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.