SAMPLE QUESTIONS AND ANSWERS ON ENGLISH LANGUAGE CURRICULUM -LEVEL 300.
QUESTIONS
1. You have been posted to teach English language at the Early Grade, Primary or JHS levels. Prepare a 45-minute lesson plan to teach any of the sub-strands in the English language curriculum
2. a. Explain assessment curriculum. an essential components of the English language curriculum.
b. As a teacher of English language, discuss five (5) significance of assessment to your teaching of the English language,
3. Extensive reading is one of the most effective ways of developing rich vocabulary among pupils. As a teacher of English, discuns five (5) roles you will play in an extensive reading lesson to make it effe effective.
4. a. Discuss any four (4) classroom implications of the social constructivism and developmental theories that underpin the English language curriculum.
b. Explain any four (4) values you expect your learners to demonstrate in on English language classroom
5. a. Briefly explain the term Curriculum.
b. Discuss these three (3) stages of curriculum development.
i. Planning
ii. Implementation
iii. Evaluation and reporting
SCHEME
2. a. Assessment curriculum refers to the structured plan or framework designed to assess students’ learning outcomes and progress within the English language curriculum. It includes various assessment methods, such as formative and summative assessments, as well as criteria for evaluating students’ language skills and proficiency levels.
b. As a teacher of English language, the significance of assessment includes:
i. Diagnosing student needs: Assessment helps identify individual strengths and weaknesses in language skills, allowing tailored instruction.
ii. Monitoring progress: Regular assessments track students’ development, informing instructional adjustments to ensure effective learning.
iii. Informing instructional decisions: Assessment data guides lesson planning and instructional strategies, enabling targeted teaching interventions.
iv. Promoting student motivation: Providing feedback through assessments encourages students to engage with the curriculum and strive for improvement.
v. Accountability: Assessment results inform stakeholders about students’ language proficiency and the effectiveness of instructional practices, fostering accountability in education.
3. In an extensive reading lesson to develop vocabulary, as a teacher of English, I would play the following roles:
i. Facilitator: Guide students in selecting appropriate reading materials and provide support as they navigate texts independently.
ii. Model Reader: Demonstrate effective reading strategies and behaviors, such as using context clues to infer word meanings or employing skimming and scanning techniques.
iii. Vocabulary Instructor: Teach explicit vocabulary strategies, such as word analysis, word parts, and contextual clues, to help students infer and retain new words encountered in their reading.
iv. Feedback Provider: Offer constructive feedback on students’ reading performance and vocabulary acquisition, highlighting areas for improvement and celebrating progress.
v. Motivator: Foster a positive reading culture by sharing enthusiasm for literature, encouraging exploration of diverse genres, and recognizing students’ efforts and achievements in building their vocabulary through extensive reading.
4. a. Classroom implications of social constructivism and developmental theories in the English language curriculum include:
i. Collaborative Learning: Encourage peer interaction and group activities to promote social interaction and knowledge construction among students.
ii. Scaffolding: Provide support and guidance to students as they engage in challenging language tasks, gradually withdrawing assistance as their proficiency develops.
iii. Zone of Proximal Development (ZPD): Tailor instruction to match students’ current abilities and provide opportunities for them to stretch their language skills within their ZPD.
iv. Authentic Assessment: Design assessments that reflect real-world language use and require students to apply their knowledge and skills in meaningful contexts, aligning with the principles of social constructivism.
b. Values expected from learners in an English language classroom include:
i. Respect: Respect for classmates, the teacher, and diverse perspectives fosters a positive learning environment conducive to language acquisition.
ii. Responsibility: Taking ownership of one’s learning process, completing assignments on time, and actively participating in classroom activities demonstrate responsibility.
iii. Collaboration: Working cooperatively with peers to achieve common goals promotes interpersonal skills and enhances language learning through interaction.
iv. Open-mindedness: Being receptive to new ideas, cultures, and ways of expression encourages exploration and growth in language proficiency.
5. a. Curriculum refers to a structured plan or framework that outlines the goals, content, instructional methods, and assessment strategies for a particular course of study, such as the English language curriculum.
b. The three stages of curriculum development are:
i. Planning: Involves identifying educational goals and objectives, selecting and organizing content, designing instructional methods and materials, and outlining assessment strategies aligned with desired learning outcomes.
ii. Implementation: Encompasses the actual delivery of the curriculum in the classroom, including instruction, student engagement, and ongoing assessment practices to monitor progress and ensure fidelity to the planned curriculum.
iii. Evaluation and Reporting: Entails assessing the effectiveness of the curriculum in achieving its intended goals, gathering feedback from stakeholders, analyzing data on student performance, and making informed decisions for curriculum improvement. Reporting involves communicating outcomes and findings to relevant p
arties, such as students, parents, administrators, and policymakers.
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