English Advance Diploma Language Details

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Ship or Sheep Better English Pronunciation (Peter Roach)


Class Participation: The students are expected to actively participate in class by following the teacher, questioning, commenting and discussing various issues related to the subject. They are required to work cooperatively in group tasks; ask questions for clarification, exploration and discussions; speak English only, to maximize opportunities for the simultaneous development of oral language proficiency. Journal: In an interactive learning environment, the students are required to keep a written journal during this program. Journal writings are short and informal. The instructor will read the journals of all students periodically during the course. The entries should be about the problem areas regarding the learning of English pronunciation. The students should also write their expectations for this course. Presentations: The students are required to make a presentation at the end of the course in which they have to read a piece of writing of their own choice using all possible skills.

This program is a combination of:
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Receptive language skills Productive language skills

These are further divided into four segments - each based on the respective skills:
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Listening Skill Reading Skill Speaking skill Writing skill

The participants of this program will be oriented towards using language skills creatively, adapting to their situations, and constantly engaging themselves in research. The details of the skills are given below:

Listening skill - The objective of this skill is to train learners to function successfully in target language listening situation. They will be able to complete advanced listening tasks based on real life situations. Reading skill - This skill attempts to clarify and illustrate aspects of the nature of reading. Learners’ reading skills will be fostered so that learners can cope with more

sophisticated texts and tasks, and deal with them: Quickly, Appropriately, Efficiently, and Skillfully. Speaking skill - Of all the four skills, speaking seems intuitively the most important. Foreign language learners are primarily interested in learning to speak. Learners are made to participate in classroom-speaking activities that develop their ability to express themselves through speech. Writing skill - The purpose of writing, in principle, is the expression of ideas and conveying of a message to the reader so that the ideas and the message themselves should arguably be seen as the most important. Higher standards of language are normally demonstrated in writing than in speech i.e. o More careful constructions o More precise and varied vocabulary o Greater correctness of expression in general In short, learners are familiarized with advanced writing procedures and tasks stimulating writing and professional writing.

REQUIRED TEXT: The Reader’s Choice (Course 1 & 2)

Programme Consultants: Beverley Ann Chin, Denny Wolfe, Mary Ann Dudzinski, William Ray, Jacqueline Jones Royster and Jeffrey Wilhelm. Published by McGraw Hill © 2002 California Edition Write Idea! ( by three cover authors: Yoshiko Uchida, Ray Bradbury, Ashley Bryan) Authors: Elaine Mei Aoki, James Flood, James V. Hoffman, Diane Lapp, Published by McMillan/ McGraw- Hill, New York, U.S.A © 1993

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The Writer’s Workbook - Edited by: Jenny Newman, Edmund Cusick, & Aileen La Tourette. Published by Edward Arnold Ltd © 2000, London Writing as Craft and Magic by Carl Sessions Stepp Published by NTC/Contemporary Group, Inc. Illinois, USA © 2000 Survival Reading Skills, Wilma H. Miller, Published by Jossey-Brass. San Francisco, USA © 2003

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High School Grammar & Composition by Wren & Martin Grammar by Michael Swan

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Definitions: Sentence, Clause, Phrase, Word. Parts of Speech: Nominal Phrases and Verbal Phrases, Nouns, Verbs, Adjectives, Adverbs, Articles, Prepositions, Conjunctions and Interjections. Tenses: Form & Function Voices

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Narration Conditional sentences

COURSE DELIVERY: Course delivery is accomplished in a number of ways in order to meet the needs of the learners and the learning styles. Methods of instruction include:
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Brainstorming Presentations (i.e., lectures/mini-lectures assisted by Power Point and other visuals); Discussions (i.e., active involvement of participants in learning by asking questions to provoke critical thinking and verbal interaction); Cooperative learning (i.e., small group structure emphasizing learning from and with others); Student presentations; White Board Reflective journal writing. Class observation

MODULE-5: CREATIVE WRITING COURSE DESCRIPTION: The course will focus on the principles of effective writing. The four basic elements of effective writing i.e. unity, support, coherence and sentence skills will be highlighted. These principles will be applied to paragraph development. The different patterns of paragraph development such as comparisons and contrasts, explanation and description, cause and effect and narration of an event will be examined by participants and applied in essay writing and creative writing. The program will reflect on the method of creative writing. The focus will be on critical issues and factors that influence creative writing. The two important phases of creative writing i.e. “gathering and shaping” will be examined and the role of plot, narrative constructions and characterization will be highlighted and discussed. CORE TEXT:
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English Skills with Readings; Third edition, by John Langan. The Creative Writing Course Book; edited by Julie Bell & Paul Magrs. Additional Readings may be required and will be provided.

