The National Curriculum Framework, 2005 advocates that a language learner is a

• receiver of language

• producer of language

• user of grammatical rules

• the constructor of knowledge/ language

When learners have diverse linguistic backgrounds, the teacher should

• Learners are made into groups and asked to read by taking turns

• Teacher reads out and explains the text line-by-line

• Learners read individually and discuss with their friends the ideas of the text

• Learners divide the text into small chunks and read

Post-reading tasks are meant for

• giving the meaning of difficult words

• assessing the learning and connecting it to real-life situations

• introducing the main idea of the text

• explaining the grammatical rules in the text

Intensive reading is aimed at helping the learners read a text for

• accuracy

• improving study skills

• pleasure only

• information

Process writing approach could be described as

• bottom-up approach

• horizontal approach

• top-down approach

• vertical approach

Abeera, an English teacher, describes a scene and asks the learners to draw what they have heard. This is a

• mutual dictation

• picture story

• picture dictation

• picture composition

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While teaching a 'One-Act Play', a tableau can be used as one of the teaching strategies. The tableau refers to

• silent still image made by actors posing as characters

• a monologue

• some musical instrument

• dialogues between different actors

A teacher divides her class into pairs to exchange their notebooks and make corrections as per the direction of the teacher. What does she do?

• Correction

• Group assessment

• Assessment

• Peer assessment

A language is a tool because

• it is used for processing ideas

• it is used for communication

• it is used for thinking

• it is used for conveying ideas

Children can best learn a language when they have

• inhibition

• a proficient language teacher

• motivation

• a good textbook