Tsc second paper Engllsh question with solution

  

Teacher Service Commission

Level: Secondary

Subject: English                                                                 Full Marks:100

                                              Pass Marks:40

Time:3hrs.

 Group A

 1. Distinguish between task-based language teaching and content-based language teaching. How would you use an integrated learning method during English language teaching in the classroom? (5+5) 

Task-Based Language Teaching (TBLT) is about learning English by doing practical tasks, like planning a trip or solving a mystery. The goal is to use language naturally while completing the activity, not just memorizing rules. For example, students might pretend to order food at a restaurant, practicing speaking and listening skills. It’s different from Content-Based Language Teaching (CBLT), which teaches English through subjects like science or history. In CBLT, students learn language while reading about topics, such as how plants grow, mixing content with vocabulary and grammar. TBLT focuses on actions, while CBLT focuses on knowledge. Both help students use English in real ways, but they start from different points—one with tasks, the other with subjects. 

 To use an integrated method, I’d blend TBLT and CBLT in the classroom. For example, I’d give students a task like “Plan a history museum visit” while teaching history words like “artifact.” They’d work in groups to discuss plans, write a short script, and present it. This mixes the task of planning with learning content about history. Students practice speaking, writing, and new ideas all at once, making English fun and useful. It connects real-life skills with classroom learning, keeping them engaged and helping them see how language works in different situations.

 2. Explain the differences between receptive language skills and productive language skills. How can teachers encourage the development of written as well as oral productive skills among students? (5+5) 

Receptive language skills are about understanding what you hear or read, like listening to a song or reading a comic. They’re passive—you take in information without needing to reply. Productive language skills are about creating, like talking to a friend or writing a note. They’re active—you make language to share ideas. Receptive skills usually come first because you need to understand words before using them. For example, a baby listens to parents before speaking. The big difference is receptive skills focus on input (listening, reading), while productive skills focus on output (speaking, writing). Both are important for learning English well, but they work in different ways—one builds knowledge, the other builds expression. 

Teachers can boost oral productive skills by making speaking safe and fun. They can use group chats about favorite games or role-plays like pretending to be a shopkeeper. For written skills, teachers can give easy prompts, like “Write about your pet,” and let students trade papers for feedback. Using tools like Google Docs for group stories also helps. These activities build confidence and creativity. By mixing talking and writing tasks, teachers help students practice expressing themselves clearly, turning what they understand into words they can use every day.

 3. How is information and communication technology (ICT) useful in a language class at lower secondary level? Describe any two classroom activities that you can conduct for teaching speaking using any ICT tool or device. (4+6) 

ICT, like computers, tablets, and apps, makes English classes exciting for lower secondary students. It brings real English into lessons with videos or podcasts, helping them hear how words sound. Tools like recording apps let them practice speaking and check their own progress, while writing apps fix spelling mistakes fast. ICT is interactive—students don’t just sit and listen; they play games, watch clips, or chat online. This keeps them interested and makes learning feel modern. It’s especially good for shy students who might talk more with a microphone than in front of the class. Overall, ICT turns language lessons into something lively and practical, connecting English to their everyday world. 

 Two activities for speaking with ICT are simple and fun. First, use a recording app like Vocaroo. Students record a short talk about their favorite food, then play it for the class. They hear themselves and fix mistakes, while the teacher helps with pronunciation. Second, use Zoom for a “virtual debate.” Pair students to argue about something, like “Cats vs. Dogs,” for five minutes. They practice clear speaking, and the teacher can jump in with questions. Both activities use tech to make talking less scary, build skills, and let students enjoy using English out loud.

 4. Define action research. Suggest an appropriate topic and briefly explain a suitable action research framework for the topic you have chosen. (2+2+6) 

Action research is when teachers study their own classroom to solve problems and get better at teaching. It’s not just reading books—it’s trying things out, like a new game or rule, and seeing what happens. Teachers watch, change, and learn from their own work, making it practical and hands-on. For example, if students don’t pay attention, a teacher might test a fun activity and check if it helps. It’s about fixing real issues in real time, not waiting for someone else to figure it out. Action research fits teaching because it’s flexible and focuses on what’s happening right now in the classroom. 

 A good topic is “Improving students’ speaking confidence in English.” Many students get nervous and stay quiet, so this matters. My framework has steps: First, I’d watch who’s shy and why—maybe they fear mistakes. Next, I’d plan fun speaking games, like “Describe the Picture,” for two weeks. Then, I’d try it in class and record who talks more. After, I’d ask students if they liked it and check my notes. If it’s not enough, I’d pair shy kids with chatty ones. Finally, I’d tell other teachers what worked. This plan tests ideas step-by-step to help students speak up confidently.

 5. Critically analyze the English language textbook of grade-8 highlighting its salient features and drawbacks. Mention the essential supplementary materials that should be used at lower secondary level for more effective English learning. (3+3+4) 

A grade-8 English textbook usually has strong points. It explains grammar simply, like how to use “was” or “were,” and includes fun stories or poems that grab attention. The pictures and colors make it less boring, and exercises help students practice reading and writing. It’s organized, starting with easy stuff and getting harder, which suits lower secondary learners. But it’s not perfect. It often skips speaking and listening practice, focusing too much on written work. Real-life examples, like how to write a text message, are rare, so it can feel old-fashioned. Some students might find it dull without more action or talk time, which they need at this age. 

 To make learning better, supplementary materials are a must. Videos from YouTube, like English cartoons, help with listening and show how people really talk. Speaking apps like Duolingo or Elsa Speak let students practice words and get instant feedback, making it fun. Worksheets with creative tasks, like “Write a superhero story,” push writing skills. Adding these to the textbook balances all skills—reading, writing, speaking, listening—so students learn English for real life, not just tests, at the lower secondary level.

