B/Jl/08

PGELT-I PGELT-I (2)

POST-GRADUATE COURSE (e) Write briefly on the relative position of plot and character in
Term End Examination December, 2009 the novel. What is the exact relation between them ?

ENGLISH LANGUAGE TEACHING OR,

Discuss Horaces contribution to literary criticism.
PAPER I
(f) Discuss the characteristics of teaching / learning process in
Time 4 hours Full marks : 100 the Oral Apporach and Situational Language teaching.
(Weightage of marks : 80%) OR,
Special credit will be given for accuracy and relevance in Discuss the teaching method and teacher & learners role in
the answer. Marks will be deducted for incorrect spelling,
SLA.
untidy work and illegible handwriting. The weightage for
each question has been indicated in the margin. Section - B

Section - A 2. Answer any three of the following questions : 123=36

(a) Describe the contribution of Sapir and Whorf in
1. Answer in detail any two of the following questions :
understanding the relationship of language thought and
182=36
(a) What are the different approaches in Cognitive Linguistics ? culture.
What are the basic tenets of Cognitive Linguistics in relation (b) Discuss different subdivisions of Linguistics.
to other approaches ? (c) What is Russian Formalism ?
(d) What is melodrama ? Distinguish between a melodrama and
(b) What aspects of Language does Sociolinguistics deal with ?
a tragedy.
Mention some of the practical application of
Sociolinguistics. (e) Give immediate constituent (IC) analysis of the following
(c) How would you distinguish between contrastive distribution English sentences. Use the box diagrams.
and free variation ? (i) I mailed him that Nira was leaving for Mumbai.
(ii) The doctor told him not to smoke daily.
OR,
(iii) Are you serious ?
Discuss either Saussure or Jakobsons contribution to the
(iv) Neither Jack nor Jill could fill the pail of water.
study of English.
(f) Explain the ambiguity of the following sentences :
(d) What is the main difference between literature and
language teaching ? (a) Visiting teachers are boring.
OR, Visiting teachers is boring.
Discuss the current trends in ELT in India. (b) I am going to hang-up the telephone.
I am going to hang out with friends.
G-3/129 P.T.O.
 (3) PGELT-I

(c) Dont play the radio.

Dont play on the road.

Section - C
3. Write short notes on any four of the following areas :
74=28
(a) Development of linguistics during the Renaissance.
(b) Artificial Intelligence.
(c) The Poetics.
(d) Forms of Poetry.
(e) The art of criticism.
(f) Noam Chomsky Or, B. F. Skinner.
(g) Derivation and Inflection.
(h) Suggestopedia.
(i) Deep and Surface Structure.
(j) Fryes concept of the Myth.
 B/Jl/08
PGELT-II PGELT-II (2)

Section - B
POST-GRADUATE COURSE
Answer any three of the following questions : 123=36
Term End Examination December, 2009
B.1. What is the relation between brain and language use ? 12
ENGLISH LANGUAGE TEACHING 2. Write a broad note on Second Language Acquisition
PAPER II quoting examples from Indian situation. 12

Time 4 hours Full marks : 100 3. Describe the evolution of Applied Linguistics with reference
to its Second Phase of development. 12
(Weightage of marks : 80%)
OR,
Special credit will be given for accuracy and relevance in
the answer. Marks will be deducted for incorrect spelling, What is Information ? Discuss the goal and scope of

untidy work and illegible handwriting. The weightage for Information theory.

each question has been indicated in the margin. 4. Define basic components of language teaching. Add a
critical note on the importance of Objective as a basic
Section - A component of language pedagogy. 6+6
Answer any two of the following questions : 182=36 5. Write a broad note on the possible practical areas where
A.1. Judge the scope of Applied Linguistics in the field of Applied Linguistics can contribute as a discipline. 12
language pedagogy. 18 OR,
2. Define Psycholinguistics. Show its application in the field Define motivation in ELT. Discuss different kinds of
of language acquisition. 6+12 motivation with suitable examples from each.
3. Write a critical note on major types of Bilingualism practised 6. Write a broad note on different types of Syllabuses that are
in India. 18 used for language teaching. What is your choice ? Give
4. What is Error Analysis ? Do you think that Error Analysis reasons for your choice. 6+6
is an effective tool in language teaching ? Give reasons for
OR,
your answer. 6+12
Write briefly on the acquisition process of the mother tongue
of a child.

