Answer Sheets Sample Exam Paper for Revision

of 11

Please download to get full document.

View again

All materials on our website are shared by users. If you have any questions about copyright issues, please report us to resolve them. We are always happy to assist you.
11 pages
1 downs
Exam Field
  SAMPLE EXAM PAPER FOR REVISIONKPLI BI2 SECTION A, ã Question 1 : Syllabus Study  i)Second Languageii)English Syllabusiii)Syllabus Specificationsiv)Learning outcomesv)The language Contentvi)Educational Emphasesvii)Information Communications Technology (ICT)viii)Multiple intelligencesix)alue and citi!enshipx)Language s ill ã Question 2 : Teaching of Listening and Speaking a)(i)To learn numbers by song and sho# se$uence of events(ii)%or en&oyment by doing actionsb)(i)sound'    ʃ  #ord' shoe(ii)sound'  o' #ord' door c)In drillli e activities* corrections must be immediate+ ,ne of the activities is throughmodeling+ -on.t tell the pupils he is #rong+ /ust merely resay in the correct #ay+Example '0upils' 1is mother #as died+Teacher' 1is mother #as dead+ ã Question 3: Teaching of Reading  (a) (i) T23E (ii) T23E (iii) %4LSE (iv) T23E(b) (i) 4llo# students to en&oy materials that they may not be able to read on their o#n (ii) 1elp students develop a sense of story and increase comprehension reading s ills ã Question 4:Teaching of writing  a) iii  manual iv  recipe v  diary vi  autobiography  SAMPLE EXAM PAPER FOR REVISIONKPLI BI2 b) i  to give pupils an idea of #hat is expected in their #ritings ii  to help pupils practice #riting correctly according to rulesof capitali!ation* spelling* punctuation and paragraphingc) i  picture composition #ith s eleton outlines ii  -ictocomp (dictation and composition) ã Question  !Teaching of ra##ar$ a)i) -eductive approach grammar teachingii) Communicative approach grammar teachingb)i) 5rammatical Item' Sub&ectverb agreementii) -eductive approach I will use deductive approach whereby I will explicitly explain the rules and thengoes on to provide practice in application of these rules + I #ill first explain usingthe sentence to identify #hich is the sub&ect of the sentence+ The sub&ect can benoun* a pronoun or a noun phrase6 the sub&ect also can be a person or thing thatcauses the action sho#n by the verb and it comes before the main verb+ erb is a#ord that tells us #hat the sub&ect is doing6 describe a state i+e unchanging condition*and tells us the time of the action+ Then I #ill as ed pupils to apply it #ith the abovestimulus+ I #ill also explain the rules that if the sub&ect is singular* add 7s. to the end of the verb+ 4nd if the sub&ect is plural* do not add 7s. to the end of the main verb+ Ricky walks  to school Sub&ect main verb iii) 2eason for integrating grammar #ith other language s illsa)more efficient method for teaching a complex lesson that has more than one s illtopic in a single lessonb)saves period time by shorten the explanation part instead of explaining eachtopic alone+c)Integration ma es both teacher and pupils focus on one topic #ith interferingbranchesd)promote critical thin ing among students and internali!e the importance of grammar+ ã Question %: Lesson &lanning  (a) State t#o reason for the integration of language s ills in a lesson+  SAMPLE EXAM PAPER FOR REVISIONKPLI BI2 (i)the range of the activities #ill be #ider that helps the students actively participates class activities+(ii)the lessons dynamic #hich involve the learners in diverse activities and interactions+(iii) To enable learners to ta e responsibility for their o#n learning+(iv) To e$uip learners to become independent lifelong learners+(b)i) an appropriate activity that you #ould use to teach the above s ill+ ,ral activity+ii)1o# you could carry out the activity that you have mentioned in (i) above+0upils can be encouraged to retell stories+ They could do so assuming acharacter.s role e+g+ 2ed 2iding 1ood can be told from the little girl.s the #olf.s*the grandmother.s or the #oodcutter.s point of vie#+ SECTION ! ESTION #$ TEAC%IN& O' (ISTENIN& AN) S*EA+IN& 'ou intend to use (Role &lay) to e*aluate oral proficiency for your 'ear  pupils+ !a$,iscuss whether role-play is an appropriate way to e*aluate pupil)s oral  proficiency+ .dentify four aspects that you need to consider when using role-play to e*aluate oral proficiency+  4ccording to 8ro#n* 9roleplay minimally involves (a) giving a role to one or moremembers of a group and (b) assigning an ob&ective or purpose that participants mustaccomplish+: In other #ords* to help students