CTET Notes In Hindi | LANGUAGE SKILLS
CTET Notes In Hindi | LANGUAGE SKILLS
LANGUAGE SKILLS
in previous CTET exams, 2questions in 2011, 5 questions in
2012, 2 questions im 2015, 3 questions in 2014, 7questions in
2015 and 3 questions in 2016 have been asked. The whole
content covered in this chapter is sigificant for examination.
Languages are generally taught and assessed in terms of ‘four
skills’ i.e. Iistening, Speaking, reading and writing. The proper
order or procedure involved in learning a language is Listening
(L), Speaking(S) , Keading (R) and Writing (W). Thus, LSRW is
the process of language acquiSition. Listening and reading are
known as receptive skills while speaking and writing are
known as productive skills. All language learners will need to
develop their skills in each of these areas and language class
should incorporate activities related to all these skills.
According to NCF 2005 speech and listening, reading and
writing, are all generalised skills and children’s mastery over
them becomes the key factor affecting success at school.
6.1 Listening
Listening comprehension is the receptive skill in the oral mode.
As it is said that speaking is gold but listening is diamond, one
should give importance to other’s words while having a
conversation and need them what they want to communicate
overall. Listening skills provide strength to our pronunciation
skills. Additionally, we really mean what we listen to and
understand.
6.1.1 Listening Situations
Listening situations can be classified into two kinds, which are
as tollows
1. Interactive listening includes face-to-face conversations and
telephonic calls, in which we are alternately listening and
speaking and in which we have a chance to ask for clarification,
repeation, or slower speech from our conversation partner.
Locally available resources include folklore and story telling,
community singing and theatre. As a sector of anguage
learning, listening can be enriched by music which includes folk,
Classical and popular compositions.
2. Non-interactive listening situations are listening to
ne radio, TV, films, lectures or sermons. In such
Situations, we usually don’t have the opportunity to
ask for clarification, slower speech or repetition.
6.1.2 Micro-Skills for Listening
Richards (1983, cited in Omaggio, 1986,) proposes that
the following are the micro-skills involved in
understanding what someone says to us. The listener
has to
• retain chunks of language in short-term memory.
• discriminate among the distinctive sounds in the new
language.
• recognise stress and rhythm patterns, tone patterns,
into national contours.
• recognise reduced forms of words.
• distinguish word boundaries.
• recognise typical word-order patterns.
• recognise vocabulary.
• detect key words, such as those identifying topics and
ideas. Guess meaning from context.
• recognise grammatical word classes.
• recognise basic syntactic patterns.
• recognise cohesive devices.
• detect sentence constituents, such as subject, verb,
object, prepositions and the like.
6.2 Speaking
Speaking is the productive skill in the oral mode. It,
like the other skills, is more complicated than it seems
at first and involves more than just pronouncing words.
6.2.1 Speaking Situations
There are three kinds of speaking situations in which
we find ourselves
1. Interactive It includes face-to-tace conversations and
telephonic calls, in which we are alternately listening
and speaking and in which we have a chance to ask for
clarification, repetition or slower speech from our
conversation partner.
2. Partially Interactive Some speaking situations are
partially interactive, Such as when giving a speech to a
live audience, where the convention is that the
audience does not interrupt the speech. The speaker
nevertheless can see the audience and judge from the
expressions on their faces and body language whether
or not he or she is being understood.
3. Non-Interactive Some few speaking situations may be
totally non-interactive, such as when recording a
speech for a radio broadcast.
6.2.2 Micro-skills for Speaking
Here are some of the micro-skills involved in speakung.
The speaker has to
• pronounce the distinctive sounds of the languag
Clearly enough, so that people can distinguish them.
This includes making tonal distinctions.
• use stress and rhythmic patterns and intonation
patterns of the language clearly enough so that people
can understand what is said.
• use the correct forms of words. This may mean, e.g.
changes in the tense, case or gender.
• put words together in correct word order.
• use vocabulary appropriately.
• use the register or language variety that is appropriate
to the sítuation and the relationship to the conversation
partner.
• make clear to the listener the main sentence
constituents, such as subject, verb, object by whatever
means the language uses.
• make the main ideas stand out from supporting ideas or
intormation.
• make the discourse hang together, so that people can
follow what you are saying.
6.3 Reading Skill
Reading is readily accepted as a focus area for language
education. A child’s education is considered incomplete
if the child does not have the ability to read. But in
India reading does not get as much importance as it
should get.
