EDBN 1412 Teaching English

This page provides comprehensive, detailed answers to the short-answer questions for the BEd 1st Semester course ‘EDBN 1412: Teaching English’ under the Bangladesh Open University. All information is derived from the core textbook curriculum, focusing on practical classroom application for secondary education.

1. What is the purpose of ‘Extempore Speech’ in second language learning?

The purpose of extempore speech in a second language (L2) context is to develop a learner’s command over the language in spontaneous, real-life situations. According to the curriculum, learning a language means being able to use English in various scenarios such as meeting people, chatting, or discussing problems.Extempore speech specifically serves to:

• Improve Fluency:  It forces the speaker to think and produce language simultaneously without the aid of a prepared script.
• Enhance Confidence:  By delivering speech clearly and boldly (as suggested in standard speaking tips), learners overcome the fear of making mistakes.
• Develop Blended Skills:  It integrates listening to a prompt and speaking immediately, which is essential for “Blended skill practice”.
• Promote Standard Speaking Habits:  It encourages the use of clear voice, eye contact, and straight posture to convey feelings effectively while talking.

2. Why is English considered as a ‘lingua franca’?

English is defined as a ‘lingua franca’ because it serves as a common language of communication between people who do not share a native tongue. Its importance is highlighted through its use in diverse global and local situations:

• Global Communication:  It is used for international interactions such as meeting people from different countries, shopping abroad, or visiting a doctor in a foreign land.
• Curriculum Necessity:  In the secondary curriculum, English is viewed as a tool for accessing global knowledge and materials.
• Practical Utility:  It is the primary medium for commentaries (cricket, football), anchoring programmes, and professional networking.

3. What does ‘grammar presentation in context’ mean?

Grammar presentation in context refers to teaching grammatical rules and structures through meaningful situations rather than in isolation. Instead of simply providing a formula, the teacher uses:

• Dialogues:  Showing how a specific tense is used during a conversation (e.g., asking for directions).
• Real-life Situations:  Using activities like “describing a process” or “meeting a friend” to introduce structures naturally.
• Visual Aids:  Using pictures to show actions, making the grammar (like present continuous) immediately relevant to what the student sees.
• Purpose:  The aim is to help students understand  when  and  why  to use a structure, rather than just memorising how to form it.

4. Write a dialogue by which you can show past continuous tense.

Based on the conversational models provided in the textbook (such as the Salim and Protik dialogue), here is a dialogue focusing on the past continuous tense (was/were + verb-ing):Arif:  Hello, Sumon! I called you at 4:00 PM yesterday, but you didn’t pick up. What  were you doing ?  Sumon:  Hi Arif! I’m sorry. I  was waiting  for the train at the station during that time.  Arif:  Oh, I see.  Was it raining  there at that moment?  Sumon:  Yes, it was. People  were running  for cover, and I  was trying  to keep my luggage dry.  Arif:  Well, I just wanted to ask if you  were coming  to the study group tonight.  Sumon:  Yes, I am. See you then!

5. Describe the steps of a lesson plan.

A lesson plan is a framework for effective classroom delivery. According to Chapter 5, the essential steps include:

1. Objectives:  Defining what the students will be able to do by the end of the lesson (e.g., “Students will be able to give directions”).
2. Introduction/Warm-up:  Engaging students and activating prior knowledge (e.g., showing a picture or starting a brief dialogue).
3. Presentation:  Introducing new language items, vocabulary, or grammar in context.
4. Practice:  Structured activities where students use the new language (e.g., Task-based work or pair work).
5. Production:  Free-writing or extempore speech where students use the language independently.
6. Evaluation/Assessment:  Checking if the objectives were met through questions or short tasks.

6. Why should we practice listening for learning a foreign language?

Listening is a foundational skill in the “Blended skill practice” approach. It is practiced because:

• Input Precedes Output:  Learners must hear correct pronunciation, stress, and intonation before they can speak accurately.
• Comprehension:  It allows students to understand instructions, directions, and information in English-speaking environments.
• Real-life Application:  Most daily interactions (shopping, visiting a doctor, listening to commentaries) start with listening.
• Social Interaction:  Effective communication requires understanding the responses of others to maintain a dialogue.

