Group A
1. What is the importance of language functions in English language teaching? Design any four activities used in testing language functions in English and illustrate them with examples. 4+6
Language functions are the specific purposes for which language is used (e.g., requesting, apologizing, persuading). In the Nepali context, where English is taught as a second language, language functions are crucial for effective ELT:
-Enhances Communicative Competence: In Nepal, students often learn English for practical use (e.g., tourism, higher education). Functions like greeting or giving directions enable them to communicate effectively in real-life situations, such as assisting tourists in Pokhara or Kathmandu.
-Supports Multilingual Classrooms: Nepal’s diverse linguistic landscape (Nepali, Maithili, Bhojpuri, etc.) requires a focus on functional English to bridge communication gaps. Teaching functions like expressing opinions helps students articulate ideas clearly.-
-Aligns with Curriculum Goals: The Grade Ten English curriculum emphasizes communicative skills (e.g., narrating, advising), making functions integral to achieving learning outcomes.
-Promotes Confidence: Mastering functions like apologizing or requesting empowers students, especially in rural areas, to use English in social and professional contexts, boosting confidence.
The following activities are designed for Grade Ten students , considering resource constraints and cultural relevance:
Role-Play Activity (Requesting):
Description: Students pair up to enact a scenario (e.g., requesting help in a local market). The teacher assesses politeness, accuracy, and fluency.
Example: Student A (tourist): "Could you please tell me the way to Fewa Lake?" Student B (local): "Sure, go straight and turn left near the temple."
Evaluation Criteria: Use of polite forms ("could," "please"), clarity, and cultural appropriateness (1.5 marks).
Dialogue Completion (Apologizing):
Description: Students complete a dialogue for a scenario (e.g., missing a group project meeting) with appropriate apologies.
Example: Scenario: You missed a school project meeting.
Friend: "Why didn’t you come yesterday?"
Student: "I’m so sorry; I was sick. Can I contribute now?"
Evaluation Criteria: Use of apology phrases ("I’m sorry," "I apologize"), tone, and coherence (1.5 marks).
Group Discussion (Expressing Opinions):
Description: Students discuss a local issue (e.g., "Should schools in Nepal teach in English only?") in groups, using phrases like "I think" or "In my view." The teacher scores participation and expression.
Example: Student: "I think English-only teaching helps with jobs, but we should also learn Nepali to preserve our culture."
Evaluation Criteria: Use of opinion phrases, logical arguments, and group interaction (1.5 marks).
Written Task (Giving Advice):
Description: Students write a short letter advising a friend on improving English, relevant to Nepali students’ needs.
Example: "Dear Ram, To improve your English, read Nepali Times articles and practice speaking with friends. Try watching English cartoons too. Best, Sita."
Evaluation Criteria: Use of advice structures ("You should," "Try"), organization, and relevance (1.5 marks).
These activities align with Nepal’s communicative curriculum and are feasible in resource-limited settings.
2. Is teaching grammar necessary for helping students acquire language?Can we imagine teaching English without grammar?Give your views. 2+4+4
In Nepal, English is learned as a second language, mainly through schools and colleges. For most students, it is not spoken at home, so classroom instruction becomes very important. In this context, grammar plays a key role in helping students build correct sentences, understand the meaning of texts, and communicate properly. Without knowledge of grammar, students may struggle with sentence formation and make frequent errors in writing and speaking.
However, focusing only on grammar rules and memorization is not effective. Many Nepali students study grammar for exams but cannot speak or write English fluently. This is because grammar is often taught in isolation, without connecting it to real-life communication. To make grammar learning meaningful, teachers should use interactive activities like dialogues, storytelling, group discussions, and writing tasks where grammar is naturally used. This way, students learn how grammar works in real situations.
It is difficult to imagine teaching English without any grammar, as it provides the foundation for accurate language use. Still, grammar should not be the main goal but a supporting tool. The best approach is to integrate grammar into communication-based lessons. This helps Nepali students develop both fluency and accuracy in English, which is essential for their academic success and future opportunities.
3. Briefly explain why teaching 'Punctuation' is essential to develop students' writing skill. Explain any two effective strategies that can be applied to teach 'Punctuation' in Grade Ten English. 4+6
Punctuation is essential for developing writing skills in Grade Ten students in Nepal, where English is a second language and writing clarity is critical:
Enhances Clarity: Punctuation (e.g., commas, full stops) organizes sentences, preventing ambiguity. Example: “Let’s eat, Grandma” vs. “Let’s eat Grandma.”
