Secondary English Examination Practice Paper for TSC Level
In the heart of Nepal, the Government of Nepal's Teacher Service Commission (TSC) recently conducted a Lower Secondary Level English Sample Question Paper. This event, designed to assess the teaching proficiency of English language educators, featured a unique blend of local context and global pedagogical challenges.
The question paper, spanning a duration of 3 hours and totalling 100 marks, was divided into two sections. Section A, worth 50 marks, focused on Pedagogy, with Question 1 asking for a creative lesson plan to teach speaking skills to Grade 6 students. Question 2, also in Section A, sought a description of three professional development activities for English language teachers in a multilingual classroom.
Section B, comprising five questions, each worth 10 marks, delved into topics similar to those in Section A. These questions aimed to test the teachers' understanding of the challenges and opportunities in the Nepalese context, such as the use of ICT tools, cultural knowledge, and the differences between the English and Nepali sound systems.
One of the key challenges in the Nepalese context is the use of ICT tools, which while offering new pedagogical tools, may have shortcomings that need justification. Another significant challenge lies in the pronunciation of nasalized Nepali sounds by native English speakers.
Moreover, the question paper highlighted the underutilisation and devaluation of cultural knowledge in students' learning of English. The effect of this practice is not explicitly stated in the question paper, but it is clear that it could hinder the students' ability to fully grasp the language and its cultural nuances.
Classrooms in Nepal receive students from diverse cultural backgrounds, making the teaching of English a complex task. However, English language teachers in Nepal are well-equipped to produce and modify resources quickly and easily using ICT tools. Candidates were instructed to attempt all questions in the question paper.
It is worth noting that the names of the educators involved in developing curriculum to support English-speaking teachers in Nepal in recent years are not publicly detailed. Nevertheless, the question paper serves as a testament to the ongoing efforts to improve English language teaching in Nepal.
Candidates are encouraged to approach these challenges with creativity and a deep understanding of the local context, ensuring that they are well-prepared to teach English effectively in Nepal's multilingual classrooms.
