| 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 given passage and answer the questions that follow by selecting the most appropriate option.
It is easy to make a delicious-looking hamburger at home. But would this hamburger still look delicious after it sat on your kitchen table under very bright lights for six or seven-hour? If someone took a picture or made a video of this hamburger after the seventh hour, would anyone want to eat it? These are the questions that fast food companies worry about when they produce commercials. Video and photo shoot often last many hours. Because of this, the menu items in fast-food commercials are probably not actually edible.
As an example, the first step towards building the perfect commercial hamburger is the bun. The food stylist – a person employed by the company to make sure the products look perfect – sorts through hundreds of buns until he or she finds one with no wrinkles. Next, the stylist carefully rearranges the sesame seeds on the bun using glue and tweezers for maximum visual appeal. The bun is then sprayed with a waterproofing solution so that it will not get soggy from contact with other ingredients, the lights, or the humidity in the room. Next, the food stylist shapes a meat patty into a perfect circle and paints the outside with a mixture of oil, molasses and brown food colouring. Grill marks are either painted on or seared into the meat using hot metal skewers. Finally, the food stylist searches through dozens of tomatoes and heads of lettuce to find the best-looking produce. One leaf of the crispest lettuce and one centre slice of the reddest tomato are selected and then sprayed with glycerine to keep them looking fresh. So, the next time you see a delectable hamburger in a fast-food commercial, remember: you’re actually looking at glue, paint, raw meat, and glycerine! Regularly
Q1. According to the passage, a food stylist working on a hamburger commercial might use glue to
(a) Make sure the meat patty stays attached to the bun
(b) Keep the sesame seeds on the bun in perfect order
(c) Arrange the lettuce on the tomato
(d) Hold the entire hamburger together
Q2. Based on the information in the passage, it is most important for the lettuce and tomato used in a fast-food hamburger commercial to
(a) Look fresh
(b) Have a great taste
(c) Be the perfect shape and size
(d) Appear natural
Q3. As used in the final paragraph, which is the best synonym for ‘delectable”?
(a) Disgusting
(b) Familiar
(c) Fake
(d) Delicious
Q4. “She finds one with no wrinkles’ implies that she was looking for something
(a) Unnatural
(b) Perfect
(c) Suitable
(d) Beautiful
Q5. Here, the hamburger ‘will not get soggy’ when it is left
(a) Under a bright light
(b) Away from the heat and light
(c) Near a cooling source
(d) Covered with a chemical compound
Q6. The state of being the ‘crispest’ means very
(a) Suitable
(b) Perfect
(c) Tasty
(d) Fresh
Q7. “Seared into‘ the meat means the design is
(a) Hand drawn
(b) Cut with a special instrument
(c) Burnt into
(d) Decorated artistically
Q8. The author’s primary purpose is to
(a) Convince readers not to eat at fast-food restaurants
(b) Explain how fast food companies make their food look delicious in commercials
(c) Teach readers how to make delicious-looking food at home
(d) Criticize fast food companies for lying about their products in commercials
Q9. As used in paragraph 2, something is “edible’ if it
(a) Can safely be eaten
(b) Looks very delicious
(c) Seems much smaller in real life
(d) Tastes good
Directions (Q. 10-15): Read the poem given below and answer the questions that follow by selecting the most appropriate option.
Invictus
Out of the night that covers me.
Black as the pit from pole to pole,
I thank whatever gods maybe
For my unconquerable soul.
In the fell clutch of circumstance
I have not winced nor cried aloud.
Under the bludgeoning of chance
My head is bloody but unbowed.
Beyond this place of wrath and tears-
Looms but the Horror of the shade,
And yet the menace of the years
Finds and shall find, me unafraid.
