ENG519 Midterm Repeated Questions by Aeman Basheer

The Munby Model It describes a systematic approach to needs analysis in ESP course design and focuses on two dimensions of needs analysis:

1. The procedures used to specify the target-level communicative competence of the student
2. Procedures for turning the infor-mation into a syllabus

Lecture: 05 Situation analysis - an analysis of factors in the context of a planned or present curriculum project that is made in order to assess their political, social, economic, or institutional situation. It complements the information gathered during needs analysis.

Environment analysis - involves looking at the local and wider situation to make sure that the course will fit and meet the local requirements. There is considerable research data on many of the important environment factors including class size, motivation, learners of mixed proficiency, and special purpose goals.

Steps in Environment Analysis

Step 1: Brainstorm and then systematically consider the range of environment factors that will• affect the course.

Step 2: Choose the most important factors (not more than five) and rank them, putting the most• important first.

Step 3: Decide what information you need to fully take account of the factor. The information can• come from investigation of the environment and from research and theory

. Step 4: Consider the effects of each factor on the design of the course.

Step 5: Go through steps 1, 2, 3, and 4 again.

English for ESP - the ESP student is usually studying English in order to carry out a particular role such as that of a foreign student in an English-medium university, a flight attendant, a mechanic, or a doctor.

Objectives characteristics They provide a basis for the organization of teaching activities

.• They describe what the aim seeks to achieve in terms of smaller units of learning

.• They describe learning in terms of observable behavior or performance.

Factors that affect the quality of teaching in a program Quality Indicators in an Institution

• A Sense of Mission and a Strategic Plan
• Good Internal Communications
• The Teaching Context

•quality Indicators in an Institution

Needs analysis is a kind of assessment and thus can be evaluated by considering its reliability, validity and practicality.

Authentic materials refer to the use in teaching of texts, photographs, video selections, and other teaching resources that were not specially prepared for pedagogical purposes.

Created materials refer to textbooks and other specially developed instructional resources. Some have argued that authentic materials are preferred over created materials because they contain authentic language and reflect real-world uses of language

. format and presentation (Topic 46)

These principles are concerned with what actually happens in the classroom and during the learning. Most practically, they relate to the kinds of activities used in the course and the ways in which learners’ process the course material. It is in this aspect of curriculum design that teachers may have their greatest influence on the course.

Q. Enlist any three characteristics of effective curriculum design?

1. The curriculum is continuously evolving.
2. The curriculum is based on the needs of the people.
3. The curriculum is the result of long-term effort.

Q. Write a short note on environmental constraints, answer not more than 2-3 lines. (Topic 30

) The teacher, the learners and the situation. In order to understand a constraint fully, it is usually necessary to examine the nature of the constraint in the environment you are working in. Some of the major constraints include the time available, cultural background, the effect of the first language on language learning and special purposes

Five techniques for teacher to adopt course book (Topic 130)

1. Add or omit content: The teacher adds exercises to give extra practice to items that are frequently used in the language or which require extra time to learn. The teacher skips over confusing or unimportant parts of a lesson, for example teaching only one item in pairs of words that might interfere with each other.
2. Change the sequencing of the content: The teacher introduces some items earlier in the course because they are needed at that stage.
3. Change the format: Instead of beginning the lesson with a dialogue, the teacher puts it towards the end of the lesson and uses the other exercises in the lesson to prepare for it.
4. Change the presentation: 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 su
5. Add or omit monitoring: The teacher encourages the learners to make tests to check each other‘s learning of what is in the lesson (Clarke, 1989).

Situational model

advocated by Malcolm Skilbeck, which emphasises the importance of situation or context in curriculum design. In this model, curriculum designers thoroughly and systematically analyse the situation in which they work for its effect on what they do in the curriculum. The impact of both external and internal factors is assessed and the implications for the curriculum are determined. Although all steps in the situational model (including situational analysis) need to be completed, they do not need to be followed in any particular order. Curriculum design could begin with a thorough analysis of the situation of the curriculum or the aims, objectives, or outcomes to be achieved, but it could also start from, or be motivated by, a review of content, a revision of assessment, or a thorough consideration of evaluation data. What is possible in curriculum design depends heavily on the context in which the process takes place.