UGC NET Questions (Paper – 1)

Statements A, B, C and E are correct, whereas D and F are incorrect. Effective teachers listen to words and body language, show empathy, and communicate expectations assertively but respectfully. Paraphrasing students’ answers demonstrates attention and helps verify meaning. Frequent interruptions usually harm rapport, and relying only on closed questions does not promote extended student responses. Therefore the true statements are A, B, C and E.

Option A:
Option A is incorrect because it omits E, which correctly highlights the role of paraphrasing in checking understanding. Although A, B and C are accurate, leaving out E makes the description of interpersonal skills incomplete. Thus this option cannot be accepted.

Option B:
Option B is incorrect since it includes D as if it were correct. D suggests that interrupting students improves rapport, which conflicts with principles of respectful interaction. Including D with true statements produces an inconsistent combination.

Option C:
Option C is correct because it brings together A, B, C and E, capturing listening, empathy, clear expression and paraphrasing as core interpersonal skills. It properly excludes D and F, which recommend practices that discourage rich student communication. This combination fully matches the set of correct statements.

Option D:
Option D is incorrect because it omits A and includes F. A is a key statement about active listening, while F wrongly claims that closed questions are best for extended talk. Mixing a false statement with true ones and ignoring a crucial skill makes this option invalid.

Critical listening involves evaluating the logical structure,evidence and reasoning of a message. In a debate,the listener pays attention to the quality of arguments rather than just understanding facts. The stem emphasises judging the strength of arguments,which is the hallmark of critical listening.

Option A:
Critical listening requires skills such as identifying fallacies,checking consistency and assessing credibility of sources. These evaluative activities go beyond mere comprehension and match the purpose described in the question.

Option B:
Appreciative listening focuses on enjoyment,as when listening to music or poetry,not on analysing arguments.

Option C:
Empathetic listening aims at understanding the speaker's feelings and emotional state rather than the validity of their reasoning.

Option D:
Selective listening refers to paying attention only to parts of the message that interest the listener,which is different from systematic evaluation.

Statements A, B and D accurately represent principles of effective listening, whereas C and E are incorrect. A is true because effective listeners attend to what is said and how it is said through non-verbal cues. B is true since paraphrasing reflects that the listener has processed and understood the message. D is true as appropriate eye contact generally conveys attention and interest. C is false because focusing on counter-arguments distracts from understanding, and E is false because frequent interruptions usually hinder, rather than demonstrate, effective listening; therefore A, B and D only is the correct combination.

Option A:
Option A includes A and B, both correct, but omits D, ignoring the contribution of eye contact to showing attentiveness. Without D, the description of effective listening is incomplete. Consequently, A and B only cannot be treated as the best answer even though it contains only true statements.

Option B:
Option B combines A, B and D and thus presents a fuller picture of effective listening that integrates attention to cues, paraphrasing and supportive eye contact. It also excludes C and E, which promote adversarial thinking and interruptions. Because it contains all the true statements and no false ones, A, B and D only is the correct option.

Option C:
Option C lists B, D and E, but E incorrectly portrays frequent interruptions as desirable in listening. This contradicts the need for allowing speakers to complete their thoughts. Since one of its components is false, B, D and E only cannot be considered correct.

Option D:
Option D groups A, C and D, but C is wrong because preoccupation with counter-arguments reduces genuine listening. Including C undermines the rest of the combination, making A, C and D only an invalid set of correct statements.

Active listening involves giving full attention to students’ words and nonverbal cues, paraphrasing to confirm understanding and asking follow up questions. This enables the teacher to identify misconceptions, emotional concerns or hidden questions and respond appropriately.

Option A:
Option A reflects the diagnostic and supportive purpose of listening, which is essential for responsive, student-centred teaching.

Option B:
Option B, increasing teacher speaking time, contradicts the idea of listening and reduces opportunities for students to contribute.

Option C:
Option C rejects adaptation, whereas active listening actually encourages flexibility based on learner feedback.

Option D:
Option D suppresses disagreement; in contrast, listening should open space for respectful differences that promote critical thinking.

Statements A, C and D are correct, while B is incorrect. A is true because facilitators encourage learners to ask questions and share ideas. C is true as facilitators design tasks that require learners to interact with one another rather than remain passive. D is true because active listening to students’ contributions is central to facilitative teaching. B is false since a facilitator does not aim to control all talk in the classroom; instead, they guide and structure participation.

