English Advance Diploma Language DetailsMODULE 1: PHONETICS
& PHONOLOGYREQUIRED TEXT:
Ship or Sheep Better English Pronunciation (Peter Roach)
COURSE ASSIGNMENT:
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.
MODULE- 2: INTEGRATED SKILLSThis program is a combination
of:
Receptive language skills Productive language skills
These are further divided into four segments - each based on the
respective skills:
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 Readers 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
RECOMMENDED TEXT:
The Writers 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
MODULE-3: SPEAKING SKILLSREQUIRED TEXT:
High School Grammar & Composition by Wren & Martin
Grammar by Michael Swan
COURSE OUTLINE:
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
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:
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:
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:
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
Nine patterns of paragraph development Writers purpose and
audience Tools for paragraph development
Essay development
What is an essay? Planning the essay Essay writing
assignments
Sentence Skills: Grammar Word use - the focus is on effective
word choice which will help in developing various options and
methods available for composing sentences. Creative Writing:
Gathering: Getting started Training the eye Shaping:
Characterization Point of view Setting
Second Semester
Module 6: Academic SkillsCourse Description: This course is
designed to provide students with all the skills needed for better
academic performance in almost all subjects. In this regard,
various skills like motivational skills, word skills, study skill,
reading comprehension skills etc have been included in the course.
In the learning process, the focus is more on practicing all these
skills in class. Therefore, the teachers are advised to make use of
additional material related to these skills in the class, including
exercises based on cuttings from newspapers, articles, books apart
from the text book and downloaded material, for some topics
included in the course content, 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. Required text: Reading & study skills, by
John Langan Recommended Text Study skills for students of English,
2nd editions, by Richard E. 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. Methods of
instruction include:
Brainstorming Presentations (i.e , lectures/mini-lectures by
power point and other AVA aids i.e , audio visual aids)
Paired/small group discussions/activities (active involvement of
studnts in learning by making them practice all the skills)
Cooperative learning (i.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 SkillsWhy
communication remains imperfect. Barriers affecting communication
Communicators Objectives: Styles and tones Audience Analysis: who
they are and what they know and feel The composing process:
Prewriting stage, Drafting and Editing Building Paragraphs
Nonverbal Communication How to present effectively: Building
confidence, preparing Visuals, 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 SpeakingRecommended Text Pronunciation by
Clement Leroy. Published by Oxford University Press
Module 9: Listening SkillsThe 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.
Practice Techniques Listening practice through tape-recorders/CD
players of conversations, monologues, dialogues etc. Exposure to a
wide range of accents.
Module 10: Language and Literature
Language study of selected pieces form different genres of
literature. Poetry: George Crabb, Robert Southey, William
Wordsworth Alexander Pope. Novel: R.L. Stevenson, Joseph Conrad,
George Eliot. Drama: Harold Pinter Short Story: Rudyard Kipling, D.
H. Lawrence. Essay: George Orwell Diary: Samuel Pepys Diary.
TEXT BOOK: Lott, Bernard A Course in English Language and
Literature (Singapore: Richard Clay, 1986) REFERENCE BOOKS:
Couper Kuhlen, E An Introduction to English Prosody (London ;
Edward Arnold, 1986) Leech, Geoffrey A Linguistics Guide to English
Poetry (London : Longmans, 1969) Press, J. ed The Teaching of
English Literature Overseas Widdowson H. G. Stylistics and the
Teaching of Literature
MA ELT Program DetailsMA ENGLISH LANGUAGE TEACHINGProgram
Description The program aims at developing good English language
teachers with polished language proficiency, having a thorough
knowledge of the principles and practice of ELT, recent
developments in teaching methodology, with an ability to re-examine
their own teaching situation and modify their own views on
learning, teaching and teacher education so that they can perform
the role of teachers as model-facilitators. 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, 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.A /B.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.
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. English as a
world language (an introduction); The concept of a language family;
Indo-European beginnings; European Sub-divisions of I.E family;
Proto Germanic, invasion & settlements by Germanic tribes,
displacement of local Celtic language, Viking invasions; Norman
Conquest, development of English in Modern times; English today,
where used as the first language, where used as a second or foreign
language, extent, distribution; Prelim:
1. English as a world language a) The Importance of English b)
General Character of English 2. Language families a) The
Indo-European Family of Languages b) The sub-divisions of Germanic,
Celtic and other language families. c) English in the Germanic
Family d) Land marks in the history of English Mid Term: 3. First
thousand years i. 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. 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. iii. English in the Modern Period a) The beginnings of
standardization. b) The making of modern English End Term: 4. The
Development of English Vocabulary and Spelling a) The shaping,
building and ordering of words. b) Spelling & pronunciation c)
English syntax d) The Development of dictionaries 5. 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 South Asia - A historical Perspective.
