WBBPE
D.El.Ed.
Part 1
CPS-02 English
Unit wise Important Topics & Suggestive Questions
Unit 1:
Issues of Teaching English in India
- Concept of First / Second / Foreign Language; ESL
- English as link language and library
language
- Language Acquisition vs Language Learning (concept,
stages, factors)
- Objectives of teaching English — Kothari
Commission & NCF 2005
- Objectives of teaching English as L2 in West
Bengal context
Unit 2:
Content – Proficiency
- Critical reflection on prescribed textbook content
(Class I–VIII)
- Adapting text to diverse/special-needs learners
Unit 3:
Approaches, Methods & Techniques
- Grammar Translation Method (GTM)
- Structural Approach (esp.
"Drilling")
- Situational Language Teaching / Audio-lingual
Method
- Communicative Language Teaching (CLT)
- Task-based Language Teaching (TBLT)
- Co-operative Language Teaching
- CLIL (Content and Language Integrated
Teaching)
- Eclectic Method
- Constructivist approach
Unit 4:
English as a Skill Subject
- The four basic skills (LSRW)
- Strategies for developing Listening / Speaking /
Reading / Writing skills — asked as a 7-mark question virtually every
year
- Importance of each skill; problems faced by
learners
- Basic elements of phonetics and stress
Unit 5:
Teaching Learning Material incl. CALL
- Nature, features, importance & types of TLM
- CALL (Computer Assisted Language Learning) —
definition, principles, use for diverse learners
- Realia — nature, importance, use in teaching
Unit 6:
Functional Grammar and Vocabulary
- Parts of speech
- Verb forms / correct tense usage
(fill-in-blank type — very common)
- Voice change (active ↔ passive)
- Reported/Direct speech conversion
- Punctuation
- Phrasal verbs
- Sentence transformation (simple/compound/complex,
degree, etc.)
- Prepositions, articles, pronouns (heavily tested as
MCQ in 2025 pattern)
- Synonyms/Antonyms from context
Unit 7:
Interaction in a Language Class
- Creating a child-centric, trauma-free
environment — principles & strategies
- Fluency, Accuracy, Appropriacy — concept and
significance
- Group work and Pair work — nature,
principles, activities
- Language games for skill development
- Theme-based teaching in inclusive classrooms
- Scaffolding and gradual withdrawal of
support
Very
frequently tested — appears almost every year in some form (short note or
7-mark).
Unit 8:
Proficiency in Framing Instructions
- Framing instructions/tasks for Pre-, While-, Post-
Listening/Speaking/Reading/Writing stages
- Designing activities (categorizing, sequencing,
matching, cause-effect)
Unit 9:
Proficiency in Communication
- Wall magazines, posters, teaching journals, book
reports
- Oral/written communication assessment
Unit 10:
Planning and Evaluation
- Lesson Plan — process-based teaching, macro
teaching, 5 micro-skills (integration, child-centric learning, inspiring
inquiry, observation, integrating performing arts)
- Achievement Test — types of questions,
weightage (knowledge/comprehension/application), blueprint preparation
- Assessment of LSRW performance
- Student profile creation
- Remedial measures
- Action Research (brief awareness only)
Q1 —
Comprehension / MCQ (20–30 marks)
- Language acquisition vs. learning (definition-based
MCQ)
- What does NOT count as promoting second-language
acquisition
- Stages of language learning (pre-production →
advanced fluency)
- Objectives of teaching English in WB (and what is not
an objective)
- Indian Education Commissions — Kothari
Commission (1964–66),
- NCF-2005, NEP-2020,
- Mudaliar Commission
- "Drilling" → Structural Approach
- Components of Audio-lingual Method
- Scaffolding → linked to Constructivism
- CLIL components (Content, Cognition, Communication,
Culture — NOT "Condition")
- Grammar MCQs: pronouns, prepositions, verb tense,
adjective vs. adverb, synonyms, articles, synonym-matching
Q2 — Fill in
the Blanks / Short Definitions
Full forms: TLM,
CALL, EFL, ESL, CLT, TEI
- English as link language / library language
- Mother tongue used in GTM
- English taught as a skill-based subject
- Kothari Commission = National Education
Commission
- Constructivist approach = child-centred
- Correct verb form/tense in a sentence
- Language learning vs. language acquisition
- Define communicative competence
- What is language immersion
- Example of realia in teaching
- Example of culture-based teaching
- Punctuation correction, linkers
(while/when/but/so/because), Direct→Reported speech, Active→Passive voice
Q3 — Short
Answers, any 5, within 25 words (10 marks)
- Role of computer/blackboard in a language class
- What is language learning / task-based teaching /
eclectic method
- Why a trauma-free, child-centric environment is
needed
- Role of a lesson plan
- Importance of wall magazines
- What is phonetics
- Co-operative language teaching
- Scaffolding
- Realia
- Importance of listening skill for ESL learners
- English as a "link"/"library"
language — why
Q4 — Any 2 of 3, within 250
words (14 marks, 7 each)
This section is
the most predictable and repeats structurally every year:
- Strategies for developing 2 of the 4 skills
(Listening/Speaking/Reading/Writing) —
- Language acquisition vs. learning + factors
influencing acquisition
- Objectives of teaching English as per Kothari
Commission and NCF 2005
- A named method: GTM / Structural Approach /
Situational Language Teaching / Audio-lingual Method
- CLIL in multicultural/multilingual context
of West Bengal
- Position of English as a second language in India
Prepare all methods and all
four skills' strategies — one of these will appear.
Q5 — Any 1, within 500 words (16
marks) — the big one
Always one of
these two types:
- Prepare an Achievement Test (of 12–20 marks)
on any topic from the prescribed textbook — with MCQ, short, and
descriptive questions and a marking scheme
- Prepare a Lesson Plan / Micro Lesson Plan —
either on a general topic, or specifically a poem, using one of the
5 micro-teaching skills (integration, child-centric learning, inspiring
inquiry, developing observation, integrating performing arts)
