D.El.Ed. Part-1
Important Questions
CPS-02
One Marks
One-Mark Questions and Answers
Question: What are the two
major components of oral skills?
Answer: Motor perceptive skills and interaction skills.
Question: What is the primary
focus of motor perceptive skills in language learning?
Answer: The ability to perceive, recall, and articulate the sounds and
structures of a language correctly.
Question: Name one activity
that helps develop motor perceptive skills.
Answer: Choral drills.
Question: What is the goal of
interaction skills in language learning?
Answer: To enable learners to use their language knowledge in practical
situations.
Question: What is one
objective of teaching English at the elementary level in India?
Answer: To enable learners to express themselves orally using simple English.
Question: Why is English
considered a link language in India?
Answer: It facilitates communication across diverse linguistic backgrounds in
various sectors.
Question: What percentage of
the world's technical journals are published in English?
Answer: More than 60%.
Question: What is a wall
magazine?
Answer: A periodical displayed on a notice board where students can post their
creative works.
Question: What is one
objective of creating a wall magazine in educational institutions?
Answer: To provide opportunities for expression in writing.
Question: What is a book
report?
Answer: An assignment where students read a book and write about its content
and their thoughts.
Question: What should be
included when describing the setting of a book in a book report?
Answer: Where the story takes place, such as a village, city, or imaginative
place.
Question: What is one benefit
of developing speaking skills in elementary students?
Answer: It builds their confidence in using the language for communication.
Q: What is the difference
between aim and objective in language teaching?
A: Aim is the general goal, and objective is a specific target in
teaching.
Q: What are the four
basic language skills?
A: Listening, speaking, reading, and writing.
Q: Why is English called
a link language in India?
A: Because it connects people from different language backgrounds across
India.
Q: What does ESL stand
for?
A: English as a Second Language.
Q: What is the mother
tongue referred to as?
A: L1 or first language.
Q: What is the main focus
of the child-centric approach in education?
A: Meeting children's individual learning and developmental needs.
Q: Name any two receptive
language skills.
A: Listening and reading.
Q: Name any two
productive language skills.
A: Speaking and writing.
Q: What is the role of
computers in language learning?
A: They help teach all four skills and provide interactive learning.
Q: Define ‘realia’ in
language teaching.
A: Real objects used in class to make learning clearer.
Q: What is a lesson plan?
A: An organized outline of teaching and learning goals for a lesson.
Q: What is the
Grammar-Translation Method?
A: Teaching language through grammar rules and translation.
Q: What is the
three-language formula?
A: Learning mother tongue, second language (English), and another Indian
language.
Q: What is extensive
listening?
A: Listening for enjoyment without a specific task.
Q: What does TLM stand
for?
A: Teaching-Learning Material.
Q: What is scaffolding in
teaching?
A: Providing step-by-step support to learners based on their needs.
Q: What is the main
purpose of a wall magazine?
A: To encourage student creativity and expression.
Q: What is action research?
A: Research done by teachers to improve their own teaching.
Q: What is CLIL?
A: Content and Language Integrated Learning.
Q: What are phonics?
A: Teaching the relationship between letters and sounds.
2 marks
1. Difference Between Aim and Objective in Language
Teaching
- Aim: The
general goal or purpose of teaching a language. For example, teaching
English aims to help learners use it well for communication in all
situations.
- Objective: Specific
targets or outcomes within the aim. For example, improving skills in
listening, speaking, reading, and writing.
2. General Objective of Teaching a Second Language in
India
- The
main goal is to develop a student's ability to communicate effectively
in all parts of language use — listening, speaking, reading, and writing.
These are called the four language skills.
3. Objectives of Teaching English According to NCF 2005
- Teach
children to learn actively, not just be taught (child-centered learning).
- Use
language to think deeply and gain knowledge, not just as a school subject.
4. Aims of Teaching English
- (a) Literary
Aim: Inspire love for English literature and reading.
