| English and Pedagogy MCQ Questions with Answer | ||||
| Quiz-1 | Quiz-2 | Quiz-3 | Quiz-4 | Quiz-5 |
| Quiz-6 | Quiz-7 | Quiz-8 | Quiz-9 | Quiz-10 |
| Quiz-11 | Quiz-12 | Quiz-13 | Quiz-14 | Quiz-15 |
Directions (Q. 1-9): Read the passage given below and answer the questions by selecting the most appropriate option.
The massive fort of Jodhpur looked down from the hill at the new city which had sprawled out around the old one. The desert lay beyond the city. It crouched there like a lion and was the colour of one, its rippled tawny pelt flea specked here and there with small clumps of scrub. A gritty wind blew out of it, little rivers of sand eddied briefly down the pavements, then was snatched back into the air and flung like a challenge to the south. At the edge of the city, herds of camels twined their long necks around stunted trees, as though they were snakes. Then there were no more trees. Tall whirlwinds of sand marched down towards us from the horizon.
The desert enclosed us for the next ten days. There was a glare and dazzle on the skyline at dawn, then the ferocious eye of summer opened for a long look at its domain. For the next twelve hours, it scowled down at the sand. We closed our eyes, visualized shadow and water, and narrowed them open once more to the parch and scald of the desert wind. The shifting wind caused the dunes constantly to collapse and reform or drift lazily out as bulwarks across the road. The car had to stop at frequent intervals, so that we could clear the heaped sand away, or because one of the tyres, hissing on the burning surface of the tarmac, had exploded. During those prolonged and sweaty intervals by the roadside, we were passed, sometimes, by the ghostly herds of livestock moving south.
Q1. The synonym for the word ‘clumps‘ is
(a) Riots
(b) Locks
(c) Haunts
(d) Bunches
Q2. The antonym for the word ‘scowled‘ is
(a) Frowned
(b) Smiled
(c) Observed
(d) Located
Q3. The desert looked like a lion because both are
(a) Found among the hills
(b) of the same colour
(c) Massive
(d) Ferocious
Q4. The only objects that broke the monotony of the vast desert were
(a) Shadow and water
(b) Lions living in it
(c) Rivers of sand in it
(d) Clumps of scrub here and there
Q5. Between the fort and the desert, there is/are
(a) No city
(b) A hill
(c) Two cities
(d) Three cities
Q6. ________ are compared to snakes.
(a) Longnecks of camels
(b) Herds of camels
(c) Edges of the city
(d) Stunted trees
Q7. The narrator’s style of description is
(a) Analytical
(b) Scholarly
(c) Poetic
(d) Philosophic
Q8. ‘_____ the new city which had sprawled _______’ Which part of speech is the underlined word in the above clause?
(a) Conjunction
(b) Noun
(c) Pronoun
(d) Adjective
Q9. “The desert enclosed us for the next ten days.” The voice in this sentence has been correctly changed in which of the following:
(a) The desert was enclosed by us.
(b) We were enclosed by the desert.
(c) We had been enclosed by the desert.
(d) The desert had been enclosed.
Directions (Q. 10-15): Read the poem given below and answer the questions by selecting the most appropriate option.
Mother Nature
Our world is always changing,
Constantly re-arranging.
From ocean depths to mountain peaks,
Mother Nature moves and speaks.
While telling stories of our past
She tries to teach us how to last.
Mankind, so smart, sometimes blind
Leaves common sense far behind.
We’re moving fast and living large,
Forgetting she’s the one in charge.
Amazed when she rings our bell,
Sending us through a living hell.
She can twist our steel, shake any city,
If her wrath you feel, we shall pity.
Yet some who speak on her behalf,
I fear just seek the golden calf.
It’s true, we must treat her right.
Or we will incur a deadly plight.
Treat her with distinction
Or surely face extinction!
