ఇంగ్లీష్ మెథడాలజీ

G.
R.
K
www.eenadupratibha.net
ENGLISH METHODOLOGY
APPROACHES, METHODS AND TECHNIQUES
e t
. n
In the process of teaching and learning careful selection of a method or approach
is significant. A good teacher always in search of a good method or approach for his/
h a
her successful teaching. In fact the selection of a right method or approach paves the
way for efficient learning.
i b
t
There are variety of terms which are some times used interchangeable in the
a
r
same sense. Method, approach and technique are the terms that have created a lot of
p
d u
confusion in the minds of teachers of language. It is worthwhile to define these terms
before the discussion of different methods, approaches and techniques can be
taken up.
n a
METHOD
.e e t
★
w
An over all procedure for an orderly presentation of language material.
w n e
★
wConcerned with "How to teach"?
a .
★
h
Involves selection, grading, presentation and repetition of instructional material.
b
e.g.: GT - Method, Direct Method, Bilingual Method.
t i
APPROACH
★
r a
★
It is axio matic.
u p
Refers to the nature of language.
★
a d
Needs no support to justify its effectiveness.
★
e n
States a point of view or philosophy or an assumption (Anthony).
.e
e.g.: Structural approach, Communicative approach.
w
★ w w
TECHNIQUE
Refers to a class room device, a trick or strategy to achieve the objective of
teaching.
★ It is implementational.
e.g.: Using flash cards, substitution tables, language games.
METHODS OF TEACHING ENGLISH
GT - METHOD
be learnt through translation in this method.

e t
Also known as "Classical Method/ Prussian Method". Foreign phraseology can
n
Characteristic features: Word - for word translation is the focus. Vocabulary is
.
h a
taught through bilingual lists. Grammar is taught deductively (Rules first -
Examples next). Structures of English are learnt by comparing and contrasting
sentences.
i b
with that of mother tongue. Priority is given to accuracy and completeness of
ADVANTAGES
a t
★
r
Establishes a bond between foreign phraseology (new ideas) and mother tongue
p
★
(old ideas).
d
Proceeds from known to unknown. u
★
n a
Not required by the teacher to use sophisticated or extensive A.V. Aids.
★
★
.e e
Rapid expansion of vocabulary is possible.
Attains good standards in translation.
w
LIMITATIONS
w e t
★
w n
Literal translation (word for word translation) ruins the sense and some times
becomes ridiculous.
.
★
h a
Natural order of language learning (LSRW) is not followed. The teacher takes up
★
reading first - followed by writing.
i b
No scope for the students to learn English quickly, the mother tongue influence
becomes the hurdle.
a t
★ Oral practice is neglected.
p r
d u
DIRECT METHOD
a
A language could best be taught by using it actively in the class room.
en
- Franke
★
.e
Characteristic features
ww
Establishes a direct bond between word, idea and experience.
★ Translation in every form is banished from the class room.
★
★
wAttaining oral fluency (speech training) is the prime focus.
Vocabulary is taught by means of objects/ natural context.
★ Grammar is taught inductively (examples first, rules - next)
★ Unit of teaching is a sentence
★ Extensive use of A.V. aids
ADVANTAGES
★ Makes the pupils think in English.
★ Cramming of words is discouraged (memorisation).
★ An English atmosphere is created in the class room
LIMITATIONS
★ e t
writing.
. n
Concentrates on oral aspect of language learning and ignores reading and
★
a
Laborious method as it needs lot of preparation by the teacher.
h
★
b
Complete banishment of use of M.T. is not possible. According to Thomson &
i
Wyatt we can not forbid the child to think in his mother tongue.
★
a t
Expensive method as it needs lot of A.V. Aids.
BILINGUAL METHOD
p r
★
★
d u
Invented by professor C.J. Dodson of Wales University.
Mother tongue is used to activate the target language by the teacher.
★
n a
A mid way approach between G.T.- method and Direct method.
e e
CHARACTERISTIC FEATURES
★
.
★
w w
Mother tongue equivalents of English words are told to the class.
Rules of grammar are not taught separately.
★ w
Word for word translation is not done by the teacher. When the meaning of a
word is difficult to explain, it is translated into mother tongue.
★ The use of mother tongue is made only at the initial stages. This practice is
dropped as soon as students develop sufficient vocabulary of the foreign
language.
★ Sentence is the unit of teaching.
ADVANTAGES
★ Less expensive than direct method.
★ Not necessary to use costly aids.
★ Easy for the language teacher to deal with a heterogenous class.
LIMITATIONS
★ Careless handling of this method would end up as GT method.
★ May be suitable for adult learners.
★ Students are likely to develop an undesirable habit of language mix ups that may
last long.
Dr. WEST'S NEW METHOD
t
Learning to read a language is by for the shortest road to speak and write it.
e
★
.
This method is also known as Reading Method or Text Book Method. n - Dr. West
★
h a
Dr. M.P. West, the former director of education and principal of Training College
★ i b
in Bengal in pre-Independent India was the propounder of this method.
a
language (English) but rather to read it". t
Dr. West says "The bilingual child does not so much need to speak his second
p r
★
★
d u
A revolt against Direct Method.
As there are more chances of hearing incorrect English for the Indian Students,
a
this method therefore the envisages emphasis on Reading skill.
n
★
★
.e e
It gives due importance to text books and readers.
Permits the use of mother tongue wherever necessary.
★
w
Dr. West laid emphasis on silent reading.
w e t
★ w
ADVANTAGES
Reading helps to make the writing easy.
. n
★ It helps to increase the vocabulary of the students.
h a
★
b
This method is economical in terms of time and money.
i
LIMITATIONS
★
a t
Dr. Wests notion that ability to read should be developed before developing the
r
ability to speak does not seem sound because reading has some inner speech in it.
p
★
u
Emphasis on reading rather than speech is against the psychological principle
d
that we always learn a new language by first speaking it.
n a
TOTAL PHYSICAL RESPONSE: Total Physical Response is established by James
e e
Asher an experimental psychologist. Listening comprehension plays a vital role in
language learning.
.
ww
★
★
★
wLearners learn best by doing things.
Imperative drills (Commands) make the learners to acquire the language.
This method believes in the fact that children develop listening competence
before they gain speech and expression.
★ This method believes in the psychological principle advocated by Jean Piaget
who holds that child acquires language through motor movement.
★ Grammar is taught inductively.
ADVANTAGES
e t
★
n
Practice in the target language makes young children speak. Adhering to
.
★ h a
instructions (following commands) paves the way to acquire the target language.
★
Learning is made permanent as it is experienced.
It is more enjoyable and less stressful.
i b
LIMITATIONS
a t
★
p r
The whole of language can not be taught through commands.
★
u
It is difficult to teach reading and writing skills through TPR.
d
★
a
Learning only commands makes the children authoritative.
n
1.
.e e QUESTIONS
Oral fluency is the hall mark of ........
w w
1) GT Method 2) Direct Method
e t
w
3) Bilingual Method 4) Dr. West's New Method
. n
2.
a
"Imperative drills in the class room" - is the chief tenet of -
h
1) Direct Method
3) Prussian Method 4) TPR
i b
2) Reading Method
3.
a t
The learner can not be confident in speech in the target language when the
teacher seeks to adopt .........
p r
du
1) GT Method 2) Direct Method
3) TPR
n a 4)Bilingual Method
4.
e e
To make students speak and write fluently and accurately in the target language
is the basic idea of .........
.
ww
1) Bilingual Method 2) Direct Method
5.
w
3) GT-Method
A Reaction to GT method is .........
4) Reading Method
1) TPR 2) Bilingual Method

3) Prussian Method 4) Direct Method
6. "Learning to read a language is by far the shortest road to speak and write" -
Applies to -
1) Dr. West's New Method 2) TPR
3) Direct Method 4) GT Method
e t
7.
.
The restricted use of M.T. by the teacher is the principle of .........n
1) GT Method 2) Prussian Method
h a
8.
3) Bilingual Method
i b
4) Reading Method
Use of bilingual lists to teach vocabulary prevails in .........
1) Reform Method
a t
2) Prussian Method
3) Text Book Method
p r 4) Total Physical Response
9.
u
Natural way of learning the language is the psychological principle of -
d
1) Bilingual Method
3) Reading Method
n a 2) Direct Method
4) GT Method
e e
10. Literal translation ruins the sense and some times becomes ridiculous in .........
.
w w
1) GT Method
3) Reading Method
2) Bilingual Method
4) Total Physical Response
e t
w . n
ANSWERS
h a
1-2; 2-4; 3-1; 4-1; 5-4; 6-1; 7-3; 8-2; 9-2; 10-1.
i b
a t - S. Rahamathulla
p r
d u
n a
.e e
w ww
SA - ENGLISH (Methodology)
OBJECTIVES OF TEACHING ENGLISH
e t
. n
Teaching of any subject becomes much effective and more systematic only
when the teacher is fully aware of the aims and values of teaching that particular sub-
a
ject. Because the basic principle of teaching is "Know what you do and only do what
h
Aims and Objectives i b
you Know". Hence we have to understand the aims and values of teaching English.
a t
The words 'aim' and 'objective' are often used interchangeably in books on
p r
education. There are several words like aims, goals, purposes, objectives learning out-
d u
comes used loosely and indiscriminately by students and teachers so that a termino-
logical confusion has taken place. An aim can be defined as a general expression of
n a
intent and an objective is characterised by greater precision and specificity. To make
goals.
.e e
it more clear aims are long term intent and purposes and objectives are short term
w w
The difference between aims and objectives is made clear point wise in the fol-
e t
w
lowing columns:
. n
Aims
1. Aims form the basic elements in educa-
h a
Objectives
1.Objectives form the basis for curricu-
tional planning.
i b
lum construction.
2. Aims are very general in character and
imprecise.
a t
2. Objectives are particular and specific.
3. Aims are broad and often abstract in

p r 3. Objectives are limited and clear cut in
their expression.
4. Aims are long term goals.
d u their expression.
4. Objectives are short term goals.
n a
5. It is difficult to specify the exact time 5. Objectives can be achieved within
.e e
limits for the achievement of aims.
6. Aims express the general purpose of
specified time limits.
6. Objectives express the specific pur-
w ww
education. pose of curriculum at a given stage.
Aims of Teaching English in India

In India English now exists as a second language and it should be taught as a
language and not as a literature. The aim of teaching English in India is to help students
to acquire practical command of English i.e, students should be able to understand spo-
ken English, speak English, read English and write English. Thus these are the four basic
aims of teaching English.
According to Thompson and Wytt the four specific aims of teaching English
e t
at school stages are:
. n
i) To Understand Spoken English (Listening)
h a
ii) To Speak English (Speaking)
iii) To Understand Written English (Reading)
i b
iv) To Write English (Writing)
a t
r
To Understand Spoken English
p
d u
The student should be able to understand spoken English required in ordinary
n a
conversation, exchange of greetings, receiving orders and directions, listening to lec-
tures, talks etc. This aim can be achieved if we give opportunities to our students to
e e
listen to English through Radio, Tape Recorder, Gramophone etc.
.
w w To Speak English
e t
w n
To speak English a student is required to produce sounds with proper stress and
.
intonation. Speech occupies a unique position and it is the base for all the language learn-
a
ing. Many linguists are of the view that language is primarily speech. This aim stands
h
totally neglected in our schools.
i b
We expect our students to talk fluently in English after 5 - 6 years of learning
a t
English. This ability to speak English is required in big cities to communicate with
r
persons from other Indian states and to talk with foreigners.
p
u
To Understand Written English
d
n a
We expect our students, when they leave the school, to be able to understand
the written English in books, magazines, news papers etc. It is also expected that he
e e
will be able to adopt English as the medium of instructions and examinations in his
.
studies. At present our students are not able to comprehend material published in
w ww
English. Recognition vocabulary of students should be increased to enable them to
read English with Comprehension.
To Write English
Writing English is in no way less than speaking English. In teaching English
we aim to enable our students to write in English simple letters, applications, descrip-
tion and accounts of events. Developing note-making and note-taking skills, para-
graph writing, precise writing, composition writing are the basic skills to be developed
through teaching of writing.
Objectives of Teaching English
e t
. n
According to the dictionary of Education Objective is "The end towards which
iour at the end of schooling is known as objective.