- (b) Cultural
Aim: Help understand and appreciate cultures where English is spoken.
- (c) Linguistic
Aim: Focus on practical use and communication skills — listening,
speaking, reading, writing.
5. Why English is Called a Link Language in India
- English
connects people from different language backgrounds across India.
- It
is widely understood by educated people and used officially for
communication between states.
- It
helps national integration and higher education.
6. Difference Between English as Second Language (ESL)
and Foreign Language (EFL)
- ESL: English
is used inside the country for communication and teaching.
- EFL: English
is taught as a subject only, used rarely for communication inside the
country.
7. Difference Between L1 and L2
- L1: First
language or mother tongue a child learns.
- L2: Any
other language learned after the first; in India, English is usually the
second language.
8. The Three Language Formula in India
- Encourages
learning three languages:
- Mother
tongue as primary medium.
- English
as a second language.
- A
modern Indian language other than the mother tongue as the third.
9. What is Child-Centric Education?
- The
focus is on the individual needs of children – personal, social, physical,
and learning needs – rather than just following a fixed curriculum.
10. Differences Between Approach, Method, and Technique
- Approach: Broad
philosophy about language teaching.
- Method: A
plan based on the approach, for presenting language lessons.
- Technique: Actual
classroom activities used to teach.
11. Why Is Grammar-Translation Method Still Popular?
- Good
for teaching reading and translating skills.
- Helps
in general intellectual development of students.
12. What is Task-Based Language Teaching (TBLT)?
- Uses
real-life communication tasks as the main focus for learning.
- Learners
interact in groups to use language practically.
13. Productive and Receptive Skills
- Receptive
skills: Listening and reading (receiving information).
- Productive
skills: Speaking and writing (expressing ideas).
14. Importance of Listening and Speaking Skills
- Listening
is the base for correct pronunciation and understanding.
- Speaking
helps learners express fluently.
15. What is Phonic Method?
- Teaching
kids to connect sounds with letters, helping them read new words.
16. Role of Technology in Language Learning
- Computers
help teach all four skills.
- Provide
interactive learning with feedback.
- Enable
distance education.
17. What are Teaching-Learning Materials (TLM)?
- Tools
that help learning by making abstract ideas clear and motivating students.
- Save
teacher's time and energy.
18. What is Lesson Plan?
- A
detailed outline of what teachers want students to learn and how to teach
it during a class.
19. What is a Wall Magazine?
- A
notice board where students share articles, poems, drawings, encouraging
creativity and writing habits.
20. What is Scaffolding?
- Helping
students step-by-step according to their individual needs for better
learning.
21. What is an Activity?
- An
activity is a language exercise that learners do in groups or pairs, aimed
at practicing language to reach a learning goal.
22. Why Develop Listening and Speaking Skills at Upper
Primary Level?
- Listening
provides important input for language learning and helps with correct
pronunciation.
- Speaking
improves fluency and ability to express ideas clearly.
23. Why Are Listening Skills Important for ESL Learners?
- Listening
practice helps students hear and understand sounds correctly.
- Students
need to understand spoken English to speak well.
- Listening
helps learners pick up vocabulary and sentence structures naturally.
24. What Skills Are Developed in Second Language
Classrooms?
- Four
language skills are developed:
- Listening
and reading (receptive skills)
- Speaking
and writing (productive skills)
25. What is a Skill?
- A
skill is the ability to do something well with ease and accuracy.
- Language
use is a skill developed through practice.
26. What Are the Main Differences Between Hearing and
Listening?
- Hearing: Passive,
general sense of sound without focus.
- Listening: Active,
purposeful, focused on understanding what is heard.
27. What is Extensive Listening?
- Listening
for enjoyment without a specific goal, e.g., listening to music or stories
for fun.
- It
requires interest and motivation.
28. What is Intensive Listening?
- Listening
carefully with a clear goal, e.g., understanding details or facts.
- Requires
full concentration.
