Lower secondary English/Tsc second paper English

 

TSC EXAM PREPARATION

Lower Secondary Level

Second Paper

English

Model Question with Answer

 

Group A

1. Explain about communicative approach of teaching. If you are planning to use this approach of teaching English to grade 8, what will be the appropriate teaching activities? Illustrate. (5+5=10 marks)

The Communicative Language Teaching (CLT) approach is a modern methodology that prioritizes meaningful communication over rote memorization of grammar rules.¹ The central tenet of CLT is that the primary goal of language learning is to develop communicative competence, which includes not only grammatical accuracy but also the ability to use language appropriately and effectively in real-world situations.² Unlike traditional methods, CLT focuses on authentic language use, interactive activities, and the development of all four language skills (listening, speaking, reading, and writing) in an integrated manner. The teacher acts as a facilitator, guiding students and creating opportunities for them to interact with one another.

If I were to use the communicative approach to teach English to Grade 8 students, I would design activities that are engaging, interactive, and relevant to their lives. The following are some appropriate teaching activities:

• Role-Playing: I would create scenarios based on their daily life, such as "ordering food at a restaurant," "negotiating a price at a local market," or "giving directions to a tourist." For example, to practice asking for and giving information, I would divide the class into pairs. One student would be a tourist asking for directions to a specific place (e.g., a hospital, a post office), and the other would be a local resident giving directions. This activity would involve a real-life situation, and students would have to use functional language like "How do I get to...?", "Turn left at the...", "It's on your right."
• Information Gap Activities: These activities require students to communicate with each other to complete a task because each student has different information.³ A good example would be a "Find the Differences" activity. I would give two students two slightly different pictures and they would have to describe their pictures to each other to find the differences without looking at their partner's picture. This forces them to ask questions (e.g., "What is the boy doing in your picture?") and provide clear descriptions (e.g., "The boy in my picture is reading a book.").
• Debates and Discussions: To encourage critical thinking and persuasive language, I would organize short debates on topics relevant to Grade 8 students, such as "Should mobile phones be allowed in schools?" or "Is social media good or bad for teenagers?" I would first teach them phrases for expressing opinions, agreeing, and disagreeing (e.g., "In my opinion...", "I strongly believe that...", "I agree with you because..."). Then, I would divide them into groups, and each group would present their arguments. This activity would help them to express their views confidently and listen to others' perspectives.

2. Elucidate any six strategies for teaching language functions in English. Explain the challenges in teaching language functions in Nepalese ELT classrooms at the lower secondary level. (6+4=10 marks)

Teaching language functions, such as "requesting," "apologizing," "giving advice," and "complaining," is crucial for developing communicative competence. Here are six strategies for teaching them effectively:

-Using Dialogues and Role-Plays: The most natural way to teach a function is within a realistic conversation. I would present a dialogue where the target function is used multiple times. For example, to teach "making a request," I would use a dialogue where one person asks another to do something (e.g., "Could you please pass me the salt?"). Then, students would practice this dialogue and create their own.

-Explicit Instruction on Forms and Context: I would first introduce the different ways to express a function (e.g., for "making a request": "Can you...?", "Could you...?", "Would you mind...?") and explain the context in which each form is used (e.g., "Can you?" is more informal than "Would you mind...?").

-Providing Situational Context: I would provide students with various scenarios and ask them to choose the most appropriate way to perform a function. For example, for "apologizing," I would give them scenarios like "You broke your friend's pen" versus "You are late for class." This helps them understand the nuance of language use.

-Drilling and Repetition: After introducing the function, I would use controlled practice through drilling and repetition to help students internalize the new phrases. For example, for "giving advice," I would have them repeat phrases like "You should...", "You ought to...", and "Why don't you...?".

-Task-Based Activities: I would design tasks that require students to use a specific function to complete them. For example, for "giving directions," I would give students a map and ask them to guide a partner from point A to point B. This activity gives a real purpose to the language they are using.

-Integrating with Other Skills: I would integrate the teaching of language functions with reading and writing. For instance, after teaching "complaining," I would ask students to read an email of a complaint and then write their own. This reinforces the learning of the function across different skills.