Colonial reasons for introducing English in the Indo-Pak
sub-continent. 2. The position and status of English in Pakistan
The spread and importance of English in Pakistan as an official
language. 3. Language planning and the English language Present
practices in the teaching of English language Mid Term:
4. The Indigenization of English in Pakistan 5. Pakistani
English as a variety. a. Description of Pakistani English 6.
Lexical variation in Pakistani English a. Lexical and semantic
features End Term: 7. Native and non-native grammars of English
Morphological and Syntactic features 8. The effect of Pakistani
languages on English 9. A Pedagogical Model of English for Pakistan
ELT-503 Phonetics and Phonology Scope of Phonetics and Phonology;
Areas of study; Phonology of English and analysis of the basic
sounds; American English and its differences with RP; Pronunciation
goals and problems faced by Pakistani language learners; Analysis
of vowels and consonants; Syllable, stress and intonation; Fluency
devices; Problems of Pakistani speakers and their remedies;
Phonemic transcription. Prelim: 1. Phonetics a. Areas of study b.
Phonetic universality and diversity c. Usefulness of study 2.
Concepts of Sounds of Language 3. Problems of English pronunciation
a. Lack of correspondence between spelling and pronunciation b.
Acoustic quality of speech sounds c. Proper articulation of speech
sounds d. Mother tongue interference e. Supra segmental features f.
Types of pronunciation 4. Requirements of foreign learners 5.
Phonetic symbols 6. Process of articulation 7. Organs of
speech-description and function 8. Classification of sounds 9.
Articulation of vowels 10. Cardinal vowels 11. Vowel diagram Mid
Term: 12. Description of English vowels a. Pure vowels b.
Diphthongs c. Triphthongs
13. Articulation of consonants 14. Place of articulation 15.
Manner of articulation 16. Description of English consonants a.
Plosives b. Affricates c. Nasals d. Laterals e. Fricatives f.
Frictionless continuant/Liquids 17. Semi vowels 18. Consonant
clusters in English 19. Phonology a. Relationship with phonetics b.
Areas of study 20. Phoneme a. Phonemic theory b. Phonemic test 21.
Allophone a. Complementary distribution b. Phonetic similarity End
Term: 22. Syllable a. Structure b. Syllabic division of words c.
Permissible and non-permissible sound sequences d. Conventional
character of syllabic distribution 23. Word stress a. Levels of
stress b. Variability c. Mobility d. Rules and exceptions 24.
Sentence stress 25. Strong and weak forms a. Formation of weak
forms b. Importance of using weak forms c. Weak form words d. Use
of strong forms 26. Assimilation a. Historical assimilation b.
Contextual assimilation c. Consonant change in assimilation 27.
Elision 28. Intonation a. English tones b. Functions 29. Phonemic
transcription 30. Pakistani speakers of English a. Problems of
pronunciation
b. Strategies to solve the problem c. Socio linguistic
environment d. Intelligibility as a learning goal 31. American
English: some basic differences between RP and standard American
English ELT-504 English Syntax Prelim: 1. Constructions 2.
Sentences 3. Words 4. Constituency & dependency Mid Term: 5.
Predication 6. Objects & adverbs 7. Phrases 8. Clauses 9.
Co-ordination 10. Juxtaposition End Term: 11. Realization 12.
Syntactic paradigms 13. Constituent structure 14. Morphology 15.
Functional relations ELT-505 Essay Writing/Presentation (Essay
Writing 50% marks) A-Writing Skills Prelims 1. Basics of good
writing 2. Paragraph writing techniques, how paragraphs are put
together Mid Term: 3. Communicative strategies in writing. 4.
Different forms of writing: a. Descriptive, Narrative and
Expository b. Argumentative writing: Developing an argument,
answering an argument. c. Writing for academic purposes. End Term:
5. Composition and comprehension skills. 6. Communicative approach
and application in writing class. 7. Designing writing tasks for
ESL/EFL/ESL learners.