According to NCF 2005 our school syllabi are
burdened with intormation absorbing and memorising
tasks so pleasure ot reading is missed out.
Opportunities for individualised reading need to be
built at all stages in order to promote a culture of
reading and requires nurturing of school and
community libraries.
Reading can be classified into the following types
1. Silent Reading
2. Aloud Reading
3. Intensive Reading
4. Extensive Reading
6.3.1 Importance of Reading Skills
Importance of reading skills are
• Without being able to read, a human being is deprived
of gaining knowledge.
• A person can face many hurdles due to inability to read.
• In today’s world of specialisation, only attending
school or college is not sufficient. A person must be able
to acquire more knowledge in his area of profession
from referènce books.
• In today’s world reading helps a person to analyse a situation by
reading newspapers magazines etc. and act accordingly.
• Reading can help a person to utinse nis leisure time.
• Critical thinking can develop only by vast reading of many
thinkers so reading is an Integral part of a personn’s
development.
6.3.2 Characteristics of Reading Skills
Characteristics of reading skills are
• Reading involves complex cognitive skills.
• Reading is selective as it is based on the reader’s choice.
• Reading should be clear and tluent.
• Reading should be enjoyea With correct intonation and
pronunciation.
6.3.3 Aims of Reading Skills
Aims of reading skills are
• Read any language or English with fluency, accuracy and
expression.
• Read confidently.
• Able to comprehend the text.
• Cultivate the habit of reading in the learner.
• Reading of additional materials like story books, poems etc with
enjoyment.
Establish a relationship between spoken words and printed
words.
6.3.4 Micro-Skills Involved in Reading Skill
Micro-skills involved in reading skill are
• Decipher script is an alphabetical system that mean
establishing a relationship between sounds and symbols.
• Recognise vocabulary.
• Pick out key words, such as those identifying topics and main
ideas. Recognise basic syntactic patterns.
• Reconstruct and infer situations, goals and participants.
• Distinguish the main idea from supporting details.
• Adjust reading strategies to different reading purposes.
6.3.5 Methods Involved in Reading and Writing
Methods involved in reading and writing are
Methods of Teaching Reading Skills
The Phonics Method It is probably the best known and widely
used method to teach reading and writing in the English
language. It relies on children being taught the alphabets first
and then the sound of those alphabets. Then they can blend
them together to make simple words.
Methods of Understanding by Reading
Methods of understanding by reading are
(i) See and Tell Method or Look and Say Method With this
method children learn to recognise whole word or
sentences rather than individual sounds. Student is
supposed to look at a picture and then utter the word
related to that picture. Because of familiarity of pictures
children associate the word easily.
In next step short sentences are introduced in place of
individual word’ A picture is displayed and the learner is
shown a short sentence related to the picture. By making
word cards, different sentences can be created. This
method was adopted by psycho-linguists but teaches the
learners to learn through rote memorisation.
(ii) The Language Experience Method This method supported
children’s concept of development and vocabulary
growth while offering many opportunities for meaningful
reading and writing activities through the use of personal
experience and oral language.
(iii) The Context Support Method When learners initially learn
to read, it is important to choose books that really interest
them. e.g. if boys like cars, choose a book with pictures
and simple words about cars. Some books are especially
written to support this method of learning.
6.3.6 Errors Generally Made in Reading
Some errors generally made in reading are
• Read with getting stuck at many places. Wrong posture
while reading, keeping the book very close to eyes.
• No fluency or speed Not able to recognise correct words.
. Lack of intonation according to emotions of a particular text.
• Lack of guidance while reading.
These problems related to reading can be prevented by
providing appropriate linguistic environment, selection of
reading material according to the mental level and interest
of the learners.
6.4 Writing Skills
Writing is the productive skill in the written mode. It, too,
is more complicated than it seems at first and often seems
to be the hardest of the skills, even for native speakers of a
language, since it involves not just a graphic representation
of speech, but also the development and presentation of
thoughts in a structured way. Writing skill is an important
aspect of language teaching as writing skills reinforce oral
and reading work.
According to NCF 2005, writing ability should be placed
in the same domain as artistic expression and not to receive
it as merely a skill developed for office work. During the
primary years writing abilities should be developed
holistically in conjunction with sensibilities associated with
talking, listening and reading. At secondary level routine
tasks like letter writing or essay writing should be less
emphasised so that imagination and originality are allowed
to play a more prominent role in education.
6.4.1 Aims of Writing Skill
The main aims of developing writing skill are to
• communicate the thoughts and feelings in written form.
