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BT-206 · Language Lab & Seminars/Important Questions

Language Lab & Seminars (BT-206) - Important Questions

  1. Unit 17 Marks Low Priority

    Prepare and deliver a 2–3 minute self-introduction that includes personal background, family details and social roles. Also provide a rubric outlining evaluation criteria (content, fluency, pronunciation, coherence, and body language).

    Core task from Unit 1: practicing self-introduction and social role description in a language-lab context.

  2. Unit 210 Marks Low Priority

    Prepare and deliver a 2–3 minute extempore on a given topic. Also outline the evaluation criteria you would use to assess students' performance in the extempore activity.

    Direct application of Unit 2 skills: short extempore delivery and assessment design.

  3. Unit 27 Marks Low Priority

    List and justify five classroom or language-lab activities that build conversational competence for beginners. For each activity, state objectives, procedure and one sample prompt.

    Unit 2 core: designing oral-skill activities that develop conversational competence.

  4. Unit 210 Marks Low Priority

    Design a role-play activity to teach telephonic etiquette to students. Describe the script/design, steps for preparation, and explain how you would assess students' performance (use a clear rubric).

    Unit 2: telephonic communication practice and assessment via role-play.

  5. Unit 310 Marks Low Priority

    Explain methods to teach intensive and rapid reading in a 45-minute language-lab session. Provide a timed lesson plan with at least three sample activities and expected outcomes for each.

    Unit 3: intensive and rapid reading pedagogy applied to a single lab session (planning and activity design).

  6. Unit 37 Marks Low Priority

    Select a short passage and prepare three types of comprehension tasks for it: (a) factual questions, (b) inference questions, and (c) vocabulary-in-context questions. Explain how each task targets different reading skills.

    Unit 3: focused reading-comprehension assessment task emphasizing varied skills.

  7. Unit 47 Marks Low Priority

    Write a concise book review of an assigned text covering the following: a brief summary, three key strengths, two weaknesses, target readership, and your recommendation.

    Unit 4: preparing a concise critical book review as required by the syllabus.

  8. Unit 510 Marks Low Priority

    Prepare and perform a 3–4 minute role-play (topic chosen by you) intended for the language lab. Submit (a) a brief lesson plan for the role-play, (b) the script/roles, and (c) an assessment checklist to evaluate participants.

    Unit 5: role-play preparation and delivery—design, enactment and assessment.

  9. Unit 27 Marks Low Priority

    Design a classroom session that integrates a JAM (Just a Minute) activity and a short structured debate. Provide timing, topics, rules, and criteria for scoring participants.

    Unit 2/5 combined: public speaking mini-tasks including JAM and debate preparation.

  10. Unit 27 Marks Low Priority

    Create two micro-tasks for a language lab: (a) a telephonic etiquette task where a student gives and follows directions over the phone, and (b) a task for describing an object or situation vividly. For each task provide objectives, instructions and a short assessment rubric.

    Unit 2: telephonic and situational description practice—integrates direction-giving and object/situation description skills.

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