Improves Readability: Proper punctuation makes texts easier to read, crucial for Nepali students writing essays or letters in exams.
Reflects Language Mastery: Accurate punctuation signals proficiency, important for academic success in Nepal’s exam-oriented system.
Supports Creative Expression: Punctuation like dashes or exclamation marks adds tone and style, enabling students to write engaging narratives.
These strategies are practical for Nepal’s Grade Ten classrooms, considering limited resources:
Punctuation Correction Game
Description: Students work in pairs to correct punctuation errors in a short text (e.g., a paragraph about Nepal’s culture) projected on a board or written on paper. The teacher provides immediate feedback, explaining rules (e.g., comma use in lists).
Example Activity: Text: “I love dashain tihar and chhath they are fun”
Student Correction: “I love Dashain, Tihar, and Chhath. They are fun!”
Teaching Focus: Capitalization for proper nouns, commas in lists, full stops.
Implementation: Use locally relevant texts (e.g., festival descriptions) to engage students. In rural schools, use handwritten texts if projectors are unavailable.
Evaluation: Score corrections (1 mark per correct fix) and discuss common errors in class.
Punctuation Storytelling
Description: Students write a short story (e.g., about a local festival) and insert specific punctuation marks (e.g., commas, quotation marks) as instructed. The teacher reviews for accuracy and creativity.
Example Activity: Task: Write a 5-sentence story about Tihar, using at least 2 commas, 2 quotation marks, and 1 question mark.
Student Output: “During Tihar, we light diyas, and my sister sings. ‘Look at the lights!’ she said. I asked, ‘Can we make rangoli?’ My brother joined us. It was fun.”
Implementation: Provide a model story on the board and discuss punctuation rules. Encourage culturally relevant themes to motivate students.
Evaluation: Assess use of specified punctuation (1 mark each) and narrative quality (1 mark).
These strategies make punctuation engaging and relevant, addressing Nepal’s multilingual and resource-constrained classrooms.
4 What is the role of Information and Communication Technology (ICT) in language teaching? How does the existing secondary level curriculum expect the use of technology in teaching and learning English? Suggest any four strategies for effective use of ICT in teaching speaking skills in English.2+4+4
Information and Communication Technology (ICT) enhances ELT by making learning interactive, accessible, and engaging. In Nepal, ICT bridges resource gaps, supports diverse learners, and facilitates exposure to authentic English, crucial for students in urban and rural areas aiming for global communication.
The Nepali secondary curriculum (Grade Ten English) expects ICT to support communicative competence and modern pedagogy:
Access to Resources: The curriculum encourages using online platforms (e.g., videos, e-books) to supplement textbooks, especially in urban schools with internet access.
Skill Development: ICT is expected to enhance listening and speaking skills through multimedia (e.g., audio clips, pronunciation apps), addressing Nepal’s oral proficiency focus.
Interactive Learning: The curriculum promotes tools like projectors or mobile apps for group activities, aligning with communicative teaching methods.
Teacher Support: ICT is envisioned to provide teachers with training resources (e.g., online ELT courses) and lesson plans, critical in remote areas.
However, challenges like limited internet and electricity in rural Nepal restrict full implementation, requiring adaptive strategies.
These strategies are tailored for Grade Ten Nepali classrooms, balancing resource availability:
Audio Recording Tasks
Description: Students record short speeches (e.g., introducing Nepal’s culture) using mobile phones and share them with the teacher via WhatsApp or USB.
Example: Task: Record a 1-minute talk on “Why I love Dashain.” Student records: “Dashain is special because we eat delicious food and meet family.”
Benefit: Improves pronunciation and fluency; feasible in low-resource settings.
Online Pronunciation Apps
Description: Use free apps like ELSA Speak or BBC Learning English (offline versions if possible) to practice pronunciation in urban schools with internet.
Example: Students practice saying “Kathmandu” correctly using app feedback.
Benefit: Provides instant feedback, addressing Nepali students’ pronunciation challenges.
Video-Based Role-Plays
Description: Students watch a short English video (e.g., a tourist guide clip) on a shared laptop/projector and reenact it in pairs, focusing on intonation.
Example: After watching a guide video, students practice: “Welcome to Bhaktapur! This is Durbar Square.”
Benefit: Enhances speaking confidence; adaptable for schools with basic tech.
Virtual Exchange via Social Media
Description: Connect students with English learners globally via moderated WhatsApp groups to practice speaking (e.g., describing local festivals).