COURSE OUTLINE: The program will cover the following main areas:
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Basic principles of effective writing Four basic elements of evaluating writing: Base 1: Unity Base 2: Support Base 3: Coherence Base 4: Sentence Skills

Paragraph development

Creative Writing:        Gathering: Getting started Training the eye Shaping: Characterization Point of view Setting Second Semester Module 6: Academic Skills Course Description: This course is designed to provide students with all the skills needed for better academic performance in almost all subjects. for some topics included in the course content. In this regard.the focus is on effective word choice which will help in developing various options and methods available for composing sentences. including exercises based on cuttings from newspapers. 2nd editions. study skill. articles.   Nine patterns of paragraph development Writer’s purpose and audience Tools for paragraph development Essay development    What is an essay? Planning the essay Essay writing assignments Sentence Skills: Grammar Word use . Methods of instruction include: . the students are required to be taken to the library under the supervision of the concerned teachers in order to ensure that students the make best use of the library facility. the teachers are advised to make use of additional material related to these skills in the class. word skills. by John Langan Recommended Text Study skills for students of English. Required text: Reading & study skills. books apart from the text book and downloaded material. Yorkey Course Delivery: Course delivery is accomplished in a combination of ways in order to meet the requirements of all the learners and learning styles. reading comprehension skills etc have been included in the course. by Richard E. In the learning process. various skills like motivational skills. Therefore. the focus is more on practicing all these skills in class.

preparing Visuals. Barriers affecting communication Communicator’s Objectives: Styles and tones Audience Analysis: who they are and what they know and feel The composing process: Prewriting stage. Published by Oxford University Press Module 9: Listening Skills The aim is to provide our students with sufficient listening practice to enable them to understand with reasonable ease both native and non-native speakers of English when they speak at normal speed in unstructured situations. audio visual aids) Paired/small group discussions/activities (active involvement of studnts in learning by making them practice all the skills) Cooperative learning (i. . Practice Techniques Listening practice through tape-recorders/CD players of conversations. lectures/mini-lectures by power point and other AVA aids i. monologues.       Brainstorming Presentations (i. dialogues etc. Delivering presentations Three formats of written communication: letters. memos and reports How to write proposals and reports: Kinds of reports and practice etc Developing a Resume and Job Application letter Module 8: Public Speaking Recommended Text Pronunciation by Clement Leroy.e small group structure emphasizing learning form and with others) Collaborative learning Student Presentations Paired/small group discussions/activities Course Content:      Motivational skills Word skills Study skills Reading comprehensive skills Using an English Dictionary Module 7: Technical Writing and Presentation Skills Why communication remains imperfect. Drafting and Editing Building Paragraphs Nonverbal Communication How to present effectively: Building confidence.e .e . Exposure to a wide range of accents.

Bernard A Course in English Language and Literature (Singapore: Richard Clay. Stylistics and the Teaching of Literature . D. Drama: Harold Pinter Short Story: Rudyard Kipling. Joseph Conrad.Module 10: Language and Literature        Language study of selected pieces form different genres of literature. ed The Teaching of English Literature Overseas Widdowson H. William Wordsworth Alexander Pope. E An Introduction to English Prosody (London . Novel: R. Lawrence. Robert Southey. Edward Arnold. Essay: George Orwell Diary: Samuel Pepys Diary.L. 1969) Press. Stevenson. G. TEXT BOOK: Lott. 1986) REFERENCE BOOKS:     Couper Kuhlen. J. 1986) Leech. George Eliot. H. Poetry: George Crabb. Geoffrey A Linguistics Guide to English Poetry (London : Longmans.

Indo-European beginnings.MA ELT Program Details MA ENGLISH LANGUAGE TEACHING Program Description The program aims at developing good English language teachers with polished language proficiency. where used as a second or foreign language.A /B. Prelim: . distribution. Norman Conquest. English today.Sc with minimum 2nd div or 3rd plus Advanced Diploma (NUML) with at least 65% marks • MA English + one year diploma in TEFL/TESL/ELT or Adv. invasion & settlements by Germanic tribes. Viking invasions. teaching and teacher education so that they can perform the role of teachers as model-facilitators. recent developments in teaching methodology. Proto Germanic. teaching and teacher education • To highlight the role of teacher as a model-facilitator • To focus on the role of lesson planning & research in teaching • To raise awareness of the facilitating styles • To identify means of continuing professional development • To consider how materials are developed for teaching & to review a range of teaching materials • Helping student-teachers become capable of independent self-evaluation & resultant action planning Program Requirements • B. The concept of a language family.E family. Program Objectives • To polish the Ss language proficiency • To review the principles and practice of ELT • Critical consideration of recent developments in methodology • To enable participants to re-examine their own teaching situation • To enable them to uncover and clarify their own views on learning. where used as the first language. having a thorough knowledge of the principles and practice of ELT. English as a world language (an introduction). extent. Dip from NUML with 65% marks are eligible for exemption from 1st and 2nd semesters FIRST SEMESTER ELT-501 History of the English Language The scope of the history of English Language. with an ability to re-examine their own teaching situation and modify their own views on learning. displacement of local Celtic language. development of English in Modern times. European Sub-divisions of I.