…… Edith A. Phinazee
Q10. ‘If her wrath you feel’. Here “wrath‘ means
(a) Pleasure
(b) Tolerance
(c) Vengeance
(d) Suffering
Q11. When she ‘rings our bell’, it is nature’s way of
(a) Expressing her discontentment
(b) Warning mankind against its actions
(c) Showing her generosity
(d) Seeking compensation from humans
Q12. ‘I fear just seek the golden calf’ means “Mankind’ is
(a) Showing its protective instinct
(b) Indulging in its exploitative greed
(c) Recognising the value of nature
(d) Conserving natural resources to an extreme
Q13. ‘Rhyme-Time Riddles’, where the question is a riddle and the answer is a rhyme, is an activity where students practise and study the
(a) poet’s message
(b) Central theme
(c) Mechanics
(d) Superficial meanings
Q14. The poetic device used in the line “Mother Nature moves and speaks’ is
(a) Personification
(b) Hyperbole
(c) Simile
(d) Analogy
Q15. The line “Moving fast and living large’ means that
(a) Nature has become self-destructive
(b) Man has become a victim of natural forces
(c) Nature continues to support man despite his greed
(d) Man is ruthlessly exploiting his environment
Directions (Q. 16-30): Answer the following questions by selecting the most appropriate option.
Q16. A phoneme is a
(a) Technique to improve pronunciation
(b) Single sound unit
(c) Sound pattern
(d) Lexical item
Q17. A play can be best taught by
(a) Making students read it silently several times to understand the story
(b) Encouraging students to stage the play after working in groups to understand the plot, characters, etc.
(c) Asking several questions to test the comprehension of students
(d) Conducting a test with specific questions on the story and grammar items
Q18. When language concepts are taught using real-life situations, they are
(a) Easily understood and used
(b) Not learnt well
(c) Being taught naturally and enabling the learner to use them easily
(d) Being taught in the same way as the learner’s mother tongue
Q19. Abilities for adaptive and positive behaviour that enable students to deal effectively with everyday demands and challenges are
(a) Multiple intelligences
(b) Learning domains
(c) Life skills
(d) Learning methods
Q20. Compounding is
(a) String together older words like the formation of the earthquake from earth and quake.
(b) Removing seeming affixes from the existing words, such as forming edits from the editor.
(c) Joining parts of two or older words, such as forming smog, which comes from smoke and fog.
(d) Forming new words from the existing ones by adding affixes to them, like shameless + ness → shamelessness
Q21. Considering that learning styles broaden the approaches taken in the management of language-related problems, some students prefer to get new information in either written form or verbal form. Their learning style is
(a) Auditor
(b) Visual
(c) Kinaesthetic
(d) Manipulative
Q22. Language evaluation should
(a) Measure the learner’s ‘language proficiency
(b) Not be tied to achievement in a particular syllabi
(c) Use only written tests
(d) Be to identify the learner’s proficiency in translating from his mother tongue into English
Q23. _________ plays a remarkable role in English language learning by helping in communicating ideas verbally and in written form.
(a) Formal grammar
(b) Functional grammar
(c) Scholarly grammar
(d) Transformational generative grammar
Q24. Which is not teacher-centred instruction?
(a) Individualised instruction
(b) Demonstration
(c) Modelling
(d) Lecture
Q25. Which of the following is not true about the evaluation process?
(a) It takes into account the learning experience.
(b) It evaluates the change in the behaviour of the learner.
(c) It consists of objectives.
(d) It is a tool of measurement.
Q26. A mixed-ability group is heterogeneous in
(a) Gender and age
(b) Social strata
(c) Knowledge and skill
(d) Economic status
Q27. Measurement is a _____ process.
(a) Qualitative
(b) Quantitative
(c) Qualitative and quantitative
(d) Descriptive
Q28. The gathering skill while reading is
(a) note-taking
(b) note-making
(c) Puzzling out
(d) Analysis
Q29. Some noise in the language class indicates
(a) Indiscipline of learners
(b) teacher’s lack of control over the class
(c) Incompetence of the teacher
(d) Constructive activities with learners engaged in language learning
Q30. Communicative competence is a subset of functional grammar and its approach in teaching will allow students to
(a) Learn structures and use them accurately
(b) Use structures in a range of output texts
(c) Learn grammar through meaningful communication
(d) Enable teachers to expose students to grammar in the lower classes