ENG519 Final Term Solved Papers Set 2 by Maha Malik

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. 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. 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 practise 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. 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 Thus, it might be that a proper needs analysis is not carried out until the third or fourth reteaching of the course. Tessmer and Richey (1997) warn against this approach, mainly from the point of view of efficiency in that working thoroughly on one aspect of curriculum design may result in wasted effort because the findings may not be able to be used in the other lesselaborated parts of the curriculum design process. The attractiveness of this model is that it allows a concentrated focus with possible high-quality improvements in a course. For example, if during one presentation of a course, assessment was focused on or there was a careful needs analysis done, then the improvements could be done well.

Q. Five step of necessity layer (Topic 138)

 Decide on the most severe environmental constraint on the course and how it will affect the curriculum design.  Decide on the most urgent necessity that learners have to meet at the end of the course.  Make a short list of items to cover.  Decide on a simple lesson format that will make use of available material.  Gather the material for the course.  Decide on a simple form of assessment

Q. central design Central design begins with classroom processes and methodology. (Topic 140)

Issues of syllabus and learning outcomes are not specified in detail in advance and are addressed as the curriculum is implemented. Many of the innovative methods of the 1980s and 90s reflect central design. Central design approaches do not require teachers to plan detailed learning outcomes to conduct needs analysis or to follow a prescribed syllabus; hence they often give teachers a considerable degree of autonomy and control over the teacher learning process.

Q. what is Forward design? (Topic 142)

Forward design is based on the assumption that input, process, and output are related in a linear fashion. In other words, before decisions about methodology and output are determined, issues related to the content of instruction need to be resolved. Curriculum design is seen to constitute a sequence of stages that occur in a fixed order – an approach that has been referred to as a ‘waterfall’ model (Tessmer and Wedman, 1990) where the output from one stage serves as the input to the stage that follows.

Q. Explain Backward Design (Topic 149)

Backward design starts with a careful statement of the desired results or outcomes: appropriate teaching activities and content are derived from the results of learning. This is a well-established tradition in curriculum design in general education, and in recent years has re-emerged as a prominent curriculum development approach in language teaching. It was sometimes described as an ‘ends-means’ approach, as seen in the work of Tyler (1949) and Taba (1962), who viewed instruction as the