• answer questions in the examination competently.
• develop literature, books, articles etc.
• able to write fluently following proper grammar rules.
• able to express and organise ideas systematically.
• learners are able to follow different techniques of writing.
6.4.2 Micro-Skill or Characteristics in Writing
Here are some of the micro-skills involved in writing. The
writer needs to
• use the orthography correctly, including the script, spelling
and punctuation conventions.
• use the correct forms of words. This may mean using forms
that express the right tense or case or gender.
• put words together in correct word order.
• use vocabulary correctly.
• use the style appropriate to the genre and audience
• make the main sentence constituents such as subject, verb
and object, clear to the reader
• make the main idea distinct from supporting ideas and
information
• make the written text coherent
• write the content according to the mental level of the reader.
6.4.3 Handwriting
A good handwriting attracts the readers. A good
handwriting should be legible and written in simple and
clean script with proper spacing. There are various factors
that render the handwriting bad. Some cautions to be taken
while writing are as follows
• Good and appropriate posture.
• Distance between note book and eyes.
• Holding pen or pencil in a proper way.
• Use of calligraphy notebooks for practice.
• Proper writing material should be used.
• Writing keeping in mind the margin in the note books.
• Word formation should be straight, not slanting.
• Teacher’s handwriting should be legible and bold.
• Use of proper punctuation marks.
• Proper classroom environment for the learner.
• Select words with the right strength and vigour.
CHAPTER EXERCISE
1. Faulty reading habit is due to ….. .
(1) sub vocalisation
(2) finger pointing
(3) regressive movement
(4) All of the above
2. Reading habit is important due to
the following reasons…….. .
(1) increases vocabulary
(2) makes us knowledgeable
(3) helps in getting information
(4) All of the above
3. Command of language gives a
feeling of
(1) confidence
(2) satisfaction
(3) security
(4) None of the above
4. The general aims of teaching
Prose are……. .
(1) to enable students to listen, speak,
redd and We Eng-prose
(2) to enable students’ to comprehend
the thought
(3) to enrich student’s active and
passive vocabulary
(4) All of the above
5. Learners benefit from guided
reading. It should be done at
(1) primary level
(2) upper primary level
(3) secondary level
(4) higher secondary level
6. Loud reading is done to assess….. .
(1) phonemic sounds
(2) pronuciation
(3) intonation
(4) None of the above
7. Which of the following
Statements about reading is/are
correct?
(1) It is done in order to gain
information or verify existing
knowledge or in order to have
critical perspective about ideas
(2) It involves the interpretation of ideas
symbolised by written or printed
language
(3) All of the above
(4) None of the above
8. In reading ‘scanning’ means ……. .
(1) quick survey of the text
(2) examining everything closely and
minutely
(3) predicting the content
(4) for comprehension
9. The initial stage in the
development of writing skill is
……. .
(1) free hand drawing
(2) controlled drawing
(3) acquaintance with written
(4) None of the above
10. What does scribbling mean?
(1) Listening carefully
(2) Reading aloud
(3) Writing quickly and carelessly
(4) Stammering
11. Through silent reading, the
learners may become proficient in
………… .
(1) vocabulary
(2) grammar
(3) speaking skills
(4) writing skills
12. Which is not a quality of good
hand writing?
(1) Legibility
(2) Distinctiveness
(3) Space
(4) Absence of uniformity in the size of
letters
13. The ……. and the ……….. must
share the same linguistic codes
while learning a language.
(1) speaker, writer
(2) writer, listener
(3) speaker, listener
(4) reader, listener
14. If a student makes pronunciation
errors, the best way to help
him/her is to ……. .
(1) provide him/her correct
pronunciation without humiliating
the learner
(2) call parents of the learner and
complain
(3) scold the child
(4) None of the above
15. Writing is the ………
representation of speech sounds.
(1) alphabetical
(2) systematic
(3) phonetic
(4) graphical
16. Stress, rhythmic patterns and
intonation patterns of the
language, and appropriate
vocabulary are the micro skills
involved in which of the following?
(1) Listening
(2) Readingg
(3) Speaking
(4) writing
17. Which statement is true in the
context of language skills?
(1) All SKills are learnt together not in a
graded manner
(2) All language Skills are independent
of each other
(3) Language skills are learnt step by
step as LSRW
(4) Language skills do not affect each
other
18. A child reads ‘She bought three
apples’ as ‘she bought tree
apples’ and explains it as ‘apples
from trees’. How would you rate
this child’s reading skills?