Example: Student sends a voice message: “In Tihar, we light diyas and make rangoli.”
Benefit: Encourages authentic communication; viable in areas with mobile networks.
These strategies leverage Nepal’s growing mobile penetration while addressing infrastructure limitations.
5. What do you teach: Curriculum or Textbook? Briefly explain with reference to Grade Ten; and evaluate the newly revised compulsory English textbook of Grade Ten with adequate illustrations. 4+6
In Nepal’s Grade Ten ELT, the curriculum is the broader framework outlining learning objectives, competencies, and skills (e.g., reading, writing, speaking, listening), while the textbook is a tool to achieve these goals. The curriculum takes precedence because:
Guides Teaching: The curriculum defines communicative competencies (e.g., narrating events, expressing opinions), ensuring alignment with national educational goals.
Flexibility: Teachers can supplement textbooks with local materials (e.g., Nepali stories) to meet curriculum objectives, crucial in diverse contexts.
Textbook Limitations: The Grade Ten textbook may not fully address all curriculum goals (e.g., limited speaking activities), requiring teachers to adapt.
Example: The curriculum mandates teaching functional writing (e.g., letters), but the textbook may lack sufficient practice, so teachers create additional tasks.
Thus, teachers teach the curriculum, using the textbook as a primary but not exclusive resource.
Evaluation of the Newly Revised Grade Ten Compulsory English Textbook
The revised Grade Ten English textbook aims to align with the communicative curriculum. Below is an evaluation with illustrations:
Strengths
Communicative Focus: Includes functional tasks like writing letters or expressing opinions, aligning with curriculum goals.
Illustration: Unit on “Giving Advice” has a dialogue: “You should read books to improve English,” with follow-up tasks.
Cultural Relevance: Incorporates Nepali contexts (e.g., texts on Dashain, Mount Everest), engaging students.
Illustration: A reading passage on “Tihar” discusses diyas and Bhai Tika, relatable to students.
Skill Integration: Balances reading, writing, listening, and speaking activities.
Illustration: A unit asks students to read a story, discuss it orally, and write a summary, covering multiple skills.
Weaknesses
Limited Speaking Practice: Few activities focus on oral fluency, critical for Nepal’s job market (e.g., tourism).
Illustration: Units lack role-plays or debates, limiting speaking opportunities.
Resource Constraints: Assumes access to audio-visual aids, impractical in rural schools.
Illustration: Listening tasks require audio clips, unavailable in schools without electricity.
Complexity for Diverse Learners: Some texts are too advanced for rural or multilingual students.
Illustration: A passage on global warming uses complex vocabulary (“sustainability”), challenging for weaker students.
Group B
6. A novice teacher of English in a remote area of Nepal is curious to learn about the best method of teaching English in secondary level. As an ELT scholar of the post method pedagogy era, present four critical arguments to support and encourage that enthusiastic teacher for better teaching and learning in his or her typical context.
2.5+2.5+2.5+2.5
As an ELT scholar in the post-method pedagogy era, which emphasizes context-specific, teacher-driven approaches over rigid methods, I offer the following arguments to encourage a novice teacher in a remote Nepali secondary school:
Leverage Local Context for Relevance
Argument: Use local culture, languages, and resources to make English relevant, aligning with post-method’s focus on socio-cultural appropriateness.
Example: Teach vocabulary through local festivals (e.g., “diya” for Tihar) or use Nepali stories as translation tasks. This engages students and builds on their multilingual strengths.
Encouragement: Your knowledge of the community is your strength—use it to make English meaningful!
Adopt Eclectic Strategies for Flexibility
Argument: Post-method pedagogy encourages combining techniques (e.g., communicative, task-based) based on student needs, ideal for resource-scarce settings.
Example: Use group discussions for speaking (e.g., “Why is Dashain important?”) and handwritten worksheets for writing, adapting to no electricity.
Encouragement: Experiment with simple, low-cost activities—your creativity shapes effective learning!
Empower Students Through Participation
Argument: Post-method prioritizes student agency, fostering engagement in remote areas where motivation may be low.
Example: Let students create skits in English about village life or lead peer teaching, building confidence.
Encouragement: Trust your students’ potential—giving them ownership boosts their interest!
Reflect and Adapt Continuously
Argument: Post-method emphasizes teacher reflection to refine practices, crucial in isolated areas with limited training.
