KAR TET (PAPER-II) Language – II (English) Answers and Explanations
The Karnataka Teacher Eligibility Test (KAR TET) is one of the most essential qualifying examinations for aspiring teachers in the state. Among all the sections in Paper-II, the Language–II English component holds a significant place as it evaluates a candidate’s proficiency in English language, grammar, comprehension skills, and teaching methodology. This blogpost provides a comprehensive collection of answers and detailed explanations designed to help candidates understand every concept clearly and score better in the examination.
This section has been crafted to cover all important areas including grammar usage, sentence structure, vocabulary, reading comprehension, language functions, child-centered language pedagogy, and classroom-based language learning approaches. Each question is accompanied by a precise answer with an easy-to-understand explanation, making it extremely helpful for both beginners and advanced learners.
The post also highlights:
Key concepts from English grammar and linguistics
Strategies for understanding prose, poetry, and unseen passages
Practical examples to improve language accuracy
Common error patterns and how to avoid them
Implications of English language teaching in the classroom
Expected question trends based on previous years’ TET papers
Through this detailed explanation-based format, candidates not only learn the correct answer but also understand why it is correct, ensuring long-term conceptual clarity. This is especially beneficial for those aspiring to teach English at the upper primary level, where strong language skills and teaching techniques are crucial.
This resource serves as a complete guide for TET aspirants, supporting self-study, quick revision, and exam-oriented practice. By reading this blogpost, candidates can strengthen their command over English grammar, enhance comprehension abilities, and gain confidence in tackling pedagogy-related questions with ease.
Whether you are preparing for the exam for the first time or attempting it again, this blogpost offers valuable insights, smart explanations, and exam-ready content that will significantly boost your preparation. Use this detailed guide to achieve mastery in Language–II English and aim for excellent scores in the KAR TET Paper-II examination.
Karnataka TET PAPER-II : English (Language-II)
Karnataka TET Paper – II
Subject: ENGLISH (Language – II)
Part I: Prose Passage
Directions: Read the given passage and answer the questions that follow by selecting the most appropriate option.
Today, I Rabindranath Tagore complete eighty years of my life. As I look back on the vast stretch of years that lie behind me and see in clear perspective the history of my early development, I am struck by the change that psychology of my age has undergone, a change that carries within it a cause of profound tragedy. Our direct contact with the larger world of men was linked up with the contemporary history of the English people whom we came to know in those earlier days. It was mainly through their mighty literature that we formed our ideas with regard to these new comers to our Indian shores. In those days the type of learning that was served out to us was neither plentiful nor diverse, nor was the spirit of scientific enquiry very much evident. Thus the scope being strictly limited, the educated of those days had recourse to English Language and Literature. Their days and nights were eloquent with the stately declamations of Burke; with Macaulay’s long-rolling sentences: discussions centered upon Shakespeare’s drama and Byron’s poetry and above all upon the large-hearted liberalism of the nineteenth-century English politics.
At the time though tentative attempts were being made to gain our national independence, at heart we had not lost faith in the generosity of the English race. This belief was so firmly rooted in the sentiments of our leaders as to lead them to hope that the victor would of his own grace pave the path of freedom for the vanquished. This belief was based upon the fact that England at the time provided a shelter to all those who had to flee from persecution in their own country. Political martyrs who had suffered for the honour of their people were accorded unreserved welcome at the hands of the English.
I was impressed by this evidence of liberal humanity in the character of the English and thus I was led to set them on the pedestal of my highest respect. This generosity in their national character had not yet been vitiated by imperialist pride. About this time, as a boy in England, I had the opportunity of listening to the speeches of John Bright both in and outside parliament. The large hearted, radical liberalism of those speeches, overflowing all narrow national bounds, had so deep an impression on my mind that something of it lingers even today, even in these days of graceless disillusionment.
31. The synonym for the word ‘deep’, in the first paragraph is
(1) perspective
(2) profound
(3) tragedy
(4) psychology
Answer: (2) profound
Explanation: The text mentions “a change that carries within it a cause of profound tragedy”. In this context, ‘profound’ means very deep or intense.
32. The Indians formed ideas about the Englishmen through
(1) their literature
(2) their advanced weaponry
(3) their scientific enquiry
(4) their administration
Answer: (1) their literature
Explanation: The passage states, “It was mainly through their mighty literature that we formed our ideas with regard to these new comers”.
33. People who gained from English Literature are
(1) the educated Indians
(2) all the Indians
(3) only writers such as Rabindranath Tagore
(4) indian politicians only
Answer: (1) the educated Indians
Explanation: The text mentions, “the educated of those days had recourse to English Language and Literature”.
34. In the third paragraph, an antonym for ‘Victor’ is
(1) Victor
(2) Vanquished
(3) Belief
(4) Persecution
Answer: (2) Vanquished
Explanation: The passage contrasts the two terms: “…hope that the victor would of his own grace pave the path of freedom for the vanquished.” Victor means winner; Vanquished means defeated.