P-17/129 P.T.O.
 (3) PGELT-II

Section - C

Answer any four of the following questions : 74=28

C.1. Explain the Speech Act theory. 7
2. Write a short note on communication as a source theory of
Applied Linguistics. 7
3. What is Role Play ? Do you like to apply Role Play in a
Language teaching class ? Why ? 2+2+3
4. Write a short note on Audio-lingual Method. 7
5. Write a short note on Sociology of communication. 7
OR,
What is Phenotext and Genotext ?
6. Write a short note on contrastive linguistics. 7
OR,
Language and Geography.
7. Write a brief note on Productive bilingualism.
8. Brocas area. 7
OR,
Language processing in human brain.
 B/Jl/08
PGELT-III PGELT-III (2)

(d) Write a short essay on discourse as differentiated from

POST-GRADUATE COURSE
text with special emphasis on the content and forms of
Term End Examination December, 2009 discourse.
ENGLISH LANGUAGE TEACHING
Section - B
PAPER III
2. Answer any three of the following questions : 123=36
Time 4 hours Full marks : 100 (a) How would you differentiate between interlingual interference
(Weightage of marks : 80%) (i.e. mother tongue interference) and intralingual
interference ? Answer with suitable and adequate illustrations.
Special credit will be given for accuracy and relevance in
(b) What is constructional homonymy ? Explain the notion with
the answer. Marks will be deducted for incorrect spelling,
illustrations and examples from English.
untidy work and illegible handwriting. The weightage for
(c) What are the vocal cords ? What are the phonetic functions
each question has been indicated in the margin.
of the vocal cords ? 4+8
Section - A (d) Write a note on the topic of discourse, the mode of
discourse and the style of discourse.
1. Answer any two of the following questions : 182=36
(e) What is your notion of a stress-timed language and a
(a) What are the limitations of Immediate Constituent
syllable-timed language ? What are the implications of
Analysis ? Discuss with adequate illustrations.
these notions for second language teaching at the level of
(b) What is register ? What are the linguistic and non-linguistic
phonology ?
features of register ?
(f) Write notes on any three of the following :
(c) How would you differentiate between phonetics and
(i) Dental fricative vs labio-dental fricative.
phonology ? Answer the question with reference to the
(ii) Alliteration vs assonance.
phonetics of English and the phonology of English.
(iii) Dark 1 vs clear 1.
Or,
(iv) Phrase structure rules in TG.
What is morphology ? How does morphological analysis of (v) Semantic fallacy.
words help us in capturing the structures of words ? Give (vi) Long vowel vs short vowel.
adequate illustrations.

W-31/129 P.T.O.
 (3) PGELT-III PGELT-III (4)

Section - C (f) Mark the stressed syllables in any five of the following
words :
3. Answer any four of the following questions : 74=28
European, magical, character, necessity, artistic,
(a) Analyse the structure of the following Noun Phrases (any
imagination, remedial, obstiuate.
three) :
(g) Capture the morphophonemic rules for the past tense suffix
(i) A lot of people.
in English. Give examples.
(ii) Those little pocket calculators.
(iii) A traffic battleneck.
(iv) Two English monks.
(v) Our banks and business houses.
(b) Give three-term descriptions of the phonemes in the
following words :
duty, camp, boat.
(c) Draw deep structure tree diagrams for any two of the
following sentences :
(i) She broke the flower vase.
(ii) Could you do me a favour ?
(iii) That he is honest is true.
(d) Give IC analysis of any two of the following sentences :
(i) If you touch her I will kill you.
(ii) I will tell you a story.
(iii) Work hard and you will do well.
(e) Analyse the morphological structures of the following
words (any two) :
dehumanized, unimaginable, impossibility, men, politician.

P.T.O.
 B/Jl/08
PGELT-IV PGELT-IV (2)

POST-GRADUATE COURSE (a) your teaching experience and (b) the material you have
Term End Examination December, 2009 used in the classroom.

