(Download) CTET: English Language - "Part-4": (Paper - I) - 2011

(Download) CTET: English Language - "Part-4": (Paper - I) - 2011

Directions : Read the passage given below and answer the questions that follow (Q. No. 1 to 9) by selecting the most appropriate option.

1 Max Weber laid the foundation for my belief that decent and hard-working people with high aspirations make great nations, no matter what the odds are. This was the first piece of the development puzzle for me. Mahatma Gandhi opened my eyes to the importance of good leadership in raising the aspirations of people, making them accept sacrifices to achieve a grand vision, and most importantly, in converting that vision into reality. He unleashed the most powerful instrument for gaining trust – leadership by example. He ate, dressed, travelled and lived like the poor. Walking the talk was extremely important to the Mahatma who understood the pulse of our people like no other Indian leader. The biggest lesson for me from Gandhi’s book and life is the importance of leading by example. I realized fairly early that this was the second piece of the development puzzle.

2 Frantz Fanon’s book on the colonizer mindset of elites in a post-colonial society opened my eyes to the role of the bureaucracy and the elite in decelerating the progress of the poor and the disenfranchised. The colonial mindset of the ‘dark elite in white masks’ in a post-colonial society – the mindset that the ruled and the rulers have different sets of rights and responsibilities with a huge asymmetry in favour of the rulers — was indeed the third piece of the development puzzle. I see this attitude of the Indian elite every day in how they send their children to English medium schools while forcing the children of the poor into vernacular schools, extol the virtues of poverty while living in luxury, and glorify the rural life while they sit comfortably in cities.

Source : ‘A Better India, A Better World’ – N.R. Narayana Murthy (Adapted)

1. The main purpose of the author in the above passage is to
(1) discuss the different writers he has read
(2) argue why India should not be considered a developed country
(3) delineate the lessons he has learnt for the development of a nation
(4) prioritise goals for only economic development of India

2. The first piece of the development puzzle, according to the author, is
(1) creating a team of industrious people for a national cause
(2) the importance of decent, inspired and industrious people for a nation’s development
(3) imbuing the citizens of the country with decency and aspirations
(4) the need for making people understand the importance of leading an idealistic and simple life

3. Mahatma Gandhi proved that only leadership by example can

(1) mobilise the people of a country against colonial rule
(2) fully and properly understand the pulse of the people of a country
(3) gain the trust of the people so that they are willing to make sacrifices for a larger cause
(4) inspire people to eat, dress, travel and live like the poor

4. The expression ‘walking the talk’ means
(1) addressing public gatherings in an election campaign
(2) talking to the common people by mingling with them
(3) being diplomatic in one’s behaviour and words
(4) practising what one preaches

5. The colonial mindset of ‘dark elite in white masks’ with reference to the passage is
(1) discriminating people on the basis of the colour of their skin
(2) an assumption that the administrators and politicians have more rights and privileges than the common people
(3) looking down upon the poor and the disenfranchised
(4) the bureaucratic practice of according topmost priority to confidentiality in official dealings

6. Extolling ‘the virtues of poverty while living in luxury’ is an instance of
(1) the hypocrisy of the people of our country
(2) practising what you preach
(3) the ideal of a good government
(4) the need to make people adopt a simple life

7. ‘I realized fairly early that this was the second piece of the development puzzle.’ The underlined part of this sentence is a/an
(1) Adjective clause
(2) Adverbial phrase
(3) Noun clause
(4) Verb clause

8. Pick out a word or phrase from the second paragraph of the passage that means the same as ‘to make (something) go slower’.
(1) disenfranchised
(2) dark elite
(3) decelerating
(4) vernacular

9. ‘Development’ is a noun with ‘-ment’ as a suffix. Which of the following will become a noun if we add the suffix ‘-ment’ to it ?
(1) Extort
(2) Enter
(3) Enchant
(4) Endure

Directions : Read the poem given below and answer the questions that follow (Q. No. 10 to 15) by selecting the most appropriate option.

On A Tired Housewife Here lies a poor woman who was always tired, She lived in a house where help wasn’t hired: Her last words on earth were: ‘Dear friends,
I am going To where there’s no cooking, or washing, or sewing, For everything there is exact to my wishes, For where they don’t eat there’s no washing
of dishes. I’ll be where loud anthems will always be ringing, But having no voice I’ll be quit of the singing. Don’t mourn for me now, don’t mourn for me never,
I am going to do nothing for ever and ever.’ Anonymous

10. The woman described in the poem
(1) was very busy doing chores
(2) was no more
(3) lived in her own house
(4) worked in the house of a rich man

11. The woman was always tired because
(1) she was physically very weak
(2) she was suffering from a serious ailment
(3) she did all the household work without any help
(4) she had hardly anything to eat

12. The woman wanted to go to a place where
(1) people didn’t sing or dance
(2) people didn’t cook, wash or sew
(3) people would take good care of her
(4) people would sincerely mourn for her

13. The woman’s account in the poem shows
(1) how overworked a housewife is
(2) that there is no work in heaven
(3) how a woman can escape from work
(4) how we should help each other

14. ‘For everything there is exact to my wishes,’ In this line, the word ‘exact’ can be interpreted to mean
(1) contrary
(2) contributing
(3) according
(4) leading

15. The rhyme pattern in the poem is
(1) ab, ab, ab, ab, ab
(2) aa, ab, cd, cd, ee
(3) aa, bb, cc, dd, ee
(4) aa, ab, bc, cd, de

Directions : Answer the following questions by selecting the most appropriate option.

