PSTET 2026
English Language
Language — II | Complete 7-Day Study Course
7
Study Days
30
MCQs in Exam
100
Practice MCQs
2
Sections
Exam Analysis
2024 paper breakdown — high-frequency topics, question styles, difficulty level
7-Day Plan
Structured day-by-day schedule covering the complete PSTET English syllabus
Daily Notes
Clear, concise study material with tables, examples and concept comparisons
Daily Quizzes
10 MCQs every day — attempt, get instant feedback, and see explanations
Key Takeaways
Summarised revision points after every day's study material
Mini Mock Test
30-question timed mock test simulating real PSTET exam conditions
How to use this course: Navigate through each day using the sidebar. Read the notes, then attempt the quiz — don't check answers first! Track your score and review explanations. Complete all 7 days before attempting the Mini Mock Test.
PSTET Syllabus Note: English is Language-II (30 marks). It has two equal sections — Comprehension (15 Qs) and Pedagogy of Language Development (15 Qs). This course covers both in full.
Part 1
Syllabus Breakdown & Exam Analysis
Official MP PSTET 2024 syllabus + actual exam paper insights
📋 English Language Syllabus
| Section | Topics Covered | Questions |
|---|---|---|
| Section A Comprehension |
Two unseen prose passages (Discursive / Literary / Narrative / Scientific) Questions on: Comprehension · Grammar · Verbal Ability · Vocabulary in context · Inference · Main idea |
15 |
| Section B Pedagogy |
• Learning and acquisition of language • Principles of second language teaching • Language skills — Listening, Speaking, Reading, Writing • Role of listening & speaking; how children use language • Role of grammar in verbal and written communication • Challenges in diverse classroom, language difficulties • TLM, textbooks, multimedia, multilingual resources • Evaluating language proficiency (LSRW) • Remedial teaching (Re-teaching) |
15 |
| TOTAL | 30 |
🔍 PSTET 2024 Exam Paper Analysis
📊 Question Distribution
Section A (Comprehension) = 15 Qs | Section B (Pedagogy) = 15 Qs — equal split confirmed in 2024 paper
⭐ High-Frequency Topics
Language acquisition vs. learning, Krashen's 5 Hypotheses, 4 skills (LSRW), CLT, grammar role, diverse classroom, TLM, remedial teaching
🖊️ Question Style
Pedagogy: Mostly scenario-based ("A teacher does X — what principle is this?")
Comprehension: Direct factual, inference, vocabulary in context
🎚️ Difficulty Level
Moderate — B.Ed. level pedagogy theory + Class 1–5 English concepts. Clarity of concept is key, no trick questions.
📝 Common Question Formats
"Which of the following is correct about...?" · "A teacher should..." · "According to [theorist]..." · "The best method to teach X is..."
👨🏫 Frequently Tested Theorists
Krashen (most important) · Chomsky (LAD) · Vygotsky (ZPD/Scaffolding) · Skinner (Behaviourism) · Piaget (Cognitive)
PSTET Tip: In Language-II (English), Pedagogy questions test how to TEACH English to young learners (Class 1–5). Focus on HOW to teach, WHY methods work, and WHAT to do in different classroom situations — not just what terms mean.
Part 2
7-Day Study Plan
Complete coverage of the English Language syllabus in 7 structured days
| Day | Topic | Syllabus Coverage | Quiz |
|---|---|---|---|
| Day 1 | Language Acquisition & Learning Krashen's 5 Hypotheses · L1 vs L2 · Key Theorists · Language Dev. Stages |
Learning & acquisition of language; Principles of 2nd language teaching | 10 MCQs |
| Day 2 | Methods & Principles of Teaching CLT · GTM · Direct Method · Audio-Lingual · TBL · Teacher's Roles |
Principles of second language teaching; Role of listening & speaking | 10 MCQs |
| Day 3 | 4 Language Skills (LSRW) Listening types · Speaking activities · Reading strategies · Writing process |
Language skills: LSRW; How children use language as a tool | 10 MCQs |
| Day 4 | Role of Grammar Inductive vs Deductive · Grammar in context · Error analysis · Correction strategies |
Role of grammar in verbal and written communication | 10 MCQs |
| Day 5 | Diverse Classroom & Challenges Multilingual class · Language difficulties · Learning disabilities · Inclusion |
Challenges in diverse classroom; Language difficulties | 10 MCQs |
| Day 6 | TLM, Assessment & Remedial Teaching TLM types · CCE · Formative/Summative · Language assessment · Remedial |
TLM, textbooks, multimedia; Evaluating language proficiency; Remedial teaching | 10 MCQs |
| Day 7 | Comprehension + Full Review Reading strategies · Passage types · Grammar in context · Full week revision |
Unseen passages (Comprehension); Grammar & verbal ability; Full syllabus | 10 MCQs + 30-Q Mock |
Study Tip: Spend 2–3 hours per day. Read notes → understand examples → attempt quiz without looking at answers → then check. On Day 7, simulate exam conditions for the 30-Q Mock Test.
