CTET Paper II (Classes VI-VIII) - Language II (Compulsory): Pedagogy of Language Development Practice Test 100 MCQs

CTET Paper II (Classes VI-VIII) - Language II (Compulsory): Pedagogy of Language Development Practice Test

Targeted 100 MCQ Practice Module focusing on: Listening & Speaking, Reading & Writing, Teaching-Learning Materials, Evaluation, Grammar & Vocabulary, Approaches & Methods, and Inclusive Language Classrooms.

Select your answers and click Submit Assessment Answers at the bottom to calculate your total score and review explanations.

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SECTION I: Language Acquisition & Learning Theories [Questions 1 to 10]

1. According to Stephen Krashen, 'language acquisition' is best described as:

A conscious study of grammar rules and vocabulary lists Memorising dialogues through repeated drilling A subconscious process similar to how children pick up their first language Translating sentences from the mother tongue

Explanation: Krashen distinguishes acquisition (subconscious, natural, through meaningful interaction) from learning (conscious knowledge of rules).

2. Noam Chomsky's concept of the Language Acquisition Device (LAD) suggests that:

Language is learnt only through imitation and reward Language develops only after formal schooling begins Children are born with an innate capacity to acquire language Language is a product of intelligence testing

Explanation: Chomsky argued that humans have an inborn mechanism that enables children to acquire the grammar of their language from limited input.

3. Which theorist viewed language learning as habit formation through imitation, practice, and reinforcement?

Noam Chomsky B.F. Skinner Lev Vygotsky Jean Piaget

Explanation: Skinner's behaviourist view held that language is learnt through stimulus, response, and reinforcement, like other habits.

4. Vygotsky's Zone of Proximal Development implies that a language teacher should:

Give only tasks learners can already do alone Provide scaffolding so learners can perform tasks slightly beyond their independent ability Avoid peer interaction to prevent confusion Wait until the learner's biological readiness appears

Explanation: ZPD is the gap between what a learner can do alone and with guidance; scaffolding by teacher and peers helps bridge it.

5. In Krashen's Input Hypothesis, 'i + 1' refers to input that is:

Exactly at the learner's current level Far beyond the learner's level Slightly above the learner's current level of competence Given only in written form

Explanation: Comprehensible input just beyond the learner's present level (i) promotes progress to the next stage (i + 1).

6. The 'Affective Filter' hypothesis states that language acquisition is hindered when the learner experiences:

An excess of comprehensible input Frequent interaction with peers High anxiety, low motivation, and low self-confidence Exposure to authentic materials

Explanation: Negative emotions raise the affective filter and block input from being acquired, so a supportive classroom climate is essential.

7. The Critical Period Hypothesis suggests that:

There is an optimal age span, mostly early childhood, for natural language acquisition Language can be acquired only after puberty Language acquisition has no relation to age Only formal instruction leads to language mastery

Explanation: The hypothesis proposes that biological readiness for effortless language acquisition is strongest in early years.

8. Piaget believed that language development is:

The cause of all cognitive growth Dependent on and a reflection of cognitive development Entirely independent of thinking Determined only by adult reinforcement

Explanation: For Piaget, thought precedes language; language reflects the child's stage of cognitive development.

9. The 'silent period' in second language learning refers to a phase when the learner:

Listens and understands but produces little or no speech Refuses to attend the class Has lost the ability to speak the first language Speaks fluently but makes grammatical errors

Explanation: Many learners first absorb the language through listening before they begin to speak; the teacher should not force speech.

10. Which statement about first language (L1) acquisition is most accurate?

It requires explicit grammar teaching from age three It begins only when a child starts writing It is completed before a child utters the first word Children acquire it naturally through meaningful interaction without formal instruction

Explanation: Children acquire their mother tongue through exposure and interaction at home and in the community, well before schooling.

SECTION II: Listening Skills [Questions 11 to 20]

11. Listening differs from hearing in that listening:

Is merely the physical reception of sound Involves conscious attention and the construction of meaning Requires no mental effort Is possible only with written support

Explanation: Hearing is a physical process; listening is an active process of attending to and making sense of what is heard.

12. Which of the following is a suitable pre-listening activity?

Predicting the content of a passage from its title and pictures Answering detailed comprehension questions after the passage Correcting grammatical errors in the transcript Writing a summary of the text

Explanation: Pre-listening tasks activate prior knowledge and create expectations before the learners hear the text.