8. Testing writing skills effectively. B-Essay An Analytic Essay
on any aspect related to language, ELT practices or current social
and ethical issues. 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. Depending on the number of students in the class, the
work may be undertaken individually or in groups, and presented in
accordance with a schedule decided by the teaching staff. If done
in groups, each member is expected to make a contribution both in
preparing the presentation and defending it in a question-answer
session with the class. SECOND SEMESTER ELT-511 Theories of
Learning / Language Learning Prelim: 1. Perspectives on learning:
the Cognitive Approach 2. Piagets theory of Cognitive Development
Piagets four stages of child and adolescent development 3. Bruners
theory of learning 4. Information Processing and Cognitive
Development 5. Gestalts influence on cognitive learning 6.
Perspectives on learning: the Behaviourist and the Humanistic
approaches Mid Term: 7. Behavioural learning theory and its
application a. Pavlov and classical conditioning b. Watsons Learned
Habits 8. Humanistic approach and its application: Carl Rogers
person-centered approach 9. Assessing educational performance
Psychometrics and the value of psychometric tests 10. Learning and
teaching styles End Term 1. The brain, its functions: The brain and
language 2. Human language, comparison with animal communication
Characteristics of human communication 3. First language
acquisition: a. A pre-ordained language b. Stages in language
development in a child
4. Behaviorist and Mentalist theories as applied to language
learning 5. Chomsky and the Nativists: a. LAD / LAS b. Deep and
surface structure c. Language universals 6. Second Language
Learning: Factors affecting second language learning 7. Speech
disorders Aphasia and Dyslexia ELT-512 Language Teaching Methods:
The Concept of Methods of Teaching English Prelim: 1. Definition of
Technical Terms a. Method, Technique, Principle, Strategies, etc.
b. The Importance of Methods in an ESL Situation 2. Grammar
Translation Method a. Introduction of Grammar Translation Method,
application of activities and classroom situation. b. Discussion.
3. Direct Method a. Introduction; Techniques and Principles used in
the Direct Method b. Experience of an English Class with the
Application of Direct Method. c. Discussion Mid Term: 4.
Audio-Lingual Method a. Introduction: Techniques and Principles
Used in Audio-Lingual Method b. Discussion in the Light of
Classroom Experience. 5. The Silent Way a. Introduction b.
Experience c. Discussion about classroom experience with reference
to observations and principles 6. Suggestopedia a. Introduction -
glimpses of a classroom b. Discussion in the light of observations
made c. Reviewing the techniques and classroom set up d. Discussion
regarding the activities used in class End Term: 7. Community
Language Learning a. Introduction b. Discussion of the techniques
and principles used in class.
8. Total Physical Response Method a. Introduction b. Discussion
of the techniques and principles used in class. c. Techniques and
principles used in class. 9. Communicative Approach a. Introduction
b. Discussion on class conduction while applying Communicative
Approach c. Reviewing the techniques and principles used in the
class ELT-513 The Skills of Language Teaching: Listening and
Speaking Skills Prelim: 1. What listening entails: a. Sound
recognition and sound discrimination; b. Listeners processing of
sounds c. Decoding and Reconstruction d. Closing of Speech Patterns
e. Comprehending, Guessing, Taking Action f. Weak Forms g.
Abbreviations, contractions h. The Resolution of Ambiguities 2.
Study Approaches that take Cognizance of these Factors 3. Types of
Listening Materials for these Factors 4. Types of Listening
Material for the Classroom 5. Vocabulary Building for Listening Mid
Term: 6. A/V Accessories a. Television b. Cassette Player c. The
Self-Study Order d. The Language Laboratory e. Computer Films,
Videos, f. Students Input End Term: 7. What Speaking entails a.
Coding b. Enunciating c. Repairing d. Deep and Surface Structures
8. Speech Organs 9. Basic Phonemics and IPA of English 10. Sounds
of English a. Consonants b. Vowels c. Diphthongs
d. Triphthongs 11. Teaching: a. Stress b. Intonation c. Weak
Forms d. Elision e. Abbreviations f. Contractions 12. Problem Areas
for Pakistani Students 13. Vocabulary Building For Speech 14.