Celtic and other language families. Development of English in the Middle Ages a) Impact of the Norman Conquest b) The general character of English in the Middle English period and the vowel shift. Colonial reasons for introducing English in the Indo-Pak sub-continent. English in South Asia . Language families a) The Indo-European Family of Languages b) The sub-divisions of Germanic. Language planning and the English language Present practices in the teaching of English language Mid Term: . c) English in the Germanic Family d) Land marks in the history of English Mid Term: 3. iii. The position and status of English in Pakistan The spread and importance of English in Pakistan as an official language.A historical Perspective. building and ordering of words. English Language Today a) American Influence b) Other influences on English language c) Good and Bad English ELT-502 English in Pakistan Prelim: 1. English in the Modern Period a) The beginnings of standardization. The Development of English Vocabulary and Spelling a) The shaping. English as a world language a) The Importance of English b) General Character of English 2. 2.1. b) Spelling & pronunciation c) English syntax d) The Development of dictionaries 5. 3. First thousand years i. b) The making of modern English End Term: 4. Development of English from 5th to 8th centuries a) Anglo Saxon invasion and its impact on language b) The Viking invasion and its impact on English c) The influences of Latin d) Greek Influences e) Scandinavian Elements ii.

Pronunciation goals and problems faced by Pakistani language learners. Types of pronunciation 4. A Pedagogical Model of English for Pakistan ELT-503 Phonetics and Phonology Scope of Phonetics and Phonology. American English and its differences with RP. Phonetic symbols 6. Phonetic universality and diversity c. Acoustic quality of speech sounds c. Native and non-native grammars of English Morphological and Syntactic features 8. Triphthongs . Supra segmental features f. Fluency devices. Problems of English pronunciation a. Syllable. Prelim: 1. The effect of Pakistani languages on English 9. Requirements of foreign learners 5. Pakistani English as a variety. Proper articulation of speech sounds d. Process of articulation 7. Phonology of English and analysis of the basic sounds. Organs of speech-description and function 8. Phonetics a. Vowel diagram Mid Term: 12. Lexical variation in Pakistani English a. Analysis of vowels and consonants. stress and intonation. Usefulness of study 2. Description of English vowels a. a. Concepts of ‘Sounds of Language’ 3. Phonemic transcription. Areas of study b. Cardinal vowels 11. Problems of Pakistani speakers and their remedies. Areas of study. Diphthongs c. Pure vowels b.4. Articulation of vowels 10. Lack of correspondence between spelling and pronunciation b. Classification of sounds 9. Lexical and semantic features End Term: 7. Mother tongue interference e. The Indigenization of English in Pakistan 5. Description of Pakistani English 6.

Problems of pronunciation . Assimilation a. Strong and weak forms a. Importance of using weak forms c. Allophone a. Complementary distribution b. Conventional character of syllabic distribution 23. Phonemic theory b. Place of articulation 15. Mobility d. Structure b. Laterals e. Historical assimilation b. Levels of stress b. Phoneme a. English tones b. Phonemic transcription 30. Weak form words d. Intonation a. Permissible and non-permissible sound sequences d. Frictionless continuant/Liquids 17. Articulation of consonants 14. Sentence stress 25. Variability c. Rules and exceptions 24. Fricatives f. Phonemic test 21. Description of English consonants a. Consonant change in assimilation 27. Functions 29. Areas of study 20.13. Formation of weak forms b. Elision 28. Manner of articulation 16. Use of strong forms 26. Consonant clusters in English 19. Syllabic division of words c. Affricates c. Word stress a. Phonetic similarity End Term: 22. Plosives b. Syllable a. Phonology a. Semi vowels 18. Nasals d. Pakistani speakers of English a. Contextual assimilation c. Relationship with phonetics b.

