ENG519 Final Term Past Papers Updated

ENG519

ABSTRACT This comprehensive collection of notes is accurately crafted to empower students to excel academically, ensuring they achieve a minimum of 80% marks in their examinations. The content is organized with clarity and precision, focusing on key concepts, critical analyses, and practical applications tailored to the syllabus. These notes serve as a reliable resource for both thorough preparation and last-minute revision. Designed to inspire confidence and mastery, this guide is an essential tool for students striving for academic excellence.

Maha Malik Curriculum Design

Q. Common Teaching Methods Used in Classrooms (Topic 97)

Lecture-based teaching Task-based learning Communicative language teaching Grammar-translation method Direct method

Q. Five Key Points from Cook's Materials Approach (Topic 120)

1. Authenticity in material 2. Task-based activities 3. Learner autonomy 4. Integrated skill development 5. Focus on meaningful learning.

Q. Two Strategies for Developing Materials (Topic 121)

1. Adaptation – modifying existing resources to fit learner needs 2. Creation – developing new instructional materials based on pedagogical principles.

Q. In order to design material, the designer has to consider. (Topic 123)

❖ Developing aims ❖ Developing objectives ❖ Developing a syllabus ❖ Organizing the course into units ❖ Developing a structure for units Sequencing units

Q. Common Writing-Related Problems & Solutions (Topic 124)

Problem: Lack of coherence → Solution: Structured writing practice Problem: Grammatical errors → Solution: Focused grammar instruction Problem: Limited vocabulary → Solution: Vocabulary-building activities

Q. Define the use of materials in learning? (Topic 126)

No matter what form of materials teachers make use of, whether they teach from textbooks, institutional materials, or teacher-prepared materials, the materials represent plans for teaching. They do not represent the process of teaching itself. As teachers use materials, they adapt and transform them to suit the needs of particular groups of learners and their own teaching styles. These processes of transformation are at the heart of teaching and enable good teachers to create effective lessons out of the resources they make use of. It is useful, therefore, to collect information on how teachers use course books and other teaching materials in their teaching.

Q. How Can Materials Be Effectively Monitored in Classrooms? (Topic 126)

Regular assessment of student engagement Feedback from students and teachers Periodic curriculum evaluations.

Q. Three types of changes when speaker maintain the interest during presentation? (Topic 130)

The teacher uses different techniques than those used in the book. For example a 4/3/2 fluency activity is used to practice some of the dialogues. The activity involves the students usually to be paired with one half as listeners and the other half as speakers. It involves three rounds. In the first round the speaker is given four minutes to talk about the given subject. Then after a short pause where the listeners are changed the speakers talk again on the same subject for three minutes. In the third round the procedure is repeated and the speaker is given two minutes to talk again about the same subject

Q. Explain the difference between the limitations of the Murdoach’s and graves model 5 (Topic 134)

Graves Model

Murdoch’s Model

Monitoring and assessment and evaluation in the Language Curriculum Design model are included in one part of the Graves Model (2000) i.e. designing an assessment plan. In her book, Graves distinguishes evaluation from assessment, but deals with both in the same chapter. Clearly, there is a great deal of similarity between the two models. When looking at other models of curriculum design, it is worth doing such a comparison to see where the similarities and differences lie. Principles, monitoring and assessment, and evaluation are not included in Murdoch’s Model (2010). These are possible weaknesses of his model. However, in his discussion of his model, it is clear that he intends that principles should be considered when dealing with several of the parts of his model. There are numerous other models of curriculum design and it is interesting to compare them to see where their strengths and weaknesses lie.

Q. Stern (1983) – Four-Dimensional Model (Topic 134)

Stern proposed a model integrating four major areas (syllabi):

1. Linguistic (language structure) 2. Sociolinguistic (language in society) 3. Discourse (use of language in communication) 4. Strategic (learning strategies).

Q. A focused opportunistic approach. (Topic 138)

In a focused opportunistic approach, the format and presentation part of the curriculum design process is typically done first. That is, material is gathered or prepared to teach the course. Then, with each re-teaching of the course, one part of the curriculum design process is done thoroughly