TESL 1006: Curriculum design and material development

Assignment 01

Registration Number: 9133HU2020 034

Contents
Part 1.....................................................................................................................................................3
 Introduction......................................................................................................................................3
Environment Analysis.......................................................................................................................3
Needs Analysis..................................................................................................................................4
Part 2.....................................................................................................................................................4
Course Goal.......................................................................................................................................4
Objectives.........................................................................................................................................4
Outcomes..........................................................................................................................................4
Syllabus designing principles............................................................................................................4
Choice of methods, approaches, techniques....................................................................................5
Choosing materials...........................................................................................................................5
Part 3.....................................................................................................................................................6
Monitoring, assessment and course evaluation choices..................................................................6
Conclusion.........................................................................................................................................6
Annexes.................................................................................................................................................7
Annex 1: Sample needs analysis questionnaire.................................................................................7
Annex 2: Sample placement test.......................................................................................................9
Annex 3: Complete syllabus grid........................................................................................................6
Annex 4: Sample course material – Paragraph Writing.....................................................................8
Annex 5: Assessment task – Presentation skills (Group presentation)............................................18
Annex 6: Course evaluation task – Final paper................................................................................19

Part 1
Group of Learners – First Year – English Orientation Program

Faculty of Geomatics
 Sabaragamuwa University of Sri Lanka

Time Duration – Two weeks

Introduction
The course has been designed by targeting the new comers to the Faculty of Geomatics at
Sabaragamuwa University of Sri Lanka. The combination of the students is slight different
from the other faculties as in this faculty approximately 40% of the students are Tamil.
Therefore automatically with the pressure of the lecturers too the students tend to speak in
English most of the times. Along with that as the students who come after GCE A/L, their
mind set is not smoothly move with the university system as they are expecting lecturer to
provide the note. Yet within university context that is not working out. So, this orientation
course is basically aims to reveal the true nature and the most appropriate process to learn in
this context. Thus the beneficial academic English parts will be addressed within this course.

Environment Analysis
The group of learners that this curriculum focuses on is young learners of 19 – 23 years old.
The fresher’s of the Faculty of Geomatics, Sabaragamuwa University of Sri Lanka.
According to the previous experience the batch consists of sufficient mixture of Tamil and
Sinhalese students which can be utilized positively in-order-to restrict the involvement of
mother-tongue. Approximately the batch contains 100 students.

The instructors and assistant lecturers in English who are competent with English special
degrees will handle the course. They are competent enough to prepare materials and owns
excellent personality skills to handle group work, and teaching practices. All the instructions
and relevant materials will be provided. As the session runs from 8.00 am – 2.00 pm, a
sufficient time can be allocated to do the activities and to mark the activities.

Class arrangements can be done according to the requirement of the activities. Multimedia
and white-board facilities are available in the classrooms. Students’ materials and teacher’s
materials can be provided without any issue.

Needs Analysis
From the questionnaire survey conducted for the previous batches and the questionnaire
survey for the fresher’s will be the main domain of data. At the end of the orientation
program the fresh batch’s feedback regarding the course and the things to be improved will
be collected. As the evaluation of the program the student will have to sit for an exam paper,
and to organize an event which will be more like English day. The lecturers who have
experience in preparing language curricula will be excavated through interviews. In-order-to
measure the fresher’s current competency level and to divide them into groups a placement
test will be set.

*Annex 1: Needs analysis questionnaire

* Annex 2: Sample placement test

Part 2
Course Goal
To provide the exposure to handle the language appropriately to the academic purposes and
to communicative purposes.

Objectives
The student will be exposed to the basic academic requirements in relation to language.

The student will gain initial steps to communicative tasks among colleagues and lecturers.

Outcomes
At the end of the course, the student will be able to handle the modes and requirements within
a lecture hall.

The student will be able to practice communication skills as a habit among the colleagues.

Syllabus designing principles

The course provides best possible exposure to the basics for academic requirements and
communicative aspects as a support to the upcoming main academic disciplines that they will
explore after the two weeks of orientation English course. By following the guidelines that
within the course, the students will be able to handle the real situation ahead and the practice
will be beneficial to them immensely. Within these units the major concepts that they will be
encountered in future will be practiced. Thus the course supports the students to get exposure
to the academic vocabulary that they are new. Also, the course content addresses the basic yet
considerable language drawbacks like punctuation marks and usage of articles basically as
the time permitted for the whole course is two weeks. Also the students will learn ESP as a
subject throughout the upcoming three semesters as a core subject. Therefore with the limited
period of time the course will cover the most required parts as a support to begin their
academics. Thus basically the course will address writing, listening, speaking and reading
with reference to how these four skills can be utilized effectively into their academics.

* Annex 3: Complete syllabus grid

Note: As the main objective of the course is preparing the students to face the lectures
successfully within a limited time of two weeks, the course has been narrowed down into
most important language requirements.

Choice of methods, approaches, techniques

The course will be delivered mainly through interactive class sessions. The classes will be
conducted to introduce the core concepts of the language skills concerned, which are then
reinforces by learning activities such as pair work, group work, in class performances,
audio/video presentations, demonstrations, tutorial exercises, assignments and mini projects.
Most of the lessons will be conducted as interactive sessions by eliciting from the student’s
existing stage of knowledge. Then gradually the lesson will be developed into deeper step by
step. In-order-to keep the enthusiasm of earning various kinds of activities and group works
will be conducted within the classroom by utilizing the modern technology in its maximum
level.