13. In 'bottom-up' processing of listening, the listener:

Relies mainly on background knowledge and context Ignores individual words completely Builds meaning starting from sounds, words, and sentences Guesses only the speaker's mood

Explanation: Bottom-up processing decodes the language in the speech signal, moving from small units to overall meaning.

14. 'Top-down' processing in listening primarily makes use of:

Prior knowledge, context, and expectations Isolated phonemes only Spelling rules Dictionary meanings of every word

Explanation: Top-down processing uses the listener's world knowledge and the context to interpret the message.

15. Listening to a railway announcement to find out the platform number is an example of listening for:

Gist Appreciation Critical evaluation Specific information

Explanation: When the listener wants only a particular detail (such as a number or time), it is listening for specific information.

16. Listening to a short talk only to understand its general idea is called listening for:

Specific details Gist Pronunciation practice Error correction

Explanation: Listening for gist means grasping the main idea without attending to every detail.

17. Which task is most appropriate as a while-listening activity?

Discussing the topic before hearing it Writing a composition on a related theme afterwards Memorising the text for recitation Filling in a table or ticking items while hearing the passage

Explanation: While-listening tasks keep learners actively engaged with the text as it is played or read.

18. When a teacher reads a story aloud with proper stress and intonation, the main purpose is to:

Test learners' spelling Replace the need for learners to read Teach grammar rules directly Provide a model of natural language and develop listening comprehension

Explanation: Read-aloud sessions expose learners to the rhythm, intonation, and meaning of the language in use.

19. Which of the following is a post-listening activity?

Predicting words from the title Brainstorming vocabulary before listening Retelling the story or discussing the listening passage Looking at pictures to guess the topic

Explanation: Post-listening tasks extend and consolidate understanding, e.g. through discussion, retelling, or role play.

20. Which of the following best promotes listening skills in the upper primary classroom?

Silent reading of the textbook only Copying notes from the blackboard Memorising grammar definitions Regular exposure to stories, recorded talks, and conversations followed by tasks

Explanation: Listening develops through frequent, purposeful exposure to varied spoken input with meaningful tasks.

SECTION III: Speaking Skills [Questions 21 to 30]

21. Fluency in speaking means:

Speaking with perfect grammar at all times Speaking with a native-like accent only Speaking as fast as possible Speaking smoothly and meaningfully without undue pauses or hesitation

Explanation: Fluency concerns the flow and ease of communication, not perfect accuracy or speed.

22. Role play in a language classroom is useful because it:

Helps learners memorise grammar rules Tests spelling accuracy Gives learners practice in using language in simulated real-life situations Reduces the need for speaking practice

Explanation: Role plays provide a safe space to use language for realistic purposes.

23. In an information-gap activity, learners:

Copy information from the board Read the same passage silently Exchange information that each partner lacks in order to complete a task Memorise a dialogue

Explanation: The gap creates a genuine need to communicate, making it a core communicative technique.

24. Which classroom arrangement best builds speaking confidence among hesitant learners?

Pair and small-group work Whole-class chorus only Individual silent seatwork Continuous teacher lecture

Explanation: Pair and group work gives each learner more talking time with less fear of public error.

25. During a speaking activity, the teacher's most appropriate role is that of:

A facilitator and guide A strict corrector of every error The only speaker in the class An examiner awarding marks continuously

Explanation: In communicative classrooms the teacher organises, prompts, and supports rather than dominating.

26. Mechanical repetition and pattern drills are chiefly associated with:

The Communicative Approach The Constructivist Approach Task-Based Learning The Audio-Lingual Method

Explanation: The Audio-Lingual Method, based on behaviourism, relies on drills and repetition for habit formation.

27. Which activity is most helpful in improving intonation and rhythm?

Writing dictation Silent reading Filling in blanks Reciting rhymes and poems after a good model

Explanation: Rhymes and poems naturally carry stress, rhythm, and intonation patterns.

28. A classroom debate chiefly develops:

Handwriting speed Phonetic transcription Dictionary skills Spontaneous expression, reasoning, and persuasive speaking

Explanation: Debates require learners to organise ideas and speak persuasively in real time.