35. As a boy, Tagore listened to the speeches of
(1) Shakespeare
(2) Byron
(3) John Bright
(4) Macaulay
Answer: (3) John Bright
Explanation: The text explicitly states: “I had the opportunity of listening to the speeches of John Bright both in and outside parliament.”
36. The character of the English that impressed Tagore was
(1) their imperialism
(2) their adamant nature to control people
(3) their limitation to study literature
(4) their humanity
Answer: (4) their humanity
Explanation: Tagore writes, “I was impressed by this evidence of liberal humanity in the character of the English”.
37. Tagore had not lost faith in the generosity of the English as
(1) he believed that they would educate Indians
(2) he believed that they would protect the environment
(3) he believed that they would liberate India
(4) he believed that they would not oppress the people
Answer: (3) he believed that they would liberate India
Explanation: The text mentions the hope that “the victor would of his own grace pave the path of freedom for the vanquished,” implying a belief that they would grant independence (liberate India).
38. The type of learning that was served out in those days used
(1) plentiful
(2) diverse
(3) did not serve the spirit of scientific enquiry
(4) unlimited and had scope for learning
Answer: (3) did not serve the spirit of scientific enquiry
Explanation: The passage says, “neither plentiful nor diverse, nor was the spirit of scientific enquiry very much evident.”
Part II: Poetry
WINDWind, come softly
Don’t break the shutters of the windows,
Don’t scatter the papers
Don’t throw down the books on the shelf
There, look what you did you threw them all down
You tore the pages of the books
You brought rain again
You’re very clever at poking fun at weaklings
Frail crumbling houses, crumbling doors, crumbling rafter,
Crumbling wood, crumbling bodies, crumbling lives
Crumbling hearts
The wind god winnows and crushed them all
He won’t do what you tell him
So, come, let’s build strong homes
Let’s joint the doors firmly
Practise to firm the body
Make the heart steadfast
Do this, and the wind will be friends with us
The wind blows out weak fires
He makes strong fires roar and flourish
His friendship is good
We praise him everyday
39. His friendship is good, the figure of speech in this line is
(1) simile
(2) metaphor
(3) personification
(4) synecdoche
Answer: (3) personification
Explanation: The poet refers to the wind as “His” and attributes the human quality of “friendship” to it, which is personification.
40. In the first four lines of the poem, the wind
(1) breaks, shatters, scatters papers and throws down books
(2) breaks, shatters, crumbles houses and shuts doors
(3) breaks shatters, crumbles rafters and blows out fires
(4) breaks shatters, crumbles bodies and crushed homes
Answer: (1) breaks, shatters, scatters papers and throws down books
Explanation: Lines 2-4: “Don’t break the shutters… Don’t scatter the papers… Don’t throw down the books”.
41. We can make friends with the wind by being
(1) weak
(2) adorable
(3) friendly
(4) strong
Answer: (4) strong
Explanation: The poet suggests: “build strong homes… firm the body… Make the heart steadfast… Do this, and the wind will be friends with us.”
Explanation:
1. Entreaty (Pleading): “Wind, come softly…”
2. Accusation/Complaint: “You tore the pages…”
3. Suggestion: “Let’s build strong homes…”
4. Appreciation: “His friendship is good…”
43. The number of the line, when the poet stops talking to the wind and starts talking to the readers
(1) 13th line
(2) 15th line
(3) 6th line
(4) 9th line
Answer: (1) 13th line
Explanation: Around line 13, the poet says “So, come, let’s build strong homes”. This “Let’s” addresses the readers/humanity, whereas before he was addressing the wind (“You”).
44. The readers can save themselves from the wind by
(1) making themselves strong only physically
(2) making themselves strong both physically and mentally
(3) making themselves strong only emotionally
(4) making themselves strong only mentally
Answer: (2) making themselves strong both physically and mentally
Explanation: The poem mentions “firm the body” (Physical) and “Make the heart steadfast” (Mental/Emotional).
45. Finally the poet says, that the wind is a good friend for the readers to have because
(1) he will increase our strength
(2) he will decrease our weakness
(3) he will multiply our friends
(4) he will support to build strong houses
Answer: (1) he will increase our strength
Explanation: “He makes strong fires roar and flourish.” The wind challenges the strong to become stronger.
Part III: Pedagogy & Grammar
46. The three key features involved in speaking skill are
(1) identifying, understanding, divide sounds
(2) fluency, accuracy, complexity
(3) spelling, punctuation, legibility
(4) phonics, decoding, recognition of letters
Answer: (2) fluency, accuracy, complexity
Explanation: Speaking proficiency is often measured by Fluency (flow), Accuracy (correct grammar/pronunciation), and Complexity (range of vocabulary/structures). Option 3 relates to writing; Option 4 to reading.
47. The ability to generate ideas, sequence the ideas and draft a complete text, are aspects of
(1) Listening skill
(2) Speaking skill
(3) Reading skill
(4) Writing skill
Answer: (4) Writing skill
Explanation: Brainstorming (generating ideas), sequencing, drafting, and editing are stages of the Process Approach to Writing.