29. What Are the Aims of Listening at the Elementary
Level?
- Recognize
intonation and stress in speech.
- Guess
meaning from context.
- Understand
how ideas are introduced, developed, and concluded.
- Follow
spoken instructions.
- Identify
rhyming words.
30. What is Realia?
- Real
objects or materials brought into the classroom to help students
understand meanings.
- Makes
learning more concrete and meaningful.
31. What is the Role of Computers in Language Classes?
- Help
teach listening, speaking, reading, and writing.
- Support
interactive learning and distance education.
- Provide
instant feedback and error correction.
- Adapt
lessons to students' needs.
32. What is the Role of Charts in Language Classes?
- Help
show new vocabulary and important rules visually.
- Make
abstract ideas easier to understand.
- Keep
information visible during lessons.
33. What is TLM (Teaching-Learning Materials)?
- Tools
or materials that make learning effective and interesting.
- Help
attract attention and motivate students.
- Assist
speaking, reading, and writing practice.
- Save
teachers’ time.
34. What Are Teaching Journals?
- Written
records by teachers about their teaching experiences, reflections, and
ideas.
- Help
improve teaching methods.
35. What is Scaffolding?
- Support
given by teachers at different levels to help students learn step-by-step.
- Adjusted
to each learner’s needs.
36. What is Theme-Based Teaching?
- Teaching
organized around a common topic or theme.
- Connects
language learning with real-life contexts and students’ communities.
- Helps
learners achieve their goals more easily.
37. What are Merits and Demerits of Grammar-Translation
Method (GTM)?
- Merits:
- Uses
students' mother tongue effectively.
- Good
for reading and writing skill development.
- Demerits:
- Does
not help much in developing speaking skills.
- Not
psychologically motivating or engaging for students.
38. What is Structural-Oral-Situational Approach (SOS)?
- Focuses
on teaching grammar and sentence structures.
- Emphasis
on essential English patterns used in real-life situations.
39. What is Situational Language Teaching?
- Teaches
language in the context of real situations.
- Helps
students understand words or phrases based on how they are used, e.g.,
different meanings of "bank".
40. What is Co-operative Language Learning Method?
- Group
learning where students share ideas and practice language democratically.
- Helps
use native language well and develop reading and writing.
- However,
it may not improve speaking skills sufficiently and may not suit
psychological needs.
41. Define Grammar-Translation Method
- Teaches
foreign language by learning grammar rules and translating texts between
languages.
42. What is Wall Magazine?
- A
notice board in schools where students post poems, articles, and drawings.
- Encourages
creativity and writing habits.
43. Importance of Wall Magazine
- Helps
students express themselves creatively.
- Develops
positive qualities like writing habit.
- Focuses
attention on current topics.
44. What Are the Objectives of Wall Magazine?
- Encourage
writing and creativity.
- Provide
a platform for student expression.
- Promote
discussion on current issues.
45. What is Lesson Plan?
- A
detailed outline of what will be taught, how, and what students will
achieve in a lesson.
46. How Is Daily Lesson Planning Done?
- (a)
Before class: Prepare materials and objectives.
- (b)
During class: Adapt to students’ needs.
- (c)
After class: Evaluate and plan improvements.
47. What is an Achievement Test?
- A
test designed by teachers to measure how much students have learned.
48. What is Action Research?
- Research
done by teachers in their own classrooms to improve teaching.
49. What are the Receptive Language Skills?
- Listening and Reading—skills
used to receive and understand information.
50. What is CLIL?
- Content
and Language Integrated Learning: Teaching a subject (like
science) through a second language (like English).
51. What is CLT?
- Communicative
Language Teaching: Teaching language through communication and
interaction.
52. What is GTM?
- Grammar
Translation Method: Teaching language by learning grammar rules
and translating sentences.
53. What is ELT?
- English
Language Teaching: Teaching English as a subject or language.
54. What is CALL?
- Computer
Assisted Language Learning: Using computers to help teach
languages.