 Group B

 6. What do you understand by Major word class and Minor word class? Explain the morphological and syntactic characteristics of noun and verb in English. (5+5) 

Major word classes are the main types of words—like nouns, verbs, adjectives, and adverbs—that carry big meaning in sentences. They’re the stars, telling us what’s happening or what things are like. Minor word classes are helpers—like prepositions (e.g., “in”), conjunctions (e.g., “and”), or pronouns (e.g., “he”)—that link ideas but don’t say much alone. Major classes can change form, like “run” to “running,” while minor ones usually stay the same, like “for.” Knowing this helps students build sentences right. Major words give the story; minor words glue it together. Both matter, but they play different roles in English. 

 Nouns and verbs have special traits. Nouns: Morphologically, they show number (e.g., “book” to “books”) or possession (e.g., “book’s”). Syntactically, they’re subjects (e.g., “The cat sleeps”) or objects (e.g., “I see the cat”). Verbs: Morphologically, they change for tense (e.g., “play” to “played”) or person (e.g., “he plays”). Syntactically, they need a subject (e.g., “She runs”) and can take objects (e.g., “He kicks the ball”). Nouns name stuff; verbs show action. These rules shape how English works, helping students talk and write clearly.

 

7. Distinguish between intensive and extensive reading with examples. Discuss three different phases of teaching reading with the relevant activities. (4+6) 

Intensive reading means focusing hard on short texts to understand every detail, like studying a poem or a recipe. You look at words, grammar, and meaning closely. Extensive reading is reading a lot for fun, like a big adventure book or a magazine, to enjoy and get better at reading fast. For example, intensive might be analyzing a fairy tale’s lesson, while extensive is reading Harry Potter just because it’s cool. Intensive builds deep skills; extensive builds fluency and love for reading. Both help students, but intensive is slow and careful, while extensive is free and easy. 

 Teaching reading has three phases. Pre-Reading: Get students curious—show a story’s picture and ask, “What’s this about?” They guess and get ready. While-Reading: Keep them active—tell them to circle new words or answer “Who’s the hero?” as they read a short tale. Post-Reading: Wrap it up—have them draw the ending or tell a friend what happened in two sentences. These steps make reading fun and clear. Students start excited, stay focused, and finish understanding, building skills for any text.

 8. What is phonology? Prepare an inventory of the consonant sounds of English language and classify them in terms of voicing, place of articulation and manner of articulation. (5+5) 

Phonology is the study of sounds in a language—how they’re made, heard, and used in words. It’s about figuring out why “cat” and “bat” sound different or how “s” changes in “dogs.” In English, phonology looks at vowels and consonants, helping us teach pronunciation right. It’s not just noise—it’s the rules behind speaking clearly so people understand. For students, knowing phonology means saying words better and hearing the difference between “ship” and “sheep.” It’s the sound system that holds English together, making it fun to explore. 

 English has 24 consonant sounds, like /p/, /b/, /t/, /d/, /s/, /z/. Here’s how they split: Voicing: Voiced sounds vibrate your throat (e.g., /b/, /d/, /g/), while voiceless don’t (e.g., /p/, /t/, /k/). Place of Articulation: Where your mouth works—lips (e.g., /p/, /m/), teeth (e.g., /θ/ in “think”), or back (e.g., /k/). Manner of Articulation: How air moves—stops block it (e.g., /t/, /d/), fricatives make friction (e.g., /f/, /s/), nasals go through the nose (e.g., /n/). For example, /p/ is voiceless, lip-made, and a stop. This chart helps students say sounds right.

 9. Briefly define four important genres of English literature. Discuss how two of the genres you mentioned can be used for developing language proficiency among the students of lower secondary level. (4+6) 

Four key genres are: 1) Poetry: Short, musical writing, like rhymes or haikus. 2) Drama: Plays to act out, like a school script or Shakespeare. 3) Fiction: Made-up tales, like novels or short stories. 4) Non-Fiction: True stuff, like essays or news. Poetry plays with words, drama brings them alive, fiction builds imagination, and non-fiction gives facts. Each teaches English differently—poetry with rhythm, drama with talk, and so on. They’re all fun ways to learn language and culture at once. 

 For lower secondary students, poetry and drama boost skills well. With poetry, use a simple rhyme like “Rain, Rain, Go Away.” Students read it aloud, learning new words and practicing rhythm, which helps speaking and listening. They can write their own short poem too, growing vocabulary. For drama, pick a funny scene, like friends arguing over pizza. Students act it out in pairs, practicing clear speech and expressions. It builds confidence and teamwork. Both make English active—poetry with sounds, drama with roles—so students get better at using language every day.

 10. Discuss any two most common challenges a teacher may face in managing a multilingual or culturally diverse English language classroom. Then, elaborate the strategy to meet those challenges for managing smooth teaching-learning in the class. (5+5) 

In a multilingual or culturally diverse classroom, two big challenges stand out. First, language gaps—some students barely know English, while others speak it well. This makes lessons tricky; fast learners get bored, slow ones get lost. Second, cultural differences—students from different places might not understand each other’s habits or feel shy sharing ideas. For example, one might think raising hands is rude, while another loves it. These gaps can stop smooth teaching, making some kids quiet or upset. Teachers need to handle this so everyone learns English happily. 

 To fix these, smart strategies work. For language gaps, use easy English with visuals—like showing a picture of “dog” while saying it. Pair strong students with weaker ones for tasks, like drawing a family tree, so they help each other. For cultural issues, celebrate everyone—let students share a word or story from home, like “hola” or a festival tale. Set rules like “listen to all” to keep respect. These steps build a friendly class where kids feel safe, learn together, and improve English step-by-step.

 The End

Best of Luck