h a
a school sponsored activity is directed". Effecting tangible changes in pupils behav-
i b
Dr. B.S. Bloom has defined educational objective as "the desired goal or out-
t
come at which instruction is aimed". With regard to the teaching of English is con-
a
p r
cerned Thompson and Wytt rightly remarked that it is necessary that the Indian pupil
should not only understand English when it is spoken or written, but also he should
d u
himself be able to speak and write it.
a
Objectives of teaching English are framed keeping in mind questions like what
n
e e
we teach, whom we teach, why we teach and how we teach. If the objective of teach-
ing English is to help students pass examinations it becomes a short term and imme-
.
w w e t
diate objective. This does not help the learners achieve proficiency in English. If the
students are to be trained to acquire proficiency in English and mastery in language
w . n
skills then the objective is to teach language as a medium not as a subject. This is a
h a
long-term objective and in the long run helps the students to become autonomous
learners. So the focus of English language teaching has shifted from vocabulary and
i b
grammar to skill development and functional use of language.
t
Some of the objectives of teaching English at the primary and upper primary
a
level are :
★
p r
To familiarise pupils with the spoken and written forms of English.
★
d u
To make learning an enjoyable activity.
★
n a
To help the learners understand the language spoken by the teacher and the
★
. e
classmates.
e
To help the learners to speak English words and short sentences with the help
★
w ww
of the teacher.
To help learners read and understand simple words, sentences and passages.
★ To help the learners to write words, phrases, sentences and paragraphs.
★ To help the learners recite, rhymes, poems.
Once the aims and objectives are determined then it would be easy to frame the
curriculum write text books, design methods and techniques of teaching and prepare an
evaluation system. The objectives can be materialised if the text books, materials and
e t
methods of teaching are learner friendly and chosen with care to suit the age and abil-
n
ity of the learners. Input rich communicational environment becomes a pre-requisite for
.
h a
language learning. Inputs include text books, class libraries, news papers, magazines,
language games, media, story books, cassettes etc. If all these are included in the reg-
i b
ular class room activity it can promote the child's engagement with English language
t
and its performance. Listening and speaking skills should be strengthened first before
a
r
the child gets ample practice in regarding and writing skills.
p
ence to English education:
d u
Certain milestones in school education and teacher education with special refer-
★
n a
NCERT (National Council of Educational Research and Training), a premier
e e
institute in the field of school education was established in 1961 by the Gov-
.
ernment of India.
★
w w e t
NCERT's principal function is to assist the central and state Government's in the
w . n
implementation of policies on education and to ensure quality in education and
teacher preparation.
h a
★
b
The NCERT has developed Curriculum Frameworks for School Education
i
★
(NCFSE) in 1988, 2000 and 2005.
a t
The National Curriculum Frame work-2000 advocated to introduce English
p r
from class III. Many states including Andhra pradesh introduced English as one
u
of the subjects from class III.
d
★
a
The National Curriculum Frame work-2005 envisaged child centred education
n
★
. e
with an attempt to link it with life outside school.
e
Chapter-3 of NCFSE deals with language education in general and English in
★
w ww
particular.
NCTE (National Council for Teacher Education) was established in 1995 under
the National Council for Teacher Education Act, 1993. The main objective of
the NCTE is to achieve planned and coordinated development of the teacher
education system.
★ The Government of Andhra Pradesh introduced English medium in
Government run schools from class-VI onwards. As per GO MS No.76 (10 - 06
- 2008) English was introduced as the medium of instruction with CBSE syl-
e t
labus from class-VI in the academic year 2008 - 09 in about 6500 schools. This
. n
move is a part of the world Bank Aided Project. These schools are known as
SUCCESS schools. SUCCESS- stands for Strengthening and Universalisation
of Quality and Access to Secondary Schools.
h a
★
i b
The CBSE syllabus was replaced with State Government syllabus after a
t
resentment from the public and teachers in the year 2010 - 11.
a
★
r
English has been introduced as one of the subjects from class-I in the academ-
ic year 2011 - 12.
p
1.
d u
The specific aims of teaching English may also be called-
1) principles
n a 2) goals 3) objectives 4) aims
2.
e e
Objectives of teaching English as a Second Language will be achieved
.
w w
through-
1) Work book 2) Story book
e t
w
3) Text book
.
4) Supplementary material n
3.
h a
The premier institute in the field of school education- NCERT was established
in ....
i b
1) 1961 2) 1962
t
3) 1966
a
4) 1995
4.
r
The focus of English language Teaching is ..
p
d u
1) To pass the examinations
2) To develop functional use of language
n a
3) To get an employment abroad
e e
4) None of these
.
ww
5. NCFSE-2000 advocated to introduce English from ....
6.
w
1) I Class 2) III Class 3) V Class 4) VI Class
CBSE syllabus was replaced with State Government syllabus in Government
run 'SUCCESS' schools in A.P in the Academic year ....
1) 2008 - 09 2) 2010 - 11 3) 2009 - 10 4) 2007 - 08
7. 'SUCCESS' stands for .....
1) Successful Universalising of Secondary Schools
2) Successful Utilisation of Quality and Access in Secondary Schools
e
3) Strengthening and Universalisation of Quality and Access to Secondary t
Schools.
. n
h a
4) Strengthening and Uplifting of Quality and Access in Secondary Schools
8. Chapter-3 of NCFSE deals with ....
i b
1) Pre service teacher education
a t
2) In service teacher education
p r
3) Language education with special reference to English
4) Quality education
d u
9.
n a
A pre-requisite for language learning is ....
.e e
1) Curriculum
w w
2) Updated teaching methods
3) learner's interest
e t
w
4) input rich communicational environment
. n
h
1) 3 2) 3 3) 1 4) 2 5) 3 6) 2 7) 3 8) 3 9)4a
i b
a t
p r
d u
n a
.e e
w ww
AP TET CUM TRT

English Methodology
e t
History of English Language
. n
★ English belongs to Indo-European family of languages.
h a
★
b
English originated from Germanic branch of Indo European language family.
i
★
t
The history of English language can be studied in three different periods.
a
Viz: 1. Old English (500 - 1100 AD)
p r
d u
2. Middle English (1100 - 1500 AD)
3. Modern English (1500 - Present)
n a
Salient features of the different periods of English Language:
.e e
Old English: In the 5th century two important tribes namely 'Angles' and 'Saxons'
w w settled in the British islands.

e t
★
w n
The people of these two tribes developed a friendship and the common language
they spoke was called 'Anglo - Saxon'.
.
★
h a
This 'Anglo - Saxon' language gradually came to be called as Englisic' and the
i b
land where this language was spoken came to be recognised as 'Engla - land'
★
and now called as England.
a t
Old English had four major dialects:
1. North Umbrian 2. Mercian
p r 3. West Saxon 4. Kentish
★
d u
Old English did not sound or look like the English of present day.
Example:
n a
.e e
Old English / Modern English Today
ww
Middle English at present
w hu:s
wi:f
haws
wayf
house
wife
spo:n spu:n spoon
★ 'Beowulf' is the only source available written in old English.
R-25-12-14
Middle English Period: In 1066 William, the Duke of Normandy (part of modern
France) conquered England. The new rulers called Normans, spoke
Anglo - Norman.
★ After the invasion of England the rulers and the upper class spoke Norman
e t
. n
French where as the ruled (common people) spoke Anglo - Saxon (old English).
★
h a
Thus a blending of Anglo - Saxon, the language of the ruled and
b
Anglo - Norman, the language of the rulers gave birth to Middle English.
i
★
t
The most famous example of Middle English is Chaucer's "Prologue to
Canterbury Tales".
a
p r
Modern English Period: Modern English period can be studied in two phases
d u
namely Early Modern English and Late Modern English.
★
n a
In the period of Early Modern English, the Renaissance Movement brought a
.e e
tremendous change in the English language. Many classical Latin and Greek
words found place in the language.
★
w w e t
William Shakespeare in his play "Love's Labour's Lost" had used early Modern
wEnglish.
. n
Example:
h a
★
b
Great Vowel Shift was the distinct feature of the early Modern English phase.
i
★ a t
Great Vowel Shift distinguishes Modern English from Middle English.
p r
The Middle English has words with Vowels which are pronounced from the back
of the mouth, where as the words in Modern English are pronounced from the
front of the mouth.
d u
★
n a
The Great Vowel Shift was first studied by Otto Jesperson, a Danish linguist and
★
. e
he coined the term.
e
In the phase of modern English the first purely English Alphabetical dictionary
w ww
"A Table Alphabeticall" was written by Robert Cawdrey in 1604. Later in 1755,
Samuel Johnson's dictionary was published.
★ In the late Modern English phase, the Industrial Revolution and expansion of
British empire resulted in the development of English language borrowing many
words from several languages. It is still in progress and continues to progress.
Important Definitions
★ Language is purely human and non-instinctive method of communicating ideas,

emotions and desires by means of a system of voluntarily produced symbols .
e t
★
. n
Language is a system of arbitrary symbols used for human communication.
- SAPIR
h a - WARDHAUGH
★
i b
Language is a set of human habits the purpose of which is to give expression to
a t
thoughts and feelings and to import them to others. - OTTO JESPERSON
r
Origin of Language
p
u
It is almost difficult to say anything about the origin of language. Several
d
speculation and guess.
n a
theories have been expounded in support of its origin and nature but all are based on
★
e e
According to 'Divine Gift theory', language is the gift of god. Not only in India
.
w w
language.
e t
but in many countries the people believe that divine is the source of origin of
★ w . n
Another view is that the cries of animals, noises of birds served as a source of
a
inspiration to the primitive man to express himself, through speech. This theory
h
★
i b
is known as 'Bo-bo theory'. It is also called imitation theory.
Another theory with regard to the evolution of language concerned is
a t
'Ding-dong theory'. The sound ding-dong is associated with the ringing of the
p r
bell. This theory believes that there is an inherent quality in certain objects to
force the man to elicit certain sounds resembling the sounds of those objects.
★
d u
The ‘Yo-he-Ho theory' is one which assumes certain kind of physical exertions
a
produce certain sounds which give a feeling of relief to our system. The uttering
n
.e e
of sounds like 'Hayi-sha' helped the man to evolve the language.
Distinctive Features of Language
w ww
A clear understanding of various features of language is necessary for the
understanding of the nature of language. The following are some distinctive features:
a) Language is systematic: Language is a kind of code. It has a complex system
with many subsystems.
Language
Phonology Morphology Syntax Semantics
deals with system of system of system of

e t
phonemes
(sounds)
words structure,
word order n
meaning
.
★
h a
Just as various systems of our body - heart, lungs, hands, eyes etc. though
b
different, yet work in coordination. Similarly the system of language functions
i
b)
a t
with the coordination of sounds, words, structures and finally gives a message.
Language is arbitrary: The meaning of the term, 'arbitrary' can be understood
p r
as illogical. Language chooses its own system of speech sounds and has words
u
for different objects. There is no direct connection between the sound or form of
d
n a
any word and the object it represents. The following illustration reflects the
arbitrariness of language.
e e
'CAT' in Different Languages:
.
w w
Language Name
e t
w
Telugu
Kannada
Pilli (°œLx)
Bekku
. n
Tamil Punai
h a
Arabic Quitte
i b
Chinese Miu
a t
★
p r
It is evident from the above illustration that English name 'Cat' given to that
d u
animal is not the same in other languages. Hence words and their meanings have
no natural connection and so it is arbitrary.
c)
n a
Language is creative: The word 'creative' refers to the capacity of language
e e
users to produce and understand an indefinitely large number of sentences of
.
ww
which we have not heard or used before.
d) Language exhibits redundancy: The repetition of the same idea or item of
winformation with in a phrase or clause of a sentence is called redundancy in
language. Language has the ability to repeat an idea without using the same
words and structures.
e.g.: Cut it out! ('out' is redundant)
advance planning ('advance')
added bonus ('added')
e t
e)
n
Displacement: Language exhibits displacement. Displacement means an ability
.
to express or speak about things that are not physically present. We can talk about
a
fairies, angels, heaven, hell etc. which we have never seen and learnt only from
h
f)
the scriptures.
i b
Language transmits culture: Language is said to be an agent or custodian of
a t
culture. It is the most important tool for transmitting culture from one generation
p r
to the other. Infact culture and language are intrinsically intertwined that the loss
of one leads to the loss of the other. We have all learnt English and hence we use
d u
terms / phrases like - thank you, sorry, yes, no, ok, sure etc. frequently than
n a
others who have not learnt English. Using expressions like these is a sign of
acquiring the culture of language we have learnt.
g)
e e
Language exhibits prevarication: Language helps us to be imaginative and
.
w w e t
creative. We can tell fairy tales and fables which are not really true. Lot of
imagination and creativity take place while narrating these type of stories. Hence
w . n
we can assume that human languages provide a scope to give false messages.
Key Points Of The Topic

