CTET 2014 February Paper-2 Question with Answer | ||
| Child Development | Math and Science | Social Science |
| Language-I (Eng) | Language-II (Hindi) | |
Language-I(Eng)
Directions (Q. 91-99) Read the given passage and answer the questions that follow by selecting the most appropriate option.
Have you ever wondered what the qualities of a really professional teacher are? I know that all teachers want their students to like them, but being liked isn’t the be-all and end-all really, is it? Mean teachers have to make some unpopular decisions sometimes. Teachers can be popular just because they are friendly and helpful, but to be truly professional and effective, we need to be able to identify the skills and behavior we require in a true professional. A professional teacher needs to be confident without being arrogant. Nobody can expect to have all the answers, so if a student asks a real stinker, the professional teacher should be able to admit defeat but offer to find out more for the student. And they must carry that promise out. When the teacher enters the classroom, she/he should have all the required materials and the lesson-plan ready. And in orchestrating the class, the teacher must give everyone their chance to contribute and should be flexible enough to modify lessons if they are obviously not going to plan. Indeed, a fall-back position is part of good planning. It stands to reason also that a teacher must observe punctuality and appropriate tidiness and dress: it is not possible to demand such behavior from students if the teacher doesn’t set the standards.
The last thing I would mention is that teachers should be able to feel that their professionalism entitles them to back up from the school directors. If a teacher has a problem class or student, then the school should have procedures for handling the difficulties. The teacher should not have to feel alone and vulnerable if a difficult situation arises. So, yes, professionalism cuts both ways: in the standards, we demand of teachers and the framework we have for giving them support.
Q91. The expression “isn’t the be-all and end-all” is an assumption that pertains to the
(a) writers
(b) teachers
(c) students
(d) general
Q92. Here, the fall-back position is the system where well-prepared.
(a) good students are
(b) good teachers are
(c) teachers, even if caught out unexpectedly, are still
(d) students and teachers who support each other are
Q93. Here, ‘able to admit defeat‘ implies that
(a) students can ‘catch a teacher unaware
(b) teachers easily lose self-confidence as they lack professionalism
(c) it doesn’t matter if students often contradict what their teacher says
(d) teachers should be confident enough to own up to their ‘unpreparedness
Q94. Here, ‘orchestrating the class‘ suggests
(a) the teacher controlling the class to ensure high grades
(b) the whole class performing uniformly well
(c) acknowledging individual differences in the process of achievement
(d) that music helps academic achievement
Q95. Here, ‘asks a real stinker’ suggests that
(a) teachers are always unprepared
(b) students can be better informed than their teachers
(c) students dislike teachers in general
(d) teachers are unprofessional in students’ eyes
Q96. A word that can best replace the word entitles in the passage is
(a) warrants
(b) names
(c) calls
(d) gives
Q97. The writer’s view that professionalism cuts both ways means
(a) teachers are faced with students and trustees hold them accountable
(b) teachers teach well when trustees pay them well
(c) trustees and their employees owe each other support
(d) students and teachers owe respect to the management of their school
Q98. A word from the passage that is the antonym of the word unshakable is
(a) vulnerable
(b) difficult
(c) helpful
(d) effective
Q99. Here, ‘framework‘ refers to the overall
(a) school curriculum
(b) clearly spelled out duties of teachers
(c) system for assessment of teachers’ performance
(d) transparency in fixing teachers salary
Directions (Q. 100-105);: Read the given poem and answer the questions that follow by selecting the most appropriate option.
HAWK
All eyes are fearful of the spotted hawk,
whose dappled wingspread opens to a phrase
that only victims gaping in the gaze
of Death Occurring can recite. To stalk;
to plunge to harvest; the denial-squawk
of dying’s struggle; these are but a day’s
rebuke to hunger for the hawk, whose glazed
accord with Death admits no show of shock.
Death’s users know it is not theirs to own,
nor can they fathom all it means to die-
for young to know a different Death from old.
But when the spotted hawk’s last flight is flown,
he too becomes a novice, fear-struck by
the certain plummet once these feathers fold.
Daniel Waters
Q100. The ‘denial-squawk‘ refers to the
(a) hawk’s response to the cry or its prey
(b) helpless cry of its prey to avert death
(c) warning call by the hawk before killing its prey
(d) desperate, pitiable cry of the prey
Q101. To the hawk, ‘a day’s rebuke to hunger’ suggests that the bird
(a) bows to hunger
(b) causes death by preying on lesser animals
(c) averts own death by killing and eating its prey
(d) faces death fearlessly in contrast to its prey
Q102. Here, glazed accord with Death means that
(a) the prey meets death willingly
(b) death is inevitable
(c) death is in partnership with starvation
(d) the hawk also becomes a victim of death at the end
Q103. The word that is closest in meaning to the word ‘dappled‘ in the poem is
(a) Spotted
(b) Fearful
(c) Glazed
(d) Flown
Q104. Here, ‘he too becomes a novice‘ suggests that
(a) The hawk’s prey becomes predator instead
(b) All living creatures are potential victims of others
(c) Death comes swiftly to the fearless hawk
(d) The hawk also meets death, as weak and helpless as its prey
Q105. Which of the following lines exemplifies the use of personification as a poetic device?