Challenges in Nepalese ELT Classrooms at the Lower Secondary Level:

-Teacher's Lack of Training: Many teachers, particularly in public schools, have been trained in traditional methods that focus on grammar and translation. They may not be familiar with the communicative approach or how to teach language functions effectively.

-Limited Exposure to Authentic Language: Nepali students have very limited exposure to authentic English outside of the classroom.⁴ They do not have many opportunities to hear or use functional language in real-life situations, which makes it difficult for them to internalize and use it naturally.

-Large Class Size and Limited Resources: Overcrowded classrooms make it difficult for teachers to provide individual attention and facilitate interactive, pair, or group work, which are essential for practicing language functions.⁵ A lack of technology and other resources also hinders the use of engaging activities.

-Over-emphasis on Examinations: The education system in Nepal is highly exam-oriented.⁶ The curriculum and teaching often prioritize preparing students for tests that primarily assess their knowledge of grammar and vocabulary rather than their communicative abilities. This leaves little room for teaching and assessing functional language.

3. Briefly mention the purposes of selecting teaching materials. How can cell phones be used as teaching materials? Design any three activities to make use of cell phones in an ELT classroom. (2+2+6=10 marks)

Purposes of Selecting Teaching Materials:

The selection of teaching materials is a crucial part of the teaching-learning process. The purposes are:

• To provide learners with authentic and engaging content.
• To support the learning objectives of the curriculum.
• To create a context for language use and practice.
• To motivate students and maintain their interest.
• To provide a variety of activities and learning experiences.
• To serve as a resource for both teachers and students.

Using Cell Phones as Teaching Materials:

Cell phones, often seen as a distraction, can be transformed into powerful teaching materials.⁷ They are a familiar tool for students and can be used to access a wealth of information, applications, and interactive resources. Their utility lies in their ability to facilitate authentic communication, provide instant access to information, and engage students in technology-driven activities.

Three Activities Using Cell Phones in an ELT Classroom:

-Vocabulary Scavenger Hunt: I would divide the class into small groups and give them a list of vocabulary words related to a topic (e.g., "animals," "places in a city"). Their task would be to take pictures of these things using their cell phones. For example, if the word is "post office," they would have to go outside, take a picture of it, and then write a sentence about it. This activity encourages them to observe their surroundings, use technology creatively, and practice writing.

-Mini-Podcast Creation: To practice speaking and listening skills, I would ask students to create a 2-minute audio recording (a mini-podcast) on a specific topic, such as "my favorite hobby" or "a place I want to visit." They could use the voice recorder app on their phones. I would then have them share their podcasts with a partner, who would listen and give feedback. This activity would help them to improve their pronunciation, fluency, and ability to express their ideas clearly.

-Grammar and Punctuation Challenge: I would use a messaging app like WhatsApp to send students short sentences with grammatical errors or incorrect punctuation. Their task would be to correct the sentences and send them back. For example, I might send "he go to school yesterday" and they would have to correct it to "He went to school yesterday." This quick, interactive activity would allow for real-time practice and correction of common grammar mistakes in a format they are familiar with.

4. "A teacher needs to be proficient to carry out action research for his/her professional development." Do you agree with this statement? Justify your argument with reasons. What process do you follow to carry out action research? (5+5=10 marks)

I strongly agree with the statement that a teacher needs to be proficient to carry out action research for his/her professional development. While action research is a tool for professional growth, it requires a certain level of skill and knowledge to be effective.

Justification:

-Identifying the Right Problem: A proficient teacher is more likely to be able to identify a genuine and significant problem in their own classroom practice. They have the experience to see beyond surface-level issues and pinpoint the root cause of a problem, such as low student motivation or a lack of understanding of a specific grammar point.

-Designing an Effective Intervention: Proficient teachers have a deeper understanding of various pedagogical methods and theories. This allows them to design a well-thought-out and appropriate intervention or strategy to address the identified problem. They can choose from a range of activities, materials, and techniques that are most likely to be successful.

-Data Collection and Analysis: A skilled teacher is better equipped to collect and analyze data. They know what kind of data to collect (e.g., student interviews, test scores, observation notes) and how to interpret it to draw valid conclusions. They can differentiate between anecdotal evidence and systematic data, which is crucial for making informed decisions.

