Karnataka D.El.Ed 2nd year Question Paper 2022 English

D.El.Ed
Question
Paper

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Code No. : 456-E

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D.El.Ed. SECOND YEAR
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FACILITATING LEARNING ( HPS )
ENGLISH
©®ÝíPÜ : 13. 07. 2022 ] [ WÜÄÐÜu AíPÜWÜÙÜá : 60
Date : 13. 07. 2022] [ Max. Marks : 60

PART- A
I. Choose the best options for the following questions : 1  10 = 10

1. (A) 7 to 11 years 1

2. (C) Kinesthetic learner 1

3. (D) Vygotsky 1

4. (C) Speaking skill 1

5. (B) A technique 1

6. (A) Orthographic knowledge 1

7. (D) Learner's independence to be respected 1

8. (C) Text Book 1

9. (C) Proficiency Test 1

10. (A) Formative assessment 1

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PART – B

II. Answer any five of the following questions : 2  5 = 10

11.

Assimilations Accommodations
 Humans perceive and adapt to  Taking new information in
new information. one's environment, altering
 Fitting new information into pre-existing schemas in the
pre-existing cognitive new information
schemas.

1+1=2

12. Faulty reading habits :

 Reading word by word

 Finger pointing

 Vocalisation and sub-vocalisation

 Regression ½×4=2
13. Writing is a developmental process :

 Generating ideas

 Structuring

 Drafting

 Focusing

 Editing

 Revising and redrafting 2

14. Models of reading :

 The Bottom-up model

 The Top-down model

 The Interactive model

 The Interactive-compensatory model ½×4 =2

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15. Importance of Big book :

 Make comprehension of story or context

 Helps to initiate a beginner

 Helps the slow reader to read

 It suits students with poor vision problems ½×4 =2
16. Activities to assess reading skill :

 Odd one out

 Word/Sentence identification

 Multiple-choice questions

 Gap-filling

 Written response

 Sequencing tasks

 Information transfer

 Skimming and scanning tasks.

( Any four of above ) ½×4 =2
17. Functional view about the nature of language :

 Language is meant for expressing functional meaning

 Language is a vehicle for carrying meaning, not just a system of
structures

 It is not enough if a child is able to write correct sentences

 The child knows how to use the language in real life situations. 2
18. Characteristics that help in identifying auditory learner :
 Talks to self aloud
 Enjoys talking
 Easily distracted
 Has difficulty with written directions
 Likes to be read to
 Memorises to self while reading

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 Enjoys music
 Whispers to self while reading
 Distracted by noise
 Hums or sings
 Outgoing by nature
 Enjoys listening activities.
( Any four points of the above ) ½×4 =2
PART – C

III. Answer the following questions : 5  8 = 40

19. a) Characteristics of young learners :

 Children focus on the meaning of the utterances rather than
the form or rules of language.

 They have the ability to interpret the sense or meaning of a
situation

 Children enjoy talking

 They have great desire to express their ideas

 Children enjoy doing activities, playing games and singing
songs, rhymes

 They use 'chunks' of language

 They try to experiment with language and they use language
creatively

 They learn by imitation. 5

OR

b) Five hypotheses of Stephen Krashen :

 The acquisition-learning hypothesis

 The monitor hypothesis

 The natural order hypothesis

 The input hypothesis

 The effective filter hypothesis 2½

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Explanation :
1. Acquisition and Learning hypothesis :
Types of activity Examples
 Similar to child's first language  Formal knowledge of
acquisition language
 'Picking up' a language  'Knowing about' a language

 Implicit knowledge  Explicit knowledge
 Sub-conscious  Conscious
 The monitor hypothesis :
Learning has only one function
that is monitor or editor. Make
changes in the form of our
utterance.
 The Natural order hypothesis :
We acquire the rules of
language in an order. Some
rules tending to come early and
others late. The order in which
a child acquires the rules of a
language is independent.
 The Input hypothesis : Input is
comprehensible when it is
meaningful to be understood
by the learner. So, providing
comprehensible input is
necessary.
 The Effective Filter hypothesis :
Low filter is desirable for
comfortable learning
environment to learn language.
The effective filter acts as a
barrier to acquisition. If the
filter is up the input is blocked.
Filter is low-input reaches
LAD.

( Explain any two points of above ) 2½

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20. a) Activities to develop speaking skill :

 Tennis game : Pupils are divided into two teams. A pupil from

the first team says the name of an animal and a pupil from the

other team respond with another animal. This will go and the

winner is the team who knows most animals.

 Guess my animal : The teacher ( or pupil ) choose an animal

but does not tell. The pupils have to guess by asking yes/no

questions. Ex. What does it eat ?