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7. Discuss the role of content for language learning in the context of Content-Based Language Teaching (CBLT).

In CBLT, language is not taught as an isolated subject but through the “content” of other subjects or specific themes.

• Vehicle for Learning:  Content (such as a “Family Tree” or “Paper Recycling Process”) provides the substance that makes language use necessary and meaningful.
• Motivation:  Students focus on the subject matter (e.g., how to make tea), which reduces the anxiety of focusing purely on grammar rules.
• Authenticity:  It uses real-world materials like maps, diagrams, and charts, which prepares students for using English in academic and professional settings.

8. How will you present ‘present continuous tense’ using pictures?

To present the present continuous tense using pictures (e.g., the “Jungle Picture” or “Describing a Process” diagrams):

• Visual Focus:  Ask students to look at the picture carefully.
• Descriptive Sentences:  Encourage students to describe what is happening  right now  in the picture.
• Example Phrases:  “The farmer  is cutting  paddy,” or “The water  is boiling  in the kettle.”
• Technique:  Use the “foreground/background” technique to identify different actions. (e.g., “In the foreground, a boy  is planting  a tree”).

9. While teaching reading skills, how would you introduce vocabularies?

Vocabulary should be introduced as part of the reading process to ensure it is understood in context:

• Pre-reading:  Use pictures or realia (e.g., tea leaves for the “Making Tea” text) to introduce keywords.
• Contextual Clues:  Encourage students to guess the meaning of words based on the surrounding sentences.
• Visual Aids:  Use family trees or diagrams to explain relationship terms (e.g., niece, nephew, immediate family).
• Process Description:  Use step-by-step instructions to show the meaning of sequence words (e.g., “First,” “Then,” “Finally”).

10. What do you measure in a listening test?

A listening test measures a student’s ability to process spoken English. Key elements include:

• General Comprehension:  Understanding the main idea of a conversation or speech.
• Specific Information:  Identifying details like names, directions, or specific steps in a process.
• Phonological Awareness:  Recognizing different sounds, stress patterns, and intonation.
• Inference:  Understanding the speaker’s feelings or the formal/informal nature of the situation.

11. Evaluate the roles of a teacher in CLT (Communicative Language Teaching).

In CLT, the teacher shifts from being the sole source of knowledge to a multi-faceted facilitator:

• Facilitator:  Creating a classroom environment where students feel confident to speak.
• Needs Analyst:  Identifying the specific language needs of the students (e.g., do they need help with directions or introducing themselves?).
• Monitor:  Observing student interactions during tasks (like pair work dialogues) to provide feedback later.
• Resource:  Being available to help with vocabulary or grammar when students are stuck during communicative activities.

12. What do you understand by integrated skill practice?

Integrated skill practice (or “Blended skill practice”) involves using more than one language skill (Listening, Speaking, Reading, Writing) within a single activity.

• Example:  A student listens to directions ( Listening ), marks them on a map ( Reading/Writing ), and then explains the route to a partner ( Speaking ).
• Purpose:  This reflects real-life language use, where skills are rarely used in isolation.

13. What are the stages of practising free writing in the class?

Free writing encourages students to express their own ideas. The stages involve:

1. Preparation/Brainstorming:  Using a stimulus like a picture or a family tree to generate ideas.
2. Drafting:  Students write their thoughts quickly without worrying too much about grammar or spelling.
3. Refining:  Organising the ideas into a logical flow (e.g., using “Beginning,” “Continuing,” and “Ending” expressions for a process).
4. Sharing/Feedback:  Reading the writing to peers or the teacher to ensure the message is clear.

14. What is the difference between a ‘letter’ and a ‘sound’?

Feature,Letter,Sound

Definition,A written symbol in the alphabet.,A unit of pronunciation (Phoneme).

Representation,”Written (A, B, C).”,Transcribed using the IPA (International Phonetic Alphabet).

Relationship,”One letter can represent multiple sounds (e.g., the ‘a’ in ‘cat’ vs ‘cake’).”,One sound can be represented by different letter combinations.

15. What are the inductive and deductive methods of grammar presentation?

• Deductive Method:  The teacher explains the rule first (e.g., “To form present continuous, use am/is/are + verb-ing”) and then provides examples.
• Inductive Method:  The teacher provides several examples or a text (e.g., the “Salim and Protik” dialogue). Students analyze the examples to discover the grammar rule themselves. This is generally preferred in CLT.

