CTE 1 TO 5

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{lertifi cate Programme inas a Second the TeachingLanguage of English

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

zAn -2013

3oSchool of HurnanitiesIndira Gandhi National Open Universitl,

Mairlan Garhi. Nerv Delhi-1 l0 068

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Certificate Programme in the Teaching of Englishas 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. rvehar,e an assignment lbr each of the courses. All the assignments are -l'utor Marked Assignmenls{ I h'lAs) and carry' 100 marks each.Ailns: I hc -l"lVlAs are mainly concenred with your ability to understand the rnaterial ancl applf itrncarrirrglr,rll),irr )'our teaching. These assignments are as much a teaching device as a tr'stirrtlrrrrl{iuitlclincs: You r.vill be required to ans'wer the questions based on thc units attd -vc'ut'iuiclelstancling olthe teaclring-learning process. Do not reproduce chunks oiirrtirrmation fiom theirrtil:.,"',1 in cia,r'-tr.r-day litb" planrring is important in doingthe assignnients well. Read the assignmentslarr'li.rlly; go thlor"rgh the units on which they are based: jot dor.vn some poinls rcealdiirg cachLi!!,: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 irrtcrprellirc givcn iopir.'. and how yor-r propose to develop it. The corrclinion nrust sunrr)at'izc _rour viettstir: thc tr:pic.i!{ak* sLre lhat }'oul answer:a) is iogical:b) is r.rrittcn in simple and correct English;c) is r,lritte n neatly and clearly.il) reflccis yoLir understanding of the teaching-learning situation.Ple*se remember that it is compulsory to submit your assignments befrrre ]'ou can take theT'crnr Enrl Exams. Also remember to keep a copy of your assignments witlr,vou and dqr takea rcceipt from your Study Centre when you submit the assignments.

l,ast Datc firr Submission of Assignment:frert .lrrnc l:.ranri:ror i )ecrrrrbcr F.xanr

3 l " N{arch30'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 youhrave 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

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CIIII'I]TFI(]ATE PROGRAMME TN THE TEACHING OF'ENGLISI-{AS A SECOND I,ANGUAGECTE-01: THE LANGUAGE LEARNERASSIGNMENT

Ntaximum iVlarlis: l{X}A*.qrver al! questionsI W[ar are the learner variables which impact se concl ianguageacqLlisition/leanring? As an F:nglish language teetcher suggest r,vays in rvhich 1'cucoirld appll' the linorvleclge that you have o1' these leartrer f'actors in vourclassl*i;nr 1 each i ng? (l() t,i \,Vhar are the difierernt types of language disorders'l DiscLrss thern brieily. Also

tiiscuss rhe role of the language teachers in helping learners rvith these disorders.

I Wrile short notes on the fbllor.ving:i l'he greirt vcwel shiltii Variatioti clue to social classi;i Advarrtages ofbilingr-ralisrnir' N{entalisf approach to language acquisitiorl

.le Writ* short noles cln the {bllowing:I l:rror anall,sisii {lontrastive analysisiii Interlanguage

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,lir Wr!te a brief paragraph clearly stating the ditferences artong the three (5)5 Woulci you as an English teacher keep rnother tongue totally clutside theclassroonr'/ Why/Why not? Discuss rvith the help of cxarnples l'rom )our ownerpcrience. (20)

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CT1RTITITCATE PROGRAMME IN THE TEACHING OF ENGLISHAS A SECOND LANGUAGECT'E-02: THE STRUCTTIRE OF ENGLISHASSIGNMENT

l\'laxirnunr Vlarhs: 100Answer all tiuestions

'"All languages show variatiott along different dimerrsions"" DiscLrss this stalementand explairr the "dill-erent dimensions" responsible for variation irr a language. (20)F:.nglish is a language of prestige and power in India. Do yoLr agree? Discussgiving exanrples. ( l0)Dc 1'ou think that perpetuation of Englislr in India has done darnage tri lrrcliarrlanguages ancl cultLrre? Give reasons lor your:rnswer. ( l0)Writc short notcs on tlie following topics: i5x:1-20)

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'l'he {iooperative Principle-i'he 'Iop-Down Approach in analyzing textsSpeech Act'[hc Rcle o1'Corrtext in Discourse

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Dellrre tlre following with examples:i Aflxii Baseiii Rootil' Free morphemer, lJound morplremelclcntify the diiferences betr,veerr inflectional and derivational af'flxes rviLhe xarlples.{live exar:rplc of five r,vords which are categorized as nouns/ad.iectivesciepencling tin the stress tlrey take.'l'rernscribe the fbllowing words using phonetic symbols:Roorr. rvorl

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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.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.