Option A:
Option A is incorrect because it includes A and C but not D. While it acknowledges encouragement of questions and interactive tasks, it omits the equally important element of active listening to students’ contributions. Since D is also a correct statement, A and C only does not represent the complete set of correct statements.

Option B:
Option B is incorrect because it groups C and D only, leaving out A. By excluding A, it ignores the facilitative role of inviting learners to raise questions and share ideas. Therefore, C and D only is an incomplete description of the facilitator’s communicative role.

Option C:
Option C is correct because it brings together A, C and D, the three statements that accurately describe teacher facilitation of classroom communication. It captures encouragement of learner voice, design of interactive tasks and active listening by the teacher. It also implicitly rejects B, which equates facilitation with strict control of all classroom talk. Hence this combination matches all the true statements in the list.

Option D:
Option D is incorrect because it treats A, B, C and D as correct statements. Including B is problematic as it presents an authoritarian view contrary to the facilitator role. Since it mixes one false statement with three true ones, this option cannot be accepted.

Active listening involves paying full attention to both verbal and nonverbal messages from students, paraphrasing and asking probing questions. Through such listening, teachers can sense confusion, frustration or interest levels and identify misconceptions early, and then adjust teaching accordingly.

Option A:
Option A describes a teacher-centred approach where the teacher talks more and reduces student participation. This leaves little scope for listening and is opposite to the idea of active listening.

Option B:
Option B is correct because active listening helps the teacher notice students’ feelings, difficulties and misconceptions through their words, tone and nonverbal cues, so that the teacher can respond appropriately.

Option C:
Option C focuses only on strict discipline and ignores learners’ views. Such one-way control does not require active listening to students’ experiences or problems.

Option D:
Option D suggests that the teacher should never change the planned strategy. In reality, a teacher who listens actively often modifies plans to address students’ needs and questions.

Hearing is the physiological act of perceiving sound,whereas listening involves attention,interpretation and evaluation. The stem emphasises active processing and interpretation,which defines listening. Communication effectiveness depends heavily on this active listening,not just hearing. Therefore, "listening" is the correct term.

Option A:
This option is correct because listening requires cognitive engagement with the message. Students who listen can summarise,question and respond appropriately,showing understanding.

Option B:
Encoding refers to the sender translating ideas into symbols and has nothing to do with the receiver's processing of sound.

Option C:
Gatekeeping is a media concept about selecting messages for publication,not about reception of sound.

Option D:
Redundancy involves repeating elements of a message to improve clarity,not the process of understanding it.

Listening in communication is an active process that involves attention,interpretation and response. The stem mentions hearing carefully,asking doubts and responding,which are all behaviours of effective listening. This goes beyond passive hearing and shows engagement with the message. Hence the correct completion is listening.

Option A:
This option focuses on the receptive side of communication,where students process what is said and respond thoughtfully. When they ask doubts,it indicates they are listening actively rather than just hearing sounds. Therefore,this option accurately reflects the skill described.

Option B:
Speaking is a productive skill and would emphasise expressing one's own ideas verbally. Although students do speak when asking doubts,the stem highlights their primary role as receivers first,so speaking is not the main focus.

Option C:
Reading refers to interpreting written symbols,which is not the central activity in a spoken classroom situation.

Option D:
Writing focuses on producing written messages,such as making notes or essays,which is different from the active listening described in the question.

Listening is more than just hearing sounds; it involves attention,interpretation and mental organisation. The behaviours in the stem show that the student is actively processing the lecture. Such engaged reception is what communication theorists call effective listening.

Option A:
Hearing is a physiological process that may occur even when attention is low. It does not guarantee understanding.

Option B:
Therefore listening is the correct term for the skill described because it includes active processing and organisation of the message.

Option C:
Encoding is a sender's activity of creating messages,not a student's role when following a lecture.

Option D:
Redundancy refers to repetition of parts of a message,not to the receiver's skill.

Hearing is simply the physiological process of sound reception,whereas listening involves active attention and mental processing. The student in the stem not only hears but also takes notes and organises ideas,which are actions of effective listening. Therefore listening is the appropriate completion.

Option A:
Hearing may occur even when attention is low,but the behaviours described show high engagement,so hearing alone is insufficient.

Option B:
Listening is a crucial part of communication competence because it ensures accurate understanding of messages,making option C correct.

Option C:
Speaking is productive communication and is not the main activity here.

