Two year B.Ed Programme.

III Semester
Time: 1 Hour C2 Test- 2025 Max. Marks - 20
SSP: English
Scheme of Evaluation
Instruction: All sections are compulsory
Section - A
I. Answer any one of the following questions in about three pages.
1X10=10

1. Describe the characteristics of good handwriting and discuss the

stages involved in the process of writing.

Stages Involved in the Process of Writing

Writing is a complex process that develops in stages, particularly in children:

1. Pre-Writing Stage (Scribbling & Imitation)

o Random scribbling and drawing.

o Imitation of writing movements.
o Develops fine motor skills.
2. Letter Formation Stage

o Learning to write individual letters.

o Practicing uppercase and lowercase letters.
o Beginning to understand letter shapes and strokes.
3. Word & Sentence Writing Stage

o Combining letters to form words.

o Writing simple sentences with proper spacing.
o Developing basic grammar and punctuation skills.
4. Fluency & Refinement Stage

o Writing becomes faster and more automatic.

o Improved consistency in size, spacing, and alignment.
o Focus shifts to style, speed, and neatness.
5. Advanced Writing Stage
o Mastery of cursive or print handwriting.
o Ability to write for extended periods without fatigue.
o Personal style develops (e.g., signature, unique letterforms).

Conclusion: Good handwriting requires practice and attention to detail. The stages of
writing progress from basic motor skills to advanced fluency, with each phase building on the
previous one. Teachers and parents can support handwriting development through structured
practice and encouragement.

2. Outline the key features of the structural approach to language teaching

with it's educational implications.

The Structural Approach is a language teaching method that

emphasizes the systematic learning of grammatical structures. It is based
on the idea that language is composed of patterns and rules, and mastery
of these structures leads to language proficiency.

Key Features:

1. Focus on Grammar Structures

o Language is taught through a sequence of carefully selected grammatical
structures (e.g., tenses, sentence patterns).

o Structures are graded from simple to complex (e.g., starting with simple
present tense before moving to past perfect).

2. Sentence Patterns as the Core Unit

o Teaching revolves around sentence patterns rather than isolated words.

o Example: "Subject + Verb + Object" (e.g., "She eats an apple").

3. Habit Formation through Repetition & Drills

o Uses pattern practice, substitution drills, and repetition to reinforce
structures.

o Example: Replacing nouns in a sentence ("I have a book" → "I have a

pen").
4. Contrastive Analysis
o Compares the learner’s native language with the target language to
predict difficulties.

o Helps in designing exercises to overcome common errors.

5. Limited Vocabulary Initially

o Introduces only essential vocabulary needed to practice structures.

o Avoids overwhelming learners with too many words at once.

6. Oral Emphasis Before Writing

o Speaking and listening are prioritized before reading and writing.

o Helps in developing correct pronunciation and fluency.

7. Teacher-Centered Instruction
o The teacher controls the lesson, models correct usage, and corrects errors
immediately.

Educational Implications

1. Systematic Learning
o Provides a clear, step-by-step progression in language learning.

o Useful for beginners who need a strong grammatical foundation.

2. Controlled Practice Reduces Errors

o Repetitive drills help in forming correct language habits.

o Minimizes fossilization of errors.

3. Useful for Exam-Oriented Systems

o Effective in settings where grammar-based testing is important.

4. Limitations in Communication Skills

o Overemphasis on structure may neglect fluency and real-life
communication.

o Can lead to mechanical rather than creative language use.

5. Needs Supplementary Methods

o Works best when combined with communicative activities (e.g., role-plays,
discussions).

Conclusion

The Structural Approach is effective for building a strong grammatical

foundation but may lack in developing spontaneous communication skills.
Modern teaching often blends it with communicative and task-based
approaches for balanced language development.

3. How can teachers effectively integrate LSRW skills into their lesson
to enhance language learning among students?

Teachers can use a combination of intensive (focused, analytical)

and extensive (fluency-based, broad) reading strategies to enhance
comprehension, vocabulary, and critical thinking. Below are effective
methods for both:

A. Developing Intensive Reading Skills

(Close reading for detailed comprehension, grammar, and vocabulary)

1. Guided Reading with Questions

o Provide short passages followed by comprehension questions (literal,
inferential, critical).

o Use SQ3R (Survey, Question, Read, Recite, Review) for structured

analysis.
2. Annotation & Highlighting
o Teach students to underline key ideas, circle unfamiliar words, and write
margin notes.

o Use color-coding for main ideas, supporting details, and examples.

3. Vocabulary in Context
o Identify and analyze new words within sentences.

o Practice word-attack skills (prefixes, suffixes, root words).

4. Text Structure Analysis

o Teach recognition of paragraph organization (topic sentence,
supporting details).

o Use graphic organizers (Venn diagrams, flowcharts) to map arguments.

5. Close Reading & Re-reading

o First read: General understanding.

o Second read: Focus on language, tone, and deeper meaning.

6. Grammar & Syntax Exercises

o Break down complex sentences into clauses.

o Transform sentences (active → passive, direct → indirect speech).

7. Summarizing & Paraphrasing

o Write brief summaries (1-2 sentences per paragraph).

o Restate passages in their own words.

B. Developing Extensive Reading Skills

 (Reading for pleasure, fluency, and general understanding)

1. Sustained Silent Reading (SSR)

o Dedicate 10-15 minutes per class for free reading (books, magazines,
graded readers).

o Allow students to choose materials based on interest.