Day 1 of 7
Language Acquisition & Learning
Krashen's 5 Hypotheses · L1 vs L2 · Key Theorists · Language Development Stages
🎯 Learning Objectives
- Explain the difference between language acquisition and language learning
- Describe Krashen's 5 Hypotheses with examples
- Distinguish between First Language (L1) and Second Language (L2)
- Name key theorists and their core ideas
- Identify stages of child language development
📖 Concept 1 — Acquisition vs. Learning Core
| Aspect | Acquisition | Learning |
|---|---|---|
| Process | Unconscious / Natural (no deliberate effort) | Conscious / Formal (deliberate study) |
| How it happens | Exposure to meaningful input — like a child picks up Hindi at home | Classroom instruction, grammar rules, textbook exercises |
| Result | Fluency and natural use | Knowledge of rules (may not always flow naturally) |
| Associated with | Chomsky (LAD), Krashen, Natural Approach | Formal schooling, Grammar-Translation Method |
📖 Concept 2 — Krashen's 5 Hypotheses ⭐ Most Important
Acquisition–Learning Hypothesis
Acquisition (unconscious) and Learning (conscious) are two completely separate systems. One does not become the other.
Monitor Hypothesis
Conscious learning acts as a "Monitor" or editor that checks and corrects output. Over-use makes speech slow and unnatural.
Natural Order Hypothesis
Grammar rules are acquired in a predictable, natural sequence — e.g., "-ing" before irregular past tense forms.
Input Hypothesis (i+1) ⭐
Best input is slightly above the current level. i = current ability; i+1 = one step ahead. Challenge without overwhelming.
Affective Filter Hypothesis ⭐
Anxiety, low motivation, low confidence act as a filter that BLOCKS acquisition. Create safe, low-stress classrooms!
📖 Concept 3 — Key Theorists Frequently Tested
| Theorist | Theory | Core Idea |
|---|---|---|
| B.F. Skinner | Behaviourism | Language = habit formation through Stimulus → Response → Reinforcement |
| Noam Chomsky | Nativism | LAD (Language Acquisition Device) — children born with innate capacity for language. Universal Grammar. |
| Lev Vygotsky | Social Interactionism | Language develops through social interaction. ZPD + Scaffolding |
| Jean Piaget | Cognitivism | Language follows cognitive development. 4 stages ending in Formal Operations. |
| Stephen Krashen | Input Theory | 5 Hypotheses. Acquisition > Learning. Comprehensible Input (i+1) is key. |
📖 Concept 4 — Language Development Stages
| Stage | Age | Characteristics |
|---|---|---|
| Pre-linguistic | 0–1 yr | Crying, cooing, babbling — no real words yet |
| Holophrastic (One-word) | 1–2 yr | "Mama", "Ball" — one word carries the meaning of a whole sentence |
| Two-word stage | ~2 yr | "More milk", "Go park" — telegraphic, key words only |
| Telegraphic speech | 2–3 yr | "Want cookie now" — short phrases, no function words |
| Complex Language | 3+ yr | Full sentences, grammar rules begin to emerge naturally |
📌 Key Takeaways — Day 1
- Acquisition = unconscious/natural | Learning = conscious/formal — they are SEPARATE systems (Krashen)
- Krashen's i+1: Best input is slightly above the learner's current level
- Affective Filter: Low anxiety → better acquisition. Create safe, encouraging classrooms!