-Reflective Practice: The core of action research is reflection. A proficient teacher has the ability to reflect critically on their own teaching practice and the outcomes of their research. They can use the findings not just to solve the immediate problem but to improve their overall teaching skills and knowledge.

-Ethical Considerations: A proficient teacher is aware of the ethical considerations involved in conducting research in a classroom, such as getting consent from students and their parents, and ensuring their privacy and well-being.

Process for Carrying Out Action Research:

The process of action research is cyclical and systematic. I would follow these steps:

-Identify the Problem: The first step is to identify a specific, manageable problem in my classroom. For example, "Why are my Grade 8 students struggling to write a simple paragraph?"

-Plan the Intervention: Based on the identified problem, I would develop a plan to address it. This plan would include a new teaching strategy or activity. For instance, to address the paragraph writing problem, I might decide to introduce a new graphic organizer and model the writing process step-by-step.

-Take Action and Collect Data: I would implement the new strategy in my classroom while systematically collecting data. Data could include student writing samples, observation notes, pre- and post-tests, and student feedback through a survey or interview.

-Analyze the Data: I would analyze the collected data to see if the intervention was successful. I would compare the pre- and post-test scores, look for improvements in the quality of student writing, and read the student feedback to understand their perceptions.

-Reflect and Evaluate: Based on the analysis, I would reflect on the process and its outcomes. I would ask myself questions like, "Did the new strategy work?", "What could I have done differently?", "What did I learn from this process?".

-Disseminate and Re-plan: I would share my findings with colleagues, either formally or informally. The final step is to decide on the next course of action. I might decide to continue using the new strategy, modify it, or start the cycle over with a new problem. This cyclical process ensures continuous professional development.

5. Briefly explain the assessment techniques included in the lower secondary level curriculum (Grade 6-8). Design any six test items for assessing receptive skills in English. (4+6=10 marks)

The lower secondary level curriculum (Grades 6-8) in Nepal emphasizes a more holistic approach to assessment, moving away from a single, final examination. The assessment techniques included are a combination of formative and summative assessments.

• Formative Assessment: This is ongoing assessment designed to monitor student learning and provide continuous feedback.⁸ It is an integral part of the teaching-learning process. Techniques include classroom observation, checklists, quizzes, and classwork.⁹ The teacher uses this information to adjust their teaching and help students improve.
• Summative Assessment: This is used to evaluate student learning at the end of a unit, a term, or the academic year. It aims to measure how well students have mastered the learning objectives. Techniques include term-end examinations, project work, and portfolios.
• Continuous Assessment: This involves assessing students' performance throughout the academic session in a number of areas, including class participation, homework, creative projects, and classroom behavior. This approach provides a more complete picture of a student's learning and development.
• Performance-based Assessment: This involves assessing students' ability to perform a task. It is particularly important for assessing speaking and writing skills. Examples include giving a presentation, participating in a role-play, or writing an essay.
• Portfolio Assessment: This involves a collection of a student's work over a period of time, which can include essays, creative writing, drawings, and project work. It demonstrates the student's progress and achievements.

Six Test Items for Assessing Receptive Skills in English (Reading and Listening):

-Multiple Choice (Reading Comprehension): Read the following passage and choose the correct answer.

The Sherpa people live in the mountains of Nepal.¹⁰ They are famous for their climbing skills. Many Sherpas work as guides for tourists who want to climb Mount Everest.¹¹ They are very strong and brave.

What are the Sherpa people famous for?

a. Cooking skills

b. Farming skills

c. Climbing skills

d. Swimming skills

-Matching (Reading): Match the words in Column A with their correct meanings in Column B.

Column A

1. Brave
2. Journey
3. Guide
4. Summit

Column B

a. A person who shows the way

b. The highest point of a mountain

c. A long trip

d. Not afraid of danger

-True or False (Listening): Listen to the dialogue and mark the statements as True or False.

(Teacher reads a dialogue about a family planning a picnic.)

1. The family is going to the park for a picnic. (True/False)

2. They will take sandwiches and juice. (True/False)

-Fill in the Blanks (Listening): Listen to the story and fill in the blanks with the correct words.

(Teacher reads a short story.)