Example: Keep a journal to note what works (e.g., storytelling vs. grammar drills) and adjust lessons weekly.
Encouragement: Your reflections are powerful—each lesson improves your teaching!
These arguments empower the teacher to adapt to Nepal’s remote challenges (e.g., no tech, multilingual students) while fostering effective ELT.
7. In the realm of English literature, which genre do you particularly enjoy instructing and why? Elaborate on the specific English language skills that can be effectively taught through this genre. 4+6
I enjoy teaching short stories in Nepal’s Grade Ten English classes because they are engaging, culturally adaptable, and resource-efficient:
Engaging and Accessible: Short stories are concise, holding students’ attention in large or under-resourced classrooms.
Cultural Relevance: Stories can be chosen or adapted to reflect Nepali contexts (e.g., folktales like “The Clever Jackal”).
Promotes Critical Thinking: Stories encourage analysis of themes and characters, fostering deeper understanding.
Versatile: Suitable for Nepal’s mixed-ability classes, as stories can be simplified or enriched.
Short stories effectively teach the following skills in Nepal’s ELT context:
Reading Comprehension
How: Students read a story (e.g., “The Clever Jackal”) and answer questions on plot, characters, and themes.
Example: Question: “Why did the jackal trick the tiger?” Student: “To save his life.”
Benefit: Enhances understanding of narrative structure, vital for Grade Ten exams.
Vocabulary Development
How: Teach new words from the story (e.g., “cunning,” “deceive”) through context and local examples (e.g., “cunning like a fox in Nepali tales”).
Example: Students use “cunning” in a sentence: “The trader was cunning in the market.”
Benefit: Builds exam-relevant vocabulary for rural students.
Speaking Skills
How: Students retell the story or discuss its moral in groups.
Example: Student: “The moral is to be clever, not cruel, like in our village stories.”
Benefit: Improves oral fluency, critical in Nepal’s tourism-driven economy.
Writing Skills
How: Students write a short sequel or alternative ending.
Example: “The jackal returned to the village and taught others his tricks.”
Benefit: Encourages creative writing, aligning with curriculum goals.
Short stories are ideal for Nepal’s diverse classrooms, fostering multiple skills efficiently.
8. Discuss the importance of collaboration and cooperation processes in the professional development of ESL teachers. Also, elaborate two specific strategies for collaboration and co-operation in the professional learning of L. English teachers. 5+5
Collaboration and cooperation are vital for the professional development of ESL teachers in Nepal, where isolation and resource scarcity are common:
Knowledge Sharing: Teachers exchange lesson plans and strategies, improving teaching quality. Example: Urban teachers share ICT tools with rural colleagues.
Skill Enhancement: Collaborative workshops build skills like communicative teaching, critical in Nepal’s curriculum shift.
Support System: Cooperation reduces isolation, especially in remote areas, fostering morale. Example: Teacher groups in Karnali share solutions for large classes.
Contextual Solutions: Collaborative problem-solving addresses local challenges (e.g., multilingual classrooms).
Professional Growth: Peer feedback and joint projects align teaching with global ELT trends, enhancing career prospects.
These strategies are feasible in Nepal’s ESL context:
Teacher Learning Circles (TLCs)
Description: Teachers form small groups (5–10) to meet monthly, discuss challenges, and share resources (e.g., lesson plans for Grade Ten). Meetings can be in-person or via WhatsApp in remote areas.
Example: A TLC in Dang discusses teaching speaking skills, sharing a role-play activity on “Describing Tihar.” One teacher suggests using local proverbs to teach vocabulary.
Implementation: Assign roles (e.g., facilitator, note-taker) and focus on practical issues like low student motivation.
Benefit: Builds a local support network, affordable and sustainable.
Peer Observation and Feedback
Example: A teacher in Bhaktapur observes a colleague’s lesson on letter writing, noting effective use of examples but suggesting more student interaction. They discuss post-lesson.
Implementation: Use a simple feedback form (e.g., strengths, areas for improvement). In rural areas, share recorded lessons via mobile.
Benefit: Improves teaching practices through direct, context-specific feedback.
Description: Teachers observe each other’s classes (in-person or recorded) and provide constructive feedback based on a checklist (e.g., student engagement, clarity).
These strategies foster professional growth, addressing Nepal’s ELT challenges collaboratively.