h a
★
i b
English belongs to the Germanic branch of Indo-European family of languages.
★
a t
Old English is the other name for Anglo-Saxon language.
★
r
A combination of Anglo-Saxon and Anglo-Norman gave birth to Middle
p
★
English.
d u
Great Vowel Shift - a change in the pronunciation was studied by Jesperson. He
n a
was instrumental to coin the term.
★
.e
Cawdrey.
e
"A Table Alphabeticall' - the first English dictionary was written by Robert
★
★ w ww
Language is primarily speech, human and non-instinctive.
Language is a macro system consisting of four micro systems - Phonology,
Morphology, Syntax and Semantics.
★ Language has many distinctive features - such as - creativity, asbitrariness,
redundancy and prevarication.
Nature of Language:
"The most impressive of human abilities is that of language" - John D. Barrow.
★
t
Language is an integral part of human life. It serves as a means to express our
e
thoughts, beliefs, ideas and emotions. Language is an outstanding trait of human
beings.
. n
Model Questions with Answers
h a
1. English belongs to ..... family of languages.
i b
1) Indo-European
t
2) Indo-Iranian
a
3) Afro-Asian
p r 4) Austro-African
2.
u
The first English dictionary .....
d
n a
1) Merriam - Webster's dictionary
3) Random House dictionary
2) A Table Alphabeticall
4) Oxford dictionary
3.
e e
"Beowulf" was written in .....
.
w w
1) Old English 2) Middle English
e t
w
3) Anglo-Norman 4) Modern English
. n
4.
1) Old English 2) Middle English
h a
Many Greek and Latin words found a place in English during ..... period.
3) Early Modern English

i b
4) Late Modern English
5. 'Great Vowel Shift' stands for .....
a t
1) Reformation in English
p r
u
2) Flow of words from other languages
d
a
3) Transition of words from other languages
n
6.
. e
4) Change in the pronunciation.
e
The term 'Great Vowel Shift' was coined by....
7.
w ww
1) Palmer 2) Jesperson 3) Michael West 4) Edward Sapir
The linguistic ability of human beings to describe the things in the past and the
future denotes .....
1) Language is arbitary 2) Language is an agent of culture
3) Language exhibits redundancy 4) Lanuage exhibits displacement
8. The 'system of sounds' pertaining to language can be termed as .....
1) Semantics 2) Syntax 3) Phonology 4) Morphology
9. The popular theory with regard to the evolution of language is .....
e t
1) Divine gift theory
3) Ho-ho theory
2) Bo-bo theory
4) Ding-dong theory
. n
h a
10. Language is a system of arbitrary vocal symbols was propounded by .....
1) Sapir 2) Wardhaugh
i
3) Barbara b 4) Jesperson
ANSWERS
a t
p r
1-1; 2-2; 3-1; 4-4; 5-4; 6-2; 7-4; 8-3; 9-1; 10-2.
d u Writer: S. Rahamathulla
n a
.e e
w w e t
w . n
h a
i b
a t
p r
d u
n a
.e e
w ww
AP TET CUM TRT
English - Methodology
The aspirants of TET - cum - TRT are supposed to be equipped with the
e t
knowledge of the following ELT (English Language Teaching) terms which are
. n
h a
very useful in answering questions pertaining to English Methodology. So an
attempt has been made here to give a comprehensive picture of some important
terminology pertaining to English Methodology.
i b
Glossary of ELT Terms
a t
r
(English Language Teaching)
p
1.
u
Achievement Test: It is a test which measures how much of a language
d
someone has learned with reference to a particular course of study or programme
of an institution.
n a
.e e
★ For example an achievement test might be a listening comprehension test
based on a particular set of dialogues in a text book. This test helps the teacher
w t
to judge the success of his or her teaching and to identify the weaknesses of
w e
2. w his or her students.
. n
Alphabetic Method: It is a method of teaching children to read. Children are
taught the names of the letters of the alphabet.
h a
a - 'ay', b - 'bee', c - 'see' etc.
i b
t
★ When the children see a new or unfamiliar word, e.g.: 'bag', they repeat the
a
the child to recognise it.
p r
letter names - 'bee ay gee'. It is thought that the 'spelling' of the word helps
3.
d u
Alveolar: This describes a speech sound (a consonant) which is produced by the
n a
front of the tongue touching or nearly touching the gum ridge behind the upper
teeth. In English the / t / in / tin / - tin and the /d / in / din / - din are alveolar
stops.
.e e
ww
4. Approach: Language teaching is sometimes discussed in terms of three closely
related aspects: approach - method - technique.
w
★ Different theories about the nature of language and how languages are learned
(the approach) imply different ways of teaching language (the method) and
different methods make use of different kinds of classroom activities (the
technique).
R-7-2-15
5. Audio - lingual Method: It is a method of foreign or second language teaching
which emphasizes the teaching of speaking and listening before reading and
writing. This method emphasizes the use of dialogues and drills and discourages
the use of mother tongue in the class room. This is otherwise called as
e t
aural - oral method.
. n
6.
a
Authentic Materials: Texts / excerpts from Newspapers, magazines, books etc.,
h
which have not been primarily written for English Language Teaching purpose.
i
But these could be used in ELT for effective learning.b
7.
t
Bilingual: Bilingual is a person who knows and uses two languages equally well.
a
p r
A true bilingual is described as a person who can jump from one language to
another easily and talk fluently about any situation in the mother tongue or the
d u
target language with equal ease.
8.
a
Bilabial: Bilabial is a speech sound (a consonant) which is produced by the two
n
.e e
lips. For example in English the /p/ in /pin/- pin and the /b/ in /bin/ - bin are
bilabial.
9.
w w
Bound morpheme: It is linguistic form (morpheme) which is never used alone
e t
w n
but must be used with another morpheme (the smallest meaningful unit in a
.
language). For example the English suffix 'ing' must be used with a verb
e.g.: writing, loving, playing, driving.
h a
i b
★ A form which can be used on its own is called a free morpheme.
e.g.: horse, red, write, drive.
a t
r
10. Cloze procedure: A technique for measuring reading comprehension. In a cloze
p
d u
test words are removed from a reading passage at regular intervals leaving
blanks. For example every fifth word may be removed. The reader must then read
n a
the passage and try to guess the missing words.
.e e
Example: A passage used in .... cloze test is a ... of written material in .... words
have been regularly ... . The pupils must then ... to reconstruct the passage ...
w ww
filling in the missing ...
(a, passage, which, removed, try, by, words)
11. Coherence: Coherence is the unifying element in good writing. It refers to the
unity created between the ideas, sentences, paragraphs and sections of a piece of
writing.
12. Cohesion: Cohesion refers to the grammatical or lexical relationships between
the different elements of a text. The relationship may be between different
sentences or between different parts of a sentence.
e.g.: A: Is Padma coming to the party?
e t
B: Yes, she is.
. n
a
13. Collocation: It is the way in which particular words tend to occur or being
h
i b
together. Collocation refers to the restrictions on how words can be used
together, for example, which prepositions are used with particular verbs, or
which verbs and nouns are used together.
a t
r
e.g.: Powerful tea - incorrect expression
p
d u
Strong tea - correct expression
★ In the above example the words 'powerful' and 'tea' do not collocate but
n a
'strong tea' is said to be the right collocation of the words.
e e
14. Consonant: Consonant is a speech sound where the air stream from the lungs is
.
w w e t
either completely blocked (stop), partially blocked (lateral) or where the opening
is to narrow that the air escapes with audible friction (fricative). With some
w n
consonants (Nasals) the air stream is blocked in the mouth but allowed to escape
.
through the nose.
h a
★ With the other group of speech sounds, the vowels, the air from the lungs is
not worked.
i b
t
15. Content Word: Words can be divided into two classes: content words and
a
function words.
p r
d u
★ Content words are words which refer to a thing, quality, state or action and
which have meaning when the words are used alone. Content words are
n a
mainly nouns, verbs, adjectives and adverbs. e.g.: fruit, run, happy, fast.
.e e
Function words are those which have little meaning on their own. e.g.:
Conjunction, Prepositions, Articles. Content Words are also called lexical
ww
words or full words.
w
16. Curriculum: It is an educational programme which states:
a) The educational purpose of the programme
b) The content, teaching procedures and learning experiences which will be
necessary to achieve this purpose.
c) Some means for assessing whether or not the educational ends have been
achieved.
and gives specific information about a language. Then they apply these rules
e t
17. Deductive learning: This is a type of learning where the learners are taught rules
when they use the language.

. n
a
★ This may be contrasted with inductive learning or learning by induction in
h
i b
which learners are not given grammatical rules or other rules directly but are
left to discover or induce rules from other experience of using the language.
18. Diagnostic test
a t
p r
★ It is a test administered to find out the strengths and weaknesses either at
u
individual or class level. Generally it is taken at the end of a particular unit.
d
a
19. Dicto - Comp: It is a technique used for practising composition in language
n
e e
classes. A passage is read to a class and then the students must write out what
they understand and remember from the passage.
.
w t
20. Diphthong: A speech sound which is usually considered as one distinctive vowel
w e
w n
of a particular language but really involves two vowels with one vowel gliding
to the other.
.
h a
★ For example, the diphthong /ai/ in the English word 'my' / mai / which
b
consists of the vowel /a/ gliding into the vowel /i/.
i
t
21. Discourse: Discourse refers larger units of language such as paragraphs,
a
conversations, interviews etc.
p r
d u
22. Drill: It is a technique commonly used in language teaching for practising
sounds or sentence patterns in a language based on guided repetition or practice.
a
A drill which practises some aspect of grammar or sentence formation is often
n
.e e
known as 'pattern practice'.
23. English as a Foreign Language (EFL): English is taught as a subject and not
w ww
used as a medium of instruction or as a means of communication within the
country.
24. English as a Second Language (ESC): English is used for communication
within the country as well as a medium of instruction in schools / universities.
Sometimes the language is used by the government also.
25. English as a Link Language (ELL) in India: As India is multilingual, English
plays a significant role in bringing together the various regions of the country by
enabling them to share their thoughts in it. The Union Government and the State
Govts. carry out their correspondence mostly in English. English is also the
e t
language of the Supreme Court of India.
. n
26. English as Library Language (ELL) in India: English has been assigned the
h a
role of a library language in India. It is the key to the store house of knowledge.
b
The Kothari Education Commission gave English the status of Library language.
i
a t
27. Extensive Reading: Reading widely and in quantity to get a gist or general
understanding is called extensive reading. It is taken up to develop good reading
r
habits and build up the knowledge of Vocabulary, structure, style etc. Reading for
p
28. Formative Assessment
d u
pleasure and profit is the hall mark of extensive reading.
n a
★ Formative Assessment refers to a wide variety of methods or techniques that
e e
teachers use to evaluate their students’ performance or progress during a
.
lesson, unit or course.
w w e
★ Summative assessment is used to evaluate students' learning progress ort
w achievement at the end of a unit, semester etc.
. n
assessments are 'of learning'.
h a
★ In other words Formative Assessments are 'for learning', while summative
i b
29. Homophones: A homophone is a word that is pronounced in the way as another
word but differs in meaning. e.g.: Cell - Sell
a t
r
30. Homonyms: Homonyms are words that share the same spelling and the same
p
d u
pronunciation but have different meanings.
e.g.: ★ can (be able to) - can (a container)
n a
★ bank (a financial organisation) - bank (the river side)
e e
31. Minimal Pairs: Minimal Pairs are the pairs of words or phrases in a particular
.
ww
language which differ in only one phonological element. e.g.: pin - bin
32. Passive Vocabulary: There are certain words which we understand but do not
w
use actively. Whenever we come across with these, we at once recognise them.
So these are also called Recognition Vocabulary.
33. Scanning: Glancing rapidly through the text to find out some specific
information.
e.g.: ★ Searching for the number in the telephone directory
★ Looking for the topic in the index
e t
34. Skimming: It is a reading process where the reader reads quickly in order to find
out the central idea/ gist/ substance of the text. Here the reader does not go for
minute details but frames an overall impression.
. n
Model Questions
h a
1. Identify the purpose of rapid teaching.
i b
1) extended reading
a t
2) seeking information
3) for interest
p r 4) for specific detail
2.
u
Formative Assessment is an assessment ....
d
1) of learning
n a 2) at learning
3.
.e e
3) in learning 4) on learning
The term 'Comprehensive' in continuous and comprehensive evaluation means ...
w w
1) Scholastic development
e t
w
2) Co - scholastic development
. n
3) Academic skills
h a
4.
4) Scholastic and Co - scholastic development
Fluency in English can be developed through ....
i b
a t
1) creating opportunities to use the target language for communication
p r
2) the teacher talking for most of the time
d u
3) the teacher being alert to spot the errors and correct them.
a
4) making the students to have a freedom to be quiet.
n
5.
. e
Alphabetic method is used in teaching ....
e
1) Reading 2) Writing 3) Speaking 4) Listening
6.
ww
The test which is administered to measure the skills acquired by the students
w
during the course ....
1) Proficiency Test 2) Aptitude Test
3) Achievement Test 4) Placement Test
7. Reading a passage from the Supplementary Reader for enjoyment and expansion
of information is called ....
1) Silent Reading 2) Intensive Reading
3) Extensive Reading 4) Self Reading
e t
8. Find out the lexical word from the following.
. n
1) some 2) whether 3) principal
h a
4) if
9.
b
The speech sound /ai/ in the /mai/ (my) is known as ....
i
at
1) Nasals 2) Diphthong 3) Vowel 4) Bilabial
p r
10. Paragraphs, Conversations etc. have larger units of language. Such type of
larger units of language can be termed as ....
1) drill
d u
2) dialogue 3) discourse 4) Dicto - comp
n a ANSWERS
e e
1-4; 2-3; 3-4; 4-1; 5-1; 6-3; 7-3; 8-3; 9-2; 10-3.
. Writer: S. Rahamathulla
w w e t
w . n
h a
i b
a t
p r
d u
n a
.e e
w ww
AP TET CUM TRT
English - Methodology
Methods of Teaching English
e t
. n
In the process of teaching and learning careful selection of a method is significant. A good teacher
always in search of a good method for his / her successful teaching. In fact a right method is mandatory to
attain efficient learning.
Method:
h a
i b
Method is an over all procedure for orderly presentation of language material. A method determines
what and how much is taught. In other words a method deals with a detailed plan for the presentation of
a t
language material. The following are some methods of Teaching English.
Grammar Translation Method
p r
'No full and carefully documented history of grammar translation exists' - Stern
★
★
d u
The grammar - translation method was the product of German Scholarship.
It was known as Prussian Method in USA as it had its origin in Germany or to be more exact in Prussia.
★
a
This method was very popular with European and foreign language teaching from the 1840s to the
1940s.
n
★
★
.e e
The earliest grammar translation course for the teaching of English was written in 1793 by J.C. Fick.
This method is also known as classical method as it is well suited for teaching classical languages and
w w
it is still in use in India to teach languages such as Sanskrit and Arabic.
Salient Features of GT Method:
e t
★
★
w n
The mother tongue of the learner and the target language (i.e, the language to be learnt) are used.
.
★
The teacher is supposed to know both the languages.
Grammar is taught prescriptively. Rules are memorised.
h a
★
b
Practice is provided through translation exercises from the mother tongue to the target language and
vice versa.
i
★
★
a t
A distinctive feature of this method is its focus on translating the sentence.
Accuracy is given more importance. The learner is required to attain high standards in translation.
★
★
Vocabulary is taught through bilingual lists.
p r
★
d u
Reading and writing are paramount in this method with little emphasis on listening and speaking.
The mother tongue of the learner is used to explain new items and make comparisons with their
★
n a
equivalents in the target language.
In this method the teacher is totally dependant on the text book as she / he follows the given lessons
★ e
and exercises in it rigidly.
e
The learner is mainly exposed to literary language.
.
ww
Drawbacks of GT Method:
★ The GT Method neglects the oral approach to language learning. The result is that the students do not
★ wdevelop proper speech habits.