Choosing materials
The materials has been created based on developing the academic vocabulary along with the
language tasks. Through the activities and discussions at the beginning of the lesson the
lecturer has to identify the prevailing situation within the classroom, and he/she has to
gradually develop the lesson with the interaction and involvement of the students. The
activities in the material will be completed with various methods like group work, pair work,
individual tasks etc. in order to prepare the materials the survey related concepts were utilized
and added slight changes to them according to the requirement. Main theoretical concepts
will be discussed within the classroom and most important theoretical parts are mentioned in
the worksheet. As I have selected the topic “paragraph writing” as the sample material, it has
been prepared by focusing the student to be able to organize any point coherently and
cohesively even in the answer script of their exams and also to prepare them to answer a
question in a smooth run.

* Annex 4: Sample material

Note: Sample material has been created focusing the topic “Paragraph Writing” as it mainly
aims the students to gather points with proper organization, to collect required details out of
reference materials which are most recurrent in academics.

Part 3
Monitoring, assessment and course evaluation choices
As the time duration is very limited, the course contains one assignment as a group work and
the final test paper which will be utilized as a mode of measurement of the student’s
development and this mark will be utilized to compare with the marks of the placement test
paper. Through that the effectiveness of the course also can be measured. Finally, another
questionnaire will be provided to the students to gain their feedback as it is beneficial in
preparing the course materials and to improve the course further to the up-coming batches. At
the end of their assignment, a constructive feedback will be given in-order-to improve their
soft skills and presentation skills. Within 3 days, before their academics starts, the results of
the final test will be displayed and according to that mark, their groups for the upcoming
English lectures will be created as it is more effective to reduce the dropping of interest to the
lecture. Finally through the oral presentation the course expects to measure the
communicative skills while the test paper measures the readiness of the students to face a
lecture.

*Annex 5: Summative assessment task

*Annex 6: Course evaluation task

Conclusion
With the final feedback of the students and the marks of the test paper the lecturer can
measure the effectiveness of the course and he/she can note down the required improvements
of the course for the next time. Thus the process of material development and conducting
lectures also will focus on the given feedback and the gained experiences throughout the
process of the course. Innovative teaching methods with maximum use of technology will be
the most effective way to reach the maximum benefit out of the language lessons. Because it
is very important to keep the enthusiasm of the learner otherwise the student will give up the
course.
Annexes
Annex 1: Sample needs analysis questionnaire
Sabaragamuwa University of Sri Lanka
Faculty of Geomatics
Year 1 Semester 1
Questionnaire
This is a questionnaire which will be utilized to nourish the curriculum according to the
requirement of the learners. So it is your responsibility to provide authentic requirements that
you expect from the orientation program.

1. I am:
a. Male
b. Female
c. Prefer not to mention

2. GCE O/L result for English:

a. A
b. B
c. C
d. S
e. W

3. GCE A/L result for General English:

a. A
b. B
c. C
d. S
e. W

4. According to your awareness, what is your level in English language:

a. Excellent
b. Good
c. Average
d. Poor

5. Are you interested in learning English?

a. Yes
b. No
c. I have no idea
6. What kind of learning environment do you prefer?
a. Inside the classroom
b. Outside the classroom

7. What kind of activities do you like inside the classroom?

a. Individual tasks
b. Group activities
c. Pair works
d. Lecture and note taking
e. You need to develop the lesson as a group
f. Teacher should play the main role within the lecture
g. Mini projects

8. What are the areas that you need to improve?

a. Reading
b. Writing
c. Speaking
d. Listening

9. What are the areas that you need to focus more on?
a. ……………………………………………………………………….
b. ……………………………………………………………………….
c. ……………………………………………………………………….
d. …………………………………………………………………….....
e. ……………………………………………………………………….

10. What do you prefer as the final evaluation mode?

a. A paper
b. Group assignment
c. Individual assignment
d. Presentation

11. According to your view, what are the areas that you need to add into the course?
a. ……………………………………………………………………
b. ……………………………………………………………………
c. ……………………………………………………………………
d. ……………………………………………………………………
e. ……………………………………………………………………
Annex 2: Sample placement test
Sabaragamuwa University of Sri Lanka
Faculty of Geomatics
Year 1 Semester 1 – Academic Year 2019/2020

PLACEMENT TEST – 2021

Write all the answers in the ANSWER SHEET provided to you.

Time: One hour

1. Fill the gaps with suitable verbs.
A. complete each sentence with a suitable form of the verb given.
(1 X 15 = 15)

1. I remember the day you got engaged. We …………. tea in the garden when you came out
of the house and told us.

a. were having b. was having c. had having d. will having

2. I tried to explain the situation to my parents, but they just ……………… what I was
talking about.

a. don’t b. didn’t c. didn’t d. doesn’t

understanding understood understand understand

3. What have you put in this sauce? It ………. absolutely disgusting.

a. tastes b. taste c. do taste d. don’t taste

4. Lahiru always claimed that he was innocent, but for many years no one ……………. him.

a. will believe b. believe c. believes d. believed

5. it’s a lovely shawl, I know, but unfortunately it ………… to me. I’m just borrowing it for
the party this evening.

a. don’t belong b.doesn’t belongs c. doesn’t belong d. will belong

6. Why ………. that thin dress? You’ll freeze to death in this cold wind!
a. will you wore b. are you wearing c.is you wear d. will you wearing

