ENG516 Midterm Solved Papers 2025 by Nimma Malik

measurable objectives?

Measurable objectives measure whether objectives are met or not. They establish concrete criteria for measuring progress toward the attainment of each objective you set. When you measure your progress, you stay on track, reach your target dates, and experience the feeling of achievement that drives you on to continued effort required to reach your objective. To determine if your objective is measurable, ask questions such how much? How many? How will I know when it is accomplished? If the objective is measurable, it means that the measurement source is identified and we are able to track the actions as we progress towards the objective. Measurement is the standard used for comparison. Measurements (and the visible progress) go a long way to help us to know when we have achieved our objective.

Relevant objectives?

Relevant objectives in terms of leading to the desired results and relate to needs analysis, what is their current communicative proficiency and what they should be at the end of the course. This means two things; that the goal or target being set with the individual is something they can actually impact upon or change and secondly it is also important to the organization, and is relevant to what the organization is trying to achieve. The manager has to decide these objectives by considering the wider picture.

Achievable objectives?

Achievable objectives see whether set objectives are achievable and attainable in terms of abilities, realistic facilities and logistics. When you identify objectives that are most important to you, you begin to figure out ways you can make them come true. The objective needs to be attainable by you based on the skills you have and the constraints imposed.

Time-bound Objectives?

Time-bound Objectives are concerned with timely completion: When do you want to achieve the set objectives? When will we accomplish/ complete this objective? In the objective somewhere, there has to be a date (Day/Month/Year) for when the task has to be started (if it’s ongoing) and/or completed (if it’s short term or project related). Time-bound means setting deadlines for the achievement of the objective. Deadlines need to be both achievable and realistic. If you don’t set a time, you will reduce the motivation and urgency required to execute the tasks. Agreed time frames create the necessary urgency and prompts action.

specific objective?

A specific objective has a much greater chance of being accomplished than a general goal. To set a specific objective you need to answer the six “W” questions: Who: Who is involved? What: What do I want to accomplish? Where: Identify a location. When: Establish a time frame. Which: Identify requirements and constraints. Why: Specific reasons, purpose or benefits of accomplishing the goal. Instead of saying: “Awareness of …” it should be “Learners will be able to speak about the ...” Rules of conciseness and correctness should be applied.

Objectives should be specific, measurable, achievable, relevant, and time-bound, (SMART)to specify what they need to achieve, answering six questions: Who? What? Where? When? Which? Why?

Five points to consider when designing meeting simulation?

Q1. Who is to chair the meeting, if it is to be chaired at all?

Q2. What is the chair’s role?

Q3. What contributions are to be made by participants in the meeting?

Q4. What is the function of the meeting (e.g. to discuss issues, brainstorm, find solutions to problems, give out tasks, make decisions, pass on information, and so on)?

Q5. How formal will it be (e.g. strict rules of procedure)?

Q6. Will there be a tight structure (e.g. agenda, timings)?

Q7. Will minutes be produced? If so, who is responsible?

Explain Negotiating the Syllabus?

Negotiating the syllabus means involving learners in decisions about what should be learned and how. It allows teachers to understand learners’ priorities, expectations, and preferences. The process may include asking learners about their goals, preferred activities, or areas they want to improve. This gives learners ownership and motivation and helps in tailoring the syllabus to better meet their needs. By incorporating their views into the course design, the teacher can create a more learner-centered and relevant syllabus.

Negotiation may occur at various stages—before the course begins, during the first lesson, or even continuously throughout the course. Teachers may ask learners about:

What topics they find most relevant

What skills they want to improve (e.g., presentations, emails, telephoning)

What formats they prefer (e.g., group work, one-to-one coaching)

The result is a syllabus that is co-created with the learners, which helps to increase motivation, engagement, and effectiveness of learning. It also promotes autonomy, as learners take more responsibility for their own development.

Many activities can be devised for negotiating the syllabus can be used on day one of a course, for example the following: What the group wants - the teacher gives learners a sheet. They fill in the first two questions on their own, and then pass the sheets round so that everyone can see what their colleagues want and do not want and can understand that different people want different things. The sheets are then used as a basis for the third question, the answer to which is, in effect, the syllabus and which will have to be some amalgam of the differing priorities that have surfaced. The learners come to know that what happens is actually a compromise. Getting them to sign at the bottom of the page is a useful way to remind them that they are part of the success of the course. These sheets can be used to review the course later:

• What I want from this course
• What I don’t want from this course • What the group wants from this course
• Name: ..................
• Date: .....................