Many a time, correct translation of a foreign language into a native one becomes difficult. Literal
translation into mother-tongue also sometimes becomes ridiculous.
★ This method teaches students to think first in their mother-tongue and then to translate their thoughts
into English. This procedure hinders the development of natural speech and delays the process of
foreign language learning.
R-2-4-15
★ Cramming of definitions and rules is an uphill task for the learners and brings boredom and makes
learning difficult.
★ This method teaches English by injecting rules rather than facilitating its use. Teaching the rules first
★
(Grammar) and the language afterwards is unsound psychologically.
e t
The unit of teaching is word and not sentence. This is not in line with the maxim - from whole to parts.
★
n
This method not useful in improving pronunciation, lays emphasis on grammar and translation which
ignore the speech aspect.
.
★ It develops bookish English which is literal in character.
Direct Method
h a
i b
''It is based on the principle that a foreign language should be learnt as the child learns his own mother
tongue in a natural way" - Robert Lado
(Language Teaching - A Scientific Approach)
a t
★
r
This method is called the "Natural Method" because it enables the students to learn English in a
natural way.
p
★
u
In twentieth century in Europe a movement had started in bringing reforms in the methodology of
d
teaching English and evolving a new approach known as "Direct Method".
★
a
This was known by various other names such as 'New Method', 'Reform Method' and 'Oral Method'.
n
★
e
Salient Features of Direct Method:
e
This method establishes a direct bond between the word and its meaning between thought and
.
expression.
★
★
w
All classroom instructions are to be taken up in the target language.
w e t
★
wIt makes sentence a unit of teaching and expression.
. n
Stress is laid on oral speech and conversation because fluency in speech promotes fluency in reading
★
and facility in writing as advocated by its protagonists.
It banishes translation and memorization.
h a
★
b
It eliminates the use of mother tongue in teaching foreign languages. It lays emphasis on the
i
introduction of phonetics so that articulation of foreign speech sounds may be taught to the students
★
systematically.
a
Grammar is taught inductively (Examples followed by rules) t
★
★
New teaching points are introduced orally.
p r
★
d
The guidelines in this method are:u
Extensive Audio-visual material is used.
Never explain: act
n a
Never make a speech: Ask questions
.e e
Never imitate mistakes: Correct
Never speak single words: Use sentences
ww
Never speak too much: Make students speak
Never go too fast: Keep to the pace of students
wNever speak too slowly: Speak normally

Never be impatient: Take it easy
Drawbacks of Direct Method:
★ Concentrates on oral aspect of language learning and ignores reading and writing.
★ Laborious method as it needs lot of preparation by the teacher.
★ As this method advocates complete elimination of mother tongue in the class room which is
practically impossible.
★ According to Thomson and Wyatt we can not forbid the child to think in his mother tongue.
★ It is an expensive method as it needs lot of Audio visual material.
Bilingual Method
e t
★
★
CJ Dodson of the Wales University advocated this method.
. n
Dodson wrote a pamphlet "The Bilingual Method" (1962) in which he says that the amount of time
h a
required to learn a language 'naturally' is, of necessity, large and our present school curriculum does not
allow the time requirement for such learning process. He further adds that in the Direct Method a
attitude of mind in our approach to language teaching learning.

i b
teacher employs a technique that wastes time. So Dodson emphasises the need for a completely new
★
t
Naturally there should be a method which would strike a balance between the Direct Method and the
a
Grammar - Translation Method. This is the Bilingual Method.
★ The aim of the Bilingual Method is to:
p r
(a) Help the learner to speak fluently and accurately in the target language.
d u
(b) Help the learner to write accurately in the target language.
★
n a
(c) Prepare the learner in such a manner that she / he can achieve true bilingualism.
A true bilingual is described as a person who can jump from one language to another easily and talks
e
fluently about any situation in either the mother tongue or the target language with equal ease.
e
Salient Features of Bilingual Method:
★
.
★
w w
Sentence is the unit of teaching.
e t
Only the teacher uses the mother tongue in a restricted manner to give the meanings of new words.
★
w n
To form the correct language habits, the learners will be given rigorous practice of sentence patterns in
English.
.
★
a
The use of mother tongue is made only at the initial stages. This practice is dropped as soon as students
develop sufficient vocabulary of the foreign language.
h
★
★ This method suits heterogenous class.
i b
The method never advocates the use of costly audio visual material.
Drawbacks of Bilingual Method:

★
a
Careless handling of this method would end up as GT Method. t
★ May be suitable for adult learners.
p r
★
u
Students are likely to develop an undesirable habit of language mix ups that may last long.
d Dr. West's New Method
★
n a
Learning to read a language is by far the shortest road to speak and write it. - Dr. West
This method is also known as Reading Method or Text Book Method. Dr M.P. West, the former
.e e
director of Education and Principal of Training College, Bengal in Pre Independent India was the
propounder of this method. Dr. West says "the bilingual child does not so much need to speak his
ww
second language (English) but rather to read it."
Salient Features:
★
★ wThe objective of this method is to promote silent readers.
It is a revolt against Direct Method which laid stress on speech. But Dr. West observed that the
comprehension was the first condition required to be able to speak.
★ As there are more chances of hearing incorrect English for the Indian students, this method therefore
envisages emphasis on Reading skill.
★ This method permits the use of mother tongue wherever necessary.
★ It helps to enhance the vocabulary of the learners.
★ This method is economical in terms of money and time.
Drawbacks of Dr. West's New Method:
★
t
Dr. West's notion that ability to read should be preceded by the ability to speak doesn't seem sound
because reading has some inner speech in it.
e
★
n
Emphasis on Reading rather than speech is against the psychological principle that we always learn a
new language by first speaking it. Language is primarily speech.
.
1.
Model Questions
Communication skills are neglected in .......
h a
i b
2.
3) Structural Approach
a t4) Bilingual Method

Establishing a bond between foreign phraseology and mother tongue is the prime focus in .......
1) GT Method
3) Bilingual Method
p r 2) Direct Method
4) Reading Method
3.
1) It is long and laborious
d u
The Direct Method is termed as "an expensive method" because .......
2) Large quantity of AV material used
3) Natural way of learning
n a 4) All the above

4.
e
The method based on teaching prescriptive grammar rules is .......
e
1) GT Method
.
3) Bilingual Method
2) Direct Method
4) Reading Method
5.
w w
The method which allows the teacher to use mother tongue in a restricted way ......
e t
w1) Direct Method
3) Bilingual Method
2) GT Method
4) Dr. West's New Method
. n
6.
h a
The method which establishes a bond between 'expression' and 'experience' ......
3) Bilingual Method
b
4) Text Book Method
i
ANSWERS
t
ra
1-2; 2-1; 3-2; 4-1; 5-3; 6-1.
Writer: S. Rahamathulla
u p
a d
e n
.e
w ww
HISTORY OF ENGLISH LANGUAGE
English is a member of Indo-European Family of Languages. Germanic is one
of the major branches of this family from which English language originated. The
e
History of English language can be studied in three different periods Viz., 1) Old t
(From 1500). See the below table
. n
English (500-1100 AD), 2) Middle English (1100-1500 AD), 3) Modern English
Nature of Language h a
i b
“The most impressive of human abilities is that of language” - John D Barrow
a t
Language is an integral part of human life. It serves as a means to express our
r
thoughts, beliefs, ideas and emotions. Language is an outstanding trait of human
p
beings.
d u
Important Definitions of Language
n a
'Language is purely human and non-instinctive method of communicating
e e
ideas, emotions and desires by means of a system of voluntarily produced symbols.'
.
w w e t - Sapir
w Language is a system of arbitrary vocal symbols used for human

communication.
. n
- Ward Haugh
h a
'Language is a set of human habits, the purpose of which is to give expression
to thoughts and feelings and to import them to others.'
i b - Otto Jesperson
Origin of Language
a t
p r
Several theories have been expounded in support of its origin of language and
its nature but all are based on speculation and guess.
d u
According to Divine Gift theory, language is the gift of god. Not only in India
n a
but in many countries the people believe that divine is the source of origin of lan-
.e e
guage. Another view is that the cries of animals, noises of birds served as a source of
inspiration to the primitive man to express himself through speech. This theory is
ww
known as 'Bo-bo theory'. It is also called invitation theory. Another theory with regard
w
to the evolution of language concerned is 'Ding-dong theory'. The sound ding-dong is
associated with the ringing of the bell. This theory believes that there is an inherent
quality in certain objects to force the man to elicit certain sounds resembling the
sounds of those objects.
Salient Featur es of Dif fer ent Periods of English Language
Old English Period Middle English Period Modern English Period
In the fifth century two In 1066 William, the Modern English period can be stud-
important tribes namely Duke of Normandy (Part
of Modern France) con-
ied in two phases namely Early mod-
ern English and Late modern
e t
‘Angles’ and ‘Saxons’
settled in the British
quered England. The New
rulers called Normans
English.
. n
Islands. spoke Anglo-Norman.
h a
tribes developed a England the rulers and b
The People of these two After the invasion of In the period of early modern English
i
the Renaissance Movement brought a
friendship and the com- upper classes spoke
Norman French where
a ttremendous change in the English
mon language they
spoke was called r
as the ruled (common
p
people) spoke Anglo-
language many classical Latin and
Greek words found place in the
Anglo-Saxon.
u
Saxon (Old English).
d
language.
This Anglo-Saxon lan- Thus a blending of William Shakespeare in his play

guage gradually came to be
n
called as ‘Englisic’ and the a
Anglo-Saxon, the lan- “Loves Labour’s Lost” had used
.e e
land where this language
was spoken came to be
guage of the ruled and
Anglo-Norman, the lan-
guage of the rulers gave
early Modern English.
w w
recognised as ‘Engla-land’
and now called as England. birth to middle English.
e t
w ple of middle English is
. n
The Anglo-Saxon lan- | The most famous exam- Great-vowel shift was the distinct fea-
ture of the early modern English phase.
guage now is called as
‘Old English’
Chaucer’s “Prologue to
Canterbury Tales”.
h a
Great vowel shift distinguishes
Modern English from middle English.
Old English had four
i b
The middle English has words with
major dialects: 1) North
Umbrian 2) Mercian 3)
a t vowels which are pronounced from
the back of the mouth, whereas the
West Saxon 4) Kentish
p r words in modern English are pro-

nounced from the front of the mouth.
Old English did not
sound or look like
d u The Great vowel shift was first stud-
ied by Otto Jesperson, a Danish lin-
English of Present day.
a guist and be coined the term.
‘Beowulf’ was written
.e
in old English. en In the Phase of modern English the first
purely English alphabetical dictionary
“A Table Alphabetical” was written by
ww
Robert Cawdrey in 1604. Later in 1755
S.Johnson’s dictionary was published.
w In the late modern English phase, the