9. Keeping in mind the essential key points, list out possible skills in writing. Briefly illustrate paraphrasing, summarizing and synthesizing in academic writing. 4+6
Writing skills are critical for Grade Ten students in Nepal to succeed in exams and communicate effectively. Key skills include:
Content Development: Generating relevant ideas and supporting them with examples (e.g., essay on “Importance of Education”).
Organization: Structuring writing logically (e.g., intro, body, conclusion in letters).
Grammar and Vocabulary: Using accurate grammar and varied words for clarity (e.g., “Nepal’s culture is vibrant”).
Coherence and Cohesion: Linking ideas with connectors (e.g., “therefore,” “however”).
Punctuation and Spelling: Ensuring correct punctuation and spelling for readability.
Audience Awareness: Adapting tone and style (e.g., formal for letters, creative for stories).
These academic writing skills are essential for Nepali students to process and present information:
Paraphrasing
Definition: Restating a text in different words while retaining the original meaning, useful for avoiding plagiarism.
Example: Original: “Dashain is a major festival in Nepal, uniting families.”
Paraphrase: “Dashain, a significant Nepali festival, brings families together.”
Application: Students paraphrase reading passages in Grade Ten to demonstrate understanding, e.g., rephrasing a text on tourism.
Summarizing
Definition: Condensing a text to its main ideas, omitting details, to show comprehension.
Example: Original (50 words): “Tihar is celebrated with lights, rangoli, and Bhai Tika, where siblings honor each other. It symbolizes love and prosperity.”
Summary (15 words): “Tihar involves lights, rangoli, and Bhai Tika, celebrating sibling bonds and prosperity.”
Application: Students summarize Grade Ten texts (e.g., on environmental issues) for exam answers.
Synthesizing
Definition: Combining ideas from multiple sources to create a cohesive argument or narrative.
Example: Source 1: “Dashain promotes family unity.” Source 2: “Tihar emphasizes sibling bonds.”
Synthesis: “Nepali festivals like Dashain and Tihar strengthen family and sibling relationships, fostering social harmony.”
Application: Students synthesize ideas from multiple Grade Ten readings to write essays, e.g., on cultural heritage.
These skills enhance academic writing, preparing students for higher education and exams.
10. Develop an action research topic based on the English language teaching context and your experience. Prepare a research framework to conduct research on the selected topic. Explain potential implications of the research for improving English language teaching and learning practice in secondary level schools. 2+4+4
Topic: “Improving Speaking Skills of Grade Ten Students in Rural Nepal Through Interactive Activities.”
This topic addresses the lack of oral fluency among Nepali students, a critical issue in rural areas where exposure to English is limited, and aligns with the curriculum’s emphasis on communicative competence.
The framework follows the action research cycle, tailored to Nepal’s rural ELT context:
Problem Identification
Objective: Identify barriers to speaking skills (e.g., shyness, lack of practice).
Methods: Survey students on speaking challenges (e.g., “Do you feel nervous speaking English?”); observe classroom participation; interview teachers.
Example: Finding: Students hesitate due to fear of mistakes.
Planning
Objective: Design interactive activities to boost speaking confidence.
Strategies: Role-plays (e.g., tourist-local dialogue), group discussions (e.g., “Favorite Nepali festival”), and audio recordings on mobile phones.
Example Plan: Conduct two 30-minute speaking activities weekly for 8 weeks.
Implementation
Objective: Apply activities in Grade Ten classes.
Process: Facilitate role-plays, provide feedback, and record progress. Use local themes (e.g., describing Lumbini).
Example: Students practice: “Welcome to Lumbini, the birthplace of Buddha.”
Evaluation and Reflection
Objective: Assess improvement in fluency and confidence.
Methods: Pre/post-speaking tests (e.g., 1-minute talks), student feedback, teacher journal.
Example: Compare initial and final recordings for pronunciation and confidence.
This research can significantly improve Grade Ten ELT in Nepal’s secondary schools:
Enhanced Speaking Proficiency : Interactive activities increase fluency, preparing students for tourism or higher education roles. Example: Students confidently guide tourists in English.
Increased Engagement : Fun activities reduce fear, boosting participation in rural classrooms. Example: Shy students join role-plays willingly.
Teacher Empowerment : Teachers adopt low-cost, context-specific strategies, replicable in other schools. Example: Sharing role-play templates with colleagues.
Curriculum Alignment- Strengthens the curriculum’s communicative focus, informing policy for more speaking-focused activities. Example: Suggesting role-plays in the next textbook revision.
This research addresses Nepal’s ELT challenges, fostering practical, scalable improvements.
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