29. A learner who hesitates to speak English should be helped by:

Penalising every error publicly Forcing speech before the whole school Excluding the learner from oral activities Creating a supportive, low-anxiety environment with encouragement

Explanation: A friendly climate lowers the affective filter and encourages risk-taking in speech.

30. Describing a picture orally is a good speaking task because it:

Lets learners express ideas in their own words using available vocabulary Requires learners to recall a memorised passage Tests only grammar rules Needs no thinking

Explanation: Picture talk promotes spontaneous, meaning-focused speech suited to varied learner levels.

SECTION IV: Reading Skills & Comprehension [Questions 31 to 40]

31. Skimming is reading:

Slowly to analyse every word Quickly to get the general idea of a text Aloud for pronunciation practice Repeatedly to memorise facts

Explanation: Skimming gives an overview of the main idea without attention to details.

32. Scanning is used when a reader wants to:

Appreciate the beauty of language Understand the writer's attitude Read for pleasure Locate specific information such as a date or a name

Explanation: In scanning, the eyes move quickly over the text in search of particular details.

33. Extensive reading is:

Reading longer texts for pleasure and general understanding Close reading of a short text for details Reading aloud in chorus Reading only for examination questions

Explanation: Extensive reading builds fluency, vocabulary, and reading habit through voluminous, enjoyable reading.

34. Intensive reading is mostly done to:

Study a short text closely for detailed understanding of language and meaning Read many books quickly Read for entertainment Read only headlines

Explanation: Intensive reading involves careful, detailed study of a limited text, usually under teacher guidance.

35. Which of these is a pre-reading activity?

Writing a summary Discussing the title and predicting the content Answering inferential questions Reviewing the passage after reading

Explanation: Pre-reading tasks activate schema and motivate learners before they read.

36. 'Why do you think the character decided to leave the village?' is a question for:

Literal comprehension Inferential comprehension Vocabulary recall Spelling check

Explanation: Inferential questions require reading between the lines, as the answer is not stated directly.

37. 'What was the name of the boy in the story?' is an example of:

Literal comprehension Inferential comprehension Evaluative comprehension Creative response

Explanation: Literal questions can be answered directly from facts stated in the text.

38. The 'look-and-say' (whole-word) method of teaching reading emphasises:

Sounding out individual letters Learning spelling rules first Translating words into the mother tongue Recognition of whole words as units

Explanation: In this method learners recognise words by their overall shape and meaning, often with pictures.

39. The phonics approach to teaching reading is based on:

Memorising complete sentences The relationship between letters and the sounds they represent Guessing from pictures only Translating into the mother tongue

Explanation: Phonics teaches learners to decode words by linking graphemes and phonemes.

40. A school reading corner or library helps primarily to:

Replace classroom teaching Test learners' memory Eliminate the need for textbooks Develop reading habit and expose learners to a variety of texts

Explanation: Access to varied, interesting reading material nurtures the habit and love of reading.

SECTION V: Writing Skills [Questions 41 to 50]

41. Which sequence correctly represents the stages of the process approach to writing?

Editing, drafting, prewriting, publishing, revising Drafting, publishing, prewriting, editing, revising Publishing, prewriting, editing, drafting, revising Prewriting, drafting, revising, editing, publishing

Explanation: Writing is a recursive process that begins with generating ideas and ends with sharing the final version.

42. Free writing helps learners mainly in developing:

Perfect spelling Memorisation of grammar Fluency and confidence in expressing ideas Calligraphy

Explanation: Free writing lets learners put ideas on paper without worrying about errors.

43. Guided writing is a technique in which:

Learners write with no support The teacher provides support such as prompts, outlines, or models Learners only copy from the textbook Learners write only in the mother tongue

Explanation: Guided writing offers scaffolding that is gradually withdrawn as learners gain independence.

44. Peer editing in a writing class:

Replaces teacher feedback fully Involves learners reading and commenting on each other's drafts Is done only by the headmaster Means copying a friend's work

Explanation: Peer review builds a sense of audience and critical reading while improving drafts.

45. Writing a formal letter of application is an example of:

Creative writing Functional writing Free association writing Dictation

Explanation: Functional writing serves a practical purpose in real life, such as letters, notices, and applications.

46. The process approach to writing emphasises:

Only the final product's accuracy Copying model texts Handwriting quality alone How a text is composed through drafting and revising rather than only the final product

Explanation: It treats writing as a process of discovering and refining ideas over multiple drafts.

