ENG519 Final Term Solved Papers by Maha Malik

Q1. Which of the following model of the curriculum design does not includes principles, monitoring, assessment and evaluation?

Waterfall Graves Mordch’s Kerr’s

2. Which of the following revealed the importance of units beyond the level of vocabulary

Needs Linguistic Corpus Environment

3. Which of the following approaches offer teachers an opportunity revitalize their education and training

Layers of necessity Competency-based Focus opportunity Process

4. Which of the following models asserts that everything influences everything else and that it is possible to start an analysis at any point.

Spiral model Content model Tylers model Kerra’s model

5. Language encompasses both---and functional aspetcts of the language

Structural Notional Grammatical Situational

Q6. Which of the following syllabuses focuses on how syllabus is made instead what should be the content?

State syllabus Negotiated Un-negotiated All

7. Material designers need to ensure that are presented in a manner that shows coherent connection between various lessons.

Exercises Schedule Modules none

8. Final stage of curriculum development (Classroom implementation)
9. Curriculum Design Approach in which one aspect of curriculum design process is done thoroughly (Opportunistic Approach)
10. The curriculum design in which begins with classroom process & methodology

(Central Design)

11. The model in which new learning has a relationship with old learning (Spiral Model)

Q12. before 1970, language teaching was method driven?

13. in the current scenario, English is the language of international communication, higher learning and better career options.

14. Most monitoring is informal and does not involve testing.

15. This approach places the learner at the center of the pedagogic process learner centered design.
16. Placement assessment is used to decide what level of the course a learner should enter, what class the learner should join,

Q17. Before 1970 language teaching was method driven,?

18. Inservice courses involve teacher development after initial teacher training and after the teachers have had some teaching experience.
19. Stenhouse (1975) stressed the importance of “illuminative evaluation”
20. Effective teaching materials foster learners (Autonomy)
21. (Technique) Analysis and detailed investigation of particular techniques are largely neglected research areas.
22. As pointed in Osuna and Meskill's (1998) study, students feel more engaged when the purpose of their tasks simulate real-world tasks.
23. In Workshops the principles of............and sequencing are effectively applied. (selecting)
24. (Achievement assessment) measures both the achievement of learners during a course and the effectiveness of the course
25. can enhance the listening proficiency of a listener

Pro book, talking text, note book Reading Text Q. Stages of human cognition

Bruner hypothesized that human cognition occurred in three relatively discreet stages

Enactive Iconic Symbolic

Q. Subject centred design

The main focus is on curriculum development (not human development) with subject specialists developing ―high standards‖ for student uniformity. The main goal and purpose is to standardize students, to make them alike with a ― core curriculum.

Subject-centered curriculum design revolves around a particular subject matter or discipline. For example, a subject-centered curriculum may focus on math or biology. In particular, this form of curriculum design is constructed without taking into account the specific learning styles of the students. The main goal and purpose is to standardize students, to make them alike with a “core curriculum

Q. Inner circle (something of this sort) (MAY BE)

Goals are represented in the small inner circle of the curriculum design diagram. This is because the whole purpose of the language course is centered around what the learners need to learn. Goals are central to any curriculum design.

Q. skill based syllabus.

The skill-centered approach to course design has widely been applied in a number of countries, particularly in Latin America. Students in universities and colleges in Latin America have the limited but important need to read subject texts in English, because they are unavailable in their mother-tongue. As Richards (2001) puts it, in a "skillbased syllabus", the content of the language teaching is a collection of specific abilities that may play a part in using language. Skill-based syllabi group linguistic competencies (pronunciation, vocabulary, grammar, and discourse) together into generalized types of behavior, such as listening to spoken language for the main idea, writing well-formed paragraphs, giving effective oral presentations, and so on. The primary purpose of skill-