Classroom Techniques 15. Educational Technology for Speech Training
16. Student Input ELT-514 The Skills of Language (Teaching Reading
and Writing Skills) Prelim: 1. Implications of the Reading Process
i. Reading as a Passive Process ii. Reading as an Active Process
iii. Bottom-Up/Top-Down Theories iv. Form and Content Schemata v.
Discourse Analysis vi. Reading as a Source for the Development of
Other Language Skills Mid Term: vii. 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. The
Implications of Writing i. Letter Formation ii. Sentence Combining
iii. Sentence and Discourse iv. Short and Long v. Outlining vi.
Planning vii. Paragraphing viii. Sequencing ix. Punctuation x.
Writing Styles xi. Kinds of Writing
xii. Subjective and Objective Writing xiii. Technical Writing
xiv. Controlled, Guided and Free Writing xv. Rhetorical Devices
xvi. Vocabulary for Writing xvii. Cohesion and Coherence xviii.
Students Inputs ELT-515 Micro-Teaching/Action Research Mid Term: 1.
Introduction a. What is Action Research? b. What it is not. c. Why
is it called Action Research? d. Action Researcher e. Action
Research vs. Formal Research f. Action Research Process 2. Benefits
of Action Research a. Action Research Spiral b.
Teacher-as-Researcher 3. Why is Teacher Research important? 4. 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, in accordance with a schedule
decided by the university. In the normal course of events, topics
for microteaching will be chosen from problem areas in ELT within
the Pakistani context. Depending on the number of students, the
work may be undertaken individually or in groups and each student
is expected to make a contribution. Evaluation is done by class
teachers or by panels of examiners appointed by the university for
this purpose. THIRD SEMESTER ELT-521 Teaching of Vocabulary and
Grammar Vocabulary Prelim: 1. Words and their meanings a.
Conceptual meaning. b. Affective meaning c. Style, register and
dialect d. Sense relations e. Synonyms f. Hyponymy g. Antonymy h.
Other types of relations
i. Translation equivalents j. Multi-word verbs k. Idioms l.
Collocation m. Componential analysis 2. Words and their forms a.
The grammar of vocabulary b. Word building c. Pronunciation
Principles in Learning and Teaching Vocabulary Mid Term: 3.
Decisions about content a. Student responsibility and teacher
responsibility b. Criteria for selection c. Frequency d. Cultural
factors e. Need and level f. Expediency g. Receptive versus
productive vocabulary h. How many items to teach? i. Grouping of
items of vocabulary 4. How the learner discovers meaning a.
Traditional approaches and techniques used in the presentation of
new vocabulary items b. Visual techniques c. Verbal techniques d.
Translation e. Student-centered learning f. Asking others g. Using
dictionary h. Contextual guess work 5. Classroom Activities Using
visual aids a. Using pictures as guide to meaning b. Using pictures
for further practice c. Using authentic reading texts d. Teacher
designed context and the use of the dictionary Speaking activities
a. Role play b. Narrative c. Processes, priorities and
appropriacy
Vocabulary in course books a. Checklist b. Extracts from course
books 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. Introduction: What is Grammar? 2. The role of grammar in
language teaching 3. Identifying grammar: problems & solutions
4. Presenting grammatical items 5. Discovery techniques 6. Practice
techniques 7. Testing grammar ELT-522 ESP-Business English ESP
Prelim: 1. Definitions of ESP 2. The Origins of ESP 3. The
Development of ESP 4. Course Design 5. Application of ESP 6.
Materials Production 7. Methodology 8. The Role of ESP Teacher Mid
Term: Business English 1. Basic English Skills a. The Sentence b.
The Paragraph c. Punctuation d. Spelling
2. Business Letters a. Formatting Business Letters b. Planning
Your Content c. 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. Letters that Refuse Requests or
Bring Bad News e. Sales Letters and Public Relations Letters f.
Social/Business letters End Term: 3. Memorandum a. Planning Routine
Memos b. Preparing Special Memos 4. Business Reports and other
Written Messages a. Informational and Analytical Reports b.
Minutes, News Releases and other forms of messages 5. Oral
Communication a. Developing effective listening skills b.
Developing effective speaking skills c. Using speaking skills on
the job ELT-523 Computer Assisted Language Learning/Teaching
(CALL/CALT) Prelim: 1. Computer and language teaching a. The
computer as educational aid b. Computer assisted instruction in
language teaching c. The choice facing the teacher i. Hardware ii.