Once upon a time, there was a little girl who lived in a small _______ in the forest. She loved to _______ and play with her pets.

-Sequencing (Reading): Read the following sentences and arrange them in the correct order to form a coherent paragraph.

a. He went to the market to buy some vegetables.

b. Ram woke up early in the morning.

c. He decided to cook dinner for his family.

d. Then, he started preparing the meal.

-Short Answer Questions (Reading): Read the following story and answer the questions.

A hungry fox saw a crow sitting on a branch with a piece of cheese in its beak. The fox wanted the cheese. He praised the crow's beautiful voice and asked it to sing a song. As soon as the crow opened its mouth to sing, the cheese fell down, and the fox quickly ate it.

1. What was the crow holding in its beak?

2. Why did the fox praise the crow's voice?

Group B

6. Differentiate between the major and minor word classes in English grammar. Prepare a plan of activities to teach reported speech in English. (5+5=10 marks)

Major vs. Minor Word Classes:

Word classes, also known as parts of speech, are categories of words that have similar grammatical properties.¹² They are broadly divided into two groups: major and minor word classes.

Feature	Major Word Classes	Minor Word Classes
Examples	Nouns, Verbs, Adjectives, Adverbs	Pronouns, Prepositions, Conjunctions, Determiners, Interjections
Function	They carry the main semantic content of a sentence. They are the "content" words.	They provide the grammatical glue and structure to a sentence. They are the "function" words.
Open/Closed Class	They are an "open" class, meaning new words can be and are constantly added to them (e.g., "google," "selfie").	They are a "closed" class, meaning the number of words in this class is fixed and new words are rarely added.
Stress	They usually receive primary stress in a sentence.	They are often unstressed in a sentence.
Examples in Sentence	In the sentence "The big dog barked loudly," the words in bold are major word classes, providing the core meaning.	In the sentence "The big dog barked loudly in the park," the words in bold are minor word classes, connecting the content words.

Plan of Activities to Teach Reported Speech (Grade 8):

I would introduce Reported Speech in a step-by-step manner, focusing on clear explanations and a variety of interactive activities.

Stage 1: Introduction (15 minutes)

• Activity 1 (Eliciting): I would start by telling the students a direct quote, for example, "I am happy today." Then, I would ask a student to tell another student what I said. The student would likely say, "She said that she was happy today." I would then write both sentences on the board and ask them to compare the changes.
• Activity 2 (Explanation): I would explain the basic rules of Reported Speech: the use of "said that," the backshifting of the tense (e.g., present simple becomes past simple), and the changes in pronouns and time expressions (e.g., "today" becomes "that day"). I would use a clear and simple chart to illustrate the backshifting rules.

Stage 2: Controlled Practice (20 minutes)

• Activity 3 (Sentence Transformation): I would give students a list of simple sentences in Direct Speech and ask them to transform them into Reported Speech. This would be a pair-work activity. For example:
• "I like ice cream," said Sam. -> Sam said that he liked ice cream.
• "We are going to the cinema," they said. -> They said that they were going to the cinema.
• Activity 4 (Chain Story): I would start a story with a simple sentence in Direct Speech, like "The teacher said, 'I have a new pet.'" The first student would then report this sentence, "The teacher said that she had a new pet." The next student would add a new sentence in Direct Speech and the third student would report it. This continues around the class.

Stage 3: Freer Practice (15 minutes)

• Activity 5 (Gossip Game): I would whisper a simple sentence to the first student, for example, "My friend is moving to a new city." The student would then report this sentence to the next student in the chain, who would then report it to the next, and so on. The last student would say the sentence out loud. This is a fun way to practice and also highlights how reported speech can change information slightly.
• Activity 6 (Role-Play): I would give students different scenarios, such as "a reporter interviewing a famous person" or "a student talking to a friend about a recent incident." They would have to use both Direct and Reported Speech in their conversation. For example, a student might say, "The principal said, 'You must be on time for class.' So I told my friend that we must be on time for class."