16. Why should we teach poems in language class?

Teaching poems is essential because:

• Aesthetic Pleasure:  It develops an appreciation for literature and the beauty of the English language.
• Rhythm and Intonation:  Poems help students practice the musicality of English, including stress and rhythm.
• Vocabulary and Imagery:  They introduce descriptive language and metaphors that go beyond everyday conversation.
• Emotional Expression:  They provide a medium for students to explore and express feelings.

17. How would you present ‘verb’ in the classroom?

Verbs should be presented as “action words” or “doing words”:

• Miming/TPR:  Perform an action (like “walking” or “writing”) and ask students to name it.
• Picture Description:  Show a picture (like the jungle picture) and ask, “What are the animals doing?”
• Process Steps:  Use the tea-making process to highlight imperative verbs (“take,” “put,” “heat,” “pour”).

18. How can we make teaching poems activity-based in the language classroom?

To make literature classes communicative and activity-based:

• Role-Play:  Students can act out the scenes or emotions described in the poem.
• Visual Representation:  Drawing a picture based on the imagery in the poem.
• Gap-filling:  Removing key words from a stanza and asking students to guess them based on rhyme or context.
• Recitation Competitions:  Focusing on clear voice, bold expression, and feelings while talking.

19. What are the differences between language learning and language acquisition?

• Language Acquisition:  A subconscious process similar to how children pick up their first language. It happens through natural communication and exposure.
• Language Learning:  A conscious, formal process occurring in a classroom where rules, grammar, and vocabulary are studied explicitly.

20. What is the purpose of action research for second/foreign language teachers?

Action research is a tool for  Continuous Professional Development (CPD) . Its purposes are:

• Problem Solving:  To identify and solve specific issues in the teacher’s own classroom (e.g., “Why are my students struggling with pronunciation?”).
• Self-Improvement:  To reflect on teaching methods and improve instructional effectiveness.
• Evidence-based Practice:  To move away from guesswork and use observed data to make classroom decisions.

21. What is the difference between test and assessment?

• Test:  A formal, structured tool (like an exam) used at a specific point in time to measure a student’s knowledge or proficiency.
• Assessment:  A broader, ongoing process of gathering information about student learning. It includes tests but also encompasses classroom observation, tasks, and feedback.

22. What are the characteristics of a good test?

A good language test must possess:

• Validity:  It must measure what it is supposed to measure (e.g., a speaking test should measure speaking, not writing).
• Reliability:  It should yield consistent results if taken by the same student under similar conditions.
• Practicality:  It must be easy to administer, score, and stay within time limits.
• Washback Effect:  It should have a positive impact on the teaching and learning that precedes it.

23. Why is correct pronunciation important?

Correct pronunciation is vital for:

• Mutual Intelligibility:  Ensuring that the listener understands exactly what the speaker is saying.
• Clarity:  Avoiding misunderstandings that occur when word stress or sounds are incorrect.
• Confidence:  A student who knows they can be understood is more likely to speak up in class.
• Effective Communication:  Proper use of stress and intonation conveys the speaker’s true meaning and feelings.

24. What types of reading tasks can be practised in teaching reading skills?

Reading tasks are categorised by their purpose:

• Skimming:  Reading quickly for the “gist” or the main idea.
• Scanning:  Looking for specific pieces of information (e.g., finding a name in a family tree).
• Intensive Reading:  Reading a short text carefully for detail (e.g., the steps of a recycling process).
• Extensive Reading:  Reading longer texts for pleasure and general understanding.

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25. Write down the principles of the ‘Grammar Translation Method’ (GTM) in English Language Teaching.

GTM is a traditional method with the following principles:

• Translation:  The primary activity is translating sentences between English and the mother tongue.
• Deductive Grammar:  Rules are taught first and then applied to translation exercises.
• Focus on Literacy:  Great emphasis is placed on reading and writing, with almost no attention to listening or speaking.
• Teacher-Centred:  The teacher is the authority, and the mother tongue is the medium of instruction.
• Rote Learning:  Vocabulary is often learned through bilingual word lists.