- Chomsky's LAD: Children are born with innate capacity for language (Universal Grammar)
- Vygotsky's ZPD + Scaffolding: Temporary support helps learners reach the next level
- L1 errors = developmental | L2 errors = often L1 interference — both are natural
Day 2 of 7
Methods & Principles of Language Teaching
CLT · GTM · Direct Method · Audio-Lingual · TBL · Teacher's Roles
🎯 Learning Objectives
- Name and describe at least 5 language teaching methods
- Understand CLT in depth — most important for PSTET
- Explain the principles behind each teaching method
- Describe the teacher's various roles in a language classroom
- Apply the right method to a given classroom scenario
📖 Major Teaching Methods ⭐ Critical
| Method | Key Features | Weakness |
|---|---|---|
| Grammar-Translation (GTM) | Grammar rules + L1 translation · Reading & writing focus · Rules taught deductively | No speaking/listening · Passive, not communicative |
| Direct Method | ONLY L2 in class · Oral skills emphasis · Objects and pictures used · No L1 allowed | Difficult for large classes · Grammar not explicit |
| Audio-Lingual Method (ALM) | Repetition drills · Habit formation (Behaviourist) · Immediate error correction | Mechanical, boring · Doesn't prepare for real communication |
| CLT ⭐⭐⭐ Communicative Language Teaching |
Goal = communicative competence · Real-life tasks · 4 skills integrated · Teacher = Facilitator · Errors = learning steps | Harder to assess systematically |
| Task-Based Learning (TBL) | Complete real-world tasks · Language is a TOOL · 3 phases: Pre-task → Task → Post-task | Time-consuming to plan |
| Natural Approach | Based on Krashen's Input Hypothesis · Comprehensible input focus · Low-anxiety environment | Hard to implement in formal exams |
📖 CLT — Deep Dive Most Important
Communicative Competence (Hymes, 1972) = the ability to use language APPROPRIATELY in real situations — not just knowing grammar rules. CLT is built around developing this competence.
Linguistic Competence
Knowledge of grammar, vocabulary, pronunciation — "I went" (not "I goed")
Sociolinguistic Competence
Using language appropriately in context — formal vs. informal speech
Discourse Competence
Connecting sentences into coherent text — using "however", "therefore"
Strategic Competence
Managing communication breakdowns — "Could you repeat that?"
📖 Teacher's Roles in CLT
| Role | Description |
|---|---|
| Facilitator | Creates conditions for learning; does NOT dominate the classroom |
| Motivator | Keeps learners engaged, curious, and confident |
| Resource | Provides input, materials, and language models |
| Assessor | Monitors progress and gives constructive, timely feedback |
| Needs Analyst | Understands and responds to what each learner specifically needs |
| Researcher | Reflects on own teaching and continuously improves practice |
📌 Key Takeaways — Day 2
- CLT = most important method for PSTET — goal is communicative competence, not grammar accuracy
- GTM = oldest method, reading/writing focus, heavy L1 use — often criticised for being passive
- Direct Method = only L2 in class, oral skills focus — no L1 allowed
- Audio-Lingual = drills and habit formation based on Behaviourism
- TBL = students complete real-world tasks; language is the tool, not the learning target
- Teacher's PRIMARY role in CLT = Facilitator (not lecturer or information-giver)
Day 3 of 7
The Four Language Skills — LSRW
Listening · Speaking · Reading · Writing · Skill Integration
🎯 Learning Objectives
- Classify skills as Receptive vs. Productive
- Describe types of listening and reading with examples
- Explain how each skill is taught effectively in class
- Describe Process Writing and its 5 stages
- Explain how the 4 skills are integrated in good teaching
📖 Overview — Receptive vs. Productive
| Skill | Type | Direction | Channel |
|---|---|---|---|
| 👂 Listening | Receptive | Sound → Meaning (decode) | Oral / Aural |
| 🗣️ Speaking | Productive | Meaning → Sound (encode) | Oral |
| 📖 Reading | Receptive | Text → Meaning (decode) | Written / Visual |
| ✍️ Writing | Productive | Meaning → Text (encode) | Written |
📖 Reading Types ⭐ Very Frequently Asked
Skimming
Quickly reading to get the MAIN IDEA — e.g., reading headlines first. Used for overall understanding.
Scanning
Searching for SPECIFIC INFORMATION — e.g., finding a date or name. Target-focused, fast.
Intensive Reading
Careful, detailed reading for full understanding — e.g., studying a grammar rule or difficult text.
Extensive Reading
Reading for pleasure and fluency — novels, graded readers, magazines. Large volumes, low pressure.
📖 Process Writing — 5 Stages Frequently Asked
| Stage | What Happens |
|---|---|
| 1. Pre-writing | Brainstorming, planning, making notes, discussing ideas before writing |
| 2. Drafting | Writing the first version — focus on IDEAS, not perfection |
| 3. Revising | Improving CONTENT — add/remove/reorganise ideas (not fixing grammar yet) |
| 4. Editing | Fix LANGUAGE errors — grammar, spelling, punctuation |
| 5. Publishing | Share the final piece — display, read aloud, or submit |
Skill Integration — PSTET Key Concept: Good teaching weaves all 4 skills together. Example: LISTEN to a story → SPEAK about it in pairs → READ the text → WRITE a response. Skills reinforce each other — never teach them in total isolation.
