hindi-bhasha-kaushal-l2 MCQ — 10 Practice Questions with Answers

Explanation

The correct action gives Asha and Imran a concrete purpose before the story begins: listen for place, event and feeling. That evidence can later support speaking, reading and writing. The other options shift to spelling, memorisation or unfocused media use.

Explanation

Devika’s problem is not sentence correctness; it is paragraph connection. A frame with connectors gives a specific bridge from separate sentences to organised writing. The other options are punitive, unrelated or too general.

Explanation

The match is direct: a learner listens to narration and identifies mood. That is valid listening evidence. The other matches shift the skill to copying, memory or recognition, so they do not assess the named language skill.

Explanation

The audio clip helps when Meena listens for mood, marks pause and then reads the printed poem. It is not valuable merely because it is digital. The reason is false because skill development needs a designed language action.

Explanation

Bruner’s three representations are useful for language teaching: act out the poem, view or draw an image, then discuss and write. The other pairs distort Piaget, Vygotsky or Krashen into poor classroom decisions.