TG TET Paper 2 - 3_English - Test 73 - Pedagogy - Problems of Teaching and Learning English

Question 1 ప్రశ్న 1

A teacher finds that many learners have very little opportunity to hear or use English outside school. Which classroom response is most appropriate?

A Reduce English activities because meaningful learning is impossible without home exposure. B Create regular, understandable English input and repeated opportunities for learners to listen, speak, read, and write for meaningful purposes in class. C Teach only grammar rules so that outside exposure is unnecessary. D Ask learners to memorise a long word list before they are allowed to communicate.

Question 2 ప్రశ్న 2

Several learners understand the main idea of a reading passage but stop whenever they meet an unfamiliar word. Which response best develops reading comprehension and vocabulary together?

A Require learners to look up every unfamiliar word before reading the passage. B Tell learners to ignore all unfamiliar words, including words essential to the main idea. C Teach learners to use context and word parts where helpful, clarify essential vocabulary, and revisit useful new words in later tasks. D Replace every reading passage with a list of isolated definitions.

Question 3 ప్రశ్న 3

A learner knows answers during pair work but becomes silent when asked to speak before the whole class because of fear of making mistakes. What is the best teacher response?

A Give the learner planning and pair-rehearsal time, respond respectfully to errors, and gradually provide safer opportunities for wider participation. B Call on the learner without warning every day until the fear disappears. C Excuse the learner permanently from all speaking activities. D Correct every minor error publicly so that the learner becomes more careful.

Question 4 ప్రశ్న 4

Some learners pronounce particular English words in ways that occasionally make their meaning difficult for classmates to understand. What should the teacher prioritise?

A Eliminating every trace of the learners' regional or home-language accent. B Penalising pronunciation whenever it differs from one preferred native-speaker accent. C Postponing all pronunciation work until learners have mastered English grammar. D Helping learners improve intelligibility through clear models, listening discrimination, useful practice, and attention to relevant sounds, stress, or rhythm.

Question 5 ప్రశ్న 5

In one class, some learners can write several connected sentences in English while others still need support to construct a basic sentence. Which response is most appropriate?

A Teach only at the level of the most advanced learners. B Use a meaningful common task with scaffolds such as models or sentence starters for learners who need them and extension work for learners ready for greater challenge. C Give the less proficient learners unrelated copying work throughout the term. D Label the class into permanent 'good' and 'weak' groups and never change the grouping.

Question 6 ప్రశ్న 6

A teacher has sixty learners and finds that only a few students speak during whole-class English discussion. Which strategy is most practical for increasing learner talk?

A Organise structured pair or small-group tasks with clear roles, time limits, and teacher monitoring. B Conduct the entire lesson as teacher explanation because a large class cannot use interaction. C Allow only the fastest speakers to answer so that the lesson stays on schedule. D Replace all speaking with written homework.

Question 7 ప్రశ్న 7

A school has too few English textbooks for every learner to have a separate copy. Which response makes the best educational use of the available resources?

A Cancel reading lessons until the school can buy a full set of books. B Read the entire textbook aloud while learners remain passive because sharing is impossible. C Organise pairs or groups to share available texts and combine them with board work, teacher-made material, and other accessible resources. D Give the available books only to the highest-scoring learners.

Question 8 ప్రశ్న 8

Learners can understand a dialogue when they read its transcript but struggle to understand the same dialogue when they hear it. What is the most appropriate next step?

A Conclude that the learners have poor English ability and stop listening work. B Use level-appropriate listening with a clear purpose, allow repeated listening where useful, and help learners notice features of connected spoken English. C Give learners only written grammar exercises because listening cannot be taught directly. D Play a much faster recording once without preparation to force learners to adapt.

Question 9 ప్రశ్న 9

During a discussion task, a teacher interrupts learners after almost every minor grammar error. Over time, several learners speak less. What change is most appropriate?

A Continue correcting every error immediately because fluency should never take priority. B Stop giving any feedback on grammar for the rest of the course. C During fluency work, monitor and note selected errors for later feedback while intervening immediately only when there is a strong reason to do so. D Replace discussion activities with copying exercises.

Question 10 ప్రశ్న 10

A teacher notices that learners sometimes use a familiar language to clarify a difficult concept before attempting an English task. Which interpretation is most appropriate?

A This proves that their home language is preventing them from learning English. B All use of familiar languages should be punished so that English develops faster. C English tasks should always be translated completely, so learners need not process English. D Learners' existing languages can be used strategically to support understanding while the teacher continues to create substantial opportunities to use English.