55. What is Realia?
- Real-life
objects brought into class to make learning clearer and more meaningful.
56. What is ESL?
- English
as a Second Language: English used for communication and teaching
within a country where it is not the first language.
Long (7
& 16 Marks)
1) Language Acquisition vs. Language Learning
Language Acquisition:
- Definition:
Language acquisition refers to the natural and subconscious process of
picking up a language through exposure and interaction. It typically
occurs in informal settings, such as through conversations, play, and
everyday experiences.
- Characteristics:
- Informal:
Children learn their first language (L₁) without formal instruction.
- Subconscious:
They absorb the language naturally, often without being aware of the
rules.
- Implicit:
Understanding develops through context and usage rather than explicit
teaching.
- Effortless:
Children often "pick up" language skills without feeling like
they are studying.
Language Learning:
- Definition:
Language learning is a conscious and formal process where individuals
study the vocabulary, grammar, and structure of a language. This is often
associated with learning a second language (L₂).
- Characteristics:
- Formal:
Involves structured lessons, textbooks, and exercises.
- Conscious:
Learners are aware of the rules and actively work to understand them.
- Explicit:
Focuses on teaching specific language rules and vocabulary.
- Effortful:
Requires time and effort to master the language.
Factors Influencing Language Acquisition at the
Elementary Level:
- Age:
- Many
psychologists and linguists believe that younger children are more adept
at learning languages due to the brain's plasticity, which allows for
easier adaptation to new sounds and structures.
- For
example, Penfield (1953) suggested that after puberty, the brain becomes
less flexible, making language learning more challenging. However, some
studies indicate that adults may have advantages in learning due to their
cognitive skills and life experiences.
- Sex:
- Research
has shown that girls often outperform boys in language acquisition. This
trend is observed in both first and second language learning contexts.
- Girls
may be more motivated or have better verbal skills, which can contribute
to their success in language learning environments.
- Intelligence:
- Intelligence
is often linked to language learning success. It encompasses various
abilities, including verbal skills, reasoning, and the capacity to learn
quickly.
- Some
studies suggest a positive correlation between intelligence and success
in learning a foreign language, while others remain skeptical, indicating
that factors like motivation and teaching methods may play a more
significant role.
2) Extensive Reading vs. Intensive Reading
Intensive Reading:
- Definition:
Intensive reading focuses on detailed comprehension of shorter texts. It
emphasizes understanding grammar, vocabulary, and the literal meaning of
the text.
- Characteristics:
- Short
Texts: Typically involves texts under 500 words.
- Detailed
Analysis: Students reread and analyze the text to grasp its meaning
fully.
- Structured
Learning: Often used in programs designed to help struggling readers,
such as reading recovery programs.
- Teacher
Guidance: Involves close interaction with a teacher who helps
students understand the material.
Extensive Reading:
- Definition:
Extensive reading aims for a broad understanding of longer texts, focusing
on overall meaning rather than details.
- Characteristics:
- Longer
Texts: Involves reading books, articles, or stories that are often
self-chosen by the students.
- Focus
on Enjoyment: The primary goal is to enjoy reading and gain
information rather than analyze every detail.
- Individualized
Learning: Students select materials that interest them, promoting
engagement and motivation.
- Supplementary
Reading: Often referred to as "supplementary reading," it
complements intensive reading by providing a wider context for language
use.
3) Grammar Translation Method vs. Communicative Approach
Merits of the Communicative Approach:
- Real
Communication: This approach emphasizes using language for genuine
communication, making it more relevant to learners.
- Meaning
Over Form: The focus is on understanding and conveying meaning rather
than just memorizing grammatical rules.
- Learner-Centered:
The teacher acts as a facilitator, guiding students to become independent
learners rather than just passive recipients of information.
- Functional
Language Use: The syllabus emphasizes language functions (e.g., asking
for directions) rather than strict grammatical structures.