Software d. Starting up and running the BASIC system 2. Elementary
techniques and their implementation in BASIC a. Communicating with
the learner Displaying information b. Strings c. Processing the
learners response - matching and branching d. The End and Stop
statements e. Fundamental exercise format Mid Term: 3. Marketing
and keeping score - arithmetic in BASIC a. Numeric variables and
constants
b. Arithmetic and conditional expressions c. Manipulation of
score counters 4. Matching techniques 5. Drills & repetition
End Term: 6. Help response & lesson files 7. CALT programming
techniques 8. Writing CALT materials 9. CALT today ELT-524 Language
and Literature (Selections) Poetry, 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 Jacques Seven Ages
of Man William Shakespeare The Novel and the Fairy Tale John Buchan
Is Silence Golden? W. R. 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. A General Curriculum Model c. Defining Syllabus d. The Role of
the Classroom Teacher e. Conclusion 2) Points of Departure a.
Introduction b. Basic Orientations c. Learning Purposes
d. Learning Goals e. Conclusion 3) Production-Oriented
Syllabuses a. Introduction b. Analytic and Synthetic Syllabus
Planning c. Grammatical Syllabus d. Criticising Grammatical
Syllabus e. Functional/Notional Syllabuses f. Criticising
Functional and Notional Syllabuses g. Analytic Syllabuses h.
Conclusion Mid Term: 4) Process-Oriented Syllabuses a. Introduction
b. Procedural Syllabus c. Task-based Syllabus d. Content Syllabus
e. The Natural Approach f. Syllabus Design and Methodology g.
Grading Task h. Conclusion 5) Objectives a. Introduction b. Types
of Objectives c. Performance Objectives in Language Teaching d.
Criticising Performance Objectives e. Process and Product
Objectives f. Conclusion 6) Needs and Goals a. Introduction b. Need
Analysis c. From Needs to Goals d. Conclusion End Term: 7)
Selecting and Grading Content a. Introduction b. Selecting
Grammatical Content c. Selecting Functional and Notional Components
d. Relating Grammatical Functional and Notional Components e.
Grading Content f. Conclusion 8) Selecting and Grading Learning
Tasks a. Introduction b. Goals, Objectives and Tasks c. Procedural
Syllabuses d. The Natural Approach
e. Content-Based Syllabus f. Levels of Difficulty g. Teaching
Grammar as Process h. Conclusion 9) Selecting and Grading
Objectives a. Introduction b. Product-Oriented Objectives c.
Process-Oriented Objectives d. Conclusion 10) General Principles a.
Curriculum and Syllabus Models b. Purposes and Goals c. Syllabus
products d. Experiential Contents e. Tasks an d Activities f.
Objectives FOURTH SEMESTER ELT-531 Literatures in Language
Classroom Mid Term: 1. Introduction 2. Using literature in the
language classroom: The Issues a. What is literature? b. What is
distinctive about the language of literature? c. The reader and the
text d. Literature competence and the language classroom e. Why use
literature in the language classroom? 3. Approaches to using
literature with the language learners a. An overview b. A
language-based approach to using literature c. Stylistics in the
classroom d. Literature as context: How far to go? e. Literature
for personal enrichment: involving students f. The role of
metalanguage 4. Selecting and evaluating material a. Selecting
texts b. Evaluating learning material which make use of literary
texts 5. Reading literature cross-culturally a. Being a student b.
A consideration of cultural aspects in text c. Strategies for
overcoming cultural problems 6. Materials design and lesson
planning: Novels and Short Stories a. Writing your own story b.
Distinctive features of a short story c. Anticipating student
problems when using a short story d. Planning a lesson for use with
a short story
e. Tasks and activities for use with a short story f. Using
novels in the language classroom End Term: 7. Material design and
lesson planning: Poetry a. Putting a poem back together b. What is
distinctive about poetry? c. Why use poetry with language learners?
d. Exploiting unusual language features e. Helping students with
figurative meaning f. Using poetry with lower levels g. Using
poetry to develop oral skills h. Using a poem with students at
higher level i. Anticipating student problems j. Other tasks and
activities 8. Materials design and lesson planning: Plays a. What
is distinctive about plays? b. The language of a play c. The
performance of a play d. Why use plays in the language classroom?
e. Using drama texts for conversation f. Using drama texts for
improving students oral skills g. Using drama texts at the lower
level h. Anticipating students problems i. Further activities j.