47. Writing a short story or a poem on a theme is mainly:

Mechanical writing Transcription Creative writing Note-making

Explanation: Creative writing draws on imagination and original expression.

48. Cohesion in a piece of writing is achieved through:

Using only long sentences Using difficult vocabulary Writing in capital letters Logical links between sentences using connectors and reference words

Explanation: Connectors such as 'however' and 'therefore' and pronoun reference tie sentences together.

49. Keeping a journal or diary in English helps learners to:

Learn spellings through dictation Prepare for spelling bees Avoid free expression Practise regular, reflective writing in a personal, low-pressure way

Explanation: Journals encourage frequent writing for a genuine personal purpose.

50. Which type of feedback on written work is most useful to the learner?

Only a numerical score Constructive comments pointing out strengths and ways to improve Red-marking every error without comment Silent acceptance without any comment

Explanation: Informative feedback guides revision and motivates learners.

SECTION VI: Teaching-Learning Materials [Questions 51 to 60]

51. Authentic materials in language teaching are:

Texts written only for exercises Real-life texts, such as newspapers, advertisements, and menus, not designed for teaching Graded readers with simplified language Teacher-made grammar charts only

Explanation: Authentic materials expose learners to language as it is actually used.

52. From the point of view of language teaching, the textbook should be seen as:

The only source of language input A document to be memorised Unnecessary and to be discarded One of several resources for learning

Explanation: NCF 2005 advises going beyond the textbook and using diverse materials.

53. Flashcards are most useful for:

Teaching long essays Vocabulary introduction and revision Testing handwriting Detailed grammar explanations

Explanation: Flashcards with words and pictures support quick presentation, recall, and revision of vocabulary.

54. A language laboratory mainly helps in developing:

Handwriting Reading speed Listening and pronunciation skills Creative writing

Explanation: Recorded models and individual practice in a lab assist listening and pronunciation.

55. A 'word wall' in the classroom is used to:

Display words for reference and vocabulary building Punish learners for spelling mistakes Display only marks Replace the blackboard

Explanation: A word wall provides a constant visual reference of key words.

56. Using newspapers in the language class is beneficial because they:

Contain only simple sentences Provide authentic language and enhance reading and vocabulary Eliminate the need for textbooks Are free of cultural content

Explanation: Newspapers offer current, real-world texts of varied genres.

57. Language games are valuable in class chiefly because they:

Motivate learners and offer meaningful, low-stress practice Keep learners busy while the teacher rests Teach grammar rules formally Are suited only to adults

Explanation: Games lower anxiety and give purposeful practice in a fun manner.

58. Using real objects (realia) to teach vocabulary is helpful as it:

Makes learners dependent on translation Prevents oral practice Connects words to concrete experiences Works only for abstract words

Explanation: Concrete objects make meaning clear without translation.

59. ICT resources like audio-video clips contribute to language learning by:

Making learners passive recipients only Providing multimodal, authentic exposure to language in use Replacing all interaction Teaching only spellings

Explanation: Multimedia combines sound, image, and text, enriching input and motivation.

60. A good language teaching-learning material should be:

Age-appropriate and relevant to learners' interests and context Uniform for all learners regardless of level Focused only on memorisation Chosen only on the basis of cost

Explanation: Relevance to learners' needs, age, and context makes materials effective.

SECTION VII: Evaluation & Assessment in Language [Questions 61 to 70]

61. In CCE, 'continuous' means that assessment is:

Done once at the end of the year Done only through annual examinations Ongoing throughout the learning process Done only through oral tests

Explanation: Continuous assessment is spread over the whole academic session so that learning gaps are identified early.

62. 'Comprehensive' in CCE refers to assessment of:

Only the cognitive domain Only language skills Both scholastic and co-scholastic aspects of the learner Only written tests

Explanation: CCE covers the all-round development of the child, not just academic achievement.

63. Formative assessment is carried out:

At the end of the academic session Only for promotion decisions Only by external examiners During the learning process to provide feedback

Explanation: Formative assessment is assessment for learning, guiding teaching and learner progress.

64. Summative assessment is generally conducted:

Daily during teaching Only to diagnose problems Without any marks or grades At the end of a term or course to judge achievement

Explanation: It is assessment of learning, summing up what has been achieved.