ENGLISH LANGUAGE TEACHING (iv) Of all the major language skills to be developed, which do
you consider most difficult ? Explain with valid reasons.
PAPER IV

Time 4 hours Full marks : 100 Section - B

(Weightage of marks : 80%)
Special credit will be given for accuracy and relevance in
the answer. Marks will be deducted for incorrect spelling,
untidy work and illegible handwriting. The weightage for
each question has been indicated in the margin.
Section - A
1. Answer in detail any two of the following questions :
182=36
(i) In order to understand Reading as a complex activity one
needs to relate the product (text) to the process of Reading.
Discuss with reference to any reader reading in both the
first and second languages.
(ii) Explain how Canal and Swain (1980) have described
Communicative Competence. Does it have any relevance
to the English teaching programmes in West Bengal
Schools ?
2. Answer any three of the following questions : 123=36
(i) Do you think thinking as a skill is important for school level
learners ? Why ?
(ii) Give a general overview of the subskills and strategies of
listening.
(iii) Describe the reference tools required to develop proficiency
in English.
(iv) What are the different stages of the writing process ?
Explain with reference to the task below :
Write a description in about 150 words on your visit to the
new shopping mall in your town.
(v) Write a note on Listening as an active skill.
(vi) What is the basic difference between Holistic and Analytic
Scales of assessing language proficiency ?
Or,

(iii) What is Materials evaluation ? How would you evaluate What are the major principles and procedures involved in
yourself as a teacher ? Explain with special reference to language test construction ?

Y-45/129 P.T.O.
 (3) PGELT-IV PGELT-IV (4)

Section - C Answer all of the questions given below in relation to the

3. You want your students to develop Reading Skills using the task.
text below : 28 (a) At which level would you use this text for developing
INDEPENDENCE DAY Reading Skills ? Why ? 3
has always been special to me. (b) Which items of syntax and vocabulary (in the text) would be
Says ace shuttler Saina Nehwal as she focussed in your plan ? Why ? 3
shares her I-Day memories
(c) How would you integrate Oral Skills as a part of your plan ?
with CT
Why ? 4
TIMES NEWS NETWORK (d) At which stage of your lesson plan would you integrate
Up in the early hours of the morning, shuttle princess Saina Nehwal,
Writting Skills ? Why ? 4
whos now become the first Indian woman to have qualified in the
(e) Frame tasks that you might use for the Pre Reading Stage
quarter finals of the World Championship 2009, seems ready to
face the day as she sips her morning cuppa. She shared her I-Day (1 task). 3+6
memories. (f) State the specific objective for each of the tasks framed. 5
ITS MY DAY
In school and in college, Independence Day was very, very special
for me. Most of my happiest memories and proud moments of
professional achievement are somehow tied up with Independence
Day. I was either the torch bearer or Id be running up to the
podium to pick up a prize on I-Days over the years. A couple of
years back I was asked to be the chief guest at my college (St
Anns College, Mehdipatnam). Since I hardly go to college, I was
surprised and touched by the honour ! When I was much younger
I would look forward to August 15 because its a holiday and we
were given sweets at school. Last year I was playing at the Beijing
Olympics and I had beaten Wang Chen on this day. It was also
around this time that Abhinav Bindra had won the gold at the
Olympics. It was such a proud moment for all Indians.
Independence Day to me was always the happiest day.
JEMIMA MARGARET ELIOT

P.T.O.
 B/Jl/07
PGELT-V PGELT-V (2)

POST-GRADUATE COURSE Group B

Term End Examination December, 2009 Answer any three questions : 123=36
ENGLISH LANGUAGE TEACHING 5. What is strategic competence ? Discuss its implication of
teaching speech skill.
PAPER V
6. What do you mean by the term differance ? How is it
Time 4 hours Full marks : 100 applicable to literary texts ?
(Weightage of marks : 80%) 7. Discuss the basic assumptions of New Historicism ?
8. Name some of the major Marsxist critics. What is their
Special credit will be given for accuracy and relevance in
contribution to the field of literary criticism ? 5+7
the answer. Marks will be deducted for incorrect spelling, 9. Is listening an active or a passive job ? Could it help improve
untidy work and illegible handwriting. The weightage for the learners lexical as well as grammetical competence ?
each question has been indicated in the margin. 10. Find out the usual faults with traditional testing. What are the
two reformed ways of grading to counter it ?
Group A
Group C
Answer any two questions : 182=36
1. What is top-down processing ? How could a classroom Answer any four questions : 74=28
teacher apply it in listening skill development ? 11. Discuss the common test techniques with examples.
2. What is deconstruction ? Discuss how it is related to 12. What do you mean by NEB marking criteria ? Some of the
literary criticism ? criteria are given in Column A, with the meaning of these
criterian in Column B.
3. How does Affective Stylistics shift its literary focus from
the text to the reader ? Column A Column B
Criteria Meaning
4. Critically examine the four known aspects of writing
focussed upon in a communicative test meant for a (a) Knowledge of the book Simile
particular level. You may be free to choose any one level of (b) Essay structure
your own. (c) Language
(d) Illustration
OR,
(e) Relevance
Discuss the main features of Post Structuralism.
(f) Coverage
(g) Originality