- Contextual
Learning: Lessons are designed around real-life situations, making
language learning more applicable and engaging.
- Interactive
Learning: Students are encouraged to interact with each other,
fostering communication skills in a supportive environment.
- Flexible
Teaching Techniques: Various teaching methods are employed based on
the learners' age and needs, allowing for a more tailored approach.
Demerits of the Communicative Approach:
- Less
Focus on Grammar: The reduced emphasis on explicit grammar instruction
may leave some learners struggling with language structure.
- Challenges
for Non-Native Teachers: Non-native teachers may find it difficult to
teach authentic language effectively, as they might be more comfortable
with traditional methods that involve drills and explicit grammar instruction.
4) Strategies for Developing Listening & Speaking
Skills
Listening and Speaking Skills:
- Listening
and speaking are essential components of language acquisition. Listening
is a receptive skill, while speaking is a productive skill. Both skills
are crucial for effective communication.
Strategies:
- Listen/Watch:
- Encourage
students to listen to English-language radio stations (like BBC) or watch
English TV shows and movies. This exposure helps them become familiar
with pronunciation, intonation, and everyday language use.
- Engaging
with authentic materials allows students to hear how language is used in
context, improving their comprehension and speaking abilities.
- Group
Work:
- Implement
pair and group activities in the classroom. For example, students can
participate in debates where they argue different sides of a topic. This
encourages them to practice speaking while also listening to their peers.
- Role-playing
activities can also be effective. Students can take on different roles in
a scenario, allowing them to practice conversational skills in a
supportive environment.
- Group
discussions and collaborative projects foster interaction, helping
students develop their communicative competence.
5) Objectives of Teaching English at the Elementary Level
According to the Kothari Commission, the objectives of
teaching English at the elementary level include:
- Understanding
Spoken English:
- Students
should be able to comprehend simple English when spoken to, which is
essential for effective communication in various situations.
- Basic
Communication:
- Learners
should be able to use words, phrases, and sentences to communicate and
interact in unfamiliar situations, building their confidence in using the
language.
- Reading
Skills:
- Students
should learn to read simple texts, including letters and phrases, and be
able to transfer information from one form to another (e.g., from reading
to writing).
- Writing
Skills:
- The
curriculum should enable learners to write plain and simple letters,
words, and sentences to express their ideas and thoughts clearly.
- Understanding
Language Structure:
- Students
should become familiar with the basic word order and functions of
English, helping them construct sentences correctly.
- Basic
Writing Processes:
- Teaching
should introduce learners to the fundamental processes of writing,
including planning, drafting, and revising their work.
Different Views on When to Start Teaching English:
- Some
educators argue that children should first focus on their mother tongue
for several years before introducing English, while others believe that
younger children can learn multiple languages simultaneously.
- The
Ashoke Mitra Commission suggested starting English in Class V (around age
10), while the Pabitra Sarkar Commission recommended beginning in Class
III or even the second half of Class II, focusing initially on listening
skills.
- Currently,
there is a trend to introduce English as early as Class I (around age 6)
to meet public demand and facilitate early language acquisition.
This elaboration provides a comprehensive understanding of
the topics related to language acquisition, reading strategies, teaching
methods, and objectives in language education.
6) Strategies for Developing Speaking Skills for
Elementary Level Students
Oral skills are crucial for effective communication and
consist of two main components: motor perceptive skills and interaction
skills.
1. Motor Perceptive Skills:
- Definition:
These skills involve the ability to perceive, recall, and articulate the
sounds and structures of a language correctly. They are foundational for
speaking and are typically developed through repetitive practice.
- Activities:
- Look
and Say Exercises: Students are shown words or phrases and are
encouraged to repeat them aloud. This helps them practice pronunciation
and intonation.
- Choral
Drills: The teacher leads the class in repeating phrases or sentences
together. This collective practice helps build confidence and reinforces
correct pronunciation.