65. A diagnostic test in language is used to:

Rank learners for awards Promote learners to the next class Prepare question banks Identify the specific difficulties and strengths of learners

Explanation: Diagnostic tests locate learning problems so that remedial teaching can follow.

66. A portfolio in language assessment is:

A single end-of-year test paper A purposeful collection of a learner's work over time A list of marks A register of attendance

Explanation: Portfolios show growth and progress through samples of writing, projects, and reflections.

67. Which technique is most suitable for assessing speaking skill?

Oral interview, role play, or presentation Multiple choice questions Dictation Fill in the blanks

Explanation: Speaking can be assessed validly only through speaking tasks.

68. Compared with MCQs, open-ended questions in language tests better assess:

Expression, creativity, and higher-order thinking Speed of marking Recall of single words only Objective scoring

Explanation: Open-ended items let learners construct responses and demonstrate productive skills.

69. A rubric is:

A type of textbook A scoring guide listing criteria and performance levels A teaching aid for vocabulary A model answer to be memorised

Explanation: Rubrics make assessment of writing and speaking transparent and consistent.

70. Self-assessment by learners helps to:

Develop reflection and responsibility for their own learning Replace the teacher's role Increase test anxiety Avoid feedback

Explanation: Reflecting on their own progress makes learners more autonomous.

SECTION VIII: Teaching Grammar & Vocabulary [Questions 71 to 80]

71. In the inductive method of teaching grammar, the teacher:

Presents examples first and helps learners discover the rule States the rule first and then gives examples Asks learners to memorise the rule Gives only translation exercises

Explanation: Induction moves from examples to rule, encouraging discovery learning.

72. In the deductive method of teaching grammar:

Learners discover the rule by themselves No rule is ever mentioned The rule is stated first, followed by examples and practice Learners only listen to stories

Explanation: Deduction moves from rule to examples.

73. NCF 2005 recommends that grammar be taught:

As isolated rules and definitions Through rote memorisation In context through meaningful use of language Only through translation exercises

Explanation: Grammar should emerge from and be practised in meaningful texts and communication.

74. A learner's 'active vocabulary' consists of words that he or she:

Recognises but never uses Has heard only once Can use correctly in speech and writing Can find only in a dictionary

Explanation: Active (productive) vocabulary is used by the learner in speaking and writing.

75. A learner's 'passive vocabulary' refers to words the learner:

Uses fluently in speech Has forgotten completely Understands when reading or listening but does not use actively Always spells incorrectly

Explanation: Passive (receptive) vocabulary is generally larger than active vocabulary.

76. The most effective way to teach a new word is to:

Ask learners to copy it ten times Present it in a meaningful context with examples Give a long list for memorisation Provide only a mother-tongue equivalent

Explanation: Words are best learnt and retained when seen in meaningful contexts.

77. A cloze test is useful for assessing:

Handwriting Grammar, vocabulary, and overall comprehension Pronunciation Speed of reading only

Explanation: Filling in deleted words requires understanding of context, grammar, and meaning.

78. Teaching prefixes and suffixes helps learners in:

Word formation and guessing the meaning of unfamiliar words Improving handwriting Learning punctuation only Memorising poems

Explanation: Knowledge of word parts expands vocabulary and supports independent reading.

79. Training learners to use a dictionary develops:

Learner autonomy and independent vocabulary learning Dependence on the teacher Only spelling accuracy Rote learning habits

Explanation: Dictionary skills enable learners to find meaning, pronunciation, and usage on their own.

80. Words that habitually occur together, such as 'strong tea' and 'heavy rain', are called:

Homophones Antonyms Collocations Prefixes

Explanation: Collocations are natural word combinations that learners should acquire as chunks.

SECTION IX: Approaches, Methods & Multilingualism [Questions 81 to 90]

81. The main goal of the Communicative Approach is to develop:

Translation ability Mastery of grammar rules only Communicative competence Memorisation of texts

Explanation: The approach focuses on using language appropriately and effectively in real situations.

82. The Grammar-Translation Method primarily emphasises:

Listening and speaking Use of authentic material Grammar rules and translation between languages Only oral drills

Explanation: It focuses on reading, writing, rule learning, and translation, with little oral communication.

83. The Direct Method prohibits the use of:

The mother tongue in the classroom The target language Pictures and objects Speaking

Explanation: In the Direct Method, meaning is conveyed directly in the target language without translation.