7. Maleesha’s fed up because she injured her ankle when she ……….. this morning, so she
can’t dance.

a.had been jogging b. were jogging c. was jogging d.do jogging

8. While I was admiring the view, someone stole the bag which ……… all my traveller’s
cheques.

a. contained b. did contained c. was contained d. had contain

9. Look! …………….. that man standing beside the cash desk? I’m sure he’s planning to
steal something.

a. have you see b. do you see c. saw d. does you seen

10. Tea or coffee? I’m making both, so just say which you ……………

a. preferred b. prefer c. will have been prefer d. did preferred

11. The boys didn’t want to come shopping with us because they …….. the football on
television.

a. were watching b. was watching c. does watch d. watches

12. I’m sorry, Malinga is not here; …………. to a meeting.

a. he’s gone b. he did went c. he is going d. he was going

13. I’m not surprised ………………. that exam.

a. he’d failing b. he’s failed c. he’ll failing d. he’s fail

14. How many times ………. late for work this week?

a. have Harshana being b. has Harshana been c. was Harshana d. will Harshana
been
15. I saw Gayan yesterday ………… in Australia for the past year. Did you know?

a. he is working b. he will work c. he’s been working d. he work

B. Read the letter from Mahesh, who is on holiday in Britain, to his sister
Sanduni in New Zealand. Put the verbs in a suitable tense, active or passive.
(2 X 15 = 30)
Dear Sanduni,
How are you? We’ve been having a lovely time. We’re being very well looked after by our
hosts. We (1) ………. (take) sightseeing and we (2) …………. (introduce) to some of their
friends, who (3) …………………. (make) us feel very welcome. Last night we (4)
………………(show) round a castle, by the owner! Most of the land in this area (5)
…………………. (belong) to his family for about five hundred years. Apparently, the land (6)
…………………………. (give) to them after one of his ancestors (7) ………………. (kill)
while trying to save the king’s life. Quite romantic, isn’t it? The castle itself was a little bit
disappointing, to be absolutely honest. The owner told us that it (8) ……………………….
(suffer) serious damage during a fire about thirty years ago. When it (9) …………………….
(restore) they (10) …………………………(add) central heating and things like that. So once
you are inside it (11) …………………. (not feel) much different to any other large, old house.
But the owner is a real character. He told us lots of stories about things that (12) ……………….
(happen) to him when he was young. He (13) …………. (send) abroad to work in a bank, but he
hated it, so he (14) ……………………. (behave) very badly in order to (15) …………………
(sack). He kept us laughing for hours. I hope he (16) ……………………… (invite) here before
we leave. I’ll have lots more to tell you when we get back. Take care.

2. Read the following text and decide which of the words or phrases a–j is missing in
items 01–10. Mark your answers on the answer sheet. (2 X 10 = 20)

GIS is a collection of computer-based (1) ……… for organizing information from a variety of
data sources to map and examine changes on Earth. It is designed to capture, store, manage, (2)
………… and visualize all types of geographical data, and allow for the integration and
collective analysis of (3) …………… from multiple sources, including satellite imagery, GPS
recordings, and textual attributes associated with a particular space. GIS technology (4)
…………..common database operations such as query and statistical analysis, with maps. GIS
manages location-based information and provides tools for display and analysis of various (5)
……………, including population characteristics, economic development opportunities, and
vegetation types. GIS allows you to link databases with maps to create dynamic
displays. Remote sensing, the art and science of making measurements of the Earth using
airborne- or (6) ….……………, is used in GIS. Remotely sensed data, integrated within a GIS,
can be visualized to obtain information about the data; and a GIS provides specialized
capabilities for manipulating and analyzing those images. There is a rapidly (7)……….. effort
within the Earth Observing System Data and Information System (EOSDIS) to support the use of
NASA’s Earth science data within GIS tools. GIS provides end-to-end capabilities for managing
NASA Earth science data from various sources—satellites, aircraft, (8)………………, and other
programs.

The Earth Science Data Systems (ESDS) GIS Team (EGIST) was created to enable the
appropriate use and (9) ……………of GIS technology in support of Earth science research and
applied science for EOSDIS data. EOSDIS maintains a wiki with information such as (10) .........
…... inventories, and data transformation.

a.geospatial data b. statistics c. growing d. integrates e. adoption

f.field g. analyze h. satellite-based i. best practices j. tools
measurements sensors

3. Read the following article and answer the questions according to the information given
in the text.

(2 X 10 = 20)

Cultural expectations and leadership

Gabriela worked for a multinational company as a successful project manager in Brazil and was
transferred to manage a team in Sweden. She was excited about her new role but soon realised
that managing her new team would be a challenge. Despite their friendliness, Gabriela didn’t feel
respected as a leader. Her new staff would question her proposals openly in meetings, and when

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she gave them instructions on how to carry out a task, they would often go about it in their own
way without checking with her. When she announced her decisions on the project, they would
continue giving their opinions as if it was still up for discussion. After weeks of frustration,
Gabriela emailed her Swedish manager about the issues she was facing with her team. Her
manager simply asked her if she felt her team was still performing, and what she thought would
help her better collaborate with her team members. Gabriela found her manager vague and didn’t
feel as if he was managing the situation satisfactorily. What Gabriela was experiencing was a
cultural clash in expectations. She was used to a more hierarchical framework where the team
leader and manager took control and gave specific instructions on how things were to be done.
This more directive management style worked well for her and her team in Brazil but did not
transfer well to her new team in Sweden, who were more used to a flatter hierarchy where
decision making was more democratic. When Gabriela took the issue to her Swedish manager,
rather than stepping in with directions about what to do, her manager took on the role of coach
and focused on getting her to come up with her own solutions instead. Dutch social psychologist
Geert Hofstede uses the concept of ‘power distance’ to describe how power is distributed and
how hierarchy is perceived in different cultures. In her previous work environment, Gabriela was
used to a high power distance culture where power and authority are respected and everyone has
their rightful place. In such a culture, leaders make the big decisions and are not often
challenged. Her Swedish team, however, were used to working in a low power distance culture
where subordinates often work together with their bosses to find solutions and make decisions.
Here, leaders act as coaches or mentors who encourage independent thought and expect to be
challenged. When Gabriela became aware of the cultural differences between her and her team,
she took the initiative to have an open conversation with them about their feelings about her
leadership. Pleased to be asked for their thoughts, Gabriela’s team openly expressed that they
were not used to being told what to do. They enjoyed having more room for initiative and
creative freedom. When she told her team exactly what she needed them to do, they felt that she
didn’t trust them to do their job well. They realised that Gabriela was taking it personally when
they tried to challenge or make changes to her decisions, and were able to explain that it was
how they’d always worked. With a better understanding of the underlying reasons behind each
other’s behaviour, Gabriela and her team were able to adapt their way of working. Gabriela was