7. In what way is a story different from an essay? What techniques are used while teaching short story writing and how do you use them? (2+4+4=10 marks)

Story vs. Essay:

Feature	Story	Essay
Purpose	To entertain, narrate, and engage the reader emotionally.	To inform, persuade, or analyze a topic through a clear argument.
Structure	Generally follows a narrative arc: introduction, rising action, climax, falling action, and resolution.	Follows a logical structure: introduction with a thesis statement, body paragraphs with supporting evidence, and a conclusion.
Language	Uses more descriptive and figurative language (e.g., metaphors, similes) to create a vivid picture and evoke emotion.	Uses more formal, academic, and objective language. It is generally less descriptive and more direct.
Content	It is a narrative about events and characters, which can be real or fictional. It focuses on plot, setting, and character development.	It presents an argument or analysis of a specific topic. It relies on facts, evidence, and logical reasoning.
Point of View	It is written from a specific point of view, such as first-person ("I") or third-person ("he/she").	It is typically written in the third person, maintaining an objective stance.

Techniques for Teaching Short Story Writing:

Teaching short story writing to lower secondary students involves breaking down the process into manageable, engaging steps. Here are some key techniques:

-Modeling and Deconstruction: I would first present a well-written short story suitable for their level. We would read it together and deconstruct it, identifying the key elements: the plot, the characters, the setting, and the conflict. I would use a graphic organizer to visually represent these elements, showing them how they all fit together.

-Character Development: I would use a "character profile" worksheet. Students would not only write down their character's name and age but also describe their personality, hobbies, fears, and motivations. I would ask them to think about "What does this character want?" and "What is stopping them from getting it?". This helps them create a believable character with a clear goal.

-Plot Outline (The Story Arc): To help students structure their stories, I would teach them the basic story arc. Using a simple diagram, I would explain the introduction (setting the scene), the rising action (building tension), the climax (the turning point), the falling action (resolving the conflict), and the resolution (the end). I would ask them to plan their stories using this arc before they start writing.

-Show, Don't Tell: This is a crucial technique for making stories more engaging.¹³ I would give them examples like, "He was scared" (telling) versus "His hands trembled, and he could feel his heart pounding in his chest" (showing). I would then give them simple sentences to practice, asking them to rewrite them using more descriptive language and sensory details.

How to Use the Techniques:

• Modeling and Deconstruction: I would read a short story and, as a class, we would identify the protagonist (main character), the setting (where and when), the central conflict (the problem), and the resolution (how it ends). This would serve as a blueprint for their own writing.
• Character Development: I would have students fill out a simple character profile for their main character. For example, a student creating a character named "Bikas" would have to answer questions like, "What does Bikas look like?", "What is his biggest dream?", and "What is he most afraid of?".
• Plot Outline: Using a story arc diagram, I would ask them to plan their story by briefly writing what will happen in each stage. For example, for the climax, a student might write, "Bikas finally finds the lost puppy in the old abandoned house."
• Show, Don't Tell: I would give them a sentence like, "The boy was happy." Then, I would ask them to write a sentence that shows his happiness, such as, "A huge smile spread across the boy's face, and he jumped up and down."

8. Compare English and Nepali language sound systems. Briefly explain any four major challenges faced by the Nepali learners of English and suggest some ways to minimize them. (4+4+2=10 marks)

Comparison of English and Nepali Language Sound Systems:

Feature	English Language Sound System	Nepali Language Sound System
Vowels	Has a greater number of distinct vowel sounds (around 20) with a significant difference between short and long vowels (e.g., /i/ vs. /iː/).	Has a smaller number of distinct vowel sounds (around 10). The distinction between short and long vowels is less prominent and does not typically change the meaning of a word.
Consonants	Has a wide range of consonant sounds, including many that are not present in Nepali, such as the dental fricatives /θ/ (as in "thin") and /ð/ (as in "this"), and the labiodental fricative /v/ (as in "very").	Lacks many English consonant sounds. It has a number of sounds that are not in English, such as aspirated stops (e.g., /kh/, /gh/, /ph/), retroflex consonants (e.g., /ʈ/, /ɖ/), and a distinction between the dental /t/ and the retroflex /ṭ/.
Stress and Intonation	Stress is a key feature that can change the meaning of a word (e.g., 'project' vs. 'project'). Intonation patterns (rising and falling) are crucial for conveying meaning (e.g., a question vs. a statement).	Stress is less of a distinctive feature. Syllables are generally given equal stress. Intonation is used to some extent but is less complex and critical than in English.
Final Consonants	Final consonants are a very common feature (e.g., 'dog', 'cat', 'book'). Words often end with consonant clusters (e.g., 'first', 'tasks').	Words often end in vowels or a limited number of consonants. Final consonant clusters are very rare. This can lead to Nepali speakers adding a vowel sound at the end of English words.