P-67/129 P.T.O.
 (3) PGELT-V

13. Discuss the stages of list development in brief.

14. Explain briefly why literature is used in the class room for
language teching.
15. Give a brief account of English Literature teaching in India.
16. Write short notes on :
(a) Louis Althusser.
(b) Jonathon Goldberg.
17. Write notes on :
(a) French Feminist Theory.
(b) Ego and Superego.
 B/Jl/07
PGELT-VI
POST-GRADUATE COURSE
Term End Examination December, 2009
ENGLISH LANGUAGE TEACHING
PAPER VI
Time 4 hours Full marks : 100
(Weightage of marks : 80%)
Special credit will be given for accuracy and relevance in
the answer. Marks will be deducted for incorrect spelling,
untidy work and illegible handwriting. The weightage for
each question has been indicated in the margin.
Section A
1. Answer any two of the following questions : 182=36
(a) You have to teach an extract from an English epic in an
undergraduate class. How would you introduce the
characteristics of the form to an audience largely uninitiated
into the thematic and stylistic challenges of the same ?
(b) While introducing a tragedy by Shakespeare in a B.A.
Honours classroom how will you use the practice of
intertextuality to enhance the richness and intensify the
implications of the opening scene of the play ? Discuss with
reference to Macbeth or any other Shakespearean tragedy
that you are familiar with.
B-79/129 P.T.O.
PGELT-VI (2)
(c) How would you prioritize the study of literature in general to
a batch of Higher Secondary students ? Which aspects and
uses of literature would you emphasize to underscore the
relevance of the subject ?
(d) Select a One-Act play in English that you are familiar with
and discuss how you would teach it in an undergraduate
classroom. Define your objectives and discuss your
strategies.
Section B
2. Answer any three of the following questions : 123=36
(a) Explain the salient features of a biography referring to at
least two influential expressions in the form.
(b) What are the points of difference between the personal and
the impersonal (or objective) essay ? Answer with suitable
illustrations of the form.
(c) Select an early piece of Indian writing in English and discuss
the use of language against the historical, social and cultural
conditions of the times. You may refer to Duty by Mulk Raj
Anand ; The Cow of the Barricades by Raja Rao ; A
Moment of Eternity by Bhabani Bhattacharya.
(d) You have just completed teaching a literary piece. You may
choose the text and the level. Give a detailed plan of an ideal
answer that you would encourage your students to compose
keeping in mind such basic factors as engagement with the
question and judicious time-management.
(e) Given below is a passage from Shakespeares Romeo and
Juliet. Read the passage carefully and discuss what it says
about name and identity.
 (3) PGELT-VI
Jul. O Romeo, Romeo, wherefore art thou Romeo ?
Deny thy father and refuse thy name :
Or, if thou will not, be but swora my love,
And Ill no longer be a Capulet.
Rom. (to himself) Shall I hear more, or shall I speak at this
Jul. Tis but thy name that is my enemy :
Thou art myself, though not a Montague.
Whats Montague ? it is nor hand nor foot,
Nor arm nor face, nor any other part
Belonging to a man. O be some other name !
Whats in a name ? that which we call a rose
By any other name would smell as sweet,
So Romeo would, were he not Romeo calld,
Retain that dear perfection which he owes,
Without that title : Romeo, doff thy name,
And for that name, which is no part of thee,
Take all myself.
Rom. (aloud). I take thee at thy word :
Call me but love, and Ill be new baptized
Henceforth I never will be Romeo.
Jul. What man art thou, that thus bescreend in night
So stureblest on my counsel ?
Rom. By a name,
I know not how to tell thee who I am :
My name, dear saint, is hateful to myself,
Because it is an enemy to thee,
Had I it written, I would tear the word
Jul. My ears have not yet drunk a hundred words
of thy tongues uttering, yet I know the sound :
Art not thou Romeo, and a Montague ?
P.T.O.
PGELT-VI (4)
(f) Frame five questions to test your students comprehension
of the extract given below from Science and War by J.
Bronowski :
I myself think there is a third dimension which science had
added to modern war. It has created war nerves and the
war on nerves. I am not thinking of the technical conditions
for a war on nerves ; the camera-man and the radio and the
massed display of strength. I am thinking of the climate in
which this stage lighting flickers and is made to seen real.
The last twenty years have given us a frightening show of
these mental status. There is a division in the mind of each
one of us, that has become plain, between the man and the
brute ; and the rift can be opened, the man submerged, with
a cynical simplicity, with the meanest tools of envy and
frustration, which in my boyhood would have been thought
inconceivable in a civilized society. I shall come back to this
cleavage in our minds, for it is so much more than an item in
a list of war crimes. But it is an item.
It helps to create the conditions for disaster. And I think
science has contributed to it. Science : the fact that science
is there, mysterious, powerful, the fact that most people are
impressed by it but ignorant and helplessall this seems to
me to have contributed to the division in our minds. And
scientists cannot escape the responsibility for this. They
have enjoyed acting the mysterious stranger, the powerful
voice without emotion, the expert and the God. They have
failed to make themselves comfortable in the talk of people
in the street ; no one taught them the Knack, of course, but
 (5) PGELT-VI PGELT-VI (6)