Writing for academic purposes. Intelligibility as a learning goal 31. . Juxtaposition End Term: 11. Communicative approach and application in writing class. Functional relations ELT-505 Essay Writing/Presentation (Essay Writing 50% marks) A-Writing Skills Prelims 1. Communicative strategies in writing. Words 4.b. Constituency & dependency Mid Term: 5. Basics of good writing 2. Syntactic paradigms 13. Predication 6. Strategies to solve the problem c. Composition and comprehension skills. American English: some basic differences between RP and standard American English ELT-504 English Syntax Prelim: 1. Phrases 8. End Term: 5. Co-ordination 10. Designing writing tasks for ESL/EFL/ESL learners. Paragraph writing techniques. 6. Clauses 9. Narrative and Expository b. Different forms of writing: a. Morphology 15. how paragraphs are put together Mid Term: 3. Descriptive. Socio linguistic environment d. 7. c. Constructions 2. Argumentative writing: Developing an argument. 4. Objects & adverbs 7. Constituent structure 14. answering an argument. Realization 12. Sentences 3.

the work may be undertaken individually or in groups. The brain. Bruner’s theory of learning 4. each member is expected to make a contribution both in preparing the presentation and defending it in a question-answer session with the class. Presentation ___ 50% marks Students are required to prepare and present topics chosen in consultation with the teaching staff on aspects of the course covered during the semester. A pre-ordained language b. ELT practices or current social and ethical issues. If done in groups. Learning and teaching styles End Term 1. Perspectives on learning: the Behaviourist and the Humanistic approaches Mid Term: 7. its functions: The brain and language 2.8. Behavioural learning theory and its application a. Pavlov and classical conditioning b. Human language. B-Essay An Analytic Essay on any aspect related to language. and presented in accordance with a schedule decided by the teaching staff. Gestalt’s influence on cognitive learning 6. Depending on the number of students in the class. Watson’s Learned Habits 8. Testing writing skills effectively. Information Processing and Cognitive Development 5. Piaget’s theory of Cognitive Development Piaget’s four stages of child and adolescent development 3. Perspectives on learning: the Cognitive Approach 2. SECOND SEMESTER ELT-511 Theories of Learning / Language Learning Prelim: 1. Assessing educational performance Psychometrics and the value of psychometric tests 10. Stages in language development in a child . Humanistic approach and its application: Carl Roger’s person-centered approach 9. comparison with animal communication Characteristics of human communication 3. First language acquisition: a.

Discussion. Audio-Lingual Method a. Introduction of Grammar Translation Method. Strategies. application of activities and classroom situation. Introduction b. . Chomsky and the Nativists: a. Introduction b. etc. Discussion regarding the activities used in class End Term: 7. Behaviorist and Mentalist theories as applied to language learning 5. Deep and surface structure c. b. Discussion in the Light of Classroom Experience.glimpses of a classroom b. Experience c. Introduction . Introduction: Techniques and Principles Used in Audio-Lingual Method b. Direct Method a. Suggestopedia a. Techniques and Principles used in the Direct Method b. Community Language Learning a. Speech disorders – Aphasia and Dyslexia ELT-512 Language Teaching Methods: The Concept of Methods of Teaching English Prelim: 1. Discussion Mid Term: 4. Discussion of the techniques and principles used in class. 3. The Silent Way a. Experience of an English Class with the Application of Direct Method. Discussion in the light of observations made c. Discussion about classroom experience with reference to observations and principles 6. Definition of Technical Terms a. b. Grammar Translation Method a. Second Language Learning: Factors affecting second language learning 7. Method. Reviewing the techniques and classroom set up d. Technique. Language universals 6. c.4. 5. The Importance of Methods in an ESL Situation 2. Principle. LAD / LAS b. Introduction.

f. Communicative Approach a. The Self-Study Order d. Computer Films. 9. b. Discussion of the techniques and principles used in class. Closing of Speech Patterns e. Total Physical Response Method a. Vowels c. Weak Forms g. Basic Phonemics and IPA of English 10. Enunciating c. Study Approaches that take Cognizance of these Factors 3. A/V Accessories a. Repairing d. Cassette Player c. Types of Listening Materials for these Factors 4. Abbreviations. Vocabulary Building for Listening Mid Term: 6. Techniques and principles used in class. Introduction b. Diphthongs . Sound recognition and sound discrimination. Introduction b. The Language Laboratory e. Listener’s processing of sounds c. contractions h. Consonants b. Deep and Surface Structures 8. Videos. Students’ Input End Term: 7. What Speaking entails a. What listening entails: a. Taking Action f. c. Comprehending. Reviewing the techniques and principles used in the class ELT-513 The Skills of Language Teaching: Listening and Speaking Skills Prelim: 1.8. Types of Listening Material for the Classroom 5. The Resolution of Ambiguities 2. Coding b. Television b. Guessing. Decoding and Reconstruction d. Discussion on class conduction while applying Communicative Approach c. Sounds of English a. Speech Organs 9.