Industrial Revolution and expansion of
British empire resulted in the develop-
ment of the English language borrowing
many words from several languages. It
is still in progress.
The 'Yo-he-Ho theory' is one which assumes certain kind of physical exertions
produce certain sounds which give a feeling of relief to our system. The uttering
of sounds like ‘Hayi-Sha’ helped the man to evolve the language.
Distinctive Features of Language

e t
. n
A clear understanding of various features of language is necessary for the
a
understanding of the nature of language. The following are some distinctive features:
h
a)
b
Language is Systematic: Language is a kind of code. It has a complex system
with many sub systems.
i
a t
Language system
Phonology Morphology
p r
Syntax Semantics
★ deals with ★ system
d u ★ system of ★ system
sounds
n a
of words structure, word order of meaning
.e e
Just as various Systems of our body - Heart, Lungs, Hands, Eyes etc., though
different yet work in co-ordination. Similarly the system of language functions with
w
the co-ordination of sounds, words, structures and finally gives a message.
w e t
b)
w n
Language is Arbitrary: The meaning of the term ‘arbitrary’ can be understood
.
as ‘illogical’. Language chooses its own system of speech sounds and has words
a
for different objects. There is no direct connection between the sound or form
h
arbitrariness of language.
i b
of any word and the object it represents. The following illustration reflects the
a
Names of cat in different languages t
Language -
p r
Name Language - Name
Telugu
Kannada
d
-
u pilli Tamil & Malayalam -
- Bekku Arabic -
Pune
Qitte
Hindi
n a - Billi Chinese - miu
.e e
It is evident from the above illustration that the English name ‘Cat’ given to
ww
that animal is not the same in other language. Hence words and their meaning have no
c)
w
natural connection and it is arbitrary.
Language is creative: The word ‘creative’ refers to the capacity of language
users to produce and understand an indefinetly large number of sentences
most of which we have not heard or used before.
Language is creative or productive. This means that with language we can pro-
duce and understand any number of sentences which we might have never heard
before. The units of language are combined to form various meaningful sentences.
d) Language exhibits Redundancy: The repetition of the same idea or item of
e t
. n
information within a phrase or clause of sentence is called redundancy in lan-
guage. Language has the ability to repeat an idea without using same words and
structures.
h a
e)
i b
Displacement: Language exhibits displacement. Displacement means an abili-
a t
ty to express or speak about things that are not physically present. We can talk
about fairies, angels, heaven, hell etc., which we have never seen and not sure
of their existence.
p r
f)
u
Language transmits culture: Language is said to be an agent or custodian of
d
n a
culture. It is the most important tool for transmitting culture from one genera-
tion to the other. Infact culture and language are thoroughly interwined, that the
.e e
loss of one leads to the loss of the other. We have all learnt English and hence
we use terms/ phrases like thank you, sorry, yes, no, ok, sure etc., frequently
w w e t
than others who have not learnt English. Using expressions like these is a sign
wof acquiring the culture of language we have learnt.
. n
g)
a
Language exhibits prevarication: Language helps us to be imaginative and
h
creative. We can tell fairy talks and fables which are not really true. Lot of
b
imagination and creativity take place while narrating these type of stories.
i
a t
Hence human language provides a scope to give false messages. The ability of
giving false messages or telling lies is called prevarication.
p r -S. Rahamathulla
d u
n a
.e e
w ww
English Methodology
Listening Skills
e t
"To be able to use the language to convey thoughts, intentions, wishes, information
etc., a person needs a mastery of various elements"
. n
h a - John Haycraft
Learning a language can be attributed to mastering a set of skills to use the language.
i b
In other words learning a language means learning to speak, read and write in the lan-
t
guage. We should also be able to understand when someone speaks that language.
a
r
Classification of Language Skills
p
u
A Diagrammatic Representation
d
n a (1) Listening
●
.e e
● Passive skill
Aural skill
● Receptive skill ● Comprehensive skill
● Basic skill in language learning
w w(4) Writing
e
(2) Speaking t
w● Active skill ●
. n
Active skill
● Expressive skill
● Productive skill Language
●
●
h a
Expressive skill
Productive skill
● Graphic motor skill
Skills
i b
● Oral skill
● A communication
a t ● Speech is primary in
skill
p r language learning
●
d u (3) Reading
Passive skill ● Receptive skill
n ● a
Graphic skill ● Promotes language
e e
So acquiring four skills is an important aspect of language learning. Language is a
.
ww
skill subject in contrary to content subjects like Mathematics, History, Geography etc.
w
Teaching of English or any language predominantly rests on developing of four
main skills namely listening, speaking, reading and writing in the learners. Thomas
and Wyatt said that it is necessary that the Indian pupil should not only understand
English when it is spoken or written, but also he should himself be able to speak and
write it.
Though listening and reading seem to be passive outwardly, they are active which
need lot of concentration. Speaking and writing on the other hand are active skills.
They are also called Productive skills or Expressive skills. Here a person is seen
engaging actively transmitting or expressing the information.
e t
. n
Listening and speaking skills demand the exercise of auditory and speech organs
(ears, tongue etc). So they are termed as Audio-Lingual or Aural-Oral skills. Similarly
a
reading and writing involve visual (eyes) and psycho-motor organs (mind) leading
h
them to consider as graphic motor skills.
Let us discuss the first skill.
i b
LISTENING
a t
p r
Listening is an important language skill and yet the most neglected skill in our
d u
classroom. Listening is the primary channel in language learning. It is an activity of
paying attention to trying to get the meaning from something we hear. We come across
n a
some people using listening and hearing as synonyms but there is a clear distinction
.e e
between the two.
LISTENING AND HEARING
w w e t
Hearing is a physical process of receiving sounds. Enjoying music while doing
w n
some work comes under hearing. Listening on the other hand is a conscious mental
.
process or an active cognitive process. Listening is conscious and focussed where as
hearing is casual and general.
h a
b
Definitions of Listening
i
a t
★ "Listening is the ability to identify and understand what others are saying. This
involves understanding a speaker's accent or pronunciation, his grammar and his
vocabulary and grasping his meaning"
p r - Howatt & Dakin
u
★ Listening is an act involves decoding sounds and grasping the meaning behind
d
them.
n a
Diagrammatic Representation of the Process of Listening
e e
Listening is an active process. It can be depicted as:
.
ww
Input Processing Output
(Speaker's (Understanding/ (Listener's
w Words) grasping,
Pronounciation,
response)
Vocabulary, Grammar,
Meaning)
Fathers of Listening
James Brown, Ralph Nicholas and Cart Weaver were the eminent linguists of 1940s
who established, listening as a skill and are considered to be 'Fathers of Listening'.
Sub-skills of Listening
Listening for Sound Perception Listening for Comprehension
★ Identifying sounds
-
Understanding the meanings of the words.
i
eg: wood - food
/u/ /u:/ orally.
a t
Following commands or directions given
r
★ Segmenting sounds into mean- Understanding dialogues, questions, conversa-
p
ingful groups.
d u tions.
★ Recognising stress, intonation Understanding narrations or descriptions.
patterns.
n a Understanding the tone of the speaker.
.e e Kinds of Listening
w w e t
w
Different situations require different types of listening. We may listen to obtain
.
information, make discrimination or engage in critical evaluation etc., n
h a
Wohin and Coakley (1982) describe five different kinds of listening:
b
Discriminative, Comprehensive, Critical, Therapeutic and Appreciative.
i
t
1) Discriminative Listening: Listener distinguishes fact from opinion.
a
❊ Pay attention to specific speech sounds.
p r
d u
2) Comprehensive Listening: Listening to understand a message. eg: Rly. announce-
ments, weather forecast News Bulletin.
n a
3) Critical Listening: Listening to evaluate the message whether to accept or reject.
e e
eg: Advertisement of a product.
.
ww
4) Therapeutic Listening: Listening to understand to solve problems. eg: Listening
to riddles, quizzes.
w
5) Appreciative Listening: Listening for enjoyment or for sensory impression or
entertainment.
eg: Listening to poetry, plays on radio, stories etc.
Activities to develop listening skill

✫ Teacher's speech serves as a unique source of listening for the children. He/ She can
give commands, instructions, make statements, draw a picture and ask questions
e t
based on it. All these activities provide the children an opportunity to get the expo-
sure of listening.
. n
a
✫ Dictation of words which differ in only one sound (Minimal pairs) be given as an
h
activity to master different sounds of English.
eg: pat - bat, sit - seat, ant - aunt
i b
a t
✫ Short stories could be narrated and the learners may be asked comprehension ques-
tions or may be asked to re-narrate.
p r
d u
✫ Quizzes with simple questions evince interest in the class to make joyful learning.
✫ A tape recorder is highly helpful in the development of good pronunciation, differ-
n a
entiation of sounds, intonation patterns etc.
.e e
✫ Language games like 'Chinese Whisper' could be played in the class to give ample
exposure to listening.
w w e t
w . n
h a
i b
a t
p r
d u
n a
.e e
w ww
ENGLISH PEDAGOGY
Communicative Approach
'Language is used to achieve a communicative purpose.'
e t
- Widdowson
n
Language is a means of communication. Mere mastering of structures would
.
h a
not be helpful to communicate. In the words of Keith Johnson the Structural Approach
makes the learner 'structurally competent but communicatively incompetent.'
i b
The Structural Approach helps the child to receive a strong foundation in
t
grammar and rules of language. But language is not structural alone it is functional
a
also. If the user of a
r
language has only the knowledge of language rules and form,
p
then he is said to have 'linguistic competence' and if he also has the knowledge that
d u
enable him to communicate functionally and interactively, then he is said to have
'communicative competence'.
n a
.e e
The goal of language teaching is therefore to develop 'Communicative
competence'. The term Communicative competence was coined by Dell Hymes, an
w
American Anthropologist. This was developed in contrast to Chomsky's theory of
w e t
w n
'competence' which emphasises on the mastery of grammatical rules. In Hymes view
.
a person who acquires Communicative competence acquires both knowledge and
h a
ability for language use. According to Cannale and Swain there are four dimensions
of Communicative competence.
i b
t
Dimensions of Communicative Competence

↓

↓
p ra 
↓

↓
Strategic
Grammatical
Competence
d
Competence u
Socio-linguistic Discourse
Competence Competence
the ability to use
n
grammar, syntax, a
the ability to use
right and
the ability to
participate
the ability to solve
e e
vocabulary
.
appropriate words
according to the
effectively in
speeches/
communication
problem
w ww topic/ setting conversations

