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.

Statements A, B and D are correct, whereas C is incorrect. A is true because occasional code-switching can connect challenging concepts with learners’ existing linguistic resources. B is true as strategic shifts between languages may enhance rapport and engagement when not overused. D is true since sensitivity to cultural and linguistic diversity helps teachers choose examples and terms that respect learners’ backgrounds. C is false because limited and purposeful use of the first language does not automatically block learning of the target language; it can sometimes support it.

Option A:
Option A includes A and B only and omits D, ignoring the importance of broader cultural-linguistic awareness in guiding language choices. Without D, the picture of good practice is incomplete. Therefore A and B only cannot be accepted.

Option B:
Option B groups A, B and C and mistakenly includes C, which portrays any first-language use as harmful. Because C is incorrect, this combination mixes truth with error and is not valid.

Option C:
Option C lists B and D only and leaves out A, failing to acknowledge the role of code-switching specifically in explaining complex ideas. Since A is also a correct statement, B and D only does not cover the full set of accurate ideas about code-switching. Hence this option cannot be chosen.

Option D:
Option D correctly assembles A, B and D, highlighting explanatory, relational and awareness aspects of code-switching while rejecting the absolutist stance in C. It captures the nuanced view of multilingual pedagogy expected in UGC NET. Thus A, B and D only is the correct answer.