(1) She reads without comprenension
(2) She reads with spelling errors
(3) She reads with comprehension
(4) She reads carelessly
19. According to NCF 2005, the
teaching to reading in schools is
burdened with
(1) memorising task
(2) answering questions after reading
(3) All of the above
(4) None of the abovee
20. Reading skills can be developed
by ……. .
(1) asking students to read texts even if
they do not understand it in one go
(2) promoting a culture of reading
(3) providing interesting books in the
school to community libraries
(4) All of the above
21. A teacher gives a headline of a
newspaper about ‘power
Shortage’ and asks students to
Write five sentences on their own
which type of writing is being
developed by the teacher?
(1) Review writing
(2) Product writing
(3) Controlled writing
(4) Guided writing
22. What is most important in
increasing reading competency?
(1) Practice structures of language
(2) More attention on pronunciation
than comprehension
(3) Learning material
(4) Practise questions given in the text
23. Students of class IV can recognise
flawed usage of sentence
construction when the teacher
(1) tells them that something is wrong
(2) gives alternatives as possible
corrections
(3) lets them find the appropriate
sentence
(4) focusses on certain surface errors
24. A student of class IV is feeling
thirsty while teaching is going on.
He wants to drink water and
takes permission from the
teacher.
Choose how he will make the
request.
(1) I want to drink water
(2) Madam, may I drink some water
please?
(3) Will you allow me to drink some
water?
(4) Water please
25. Silent reading involves ………..
(1) increase of vocabulary
(2) correct pronunciation
(3) learn to absorb or infer the
underlying meaning of the text
(4) increases reading speed
26. Critical thinking will be a by
product of
(1) creative writing
(2) extensive reading
(3) listening carefully to others
(4) All of the above
27. Arti Saxena, English teacher of
class VIII, asks her learners to
read materials such as children’s
magazines, other magazines,
newspaper, short story books,
articles etc. So, that they should
develop fluency in the target
language. Which type of reading
is she encouraging?
(1) Silent
(2) Loud
(3) Intensive
(4) Extensive
28. The sequence of the writing
process would be in the following
order
(1) reviewing, monitoring, translating
(2) planning, translating reviewing
(3) translating, reviewing, monitoring
(4) planning, monitoring, reviewing
29. Which of the following is a kind
of speaking situation in which we
find ourselves?
(1) Interactive
(2) Partially interactive
(3) Only (2)
(4) All of the above
30. An English-Hindi speaking
teacher gets posted in a primary
school which is situated in a
remote area of Himachal
Pradesh. Since she does not know
the local language, she faces lots
of problems. She should
(1) try to get herself posted out to a
suitable place
(2) focus on the text book only
(3) use the child’s language as a
resource while teaching
(4) encourage the community to learn
standard English or Hindi
31. While reading, which one of these
help students to understand the
relations between different parts?
(1) Adverbs
(2) Pronouns
(3) Proper nouns
(4) Phrasal verbs
Previous Years’ Questions
32. “Students need to brainstorm
ideas, organise, draft, edit and
revise their work,” is a ‘process’
which reflects [CTET June 2011]
(1) listening skills
(2) speaking skills
(3) reading skills
(4) writing skills
33. Reading for comprehension can
be best achieved through
[CTET June 2011]
(1) teaching learners to run a finger or
pencil under the line being read
(2) asking the children to read the text
aloud
(3) helping learners speak words softly
while reading
(4) learners reading silently and asking
comprehension questions
34. When young learners are asked to
read a text silently, they should be
instructed [CTET Jan 2012]
(1) to stop reading whenever they
encounter a difficult word or phrase
(2) to infer the meaning of new words
from the context and read with
comprehension
(3) to pay special attention to grammar
items used in the passage
(4) to read fast even if they don’t
comprehend the meaning
35. Reading between the lines as a
sub-skill of reading mainly
involves [CTET Jan 2012]
(1) understanding the stated facts
(2) giving sufficient space between
lines
(3) inferring the unstated using the
contextual verbal clues
(4) identifying the grammatical items
36. Language skills are best learnt
[CTET Jan 2012)
(1) only through written tests and
assignments
(2) if they are taught in an integrated
manner
(3) with the help of challenging and
mechanical language drills
(4) when they are introduced in
isolation, one skill at a time
37. Correct speech habits can be
developed most effectively
through [CTET Jan 2012]
(1) pronunciation practice
(2) vocabulary practice
(3) quizzes
(4) dictations
38. Notes can be made using a
flowchart or a web diagram. The
study skill involved is [CTET Nov 2012]
(1) storing
(2) summarising
(3) retrieving
(4) gathering
39. The ‘interactional routine’ during
speaking assessment includes a
[CTET July 2013]
(1) comparing two or more
objects/places/events for the
‘assessor
(2) negotiating meanings, taking turns
and allowing others to take turns
(3) describing one’s school and its
environs informally
(4) telephonic conversation with
another
40. Retrieval skills in writing are
[CTET July 2013]
(1) organising information while
reading/listening
(2) note making and note taking
(3) diagramming and summarising
(4) abilities to do extensive reference
work
41. A text that requires students to
scan in order to understand and
analyse the writer’s message
and purpose could be
[CTET Feb 2014]
(1) an encyclopedic extract
(2) a newspaper headline
(3) a set of instructions to assemble a
device
(4) a poem
42. While drafting a notice, students
may be instructed to use
language. [CTET Feb 2014]
(1) direct
(2) intrigue
(3) descriptive
(4) elaborate
43. Among the four language skills,
which pair constitutes the
reinforcement skills?