improve their listening* spea ing and overallcommunicative s ills* practice communicating in different social contexts and in different socialroles is important+ The aims for oral assessment are to gauge students; ability to initiate anddevelop a conversation6 and to provide evidence of standards of pronunciation andcommunicative ability+ Thus* there is a $uestion of #hether roleplay is an appropriate #ay toevaluate pupil.s oral proficiency+There are < aspects that a teacher has to consider #hen using this method to evaluateproficiency of the language+ The first is the #or ability of the activity+ 4ccording to /ones* for aroleplay to #or successfully* there are a number of characteristics to be adhered to+ ,ne of the characteristic needed is that the pupils need to immerse themselves in the roleplay and notbe detached from the role they are playing+ 4nother characteristic is that the environment for that particular roleplay #ould be real but has to be #ithin the constraints of the teachingsituation+The second aspect that a teacher #ould have to ta e in mind is the suitability of the roleplay activity for the pupils+ %irstly* the teacher must loo at the language demands of the activity+The language demands must be at the level of proficiency of the pupils involved+ The teacher   SAMPLE EXAM PAPER FOR REVISIONKPLI BI2 must also choose a roleplay situation that can capture the interest of the pupils+ 4nuninteresting topic #ill not receive much enthusiasm+ It is easier for both teacher and pupils if the roleplay situation has some association #ith the pupils. life experience (past and future)+ 4nother aspect to ta e into consideration is the suitability in terms of language use+ Thesyllabus has stated clearly about the language re$uirement that the pupils need to ac$uire+Thus* #hen selecting a situation for a roleplay* the teacher has to ta e into consideration theareas of language use* the language content and even other pedagogic needs such as thedevelopment of thin ing s ills and etc+ It is perfect to say that roleplay can be used as aresource for the advancement of the educational prescription+ The last aspect that needs to be deliberated #hen using roleplay to evaluate oralproficiency is the suitability of that particular activity in the classroom situation+ The teacher hasto consider the time management for the activity and #hether the classroom fulfils the spatialre$uirements of the activity+ The teacher #ould also have to ta e into account the number of pupils re$uired for the roleplay activity+ =hat if there are some pupils #ho cannot &oin in theactivities because they are extras>These are the aspects that a teacher needs to mull over #hen using roleplay toevaluate oral proficiency of hisher pupils+ Question 1 !b$ There are three suggestions on ho# to improve the implementation of the role play as a test of proficiency+ %irstly* reduce anxiety by moving from easy to more difficult + Students are often anxiousand nervous #hen they are as ed to spea in foreign language+ Thus* I can help the studentsreduce their anxiety by ma ing them familiar to spea individually before ma ing him to spea togroups of four or five+ %urthermore* students feel secure #hen they understand the informationthat they have to communicate+ So I need to ma e sure that the information I expect thestudents to communicate is #ithin their no#ledge and understanding+ I must try to do theactivity to find out #hat ind of language the students #ould need to complete the tas successfully+ Thus based on the tas * I should gives them ample times to practice spea in English+ Imust train them to tal in pair or in group+ The information that I have given them to spea mustcome #ithin their no#ledge+ Therefore by reducing the anxiety I.m sure the students canimprove in their role play because they feel confident to do it+Secondly by providing appropriate stimuli for eliciting speech+ 0eople need to spea about something+ In order to give students something to spea about and chec if #hat theysay is #hat they mean* teachers often control #hat the students say+ They do this through theuse of input materials (notes and pictures)+ I must ma e sure that amount of time and effort the
Related Search
We Need Your Support
Thank you for visiting our website and your interest in our free products and services. We are nonprofit website to share and download documents. To the running of this website, we need your help to support us.

Thanks to everyone for your continued support.

No, Thanks