Elision e. Paragraphing viii. Letter Formation ii. Techniques for Teaching Reading a) Anticipatory Reading b) Skimming and Scanning c) Questioning d) Follow up Reading e) Intensive and Extensive Reading f) Vocabulary for Reading g) Students’ Input End Term: 2. Writing Styles xi. Outlining vi. Implications of the Reading Process i. Triphthongs 11. Punctuation x. Sentence and Discourse iv. Stress b. Reading as a Passive Process ii. Form and Content Schemata v. Planning vii. Classroom Techniques 15. Student Input ELT-514 The Skills of Language (Teaching Reading and Writing Skills) Prelim: 1. The Implications of Writing i. Educational Technology for Speech Training 16. Contractions 12. Vocabulary Building For Speech 14. Reading as an Active Process iii. Bottom-Up/Top-Down Theories iv.d. Kinds of Writing . Intonation c. Sentence Combining iii. Teaching: a. Short and Long v. Problem Areas for Pakistani Students 13. Discourse Analysis vi. Reading as a Source for the Development of Other Language Skills Mid Term: vii. Abbreviations f. Sequencing ix. Weak Forms d.

Introduction a. register and dialect d. Guided and Free Writing xv. b. Teacher-as-Researcher 3. Conceptual meaning. Action Research Process 2. What are the Effects of Action Research? End Term: Micro Teaching (The module of Micro Teaching to be covered by the End Term) Students are required to develop and present teaching modules for some aspects of English Language Teaching. Controlled. Benefits of Action Research a. topics for microteaching will be chosen from problem areas in ELT within the Pakistani context. In the normal course of events. Words and their meanings a. Synonyms f. Vocabulary for Writing xvii. Formal Research f. Antonymy h. Depending on the number of students. Hyponymy g. Technical Writing xiv. Action Research vs. Sense relations e. Affective meaning c. Rhetorical Devices xvi. in accordance with a schedule decided by the university. Why is Teacher Research important? 4. Style. What it is not. Cohesion and Coherence xviii. the work may be undertaken individually or in groups and each student is expected to make a contribution. Subjective and Objective Writing xiii. Students’ Inputs ELT-515 Micro-Teaching/Action Research Mid Term: 1. What is Action Research? b. Other types of relations . c.xii. Action Researcher e. THIRD SEMESTER ELT-521 Teaching of Vocabulary and Grammar Vocabulary Prelim: 1. Evaluation is done by class teachers or by panels of examiners appointed by the university for this purpose. Action Research Spiral b. Why is it called Action Research? d.

Contextual guess work 5. Translation equivalents j. Student responsibility and teacher responsibility b. Words and their forms a. Collocation m. Word building c. Componential analysis 2. Traditional approaches and techniques used in the presentation of new vocabulary items b. Using pictures as guide to meaning b. Translation e. Using dictionary h. Criteria for selection c. Idioms l. How the learner discovers meaning a. Verbal techniques d. Narrative c. Classroom Activities Using visual aids a. Using pictures for further practice c. Asking others g. Grouping of items of vocabulary 4. Student-centered learning f. Multi-word verbs k. Visual techniques c. Processes. Teacher designed context and the use of the dictionary Speaking activities a. Receptive versus productive vocabulary h.i. The grammar of vocabulary b. Using authentic reading texts d. Role play b. Need and level f. Expediency g. priorities and appropriacy . Pronunciation Principles in Learning and Teaching Vocabulary Mid Term: 3. Frequency d. Cultural factors e. How many items to teach? i. Decisions about content a.

Testing grammar ELT-522 ESP-Business English ESP Prelim: 1. Course Design 5. Checklist b. Methodology 8. Definitions of ESP 2.Vocabulary in course books a. The role of grammar in language teaching 3. The Development of ESP 4. Punctuation d. Introduction: What is Grammar? 2. The Origins of ESP 3. Application of ESP 6. Presenting grammatical items 5. Materials Production 7. Spelling . Basic English Skills a. The Sentence b. Practice techniques 7. The Paragraph c. Vocabulary related to: The world around us • People • Daily life • Work • Leisure and entertainment • Communication and technology • Social concerns • Tourism • Countries & nationalities • Global problems • Computers & internet • The press & the media • Politics & public institutions • Idiomatic expressions Teaching Grammar 1. Extracts from course books c. Discovery techniques 6. The Role of ESP Teacher Mid Term: Business English 1. Identifying grammar: problems & solutions 4.

Minutes. Planning Your Content c. News Releases and other forms of messages 5. Informational and Analytical Reports b. Formatting Business Letters b.2. Letters that Refuse Requests or Bring Bad News e. Planning Routine Memos b.arithmetic in BASIC a. Social/Business letters End Term: 3. Using speaking skills on the job ELT-523 Computer Assisted Language Learning/Teaching (CALL/CALT) Prelim: 1. Starting up and running the BASIC system 2. Fundamental exercise format Mid Term: 3. Business Reports and other Written Messages a. Communicating with the learner Displaying information b. Developing effective listening skills b. Preparing Special Memos 4. Strings c. Software d. Oral Communication a. Memorandum a. Developing effective speaking skills c. Numeric variables and constants . Everyday Letters • What are ‘Everyday’ Letters? • Organization of Everyday Letters • Request Letters • Transmittal Letters • Acknowledgement Letters • Claim Letters • Editing of Everyday Letters • Communication Laboratory d. Sales Letters and Public Relations Letters f. Business Letters a.matching and branching d. Computer assisted instruction in language teaching c. The choice facing the teacher i. Computer and language teaching a. Elementary techniques and their implementation in BASIC a. The computer as educational aid b. Processing the learner’s response . Marketing and keeping score . Hardware ii. The End and Stop statements e.

