Examius
🇮🇳 CTET (Central Teacher Eligibility Test) · flashcards
CTET (Central Teacher Eligibility Test) Language I (Pedagogy of the Medium Language) Flashcards
50 question-and-answer cards covering Language I (Pedagogy of the Medium Language) as it is examined in CTET (Central Teacher Eligibility Test). 24 of them are printed below, taken from across the deck — no signup, no paywall on the preview.
24 sample cards from the Language I (Pedagogy of the Medium Language) deck
Sampled from the end of the deck, so these are different cards from the ones shown on the syllabus page.
What does the principle 'language is best learnt in context and through use' imply for teaching?
Language should be taught through meaningful communication and authentic situations rather than isolated drills, because acquisition happens when language is used purposefully for real communication.
What is the difference between language 'acquisition' and language 'learning' (Krashen)?
Acquisition is the subconscious, natural picking up of language through exposure and use; learning is the conscious study of rules and grammar. Acquisition is considered more important for fluency.
What is the 'Communicative Approach' to language teaching?
An approach that prioritizes communication and meaning-making, treating language as a tool for real interaction; fluency and the ability to convey meaning are valued alongside accuracy.
What is the Grammar-Translation Method, and a key limitation?
A traditional method that teaches grammar rules and vocabulary lists, with translation between L1 and the target language; its limitation is that it neglects listening and speaking, producing little communicative ability.
What is the difference between hearing and listening?
Hearing is the passive, physical reception of sound; listening is an active, purposeful process of attending to, interpreting, and understanding what is heard.
Distinguish 'intensive listening' from 'extensive listening'.
Intensive listening focuses closely on a short text for specific details, sounds, or structures; extensive listening involves listening to longer texts for general understanding, gist, and enjoyment.
What is the difference between 'accuracy' and 'fluency' in speaking?
Accuracy is the correct use of grammar, vocabulary, and pronunciation; fluency is the ability to speak smoothly and at a natural pace, conveying meaning without undue hesitation.
Name three classroom activities that develop speaking skills.
Role-plays, debates/discussions, and storytelling (also dialogues, interviews, information-gap tasks, and oral presentations).
What is a 'diverse classroom' in the language-teaching context?
A classroom with learners differing in mother tongue, dialect, socio-cultural background, ability, and prior language exposure, requiring inclusive and differentiated teaching.
What teaching practice adjusts content, process, or product to meet the varied needs of learners in a diverse classroom?
Differentiated instruction (differentiated teaching), which tailors tasks, support, and pace to learners' different abilities and backgrounds.
How can a teacher use learners' multilingual backgrounds as a strength rather than a problem?
By treating the home languages as resources - allowing translanguaging, comparing languages, valuing learners' linguistic identities, and bridging from L1 to the target language.
What is the difference between intensive reading and extensive reading?
Intensive reading is detailed, close reading of short texts to study language and extract specific meaning; extensive reading is reading large amounts of self-selected, easier material for pleasure and fluency.
What is the difference between bottom-up and top-down processing in reading?
Bottom-up processing builds meaning from smaller units (letters to words to sentences); top-down processing uses prior knowledge, context, and prediction to make sense of the whole text.
What is the difference between mechanical/transcription writing and composition (creative) writing?
Mechanical writing involves the conventions of script - handwriting, spelling, and punctuation; composition/creative writing involves generating and organising ideas to express meaning in connected text.
Name the stages of the process approach to writing.
Pre-writing (brainstorming/planning), drafting, revising, editing, and publishing/sharing.
What are Teaching-Learning Materials (TLM)?
The resources, aids, and tools - print and non-print - a teacher uses to make teaching effective and learning concrete, such as textbooks, charts, flashcards, audio, and realia.
Give an example of an audio, a visual, and an audio-visual teaching aid for language.
Audio: recorded dialogues / language lab audio; Visual: charts, flashcards, pictures; Audio-visual: films, videos, and television programmes.
What are 'authentic materials' in language teaching?
Real-life texts not originally created for teaching - newspapers, advertisements, menus, signs, songs - used to expose learners to genuine language in use.
What is 'realia' as a teaching-learning material?
Real, concrete objects from everyday life brought into the classroom (e.g., fruits, coins, tickets) to make vocabulary and concepts tangible.
What is remedial teaching?
Targeted instruction given to learners who have specific learning gaps or difficulties, after diagnosing their errors, to help them reach the expected level.
What is diagnostic assessment and how does it link to remedial teaching?
Diagnostic assessment identifies a learner's specific weaknesses and error patterns; its results guide remedial teaching, which then addresses those identified gaps.
What is the difference between formative and summative evaluation?
Formative evaluation is ongoing assessment during learning, used to improve teaching and give feedback; summative evaluation is conducted at the end of a course/term to judge overall achievement.
What is Continuous and Comprehensive Evaluation (CCE)?
A system of school-based assessment that is continuous (regular, throughout the year) and comprehensive (covering both scholastic/academic and co-scholastic/personal aspects of a child's growth).
In language assessment, what is the difference between error and mistake?
An error is a systematic deviation reflecting a gap in the learner's competence (not self-correctable); a mistake is a slip in performance that the learner can correct themselves once noticed.
What this deck covers
The Language I (Pedagogy of the Medium Language) deck follows the CTET (Central Teacher Eligibility Test) Language I (Pedagogy of the Medium Language) syllabus — 3 chapters and 9 topics — so questions land on material that is genuinely examinable rather than trivia around it. That works out to roughly 16.7 cards per chapter.
Answers are written to be recallable, not just readable — averaging about 174 characters, which is long enough to carry the reasoning and short enough to say out loud.
A deck like this earns its keep on the second and third pass. Read the syllabus first so you know the shape of the subject, then use the cards to find the specific facts that have not stuck.
Language I (Pedagogy of the Medium Language) flashcards FAQ
How many Language I (Pedagogy of the Medium Language) flashcards are in this CTET (Central Teacher Eligibility Test) deck?
50 cards. This page previews 24 of them, sampled evenly across the deck so you can judge the difficulty before installing anything.
Are these CTET (Central Teacher Eligibility Test) flashcards free?
Yes. The preview here is free to read with no signup, and the full 50-card deck is free inside the Examius app.
What do the Language I (Pedagogy of the Medium Language) cards cover?
They follow the CTET (Central Teacher Eligibility Test) Language I (Pedagogy of the Medium Language) syllabus — 3 chapters and 9 topics — so the questions track what is actually examinable.
How should I use these flashcards?
Read the syllabus first so you know the shape of the subject, then drill the deck. Examius schedules each card with spaced repetition, so cards you keep missing come back sooner and ones you know drift further apart.