3
then able to make adjustments to her management style so as to better fit the expectations of her
team and more effectively motivate her team to achieve their goals.

A. Match the definitions (a–d) with the vocabulary (1– 4).

(2 X 4 = 8)

vocabulary Definition

1. ………… vague a. to perform or complete a job or activity

2. ………… to carry b. unclear, not specific or definite

out a task
3. ………. democratic c. a system where members are ranked according to status or
authority
4. ……… a hierarchy d. based on the idea that everyone is equal and should be involved
in making decisions

B. State whether the statements are “True” or “False” according to the passage.

(2 X 6 = 12)

Statement True False

1. Gabriela’s team questioned her proposals and her

decisions because they didn’t trust or respect her.
2. Gabriela was satisfied with her Swedish
manager’s way of dealing with her problem.
3. Gabriela found it helpful to talk openly with her
team about the differences in their expectations.
4. Gabriela faced a problem with her Swedish team
because her management style was old-fashioned
and wrong for the modern world.
5. The author believes that people from high power
distance cultures and low power distance cultures
should never work together.

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6. Gabriela’s management style worked well with
her team in Brazil but not with her team in Sweden.

3. Write a paragraph about one of the following topics (Word Count 150 - 200).
(15 marks)

1. Effect of COVID 19 on Education

2. Why do I need to be a Surveyor?

Annex 3: Complete syllabus grid

Course Name Orientation Program

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Credit Value 00
Allocated Time 60 hours
Core/Optional Core
Goal To provide the exposure to handle the language appropriately to
the academic purposes and to communicative purposes.
Topic Learning Objectives
1. Note Taking  The student will listen
carefully and critically to what
is being communicated.
 The student will increase
comprehension and retention
of material through accurate
and meaningful notes.
 The student will develop
excellent review and reusable
resources.
2. Paragraph  The student will apply the
Writing writing mechanisms for
academic purposes.
 The student will grasp the
main points while referring the
academic documents.
3. Academic  The student will read
Reading intensively to extract the
implicit meaning of a text.
 The student will utilize the
techniques of academic
reading in their academic
purposes.
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Learning Outcomes
 At the end of the lesson, the
student will be able to,
o Develop precise
notes from the
provided reading
materials and
recorded lectures.
 At the end of the lesson, the
student will be able to,
o Identify the topic
sentence and
supporting details of
a paragraph.
o Write paragraphs
inclusive of a topic
sentence, supporting
sentences and a
closing sentence
coherently.
 At the end of the lesson, the
student will be able to,
o Identify main ideas
and specific details in
texts.
o Distinguish main
ideas from specific
details.
o Identify author’s tone
in writing.
o Identify author’s
argument in writing.
 4. Telephoning
Skills

5. E-mail
writing

6. Punctuation
Marks and
Capitalizatio
n
7. Presentation
Skills

8. Articles

Assessment Details
Continuous Assessment 20%

Final Paper 80%

Total 100%

References/ Reading materials

 Grammar and Composition Handbook (2002), Glencoe Language Arts:USA
 Grellet,F.(2010), Developing Reading Skills, Cambridge University Press: UK
 Murphy,R. (2010), Intermediate English Grammar, CUP
 Oshima,A. & Hogue,A (2007), Introduction to Academic Writing, Pearson Longman:
USA

Annex 4: Sample course material – Paragraph Writing

Writing Coherent Paragraphs

7
 At the end of this lesson, you will be able to,
 Identify the topic sentence and supporting details of a paragraph
 Write paragraphs inclusive of a topic sentence, supporting sentences and a
closing sentence coherently
 Use transitions meaningfully and appropriately in paragraphs

Read the paragraph carefully and match the following columns to understand the unity of
the paragraph.
We can map the change in a specific geographic area to anticipate future conditions. Think of a
course of action, or to evaluate the results of an action or policy. For an instance we can see land
use maps of Barnstable, map showing changes in residential development from 1951 to 1999. 
The dark green shows forest, while bright yellow shows residential development.  Applications
like this can help inform community planning processes and policies.

A Main idea of the paragraph Think of a course of…

B Reason Applications like this can help…
C Example The dark green shows…
E Information We can map the change…
F Reason For an instance…

What is a paragraph?
 A paragraph is a collection of sentences which deal with one subject.
 All paragraphs contain a topic sentence.
 Other components vary according to the nature of the topic.
Topic Sentence
What is the topic sentence?
The topic sentence is the first sentence in a paragraph, which is often, but not always. It is
commonly the first sentence in explanatory writing and in argument.
What does it do?
It introduces the main idea of the paragraph.
You have already identified the topic sentence of the above paragraph.

How do I write one?