b. Drills & repetition End Term: 6. Introduction b. Arithmetic and conditional expressions c. A General Curriculum Model c. essays and short stories Prelim: The Eagle Lord Alfred Tennyson Sea Fever John Mansfield Dover Beach Matthew Arnold Words and Behaviour Aldous Huxley Mid Term: The Village Schoolmaster Oliver Goldsmith Jacque’s Seven Ages of Man William Shakespeare The Novel and the Fairy Tale John Buchan Is Silence Golden? W. Learning Purposes . The Role of the Classroom Teacher e. CALT programming techniques 8. Defining Syllabus d. Matching techniques 5. Conclusion 2) Points of Departure a. Writing CALT materials 9. Inge London Cries Joseph Addison End Term: Before Agincourt William Shakespeare The Pied Piper of Hamlin Robert Browning Overcoat Gogol The Black Cat Edgar Allan Poe The One Million Pound Note Mark Twain ELT-525 Curriculum Planning and Syllabus Design Prelim: 1) Defining Syllabus Design a. Introduction b. Manipulation of score counters 4. Help response & lesson files 7. R. CALT today ELT-524 Language and Literature (Selections) Poetry. Basic Orientations c.

Introduction b. Introduction b. Goals. Selecting Functional and Notional Components d. Analytic and Synthetic Syllabus Planning c. Introduction b. Conclusion 5) Objectives a. The Natural Approach f. Conclusion 8) Selecting and Grading Learning Tasks a. Conclusion 6) Needs and Goals a. Conclusion 3) Production-Oriented Syllabuses a. Grading Task h. From Needs to Goals d. Introduction b. Procedural Syllabuses d. Relating Grammatical Functional and Notional Components e. The Natural Approach . Task-based Syllabus d. Learning Goals e. Selecting Grammatical Content c. Objectives and Tasks c. Criticising Performance Objectives e. Syllabus Design and Methodology g. Criticising Grammatical Syllabus e. Introduction b. Types of Objectives c. Functional/Notional Syllabuses f. Need Analysis c. Performance Objectives in Language Teaching d. Grading Content f. Content Syllabus e. Procedural Syllabus c.d. Process and Product Objectives f. Grammatical Syllabus d. Introduction b. Conclusion Mid Term: 4) Process-Oriented Syllabuses a. Analytic Syllabuses h. Criticising Functional and Notional Syllabuses g. Conclusion End Term: 7) Selecting and Grading Content a.

Materials design and lesson planning: Novels and Short Stories a. Using literature in the language classroom: The Issues a. Introduction 2. Reading literature cross-culturally a. A language-based approach to using literature c. The reader and the text d. Content-Based Syllabus f. Conclusion 9) Selecting and Grading Objectives a. Objectives FOURTH SEMESTER ELT-531 Literatures in Language Classroom Mid Term: 1. Teaching Grammar as Process h. Selecting texts b. Distinctive features of a short story c. Selecting and evaluating material a. Strategies for overcoming cultural problems 6. What is distinctive about the language of literature? c. Levels of Difficulty g. Syllabus products d. Literature for personal enrichment: involving students f. Anticipating student problems when using a short story d. Experiential Contents e. Planning a lesson for use with a short story . Writing your own story b. Process-Oriented Objectives d. Evaluating learning material which make use of literary texts 5. Purposes and Goals c. Curriculum and Syllabus Models b.e. An overview b. Why use literature in the language classroom? 3. Literature competence and the language classroom e. The role of metalanguage 4. Tasks an d Activities f. A consideration of cultural aspects in text c. Stylistics in the classroom d. Conclusion 10) General Principles a. Being a student b. Approaches to using literature with the language learners a. Product-Oriented Objectives c. What is literature? b. Introduction b. Literature as context: How far to go? e.

