Test Papers / Previous Question Papers of Indira Gandhi National Open University CTE5 Teaching English - Secondary School June 2006

CERTIFICATE IN TEACHING OF ENGLISH
Term-End Examination

CTE5 Teaching English - Secondary School

Time: 2 hours
Maximum Marks: 100 (Weightage: 70%)

1. Write short notes on any lour of the following : (4x5=20)
(i) Study skills : their operations and types
(ii) Teacher as facilitator
(iii) Homonymy and polysemy
(iv) Grammar Games
(v) Differences between spoken and written language
(vi) Advantages and disadvantages of loud reading

2. Study the poem given below and decide which class (level of learners) would you teach it to ? Justify your choice of level of learner by specifying apects of the poem. Also prepare two exercise types / tasks / activities that you plan to use to teach the poem. (20)

Let's face it
English is a stupid language.
There is no egg in the eggPlant
No ham in the hamburger
And neither pine nor apple in the pineapple
English muffins were not invented in England
French fries were not invented in France.

We sometimes take English for granted
But if we examine its paradoxes we find that
Quicksand takes you down slowly
Boxing rings are square
And a guinea pig is neither from Guinea nor is it a pig.

If writers write, how come fingers don't fing?
If the plural of tooth is teeth
Shouldn't the plural of phone booth be phone beeth?
If the teacher taught,
Why didn't the Preacher Praught ?

English was invented by people, not computers
And it reflects the creativity of the human race
(Which of course isn't a race at all).

That is why
When the stars are out they are visible
But when the lights are out they are invisible
And why is it that when I wind up my watch
It starts,
But when I wind up this poem
It ends.

3. Here are some exercises/tasks/activities taken from different English readers. Study each to decide on its

(i) target learner level, (ii) teachingAearning objectives. Explain clearly and briefly. (5x4=20)

A. Now complete the conversation below by choosing a proper response from the box :

That's terrible! Aren't they lovely? Really!
How sad! That's great!

(i) A : Our schoolhas won first prize in the hockey tournament.
B: ___
(ii) A : My cat died last night.
B :___
(iii) A : Look at these beautiful flowers!
B :___
(iv) A : Have you heard ? Suniti has got a scholarship.
B :___
(v) A : Did you hear about the train accident last night ? 150 people have been killed in Bangalore.
B :___
B. Rearrange the following sentences in the correct order. Then, re-write the story in a short paragraph:
(i) Whenever she recited the rhyme, a mouse would appear.
(ii) But she could never catch the mouse.
(iii) That was becatse the mouse too had leant trick from a book !

(iv) The cat had learnt a rhyme that helped her find mice. (v) There was once a cat who loved to read books.

C. Given below is a jumble of cereals, pulses and spices. Sort them out into 3 separate columns.
wheat gram rice Peanut
mung arhsr cashew oat
corn baira almond bean
walnut coriander groundnut

D. Project - Group work

Pick up any social issue that interests you and suggest ways in which you could contribute to improve the situation. Discuss in groups and present the issue to the class.

E. Say whether the following statements are True or False :

(i) The neighbours wanted to roast Nasir's goat and eat the mutton.

(ii) Nasir did not accept their idea.

(iii) The neighbours woke up to see a fire in the middle of the night.

(iv) Nasir protected himself from the cold with his neighbours clothes.

4. How is the "process" approach to writing different from the "product" approach? What implication does each have for teaching? Explain with examples. 20

5. (i) Mention some of the problems faced by the underprivileged learner in learning English. Explain how you would tackle some key problems.

OR

(ii) Is it important to specially focus on the teaching of listening skills? In the absence of audio-taped materials what are the tools available to the teacher ? Explain with examples