So it is clear from the above diagram that Communicative competence is an
ability not only applies to the grammatical rules of a language in order to form
grammatically correct sentences but also to know when and where to use these
sentences and to whom.
CHIEF CHARACTERISTIC FEATURES OF COMMUNICATIVE
1.
APPROACH or COMMUNICATIVE LANGUAGE TEACHING (CLT)
Goal/ Aim: The goal of Language Teaching is to develop Communicative
e t
Competence among the learners. This implies both
n
syntactic and semantic
.
2.
use of language.
h a
Prime Focus on the Learner: The CLT approach focuses on the learner.
i b
Learner is the pivot here as it is learner centred. It takes into account the
priorities of the learner . The learner is constantly faced with the problems of
a t
how to learn English and chooses his own route to the solution. He learns by
3.
discovery.
p r
Syllabus: CLT often uses a functional notional syllabus. The model syllabus
d u
was first proposed by Wilkins in 1976. He called it a Notional Syllabus. The
n a
syllabus of CLT gives priority to the students' interests. Its interest is on how
language is used for communication. The Functional-Notional categories
.e e
may be like greeting, introducing people, expressing joy, extending and
accepting invitations, making appointments, agreeing and disagreeing making
4.
w ww
apologies, giving suggestions etc.
t
Teacher's Role: Communicative Language teaching is task based. This means
e
. n
the teacher gives many tasks to the students in the process of language learning.
The teacher acts as a facilitator. He is the manager of the class room. He
h a
creates umpteen situations that are likely to promote communication. During
these activities the teacher acts as an advisor answering students' questions and
i b
monitoring their performance. At other times he might be a Co-Communicator
5.
(little wood).
Class room Activities/ Tasks: In CLT
a t
p r
numerous exercises can be executed. Class
d u
room activities are designed to focus on
completing tasks. Information gap activi-
a
ties, Role Play, Interview, Pair work are
n
e e
some of the activities used in the process of
language learning. The following are some
.
ww
tasks which generate language:
a) making requests for something.
wb) making a phone call.

c) inviting somebody's attention.
d) greeting and introducing the people.
e) booking a room in a hotel or guest house.
f) making a reservation of the railway ticket.
6. Use of Mother Tongue: Careful use of Mother Tongue or translation is
allowed in this approach. The use of mother tongue altogether can not be
banished as in the Direct method. Judicious use of mother tongue or LI will
7.
ensure effective use and learning of the target language.
e t
View of errors: Errors among the learners are tolerated and treated as natural
. n
in the development of language. Trial and Error method is followed here
stress on rules of grammar or syntax initially.

h a
because language is created by the learner through trial and error. There is no
8.
i b
Testing: Testing the learner's knowledge or the text is not the goal; testing the
t
learner's ability to use the language is crucial in this approach.
a
Advantages
p r
Student's inhibition is driven Communicative
Limitations
approach needs
out. Student feels
d uspecially trained and skilled teachers to teach
encouraged.
n a english. An average teacher finds it difficult to

use this approach.
. e
This approach envisages It is quite unmanageable to organise group
e
more practical type of activities and pair work in the over crowded
w
learning the language.
w
classes.
Students acquire fluency, It is some what difficult to evaluate languagee t
w
accuracy and appropriacy in
. n
competence of a student when the learner is
the use of language
Key Points h a
involved in the problem solving task.

i b
Developing Communicative competence is the prime goal of CLT.

a t
The term Communicative competence was coined by Dell Hymes

r
Learner is the pivot and this approach is known as learner centred approach.
p
d u
The Language material whatever useful to learners is the syllabus of this
approach. The first model syllabus known as notional syllabus was proposed

by Wilkins.
n a

e
In communicative language teaching teacher is the facilitator. He creates an
e
environment feasible for language learning.
.
ww
Information gap activities, role plays, life based exercises are the tools for
language generation.

wErrors made by the learners in the course of learning are tolerated.
Fluency, accuracy and appropriacy in the use of language are the chief tenets
of this approach.
Judicious use of mother tongue is allowed.
1. The term 'Communicative competence' was coined by -
1) Wilkins 2) Chomsky 3) Hymes 4) Hornby
2. CLT Approach emphasises on learning by -
1) imitation 2) repetition 3) use 4) playing
e t
3. Identify the correct statement.
. n
1) large strength class is not feasible for CLT approach
2) Structures are presented and practiced rigorously
h a
3) Translation is used extensively
i b
4.
4) All are correct statements.
a t
Which of the following is significant in CLT approach?
1) Fluency
p r 2) Accuracy
3) Appropriacy
d u 4) all
5.
1) Halliday a
Notional syllabus was proposed by .......
n2) Wilkins 3) Hymes 4) Chomsky
.e e
ANSWERS: 1)3 2)3 3)1 4)4 5)2.
-S. RAHAMATHULLA
w w e t
w . n
h a
i b
a t
p r
d u
n a
.e e
w ww
ENGLISH PEDAGOGY
1. “Language is innate to all human beings” is the belief of....
1) Cognitivists 2) Psycholinguists
e t
3) Behaviourists 4) Experimentalists
. n
2.
a
“English is the gift of goddess saraswathi” is the quotation given by ....
h
1) Mahatma Gandhi
3) Rajaji
i b
2) Jawaharlal Nehru
4) Prof. Gokak
3.
a t
The aim of English Education in pre-Independent India was ....
p r
1) Preparing the Indians to help the British Administration
u
2) To bring about cultural transmission
d
a
3) To ensure a co-ordination among different groups of people.
n
4.
. e
4) To expand trade and commerce links
e
Structural Approach was first introduced in....
w w
1) Madras state 2) Hyderabad state
e t
w
3) Bengal state 4) Delhi
. n
5.
1) Gray 2) Anderson 3) Comenius a
The Word Method in the teaching of Reading was introduced by ....
h 4) Edmund Burke
6.
i b
Flower and Hayes regarded the following one of the skills as ‘Problem -
Creating and solving skill’
t
7.
1) Listening 2) Speaking
p
English has .... distinct phonemes ra 3) Reading 4) Writing
1) 44 2) 42
d u 3) 26 4) 45
8.
n a
Chapter-4 of NCFTE-2009 deals with ....
.e e
1) Language Education
3) School Education
2) Teacher Education Programmes
4) Curriculum
9.
ww
“A language could best be taught” by using it actively in the class room was said
w
by....
1) Asher 2) Dodson 3) Franke 4) Medinger
10. Dr. Wests Method lays stress on.....
1) Listening 2) Speaking 3) Reading 4) Writing
11. Intonation is variation in .....
1) Pitch 2) Sound 3) Organ 4) air
12. Lesson Plan is an example for .....
1) Long term plan 2) Mid term plan
e t
3) Short term plan 4) Half yearly plan
. n
13.
h
“Bad writing is a sign of imperfect education”- said by ..... a
1) Mahatma Gandhi
b
2) Jawaharlal Nehru
i
3) Radhakrishnan
t
4) D.S. Kothari
a
14. Teaching of poetry is meant for .....
1) development of aesthetic sense
p r
d
2) intensive study of language u
3) extensive reading
n a
15.
. e
4) comprehension and composition
e
Find out the function word from the following.
w w
1) and 2) champion 3) handsome
e
4) seizing t
16. w
S-O-S approach is an alternative to-
. n
1) Bilingual method
a
2) Audio lingual method
h
3) Direct method
b
4) GT Method
i
17.
t
The repetition of same idea or item of information within the language is called
as-
a
1) creativity
p r 2) reduncy
18.
3) prevarication
a du 4) cultural transmission
Banishing mother tongue in the class room is the characteristic feature of ......
method
e n
.e
1) Direct 2) Bilingual 3) GT 4) Reading
19.
20.
ww
Writing is the ....... representation of speech sounds
w
1) alphabetical 2) graphical 3) phonetic 4) systematic
A unit of written text or speech which is larger than a sentence is known as .......
1) a discourse 2) a phoneme
3) a phrase 4) an inflection
21. Which one of the following is considered as a great deterrent to learning
English?
1) Lack of opportunity for the pupils to listen and use English outside the
classroom
e t
2) English is a difficult language to learn
. n
3) English phonemes are unsuzupulous
h a
4) English has a vast vocabulary
i b
22. Example for Authentic Material is .....
1) English Reader
a t
2) Supplementary Reader
3) News paper
p r 4) All the above
23.
u
Diagnostic Tests are administered to .....
d
a
1) Find out deficiencies of the students with a view to impart remediation
n
.e e
2) asses the suitability of a candidate for specific programme
3) test the proficiency for some placement
w w
4) judge the students capabilities
e t
24.
w
Find out the correct statement with regard to ‘Evaluation’.
. n
1) Evaluation is a more comprehensive process of measurement
h a
2) Evaluation is both qualitative and
3) Evaluation is concerned with the b
quantitative
i measurement of the total

teaching - learning process
a t
4) All the above
p r
25.
u
CLT approach emphasises on learning by .....
d
1) imitation
a
2) repetition 3) use 4) playing
e en Answers
1-2; 2-3; 3-1; 4-1; 5-3; 6-4; 7-1; 8-2; 9-3; 10-3; 11-1; 12-3; 13-1; 14-1; 15-1; 16-3;
.
ww
17-2; 18-1; 19-2; 20-1; 21-1; 22-3; 23-1; 24-4; 25-3.
w -S. Rahamathulla
ఇం థ ల
LANGUAGE – II (Content and

Methodology)
1. WHO, NATO, SAARC, and BASIC are

some of the examples of
a) Acronym
b) Initialism
c) Portmanteau word
d) Back formation
2. If you are to write a contradictory

remark for the following sentence, choose
the suitable option.
He can speak English. ________________.
a) But either I can. b) But neither I can.
c) But I can’t. d) But can I?
3. They made the child ___________ the

milk. Fill in the blank with a suitable
infinitive.
a) drink b) to drink
c) drank d) drinking
4. It was ______________ that we didn’t go
out.
Which of the following options will be a
meaningful option to fill in the blank?
a) so warm a day b) a so warm day
c) so warm day d) none of these
5. _______ more you read, _________ wiser

you become.
Which two articles would suit the blanks?
a) a, an b) the, a
c) the, an d) the, the
6. We swam ___________ the river. The

suitable preposition to fill in the blank is :
a) across b) over
c) upon d) on
7. A child looks very much like her

grandmother. One of the following
expresses the same meaning. Choose
the answer.
a) She takes off her grandmother
b) She takes after her grandmother
c) She takes upon her grandmother
d) She takes out her grandmother
8. One of the following sentences

expresses more compulsion or obligation
on the part of the speaker. Choose that
sentence.
a) I have to see the doctor.
b) I should see the doctor
c) I must see the doctor.
d) None of the above.
9. ____________ of his real motive, I

wouldn’t have supported him. The
possible option is
a) If I have known b) Had known
c) Had I known d) If had I known
10. I didn’t like ____________ of these two

dresses. Choose the suitable conjunction
to fill in the blank.
a) either b) neither
c) both d) none
11. Identify one of the following question

tags that is incorrect.
a) I am a lecturer, aren’t I?
b) Let’s go to a party, shall we?
c) We should never tell lies, shouldn’t
we?
d) I don’t like an ice cream, do I?
12. The patient __________ died before the

doctor came. The possible auxiliary verb
is
a) has b) did
c) had d) was
13. Observe the following sentences and

the correct answer from the options.
1. The sceneries here are not good.
2. I heard these news in the morning.
3. He provided the blinds with food.
4. They have got lots of furniture.
a) 1 and 2 are correct.
b) Only 4 is correct.
c) Only 2 and 4 are correct.
d) Only 3 is correct.
14. Each sentence given below contains

an idiom part of which has been omitted.
Complete the sentence using the omitted
part.
‘You hit the ____________ on the head when
you said that politics is a dirty game.’
a) gun b) nail
c) man d) trunk
15. Fill in the blank with a preposition or

an adverb particle that completes the
phrasal verb.
I came ______________ an old friend of
mine yesterday.
a) about b) across
c) on d) by
16. Fill in the blanks with appropriate

relative pronoun.
There is no one ____________ has not lost a
dear one.
a) whom b) who
c) which d) whose
17. ‘Please wait here till I return,’ she told
him. When changed into indirect speech,
the sentence reads like
a) She requested them to wait there till
she returned.
b) She said to them to wait there till she
returned.
c) She asked them to wait there till she
returns.
d) She requested them to wait there till
she had returned.
18. ‘The thief heard a noise. He ran away.’

The sentence, if combined meaningfully,
reads like
a) When hearing a noise, the thief ran
away.
b) Having hearing a noise, the thief ran
away.
c) Hearing a noise, the thief ran away.
d) As he hearing a noise, the thief ran
away.
19. One of the following is not a verb.