Summarize the main idea of your paragraph. Indicate to the reader what your paragraph will be
about.
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 Example: Underline the topic sentence.
There is three reasons why Canada is one of the best countries in the world. First, Canada has an
excellent health care system. All Canadians have access to medical services at a reasonable price.
Second, Canada has a high standard of education. Students are taught by well-trained teachers
and are encouraged to continue studying at university. Finally, Canada’s cities are clean and
efficiently managed. Canadian cities have many parks and lots of space for people to live. As a
result, Canada is a desirable place to live.

1. The following pairs are examples for bad topic sentences. What are the problems of
them?
a. My boss is the subject of this paragraph.
b. I am going to talk about the increase in school drop outs.
c. My favorite flower is rose.
d. She lives in Colombo.
e. Many people have problems with their neighbors.
f. Most students find it difficult to adjust themselves to new situations.
 A topic sentence should have the topic + the writer’s idea about that topic.
Main idea vs. controlling idea:
Main idea: The subject or topic that the writer is discussing
Controlling idea: The writer’s specific stance on that subject

 Different writers may use the same main idea but can steer their paragraph in a number of
different directions according to their stance on the subject. Read the following examples.
o Marijuana has a destructive influence on teens and causes long term brain damage.
o The anti-nausea properties in marijuana are lifeline for many cancer patients.
o Legalizing marijuana would create a higher demand for Class A and Class B drugs.
What is the main idea of all the above three topic sentences?
 Note that the controlling idea differs depending on the writer’s viewpoint.
2. Read the following sentences and encircle the topic and underline the idea about the
topic.
a. Ruwini is hard working.
b. Our vacation turned out to be disaster.
c. My parents have rigid racial attitudes.
d. Exercising three times a week is the only way to maintain good physical health.

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 e. Sexism and racism are still rampant in today’s workplace.
f. Owing a business is the only way to achieve financial success.
3. Select the appropriate topic sentence for the following paragraphs.
a. ………………………… . First, food is usually overcooked and the quality of the food is
low. Still one can’t complain because although the food doesn’t taste good, you get
served in great quantities. Especially in the morning there are different kinds of food in
great quantities like roti, parata, sting hoppers and on good days there is kiribath too.
Second, on some days student clashes erupt during meals and we end up having food
fights. Basins of string hoppers and curry are thrown at each other till the warden thwarts
these fun-filled activities by bowling his whistle. Finally, there are many friendly people
in the hostel canteen who say “Hi” to you and we sometimes practice our English in the
canteen. I don’t think any other experience could replace the experience of the hostel
canteen.
a. Eating at the hostel canteen is a memorable experience.
b. Eating at the hostel canteen is a pleasant experience.
c. Hostel canteen food is low in quality.
b. ………………………… . When you go on a trip, you need to think about how much
money to allot for things like transportation, food, and hotels. Hotels and transportation
on trips can be expensive if you don’t book them with plenty of time in advance. Another
thing to plan for is how much time you want to spend sightseeing and doing different
sorts of activities. Even though you may want to do everything, you have to remember
that there are only so many hours in the day! Planning your trip carefully will allow you
to have a more relaxed trip.
a. It is unnecessary to go on expensive trips.
b. It is good to plan a one-day trip to save money and time.
c. It is important to plan your trips carefully
4. Write the topic sentences of the following paragraphs.
a. ………………………………………………………………………………………………
………………… . For example, students can learn about different cultures. They can
have a friend in China and compare cultures using email. As a result, they can understand
and appreciate other cultures better. If they have a Math problem, they can easily find a

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 tutor or help on the Internet. Students who want to learn a different language can find
places where they can listen to tapes to simulate a teacher. If they have to do a research
paper on a specific topic, all they have to do is go to the Internet and they will find the
information instantly. The Internet is useful to students in many ways.
b. ………………………………………………………………………………………………
…………………….. . It is proven that aerobic exercise is good for the heart, which is
very important to overall health. I used t run ever day, but now I go to dance classes to
get my aerobic exercise. Strength training is important for maintaining muscle mass and
improving bone density. Both muscle mass and bone density can decrease as we age, so
improving them through strength training is important. My grandmother broke a hip last
year because her bones were so fragile. All kinds of exercise have been shown to relieve
depression, anxiety, and stress.
c. ………………………………………………………………………………………………
…………… . The gathering stage consists of researching, brainstorming, and analyzing
in order to come up with a thesis. The next stage, organization, requires you to think
about a logical and persuasive arrangement for your various ideas. The writing stage
requires you to sit down and, following and outline, construct your essay. The fourth and
final stage involves endless revision: going over and over what you’ve written to make it
better.

Supporting details
What are supporting sentences?
They come after the topic sentence, making up the body of a paragraph.
Most paragraphs contain three to six supporting sentences.

What do they do?

They give details to develop and support the main idea of the paragraph.
What you have identified as information, examples and reasons.

How do I write them?

You should give supporting facts, details, and examples.

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 Example: Underline the supporting sentences.
There is three reasons why Canada is one of the best countries in the world. First, Canada has an
excellent health care system. All Canadians have access to medical services at a reasonable price.
Second, Canada has a high standard of education. Students are taught by well-trained teachers
and are encouraged to continue studying at university. Finally, Canada’s cities are clean and
efficiently managed. Canadian cities have many parks and lots of space for people to live. As a
result, Canada is a desirable place to live.

A supporting sentence usually offers one of the followings:

Reason: The refusal of the baby boom generation to retire is contributing to the current lack of
available jobs.
Fact: Many families now rely on older relatives to support them financially.
Statistics: Nearly 10 per cent of adults are currently unemployed in Sri Lanka.
Quotation: “We will not allow this situation to continue”, stated the president.
Example: Last year, most of the government officers were asked to retire at the age of fifty-five.