📌 Key Takeaways — Day 3
- Receptive = Listening + Reading (decode input) | Productive = Speaking + Writing (produce output)
- Skimming = main idea quickly | Scanning = specific information quickly
- Process Writing: Pre-writing → Drafting → Revising → Editing → Publishing
- Revising = improving CONTENT; Editing = fixing LANGUAGE errors (these are different!)
- Information-gap tasks = best CLT activity for speaking development
- 3-Phase Listening: Pre-Listening → While-Listening → Post-Listening
Day 4 of 7
Role of Grammar in Language Learning
Inductive vs Deductive · Grammar in Context · Error Analysis · Correction Strategies
🎯 Learning Objectives
- Explain the role of grammar in language learning and communication
- Distinguish between inductive and deductive grammar teaching
- Explain what error analysis is and why errors are important
- Describe how grammar should be taught communicatively
- Name and explain at least 3 error correction strategies
📖 Inductive vs. Deductive Grammar ⭐ Very Important
| Feature | Inductive Method ⭐ (Preferred) | Deductive Method |
|---|---|---|
| Approach | Examples → Rule (discover the pattern) | Rule → Examples (told the rule first) |
| Process | Students see examples, figure out the rule themselves | Teacher explains the rule, then students practise it |
| Example (Past tense) | Show: "She walked, He ran, She sat" → "What do you notice?" | Say: "Add -ed for regular past tense" → do exercises |
| Advantage | Active discovery → deeper learning; better retention | Clear, fast, systematic; good for complex rules |
| Associated with | CLT, constructivism, discovery learning | GTM, traditional teaching |
📖 Error Analysis — Types of Learner Errors
| Error Type | Description | Example |
|---|---|---|
| Developmental (Intralingual) | Overgeneralising L2 rules — NOT L1 interference | "I goed" (applying -ed to irregular verb) |
| Interlingual (L1 Interference) | Applying L1 grammar patterns to L2 | "I am knowing the answer" (Hindi continuous for states) |
| Omission | Leaving out necessary elements | "She going school" (missing "is") |
| Addition | Adding unnecessary elements | "She did not went" (double past marking) |
| Ordering / Sequence | Wrong word order | "I daily go to school" |
📖 Error Correction Strategies
| Strategy | How It Works | Best For |
|---|---|---|
| Recast ⭐ | Teacher reformulates correctly without pointing out error: "I goed" → "Oh, you went there!" | Speaking — maintains flow |
| Explicit Correction | Directly points out and corrects the error | Writing; serious/repeated errors |
| Elicitation | Prompts student to self-correct: "Is that correct? Try again?" | When student likely knows the rule |
| Metalinguistic Feedback | Gives a hint about error type: "Check your verb tense" | Advanced learners |
| Peer Correction | Students correct each other's work | Group/pair writing tasks |
Remember: In CLT speaking activities, prioritise FLUENCY over ACCURACY. Constant interruption for errors kills communication and raises the affective filter. For writing, accuracy matters more.
📌 Key Takeaways — Day 4
- Grammar knowledge ≠ communicative ability — grammar must be taught in meaningful context
- Inductive method (examples → rule) is preferred in modern CLT classrooms
- Error Analysis: errors are DIAGNOSTIC tools, not signs of failure
- L1 interference errors are very common in Indian English classrooms
- Recast = best correction strategy for speaking; explicit correction for writing
- In speaking: fluency first; in writing: accuracy matters more
Day 5 of 7
Diverse Classroom & Language Challenges
Multilingual Class · Language Difficulties · Learning Disabilities · Inclusive Teaching
🎯 Learning Objectives
- Describe challenges of teaching English in a multilingual Indian classroom
- Identify different types of language difficulties in learners
- Recognise learning disabilities that affect language learning
- Describe strategies for inclusive language teaching
- Explain Translanguaging and Differentiated Instruction
📖 The Multilingual Indian Classroom
MP primary classrooms are inherently multilingual — students may speak Hindi, Chhattisgarhi, Bundeli, Gondi, or tribal languages at home. English as L2 must be taught in this complex, rich reality.
