component directly supports recognition of spoken colour words.
• The other plans contain major mismatches between the stated language outcome and the materials, activities or assessment.
వివరణ:
Answer Key సమాధానాల పట్టిక
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Question 1 ప్రశ్న 1Answer: A. Teaching-learning materials in English and lesson planning సమాధానం: A.
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Question 2 ప్రశ్న 2Answer: D. A short audio announcement followed by a task asking pupils to identify the time సమాధానం: D.
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Question 3 ప్రశ్న 3Answer: D. Using visual cards to present or practise vocabulary and to prompt language activities సమాధానం: D.
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Question 4 ప్రశ్న 4Answer: D. Word cards displaying the six written words సమాధానం: D.
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Question 5 ప్రశ్న 5Answer: C. Separate sentence cards, with one complete sentence printed on each card సమాధానం: C.
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Question 6 ప్రశ్న 6Answer: D. Bring safe, familiar fruits or suitable real objects into class so pupils can see them while hearing and using the English names. సమాధానం: D.
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Question 7 ప్రశ్న 7Answer: C. They can be selected or created to fit local context and a specific learning objective without requiring expensive commercial materials. సమాధానం: C.
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Question 8 ప్రశ్న 8Answer: C. Organise key language and visually demonstrate the steps of a task that pupils are about to perform. సమాధానం: C.
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Question 9 ప్రశ్న 9Answer: C. A textbook can provide useful content and structure, but the teacher should still plan and adapt material to the needs and aims of the particular class. సమాధానం: C.
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Question 10 ప్రశ్న 10Answer: D. Which resource best supports the intended learning objective and is suitable for the learners and context సమాధానం: D.
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Question 11 ప్రశ్న 11Answer: C. Learning outcomes and objectives, activities, sequence and duration, materials, support strategies and assessment సమాధానం: C.
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Question 12 ప్రశ్న 12Answer: D. By the end of the lesson, pupils will be able to ask and answer three simple questions about daily routines. సమాధానం: D.
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Question 13 ప్రశ్న 13Answer: D. It helps the teacher connect new learning with what pupils already know and judge what support or challenge is appropriate. సమాధానం: D.
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Question 14 ప్రశ్న 14Answer: B. Pupils use picture or word prompts in pairs to say which foods they like and dislike. సమాధానం: B.
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Question 15 ప్రశ్న 15Answer: D. Say the target words in a listening task and ask pupils to select or point to the matching objects or pictures. సమాధానం: D.
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Question 16 ప్రశ్న 16Answer: A. Activate relevant prior knowledge → present and clarify the new words → provide supported practice → use the words in a meaningful task → check learning సమాధానం: A.
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Question 17 ప్రశ్న 17Answer: D. Realistic timing helps ensure important stages receive enough time while allowing the teacher to manage the lesson purposefully. సమాధానం: D.
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Question 18 ప్రశ్న 18Answer: D. Use the lesson plan flexibly and extend the activity if doing so continues to serve the lesson aims. సమాధానం: D.
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Question 19 ప్రశ్న 19Answer: D. Prepare suitable scaffolding or additional support while keeping the intended learning goal accessible to those pupils. సమాధానం: D.
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Question 20 ప్రశ్న 20Answer: C. Outcome: pupils identify colours when heard → Resource: colour flashcards and spoken prompts → Activity: listen and point to the correct card → Assessment: respond to a fresh set of spoken colour prompts సమాధానం: C.