 Guess my animal - actions : In this guessing game, a pupil

chooses an animal and other pupils tell him or her to act like

the animal using different verbs : Sleep/eat/etc.

 Poems or chants : Any poem can be mentioned

 Tongue twisters : Ex : ten terrible tigers.

 Naming objects.

 Back-chaining :

Teacher : a book

Student : a book

Teacher : reading a book

Student : reading a book

( continue ........ )

 Questions and answers

 Dialogues and role play

 Problems

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 Opinions : Collect some opinions about a topic

 Experiences : Ask students to express their experiences.

 Dream : Ask students to speak about their dreams.

 Ideas and suggestions : Give a topic for discussion to give ideas

and suggestions.

( Write brief explanation for above points ) ( consider any five ) 15

OR

b) Activities to develop listening skill :

 Listen and identify :

Ex: Listen and identify the objects in the classroom, the
pictures children draw.

 Listen and do : Teacher gives instructions like — clap your
hand, close your eyes, Simon says game.

 Listen and perform : Miming a morning routine — like brushing
your teeth, combing your hair

 Listen and respond : Clap once if it is true.

Ex. : ( I am a teacher) clap twice if it is wrong ( I am a driver ).

 Listen and repeat : Rhymes, chants, sounds and words.

 Listen and colour, listen and draw, listen and make.

Ex: Draw picture, colour the objects etc.

 Count it : The teacher either plays a recording, reads a passage

or a list of words and asks learners to count the number of
times a sound occurs.

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 Identify it : Here words with contrasting sounds are read in
isolation and learners have to say what the sound is ( ex : 'vine'
and 'wine)
 What is it ? : The teacher puts up two pictures or draws two
pictures on the black board. A list of words are also put up. The
class has to pick up words which have the same sound and list
them as the teacher says them.
Ex: tip, team, seep, beat, deep sounds : |p|, |f|, |t|.
 Grid : The teacher reads out just two or three sentences and
learners fill the grid.
 Neighbours' houses
 Family tree : A different type of graphic representation
commonly used is the family tree.
 Time tables : bio-data forms, passport/bank forms.
 Flowcharts : They too can be used as a task sheet for a listening
activity.
 Maps : Maps ( either blank or partly filled ) can also form task
sheet in listening activities.
 Stories /Passages : These can be used to get the learners to
listen to a gist.
( Consider any five activities ) 15
21. a) Communicative Language Teaching (CLT) :
Characteristics of CLT :
 They all aim to make the learner attain communicative
competence, that is use language accurately and appropriately
 The prime focus is on the learner. The teacher is just a
facilitator
 Communicative syllabi rely on authentic materials
 The tasks set are purposeful and meaningful
 Communicative syllabi emphasize the functions of language
rather than the rules

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 Communicative tasks aim to make learners fluent as well as
accurate in their use of the target language. 2½

Techniques of CLT :
 Language games : These are communicative when they are
characterized by three features : information gap, choice and
feedback
 Mind engaging task : Many problem-solving activities are part of
the communicative approach.

 Role play : It includes role play as a part of the activities
 Retrieving text order : This involves the use of scrambled
sentences and scrambled picture techniques. By this learners
become aware of discourse features which are distinct from
grammatical features. They become familiar with the use of
cohesive devices. ( 'and', 'or' etc. )
 Group work/pair work : This is an important part of any
communicative activity. It helps to acquiring some language
features which are not available in a formal teacher fronted
class. 2½

OR
b) Eleven commandments of a language classroom :
 Never explain : act
 Never make a speech : ask questions
 Never imitate mistakes : correct them
 Never speak with single words : use sentences.
 Never speak too much : make students speak much
 Never use the book : use your lesson plan
 Never go too fast : keep to the pace of the student
 Never speak too slowly : speak normally
  Never speak too quickly : speak naturally
 Never be impatient : take it easy
 Never use the mother tongue : use only the target language.
5

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22. a) Pre-reading and post-reading activities :
Class : VI

Less on : How do bees make honey ?

Pre-reading Activities : 2½

 Presenting new vocabulary :

Find meanings of unfamiliar key words from a dictionary :

Ex :

 contains

 throat

 enzymes

 enhance

 dehydrated etc.

 show photos/pictures or films related to the topic :

Teacher will show pictures of :

Honey comb

Honeybee

Beehive

Honey-making

Giving guiding questions :

 Have you eaten some sweets ?

 List some sweets which you have tasted

Group discussion :

How do you prepare tea ? Discuss and list the process.

 Mind Mapping :

Teacher gives flash-cards.

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Ex. :

Post-reading activities :

 Information transfer exercise :

Draw a flow-chart on process of making honey.

