English Previous Year Questions

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A captioned film linked to the textbook makes learners listen while reading the text on screen, view actively, and engage with authentic language material, so option (1) captures all its benefits.

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The official key treats both as true, with R explaining A: because a young child's vocabulary range is limited, early utterances are short, telegraphic and do not follow grammar rules.

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Picking up and feeling an object with eyes closed is a physical, hands-on activity; the child prefers kinaesthetic/tactile learning, i.e. learning through movement and touch.

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Looking up an unknown word in a dictionary or other source is the learning strategy of consulting reference materials.

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A diagnostic test identifies the specific strengths and weaknesses of learners so that the teacher can plan remedial teaching.

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A proficiency test measures a learner's overall ability or level in a language regardless of any particular syllabus; testing what was taught is an achievement test.

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A pre-reading quiz activates prior knowledge and arouses curiosity, so its aim is to generate interest in the topic before reading.

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The teacher should first speak to the child to understand the cause of the behaviour and work out a remedy together, before involving parents or authorities.

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Brainstorming, organising, drafting, editing and revising are the stages of the process approach to writing.

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Reading and writing do develop children's ability to think critically, so A is true; but critical thinking is a higher-order thinking skill in its own right, not a sub-skill of reading and writing, so R is false.

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Listening, speaking, reading and writing support one another in real use, so teaching them in an integrated way is most effective.

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Narrative skill is shown by actually narrating; asking students to recount an incident from their own life tests whether they can sequence and tell events.

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Extensive reading means reading a wide range of material, usually for pleasure and general understanding, beyond the textbook.

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According to the key, adaptability of resources, children's learning needs and languages, and their level are the key criteria, while the conceptual complexity and density of the material is not a deciding factor for language resources.

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How learners use the material is best monitored by observing them, holding feedback sessions and keeping written reports of what is seen.

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The poem links the lily with paleness ('pale lily', 'lily-white'), stateliness ('stately as the lily') and loveliness ('is the lily lovelier?'); red is linked with the rose ('rose-red').

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'Thus between Flower-factions rang the strife in Psyche's bower' refers to the rival claims of the rose and the lily.

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The line endings are flower (a), queen (b), been (b), power (a), giving the enclosed rhyme abba.

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Line 1 treats Love as a person who comes asking Flora for a flower (personification); Line 10 'stately as the lily' compares using 'as' (simile).

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'Delicious' and 'inviting' are near-synonyms, so the pair for 'strife' is its synonym 'conflict'.

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The passage says a determined person will 'always' succeed (A is wrong) and that a majority, not a few, think it is a matter of luck (B is wrong); the majority also think dream jobs are too competitive, so C is correct.

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Paragraph 2 says the needs of employers and the economy 'can change very quickly, and often unexpectedly', which makes society's needs hard to predict.

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In the passage, 'keep your head down and go for it' means stay focused and face the challenge with determination, i.e. confront challenging situations.

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The writer says 'never to get downhearted by rejection', so being dejected by rejection is the opposite of his advice; the other points are all given.

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To 'feel limited' means to feel restricted in one's options, i.e. constrained.

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The passage says that in tough economic times it is hard to find employment straight after university, so A is incorrect while R (a difficult job scenario) is correct.

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'From the bottom up' means starting at the lowest level and working one's way up to the highest, learning every stage of the job.

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'Expectedly' and 'unexpectedly' are antonyms, so the antonym of 'rejection' is 'selection'.

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Paying attention to one's own language to check that it is correct is self-monitoring, a metacognitive learning strategy.

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Total Physical Response (James Asher) links language with physical movement; children touch body parts as they sing the words.

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When groups answer questions set by another group and evaluate one another, learners are assessing their peers, i.e. peer assessment.

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Acting out a word on a card is a bodily-kinaesthetic activity, so the learner prefers to remember language when kinesthetically involved.

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Children come to school as competent users of their home language(s), so (A) is true; language and cultural diversity is a resource and does not stop them showing their abilities, so (R) is false.

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Pragmatics is the use of language appropriately in social context: choosing how to speak to a teacher, friends or a small child.

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The belief that children learn language by imitating people around them is behaviourism (Skinner); the child's novel sentences actually support Chomsky's nativism.

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Emergent literacy refers to the early reading and writing skills and knowledge children develop before formal reading instruction, the foundation for later literacy.

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In dialogic reading the adult reads with children and engages them actively through questions and talk about the book, so the children become active participants.

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The bottom-up approach (phonics) starts from letters and sounds, blends them into words and then moves to reading whole texts.

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Research shows invented or phonetic spelling does not slow down learning to spell correctly; it is a natural stage, so (A) is false and (R) is true.

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Game-like activities requiring verbal interaction lower anxiety and give meaningful speaking practice, which builds confidence; constant error correction or drills increase fear.

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New words are best learnt in context: explaining a word's meaning in the situation where it occurs makes it meaningful and memorable.

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Language learning is treated as a matter of skill: listening, speaking, reading and writing develop through use and practice.

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Predicting uses titles and pictures (A-v), inferring attitude judges how writers feel (B-i), deducing meaning uses parts of the text for unfamiliar words (C-ii), intensive reading focuses on language use (D-iv) and identifying organisation notices headings (E-iii).

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The passage says 'Garud had asked friends and family but found no takers', so she went alone because no one agreed to accompany her.

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A is true: she was hesitant about travelling by herself at first. B is false: she had asked both friends and family, not only a friend.

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She danced impromptu, without practice, so A is false; she says she lacked courage for horse-riding earlier (B true), and her athletic background is mentioned in that context (C taken as true).

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The passage describes walking on a narrow ledge behind a waterfall as something she would not have tried earlier, a challenging act, so calling it an easy task is not true.