📝 CTET English Solved Questions

Previous-year-pattern English language & pedagogy questions with answers & explanations

📌 Quick Summary (for students in a hurry)

👇 Want the full details? Keep reading the complete guide below.

📝 Solved CTET English Questions (Previous-Year Pattern)

These questions follow the exact style of recent CTET English Language & Pedagogy papers. Each has the correct answer and a clear explanation, so you learn the concept — not just the answer. Want hundreds more with progress tracking? Try our free English quiz.

Q1. A child who learns their mother tongue without any formal teaching, simply by being surrounded by it, demonstrates:

  1. (A) Language learning
  2. (B) Language acquisition ✓
  3. (C) Language disorder
  4. (D) Rote memorisation
Answer: (B) — Language acquisition is the natural, unconscious process by which a child picks up their first language through exposure and interaction, unlike language learning, which is conscious and often formally taught (as with a second/foreign language).

Q2. According to constructivist approaches, the best way to teach reading comprehension is to:

  1. (A) Make students memorise the passage word-for-word
  2. (B) Encourage students to connect the text with their own experiences ✓
  3. (C) Only test spelling and grammar
  4. (D) Read the passage aloud without discussion
Answer: (B) — Constructivist pedagogy holds that comprehension deepens when learners actively relate new text to prior knowledge and experience, rather than passively decoding words. This builds genuine understanding, not just recall.

Q3. A teacher who corrects every small grammatical error a child makes while speaking is most likely to:

  1. (A) Improve the child's fluency quickly
  2. (B) Discourage the child from speaking freely ✓
  3. (C) Have no effect on the child
  4. (D) Help the child love the language more
Answer: (B) — Constant correction during spontaneous speech creates anxiety and discourages risk-taking, which is essential for language development. CTET pedagogy favours focusing on fluency first, addressing accuracy through gentle, contextual feedback.

Q4. The 'Whole Language Approach' to teaching English emphasises:

  1. (A) Teaching letters and sounds in strict isolation
  2. (B) Learning language in meaningful, real contexts ✓
  3. (C) Memorising grammar rules before reading
  4. (D) Testing vocabulary through spelling tests only
Answer: (B) — The Whole Language Approach treats reading, writing, speaking and listening as interconnected skills best learned through meaningful, real-life contexts — like stories and conversation — rather than isolated drills.

Q5. A multilingual classroom, where children speak different home languages, should ideally be treated by the teacher as:

  1. (A) A problem to be eliminated by enforcing one language only
  2. (B) A resource that supports learning ✓
  3. (C) Irrelevant to teaching English
  4. (D) A reason to separate children by language
Answer: (B) — NCF and CTET pedagogy treat multilingualism as a classroom resource, not a barrier. A child's home language can be used as a bridge to build understanding in a second language like English.

Q6. 'Listening' as a language skill is best described as:

  1. (A) A passive skill requiring no teaching
  2. (B) An active skill that needs to be developed through practice ✓
  3. (C) Less important than reading and writing
  4. (D) Only relevant in early childhood
Answer: (B) — Listening is an active cognitive skill involving attention, interpretation and understanding — not passive hearing. CTET treats it as foundational and equally important as the other three language skills (speaking, reading, writing).

Q7. A child mixes words from two languages in a single sentence (e.g., "Mujhe water chahiye"). This is known as:

  1. (A) A sign of confusion or language disorder
  2. (B) Code-switching, a normal feature of bilingual development ✓
  3. (C) Poor teaching by the school
  4. (D) A reason to discourage the child's home language
Answer: (B) — Code-switching, mixing languages within speech, is a natural and often sophisticated feature of bilingual or multilingual children, not a deficiency. Teachers should not discourage it harshly.

Q8. The primary purpose of a 'remedial teaching' programme in English is to:

  1. (A) Punish students who perform poorly
  2. (B) Provide targeted support to help struggling learners catch up ✓
  3. (C) Separate weak students permanently from the class
  4. (D) Replace regular classroom teaching entirely
Answer: (B) — Remedial teaching identifies specific gaps in a learner's understanding and provides focused, supportive instruction to help them catch up — it is corrective support, not punishment or permanent separation.

Q9. Which of these best supports vocabulary development in young learners?

  1. (A) Memorising long word lists with meanings
  2. (B) Encountering new words repeatedly in meaningful contexts ✓
  3. (C) Testing spelling only, without discussion
  4. (D) Avoiding new or unfamiliar words in class
Answer: (B) — Vocabulary is best internalised through repeated, meaningful exposure — in stories, conversation and varied contexts — rather than isolated memorisation, which leads to shallow, short-term recall.

Q10. In language assessment, evaluating a child's ability to use English appropriately in a real conversation reflects testing of:

  1. (A) Grammatical knowledge alone
  2. (B) Communicative competence ✓
  3. (C) Spelling accuracy alone
  4. (D) Handwriting quality
Answer: (B) — Communicative competence is the ability to use language effectively and appropriately in real situations — not just knowing grammar rules in isolation. Modern CTET pedagogy values this functional, real-world use of language.
Practise 120 More English Questions Free →
📘 Available now: Premium study PDFs — all notes, extra questions & revision sheets in one place. Quizzes stay free.

📢 Join our free CTET WhatsApp Channel

Answer keys on exam day, important dates & daily questions. Quizzes always free; premium study PDFs available from ₹9.

Join WhatsApp Channel →