Question 11 ప్రశ్న 11

Some learners read an English passage very slowly because they try to translate every word before moving to the next sentence. Which teacher response is most useful?

A Teach strategies such as predicting, reading for gist, using context, and deciding which unfamiliar words actually need closer attention. B Require even more word-for-word translation so that every sentence has only one possible interpretation. C Tell learners never to check the meaning of any unfamiliar word. D Stop giving learners connected texts until they know the entire dictionary.

Question 12 ప్రశ్న 12

A teacher realises that learners receive very little time to speak because most of each lesson is spent on teacher explanation. Which change most directly addresses this instructional barrier?

A Speak more slowly while keeping the same amount of teacher talk. B Add more notes for learners to copy after each explanation. C Build purposeful pair, group, and individual production tasks into the lesson so learners use the language themselves. D Ask one highly proficient learner to answer all questions.

Question 13 ప్రశ్న 13

Several learners miss occasional English lessons because of circumstances outside the classroom and then struggle to follow later work. Which teacher response is most constructive?

A Assume that missed lessons show lack of interest and remove those learners from challenging activities. B Build brief review routines, provide accessible catch-up materials or peer-supported recap where possible, and identify essential gaps before new work. C Restart the entire course from the beginning after every absence. D Ignore missing prerequisite knowledge because all learners should learn at the same pace.

Question 14 ప్రశ్న 14

A learner repeatedly pronounces a newly learned word according to its spelling and does not recognise it when hearing it. Which teaching response is most appropriate?

A Tell the learner that English spelling always predicts pronunciation exactly. B Ask the learner to memorise the spelling more intensively without hearing the word. C Provide a clear spoken model, let the learner hear and identify the word in context, and practise its relevant sound and stress pattern before using it communicatively. D Remove the word from the learner's vocabulary list.

Question 15 ప్రశ్న 15

Learners score well on isolated grammar exercises but often fail to use the same structures when speaking or writing freely. What should the teacher add?

A More exercises that require only choosing labels such as 'noun' and 'verb.' B Contextualised tasks in which learners use the target structures to express meanings, followed by feedback and opportunities to try again. C A rule that learners may not communicate until they achieve perfect scores on grammar worksheets. D Less exposure to the target structures so that learners do not become confused.

Question 16 ప్రశ్న 16

A teacher begins the year with a class whose learners have had very different amounts of previous English exposure. What is the best first response?

A Use diagnostic activities to identify current strengths and needs, then adjust support, grouping, and task challenge accordingly. B Assume that all learners should begin from exactly the same point because they are in the same grade. C Place learners permanently into ability groups after one difficult test. D Teach only the learners who already understand classroom English.

Question 17 ప్రశ్న 17

Several learners become visibly anxious when asked to read an unfamiliar English passage aloud without preparation. Which response is most appropriate?

A Continue surprise reading-aloud because anxiety is the best way to improve pronunciation. B Give learners preparation or rehearsal time, use pair or small-group practice where appropriate, and choose reading-aloud tasks for a clear learning purpose. C Stop all oral reading and speaking permanently. D Grade learners mainly on how confidently they perform an unseen passage in front of the class.

Question 18 ప్రశ్న 18

A school has unreliable internet access and very limited digital equipment for English lessons. Which response is most appropriate?

A Stop communicative language teaching because it requires digital technology. B Wait for better equipment before teaching listening, speaking, reading, or writing. C Use low-cost and locally available resources such as the board, printed or handwritten cards, pictures, real objects, learner-created material, and teacher/peer voices to support meaningful language work. D Teach only definitions because classroom interaction depends on multimedia.

Question 19 ప్రశ్న 19

A teacher notices the same past-tense error appearing in the work of many learners over several lessons. What is the most appropriate response?

A Treat every occurrence as carelessness and deduct marks without further investigation. B Diagnose the pattern, check whether learners understand and can use the target form, provide focused remedial practice in context, and monitor later use. C Ignore the pattern because repeated errors never provide information about learning. D Teach an unrelated grammar topic so learners do not become dependent on correction.

Question 20 ప్రశ్న 20

Which approach best reflects a sound response when an English class is making less progress than expected?

A Identify specific evidence of the difficulty, examine factors such as task level, exposure, instructions, opportunities for practice, resources, and learner needs, then adapt teaching and review the effect. B Conclude that the learners' home languages are the main problem and ban them without investigating the lesson. C Assume that low progress proves the class lacks ability and reduce meaningful language use. D Continue exactly the same instruction because teaching decisions should not change in response to learner evidence.

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TG TET Paper 2 – 3_English Quiz

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Answer Key సమాధానాల పట్టిక

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