 Collect some pictures of bees, honey comb

 Watch a video of processing of making honey

( Any lesson with suitable activities ) can be considered. 2½

OR

b) Lesson-plan :

Class : 6th

Subject : English

Lesson : How do bees make honey ?

Heading/Captions :

 General objectives

 Specific objectives

 TLM 2

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 Teaching points :

Note : Students can select any one of the lessons from VI and VII Std.
English textbook. 1½ + 1½

23.a) School campus as a learning aid :
 i) English club and fest : An English club is a place for language
learners to use English in a casual setting.
 In English club, one gets a chance to practise many
different skills in a setting that is more real life like.
  It is a great way to make new, lasting friendship.

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ii) Reading corner :

 A reading corner is where a group of perhaps six or seven
pupils sit to read then meet informally, with or without a
teacher present, to talk about the story

 Reading corner helps children improve their speaking,
listening, writing and vocabulary as well as reading skills.

iii) Wall Magazine :

 A wall magazine is a periodical run on a notice board,
especially in an educational institute

Wall Magazine helps :

 To provide opportunities for writing practice.

 To initiate writing aptitude in student teachers and attract
their attention on current issues

 To develop literary interest and reading habits

 To provide training for the utilization of leisure time

 To make the society aware of the achievements of DIET.

( Any points explained from above ) 5

OR

b) Gebhard's four categories of TLM :

 Authentic listening /viewing materials: TV commercials, quiz

shows, cartoons, news clips, comedy shows, movies, soap

operas, audio taped short stories, novels, radio advertisements,

songs and documentaries.

 Authentic visual materials : Slides, photographs, paintings,

children's art work, stick figure drawing, wordless street signs,

pictures from magazines, ink blots, postcard pictures, wordless

picture books, stamps and X-rays.

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 Authentic Printed Materials : Newspaper articles, movie
advertisements, astrology columns, sports reports, obituary
columns, advice columns, lyrics to songs, restaurant menus,
street signs, cereal box, candy wrappers, tourist information
brochures, university catalogues, telephone books, maps, TV
guides, comic books, greeting cards, grocery coupons, pins with
messages and bus schedules.
 Realia (Real world objects) : Coins and currency, folded papers,
wall clocks, phones, Halloween masks, dolls and puppets to
name a few. 5
24. a) Rating scale :
Skill : Writing
Topic : 'Visit to a park'
Name of a student :
Points Excellent Good Satisfactory Need
improvement
(4) (3) (2) (1)
1. Make use of simple sentences.
2. Write simple paragraph on
topic
3. Organise ideas
4. Main idea for each paragraph
5. Supporting details for each
paragraph
6. Make use of connectors
7. Proper conclusion

5
OR
b) Steps for preparation of balanced questions paper :
 Make a note of the assessment policy followed by the school and
the educational board
 Make a list of the assessment objectives (skills, sub-skills and
components you want to assess)
 Look at the available resources in your school (ex.: tables,
chairs, audio players and computers)

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 Get a clear picture about the scope you have after considering
the first three points
 Decide a set of assessment criteria. Make sure you are sure
about grades/percentage of marks and what defines a
successful language learner.
 Prepare good assessment tasks individually and jointly
 Prepare a scoring key
 Conduct the test and score/grade the answer scripts
 Analyse the results and the question paper after declaring
results and providing feedback to students
 Make necessary changes in the question paper or the pattern of
questions. 5
25. a) Two verbs : ( any two can be considered ) :
 stayed
 came
 cared
 eat
 see
 went
 said
 tired
 asked
 give
 brought
 took
 ate
 driven
 know ½2
b) Two w/h questions : ( any two ) :
 Where did Swami Vivekananda stay ?
 Who was the poor man ?
 What did the poor man say to Swami Vivekananda ?
 Why was the cobbler afraid ?
 What did Swamiji tell to the cobbler ? 12

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c) TLM : ( any one ) :
 Picture of Swami Vivekananda
 Flash cards (vocabulary)
 Charts of occupations. 1
d) Two roles : ( any two )
 Swami Vivekananda
 King
 A poor man/cobbler. ½2
26. a) Rhyming words : ( any two pairs ) :
 give-live
 come-home
 along-song
 hare-lair
 play-day
 high-sky
 spring-wing
 song-wrong. 12
b) Teaching points : ( any one )
 Emotions
 Rhyming words
 Thoughts of children about animals
 Adjectives
 Verbs
 Nouns. 1
c) Yes/No type question :
 Do the children give pain to things ?
 Does Robin save crumbs at home ?
 Is the grass green ?.
( Any one suitable question ) 1
d) Fill in the blanks :
 Robin saved crumbs at ...........
 The song is ................
 The grass is ...............
( any one suitable fill in the blank question ). 1

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