Can you identify the types of supporting details in the above example paragraph?
5. Identify three supporting details of the following paragraphs.
a. Several factors can interfere with having a good memory. For one thing, there can be a
lack of motivation. Without a real desire to learn or remember something, you probably
won’t. Also, a factor is a lack of practice. To stay sharp, memory skills, like any other
skill, must be used on a regular basis. Yet another factor that can hurt memory is self-
doubt. If you’re convinced you won’t remember something, you probably won’t. In
addition, distraction can interfere with memory. If you’re distracted by a television or by
conversation nearby, try to find quiet environment before trying to commit something to
memory.
Supporting detail 1: …………………………………………………………
Supporting detail 2: ………………………………………………………….
Supporting detail 3: ………………………………………………………….
b. Serious depression, as opposed to the fleeting kind we all fleeting kind we feel at times,
has definite warning signs. One symptom of depression is a change in sleep patterns,
either sleeplessness or sleeping too much. In addition, abnormal eating patterns may
develop, either too much or loss of appetite. A third sign is trouble in thinking or
concentrating even to the point of finding it difficult to read a magazine or newspaper.

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 And last of all, a general feeling of hopelessness may signal depression. People feel
indifferent to their families and jobs and may begin to think that life is not worth living.
Supporting detail 1: …………………………………………………………
Supporting detail 2: ………………………………………………………….
Supporting detail 3: ………………………………………………………….
6. Write down three details that logically support the following topic sentences.
a. My hometown is famous for several amazing natural features.
Supporting detail 1: …………………………………………………………
Supporting detail 2: ………………………………………………………….
Supporting detail 3: ………………………………………………………….
b. When your money gets tight, there are several ways to economize.
Supporting detail 1: …………………………………………………………
Supporting detail 2: ………………………………………………………….
Supporting detail 3: ………………………………………………………….
Closing sentence
What is the closing sentence?
The closing sentence is the last sentence in a paragraph.
What does it do?
It restates the main idea of your paragraph.
How do I write one?
Restate the main idea of the paragraph using different words.
Example: Underline the closing sentence.
There is three reasons why Canada is one of the best countries in the world. First, Canada has an
excellent health care system. All Canadians have access to medical services at a reasonable price.
Second, Canada has a high standard of education. Students are taught by well-trained teachers
and are encouraged to continue studying at university. Finally, Canada’s cities are clean and
efficiently managed. Canadian cities have many parks and lots of space for people to live. As a
result, Canada is a desirable place to live.

7. Write an appropriate closing sentence to the following paragraph.

We can use GIS to determine what is happening or what features are located inside a specific
area/region. We can determine the characteristics of "inside" by creating specific criteria to
define an area of interest (AOI). Example: below is a map showing a flood event and the tax

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parcels and buildings in the floodway. We can use tools like CLIP to determine which parcels
fall inside the flood event. Further, we can use attributes of the parcels to determine potential
costs of property damage. Thus,
………………………………………………………............................................... .
8. Using the above example on Canada as a model, write a paragraph on “the best
country” in your opinion, for a person to dwell in.
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Transitions
Transitions are used to link your ideas, so that your paragraph becomes coherent and
cohesive. A strong paragraph moves seamlessly from the topic sentence into the
supporting sentences and on to the concluding sentences.

9. Name the following categories of transitions by using the words/ phrases given in the
box.

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 contrasting sequencing Cause and effect
Adding Emphasizing Giving examples
summarizing Being more specific Giving reasons

First, Second, Third, Importantly, Notably, More specifically, In In fact, moreover,

Next, Finally Significantly, Indeed particular Furthermore,
In addition

For instance, Therefore, Due to, However, In conclusion,

For example, Consequently, Owing to Rather, In summation
Such as, Thus, Whereas,
Illustrated by So, On the other
Hence hand

10. Underline the transition and finish the sentences in a suitable way.
a. In contrast to America, where gun ownership is common,
………………………………………………………………………………………………
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b. Despite leaving school at the age of 14
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c. The majority displayed a positive attitude to the proposal, but
………………………………………………………………………………………………
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d. While the tutor insisted that the essay was easy,
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 e. Although the expenditure was low,
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11. Complete the following paragraph using suitable transitions with correct punctuation.
a. It is easy to make a telephone call if you follow these simple directions. To make the call,
…………………………… you must know the telephone number you are dialing.
…………………… pick up the phone and listen for the dial tone. …………………. you
can start dialing the telephone number. If the person answers the phone, begin speaking.
If an answering machine clicks on, wait for the beep and record your message.
………………………. hang up the phone when you have finished your call.
b. ………………………… most major companies provide their employees with email
accounts as well as internet access, many of these companies are concerned about
potential abuse and monitor their employees’ use of these media. …………………. more
than 75 % of all major corporations report that they monitor their employees’ use of
email and internet access either by spot-checking or constant surveillance. Business have
many reasons for monitoring email and internet use ……………….. they may be
concerned about protecting sensitive company information they may be worried about
lawsuits arising from sexual harassment because of mass mailing of offensive jokes they
may also want to identify employees who are surfing the internet rather than working.
…………………. They are concerned about cyber-slacking.
12. Given below are some topic sentences. Select any three and develop them into
paragraph.
a. There are four reasons why I like study in a university.
b. There are several advantages in proposal marriage.
c. The most interesting character in my favorite movie is …
d. There are many reasons for the rapid increase of COVID 19.
13. Select any of following topic related to your field of study and write a paragraph.
a. Becoming a surveyor
b. Introduction to GIS and remote sensing
c. Hydro science
d. Photogrammetry

