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Cte 3

This document is a 3 page exam for a Certificate in Teaching English course. It contains 5 questions assessing various teaching strategies and approaches. Question 1 has 6 short answer sub-questions on topics like reading comprehension, spoken English routines, use of course books, listening skills, reasons for reading, and managing spoken interactions. Questions 2 through 5 address criteria for selecting reading texts, developing common reading and listening skills, characteristics and priorities of spoken language teaching, the communicative language teaching approach, objectives and skills for reading programs, approaches to teaching grammar, and developing student writing through letter writing activities.

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154 views3 pages

Cte 3

This document is a 3 page exam for a Certificate in Teaching English course. It contains 5 questions assessing various teaching strategies and approaches. Question 1 has 6 short answer sub-questions on topics like reading comprehension, spoken English routines, use of course books, listening skills, reasons for reading, and managing spoken interactions. Questions 2 through 5 address criteria for selecting reading texts, developing common reading and listening skills, characteristics and priorities of spoken language teaching, the communicative language teaching approach, objectives and skills for reading programs, approaches to teaching grammar, and developing student writing through letter writing activities.

Uploaded by

1419
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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No.

of Printed Pages : 3 I CTE-31

CERTIFICATE IN TEACHING OF ENGLISH

Term-End Examination

June, 2016

CTE-3 : TEACHING STRATEGIES

Time : 2 hours Maximum Marks : 100

Note : Attempt all questions. All questions carry equal


marks.

1. Write short notes on any four of the following in


about 150 words each : 4x5=20
(a) Schemata in reading comprehension
(b) The difference between information and
interaction routines in spoken English
(c) The need for course books in language
teaching / learning
(d) Extensive and intensive listening
comprehension
(e) Reasons for reading in daily life
(f) Management of spoken interaction

CTE-3 1 P.T.O.
2. What criteria should we adopt in selecting texts
for intensive reading ? Support your answer with
examples. 20

OR
Which five sub-skills are common to both reading
and listening ? Suggest activities that you would
do to develop these skills in your students. 10+10=20

3. What are the characteristics of spoken language ?


In your own teaching, do you emphasize fluency
or accuracy ? Why ? 10+10=20

OR

In the conventional classroom, listening and


speaking skills tend to get ignored. Why ? As a
teacher, how would you ensure greater 'student
talk'. Give examples of at least two
activities. 10+10=20

4. What is meant by the 'Communicative approach'


to language teaching/learning ? What are its
main features ? 10+10=20

OR
What are the main objectives of a good reading
programme ? How would you develop inferencing
skills in your students ? Explain with
examples. 10+10=20

CTE-3 2
5. What are the main approaches to teaching
grammar 9 Which do you prefer and why ?
Explain with examples. 10+10=20

OR

What problems do your learners face in writing ?


Develop a lesson plan that aims to overcome
these problems; taking letter writing as the basic
activity. 10+10=20

CTE-3 3 5,000

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