- Pattern
Practice: Students practice specific sentence structures through
repetition. For example, they might practice asking questions or making
statements using a particular grammatical structure.
Challenges:
- Focusing
solely on motor perceptive skills can lead to difficulties in transferring
knowledge from a learning environment to real-life situations. Students
may be able to pronounce words correctly but struggle to use them in
conversation.
2. Interaction Skills:
- Definition:
Interaction skills enable learners to use their language knowledge in
practical situations. This includes knowing what to say, how to say it,
and how to engage with others effectively.
- Activities:
- Role-Playing:
Students can engage in role-playing exercises where they simulate
real-life situations, such as ordering food at a restaurant or asking for
directions. This helps them practice using language in context.
- Conversational
Practice: Pair students up to have short conversations on specific
topics. For example, they could discuss their favorite hobbies or
describe their school. This encourages them to think on their feet and
respond naturally.
- Interactive
Games: Games like "20 Questions" or "Simon Says"
can be used to promote speaking and listening skills in a fun and
engaging way.
Benefits:
- Developing
interaction skills helps students become more confident in their speaking
abilities and better prepares them for real-life communication.
7) Objectives of Teaching English at the Elementary Level
in India
Teaching English at the elementary level in India is
essential for several reasons. The objectives include:
- Foundation
for Mastery:
- Students
should learn the basics of the English language, which will serve as a
foundation for more advanced language skills in the future.
- Basic
Sentence Structures:
- Learners
should be able to use simple English sentence structures, which is
crucial for effective communication.
- Core
Vocabulary:
- Students
should acquire a core vocabulary appropriate for their age and learning
level, enabling them to express themselves in everyday situations.
- Oral
Expression:
- The
curriculum should encourage students to express themselves orally using
simple English, fostering confidence in speaking.
- Reading
Comprehension:
- Students
should be able to read and understand simple written English materials,
which is vital for academic success.
- Writing
Skills:
- Learners
should develop the ability to write simple guided sentences in English,
helping them communicate their thoughts in writing.
- Awareness
of English's Importance:
- Students
should understand the significance of English as an international means
of communication, preparing them for a globalized world.
8) Importance of English as a Link Language
Link Language:
- English
has emerged as a vital link language in India, facilitating communication
across diverse linguistic backgrounds. It is increasingly used in various
sectors, including corporate offices, educational institutions, and media.
Key Points:
- Widespread
Use:
- English
is becoming the common language for communication among different classes
and communities in India. It is essential for professional and academic
success.
- Access
to Information:
- The
rise of the internet and satellite television has made English more
accessible. People can now engage with global content, including movies,
news, and educational resources.
- Passport
to Success:
- For
the younger generation, proficiency in English is often seen as a key to
better job opportunities and social mobility.
- National
Integration:
- The
Indian Education Commission has emphasized the importance of English for
national integration and higher academic pursuits.
Library Language:
- English
is also considered a library language due to its extensive literature and
resources available in various fields.
Key Points:
- Rich
Resource:
- A
significant portion of the world's literature, scientific research, and
technical knowledge is published in English. This makes it essential for
academic and professional development.
- Access
to Knowledge:
- More
than 60% of technical journals and periodicals are in English, making it
crucial for students and professionals seeking to stay informed in their
fields.
9) Wall Magazine: Importance and Benefits
Definition:
- A
wall magazine is a periodical displayed on a notice board in educational
institutions, where students can contribute articles, poems, drawings, and
other creative works.
Importance:
- Creative
Expression:
- Wall
magazines provide students with a platform to express their creativity
and share their thoughts with peers.
- Development
of Writing Skills:
- They
encourage students to develop writing habits and engage with current
issues, enhancing their literacy skills.
- Fostering
Community:
- Wall
magazines can strengthen the bond between teachers and students, as
teachers often guide and support students in the creation of content.
Objectives:
- To
provide opportunities for expression in writing.
- To
develop literary taste and reading habits.
- To
train students in utilizing their leisure time productively.