Four Major Challenges for Nepali Learners and Ways to Minimize Them:

-Challenge: Pronunciation of Vowels: Nepali learners often have difficulty distinguishing between English's many vowel sounds, particularly short vs. long vowels (e.g., /ɪ/ as in 'sit' vs. /iː/ as in 'seat'). They may also substitute Nepali vowel sounds for English ones.

• Minimize: Use minimal pairs to highlight the sound differences (e.g., 'ship' vs. 'sheep'). Use visual aids like a vowel chart to show tongue and mouth positions. Provide repetitive drilling and listen-and-repeat activities.

-Challenge: Pronunciation of Consonants: Nepali learners struggle with sounds that do not exist in their native language, such as /θ/, /ð/, /v/, and /z/. They may substitute these with similar Nepali sounds (e.g., 'thin' becomes 'tin', 'very' becomes 'bery').

• Minimize: Explicitly teach the production of these sounds by demonstrating the mouth and tongue positions. Use phonetics to explain the difference. Use tongue twisters and engaging pronunciation games to practice.

-Challenge: Word Stress and Intonation: The lack of a prominent stress system in Nepali makes it difficult for learners to understand and use English stress and intonation correctly. This can lead to misunderstandings or make their speech sound unnatural.

• Minimize: Use a clapping or tapping rhythm to demonstrate stress patterns in words and sentences. Play audio clips of native speakers and have students mimic the intonation. Use songs and rhymes to make learning stress patterns fun.

-Challenge: Final Consonants and Clusters: Since Nepali words rarely end in a consonant cluster, learners often add a vowel sound to the end of English words or drop the final consonant sound (e.g., 'desk' becomes 'deska').

• Minimize: Focus on listening practice and a lot of repetition. Use short phrases and sentences that end with these sounds. Use an interactive phonics activity where students have to "chop" the final sound of a word.

9. How is the language of literature different from normal variety? What roles do figures of speech play in enhancing students' skill to make literary use of language? Illustrate with examples. (5+3+2=10 marks)

Difference between Literary and Normal Language:

The language of literature is a specialized and creative use of language that differs significantly from the "normal variety" or everyday language we use in conversation and transactional communication.

-Purpose: Normal language is primarily for practical purposes: to convey information, give instructions, or express immediate needs. Literary language, however, is used for artistic purposes: to create a mood, evoke emotion, build a world, and explore complex themes.¹⁴

-Structure and Form: Normal language is often simple, direct, and follows conventional grammatical rules. It is often repetitive and less concerned with aesthetics. Literary language is often highly structured and can deviate from standard grammar for effect. It uses rhythm, sound, and a more deliberate word choice.

-Imagery and Figurative Language: Normal language is literal and direct. Literary language is rich with imagery and figures of speech.¹⁵ It uses metaphors, similes, personification, and other devices to create vivid pictures in the reader's mind and convey meaning in a non-literal way.¹⁶

-Context and Interpretation: The meaning in normal language is usually explicit and straightforward. The meaning in literary language is often implicit and requires interpretation. The reader must infer and decode the deeper layers of meaning, which can be subjective.

-Emotional Impact: Normal language is transactional and has less emotional depth. Literary language is designed to have a strong emotional impact, to make the reader feel a character's fear, joy, or sadness.¹⁷

Role of Figures of Speech:

Figures of speech, such as metaphors, similes, and personification, are powerful tools that play a vital role in enhancing students' ability to make literary use of language. They do this by:

-Creating Vivid Imagery: Figures of speech help students move beyond simple, factual descriptions to create vivid and sensory-rich images in their writing. Instead of just "The sun was hot," a student can write, "The sun was a fiery eye in the sky," which is more impactful.

-Developing Deeper Understanding: When students learn to use figurative language, they also learn to think more abstractly and find connections between seemingly unrelated things.¹⁸ This helps them to express complex ideas and emotions that are difficult to convey literally.