Other tasks and activities 8. Using poetry with lower levels g. b. Anticipating student problems j. Thinking about observation b. . Materials design and lesson planning: Plays a. Using poetry to develop oral skills h. d. Material design and lesson planning: Poetry a. What is distinctive about poetry? c. Why use plays in the language classroom? e. The language of a play c. Using a whole play with students 9. Reflecting on the literature lesson a. Exploiting unusual language features e.e. Literature and self-access a. Helping students with figurative meaning f. Further activities j. Using a poem with students at higher level i. Anticipating students’ problems i. Putting a poem back together b. Error Analysis (The entire module of Error Analysis to be covered before the Mid Term) Mid Term: 1. What is distinctive about plays? b. Other ways of monitoring teaching 10. Setting up a literature self-access centre d. Observing a student e. Human error. The performance of a play d. Using drama texts for improving students’ oral skills g. c. Learners and native speakers. Tasks and activities for use with a short story f. What is a literature self-access centre? b. Using novels in the language classroom End Term: 7. Using drama texts at the lower level h. Why use poetry with language learners? d. General observation of the literature lesson c. Using drama texts for conversation f. Why have literature self-access centres? c. Micro tasks for reflecting on specific areas of teaching d. Worksheets to guide students in their reading ELT-532 Error Analysis/Testing and Assessment a. Definition & delimitation a. Successive paradigms. Inter language and errors.

Describing errors d. Data collection for EA. Compound and ambiguous errors 7. b. Errors detection b. Errors: mistakes & acquisition e. Level of Errors a.e. Induced errors g. The native speaker and the power dimension. Good English for the FL/SL learners. Ignorance. Defining ‘Error’ a. Noticing error e. What is correction? b. Errors taxonomies f. The Scope of Error Analysis a. Description b. Mounting criticism of EA. Profiling & error analysis h. Lexical errors d. Communication. Whether to correct: pros & cons c. Other dimensions: errors & mistakes d. c. Error classification e. Good English for the English. Ignorance and avoidance c. b. Counting errors g. Computerized corpora of errors 5. Lapsology 4. Rules and the role of corrective explanation . Text errors c. 2. The Description of Errors a. The incompleteness hypothesis. Classifying lexical errors e. d. f. Discourse errors 6. Substance errors b. strategy-based errors f. How to do errors correction: some options and principles d. Mother-tongue influence: Inter lingual errors d. Grammar errors f. Diagnosing Errors a. Target language causes: Inter lingual errors e. Error Correction a. Locating errors c. 3. Measures of deviance c.

Testing functional English 8. Practicality 5. Testing oral production/speaking 13. Aids to Speech Production End Term: 4. Aids to Aural Comprehension 3. Critical Thinking and the Research Paper a. Testing And Assessment (The entire module of Testing and Assessment to be covered before the End Term) End Term: 1. Stages of test construction. Teaching & testing 2. Reading Aids 5. Multi-Skill Aids ELT-534 Research Methodology Mid Term: 1. Constructing the test 14. Testing Auditory discrimination & Comprehension a. Doing Research for your paper d. Testing reading comprehension 11. Test administration ELT-533 Textbook Adaptation and Use of Audio-Visual Aids Mid Term: 1. Writing Aids 6. Organizing your Research . Tests of Sound Discrimination b. What is a research paper? c. Tests of auditory Comprehension 10. Characteristics of a good test a. Purposes and methods of language testing 3. Errors Analysis and Remedial teaching b.8. 6. Research teaches thinking b. Testing Grammar & Vocabulary 9. Reliability b. Testing writing 12. Validity c. Test techniques and testing overall ability 7. Aims and Purposes of Language Teaching Aids 2. Kinds of tests & testing 4.

Using Critical Thinking Techniques to Focus on Research l. Types of reading . A checklist for Topic selection j. Considering your Audience m. Reading and Recording Information a. Using Bibliographies to Locate Sources c. Working with a Back-up Topic in the Mind i. Research Beyond the Campus Library a. Selection an Appropriate Research Subject d. Using a Database for Research b. Working with others 2. Working with a Preliminary Thesis 4. Library Services and Resources 3. Defining the Paper’s Purpose n. Researching through the Internet c. Library Classification systems d. Researching Online and Through the Internet a. Finding other sources of Research e. Interviews f. Working with a Library Catalog e. Formulating a Research Question k. Reviewing your Library Research 5. Radio and Television i. Observing Onsite c.e. How Libraries are organized c. Narrowing the Focus of the Research Topic h. Including your own ideas in the Research paper f. Researching Society and Museum Libraries d. Using Online/Internet search Tools 7. Using Discovery Techniques to Focus on a Topic g. Finding a Research subject and Topic c. Research Library Sources a. Speeches and Lectures h. Public print sources 6. Using Primary and Secondary Sources b. Understanding Academic and Public Libraries b. Using Indexes to Locate Sources d. Surveys g. Planning your reading b. Using Library Sources to find a Research Subject e. Planning the Focus of your Research a. Understanding a subject and Topic b. Preparing a Working Bibliography b. Using a Library for Research a. Moving from a Subject to a Research Topic f.