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14. Think of a skill that you would practice in the university and would be taking into the
working world, and write a paragraph on that using not less than 150 words.
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Annex 5: Assessment task – Presentation skills (Group presentation)
Assignment
Marks: 20
Assignment Task
Get into groups of 5 members and prepare a power-point presentation by selecting one of the
following topic.
Marking Criteria
Delivery Allocated Mark Exceeds standard
1. Attire 3  Professional – business casual or
formal, as appropriate.
2. Eye 2  Maintains eye contact
Contact continuously – scans entire
audience. Has no need to look at
slides except to confirm
alignment or synchronization.
3. Body 2  Conveys confidence and
language enthusiasm. Gestures are
(also use of appropriate and add
hands, value/emphasis to message.
gestures,
animation)
4. Pace 3  Clear and engaging, neither too
fast nor too slow, easy to
understand, and maintains
interest.
5. Use of 2  No use of space fillers – um, like,
“fillers” etc.
6. Effective 3  Time allocated effectively.
use of time Finishes on time.
7. Content 5  Arrangement of the slides,
organization of points etc.
Total 20

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Annex 6: Course evaluation task – Final paper
Faculty of Geomatics
Year 1 Semester 1
Final Paper
STUDENT INFORMATION
Enter the information required below

Year Date

Name of the candidate

Registration Number
Name of the Lecturer

1. You are allowed TWO HOURS to answer the question paper.

2. Answer ALL questions.

3. All answers must be INKED and written in the question paper itself, extra material or
sheet will be provided by the invigilator.

4. The use of communication devices including mobile phones are prohibited in the
examination hall.

FOR OFFICAL USE ONLY

Examiner Marks

Name SECTION A

Signature SECTION B

SECTION C

SECTION D

TOTAL

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Section A

1) Re-write the topic sentence, supporting sentences and concluding sentence of the
following paragraphs in the given space. (20 marks)

(A.) It is surprising how many companies have used a dog as a trademark. Since 1902,
ads have shown the Boston terrier Tiger with his master, Buster Brown. Many Americans
recall RCA’s Nipper, the terrier who sat in front of an old gramophone. The sleek
greyhound of Greyhound Bus Lines is another well-remembered trademark. Trademark
dogs still appear regularly in commercials and on product labels.
Topic Sentence Supporting sentence Concluding sentence

(B.) At times I feel like my dog is the master and I am his pet. At 8:00 each morning
he barks to say that he expects a walk. I jump at his command and hurry to fetch the
leash. At 5:00 each evening he stands before his dish. I hurry to fill it. Humans on every
continent in the world have kept dogs as pets. My dog has taught me to be a faithful and
loyal companion. I must say, my dog is lucky to own me.
Topic Sentence Supporting sentence Concluding sentence

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(C.) Debating has always been an important part of my life. For example, when I was
younger, I used to argue with everyone, even the mailman. As a matter of fact, I still
argue with him. Because I could talk my way out of every situation, even cleaning my
room, my mother began entering me in debating contests. Since then, I have won many
competitions. Besides having strong opinions about things, I just truly enjoy debating.
Who knows, if I hadn’t started arguing with the mailman, I might not have discovered my
gift for debate.

Topic Sentence Supporting sentence Concluding sentence

(D.) There is three reasons why Canada is one of the best countries in the world. First,
Canada has an excellent health care system. All Canadians have access to medical
services at a reasonable price. Second, Canada has a high standard of education. Students
are taught by well-trained teachers and are encouraged to continue studying at university.
Finally, Canada’s cities are clean and efficiently managed. Canadian cities have many
parks and lots of space for people to live. As a result, Canada is a desirable place to live.

Topic Sentence Supporting sentence Concluding sentence

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2) Develop the given topic sentences into paragraphs. (20 marks)

(A.) There are four reasons why I like to study in a university.

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(B.) There are many causes for the rapid increase in road accidents.
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(C.) There are several advantages in love marriage.
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(D.) There are reasons why people have lost interest in election.
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Section B

3) Identify whether there are any mistakes in the following paragraph and if there are
any rewrite the paragraph in the space provided. (10 marks)

photogrammetry, as its name implies is a 3-dimensional coordinate measuring technique that

uses photographs as the fundamental medium for metrology (or measurement) the fundamental
principle used by photogrammetry is triangulation or more specifically called Aerial
Triangulation. by taking photographs from at least two different locations, so-called lines of sight
can be developed from each camera to points on the object. These lines of sight (sometimes
called rays owing to their optical nature) are mathematically intersected to produce the 3-
dimensional coordinates of the points of interest The expression photogrammetry was first used
by the prussian architect albrecht meydenbauer in 1867 who fashioned some of the earliest
topographic maps and elevation drawings. Photogrammetry services in topographic mapping is
well established but in recent years the technique has been widely applied in the fields of

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architecture, industry engineering forensic underwater medicine geology and many others for the
production of precise 3d data

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4.) Insert a/an/the if necessary. (20 marks)

1. There was . . . knock on . . . door. I opened it and found . . . small dark man in . . . blue
overcoat and . . . woollen cap.
2. He said he was . . . employee of . . . gas company and had come to read . . . meter.
3. But I had . . . suspicion that he wasn't speaking . . . truth because . . . meter readers usually
wear….peaked caps.

