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{lertifi cate Programme in the Teaching of English

as a Second Language

ASSIGNMENT BOOKLET
Assignments for Courses 1r 21 3, 4 & 5 (For July 2012 and .f anuary 2013 sessions)

zAn

-2013

3o
School of Hurnanities Indira Gandhi National Open Universitl, Mairlan Garhi. Nerv Delhi-1 l0 068

(f\{

Ber

Certificate Programme in the Teaching of English

as a Second Language
Course Code: CTE

lli:irr Sfudent,
v

",:

Irtl.re 1'oLr enjoyed reading this course and found it usefLrl in appll,irrg it to your classroort.

Irr oi',-L'r'to lrr'ip vou uncierstand the material better and prepare you fbr the exatnination later. rve -l'utor Marked Assignmenls har,e an assignment lbr each of the courses. All the assignments are { I h'lAs) and carry' 100 marks each.

Ailns: I
lrrrrl

hc

-l"lVlAs

are mainly concenred with your ability to understand the rnaterial ancl applf it

rncarrirrglr,rll),irr )'our teaching. These assignments are as much a teaching device as a tr'stirrt

{iuitlclincs: You r.vill be required to

iuiclelstancling

ans'wer the questions based on thc units attd -vc'ut' olthe teaclring-learning process. Do not reproduce chunks oiirrtirrmation fiom the

irrtil:.
,"',1 in cia,r'-tr.r-day litb" planrring is important in doingthe assignnients well. Read the assignments larr'li.rlly; go thlor"rgh the units on which they are based: jot dor.vn some poinls rcealdiirg cach Li!!,:sti()!l;rnri llren rc--affaltge them in a logical order. In an essay-type answer. allot adccluate iirle !li..'{)lri'iplrl4ltrctiop ancJ conclusion" The iltroduction must tell the evalr.ratop fisrl yoLr irrtcrprel lirc givcn iopir.'. and how yor-r propose to develop it. The corrclinion nrust sunrr)at'izc _rour vietts

tir: thc tr:pic.

i!{ak* sLre lhat }'oul answer:

a) b) c) il)

is iogical: is r.rrittcn in simple and correct English; is r,lritte n neatly and clearly. reflccis yoLir understanding of the teaching-learning situation.

Ple*se remember that it is compulsory to submit your assignments befrrre ]'ou can take the T'crnr Enrl Exams. Also remember to keep a copy of your assignments witlr,vou and dqr take a rcceipt from your Study Centre when you submit the assignments.

l,ast Datc firr Submission of Assignment:

frert .lrrnc l:.ranr
3l

"

N{arch

i:ror i )ecrrrrbcr F.xanr

30'l' September

Also r"e'member th:rt only one course can be taken from CTE-0,1 and CTtl-05. In this ;rssigtrment botklet we are including both of them but you should attempt onlv the one you
hrave taken.

{,oad Llrck!

Ntrte:

Rantetnh{lr the submission oJ' ttssignntent is precondition a.f' permission ti' uppeurinll in cxuminsliort. If yon huve not suhmitted the assignment in lime 3,p11 wlll ttol he ullow,ed to $llfreilr in the examination.

7o

CIIII'I]TFI(]ATE PROGRAMME TN THE TEACHING OF'ENGLISI-{ AS A SECOND I,ANGUAGE

CTE-01: THE LANGUAGE LEARNER ASSIGNMENT
Ntaximum iVlarlis: l{X}

A*.qrver al! questions

W[ar are the learner variables which impact se concl

classl*i;nr
1

ianguage

acqLlisition/leanring? As an F:nglish language teetcher suggest r,vays in rvhich 1'cu coirld appll' the linorvleclge that you have o1' these leartrer f'actors in vour
each i ng?