[CTET Sept 2014]
(1) Reading and listening
(2) Speaking and listening
(3) Reading and speaking
(4) Speaking and writing
44. Scribbling is a stage of
[CTET Feb 2015]
(1) speaking
(2) listening
(3) writing
(4) reading
45. A primary teacher should
introduce reading through
[CTET Feb 2015]
(1) stories
(2) picture books
(3) alphabet books only
(4) phonic teaching
46. Which one of the following would
be the best evidence to
demonstrate to parents and
administrators what students can
do with language? [CTET Feb 2015]
(1) National curriculum and syllabi
(2) Lists of course goals and objectives
(3) Marks in a test
(4) Poems or paragraphs written by
students
47. While teaching children to read, at
which point should the teacher
focus on comprehension?
[CTET Feb 2015]
(1) When children reach class II
(2) After children have learned how to
decode
(3) Right from the veginning
(4) Once children have mastered phonics
48. During the process of language
learning, students lack confidence
in their pronunciation. How can
one overcome this? [CTET Sept 2015]
(1) Providing scope for special activities
with the help of language experts for
removing speaking defects
(2) Correcting mistakes immediately
(3) Reading aloud in the classroom
(4) Organising play like tasks in which
children can talk to one another
49. What is the main purpose of
poetry recitation in a language
classroom? [CTET Sept 2015]
(1) To appreciate and enjoy the poem
(2) To give their opinions about the
poem
(3) To become aware of the poet and
her work
(4) To know the historical background of
the poem
50. Why is story telling most
important in an English language
class at primary level?
[CTET Sept 2015]
(1) It is useful for developing integrated
language skills
(2) It develops moral values among the
students
(3) It improves students’ vocabulary
(4) It creates fun in the class
51. Which one of the following is
most important in developing
reading skill at primary level?
[CTET Feb 2016]
(1) Ability to read phrases correctly
(2) Ability to comprehend the text
already read
(3) Only knowing the correct order of
alphabet
(4) Ability to read words correctly
52. While reading, a learner needs to
[CTET Feb 2016]
(1) guess the contextual meaning of
new words to understand the text
(2) translate the written symbols into
corresponding sounds to grasp
their meaning
(3) perceive and decode letters in
order to read words
(4) understand every word to grasp the
meaning of the text
53. Poetry teaching is generally
meant for [CTET Sept 2016]
(1) learning grammar
(2) learning punctuation
(3) enjoyment and appreciation
(4) language learning
Answers
1. (4) 2. (4) 3. (1) 4. (4) 5. (4) 6. (1) 7. (3) 8. (1) 9. (1) 10. (3)
11. (1) 12. (4) 13. (3) 14. (1) 15. (4) 16. (3) 17. (3) 18. (4)
19. (3) 20 (4) 21. (4) 22. (2) 23. (2) 24. (2) 25. (3) 26. (2)
27. (4) 28. (4) 29. (4) 30.(3) 31. (1) 32. (4) 33. (4) 34. (2)
35. (3) 36. (2) 37. (1) 38. (2) 39. (2) 40. (3) 41. (4) 42. (1)
43. (4) 44. (3) 45. (1) 46. (4) 47. (3) 48. (3) 49. (1) 50. (1)
51. (2) 52. (3) 53. (3)
★★★
The Complete Educational Website