Language Lab & Seminars (BT-206) - Important Questions
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Unit 27 Marks Low Priority
Prepare and deliver a 2–3 minute extempore on a given topic. Your answer should include how you would organise your ideas quickly and maintain coherence and fluency during the speech.
Practical speaking task assessing spontaneous speech and fluency; core activity in Public Speaking unit.
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Unit 25 Marks Low Priority
Outline an evaluation checklist (minimum five criteria) you would use to assess a 2–3 minute extempore speech. Explain briefly why each criterion is important.
Assessment-design task linked to the extempore speaking activity; evaluates ability to create clear evaluation criteria for oral tasks.
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Unit 17 Marks Low Priority
List and justify five activities that build conversational competence for beginners in a language lab. For each activity, mention the target skill (e.g., fluency, accuracy, turn-taking) and a brief classroom procedure.
Core lab activity from Conversational Practice/Introducing Oneself; focuses on building beginner speaking skills through concrete activities.
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Unit 314 Marks Low Priority
Explain methods to teach intensive and rapid reading in a 45-minute language lab session. Provide a timed lesson plan with sample activities for each stage (pre-reading, while-reading, post-reading).
Reading skills teaching task from Reading Comprehension unit; asks for practical session planning and sample activities.
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Unit 410 Marks Low Priority
Write a concise book review (300–400 words) of an assigned text. Cover the following: brief summary, three strengths, two weaknesses, and your recommendation (suitable audience and whether you endorse the text).
Assessment and writing task from Book Review unit; standard academic exercise evaluating comprehension, critique and recommendation.
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Unit 510 Marks Low Priority
Design a role-play to teach telephonic etiquette to first-year students. Include: scenario description, characters and their prompts, step-by-step teacher instructions, and an assessment rubric for performance (minimum five indicators).
Role-play design and assessment task focused on telephonic etiquette; combines syllabus content on role plays and telephonic etiquette.
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Unit 57 Marks Low Priority
Prepare and script a 3–4 minute role play on giving directions. Describe student roles, language focus items to be practised, and how you will stage and debrief the activity.
Practical micro-teaching task from Role Plays/Oral skills; asks for creation and delivery plan for a short role play.
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Unit 37 Marks Low Priority
Design a rubric to assess reading aloud (pronunciation, stress, intonation, pace, clarity) in a language lab session. Give specific descriptors for three performance levels for each criterion and suggest two remediation activities.
Focuses on reading-aloud skills and pronunciation assessment in the Language Lab unit; asks for practical rubric and activities.
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Unit 210 Marks Low Priority
Describe how you would conduct a 10-minute classroom debate in the language lab on a topical issue. Include pre-debate preparation, team roles, time allocation, and the criteria you would use to evaluate speakers.
Group oral-skills activity planning from Public Speaking and debate content; tests ability to manage a timed oral task and distribute roles.
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Unit 38 Marks Low Priority
Select a short passage (teacher-selected). Outline a lab activity where students practise intensive reading, then prepare and deliver a 2-minute oral summary. Describe timing, materials, and assessment points.
Integrated communicative-skill task combining reading comprehension and spoken reporting; suitable for lab practice and assessment.
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