| Strategy | Description |
|---|---|
| Use L1 as a Resource | Allow strategic L1 use for explanation — not as the default classroom medium |
| Translanguaging ⭐ | Allow students to draw on ALL their languages as learning tools — not code-switching as failure |
| Culturally Responsive Teaching | Use local contexts, stories, and examples that students relate to |
| Differentiated Instruction | Give different levels of tasks for different ability groups within the same lesson |
| Multilingual TLM | Use teaching materials in multiple languages — bilingual charts, glossaries |
| Low-Stress Environment | Reduce anxiety (Krashen's Affective Filter) — code-switching should not be punished |
📖 Learning Disabilities that Affect Language Frequently Tested
| Disability | Key Characteristics | Teacher's Response |
|---|---|---|
| Dyslexia ⭐ | Difficulty with reading, decoding, spelling · Letters may appear reversed · Does NOT affect intelligence | Multi-sensory phonics · Audio support · Extra time · NEVER humiliate publicly |
| Dysgraphia | Difficulty with writing; poor handwriting · Organising thoughts in writing | Allow typing/oral answers · Structured writing templates |
| ADHD | Difficulty focusing · Impulsive · Easily distracted · May disrupt class | Short, varied tasks · Clear instructions · Structured routine · Movement activities |
| Autism (ASD) | Language and social communication challenges · May interpret language literally · Misses figurative language | Clear, literal language · Predictable routines · Visual supports · Explicit teaching of idioms |
📌 Key Takeaways — Day 5
- Indian L2 classrooms are multilingual — use L1 as a RESOURCE, not a problem
- Code-switching is normal and should not be punished in primary grades
- Dyslexia affects reading/spelling but NOT intelligence — multi-sensory phonics is key
- Affective Filter: anxiety in diverse classrooms blocks learning — safety and inclusion first
- Differentiated instruction = same topic, different task complexity for different learners
- Translanguaging = using ALL of a learner's languages as a learning resource
Day 6 of 7
TLM, Assessment & Remedial Teaching
Teaching-Learning Materials · CCE · Formative/Summative Assessment · Remedial Strategies
🎯 Learning Objectives
- Identify types of Teaching-Learning Materials (TLM) for English
- Distinguish between formative and summative assessment
- Explain CCE (Continuous and Comprehensive Evaluation)
- Describe how to assess each language skill (LSRW)
- Design a remedial teaching cycle for a struggling student
📖 Types of TLM for English
| Category | Examples | Skills Supported |
|---|---|---|
| Print Materials | Textbooks, graded readers, dictionaries, newspapers, story books, flashcards | Reading, Writing, Vocabulary |
| Audio Materials | Audio CDs, radio, podcast recordings, recorded stories, teacher's voice | Listening, Pronunciation, Speaking |
| Visual Materials | Pictures, charts, maps, diagrams, blackboard, posters, flashcards | Vocabulary, Reading, Speaking |
| Audio-Visual | Films, TV, videos, animated stories, documentaries | Listening, Speaking, Vocabulary, Culture |
| Realia (Real Objects) ⭐ | Actual objects (fruits, tools, clothes) brought into class | Vocabulary, Speaking, Contextual learning |
| Digital / ICT | Computers, tablets, educational apps, language software | All 4 skills |
| Multilingual Resources | Bilingual dictionaries, materials in L1 that support L2 understanding | All skills — especially weaker learners |
📖 Formative vs. Summative Assessment ⭐ Critical
| Feature | Formative Assessment | Summative Assessment |
|---|---|---|
| When | During learning (ongoing) | At the END of a unit or term |
| Purpose | "Assessment FOR Learning" — guides teaching and learning | "Assessment OF Learning" — measures final achievement |
| Examples | Class discussion, quiz, homework, observation, oral questioning | Term exam, annual exam, standardised test |
| Feedback | Immediate and specific — helps learner improve | Delayed; grade/mark only |
| PSTET Context | CCE (formative) is preferred for Class 1–5 | Annual/term exams |
📖 CCE — Continuous and Comprehensive Evaluation RTE 2009
CCE was mandated under the Right to Education (RTE) Act 2009 for Classes 1–8. It evaluates BOTH scholastic (academic) and co-scholastic (personal/social/creative) development of the child.
