ENG516 Midterm Solved Papers Edited Set 2

1. In Business English, in one-to-one/group training a trainer must have

Flexibility · Curiosity · Pacing · ALL THE GIVEN OPTIONS

Q2. In Business English learners have which of the following language levels?

Beginners · Advanced · Level three · ALL THE GIVEN OPTIONS · 3. The acronym ESS stands for · English for Space Sciences · English for Solar Sciences · English for Social Sciences · All the given options

4. The principle in effective writing refers to the correct use of language forms.

Fluency · Effectiveness · Consciousness · Accuracy

5. Practice of should be based on the course objectives and building blocks of the presentation.

Presentations · Interviews · Dialogues · Conversations

6. In learning strategies, the specific means which learners use to learn or improve learning.

Metacognitive · Cognitive · Social/Affective · ALL THE GIVEN OPTIONS

7. In Business English, printed authentic items ‘example exclude all except’

Report · Vocabulary · History · Formality

8. Course books are textbooks, of which the teacher and the students have copies, which are to be followed as the basis for course design.

Systematically · Nationally · Internationally · Locally

9. A needs analysis has to see what learners need to use in life.

Student · Practical · College · School

10. In Business World, language teacher cannot be expected to provide training within the guise of language training.

Management · Academic · Financial · Industrial

11. The communication take placed ______is called business communication

Workplace · Home · Masque · Transport

12. Course development stages shout not be seen as separate but as proceeding in _____fashion

circular · linear · horizontal · vertical

13. The training room is the place where _____and learners are going spend most of their time and stereotype or the choice of words

Sexism · ageism · truism · autism

14. Business English _____need to focus on three key components in particular topic

student · manager · teacher · parents

Q15. What role of teacher can help the learner take advantage of the learning opportunities in their own working environment?

1_ Consultant, 2trainer , 3-adviser ,

4-coach

16. There are THREE benefits odds conciseness in technical writing.

17. CLT stand for : communicative language teaching · 18. ESP stand for : English for Specific Purposes ·  (03 Marks Questions) ·  (05 Marks) Questions

Q. in which business English what is the first thing that make the English distinctive (Topic_01)

The distinction between general and business English is not so clear. Although the objectives of both are the same, that is, developing the accuracy, fluency and effectiveness of the target language in the students; however, the context is different. In general English, one learns the basics, the mechanics of grammar, composition and vocabulary. In business English you build upon what you learned in general English, focusing on business situations, which require clarity, logic and presentation styles that are dominant in business communication.

Q. Briefly describe the two components of Business English course. (Topic_01)

The two components of a Business English course are language knowledge which reflect the formal aspects of grammar, vocabulary and sound system and communication skills in which we activate this knowledge to transmit messages through different channels, for example, oral channels like presentations, meetings, telephoning or in written documents such as letters and reports.

Q2. dominant trends of WW. (Topic_02)

The importance of commerce and technology, which generated the demand for a unifying language and because of various factors, one being the power of the USA, this role fell to English. As English became the accepted international language, non-native workers and students needed it for functional and academic purposes.

Q. Phase 1 of development business communication. (Topic_04)

The Concept of Special Language: Register Analysis. In 1960s and early 1970s, the basic principle was that each field has its own particular register. Specific registers were to be analyzed to identify their grammatical and lexical features to be used in teaching materials. The aim was to make the syllabus as relevant as possible to learners’ needs, giving high priority to language forms that students were likely to meet in Science studies. However, there was very little that was distinctive in the sentence grammar of Science English, except a tendency to favor certain