Find the one.
a) Breathe
b) Bathe
c) Breath
d) Beat
20. ‘Your behavior disgusts me.’ Identify

the correct passive form for the sentence.
a) I was disgusted by your behavior.
b) I have been disgusted by your behavior.
c) I am being disgusted by your behavior.
d) I am disgusted by your behavior.
Read the following passages carefully and
answer the questions from 21 to 24.
Joey put on his mask. He flapped his cape
in front of the mirror. This is the best
costume, he thought. I’m sure to win the
contest. Joey skipped downstairs. “Here I
come to rescue you!” Joey shouted. “Nice
costume,” said Joey’s dad. “I’m a
superhero,” said Joey. “Joey,” said Mom, “I
need you to watch Mindy at the party.”
Joey looked at his little sister. “But Mom,
superheroes don’t have kid sisters.” “Well
this superhero has a sister,” said Mom.
“What will Mindy’s costume be?” asked
Dad. “I’m not sure,” said Mom. Joey got an
idea. “I know!” Joey took Mindy upstairs
to his room. He dug through his closets.
Joey found his baby blanket. He put it
around Mindy’s shoulders. At the party,
Superhero Joey and his sidekick Supergirl
Mindy won first prize!
21. What was Joey supposed to do at the

party?
a) fly in the air
b) help make the food
c) watch his little sister
d) clean up
22. Why did Joey dressed like a

superhero?
a) to play with his sister.
b) to make fun of others
c) to participate a contest
d) to befool others
23. Which phrase in the passage means

‘searched’?
a) put on b) dug through
c) put around d) to rescue
24. What is the meaning of the word
‘sidekick’?
a) assistant b) brother
c) sister d) participant
Methodology
25. Cognitive Approach deals with

a) Curriculum processes
b) Mental processes
c) Behavioural system
d) Classroom functions
26. One of the main Objectives of

teaching is
a) to prepare students to pass the exams.
b) to motivate students to ask questions.
c) to provide them with lot of information.
d) to develop the capacity to think
rationally.
27. Which of the following is NOT an

instructional material?
a) charts b) text books
c) stationery d) classroom
28. Structural Approach gives priority to

a) Grammar
b) Patterns of sentences
c) Learning by speaking
d) Oral practice
29. Which of the following is an example

of Bilabial?
a) /h/ b) /k/ c) /b/ d) /m/
30. The ultimate purpose of education is

to develop an individual into a sensible,
rational and __________ being.
a) logical b) moral
c) critical d) fictional
Answer:
1.a 2.c 3.a 4.a 5.d 6.a 7.b 8.c
9.c 10.c 11.c 12.c 13.b 14.b
15.b 16.b 17.a 18.c 19.c 20.d
21.c 22.c 23.b 24.a 25.b 26.d
27.d 28.b 29.c 30.b
D.S.C(ENGLISH)
-Systematicity of language: Language is systematic. It
means that “Language has a set of definite rules that
govern its use.” All languages have grammar and this
grammar lends a structure or system to that language.
-Arbitrariness of Language: This feature is opposite to
the second feature .
-Arbitrary means “not based on any principle or plan or
system” Thus, language is systematic as well as
arbitrary.
-Language is arbitrary because of Two reasons:
i) Each language chooses its own system of speech
sounds and has words for different objects. We use
different words for the same object in different
languages
Ex: Book – in English
Pustakam – in Telugu
Kitab – in Hindi
ii) There is no connection between written word or
spoken sound and the object they refer to.
-Duality of Structure: There are two levels (systems)
governing any language – it is called Duality of
Structure.
-First Level: Putting up of Speech sounds together into
words.
Ex: W+e = we.
P+l+a+y = play
-Second Level: Words are combined into meaningful
Sentences
Ex: We + play = We play.
-Language is a system of systems: Language is a system
of Phonetics, grammar and vocabulary which in
themselves are systems.
These systems are:
-Phonology: The study of speech sounds. ( called
Phonemics in America)
-Morphology: The study of Words, their information
and various changes in their form.
-Semantics: The study of Words and their meanings in a
systematic way.
-Syntax: The study of word order i.e., phrases, formulas
and sentences.
-Language is Learnt: The child knows no language and
he learns it over a long period of time. He begins
learning of language by making various isolated sounds.
Finally he acquires the speech sounds by imitation. He
also learns grammatical constructions of the language by
imitation.
-Displacement: It means that we are able to speak of
Past, present, future and about the places that are away
from us.
-Our speech beyond the limit of time and space
-Displacement is the rare quality of human beings
because animals can’t imagine, and their communication
context bound.
-Language is creative and Prevaricative: It means that
each sentence we use in our daily life is a new sentence.
We may repeat a sentence but may not do so exactly the
same way we uttered it the first time.
-Prevarication means “the ability to tell lies”.
-Language exhibits redundancy: It means that language
repeats itself.
-It facilitates the listener to understand the total
meaning, even if -part of the utterance is not carefully
heard.
-Language is extendible:
-It means to extend any sentence that is given to us.
-It means we can’t set a standard length to a sentence.
We can continue a sentence by adding a new element
each time, making the previous sentence longer.
-Language Transmits Culture:
-Language is the most dynamic form of culture-
preserving and culture-transmitting.
-Language is transmitted from one individual to another
not by physical inheritance, but by learning.
-Language is Dynamic:
-Language changes.
-Every language constantly changes and develops
according to the needs of the people.
-The change occurs at all levels – sounds, words, word
meanings and sentences.
-Interchangeability: It means that it can both send and
receive messages.
-Reflexiveness: This refers to the ability to use a
language system to explain its own system. That is a
language is used to explain its own grammar or use.
-Languages are primarily vocal, but may also be visual.
-Languages is essentially human although it is not
limited to human.
-Specialization:
-It signifies that human language is a special system and
has its own framework of structure and meaning and that
the system is suitable for conveying messages within the
framework.
-It also means that there need not be complete physical
involvement. Human beings may involve themselves in
other activities while doing something else.
Ex. They can talk about a recent film while eating.
LANGUAGE ACQUISITION Vs LEARNING
Language Acquisition
-Language acquisition refers to the process of natural
assimilation, involving intuition and subconscious
learning.
-It is the product of real interactions between people in
environments of the target language and culture, where
the learner is an active player.
-It is similar to the way children learn their native
tongue, a process that produces functional skill in the
spoken language without theoretical knowledge.
-A classic example of second language acquisition are
the adolescents and young adults that live abroad for a
year in an exchange program, often attaining near native
fluency, while knowing little about the language.
Language Learning
-The concept of language learning is linked to the

traditional approach to the study of languages and today
is still generally practiced in high schools worldwide.
-Attention is focused on the language in its written form
and the objective is for the student to understand the
structure and rules of the language, whose parts are
dissected and analyzed.
-The task requires intellectual effort and deductive
reasoning.
-The form is of greater importance than communication.
-Teaching and learning are technical and based on a
syllabus.
-One studies the theory in the absence of the practice.
One values the correct and represses the incorrect.
-Error correction is constant leaving little room for
spontaneity.
-The student will be taught how to form interrogative
and negative sentences, will memorize irregular verbs,
study modal verbs, learn how to form the perfect tense,
etc., but hardly ever masters the use of these structures
in conversation.
General English
Degrees of Comparison
There are three degrees of comparison.
1) Positive
2) Comparative
3) Superlative
û Comparison of equals is expressed by
as+adjective/adverb+as
‐ Sushma is as clever as Greeshma
‐ Tarun ran as quickly as Varun
‐ In the negative comparison as...as is often
replaced by so...as.
‐ Karan is not so clever as Arun.
‐ Prahlad did not run so quickly as Prabhas.
‐ Comparison of two unequal persons or things
is expressed by the comparative with than.
‐ Tirumala is cooler than Tirupati.
‐ Comparison of three or more persons or
things is expressed by the superlative with the.
‐ Everest is the highest peak in the world.
‐ Often the addition of the suffix '-er' changes
the adjective from the positive degree to the
comparative degree and the addition of suffix '-
est' changes it to the
‐ superlative degree. In the case of words
ending with 'Y' the suffixes are '-ier' and '-
iest'.
Positive Comparative Superlative
Degree Degree Degree
Long Longer Longest
Young Younger Youngest
Bold Bolder Boldest
Holy Holier Holiest
Lovely Lovelier Loveliest
‐ In the case of polysyllabic adjectives, the
degree of comparison is marked by the words
'more' and 'most' before them.
Difficult Moredifficult Mostdifficult Hone
st More honest Most honest
Splendid More splendid Most splendid
Intelligent More intelligent Most intelligent
‐ A few adjectives and adverbs have irregular
comparatives and superlatives.
Good Better Best
Bad Worse Worst
Little Less, lesser Least
Much, many More Most
Model - I
A) Superlative: Akbar was the greatest
Mughal Emperor.
Comparative: Akbar was greater than any other
Mughal Emperor.
Positive: No other Mughal Emperor was (so) as
great as Akbar.
B) Superlative: The dog is the most faithful
animal.
Comparative: The dog is more faithful than any
other animal.
Positive: No other animal is (so) as faithful as
the dog.
Model - II
A) Superlative: The African elephant is one of
the largest animals.
Comparative: The African elephant is larger
than most other animals.
Positive: Very few animals are as large as the
African elephant.
B) Superlative: The cow is one of the most
useful animals.
Comparative: The cow is more useful than most
other animals.
Positive: Very few animals are as useful as the
cow.
Model - III
A) Comparative: The rabbit is smaller than the
hare.
Positive: The hare is not (so) as small as the
rabbit.
B) Comparative: Gold is more expensive than
silver.
Positive: Silver is not (so) as expensive as Gold.
Model - IV
A) Comparative: Tinku is not taller than Rinku.
Positive: Rinku is (at least) as tall as Tinku.
B) Comparative: The Statue of Liberty is not
more famous than the Taj Mahal.
Positive: The Taj Mahal is (at least) as famous
as the Statue of Liberty.
Model - V
Superlative: Anupama is not the tallest girl in
the class.
Comparative: Anupama is not taller than some
other girls in the class
Positive: Some girls in the class are at least as
tall as Anupama.
1. Identify the correct sentence.
1) Siddu is heaviest boy in the group
2) Raghava is older as Rajesh
3) Harini is not so tall as Prem.
4) Vamsi is tall as Ramana.
2. 'Anil is not taller than Ravi'
If you change the above sentence
into the positive degree correctly,
you will get:
1) Ravi is as taller as Anil
2) Ravi is at least as tall as Anil
3) Ravi is so tall as Anil
4) Ravi is taller than Anil
3. Identify the 'Positive degree' of
the sentence:
Raju is taller than Amar.
1) Amar is not tall as Raju
2) Amar is not so tall as Raju
3) Amar can be tall like Raju
4) Amar is as tall as Raju
4. Find the sentence which conveys
the same meaning for the following
sentence.
She loves the dog better than them.
1) She loves the dog better than
she loves them
2) She loves the dog better than the dog loves
them
3) She loves them better than the dog
4) She loves both them and the dog better
5. My neighbour works at least as hard as my
father.
This sentence means:
1) My neighbour works harder than my father
2) My father works harder than my neighbour
3) Both my neighbour and my father work hard
in the same degree
4) Both my neighbour and my father do not
work hard in the same manner
Identify the correct sentence.
1. 1) Sarala was the little tired of them all
2) Sarala was the less tired of hem all
3) He loves me more than you
4) He loves me more than you do
2. 1) Mr. Kulkarni is the fat person I have ever
seen
2) Mr. Kulkarni is the fattest person I have ever
seen
3) Mr. Kulkarni is the fatty person I have ever
seen
4) Mr. Kulkarni is fattier than any person I have
ever seen.
3. 1) This is one of the most crowd localities of
Hyderbad
2) This is one of the most crowded localities of
Hyderbad
3) This is more crowded than many localities
of Hyderabad
4) Very few localities of Hyderabad are
crowded as this
4. 1) Pavan's work is bad, Pankaj's is more
bad, but Pandyan's work is the worst
2) Pavan's work is more bad, Pankaj's is most
bad, but Pandyan's work is the worst.
3) Pavan's work is bad, Pankaj's is worse, but
Pandyan's work is the worst
4) Pavan's work is bad, Pankaj's is the worst,
but Pandyan's work is worse
5. 1) Apples are more costlier than oranges
2) Apples are costlier than oranges
3) Apples are the costliest of oranges
4) Apples are the costlier ones than oranges
6. Identify the 'Positive degree' of the
sentence.
Latif is more hard working than most other
boys.
1) Latif is hard working as other boys
2) Latif is as hard working as other boys
3) No other boy is hard working as Latif
4) Very few boys are as hard working as Latif
7. Identify the 'Comparative degree' of the
sentence.
Nothing travels so fast as light
1) Light is faster than any thing.
2) Light is faster than any other thing.
3) Light travels faster than any other thing.
4) Light travels faster than many other things
8. Identify the 'Superlative degree' of the
sentence.
The mango is more delicious than many other
fruits.
1) The mango is most delicious of all other
fruits
2) The mango is most delicious fruit
3) The mango is one of the most delicious
fruits.
4) The mango is the most delicious fruit.
sentence.
Selfishness is the worst quality a person can
have.
1) Selfishness is worse than any other quality a
person can have
2) Selfishness is more worse quality a person
can have
3) Selfishness is worse quality a person can
have
4) Selfishness is more worse than any other
quality a person can have
D.S.C(ENGLISH)
-Systematicity of language: Language is systematic. It
means that “Language has a set of definite rules that
govern its use.” All languages have grammar and this
grammar lends a structure or system to that language.
-Arbitrariness of Language: This feature is opposite to
the second feature .
-Arbitrary means “not based on any principle or plan or
system” Thus, language is systematic as well as
arbitrary.
-Language is arbitrary because of Two reasons:
i) Each language chooses its own system of speech
sounds and has words for different objects. We use
different words for the same object in different
languages
Ex: Book – in English
Pustakam – in Telugu
Kitab – in Hindi
ii) There is no connection between written word or
spoken sound and the object they refer to.
-Duality of Structure: There are two levels (systems)
governing any language – it is called Duality of
Structure.
-First Level: Putting up of Speech sounds together into
words.
Ex: W+e = we.
P+l+a+y = play
-Second Level: Words are combined into meaningful
Sentences
Ex: We + play = We play.
-Language is a system of systems: Language is a system
of Phonetics, grammar and vocabulary which in
themselves are systems.
These systems are:
-Phonology: The study of speech sounds. ( called
Phonemics in America)
-Morphology: The study of Words, their information
and various changes in their form.
-Semantics: The study of Words and their meanings in a
systematic way.
-Syntax: The study of word order i.e., phrases, formulas
and sentences.
-Language is Learnt: The child knows no language and
he learns it over a long period of time. He begins
learning of language by making various isolated sounds.
Finally he acquires the speech sounds by imitation. He
also learns grammatical constructions of the language by
imitation.
-Displacement: It means that we are able to speak of
Past, present, future and about the places that are away
from us.
-Our speech beyond the limit of time and space
-Displacement is the rare quality of human beings
because animals can’t imagine, and their communication
context bound.
-Language is creative and Prevaricative: It means that
each sentence we use in our daily life is a new sentence.
We may repeat a sentence but may not do so exactly the
same way we uttered it the first time.
-Prevarication means “the ability to tell lies”.
-Language exhibits redundancy: It means that language
repeats itself.
-It facilitates the listener to understand the total
meaning, even if -part of the utterance is not carefully
heard.
-Language is extendible:
-It means to extend any sentence that is given to us.
-It means we can’t set a standard length to a sentence.
We can continue a sentence by adding a new element
each time, making the previous sentence longer.
-Language Transmits Culture:
-Language is the most dynamic form of culture-
preserving and culture-transmitting.
-Language is transmitted from one individual to another
not by physical inheritance, but by learning.
-Language is Dynamic:
-Language changes.
-Every language constantly changes and develops
according to the needs of the people.
-The change occurs at all levels – sounds, words, word
meanings and sentences.
-Interchangeability: It means that it can both send and
receive messages.
-Reflexiveness: This refers to the ability to use a
language system to explain its own system. That is a
language is used to explain its own grammar or use.
-Languages are primarily vocal, but may also be visual.
-Languages is essentially human although it is not
limited to human.
-Specialization:
-It signifies that human language is a special system and
has its own framework of structure and meaning and that
the system is suitable for conveying messages within the
framework.
-It also means that there need not be complete physical
involvement. Human beings may involve themselves in
other activities while doing something else.
Ex. They can talk about a recent film while eating.
LANGUAGE ACQUISITION Vs LEARNING
Language Acquisition
-Language acquisition refers to the process of natural
assimilation, involving intuition and subconscious
learning.
-It is the product of real interactions between people in
environments of the target language and culture, where
the learner is an active player.
-It is similar to the way children learn their native
tongue, a process that produces functional skill in the
spoken language without theoretical knowledge.
-A classic example of second language acquisition are
the adolescents and young adults that live abroad for a
year in an exchange program, often attaining near native
fluency, while knowing little about the language.
Language Learning
-The concept of language learning is linked to the