Using a whole play with students 9. Reflecting on the literature
lesson a. Thinking about observation b. General observation of the
literature lesson c. Micro tasks for reflecting on specific areas
of teaching d. Observing a student e. Other ways of monitoring
teaching 10. Literature and self-access a. What is a literature
self-access centre? b. Why have literature self-access centres? c.
Setting up a literature self-access centre d. Worksheets to guide
students in their reading ELT-532 Error Analysis/Testing and
Assessment a. Error Analysis (The entire module of Error Analysis
to be covered before the Mid Term) Mid Term: 1. Definition &
delimitation a. Human error. b. Successive paradigms. c. Inter
language and errors. d. Learners and native speakers.
e. Mounting criticism of EA. f. Data collection for EA. 2. The
Scope of Error Analysis a. Good English for the English. b. Good
English for the FL/SL learners. c. The native speaker and the power
dimension. d. The incompleteness hypothesis. 3. Defining Error a.
Ignorance. b. Measures of deviance c. Other dimensions: errors
& mistakes d. Errors: mistakes & acquisition e. Lapsology
4. The Description of Errors a. Errors detection b. Locating errors
c. Describing errors d. Error classification e. Errors taxonomies
f. Counting errors g. Profiling & error analysis h.
Computerized corpora of errors 5. Level of Errors a. Substance
errors b. Text errors c. Lexical errors d. Classifying lexical
errors e. Grammar errors f. Discourse errors 6. Diagnosing Errors
a. Description b. Ignorance and avoidance c. Mother-tongue
influence: Inter lingual errors d. Target language causes: Inter
lingual errors e. Communication, strategy-based errors f. Induced
errors g. Compound and ambiguous errors 7. Error Correction a. What
is correction? b. Whether to correct: pros & cons c. How to do
errors correction: some options and principles d. Noticing error e.
Rules and the role of corrective explanation
8. Errors Analysis and Remedial teaching b. Testing And
Assessment (The entire module of Testing and Assessment to be
covered before the End Term) End Term: 1. Teaching & testing 2.
Purposes and methods of language testing 3. Kinds of tests &
testing 4. Characteristics of a good test a. Reliability b.
Validity c. Practicality 5. Stages of test construction. 6. Test
techniques and testing overall ability 7. Testing functional
English 8. Testing Grammar & Vocabulary 9. Testing Auditory
discrimination & Comprehension a. Tests of Sound Discrimination
b. Tests of auditory Comprehension 10. Testing reading
comprehension 11. Testing writing 12. Testing oral
production/speaking 13. Constructing the test 14. Test
administration ELT-533 Textbook Adaptation and Use of Audio-Visual
Aids Mid Term: 1. Aims and Purposes of Language Teaching Aids 2.
Aids to Aural Comprehension 3. Aids to Speech Production End Term:
4. Reading Aids 5. Writing Aids 6. Multi-Skill Aids ELT-534
Research Methodology Mid Term: 1. Critical Thinking and the
Research Paper a. Research teaches thinking b. What is a research
paper? c. Doing Research for your paper d. Organizing your
Research
e. Including your own ideas in the Research paper f. Working
with others 2. Using a Library for Research a. Understanding
Academic and Public Libraries b. How Libraries are organized c.
Library Classification systems d. Working with a Library Catalog e.
Library Services and Resources 3. Planning the Focus of your
Research a. Understanding a subject and Topic b. Finding a Research
subject and Topic c. Selection an Appropriate Research Subject d.
Using Library Sources to find a Research Subject e. Moving from a
Subject to a Research Topic f. Using Discovery Techniques to Focus
on a Topic g. Narrowing the Focus of the Research Topic h. Working
with a Back-up Topic in the Mind i. A checklist for Topic selection
j. Formulating a Research Question k. Using Critical Thinking
Techniques to Focus on Research l. Considering your Audience m.
Defining the Papers Purpose n. Working with a Preliminary Thesis 4.
Research Library Sources a. Preparing a Working Bibliography b.
Using Bibliographies to Locate Sources c. Using Indexes to Locate
Sources d. Reviewing your Library Research 5. Research Beyond the
Campus Library a. Using Primary and Secondary Sources b. Observing
Onsite c. Researching Society and Museum Libraries d. Finding other
sources of Research e. Interviews f. Surveys g. Speeches and
Lectures h. Radio and Television i. Public print sources 6.