-Enhancing Expressive Power: Figures of speech allow students to make their writing more powerful and memorable.¹⁹ A simple description of a strong person can be transformed into a powerful image using a simile, such as "She was as strong as a bull."

Illustration with Examples:

• Simile: A student wants to describe a sad person. Instead of writing, "The boy was sad," they can use a simile to compare his sadness to something else, like "The boy's face was as long as a rainy day." This creates a more visual and emotional picture.
• Metaphor: A student wants to describe a clever idea. Instead of saying, "The idea was good," they can use a metaphor to compare it to a shining object, like "His idea was a lighthouse in the dark." This suggests the idea provided guidance and hope.
• Personification: To describe the wind, a student can personify it by giving it human qualities. Instead of "The wind blew loudly," they can write, "The wind howled a lonely song outside the window." This makes the wind feel more like a character and creates a more atmospheric setting.

10. The student population in schools of Nepal is highly heterogeneous.²⁰ What are the contributing factors for diversity of learners? Present your plan for accommodating such diversity to create equitable English learning conditions in your classroom. (2+3+5=10 marks)

Contributing Factors for Diversity of Learners in Nepal:

The student population in Nepali schools is indeed highly diverse, and this heterogeneity stems from a variety of factors:

-Linguistic Diversity: Nepal is a multi-ethnic, multi-lingual country with over 120 languages spoken.²¹ Students from different ethnic backgrounds (e.g., Newari, Tamang, Magar, Limbu) come to school with varying levels of proficiency in Nepali and very limited or no exposure to English. This creates a significant challenge for English language teaching.

-Socio-economic Background: Students come from a wide range of socio-economic backgrounds. Some have access to private tutors, technology, and English-speaking environments, while others, particularly those from public schools and rural areas, do not. This leads to a huge gap in their initial English proficiency.

-Learning Styles and Abilities: Students have different learning styles (e.g., visual, auditory, kinesthetic) and different academic abilities. Some are quick learners, while others require more time and support.

My Plan for Accommodating Diversity and Creating Equitable Learning Conditions:

My plan would focus on creating a learner-centered, inclusive, and multi-faceted classroom environment where every student, regardless of their background, feels supported and has a chance to succeed.

-Differentiated Instruction and Multi-level Activities:

• Plan: I would design activities that have different levels of difficulty. For a reading comprehension task, I would provide a simpler text with fill-in-the-blank questions for struggling students, the original text with short answer questions for average students, and a more challenging text with questions that require critical thinking for advanced learners.
• Action: During a speaking activity like a role-play, I would provide sentence starters and vocabulary lists for weaker students, while stronger students would be encouraged to improvise and create their own dialogues. This ensures that every student is challenged at their own level.

-Cooperative Learning and Peer Tutoring:

• Plan: I would organize the classroom into heterogeneous groups, mixing students with different language proficiency levels and learning styles. I would assign group tasks that require collaboration and mutual support.
• Action: For a vocabulary learning activity, I would ask the groups to create a mind map of new words. The more proficient students would act as peer tutors, helping their group members understand the meanings and spellings. This not only helps weaker students but also reinforces the learning of stronger students.

-Using a Variety of Teaching Materials and Resources:

• Plan: I would move beyond the textbook and incorporate a variety of materials, including visual aids (pictures, videos), auditory aids (songs, audio stories), and kinesthetic activities (TPR, games). I would also use materials that are culturally relevant to students from diverse backgrounds.
• Action: To teach the theme of 'family', I would show a short video of a Nepali family, play a song about family members, and ask students to draw their own family trees. This approach caters to different learning styles and makes the content more relatable for all students.

-Flexible and Continuous Assessment:

• Plan: I would move away from a single, high-stakes final exam and use a combination of continuous assessment techniques. I would assess students' progress based on their classroom participation, project work, homework, and short quizzes.
• Action: For a writing task, I would provide individual feedback to each student, focusing on their specific areas for improvement, rather than just giving a final grade. I would use checklists and rubrics that evaluate both the content and the language of their work, giving them a clear understanding of where they stand and how they can improve. This approach recognizes that learning is a process and values effort and improvement.