2. Book Reports & Reading Logs

o Maintain a reading diary with reflections, favorite quotes, and
summaries.

o Present short book talks to the class.

3. Graded Readers & Simplified Texts

o Use level-appropriate books to build confidence.

o Gradually increase difficulty (e.g., Oxford Bookworms, Penguin Readers).

4. Reading Circles/Literature Circles

o Small groups read the same book and discuss themes, characters, and
plots.

o Assign roles: Summarizer, Questioner, Vocabulary Enricher,

Connector.

5. Speed Reading Practice

o Timed readings to improve fluency.

o Exercises like skimming (main idea) and scanning (specific info).

6. Multimodal Reading
o Combine texts with audiobooks, films, or podcasts (e.g., read a book,
then watch its adaptation).

o Use subtitles for language reinforcement.

7. Incentivize Reading
o Create a classroom library with diverse genres.

o Reward systems (e.g., "Book Bingo," reading challenges).

C. Combining Both Approaches

 Pre-teach vocabulary before extensive reading to aid comprehension.

 Follow up extensive reading with mini intensive tasks (e.g., analyze a

favorite paragraph).

 Use authentic materials (news articles, blogs) for real-world application.

Educational Implications

✔ Intensive Reading → Builds accuracy, critical analysis, and test-taking

skills.
✔ Extensive Reading → Enhances fluency, motivation, and long-term
retention.
✔ Balanced Approach → Best for holistic language development.

4. How can teachers effectively integrate LSRW skills into their lesson
to enhance language learning among students?

To develop well-rounded language proficiency, teachers should integrate

all four skills—Listening (L), Speaking (S), Reading (R), and Writing
(W)—seamlessly into lessons. Below are practical strategies for each skill
and ways to combine them for holistic learning.
 1. Listening Skills (L)

Strategies:

 Active Listening Exercises: Use audio clips (dialogues, podcasts, news)

with comprehension questions.

 Dictation Tasks: Read a passage aloud; students write what they hear.

 Follow Instructions: Give spoken directions (e.g., "Draw a map based on

my description").

 Multimedia Resources: Videos, songs, and TED Talks with subtitles.

Integration with Other Skills:

 L → S: After listening, students discuss key points in pairs.

 L → W: Summarize or respond to the audio in writing.

2. Speaking Skills (S)

Strategies:

 Role-Plays & Dialogues: Simulate real-life scenarios (e.g., ordering

food, job interviews).

 Debates & Discussions: Structured conversations on current topics.

 Think-Pair-Share: Students reflect, discuss with a partner, then share

with the class.

 Oral Presentations: Short speeches on assigned topics.

 Integration with Other Skills:

 S → W: Convert spoken discussions into written reports.

 S → R: Read a text aloud and analyze pronunciation/intonation.

3. Reading Skills (R)

Strategies:

 Guided Reading: Annotate texts, highlight main ideas, and answer

inferential questions.

 Jigsaw Reading: Groups read different sections and teach peers.

 Skimming & Scanning: Timed exercises to find key information quickly.

 Literature Circles: Small groups discuss books with assigned roles.

Integration with Other Skills:

 R → S: Summarize readings orally or debate themes.

 R → W: Write reflections, alternate endings, or character diaries.

4. Writing Skills (W)

Strategies:

 Process Writing: Draft → Revise → Edit → Publish.

 Creative Writing: Stories, poems, or journals.

 Structured Tasks: Essays, emails, reports with clear rubrics.

 Peer Review: Students exchange and critique each other’s work.

Integration with Other Skills:

 W → S: Present written work orally (e.g., read aloud a poem).

 W → L: Listen to feedback from peers/teachers and revise.

5. Combined LSRW Activities (Integrated Skill Practice)

Skills
Activity Example
Used

News Report Listen to a news clip → Read an article → Write a report →

L, S, R, W
Project Present orally.

L→S→
Story Retelling Listen to a story → Retell it → Write a summary.
W

Interview Role- Prepare interview Qs (W) → Conduct interviews (S/L) →

S, L, W
Play Write a report (W).

Book Club R, S, W Read a book → Discuss in groups (S) → Write a review (W).

Lesson Plan Example: Integrated LSRW

Topic: Environmental Conservation

1. Listening (L): Watch a documentary clip on deforestation.

2. Speaking (S): Discuss in groups: "How can we reduce waste?"

3. Reading (R): Read an article on recycling programs.

4. Writing (W): Draft a proposal for a school recycling initiative.

Section - C
III. Multiple Choice Questions: Answer All.
5X1=05
1. Which of the following is a characteristics of effective speaking?
a. Using complex vocabulary
b. Speaking at a slow pace
c. Using non-verbal cues
d. All of the above

2. What is the main benefit of using authentic material in language

teaching?
a. To make the lesson more interesting
b. To expose learners to real- life language
c. To simplify the language
d. To reduce the workload

3. Which of the following is a way to improve listening skills?

a. Listening to music
b. Watching TV shows or movies without subtitles
c. Engage in conversation with native speaker
d. All of the above

4. Which of the following is an example of a real-life application of LSRW

skills?
a. Writing a novel
b. Giving a presentation
c. Participating in a conversation
d. All of the above

5. How can LSRW skills be developed and improved?

a. Through practice and repetition
b. Through feedback and assessment
c. Both A & B
d. None of the above