- To
enhance students' knowledge and awareness of various topics.
- To
identify and nurture creativity among students.
Examples:
- Various
educational institutions have their own wall magazines, such as
"Spektrum" at Panjab University and "The Apostle" at
Ambala College of Engineering.
10) Book Report: Definition and Preparation
Definition:
- A
book report is an assignment where students read a book and write about
it, summarizing its content and sharing their thoughts.
Preparation Steps:
- Setting:
- Describe
where the story takes place. Is it in a real location, like a city or
village, or in an imaginative world?
- Characters:
- Identify
the main characters. Include their names, ages, and descriptions of their
personalities and appearances.
- Story
Summary:
- Outline
the main events of the book. Discuss the problem the characters face and
how it is resolved, covering the beginning, middle, and end of the story.
- Personal
Reflection:
- Share
your thoughts on the book. Did you enjoy it? Why or why not? Discuss how it
made you feel and whether you would recommend it to others.
Final Steps:
- After
writing the report, review it for grammatical errors, spelling mistakes,
and clarity to ensure it is well-presented.
This detailed explanation covers the strategies for
developing speaking skills, the objectives of teaching English, the importance
of English as a link language, the role of wall magazines, and the preparation
of book reports. Each section highlights the significance of these topics in
the context of education and language learning.
What is an Achievement Test?
An achievement test is a type of assessment tool used to measure how much a student has learned from a prescribed syllabus or a specific unit of study. Unlike an intelligence test (which measures potential), an achievement test evaluates attainment, progress, comprehension, skills, and application in a subject.
In the context of school education:
It is linked directly to the textbook/learning unit.
It usually integrates knowledge, vocabulary, grammar, comprehension, and writing abilities.
It follows the objectives stated in the curriculum.
2. Construction of Achievement Test : Example
Subject: English
Class: VII
Textbook: Learning English (West Bengal Board)
Unit/Poem: We are Seven by William Wordsworth
Marks: 25
Time: 1 hour
Approach: Integrated (reading, grammar, vocabulary, writing)
3. Blueprint of the Test (25 Marks)
| Skill Area | Knowledge | Understanding | Application | Total Marks | % |
|---|---|---|---|---|---|
| Reading & Comprehension | 3 | 5 | 2 | 10 | 40% |
| Grammar & Vocabulary | 2 | 3 | 3 | 8 | 32% |
| Writing | — | 2 | 5 | 7 | 28% |
| Total | 5 | 10 | 10 | 25 | 100% |
4. Achievement Test – Question Paper
Unit: We Are Seven (William Wordsworth)
Full Marks: 25
Time: 1 hour
Section A: Reading Comprehension (10 Marks)
- Choose the correct meaning of the word simple from the passage:(a) foolish (b) plain (c) beautiful (d) angry (1)
Give the synonym of child and antonym of life from the poem. (2)
Why does the girl insist: 'We are seven'? Write in your own words. (3)
Fill in the blanks: (any two) (2)
The poem contrasts innocence with __________.
The little girl lives in a __________.
Two of her siblings lie in __________.
State whether True or False: (2)
The girl lived with her brothers and sisters in a crowded town.
She counted her dead siblings as members of the family.
Section B: Grammar & Vocabulary (8 Marks)
Frame sentences with any two of the following words: graves, cottage, innocent, dwell. (2)
Change the tense of the following sentences as directed (any two): (2)
The children are playing. (Past continuous)
She sings a sweet song. (Future tense)
They went to the garden. (Present tense)
Match the homonyms given in Column A with their meanings in Column B. (2)
light — (a) lamp ; (b) not heavy
spring — (a) a source of water ; (b) to jump
Fill in the blanks with suitable prepositions: (2)
She dwells ___ a small cottage.
They sat ___ the graves.
Section C: Writing (7 Marks)
Write 5–6 sentences describing a person you miss but still feel connected to, linking it with the idea “relations don’t die”. (7)