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d]I.]I{T'IFXCATE PROGRAMME IN THE TEAC}IIN{;AS A SECOND LANGTJAGE,CTE-03: TEACHING STRATEGIBSASSIGNMEI{T

A*s*,er *ill questions

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N{ax" Marks: 100Wr"itcr short notes on the fbllowing: (20)i Skirrming and scanningii Practitione r researchi;i 'fhe three phases of a listening lessonir Reaciing alouci should not be encouraged

2:i Wh5, is it aencrally said that teaching based on "teacher'lalk'" shoulci ncL be theoleilcnrinanl inode in the language class. f)iscuss. i l0)2b Wiil' is it necessarv to have pair work and group work as ari inr;rortlnt cotnponenrt;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 rvhichvor; can makc a grammar class interesting? ( t0+ I0)4a \!'hat approach would you ernploy while teaching speaking to second languagcleai'ners? Er.plain lvith the help of two speaking activities. (--{ + -5)

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CF]RTIFICATE PII.OGRAMNTE IN THE TBACHING OF ENGLISHAS A SECOND LAI{GIJAGECTE-{)4: TEACI{ING ENGLISH - ELEMENTARY SCHOOLASSIGNMENT

.ar rrs\1 {ir a ll q ucSti0ns

Wriic :;[:qirt notes on the lollowing:i !)rerbierns which underprivileged children face in learnirrg I:.nglisirii A child's acqLrisition of the lirst languageiii tlonrponent skills for listeningi..' Piagetian stages oi'learning

illnr. Vlarks: l{X)

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contribute to the emotiorral and moral developmetlt of a child.will this aid the learning of a second language at tlie prirnary( ltl-r I 0)-l'lre teacher canCornrnent. l lorvstage.Select anv theme that yitu think is suitable and design a whole rvritirrg prosramffiebased cn it, taking it across the curriculurn. N4ake it practical ancl f-e*siblecr;n:iidering the constraints of the timetable and availahle restlurr:es. Suggest irieasliir visLral displavs as rveli as ideas lbr presenting the rvritings. -l'hink- rit'a ratrge ofccuncctcel rvriting. Report on your etTorts. {Jtl;{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 initialrcaclirrg programme bised on the Phonic and Whole Word Appr"oach. Includesuit;rble reading strategies suggested in Block 3. Record individLral dif'fererrces intire rvuvs in which children learn. Mention r,vhich approach works best lbr rvhichchilri. Report. (20)Whai are the diff-erent aspects of Evaluation t'rf writing skills'l f)esigrr a Critcria-sheet fbr cvaluating rvriting skills of a group of children al thc elemenlarv schoollcvel. (20)

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C!,R-TIFICATE PROGRAMME TN THE TEACHING OF ENGLISHAS A SECOND LANGUAGBfi'IE-05: TEACHING ENGLISH - SECONDARY SCHOOLASSIGNMENT

,tns*'er all questiorrsWrite sircrt notcs orr the fbllowing:I;;ii;iv

-l'he difl-e rence between a teacher and a lacilitator of learning{-l haracteri stic s of underprivi leged I earners'T'lrc three main kinds of listening materialsllil1-ercnoe between writing and speaking

Nlax. Nlarksr t00

(20)

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Wh;,do,v',ou think it is important to integrate children rvith disabilities intonrainstleam edr,rcation'? Discuss, citing examples tiom your cxperietrce. ( l0)Wliat is learnc,r autonomy? l-low can the teacher help the learner io bearrtonornous? ( l0)Descril-re the characteristics of a good oral skills lesson'? What u'oulcl ;n'ou as a:*acircr clo to nrake the lesson effective? { ll))Yuu have been given the responsibility of settirrg up an evaluation scheme lbr thespeaiiint skills lbr the middle school. Suggest the evaluatiorr criteria and givercasons fbr it. ( l0)i)iscirs:r way'5 i6 rvhich you woulci improve and increase tlre voqabLrlary' of thestLrclenis in your class. Cive tr,r,o activities to illustrate your answer. ( l0)Wliirt are thc difi'erent types of writing? f)iscuss any fbr-rr of thenr. ( I 0)Wirat are study skills? What diflbrent stLrdy skills would you develop in yourlearrrcrs arrci horn,'/ (20)

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