Researching Online and Through the Internet a. Using a Database for
Research b. Researching through the Internet c. Using
Online/Internet search Tools 7. Reading and Recording Information
a. Planning your reading b. Types of reading
c. Taking effective notes d. Critically evaluating sources End
Term: 8. Planning Your Paper a. Using your research notes b.
Devising a final thesis statement c. Working with an outline d. A
review of the basic pattern of development e. Development of a
title 9. Writing your Paper a. Reviewing your preparation for
writing b. Preparing to write c. Writing the paper d. Preparing the
final draft 10. Acknowledging sources: Internet Citation and
Context Notes (MLA Style) Following a standard documentation format
MLA documentation 11. Documentation sources: Works Cited (MLA
Style) a. What to include b. Works cited entries c. Index to works
cited forms d. Works cited forms 12. Alternate Documentation Style
(APA) a. Understanding various styles b. APA Style 13. Preparing
the Final Manuscript c. Reviewing and strengthening the final
manuscript d. Revising e. Editing f. Producing the final manuscript
ELT-535 Dissertation (No paper in the Mid Term. Submission of the
dissertation to be followed by viva voce examination in the End
Term) In continuation of course EP-94/4, students are required to
produce a properly supervised, researched and formatted
dissertation of 60 to 80 pages length on an approved topic relevant
to ELT. Preference will be given to topics that take the Pakistani
context into account. In terms of context it is expected that the
dissertation will show evidence of original contributions in
material and method. In terms of format the dissertation should be
in line with recent recommendations with regard to layout,
referencing and indexing. Evaluation is in two phases, (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.
Assessment Criteria 1. Assignments: Students are required to
study material on ELT and come up with their own analyses/ways of
implementation of the text /tasks given. 2. Mid-Term Exam: A 50
marks exam, including questions on material studied before the
middle of the semester; which require the students not to produce
what they have crammed, but to apply the knowledge gained and
answer. They have to practically demonstrate whatever they studied
till midterm .The practical demonstration is compulsory + credit
and the marks obtained are added to the total 50 marks 3. 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. 4. Presentations/ Micro Teaching: Students are required
to prepare multiple topics related to various language skills and
present it using AV aids required. Micro-teaching is a compulsory
component of teaching of English as an International language in
every semester, in which the students demonstrate all their skills
and knowledge gained by teaching some language skill in the class.
Admission Schedule Admission to MA ELT are offered twice every
year, in January and July
Postgraduate Diploma - TEFLProgram DetailsThe program has been
divided into 10 different modules, each of which will carry 100
marks. These shall be covered in two semesters in one year. The
working hours shall be 03 hours daily in the evening for 5 days in
a week. 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.
Richards Paper IV: Teaching Literature in a Language Class o Course
Text: Stylistics and the Teaching of Literature by H.G. Widdowson
Paper V: Approaches and Methods on TEFL o Core Text: Approaches and
Methods in Language Teaching by J C Richards / Theodore S.
Rodgers
2nd Semester
Paper VI: Applied Linguistics o Core Text: 1. Perspectives in
Linguistics & Text 2. Introduction to Linguistics, by Poole
Paper VII: Teaching of Reading and Writing Skills o Core Text: 1.
Teaching of Reading & 2. Preparing to Teach Writing Paper VIII:
Testing and Evaluation o Core Text: 1. Testing English as a Second
Language & 2. 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.R. Gay
Assessment Criteria
The evaluation of the candidates will be made in end-term and
final term examination. Only the candidates who have 80% attendance
will be eligible to sit for the examination. At the end of each
semester, candidates will have to qualify in: o Oral Exams
(Speaking, Listening, Reading) 150 marks (Non-Credit) o Written
Exam: 500 marks (Credit)
Thus, there will be 1000 credit marks and 300 non-credit total
at the completion of the program. 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 in the semester exam shall be
promoted to the next semester, and they shall take supplementary
examination which shall be held within 40 days of the announcement
of the result. The candidates who fail to qualify at least 5
subjects in both semesters shall be ceased.
All these rules are in accordance with the approved rules and
regulations for examinations of the university.
Admission ScheduleAdmissions to PGD TEFL are offered twice every
year, in January and July.