For Grade 2 ESL students in India (7-8 years old), descriptive questions based on the NCERT Class 2 English Marigold textbook chapters My Bicycle and Picture Reading should be simple, open-ended, and encourage creative expression while aligning with their language proficiency. Since the Aiken (multiple-choice) format is not required, these questions will be short-answer or descriptive prompts that promote observation, imagination, and basic writing or speaking skills. The questions assume My Bicycle is a poem about a child’s joy in riding a bicycle, focusing on actions, emotions, and simple imagery, and Picture Reading is a visual-based activity (e.g., describing a picture of a park, market, or classroom, common in Marigold). The questions are designed to be culturally relevant, use basic vocabulary, and suit ESL learners, with 5 questions per chapter.
Chapter: My Bicycle
This poem likely describes a child’s excitement in riding a bicycle, mentioning actions (riding, ringing the bell), feelings (happiness), and scenery (e.g., trees, houses). Questions encourage students to recall details and express personal connections.
- What does the child do with the bicycle in the poem? Describe one thing they enjoy.
Purpose: Tests comprehension and encourages descriptive recall. Students might write/say, “The child rides the bicycle fast. They enjoy ringing the bell.”
ESL Support: Simple action verbs (ride, ring) are familiar, and “one thing” limits the scope for young learners. - How does the child feel when they ride the bicycle? Why do you think they feel this way?
Purpose: Promotes emotional understanding and inference. Students might respond, “The child feels happy because riding is fun.”
ESL Support: Focuses on basic emotions (happy, excited) and a simple “why” to encourage reasoning. - What sound does the bicycle make in the poem? Describe what you hear when you ride a bicycle.
Purpose: Tests specific recall and connects to personal experience. Students might say, “The bicycle makes a ringing bell sound. I hear the bell and the wheels.”
ESL Support: “Sound” is a concrete concept, and the personal connection makes it engaging. - Where does the child ride the bicycle in the poem? Describe a place you like to ride a bicycle.
Purpose: Encourages descriptive writing/speaking about settings. Students might write, “The child rides on the road. I like to ride in the park.”
ESL Support: Uses familiar settings (road, park) and a personal prompt to build confidence. - What does the child see while riding the bicycle? Draw or describe one thing you see when you go outside.
Purpose: Tests imagery recall and encourages creativity. Students might respond, “The child sees trees. I see flowers outside.”
ESL Support: Offers a drawing option for students with limited writing skills, and “one thing” keeps it manageable.
Chapter: Picture Reading
Assuming this is a visual-based activity where students describe or interpret a picture (e.g., a park, market, or classroom, common in Marigold), questions focus on observation, vocabulary, and simple inference. The picture is assumed to be a relatable scene like a park with children playing.
- What do you see in the picture? Describe two things in the park.
Purpose: Encourages observation and descriptive language. Students might say, “I see a swing and a tree in the park.”
ESL Support: “Two things” is specific and manageable, using familiar nouns (swing, tree). - Who is in the picture? Describe what one person is doing.
Purpose: Promotes focus on characters and actions. Students might respond, “There are children in the picture. One child is running.”
ESL Support: Simple verbs (running, playing) and a focus on “one person” reduce complexity. - What colors do you see in the picture? Describe one color and what it looks like.
Purpose: Builds vocabulary and descriptive skills. Students might write, “I see green. It looks like grass.”
ESL Support: Colors are familiar, and linking to objects (grass) helps ESL learners articulate. - What is happening in the picture? Describe one fun thing you would do there.
Purpose: Encourages inference and personal connection. Students might say, “Children are playing in the picture. I would play on the slide.”
ESL Support: “Fun thing” is engaging, and the prompt uses simple present tense. - How does the picture make you feel? Describe why you feel this way.
Purpose: Promotes emotional expression and reasoning. Students might respond, “The picture makes me happy because the park looks fun.”
ESL Support: Basic emotions (happy, excited) and a “why” prompt encourage simple explanations.
Notes for Teachers
- ESL Considerations: Use visuals (e.g., a bicycle or park picture) to support understanding. Allow oral responses or drawings for students with limited writing skills.
- Cultural Relevance: Parks, bicycles, and markets are familiar to Indian children, making questions relatable. Avoid complex idioms or unfamiliar settings.
- Scaffolding: Provide sentence starters (e.g., “I see…” or “I feel… because…”) to help students structure responses.
- Assessment: Focus on effort and clarity rather than perfect grammar. For Grade 2 ESL, expect simple sentences (e.g., “The child rides fast”) with minor errors.