they were not keen to learn. And now they find the distance (g) What innovative techniques would you employ to make a
which they enjoyed has turned to distrust, and the awe has novel more readable and comprehensible to your students ?
turned to fear. (h) Analyze the extract from Julius Caesar gives below, point
Section C out and explain how you would draw the students attention
to the images in it.
3. Answer any four of the following questions : 74=28
O pardon me, thou bleeding piece of earth,
(a) Compile a set of guidelines that you would give your
That I am neek and gentle with these butchers !
students to help them attempt a critical appreciation of a
Then art the ruins of the noblest man
brief lyric poem.
That ever lived in the tide of times
(b) Set an exercise to help your students distinguish between a
poem by a British poet and that by a mainstream American Woe to the hands that shed this costly blood !
one. You may take into consideration linguistic factors such Over thy wounds now do I prophesy,
as diction, syntax and ideom as also the distinct life Which, like dumb mouths, do ope their ruby lips,
experiences of the selected poets. To beg the voice and utterance of my tongue,
(c) How would you counter the difficulties posed by language
while teaching an English novel of the Romantic or Victorian
era to a class of undergraduates who are not familiar with
the social attitudes and vocabulary of the period ? You may
refer to any novel by Jane Austen, Charles Dickens or
Thomas Hardy.
(d) Design a plan whereby students may obtain a step-by-step
approach to substance-writing. You may select a lyric poem
you are familiar with.
(e) In an introductory lecture on poetry to the Science Section
of a Higher Secondary class which aspects of literature
would you emphasize to capture and retain the interest of
your students.
(f) List the points that you would typically include in a brief
introduction to post-colonial literatures.
P.T.O.
 B/Jl/07
PGELT-VII PGELT-VII (2)