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4. However, I took him to . . . meter, which is in . . . dark corner under . . . stairs (. . . meters are
usually in . . . dark corners under . . . stairs).
5. I asked if he had . . . torch; he said he disliked torches and always read . . . meters by . . . light
of . . . match.
6. I remarked that if there was . . . leak in . . . gas pipe there might be . . . explosion while he was
reading . . . meter.
7. He said, 'As . . . matter of . . . fact, there was . . . explosion in . . . last house I visited; and Mr.
Smith, . . . owner of . . . house, was burnt in . . . face.'
8. 'Mr Smith was holding . . . lighted match at . . . time of . . . explosion.'
9. To prevent . . . possible repetition of this accident, I lent him . . . torch.
10. He switched on . . . torch, read . . . meter and wrote . . . reading down on . . . back of . . .
envelope.
11. I said in . . . surprise that . . . meter readers usually put . . . readings down in . . . book.
12. He said that he had had . . . book but that it had been burnt in . . . fire in . . . Mr Smith's
house.
13. By this time I had come to . . . conclusion that he wasn't . . . genuine meter reader; and . . .
moment he left . . . house I rang . . . police.
14. Are John and Mary . . . cousins? No, they aren't . . . cousins; they are . . . brother and . . .
sister. 15. . . . fog was so thick that we couldn't see . . . side of . . . road. We followed . . . car in
front of us and hoped that we were going . . . right way.
16. I can't remember . . . exact date of . . . storm, but I know it was . . . Sunday because
everybody was at . . . church. On . . . Monday . . . post didn't come because . . . roads were
blocked by . . . fallen trees.
17. Peter thinks that this is quite . . . cheap restaurant.
18. There's been . . . murder here. Where's . . . body? There isn't . . . body. Then how do you
know there's been . . . murder?
19. Number . . . hundred and two, - . . house next door to us, is for sale. It's quite nice house
with . . . big rooms. . . . back windows look out on . . . park.
20. I don't know what . . . price . . . owners are asking. But Dry and Rot are . . . agents. You
could give them . . . ring and make them . . . offer.

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Section C

5.) Comprehension. (20 marks)

English as a National Foreign Language

India has two national languages for central administrative purposes: Hindi and English. Hindi is
the national, official, and main link language of India. English is an associate official language.
The Indian Constitution also officially approves twenty-two regional languages for official
purposes.Dozens of distinctly different regional languages are spoken in India, which share many
characteristics such as grammatical structure and vocabulary. Apart from these languages, Hindi
is used for communication in India. The homeland of Hindi is mainly in the north of India, but it
is spoken and widely understood in all urban centers of India. In the southern states of India,
where people speak many different languages that are not much related to Hindi, there is more
resistance to Hindi, which has allowed English to remain a lingua franca to a greater degree.

Since the early 1600s, the English language has had a toehold on the Indian subcontinent, when
the East India Company established settlements in Chennai, Kolkata, and Mumbai, formerly
Madras, Calcutta, and Bombay respectively. The historical background of India is never far away
from everyday usage of English. India has had a longer exposure to English than any other
country which uses it as a second language, its distinctive words, idioms, grammar and rhetoric
spreading gradually to affect all places, habits and culture. In India, English serves two purposes.
First, it provides a linguistic tool for the administrative cohesiveness of the country, causing
people who speak different languages to become united. Secondly, it serves as a language of
wider communication, including a large variety of different people covering a vast area. It
overlaps with local languages in certain spheres of influence and in public domains.

Generally, English is used among Indians as a ‘link’ language and it is the first language for
many well-educated Indians. It is also the second language for many who speak more than one
language in India. The English language is a tie that helps bind the many segments of our society
together. Also, it is a linguistic bridge between the major countries of the world and India.

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English has special national status in India. It has a special place in the parliament, judiciary,
broadcasting, journalism, and in the education system. One can see a Hindi-speaking teacher
giving their students instructions during an educational tour about where to meet and when their
bus would leave, but all in English. It means that the language permeates daily life. It is
unavoidable and is always expected, especially in the cities.

The importance of the ability to speak or write English has recently increased significantly
because English has become the de facto standard. Learning English language has become
popular for business, commerce and cultural reasons and especially for internet communications
throughout the world. English is a language that has become a standard not because it has been
approved by any ‘standards’ organization but because it is widely used by many information and
technology industries and recognized as being standard. The call centre phenomenon has
stimulated a huge expansion of internet-related activity, establishing the future of India as a
cyber-technological super-power. Modern communications, videos, journals and newspapers on
the internet use English and have made ‘knowing English’ indispensable. The prevailing view
seems to be that unless students learn English, they can only work in limited jobs. Those who do
not have basic knowledge of English cannot obtain good quality jobs. They cannot communicate
efficiently with others, and cannot have the benefit of India’s rich social and cultural life. Men
and women who cannot comprehend and interpret instructions in English, even if educated, are
unemployable. They cannot help with their children’s school homework every day or decide
their revenue options of the future.

A positive attitude to English as a national language is essential to the integration of people into
Indian society. There would appear to be virtually no disagreement in the community about the
importance of English language skills. Using English you will become a citizen of the world
almost naturally. English plays a dominant role in the media. It has been used as a medium for
inter-state communication and broadcasting both before and since India’s independence. India is,
without a doubt, committed to English as a national language. The impact of English is not only
continuing but increasing.

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 1) What is the purpose of English in India?

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2) What is the connection of English with employability?

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3) Describe about the place hold by English in Indian Society?

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4) Analyze what you understand by the words “linguistic bridge“.
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______________________________________________________________________________
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5) Discuss about the current position of English in Sri Lanka.

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Section D

6.) Write an E-mail to “Expographic” book shop by asking details about a reference book
that you need to buy as an online transaction.
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******END OF PAPER******

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