(l()

,i
I

language disorders'l DiscLrss thern brieily. Also tiiscuss rhe role of the language teachers in helping learners rvith these disorders. (20)
\,Vhar are the difierernt types

of

Wrile short notes on the fbllor.ving:

f,)t))

i ii i;i ir' .le

l'he greirt vcwel shilt Variatioti clue to social class

Advarrtages ofbilingr-ralisrn N{entalisf approach to language acquisitiorl
cln

Writ* short noles

the {bllowing:

rl5t

I ii iii

l:rror anall,sis {lontrastive analysis Interlanguage

,lir 5

Wr!te a brief paragraph clearly stating the ditferences artong the

three

(5)

Woulci you as an English teacher keep rnother tongue totally clutside the classroonr'/ Why/Why not? Discuss rvith the help of cxarnples l'rom )our own

erpcrience.

(20)

q.o .J

CT1RTITITCATE PROGRAMME IN THE TEACHING OF ENGLISH AS A SECOND LANGUAGE CT'E-02: THE STRUCTTIRE OF ENGLISH ASSIGNMENT
l\'laxirnunr Vlarhs: 100

Answer all tiuestions

'"All languages show variatiott along different dimerrsions""

DiscLrss this stalement and explairr the "dill-erent dimensions" responsible for variation irr a language.

(20)
,...t

is a language of prestige and power in India. Do yoLr agree? Discuss giving exanrples. ( l0)
F:.nglish

.rl 11

Dc 1'ou think that perpetuation of Englislr in India has done darnage tri languages ancl cultLrre? Give reasons lor your:rnswer.
Writc short notcs on tlie following
i

lrrcliarr
(

l0)

topics:

i5x:1-20)

'l'he

ii

iii
i

-i'he 'Iop-Down Approach in analyzing texts Speech Act

{iooperative Principle

r,'

'[hc Rcle o1'Corrtext in Discourse

Dellrre tlre following with examples:

(}.s==

I () I

i ii iii il' r,
,il'r
e

Aflx
Base

Root
Free morpheme lJound morplreme
su itab le

lclcntify the diiferences betr,veerr inflectional and derivational af'flxes rviLh xarlples.

l0)

-.{it

{live exar:rplc of five r,vords which are categorized as nouns/ad.iectives ciepencling tin the stress tlrey take.
'l'rernscribe

or verbs
(5) (5)

5b

the fbllowing words using phonetic symbols:

Roorr. rvorl<. rvalk. daughter, kind

]C

i.ook at the fbllowing answers and form suitable questions:

(5)

3o

:: ll

iii
iv

Yes, I'll go rvith you. I met her at a party. Of course. I can visit you tomorrow. I suggest vou eat healthy food. No" it is not possible.

-5cl

lorrccl the fcrllowing sentences, if

required'

(:)

My room is mr"rch rnore bigger than yours. I'lorv nranv tirne do you have lor me? lrither Atul or Sunny have helped Rahul. {}ne must do his duty lvell. Please close the light.

bo

d]I.]I{T'IFXCATE PROGRAMME IN THE TEAC}IIN{; oF- I.tN{;t,tsFI AS A SECOND LANGTJAGE,

CTE-03: TEACHING STRATEGIBS ASSIGNMEI{T

N{ax"

Marks:

100

A*s*,er *ill questions

Wr"itcr short notes on the

fbllowing:

(20)

i ii i;i ir 2:i
2b

Skirrming and scanning Practitione r research 'fhe three phases of a listening lesson Reaciing alouci should not be encouraged

based on "teacher'lalk'" shoulci ncL be the inode in the language class. f)iscuss. oleilcnrinanl i l0)

Wh5, is

it aencrally said that teaching

Wiil' is it necessarv to have pair work and group work as ari inr;rortlnt cotnponenr t;l'thr- teaching proccss'/ What is the role of ateacher in an interirctive c!ass?

(7rj)

l:i iiie teai-rhing o1'grammar relevant anymore? Why? What are thc rvays irr rvhich vor; can makc a grammar class interesting? ( t0+ I0)

4a

\!'hat approach would you ernploy while teaching speaking to second languagc
leai'ners? Er.plain lvith the help of two speaking

activities.

