MCQ
English Language Skills (LSRW) MCQ - Practice Questions with Answers
Solve 10 English Language Skills (LSRW) questions for RAS/RPSC preparation.
Practice questions
Q1How many distinct skills does the LSRW framework name as the core of primary English language teaching under NCF 2005?
LSRW names exactly four distinct language skills — Listening, Speaking, Reading and Writing. NCF 2005 places these at the centre of primary English teaching and groups them into two receptive and two productive skills.
Q2A Class III primary teacher wants her learners to practise listening for a specific name in a short story before retelling it. Which classroom move best captures this listening sub-skill?
Raising hands when a target word is heard is a classic listen-for-detail task. It trains selective attention, the listening sub-skill required before retelling. The other three either bypass listening or focus on reading, memorising or translating.
Q3How many of the following classroom moves count as receptive-skill practice for primary English learners? 1. Learners listen to a story read aloud and tick the picture that matches. 2. Learners read a printed shopping list and circle items they have at home. 3. Learners describe their school bag aloud to a partner. 4. Learners write a one-line note thanking their teacher.
Move 1 trains listening and move 2 trains reading; both are receptive skills. Move 3 is speaking and move 4 is writing; both are productive. So exactly two of the four are receptive-skill tasks.
Q4Arrange the following stages a Class II teacher would typically follow when introducing a new theme such as "My Family" through an integrated LSRW lesson, from earliest to latest within the period. 1. Children write one short sentence about their own family. 2. The teacher reads aloud a short rhyme on family members while pointing to pictures. 3. Children point to printed family-member words on a chart and read them in chorus. 4. Children answer simple oral questions like "Who cooks at home?" in pairs.
An integrated primary English lesson begins with listening (rhyme), moves to speaking (oral pair questions), then to reading (printed words on a chart), and ends with writing (one short sentence). This matches the receptive-to-productive flow recommended for the primary stage.
Q5In the LSRW framework used by NCF 2005 for teaching English at the primary stage, the four language skills stand for which set of abilities?
LSRW expands to Listening, Speaking, Reading and Writing. NCF 2005 and the SCERT Rajasthan Language II English curriculum treat these as the four interrelated skills a primary English teacher must develop in an integrated way.
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6Consider the following statements about integrating the four LSRW skills in primary English lessons. 1. A single picture-based lesson can naturally combine listening, speaking, reading and writing in one period. 2. Each LSRW skill must be taught in a separate period and never mixed within one lesson at the primary stage. 3. NCF 2005 supports thematic, integrated tasks where children move from a story to talk, to printed text, and finally to a short written response. Which combination of statements is correct?
7Assertion: A primary English teacher should accept a Class II learner's spoken sentence "Yesterday I go school" and continue the conversation instead of stopping to correct the verb form. Reason: At the primary stage, NCF 2005 prefers meaning-focused interaction over instant grammar correction so that learners are not silenced by anxiety.
8Match each LSRW skill in List I with the most representative primary classroom task in List II. List I: (a) Listening (b) Speaking (c) Reading (d) Writing List II: (i) Copying labels from picture flashcards in a notebook (ii) Following oral instructions to act out a rhyme (iii) Reciting a short poem in pairs (iv) Pointing to printed words while a partner reads aloud
9Read the following two statements about LSRW skills at the primary stage and decide which are correct. Statement I: Listening and reading are receptive skills, while speaking and writing are productive skills. Statement II: Productive skills should always be taught before receptive skills in Class I English.
10Which of the following is NOT a sound principle for teaching the four LSRW skills to learners of Classes I-V whose home language is Hindi?