CTET Paper I (Primary: Class 1-5)

CTET Pedagogy: Teaching Learning Materials (TLM) - Graded Readers, Multi-lingualism as a Resour question bank (Language I (English))

Practice 2 free CTET Paper I (Primary: Class 1-5) Language I (English) - CTET Pedagogy: Teaching Learning Materials (TLM) - Graded Readers, Multi-lingualism as a Resour questions with answers and step-by-step solutions.

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Q1.

In a diverse Class 4 English classroom in Delhi, children come from diverse linguistic backgrounds speaking Hindi, Punjabi, Bengali, and English. The teacher encourages students to bring stories from their home languages, translate key concepts, and compare words across languages. How should the teacher view this multilingualism?

(A)

As a cognitive hindrance that creates confusion in learning standard English grammar

(B)

As a valuable resource that enriches classroom discourse and aids concept formation

(C)

As an administrative challenge that must be minimized by enforcing an English-only rule

(D)

As a temporary bridge that should be discarded once basic vocabulary is acquired

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Q2.

A teacher in a tribal pocket of Jharkhand wants to introduce reading to beginner English learners whose reading levels vary widely. She selects a set of beautifully illustrated books where the vocabulary, sentence length, and syntactic complexity increase incrementally from level to level. These teaching-learning materials are known as:

(A)

Reference encyclopedias

(B)

Graded readers

(C)

Programmed structural workbooks

(D)

Bilingual dictionaries

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