…….William Ernest Henley
Q10. The phrase “unconquerable soul‘ means a person who is
(a) Compassionate
(b) Noble
(c) Sensitive
(d) Invincible
Q11. Lines 5 and 6 show that the speaker
(a) Remains undaunted even under the worst circumstances
(b) is overwhelmed by adverse circumstances
(c) Accepts life’s challenges
(d) Refuses to surrender
Q12. ‘Wrath and tears‘ means
(a) Anger causing havoc
(b) Anger and sorrow
(c) Unfavourable circumstances
(d) Unbearable suffering
Q13. The phrase ‘menace of the years‘ suggests
(a) Danger to life
(b) Cruel fate
(c) Evils of life
(d) Threats of the times
Q14. The word ‘winced‘ in the second stanza means
(a) Ruffled
(b) Frightened
(c) Worried
(d) Recoiled
Q15. The poetic device used in ‘Black as the pit from pole to pole‘ is
(a) Irony
(b) Simile
(c) Parallelism
(d) Metaphor
Directions: Answer the following questions by selecting the most appropriate option.
Q16. Which of the following is incorrect in the context of evaluation?
(a) It refers to the process of comparing the results of instructions or tests.
(b) It refers to the extent to which the objectives have been achieved.
(c) Evaluation and measurement both mean the same thing
(d) It requires collecting evidence regarding the growth or progress of the student.
Q17. The Right of Children to Free and Compulsory Education Act, 2009 has ‘overall development as an aim. It means
(a) Training the children for the development of the country
(b) Nurturing both the scholastic and co-scholastic areas
(c) Coaching all the children for academic excellence
(d) Training the children for different careers
Q18. New technology is becoming an integral part of our social fabric. This is reflected in the classroom when students are
(a) Actively searching for answers using computers
(b) Using a whiteboard during a presentation
(c) On frequent field trips for the first-hand experience
(d) Narrating during Powerpoint presentation
Q19. Education is to use the student’s native language to teach some academic content while simultaneously providing additional L2 instruction.
(a) Multilingual
(b) Bilingual
(c) Basic
(d) Humanistic
Q20. The ‘value’ of a word in a text means the
(a) Appropriate use of the word in a particular context
(b) Number of ways the word can be used
(c) Dictionary meaning of the word
(d) Significance of the word in a particular context
Q21. The activity that offers the most experience while learning is
(a) 2D storyboard
(b) Audio of Shakespeare’s sonnets
(c) Dialogue recording
(d) Production of a short documentary
Q22. Affective factors in motivation are linked to students’
(a) Survival and safety needs
(b) Own perceptions of their ability
(c) Understanding successes and failures
(d) Ability to complete a language task
Q23. For story-mapping of a narrative text, the learners can be asked to
(a) Answer a question that has the story in jumbled order
(b) Make a flow-chart depicting the sequence of the story
(c) Draw pictures of every sequence
(d) Draw a map of the locations mentioned in the story
Q24. The most important feature of an effective language classroom is an opportunity for learners to
(a) Interact
(b) Evaluate
(c) Imitate
(d) Relax
Q25. Who said, “Reading maketh a full man, conference a ready man and writing an exact man” in the context of language skills?
(a) Francis Bacon
(b) W.S. Gray
(c) William Wordsworth
(d) D.C.C. Fries
Q26. A good listener can
(a) Correctly respond to every question asked
(b) Recognise how intonation is used
(c) Pronounce each and every word correctly
(d) Understand how to spell a word
Q27. Examples of irregular verbs are
(a) Break – broke
(b) Train – trainer
(c) Walk – walked
(d) Happy- happier
Q28. Providing learners with a reason to complete an assignment satisfactorily is called
(a) Assessment
(b) Evaluation
(c) Motivation
(d) Grading
Q29. Which of the following is not taught as part of vocabulary?
(a) Homonyms
(b) Proverbs
(c) Prefixes
(d) Collocations
Q30. Grammar teaches linguistic etiquettes of using _____ and ______ in a specific manner.
(a) Reading, writing
(b) Speaking, reading
(c) Speech, writing
(d) Understanding, writing