84. The bilingual method of teaching English advocates:

A complete ban on the mother tongue Use of the mother tongue only Judicious use of the learner's mother tongue to support learning Teaching without speaking

Explanation: It sees the first language as a support to learning the second.

85. NCF 2005 considers the multilingual classroom as:

A resource that should be used for learning A problem to be solved A barrier to learning An obstacle for the teacher

Explanation: Multilingualism is viewed as a resource and strength in the Indian classroom.

86. NEP 2020 recommends that the medium of instruction up to at least Grade 5, and preferably till Grade 8 and beyond, should be:

Only English Only Sanskrit A foreign language The home language, mother tongue, or local language

Explanation: NEP 2020 stresses home language or mother tongue as the medium in the early years because children learn best in it.

87. In task-based language teaching, learning takes place when learners:

Memorise grammar tables Translate texts line by line Complete meaningful tasks using the language Repeat drills mechanically

Explanation: Tasks with a clear outcome drive purposeful language use.

88. The constructivist approach to language learning holds that learners:

Receive knowledge passively from the teacher Learn only through imitation Construct knowledge actively through experience and interaction Learn only through reward and punishment

Explanation: Constructivism sees learners as active meaning-makers.

89. Total Physical Response (TPR), developed by James Asher, teaches language through:

Written translation Commands combined with physical actions Grammar rules Silent reading

Explanation: TPR links language with movement and is useful for beginners.

90. The whole language approach views language as:

Separate skills to be taught in isolation An integrated whole, with listening, speaking, reading, and writing developed together A set of grammar rules A subject of memorisation

Explanation: Whole language avoids fragmenting language into isolated parts and uses meaningful texts.

SECTION X: Classroom Practices, Errors & Inclusion [Questions 91 to 100]

91. An 'error' differs from a 'mistake' in that an error is:

A random slip that learners can self-correct Caused only by tiredness Always deliberate Systematic and reflects incomplete knowledge of the language

Explanation: Errors reveal gaps in competence; mistakes are performance slips that learners can usually correct.

92. Learners' errors in language learning should be treated as:

Signs of laziness Evidence of low intelligence Reasons for punishment Indicators of the stage of learning and a basis for teaching

Explanation: Errors are a natural part of learning and give teachers diagnostic information.

93. Selinker's 'interlanguage' refers to:

The learner's developing language system between the mother tongue and the target language A pidgin spoken by traders The mother tongue of the learner A set of perfect target-language rules

Explanation: Interlanguage is the evolving, rule-governed system a learner builds while learning a language.

94. When a learner applies mother-tongue rules to the second language, it is called:

Language transfer (L1 interference) Language extinction Standardisation Dictation

Explanation: Transfer from L1 may help (positive transfer) or cause errors (negative transfer).

95. For a learner with dyslexia, a language teacher should:

Punish spelling errors Use multi-sensory methods and provide extra time and support Ask the learner to read aloud before everyone Exclude the learner from reading activities

Explanation: Inclusive practice uses multi-sensory teaching and patient support.

96. For a child with hearing impairment, a language teacher should:

Rely only on oral dictation Speak with the back to the learner Use visual aids, written support, and clear face-to-face communication Avoid group activities

Explanation: Visual and written supports and clear visibility of the speaker's face aid understanding.

97. In a class with learners of mixed language ability, the best strategy is:

The same task for all in the same time Differentiated tasks and flexible grouping Teaching only to the best learners Ignoring weaker learners

Explanation: Differentiation lets each learner work at a suitable level with support.

98. Objectives of a language lesson should be written in terms of:

Observable learning outcomes The teacher's activities only The textbook's page numbers The time spent on each activity

Explanation: Outcome-based objectives specify what learners will be able to do by the end of the lesson.

99. 'Language across the curriculum' implies that:

Language is the medium of learning in all subjects, so all teachers share responsibility for language development Only the language teacher develops language Language is taught only in language periods Subject teachers need not bother about language

Explanation: Learning in every subject occurs through language, so language development is a shared responsibility.

100. Which classroom practice best creates a print-rich environment?

Keeping all books locked in cupboards Displaying only teacher-made question papers Allowing no wall display Displaying learners' writing, charts, and labels around the classroom

Explanation: A print-rich classroom surrounds learners with meaningful written language.

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