traditional approach to the study of languages and today
is still generally practiced in high schools worldwide.
-Attention is focused on the language in its written form
and the objective is for the student to understand the
structure and rules of the language, whose parts are
dissected and analyzed.
-The task requires intellectual effort and deductive
reasoning.
-The form is of greater importance than communication.
-Teaching and learning are technical and based on a
syllabus.
-One studies the theory in the absence of the practice.
One values the correct and represses the incorrect.
-Error correction is constant leaving little room for
spontaneity.
-The student will be taught how to form interrogative
and negative sentences, will memorize irregular verbs,
study modal verbs, learn how to form the perfect tense,
etc., but hardly ever masters the use of these structures
in conversation.
General English
Degrees of Comparison
There are three degrees of comparison.
1) Positive
2) Comparative
3) Superlative
û Comparison of equals is expressed by
as+adjective/adverb+as
‐ Sushma is as clever as Greeshma
‐ Tarun ran as quickly as Varun
‐ In the negative comparison as...as is often
replaced by so...as.
‐ Karan is not so clever as Arun.
‐ Prahlad did not run so quickly as Prabhas.
‐ Comparison of two unequal persons or things
is expressed by the comparative with than.
‐ Tirumala is cooler than Tirupati.
‐ Comparison of three or more persons or
things is expressed by the superlative with the.
‐ Everest is the highest peak in the world.
‐ Often the addition of the suffix '-er' changes
the adjective from the positive degree to the
comparative degree and the addition of suffix '-
est' changes it to the
‐ superlative degree. In the case of words
ending with 'Y' the suffixes are '-ier' and '-
iest'.
Long Longer Longest
Young Younger Youngest
Bold Bolder Boldest
Holy Holier Holiest
Lovely Lovelier Loveliest
‐ In the case of polysyllabic adjectives, the
degree of comparison is marked by the words
'more' and 'most' before them.
Difficult Moredifficult Mostdifficult Hone
st More honest Most honest
Splendid More splendid Most splendid
Intelligent More intelligent Most intelligent
‐ A few adjectives and adverbs have irregular
comparatives and superlatives.
Good Better Best
Bad Worse Worst
Little Less, lesser Least
Much, many More Most
Model - I
A) Superlative: Akbar was the greatest
Mughal Emperor.
Comparative: Akbar was greater than any other
Mughal Emperor.
Positive: No other Mughal Emperor was (so) as
great as Akbar.
B) Superlative: The dog is the most faithful
animal.
Comparative: The dog is more faithful than any
other animal.
Positive: No other animal is (so) as faithful as
the dog.
Model - II
A) Superlative: The African elephant is one of
the largest animals.
Comparative: The African elephant is larger
than most other animals.
Positive: Very few animals are as large as the
African elephant.
B) Superlative: The cow is one of the most
useful animals.
Comparative: The cow is more useful than most
other animals.
Positive: Very few animals are as useful as the
cow.
Model - III
A) Comparative: The rabbit is smaller than the
hare.
Positive: The hare is not (so) as small as the
rabbit.
B) Comparative: Gold is more expensive than
silver.
Positive: Silver is not (so) as expensive as Gold.
Model - IV
A) Comparative: Tinku is not taller than Rinku.
Positive: Rinku is (at least) as tall as Tinku.
B) Comparative: The Statue of Liberty is not
more famous than the Taj Mahal.
Positive: The Taj Mahal is (at least) as famous
as the Statue of Liberty.
Model - V
Superlative: Anupama is not the tallest girl in
the class.
Comparative: Anupama is not taller than some
other girls in the class
Positive: Some girls in the class are at least as
tall as Anupama.
1. Identify the correct sentence.
1) Siddu is heaviest boy in the group
2) Raghava is older as Rajesh
3) Harini is not so tall as Prem.
4) Vamsi is tall as Ramana.
2. 'Anil is not taller than Ravi'
If you change the above sentence
into the positive degree correctly,
you will get:
1) Ravi is as taller as Anil
2) Ravi is at least as tall as Anil
3) Ravi is so tall as Anil
4) Ravi is taller than Anil
3. Identify the 'Positive degree' of
the sentence:
Raju is taller than Amar.
1) Amar is not tall as Raju
2) Amar is not so tall as Raju
3) Amar can be tall like Raju
4) Amar is as tall as Raju
4. Find the sentence which conveys
the same meaning for the following
sentence.
She loves the dog better than them.
1) She loves the dog better than
she loves them
2) She loves the dog better than the dog loves
them
3) She loves them better than the dog
4) She loves both them and the dog better
5. My neighbour works at least as hard as my
father.
This sentence means:
1) My neighbour works harder than my father
2) My father works harder than my neighbour
3) Both my neighbour and my father work hard
in the same degree
4) Both my neighbour and my father do not
work hard in the same manner
Identify the correct sentence.
1. 1) Sarala was the little tired of them all
2) Sarala was the less tired of hem all
3) He loves me more than you
4) He loves me more than you do
2. 1) Mr. Kulkarni is the fat person I have ever
seen
2) Mr. Kulkarni is the fattest person I have ever
seen
3) Mr. Kulkarni is the fatty person I have ever
seen
4) Mr. Kulkarni is fattier than any person I have
ever seen.
3. 1) This is one of the most crowd localities of
Hyderbad
2) This is one of the most crowded localities of
Hyderbad
3) This is more crowded than many localities
of Hyderabad
4) Very few localities of Hyderabad are
crowded as this
4. 1) Pavan's work is bad, Pankaj's is more
bad, but Pandyan's work is the worst
2) Pavan's work is more bad, Pankaj's is most
bad, but Pandyan's work is the worst.
3) Pavan's work is bad, Pankaj's is worse, but
Pandyan's work is the worst
4) Pavan's work is bad, Pankaj's is the worst,
but Pandyan's work is worse
5. 1) Apples are more costlier than oranges
2) Apples are costlier than oranges
3) Apples are the costliest of oranges
4) Apples are the costlier ones than oranges
6. Identify the 'Positive degree' of the
sentence.
Latif is more hard working than most other
boys.
1) Latif is hard working as other boys
2) Latif is as hard working as other boys
3) No other boy is hard working as Latif
4) Very few boys are as hard working as Latif
sentence.
Nothing travels so fast as light
1) Light is faster than any thing.
2) Light is faster than any other thing.
3) Light travels faster than any other thing.
4) Light travels faster than many other things
8. Identify the 'Superlative degree' of the
sentence.
The mango is more delicious than many other
fruits.
1) The mango is most delicious of all other
fruits
2) The mango is most delicious fruit
3) The mango is one of the most delicious
fruits.
4) The mango is the most delicious fruit.
sentence.
Selfishness is the worst quality a person can
have.
1) Selfishness is worse than any other quality a
person can have
2) Selfishness is more worse quality a person
can have
3) Selfishness is worse quality a person can
have
4) Selfishness is more worse than any other
quality a person can have

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G.

be learnt through translation in this method.

Oral fluency is the hall mark of ........

1) TPR 2) Bilingual Method

3. Aims are broad and often abstract in

6. Objectives express the specific pur-

Aims of Teaching English in India

iour at the end of schooling is known as objective.

AP TET CUM TRT

w w settled in the British islands.

★ Language is purely human and non-instinctive method of communicating ideas,

Distinctive Features of Language

deals with system of system of system of

Key Points Of The Topic

3) Early Modern English

when they use the language.

★ wdevelop proper speech habits.

Never explain: act

wNever speak too slowly: Speak normally

attitude of mind in our approach to language teaching learning.

Drawbacks of Bilingual Method:

d Dr. West's New Method

a t4) Bilingual Method

n a 4) All the above

w Language is a system of arbitrary vocal symbols used for human

This Anglo-Saxon lan- Thus a blending of William Shakespeare in his play

West Saxon 4) Kentish

p r words in modern English are pro-

w In the late modern English phase, the

Distinctive Features of Language

wof acquiring the culture of language we have learnt.

Activities to develop listening skill

w ww topic/ setting conversations

wb) making a phone call.

stress on rules of grammar or syntax initially.

n a english. An average teacher finds it difficult to

n2) Wilkins 3) Hymes 4) Chomsky

i measurement of the total

LANGUAGE – II (Content and

1. WHO, NATO, SAARC, and BASIC are

2. If you are to write a contradictory

3. They made the child ___________ the

5. _______ more you read, _________ wiser

6. We swam ___________ the river. The

7. A child looks very much like her

8. One of the following sentences

9. ____________ of his real motive, I

10. I didn’t like ____________ of these two

11. Identify one of the following question

12. The patient __________ died before the

13. Observe the following sentences and

14. Each sentence given below contains

15. Fill in the blank with a preposition or

16. Fill in the blanks with appropriate

18. ‘The thief heard a noise. He ran away.’

19. One of the following is not a verb.

20. ‘Your behavior disgusts me.’ Identify

21. What was Joey supposed to do at the

22. Why did Joey dressed like a

5. _ more you read, ___ wiser