ENG519 Collection of Assessments by Maha Malik

1. Curriculum development does not focus on determining what knowledge, skills, and values students learn in schools and how teaching and learning in schools or educational systems can be planned, measured, and evaluated. (False)
2. Curriculum development process is seen as a combination of needs analysis, goal setting, format and presentation, principles, and syllabus design. (True)
3. The core issues to vocabulary selection led to the emergence of lexical syllabus. (True)
4. Syllabus design is one aspect of curriculum development but is not identical to it. (True)
5. Two aspects of selection received primary attention in the first few decades of the 20th century are vocabulary selection and grammar selection. (True)
6. Choose the best option.

If we look back at the history of language teaching throughout the twentieth century, much of the impetus for change in approaches to language teaching came about from changes in_______. (teaching methods, learning methods)

7. Grammar Translation Method was the earliest method of teaching. (True)
8. There is a difference between syllabus design and curriculum design. (True)
9. The main questions confronted in the first few decades of the 20th century were what words should be taught and in which order. (True)

10.

The notion of Language curriculum development, as we know it today, really began in the_______. (1960s)

11.

In a course that is taught by following the Direct Method or Total Physical Response Method, concrete vocabulary is taught early because it can easily be illustrated through pictures or by demonstration. (True)

12.

The need for a systematic approach to selecting grammar for teaching purposes was a priority for applied linguists from the 1930s. (False)

13.

Most of the early work by Palmer (1982), West (1953), and Hornby (1954) on the development of situation syllabus was done in contexts where English was a foreign language. (False)

14.

Simplicity and centrality recommends choosing structures that are simple and more central to the basic structure of the language than those that are complex and peripheral. (True)

15.

Intrinsic difficulty principle argues that complex structures should be taught before the simple ones. (False)

16.

As per early approaches to syllabus design, the goal of English teaching is to teach English - not to teach how to solve problems through English. (False)

17.

In language learning, ____________approach emphasizes on teaching structures that are similar to the native language. (linguistic distance, linguistic imperialism, none of the given options, linguistic anthropology)

18.

Vocabulary is one of the most obvious components of language and one of the first things applied linguists turn their attention to. (True)

19.

The teaching of English as a second or foreign language became an increasingly important activity after ____________. (World war II)

20.

Do you agree that the ESP student is usually studying English in order to carry out a particular role such as a flight attendant, a mechanic, or a doctor etc.? (Yes)

21.

In 1969, the Council of Europe decided that Linguistic diversity is a part of the European cultural heritage and that it should, through the study of modem languages; provide a source of intellectual enrichment rather than an obstacle to unity. (True)

22.

Discourse analysis does not examine the communicative contexts that affect language use, for example, in social transactions, the relationship between the discourse and the speakers and listeners. (False)

23.

The acronym EGP stands for _______. (English for General Purpose, English for Global Purpose)

24.

In curriculum design,____________ analysis studies the language of fields such as journalism, medicine, or law for distinctive patterns of occurrence of vocabulary, verb forms, noun phrases, and tense usage. (Register, Content, None of the given options, Discourse)

25.

Do you agree that different types of students have different language needs and what they are taught should be restricted to what they need? (Yes)

26.

Do you agree that grammatical syllabus is not based on the notion of grammatical competence or communicative competence? (No)

27.

The Munby model does not describe the kind of information needed to develop a profile of the learner‘s communicative needs. (False)

28.

Communicative language teaching was a response to changes in the field of linguistics in the 1970s. It was also a response to the need for new approaches to language teaching. (True)

29.

The term curriculum studies ‘refers to a very broad field of inquiry that deals with what happens in educational institutions, the planning of instruction and the study of how curriculum plans are implemented. (True)

30.

Which of the following deals with ‘what happens in schools and other educational institutions’? (Curriculum Studies, Discourse Analysis)

31.

In curriculum historical perspective, ______________in an influential book of the time, describes a systematic approach to needs analysis in ESP course design. (Munby 1978, Hornby 1954, None of the given options, Palmer 1982)

32.

In curriculum context,_____________is an analysis of factors in the context of a planned or present curriculum project that is made in order to assess their