Option D:
Encoding describes message formulation by a sender,rather than reception by a student.

Statements A, B, D and E are correct, whereas C and F are incorrect. Counsellors actively listen by paraphrasing and summarising, keep information confidential within ethical limits, and use empathic responses to build trust. They also attend to non-verbal signals that reveal emotional states. Interrupting frequently or using judgemental language tends to shut down communication, so statements C and F do not reflect good counselling practice. Therefore A, B, D and E make up the correct set of statements.

Option A:
Option A is incomplete because it omits E, ignoring the importance of non-verbal observation in counselling. While A, B and D highlight listening, confidentiality and empathy, they do not capture how body language informs understanding. This omission means A, B and D only cannot be the correct answer.

Option B:
Option B is correct because it includes the four statements that match accepted counselling communication principles and excludes the two that conflict with them. It presents a coherent picture of respectful, empathic and observant practice. Consequently A, B, D and E only is the right answer.

Option C:
Option C is incorrect since it adds C, which wrongly promotes frequent interruption, to an otherwise sound group. Interruptions can break students’ flow of thought and reduce trust. Including C undermines the accuracy of the option.

Option D:
Option D is wrong because it includes F, which mistakenly claims that judgemental language encourages openness. In reality, students may feel shamed or silenced by such language. For that reason B, D, E and F only cannot be chosen as correct.

Statements A, B, D and E are correct, while C is incorrect. A is true because active listening demands attention to what is said and how it is said. B is true as nods and facial expressions signal presence and interest. D is true since clarifying questions help ensure correct understanding. E is true because summarising checks comprehension. C is wrong because active listening requires focusing on the speaker’s message rather than primarily planning one’s own reply. Therefore, C only is the wrong statement.

Option A:
Option A correctly identifies C only as wrong and leaves A, B, D and E as true components of active listening. This aligns with listening theory, so C only is the correct option.

Option B:
Option B groups A and C as wrong, but A is actually a core element of active listening, and marking it wrong contradicts basic communication principles. Hence A and C only cannot be accepted.

Option C:
Option C lists C and D as wrong, yet D is a correct description of how active listeners clarify meaning. Including D in a set of wrong statements makes C and D only invalid.

Option D:
Option D combines B, C and E, but both B and E are accurate behaviours associated with active listening. As a result, B, C and E only mixes correct and incorrect statements and cannot be treated as the right answer.

Statements A, C and D correctly describe elements of effective teacher communication. A is true because both verbal language and non-verbal signals like posture and facial expressions shape understanding. C is true since appropriate eye contact and gestures can highlight key points and maintain attention. D is true because listening to student questions and responses helps the teacher adjust explanations and fosters interaction. B is false as excessive jargon can confuse learners, and E is false because monopolising talk time reduces opportunities for student participation; therefore A, C and D only is the correct set of statements.

Option A:
Option A contains A and C, which are correct, but omits D even though active listening to students is a crucial aspect of communication. Since one true statement is missing, this option is incomplete and cannot be accepted as correct.

Option B:
Option B groups C and D but leaves out A, which provides the basic idea that verbal and non-verbal cues are both important. Thus C and D only is not the right option.

Option C:
Option C includes A, C and D, each of which accurately reflects good communication practices. It properly excludes the misleading claims in B and E, so A, C and D only is the correct answer.

Option D:
Option D adds B to A, C and D, thereby including the false assumption that complex jargon always improves understanding. Therefore A, B, C and D only is not valid.

Option E extends A, C and D to include E, which asserts that the teacher should speak for the whole time, leaving no space for student voices. Therefore A, C, D and E only cannot be correct.

Clarification involves restating or rephrasing a message to ensure that both parties share the same understanding. When a teacher paraphrases a student’s answer,they check whether the intended meaning is clear and accurate. This prevents misunderstandings and models precise expression. Hence,the behaviour described in the stem is an instance of clarification.

Option A:
Evaluation focuses on judging the correctness or quality of a response rather than ensuring the meaning is clearly understood first. Paraphrasing may precede evaluation,but the primary act here is clarifying.

Option B:
Summarising condenses a longer discussion into key points,which is different from rephrasing a single student answer to check understanding.

Option C:
Lecturing is a method where the teacher presents information at length; paraphrasing a student’s answer is interactive rather than monologic.

Option D:
Clarification supports active listening and respect for the student’s contribution,which matches the communicative purpose indicated in the question.