(a) Death’s users know it is not theirs to own
(b) The certain plummet once these feather fold
(c) To stalk; to plunge: to harvest
(d) But when the spotted hawk’s last flight is flown.
Directions (Q. 106-120); Answer the following questions by selecting the most appropriate option
Q106. Providing students ………………. can encourage second language acquisition.
(a) adequate speaking and writing assignments
(b) the opportunity to voice their opinions and to solve problems in the target language
(c) frequent feedback on the spoken and written outputs
(d) informal interviews
Q107. Generally speaking, the first language is
(a) Marked by the characteristic difficulty in mastering it
(b) Marked by the influences of the school environment the child is studying in
(c) Marked by the accent and regional expressions of the area where the student grows up
(d) Influenced by the grammar and style of the second language
Q108. Language learning is better achieved if what students learn
(a) is closer in form and sound to their mother tongue
(b) Helps them improve their chances or College admission
(c) is functional in terms of their life values and goals
(d) Is in a controlled classroom environment
Q109. An activity asks students to determine from a list of possible answers with a title, what kind of information will appear in an input text before an audio recording is played. Here students are
(a) Checking for facts
(b) Guessing answers to questions
(c) Filling in missing information
(d) Actively predicting the content of the input
Q110. A speaking activity can be made more purposeful by
(a) Insisting on correct structure and pronunciation
(b) Interrupting the activity with some writing/readin8
(c) Motivating students to complete a task at the end
(d) Providing a specific list of vocabulary to use
Q111. In the communicative classroom, learners acquire the grammar of the second language to
(a) Enhance their formal communication skills
(b) Write confidently
(c) Understand the second language better while reading/ listening to it
(d) Understand how to make meaning and become more proficient in speaking and writing
Q112. Structures in the second language are better assimilated in a pedagogical practice
(a) Through meaningful interaction with interesting content
(b) Insisting on the accuracy, explicit instruction in rules
(c) Through repetition and practice of commonly used syntax
(d) Through the application of learned structures in discrete language items
Q113. Error correction in students written work is most effective when the teacher
(a) Writes out the correct answers on the board
(b) Revises the wrong answers with them
(c) Points out major errors using symbols and students self-correct
(d) Gives students more drill work till they learn the correct responses
Q114. Students always find it difficult to listen to and understand a second language presentation inside or outside their class. This can be helped by
(a) Increasing the number of periods for the second language
(b) Practice by using the second language more
(c) Recommending to choose another language closer to LI
(d) Being taught by only the native speakers of L2
Q115. When they encounter unfamiliar words during a reading activity, students should be trained to …………. while processing the meaning of the whole text.
(a) Refer to a dictionary to find out the meaning immediately
(b) Ask the teacher or neighbor
(c) Use the information in its context to correctly guess its rough area of meaning
(d) Choose more simple texts
Q116. Identify the question that assesses students’ ability to infer the meaning of the text.
(a) Why did Mohan change his mind despite his parents’ advice?
(b) Where did Tom and his parents live?
(c) Use the phrase in disbelief in a sentence of your own.
(d) Give the opposite of “‘delighted.
Q117. While assessing a report of a school program for a class journal, which of the following are the main criteria.
(a) Descriptive presentation, title, writer’s name
(b) Word limit, title, factual description
(c) Literary style chronological presentation, word limits
(d) Relevance, logical organization of content, a direct style
Q118. While learning a language, the ……………. Instruction provides opportunities for independent study, a wide range of reference material, and immediate feedback about achievement.
(a) Programmed
(b) computer-aided
(c) Direct
(d) distance
Q119. A dual-language classroom, consisting of students speaking a native language and the target language is beneficial because it
(a) Motivates the target language-speaking students to learn another language and vice-versa
(b) Offers an opportunity for separate project work
(c) Justifies conducting more activities in each language
(d) Causes fewer distractions in the class as students will talk less
Q120. A student has difficulty in applying the learned knowledge, for example, in word problems. The student also fails to translate sentences into equations or identify variables. A possible solution to this problem could be
(a) Pairing him/her with high achievers
(b) Giving carefully designed assignment-simpler-simple-complex
(c) Allowing more time to complete the same activity
(d) Giving only simple assignments to boost his/her confidence