16. Ria is unable to pronounce the words ‘smile’ and ‘school’ clearly. As her teacher, what will you do ?
(1) Make Ria repeat the ‘words’ many times
(2) Make Ria understand the meaning and sound pattern and get the class as a whole to listen to these words through an audio-visual medium
(3) Humiliate Ria by isolating her and asking her to repeat the words
(4) Asking the entire class to repeat the words and appreciating Ria when she repeats them correctly

17. Lalita, a teacher of young learners, provides them with opportunities to play with clay, water and sand so as to
(1) build fine motor skills, especially of the fingers and thumb
(2) encourage play with no other objective
(3) please them and make them happy
(4) dirty their hands so that they may learn to wash them

18. The spoken skills in a language teaching classroom can be developed through
(1) engaging in small talk as confident agressive learners
(2) emotionally connecting with learners
(3) enabling activities with a focus on conversation skills leading to communicative competence
(4) group activities where learners can talk in whichever language they would like to

19. Ritu often makes errors in Subject-Verb concord. The teacher can help her by
(1) taking up many examples for the entire class and paying special attention to Ritu
(2) explaining to her the rules of grammar
(3) asking Ritu to learn the rules and scolding her
(4) asking Ritu to write the rules ten times in her notebook

20. How will a teacher best teach ‘writing’ skills to a class ?
(1) By brainstorming ideas and asking students to write in their own words
(2) By asking students to write neatly
(3) Through dictation
(4) By asking students to learn articles and rewrite them

21. In a diverse classroom, learners find it difficult to speak and write good English and often lapse into their mother-tongue because
(1) they are not motivated to learn
(2) they lack enough competence and the structures of the two languages are different
(3) they do not have the ability to learn English
(4) they are slow learners

22. Read the two sentences given below : The lizard ate the fly. The fly ate the lizard. A teacher can use this example to explain that
(1) there is no difference in the two sentences because both have the same words
(2) when subject and object change positions, the meaning of the sentence changes
(3) they are examples of reported speech
(4) they are a collection of words

23. Mary, a young teacher, believes in personalised learning because she thinks that
(1) every person must be exposed to learning
(2) every learner is unique and needs to be given a chance to develop to the best of their ability
(3) all learners must learn on their own
(4) children must enjoy their learning

24. Grammar should be taught by
(1) asking students to learn rules
(2) making learners do written assignments
(3) giving clear explanations
(4) enabling practice in context

25. A child studying in Class-III says : ‘‘I dranked the water.’’ It indicates that the child
(1) has not learnt grammar rules properly
(2) should memorise the correct sentence
(3) has overgeneralized the rule for making past tense verbs, showing that learning is taking place
(4) is careless and needs to be told that she should be conscious of such errors

26. Children who are differently abled join a new school. Teachers give different reactions. Which one reflects the concept of inclusive education ?
(1) ‘‘Oh ! How can I teach children who cannot even read ?’’
(2) ‘‘I’m worried that my class may not accept these children and some of the mischievous children may even harm the poor kids.’’
(3) ‘‘Good, it will provide a good opportunity for the children to learn to help each other and be supportive.’’
(4) ‘‘Such children should go to special schools where they will learn better.’’

27. Leena uses Big Reading Books in her language classes to
(1) allow students to read at home
(2) ensure books carry a lot of information
(3) use these illustrated colourful books for reading together
(4) use them for big students of different ages

28. A teacher can cater to the learning styles of all the children by
(1) teaching every lesson thoroughly and revising the lessons
(2) testing the children frequently
(3) advising the children to join drawing/dance/music classes
(4) employing a variety of teaching methods and modes of assessment which cater to diversity among learners

29. The Right of Children to Free and Compulsory Education Act, 2009 stipulates that learning should be
(1) restricted to co-scholastic subjects
(2) carefully monitored by frequent testing
(3) through activities in a child-friendly manner
(4) supported by extra coaching

30. As part of a class project, a teacher planned a salad fruit celebration day in which all learners needed to participate. The boys protested as they felt that boys do not cook. The teacher should

(1) ignore such protests and tell the boys what she thinks of their bias
(2) complain to the head of the school seeking action against the boys
(3) make an attempt to counsel the boys, impressing upon them that gender stereotyping is not healthy
(4) respect the sentiments of the boys and allow them not to participate in the class project

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