48. The teacher presents ‘a word search grid to learners to identify the words from the grid. This activity helps the learners mainly to
(1) improve their grammar
(2) improve their spelling
(3) improve their speaking skill
(4) improve their listening skill
Answer: (2) improve their spelling
Explanation: To find a word in a grid, a student must look for the specific sequence of letters that make up the word, thereby reinforcing spelling patterns and letter recognition.
49. We use cohesive devices to achieve cohesion in a paragraph. One of the following is not a cohesive device
(1) nouns
(2) pronouns
(3) articles
(4) conjunctions
Answer: (1) nouns
Explanation: While repetition of nouns creates cohesion, nouns themselves are content words. Pronouns (reference), Conjunctions (linking), and Articles (specifically ‘the’ for specific reference) are functional devices used specifically to link ideas. Note: In some contexts, articles are also considered weak cohesive devices compared to the others, but Nouns are the least “device-like” in this list.
50. It is important to use songs and rhymes for teaching spoken English for beginners, because
(1) it helps the children to understand the meaning of every word in a text
(2) it helps the children to improve grammar aspects
(3) children are worried about understanding the meaning of rhymes
(4) songs and rhymes provide useful words, rhythmic sentences and enjoyment to the learners
Answer: (4) songs and rhymes provide useful words, rhythmic sentences and enjoyment to the learners
Explanation: Rhymes provide a natural context for rhythm, intonation, and vocabulary in an enjoyable, low-stress environment.
51. The teacher shows the pictures along with the words written below. This activity will help the beginners to
(1) develop their listening skill
(2) develop their speaking skill
(3) develop their writing skill
(4) develop their basic vocabulary
Answer: (4) develop their basic vocabulary
Explanation: Associating an image with a text label is a classic method for building sight vocabulary and understanding word meaning.
52. A summative test is used
(1) at the beginning of a course
(2) at the end of a course
(3) at the beginning and at the end of a course
(4) at the beginning of a new lesson
Answer: (2) at the end of a course
Explanation: Summative assessment sums up learning and is typically conducted at the end of a unit, term, or course. Diagnostic tests are at the beginning; Formative tests are during the course.
53. The teacher records the spoken performance of the student on a tape recorder and makes him listen to his own voice speaking the target language. This technique will help to improve a student’s
(1) writing and listening skills
(2) speaking and reading skills
(3) reading and writing skills
(4) listening and speaking skills
Answer: (4) listening and speaking skills
Explanation: Listening to oneself allows for self-correction of pronunciation and intonation (Speaking), and actively requires auditory analysis (Listening).
54. The definition of a syllable states that
(1) it is a group of words
(2) it is a group of letters
(3) it is a basic speech unit in a word
(4) it has only a consonant sound
Answer: (3) it is a basic speech unit in a word
Explanation: A syllable is a unit of organization for a sequence of speech sounds, typically made up of a syllable nucleus (most often a vowel) with optional initial and final margins.
55. Learners who are interested in drawing, making models, playing board games are called
(1) Auditory learners
(2) Visual learners
(3) Kinesthetic learners
(4) Tactile learners
Answer: (3) Kinesthetic learners
Explanation: Kinesthetic learners learn best by doing, moving, and touching (making models, playing games). While ‘Tactile’ is specific to touch, ‘Kinesthetic’ is the broader category often used in VARK models for this group.
56. The teacher gives the instructions to use the words that are in jumbled order and construct meaningful and grammatically correct sentences. This activity mainly focuses on
(1) Listening skill
(2) Speaking skill
(3) Reading skill
(4) Writing skill
Answer: (4) Writing skill
Explanation: Rearranging jumbled words requires understanding syntax and sentence structure, which are key components of writing proficiency (or grammar-based writing).
57. Learners are expected to be empowered with rich vocabulary, identify main ideas, know specific details. These abilities will help them
(1) to develop proficiency in reading
(2) to develop their reference skill
(3) to develop listening skill
(4) to develop their motor skill
Answer: (1) to develop proficiency in reading
Explanation: Identifying main ideas, scanning for specific details, and understanding vocabulary are the core sub-skills of Reading Comprehension.
58. A remedial teaching class is one that is meant to
(1) only improve a learning skill
(2) only rectify a particular problem area
(3) improve both a learning skill and rectify a particular problem area
(4) identify areas of difficulty
Answer: (3) improve both a learning skill and rectify a particular problem area
Explanation: Remedial teaching aims to close the gap between what a student knows and what they are expected to know, addressing specific deficits (problems) while reinforcing underlying skills.
59. The purpose of classroom assessment is to give students the opportunity to
(1) show what they have learnt
(2) show what they have not learnt
(3) understand the performance of their peers
(4) have better interaction with the teacher
Answer: (1) show what they have learnt
Explanation: Assessment allows students to demonstrate their knowledge and competence. It provides evidence of learning.
60. An example for objective type item to assess a learner is
(1) short answer questions
(2) paragraph editing
(3) multiple choice questions
(4) long answer questions
Answer: (3) multiple choice questions
Explanation: Objective tests have clear right or wrong answers and do not depend on the subjective judgment of the marker. MCQs are the classic example. Short/Long answers are subjective.