Reviewing your preparation for writing b. referencing and indexing. Preparing to write c. In terms of context it is expected that the dissertation will show evidence of original contributions in material and method. Works cited entries c. students are required to produce a properly supervised. Using your research notes b. Documentation sources: Works Cited (MLA Style) a. In terms of format the dissertation should be in line with recent recommendations with regard to layout. Critically evaluating sources End Term: 8. Works cited forms 12. Alternate Documentation Style (APA) a. APA Style 13. . A review of the basic pattern of development e. Preparing the final draft 10. Planning Your Paper a. Development of a title 9. Producing the final manuscript ELT-535 Dissertation (No paper in the Mid Term. Revising e. Understanding various styles b. Submission of the dissertation to be followed by viva voce examination in the End Term) In continuation of course EP-94/4. Editing f.c. Taking effective notes d. researched and formatted dissertation of 60 to 80 pages length on an approved topic relevant to ELT. Evaluation is in two phases. Writing the paper d. Devising a final thesis statement c. Preference will be given to topics that take the Pakistani context into account. Reviewing and strengthening the final manuscript d. Acknowledging sources: Internet Citation and Context Notes (MLA Style) Following a standard documentation format MLA documentation 11. What to include b. (a) through a system of internal and external marking and (b) through a faceto-face defense with a panel of examiners appointed by the department. Writing your Paper a. Index to works cited forms d. Working with an outline d. Preparing the Final Manuscript c.

They have to practically demonstrate whatever they studied till midterm . End-Term Exams: carrying 75 marks cover the whole syllabus and it is to make sure that all the language skills and teaching approaches have been integrated. in which the students demonstrate all their skills and knowledge gained by teaching some language skill in the class. Presentations/ Micro Teaching: Students are required to prepare multiple topics related to various language skills and present it using AV aids required. 2.The practical demonstration is compulsory + credit and the marks obtained are added to the total 50 marks 3. which require the students not to produce what they have crammed. including questions on material studied before the middle of the semester.Assessment Criteria 1. but to apply the knowledge gained and answer. Assignments: Students are required to study material on ELT and come up with their own analyses/ways of implementation of the text /tasks given. Micro-teaching is a compulsory component of teaching of English as an International language in every semester. 4. in January and July . Admission Schedule Admission to MA ELT are offered twice every year. Mid-Term Exam: A 50 marks exam.

G. Listening. Widdowson Paper V: Approaches and Methods on TEFL o Core Text: Approaches and Methods in Language Teaching by J C Richards / Theodore S. candidates will have to qualify in: o Oral Exams (Speaking. Richards Paper IV: Teaching Literature in a Language Class o Course Text: Stylistics and the Teaching of Literature by H. The working hours shall be 03 hours daily in the evening for 5 days in a week.TEFL Program Details The program has been divided into 10 different modules. Only the candidates who have 80% attendance will be eligible to sit for the examination. At the end of each semester. Preparing to Teach Writing Paper VIII: Testing and Evaluation o Core Text: 1.R. Teaching of Reading & 2. Reading) 150 marks (Non-Credit) o Written Exam: 500 marks (Credit) . Perspectives in Linguistics & Text 2. Testing English as a Second Language & 2. each of which will carry 100 marks. These shall be covered in two semesters in one year. Rodgers 2nd Semester      Paper VI: Applied Linguistics o Core Text: 1. Testing for Language Teachers by Auther Hughes Paper IX: Syllabus Design and Adaptation of Teaching Material o Core Text: Basic Principles of Curriculum by Ralph W Tyler Paper X: Research Mechanics & Dissertation o Core Text Educational Research by L. Introduction to Linguistics.Postgraduate Diploma . Gay Assessment Criteria    The evaluation of the candidates will be made in end-term and final term examination. The detail of the subjects semester-wise with text books are given here as per the semesters: 1st Semester      Paper I: Teaching of Phonology o Core Text:  A Course in Phonetics and Phonology by Peter Roach  Teaching English Pronunciation by Joanne Kenworthy Paper II: Practical Techniques in Language Teaching o Core Text: At the Chalk face Paper III: Teaching Error Analysis o Core Text: Error Analysis by Jack C. by Poole Paper VII: Teaching of Reading and Writing Skills o Core Text: 1.

Admission Schedule Admissions to PGD TEFL are offered twice every year. in January and July. The candidates who qualify in 10 written tests and 3 oral tests (at the end of each semester) separately and in aggregate will be declared successful. . The candidates who fail to qualify at least 5 subjects in both semesters shall be ceased.   The candidates who fail to qualify in the semester exam shall be promoted to the next semester. All these rules are in accordance with the approved rules and regulations for examinations of the university. there will be 1000 credit marks and 300 non-credit total at the completion of the program. and they shall take supplementary examination which shall be held within 40 days of the announcement of the result.Thus.

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