(--{ + -5)

.tb

lion, w<-ruld 1'ou develop the skills of listening amonssf \our

exanrples of tr,vo Iistening

activities.

learners? {-iir,c t5 r 5}

Ilcscribe in detail the criteria you i.vill keep in mind when.l'oir selecl r.elevanl I:ngllish liingr-rage te.rtbooks fbr tlre classes vou teach. (20)

3o

CF]RTIFICATE PII.OGRAMNTE IN THE TBACHING OF ENGLISH AS A SECOND LAI{GIJAGE

CTE-{)4: TEACI{ING ENGLISH - ELEMENTARY SCHOOL ASSIGNMENT illnr. Vlarks: l{X)

.ar

rrs\1

{ir a ll q ucSti0ns

Wriic

:;[:qirt notes on the

lollowing:

(l(tt

i ii iii i..'
-l'lre

!)rerbierns which underprivileged children face in learnirrg I:.nglisir A child's acqLrisition of the lirst language

tlonrponent skills for listening Piagetian stages oi'learning

teacher can contribute to the emotiorral and moral developmetlt of a child. Cornrnent. l lorv will this aid the learning of a second language at tlie prirnary ( ltl-r I 0) stage. Select anv theme that yitu think is suitable and design a whole rvritirrg prosramffie based cn it, taking it across the curriculurn. N4ake it practical ancl f-e*sible cr;n:iidering the constraints of the timetable and availahle restlurr:es. Suggest irieas -l'hinkrit'a ratrge of liir visLral displavs as rveli as ideas lbr presenting the rvritings. {Jtl; ccuncctcel rvriting. Report on your etTorts.

{lrealc \'orrrotvn Beginners Reading Programme: work with a small groLtp ol'2 t;r -1 children l'rom the neighbourhood who do not know L.nglish. Design an initial rcaclirrg programme bised on the Phonic and Whole Word Appr"oach. Include suit;rble reading strategies suggested in Block 3. Record individLral dif'fererrces in tire rvuvs in which children learn. Mention r,vhich approach works best lbr rvhich (20) chilri. Report. Whai are the diff-erent aspects of Evaluation t'rf writing skills'l f)esigrr a Critcriasheet fbr cvaluating rvriting skills of a group of children al thc elemenlarv school (20)

lcvel.

7o

C!,R-TIFICATE PROGRAMME TN THE TEACHING OF ENGLISH AS A SECOND LANGUAGB

fi'IE-05: TEACHING ENGLISH - SECONDARY SCHOOL

ASSIGNMENT
Nlax. Nlarksr t00

,tns*'er all questiorrs

Write sircrt notcs orr the fbllowing:
-l'he
I

(20)

;;

difl-e rence between a teacher and a lacilitator {-l haracteri stic s of underprivi leged I earners
'T'lrc

of learning

ii; iv

three main kinds of listening materials llil1-ercnoe between writing and speaking

Wh;,do,v',ou think
nrainstleam
2b

it is important to integrate children rvith disabilities into edr,rcation'? Discuss, citing examples tiom your cxperietrce. ( l0)

arrtonornous?

Wliat is learnc,r autonomy? l-low can the teacher help the learner
a good oral skills lesson'? What u'oulcl

io
(

be

l0)

1:l

Descril-re the characteristics of :*acircr clo to nrake the lesson

effective?

;n'ou as a { ll))

Yuu have been given the responsibility of settirrg up an evaluation scheme lbr the speaiiint skills lbr the middle school. Suggest the evaluatiorr criteria and give ( l0) rcasons fbr it.
i.I

stLrclenis in your class. Cive tr,r,o activities

i)iscirs:r way'5 i6 rvhich you woulci improve and increase tlre voqabLrlary' of the ( l0) to illustrate your answer. Wliirt are thc difi'erent types of writing? f)iscuss any fbr-rr of

4b

thenr.

( I 0)

Wirat are study skills? What diflbrent stLrdy skills would you develop in your
learrrcrs arrci

horn,'/

(20)

3o