Continuous
Assessment happens throughout the year, not just at exam time
Comprehensive
Assesses academics, values, attitudes, creativity, sports — the whole child
No Detention
Students in Classes 1–8 cannot be failed or held back (RTE 2009)
Portfolio Assessment
Collection of student work over time — shows GROWTH, not just test scores
📖 Remedial Teaching Cycle Frequently Asked
| Step | Action |
|---|---|
| 1. Diagnose | Identify the SPECIFIC gap through diagnostic test, observation, error analysis |
| 2. Plan | Design targeted activities for that specific gap — not re-teach the whole unit |
| 3. Reteach | Use DIFFERENT methods, materials, or approaches — same method = same result |
| 4. Practise | Provide additional practice at the right level (Krashen's i+1) |
| 5. Evaluate | Check if the gap has been filled; continue the cycle if needed |
📌 Key Takeaways — Day 6
- TLM types: Print · Audio · Visual · Audio-Visual · Realia · Digital · Multilingual — know examples of each
- Formative = ongoing, FOR learning | Summative = final, OF learning
- CCE = Continuous + Comprehensive — mandated under RTE 2009 for Classes 1–8
- Remedial teaching: DIAGNOSE → PLAN → RETEACH (differently!) → PRACTISE → EVALUATE
- Portfolio assessment shows growth over time — core to CCE philosophy
- No Detention Policy: no student in Classes 1–8 can be failed under RTE 2009
Day 7 of 7 — Final Day
Comprehension Practice & Full Review
Reading Strategies · Passage Types · Vocabulary in Context · Full Week Revision
🎯 Learning Objectives
- Apply reading strategies to answer unseen passage questions accurately
- Identify grammar and vocabulary questions in comprehension format
- Review all key concepts from Days 1–6
- Attempt the 30-question Mini Mock Test under timed conditions
📖 How to Attempt Comprehension in PSTET ⭐ Exam Strategy
| Step | Action | Time |
|---|---|---|
| 1. Skim First | Read entire passage ONCE quickly to get the main idea | ~30 sec |
| 2. Read Questions | Read ALL questions BEFORE re-reading the passage carefully | ~1 min |
| 3. Scan for Answers | Go back to passage and locate specific answers using scanning | ~2 min |
| 4. Inference Questions | For "what does the author mean" — read context around the phrase carefully | ~1 min |
| 5. Vocabulary-in-context | Use surrounding sentences — NOT dictionary knowledge | ~30 sec/Q |
📖 Types of Comprehension Questions
| Question Type | What it Tests | Frequency |
|---|---|---|
| Factual / Direct | Information directly stated in the passage | ⭐⭐⭐ |
| Inferential | Information implied but not stated — "reading between the lines" | ⭐⭐⭐ |
| Vocabulary-in-context | Meaning of a word/phrase as used in the passage | ⭐⭐⭐ |
| Title / Main Idea | Best title or central theme of the entire passage | ⭐⭐ |
| Grammar (Fill the blank) | Choose correct grammatical form to complete a sentence | ⭐⭐ |
| Tone / Attitude | What is the author's attitude toward the subject? | ⭐ |
📖 Full Week Review — Quick Reference
| Day | Topic | Must-Remember Points |
|---|---|---|
| Day 1 | Acquisition & Learning | Krashen's 5 Hypotheses · i+1 · Affective Filter · Chomsky = LAD · Vygotsky = ZPD |
| Day 2 | Teaching Methods | CLT = communicative competence · GTM = grammar+translation · Direct = only L2 · ALM = drills · TBL = real tasks |
| Day 3 | 4 Skills (LSRW) | Receptive = Listen+Read · Productive = Speak+Write · Skimming = main idea · Scanning = specific · Process Writing 5 stages |
| Day 4 | Grammar | Inductive = examples→rule (preferred) · Recast = best for speaking · Errors = diagnostic tools · Grammar in context |
| Day 5 | Diverse Classroom | Code-switching = normal · Dyslexia = multi-sensory phonics · ADHD = short varied tasks · Translanguaging |
| Day 6 | TLM & Assessment | TLM types · CCE = RTE 2009 · Formative = FOR learning · Remedial = diagnose → reteach differently |
📌 Key Takeaways — Day 7
- Always SKIM first, then READ QUESTIONS, then SCAN for answers in comprehension
- Vocabulary-in-context = use the surrounding passage, not prior knowledge
- "Unseen passages" = passages student has NEVER seen before — tests genuine reading
- PSTET allows discursive, literary, narrative, or scientific passage types
- Best title question = must reflect the WHOLE passage's central theme
You've completed all 7 days! Now test your complete knowledge with the 30-Question Mini Mock Test. Try to simulate real exam conditions — no notes, timed.
Before you start: Close all notes. The timer starts as soon as you click "Start Test". You have 30 minutes. Attempt all 30 questions — there is no negative marking.
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