POST-GRADUATE COURSE 4. With reference to a few syllabus models you are familiar
with specify the major areas of difference between a
Term End Examination December, 2009
synthetic and an analytic syllabus for teaching English.
ENGLISH LANGUAGE TEACHING
Which is more effective for learners at primary level ?
PAPER VII Why ?
Time 4 hours Full marks : 100
Section B
(Weightage of marks : 80%)
Answer any three questions : 123=36
Special credit will be given for accuracy and relevance in
5. Write short notes on : 43=12
the answer. Marks will be deducted for incorrect spelling,
untidy work and illegible handwriting. The weightage for (i) The contribution of Harold Palmer to syllabus design.
each question has been indicated in the margin. (ii) The importance of Supplementary Materials.
(iii) The relationship between Methods & Materials.
Section A
6. What were the underlying approaches to syllabus desing in
Answer any two questions : 182=36
the early part of the twentieth century ?
1. With reference to any English syllabus currently being used
7. What would be the format of a multi-strand syllabus ? Do
in India, explain how you would differentiate between
you think such a format is useful ?
Syllabus Design and Curriculum Development.
8. Refer to your own teaching situation / learning experience.
2. Distinguish between Syllabus Desing and Curriculum
How important is the course book ? Why ? How would you
Development with reference to any English syllabus.
assess the course book keeping in mind your own set of
3. What should be the content of a language syllabus for the
criteria for assessment and objectives of teaching ?
following :
9. What should be the specific objectives of a literature
(a) Marketing Executives (b) Students going abroad for
syllabus ? Explain with reference to texts and tasks.
further studies. Justify your choice with reference to your
10. Discuss the criteria for assessing and evaluating books and
assumptions of communicative competence.
materials that are literary.

B-94/129 P.T.O.
 (3) PGELT-VII

Section C

11. Answer all the questions : 28

Study the situation given :
A group of science school teachers is being sent abroad on
an exchange programe. They will visit schools, interact with
students, teachers, publishers and members of local Boards
of Education. They need to develop their proficiency in
English prior to their departure.
(a) If you were to design a fifty hour syllabus for training this
group, what would be the specific objectives and learning
outcomes ? 4+4
(b) List the specific TOPICS, GRAMMAR ITEMS and
LANGUAGE FUNCTIONS you would like to include in
your syllabus. Justify your choice for each list. 5+4
(c) Give details of the number of teaching hours, class time, the
faculty and the materials to be used. 4
(d) Describe one SESSION PLAN of last 75 minutes. This plan
should reflect your syllabus. 7
 B/Jl/07
PGELT-VIII
POST-GRADUATE COURSE
Term End Examination December, 2009
ENGLISH LANGUAGE TEACHING
PAPER VIII
Time 4 hours Full marks : 100
(Weightage of marks : 80%)
Special credit will be given for accuracy and relevance in
the answer. Marks will be deducted for incorrect spelling,
untidy work and illegible handwriting. The weightage for
each question has been indicated in the margin.
Section A
1. Answer any two of the following questions : 182=36
(a) Research in a quest of discovery. Do you agree ?
Whether you agree or disagree, provide reasons / or
arguments to support your position.
(b) What do you understand by the term fieldwork in
research ? When is fieldwork undertaken and why ?
Mention two tools that can be used for fieldwork and
elastrate. 3+2+3+4+6
(c) Distinguish between questionnair and questionnair-
schedule. Discuss the parameters and limitations in order to
frame a questionnair.
(d) Research in language teaching can be of practical use.
Do you agree ? Give reasons to support your position.
Section B
2. Answer any three of the following questions : 123=36
(a) In research on literature, we do not need any data. Do you
agree ? Give reasons for your answer.
(b) Do you think that use of statitics is essential for all types of
research ? Justify your views with suitable examples.
P-107/129 P.T.O.
PGELT-VIII (2)
(c) How is attitude survey different from a needs survey ?
Do you need different tools ? Elaborate with suitable
examples.
(d) Write briefly on :
(i) Format of Dissertation
(ii) Bibliography.
(e) How can one choose a research topic ? With a suitable
example elaborate how and why such a choice can be
made.
(f) How does one delinet a research topic ? Why is this steps
necessary ?
Section C
3. Your topic of research is Teaching Spoken English is
Classes V to VIII in regional meadium schools in West
Bengal is not feasible. 47=28
Set up a research proposal mentioning :
(i) The objective of the research.
(ii) The hypothesis proposed (there may be more than one).
(iii) The tools of research you are going to use.
(iv) The kind of resources you are going to use.
(v) The steps you will take to test the hypothesis.
(vi) The kind of result / conclusion you expect and how you will
measure the validity of your conclusion.
(vii) Now you will utilize your finding in the classroom.
Or,
Prepare a small research proposal on a topic of your choice
relating to the Teaching of English Language. Specify the
level you have selected Elaborate on the various steps you
have taken for preparing the research proposal.